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SPCL 7823 Seminar in Bilingual School Counseling: Session 10 - Module 5: Counseling Bilingual Students in Schools

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7823 course.

TASK LIST TO PREPARE FOR ZOOM SESSION

Please complete the following PRIOR to our 5:00 pm Zoom session on July 7:

1. Complete the readings.

‚ÄčPerez Foster

Elizalde-Utnick

Cervantes et al.

2. Complete and submit the Peer Evaluation & Class Participation forms.

Go to Blackboard to obtain the Google Form links and complete the forms.

3. Prepare for Blackboard Quiz (RAT).

The 5-question multiple-choice quiz will be on the three readings.

4. Take the Blackboard Quiz (RAT#10).

This RAT will be made available to you at 4:30 pm on July 7.

5. Join the Zoom session at 5:00 p.m.

APPLICATION ACTIVITY - REFLECTING ON THE PEREZ FOSTER READING

BILINGUAL COUNSELING

1.Using your knowledge of Perez Foster’s clients and the linked (below) reading excerpts, who most likely exhibits the detachment effect?

2. Of these same clients, who is Eva Hoffman most like?

A. Josefa
B. Nina

C. Boris

The Case of Jean Claude

1. What accounts for the change in Jean Claude’s mood and behavior?

2. Explore the basis of Jean Claude’s language usage with his mother.

3. What were the critical elements and outcomes of Perez Foster’s strategies?

APPLICATION ACTIVITY - THE USE OF PROVERBS & EXPRESSIONS (DICHOS) IN COUNSELING

Try to find at least 4 proverbs or expressions and indicate their underlying cultural value or meaning. In particular, search for them in your target language.

e.g., The early bird catches the worm.

Underlying Cultural Value/Meaning: Initiative

SUMMARY

In this session look at various therapeutic strategies that can be implemented in bilingual counseling.  We will explore cases that have used language switching in the counseling sessions. We will also explore the influence of language choice on transference.

SESSION SLIDES

BILINGUAL COUNSELING STRATEGIES

  • Language switching
  • Play therapy
    • Use of toys and art materials that foster social engagement, vocalization, and verbalization for children with selective mutism
  • Use of dichos (proverbs and cultural expressions) and testimonials

APPLICATION ACTIVITY - EMERGENT BILINGUALS & THE SILENT PERIOD

A teacher comes to you concerned that one of her ELL students does not speak. The 4th grade student recently emigrated from Guatemala. The language of instruction is English, and she is pulled out each day for a period of ESL. You are considering selective mutism. Which of the following is the best way to rule out the silent period?

A. Observe the student in her classroom.

B. Observe the student during ESL instruction. The school has a special program in which the ELL students are paired with a monolingual “peer” tutor (a 10th-grade student from the adjacent high school).

C. Observe the student in your bilingual-Spanish socialization group for pre-adolescent girls. The group is run primarily in Spanish, although the students often code switch/mix.

D. Observe the student in your socialization group for SM students. The group is run in English.

E. Observe the student in her home.

APPLICATION ACTIVITY - REFLECTING ON THE ELIZALDE-UTNICK READING

EMERGENT BILINGUALS WITH SELECTIVE MUTISM

Discuss the nature and impact of the language of treatment in the case of Miguel.