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Bilingual Augmentative and Alternative Communication in Catalunya: A Qualitative Study of Practitioner Practices and Perspectives.

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Τίτλος: Bilingual Augmentative and Alternative Communication in Catalunya: A Qualitative Study of Practitioner Practices and Perspectives.
Συγγραφείς: Salisbury-Ferguson, Johanna, Gross, Megan C., Soto, Gloria
Πηγή: Perspectives of the ASHA Special Interest Groups; Aug2026, Vol. 11 Issue 4, p1352-1369, 18p
Θεματικοί όροι: Treatment of communicative disorders, Speech therapists, Communicative competence, Patients' families, Facilitated communication, Qualitative research, Professional practice, Focus groups, Research funding, Interprofessional relations, Medical personnel, Interviewing, Statistical sampling, Cultural competence, Speech-language pathology, Descriptive statistics, Families, Multilingualism, Assistive technology, Linguistics, Sound recordings, Thematic analysis, Attitudes of medical personnel, Physician practice patterns, Research methodology, Special education schools, Trust, Speech evaluation, Child development, Data analysis software, Special education, Psychosocial factors, Speech therapy, Language acquisition
Γεωγραφικοί όροι: Spain
Περίληψη: Purpose: Although research and international clinical practice guidelines recommend that bilingual children with communication disorders receive intervention in all their languages, most studies of bilingual intervention have focused on spoken language. Beyond expert recommendations, there is limited empirical research on how augmentative and alternative communication (AAC) can be implemented bilingually. This article investigates the beliefs and practices of bilingual speech-language pathologists (SLPs) in Catalunya, a bilingual region in northeastern Spain, in evaluating, teaching, and supporting bilingual individuals who use AAC. Method: Six SLPs participated in semistructured interviews regarding their beliefs and practices in teaching AAC to bilingual users in Catalunya. Results: Thematic analysis identified four overarching themes: (1) bilingual AAC users, monolingual AAC systems; (2) communication transcends individual languages; (3) systemic barriers to bilingual AAC; and (4) collaboration with family and communication partners is essential. Although considered bilingual, the AAC users served by these SLPs have AAC systems in only one language, thus limiting their access to all the languages of their family and community. This finding may reflect a combination of ideas about language and communication among AAC users; limited access to resources, technology, and professional training on bilingual AAC; and other systemic constraints. Despite the lack of multilingual AAC systems, the SLPs actively engage families and other communication partners as key collaborators and show respect for home languages, whether Castilian Spanish, Catalan, or another language. Conclusion: The findings indicate that barriers exist to implementing bilingual AAC, even in highly bilingual communities, and even when individual practitioners respect and value their clients' home language(s) and bilingual identities. [ABSTRACT FROM AUTHOR]
Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Purpose: Although research and international clinical practice guidelines recommend that bilingual children with communication disorders receive intervention in all their languages, most studies of bilingual intervention have focused on spoken language. Beyond expert recommendations, there is limited empirical research on how augmentative and alternative communication (AAC) can be implemented bilingually. This article investigates the beliefs and practices of bilingual speech-language pathologists (SLPs) in Catalunya, a bilingual region in northeastern Spain, in evaluating, teaching, and supporting bilingual individuals who use AAC. Method: Six SLPs participated in semistructured interviews regarding their beliefs and practices in teaching AAC to bilingual users in Catalunya. Results: Thematic analysis identified four overarching themes: (1) bilingual AAC users, monolingual AAC systems; (2) communication transcends individual languages; (3) systemic barriers to bilingual AAC; and (4) collaboration with family and communication partners is essential. Although considered bilingual, the AAC users served by these SLPs have AAC systems in only one language, thus limiting their access to all the languages of their family and community. This finding may reflect a combination of ideas about language and communication among AAC users; limited access to resources, technology, and professional training on bilingual AAC; and other systemic constraints. Despite the lack of multilingual AAC systems, the SLPs actively engage families and other communication partners as key collaborators and show respect for home languages, whether Castilian Spanish, Catalan, or another language. Conclusion: The findings indicate that barriers exist to implementing bilingual AAC, even in highly bilingual communities, and even when individual practitioners respect and value their clients' home language(s) and bilingual identities. [ABSTRACT FROM AUTHOR]
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  Label:
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  Data: <i>Copyright of Perspectives of the ASHA Special Interest Groups is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edb&AN=196165772
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        Value: 10.1044/2026_PERSP-25-00259
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        Text: English
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        Type: general
      – SubjectFull: Treatment of communicative disorders
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      – SubjectFull: Speech therapists
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