Examining Speech Assessment Tools for Bilingual Latinx Students : Combatting Misdiagnosis Within a Lingual Supremacy System

Abstract

Speech-language pathologists (SLPs) serve culturally and linguistically diverse clients across the lifespan. Therefore, the evaluation of a client’s speech cannot be carried out utilizing the same assessment materials. However, the most accessible and employed assessments often only suit the needs of monolingual, English speakers. Specifically, there is a mismatch between the number of certified bilingual SLPs and the number of Latinx elementary schoolers in the United States. With the number of Latinx students continuing to rise, it is imperative that SLPs are well-prepared to work with their students; especially in presence of a lingual supremacy system. The United States has no national language; yet, speaking Standard American English (SAE), grants more opportunities and is paired with positive assumptions about level of income and education. This lingual supremacy system is apparent in that SLPs are not trained or granted reliable access to appropriate materials.