SERVICE DELIVERY TO SPEAKERS OF ARABIC-INFLUENCED ENGLISH: DIFFERENTIAL DIAGNOSIS OF COMMUNICATION DIFFERENCES VS. DISORDERS AND RESEARCH-BASED INTERVENTION STRATEGIES

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SERVICE DELIVERY TO SPEAKERS OF ARABIC-INFLUENCED
ENGLISH DIFFERENTIAL DIAGNOSIS OF COMMUNICATION
DIFFERENCES VS. DISORDERS AND RESEARCH-BASED
INTERVENTION STRATEGIES
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In the book, you are only responsible for

• Background information pp. 185-186
• Education and literacy pp. 191-top of 192
• Health care and disabling conditions bottom of p.
  93-all of p. 94
• Middle Eastern language considerations p. 196
  through end of chapter
• Please know the table on p. 197

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My school district, San Juan Unified

• Is the second highest receiver of refugee and
  immigrant children in the U.S.
• Our fastest-growing languages are Dari and Farsi

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Some information taken from

• Sharifzadeh, V-S.. Families with Middle Eastern
  roots. In Lynch Hanson, Developing
  cross-cultural competence A guide to working
  with young children and their families (4th ed.).
  Baltimore Paul H. Brookes.

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I. INTRODUCTION

• Middle East is approximately the size of the
  U.S.
• Largest population group is the Arabsmore than
  75 of MEs identify as Arabs
• 90 of Arabs are Muslim

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II. MIDDLE EAST LANGUAGE CONSIDERATIONS

• Arabic is the worlds fourth most common language
• Other common languages Kurdish, Farsi, Turkish,
  Urdu
• Arabic has many spoken dialects

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• Written or classical Arabic is the language of
  the Koran
• The Koran is considered the ultimate book of
  style and grammar for Arabs
• All Muslims must use Arabic in their daily
  prayers
• 29 letters in the Arabic alphabet
• Arabic and Farsi are written from right to left

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Racoma, 2019-Arabichttps//www.daytranslations.c
om/blog/interpreting-english-arabic/textPhone
mes20are20the20individual20speech,phonemes20a
nd202820consonant20phonemes.
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Racoma, 2019
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III. HEALTH AND DISABILITIES (Sharifzadeh)

• Family intermarriage is linked to a large number
  of childhood disorders found in Arab countries
• In more traditional families, in terms of a child
  with a disability mother may feel shame and
  guilt father may view as defeat, blemish on
  familys pride
• Reactions possible abandonment, overprotection,
  denial, isolation in some families

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• In some countries, persons with disabilities may
  be considered helpless
• Some may not go to school or obtain jobs
• Families may stay home and take care of their
  family members with disabilities
• Persons with disabilities--limited rights

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IV. EDUCATION AND LITERACY

• Many U.S. Arabs are highly educated
• 45 have a Bachelors degree or higher compared
  with 27 of the general population
• Literacy rates vary widely among Arab nations

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V. IMPLICATIONS FOR SLPs AND AUDIOLOGISTS

• There are few Arab SLPs and audiologists
  worldwide
• Family might not be familiar with SLPs and
  audiologists and our services

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• Show respect dress formally, sit w/ good
  posture
• Children may develop self-help skills in a more
  relaxed time frame
• Arabs have great respect for education try to
  let them know your credentials
• Remember that the term Middle East
• may be viewed as ethnocentric. Try to refer to
  families according to their countries of origin

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Ramos-Pizarro, 2020
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Ramos-Pizarro, 2020-for women who wear hijabs
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Ramos-Pizarro 2020 pp. 177-178
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In terms of assessment of language difference vs.
language impairment, research is scarce but there
are a few recent sources

• Shaalan, S. (2020). Nonword repetition skills in
  Gulf Arabic-speaking children with developmental
  language disorder (DLD). Journal of Speech,
  Language, and Hearing Research, 63, 3700-3713.

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Shaalan 2020

• Gulf Arabic (GA) is spoken in Bahrain, Kuwait,
  Qatar, United Arab Emirates, and the eastern part
  of Saudi Arabia
• This study examined the language skills of
  school-aged children in Qatar who spoke GA

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Shaalan 2020 continued

• There were 3 groups of schildren DLD,
  language-matched controls (LCs), and age-matched
  controls (ACs)
• The subjects were given the GA Nonword Repetition
  test (GA-NWR), where they were asked to repeat
  nonwords of 2-3 syllables
• There were 4 types of nonwords 1) no clusters,
  2) medial clusters, 3) final clusters, or 4)
  medial final clusters

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Shaalan 2020 found
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Mahfoudhi, A., Everatt, J., Elbeheri, G.,
Roshdy, M. (2020).Development and standardization
of a phonological processing test in Arabic.
Arab Journal of Applied Linguistics, 5(1), 1-24.

• Developed a test of phonological processing in
  Arabic
• Purpose to ascertain whether or not it was a
  reliable and valid way of assessing children for
  reading disabilities and potential underlying
  reasons for these difficulties

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Mahfoudhi et al., 2020

• Researchers developed the first version of the
  test to measure the phonological skills of 1255
  Arabic-speaking children in Kuwait from grades
  2-5
• The second version was developed to cover the
  middle school years with children in Kuwait in
  grades 6-9

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Mahfoudhi et al., 2020the tests assessed

• Phonological memorynonword repetition
• Phonological accessrapid automatic naming of
  familiar items (objects, letters, letter strings)
• Phonological decoding the child was asked to
  read (as quickly as possible) a number of letter
  strings that could be pronounced in Arabic but
  which didnt mean anything
• Phonological awareness sound deletionthe child
  was asked to say a word after the examiner but
  delete the first sound (Say table without the
  t.)

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Mahfoudhi et al., 2020 found
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• Case Study A. H.
• Case study O.N.