SLP's Confidence and Preparedness working with bilingual children

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

Lourdes Martinez-Nieto, PhD

Abstract

This study examined the self-perceived confidence and preparedness of 68 certified speech-language pathologists (SLPs) and 38 SLP graduate students in the United States when serving school-aged children. Participants completed an online survey. The relationship between confidence, preparedness, academic coursework, and continuing education was investigated. Results indicated that, when compared to monolingual participants, bilingual participants show higher confidence and preparedness levels when working with bilingual children and their parents. However, both groups, monolinguals and bilinguals, exhibited significantly higher confidence and preparedness when working with monolingual children. Bilingual SLPs and bilingual students reported taking more courses on topics relevant to bilingualism when compared to Monolingual SLPs and monolingual students. These findings emphasize the need for enhanced training and continuing education to support bilingual service provision, as persistent gaps in confidence and preparedness exist among monolingual SLPs.

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