ASHA Learning Pass

This SIG 14 activity is a review of considerations for assessment of language disorders in individuals who speak Urdu, Turkish, Pidgin (Hawaiʻi Creole), and Bahamian Creole. Topics include (a) salient characteristics of each language presented and (b) an assessment tutorial for speech-language pathologists when assessing individuals who may speak the aforementioned languages.

Learning Outcomes
You will be able to:

• identify validated speech and language assessments for Urdu speakers in the United States
• define the possible language difficulties of bilingual Turkish-English speaking children based on the linguistic differences between these two languages
• connect salient linguistic features of Pidgin (Hawaiʻi Creole) to suggested culturally responsive informal assessment measures in order to make informed clinical and educational decisions about language development in Pidgin-speaking children
• discuss profile characteristics that are suggestive of atypical and typical development in Bahamian Creole English–speaking children

Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.

Articles in This Course

1. Speech and Language Assessment for Urdu Speakers in the United States by Elizabeth Roepke and Hiba Alvi, published in SIG 14, Volume 9, Issue 3, June 2024
2. Language Assessment in Bilingual Turkish-Speaking Preschoolers With Developmental Language Disorders: A Tutorial by Nur Seda Saban-Dülger and Esra Özcebe, published in SIG 14, Volume 9, Issue 3, June 2024
3. “We Pau?”: Culturally Responsive Language Assessment of Pidgin (Hawaiʻi Creole)– Speaking Children by Bethany F. Schwartz, published in SIG 14, Volume 9, Issue 3, June 2024
4. Assessing the Language Abilities of Bahamian Creole English–Speaking Children by Danielle Moss and Geralyn R. Timler, published in SIG 14, Volume 9, Issue 3, June 2024