SLPs and SLPAs Perspectives and Practices on Code-Switching with Dual-Language AAC Users

Date of Submission

Spring 2025

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Ivonne Maldonado-De la Rosa, PhD, MLS, CCC-SLP

Abstract

Dual-language learners who use augmentative and alternative communication (AAC) often navigate multiple linguistic and cultural contexts, making code-switching an important component of communication. Despite the increasing linguistic diversity among AAC users, limited research exists regarding speech-language pathologists’ (SLPs) and speech-language pathology assistants’ (SLPAs) perspectives and practices related to code-switching (CS) in AAC intervention. The purpose of this study was to examine SLPs’ and SLPAs’ perspectives, practices, and perceived barriers when working with dual-language AAC users who CS. A quantitative survey design was utilized. Data were collected through a survey distributed through ASHA SIGs and social media platforms. Participants included 87 SLPs and SLPAs who reported working with at least one dual-language learner who used AAC. Descriptive statistics were used to analyze responses. Results demonstrated strong support for culturally and linguistically responsive AAC practices. Most participants agreed that CS is a normal aspect of bilingual language development and believed dual-language AAC users should have access to all languages they are regularly exposed to. Common practices included incorporating family language preferences, programming AAC devices in the child’s home language, aided language modeling, and parent training. However, participants also identified several barriers, including limited AAC vocabulary options in multiple languages, insufficient bilingual support materials, stakeholder resistance, and lack of training related to multilingual AAC intervention. Findings suggest a gap between clinicians’ positive perspectives and their confidence in implementing multilingual AAC practices. This study highlights the need for increased professional development, improved multilingual AAC resources, and culturally responsive frameworks to support equitable communication opportunities for dual-language AAC users.

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