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    3 Courses

Betty Yu

Ph.D., CCC-SLP

Betty Yu is an Associate Professor in the Department of Special Education & Communicative Disorders. Before joining the faculty at San Francisco State, she practiced as a speech-language therapist primarily serving young children and their families in minority communities. Her research interest is in how children's language development interfaces with the development of sociocultural competence. Her current research focuses on the communication experiences of children with autism spectrum disorders and their families within bilingual contexts. She is a member of the Conversation Analysis Research in Autism (CARA) research group. She teaches courses related to language development, atypical language development, cultural and linguistic diversity, intervention in young children, and counseling in Communicative Disorders. The emphasis of her clinical instruction is on the provision of family-centered services to support communication development in children on the autism spectrum. She is the co-director of Project Common Ground, a project funded by the U.S. Department of Education to prepare speech-language therapists to work effectively with diverse children on the autism spectrum.

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Foundations in Bilingual and Biliterate Learning and Development

Presented by Laura Epstein, Ph.D., CCC-SLP and Betty Yu, Ph.D., CCC-SLP

Foundations in Bilingual and Biliterate Learning and Development

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More than half of the world population is bilingual or multilingual. According to the U.S. Census (2010), approximately a quarter of the U.S. population over the age of five speaks a language other than English at home. Since 1980, the nation's overall population grew by 34 percent while the percentage of speakers of non-English languages grew by 140 percent. In contrast, fewer than 5 percent of speech-language pathologists in the U.S. speak a language other than English. Children from minority-language backgrounds are disproportionately represented in Special Education and lack access to equitable services to support their needs. What do speech-language pathologists need to understand in order to better support the needs of the bilingual children that they serve? This course will provide an overview of the cognitive, developmental, and cultural foundations of typical bilingual and biliterate acquisition in children. This course is one of three courses on bilingualism. In the next two courses, issues related to assessment and children with communication disabilities are discussed.

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Assessment of Bilingual Children and English Language Learners

Presented by Laura Epstein, Ph.D., CCC-SLP and Betty Yu, Ph.D., CCC-SLP

Assessment of Bilingual Children and English Language Learners

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Children from minority-language backgrounds are disproportionately represented in Special Education and lack access to equitable services to support their needs. A significant contributor to the problem is that speech-language pathologists and teachers often have difficulties distinguishing between what are typical behaviors in second language learning and what are indicators of language disorders. The purpose of this chapter is to provide an assessment framework for differentiating between language differences and language disorders. This course will provide a framework for assessing bilingual children and children who are English language learners. This course will also provide case examples of assessments in the family setting and in the school setting. This course is second of three courses on bilingualism. In the next course, bilingualism in children with communication disabilities are discussed.

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Bilingualism and Children with Communication Disabilities

Presented by Laura Epstein, Ph.D., CCC-SLP and Betty Yu, Ph.D., CCC-SLP

Bilingualism and Children with Communication Disabilities

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Can children with communication disabilities become bilingual? Will bilingualism exacerbate their difficulties or further delay their development? While there is ample data on the advantages of bilingualism for typically developing children, many professionals and parents are still fearful of speaking more than one language with children who have significant communication disorders they worry that bilingualism would be too taxing for children who are already struggling with language, or may further delay the acquisition of one or both languages. In this course, we will review the current research on bilingual children with communication disabilities, including children with specific language impairment and autism spectrum disorders. We will also answer frequently asked questions about bilingualism in children communication disabilities as well as offer perspectives from parents of children with communication disabilities from bilingual families. It is the aim of this course to dispel common myths about bilingualism in children with communication disorders and to promote family-centered and culturally and linguistically responsive services for children with communication disabilities from diverse linguistic backgrounds.

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