Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF

Blake, HL; McLeod, S

Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF

Blake, HL

McLeod, S

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Publication Type:: Journal Article
Citation:: Journal of Communication Disorders, 2019, 77 pp. 56 - 70
Issue Date:: 2019-01-01

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Field	Value	Language
dc.contributor.author	Blake, HL https://orcid.org/0000-0003-1041-4613	en_US
dc.contributor.author	McLeod, S https://orcid.org/0000-0002-7279-7851	en_US
dc.date.available	2018-12-18	en_US
dc.date.issued	2019-01-01	en_US
dc.identifier.citation	Journal of Communication Disorders, 2019, 77 pp. 56 - 70	en_US
dc.identifier.issn	0021-9924	en_US
dc.identifier.uri	http://hdl.handle.net/10453/129512
dc.description.abstract	© 2018 Elsevier Inc. Purpose: To use the ICF to classify characteristics and aspirations of multilingual university students and faculty who seek speech-language pathologists’ support for intelligibility in English and to identify activities, facilitators, and barriers that impact participation in society. Method: A retrospective record review was conducted on files of 175 clients attending a university clinic for intelligibility enhancement (accent modification). Participants came from 35 countries and spoke 28 different home languages. Results: Assessment and intervention for intelligibility enhancement involved consideration of ICF components of Body Functions and Structures (e.g., articulating phonemes, rate, prosody), Environmental Factors (e.g., support), and Personal Factors (e.g., motivation). Consonant substitutions and deletions were common, although participants were often unaware of these. For example, only 25.6% of participants reported English dental fricatives (/θ/ and /ð/) were difficult to pronounce; however, 94.9% substituted them with other phonemes such as [t] and [d]. The combination of substitutions/deletions, fast speech rate, low speaking volume, and differences in word stress exacerbated poor intelligibility. More time conversing in English was associated with greater confidence and less difficulty communicating in English, although more time knowing English was not. Difficult communication situations were reported to be conversing over the phone, talking to strangers, and communicating in English on professional fieldwork placements. Participants were motivated to seek intelligibility enhancement for academic, employment, and social reasons. Conclusions: To ensure multilingual speakers are able to participate fully in society, intelligibility enhancement requires a multi-pronged approach where speech and environmental characteristics interweave.	en_US
dc.relation.ispartof	Journal of Communication Disorders	en_US
dc.relation.isbasedon	10.1016/j.jcomdis.2018.12.003	en_US
dc.title	Speech-language pathologists’ support for multilingual speakers’ English intelligibility and participation informed by the ICF	en_US
dc.type	Journal Article
utslib.citation.volume	77	en_US
utslib.for	1702 Cognitive Sciences	en_US
utslib.for	1103 Clinical Sciences	en_US
utslib.for	1701 Psychology	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
utslib.copyright.status	closed_access
pubs.publication-status	Published	en_US
pubs.volume	77	en_US

Abstract:

© 2018 Elsevier Inc. Purpose: To use the ICF to classify characteristics and aspirations of multilingual university students and faculty who seek speech-language pathologists’ support for intelligibility in English and to identify activities, facilitators, and barriers that impact participation in society. Method: A retrospective record review was conducted on files of 175 clients attending a university clinic for intelligibility enhancement (accent modification). Participants came from 35 countries and spoke 28 different home languages. Results: Assessment and intervention for intelligibility enhancement involved consideration of ICF components of Body Functions and Structures (e.g., articulating phonemes, rate, prosody), Environmental Factors (e.g., support), and Personal Factors (e.g., motivation). Consonant substitutions and deletions were common, although participants were often unaware of these. For example, only 25.6% of participants reported English dental fricatives (/θ/ and /ð/) were difficult to pronounce; however, 94.9% substituted them with other phonemes such as [t] and [d]. The combination of substitutions/deletions, fast speech rate, low speaking volume, and differences in word stress exacerbated poor intelligibility. More time conversing in English was associated with greater confidence and less difficulty communicating in English, although more time knowing English was not. Difficult communication situations were reported to be conversing over the phone, talking to strangers, and communicating in English on professional fieldwork placements. Participants were motivated to seek intelligibility enhancement for academic, employment, and social reasons. Conclusions: To ensure multilingual speakers are able to participate fully in society, intelligibility enhancement requires a multi-pronged approach where speech and environmental characteristics interweave.

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http://hdl.handle.net/10453/129512