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SPCL 7823 Psycholinguistics, Bilingualism, & Counseling in Schools: Session 10 - Module 6: Use of Language Switching and Play in School-Based Bilingual Counseling

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

TASK LIST TO PREPARE FOR CLASS SESSION

Please complete the following PRIOR to our class session on April 2:

1. Complete the readings.

‚ÄčPerez Foster

Elizalde-Utnick

2. Review for Quiz (RAT).

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

APPLICATION ACTIVITY - REFLECTING ON THE PEREZ FOSTER READING

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 - 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.

SUMMARY

In this session we will continue to look at language switching as a therapeutic strategy, and the influence of language choice on transference. We will discuss the case of an anxious bilingual student presenting with selective mutism. We will also explore the use of play in bilingual counseling.

SESSION SLIDES

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.