Bilingualism Presentations in Spring ‘09
January 23, 2009
For those of you who are around Texas, we would like to provide you with a list of presentations that we will be giving in the first half of this year. In addition to these dates, we will be traveling around the state throughout 2009 to present on Early Childhood Intervention. Stay tuned for those dates.
February 13th 9:00 – 12:00 Region 13 Service Center - Austin, TX
Use of Literacy-Based Materials in Bilingual Intervention
April 2nd 1:30 – 3:00 2009 TSHA Conference – Austin , TX
Using the RTI Process Effectively
April 3rd 1:30 – 3:30 2009 TSHA Conference – Austin , TX
Bilingualism 101: The Basics for all SLPs working with Bilingual Populations
April 4rd 8:00 – 9:30 2009 TSHA Conference – Austin , TX
Increasing Parent Involvement
April 29th 9:00 – 12:00 Region 13 Service Center - Austin, TX
Intensive Preschool Articulation Intervention
Spanish SLP terms
January 18, 2009
Someone requested this from me so I thought that I would share. Here are some SLP terms in Spanish.
PHONOLOGICAL PROCESSES PROCESOS FONOLOGICOS
Deletion of final consonant Supresión de consonantes finales
Deletion of initial consonant Supresión de consonantes iniciales
Deletion of unaccented syllable Supresión de sílabas átonas
Reduplication Reduplicación
Consonant Cluster Reduction Reducción de grupos consonánticos
Assimilation Asimilación
Fronting Anteriorización
Backing Posteriorización
Gliding of liquids Deslizamiento de consonante líquida
Syllable Reduction Reducción de sílabas
Stopping Oclusivización
Devoicing Ensordesimiento
Voicing Sonorización
Nasalization of vowels Nasalización de vocales
Other terms: Palatals Palatales
Velars Velares
Fricatives Fricativas
Affricatives Africadas
Voiced Sonoras
Voiceless Sorda
Nasals Nasales
Liquids Liquidas
Stops Oclusivas
ARTICULACION
Recite articulation goal Recitar/decir la meta de articulación
Discriminate correct from incorrect sound Distinguir la procuccción correcta e incorrecta del fonema
Produce / / in isolation Producir / / en aislamiento
Produce / / in syllables Producir / / en sílabas
Produce / / in the initial position of words Producir / / en posición inicial de palabras
Produce / / in medial position of words Producir / / en posición media de palabras
Produce / / in final position of words Producir / / en posición final de palabras
Produce / / in clusters Producir / / en grupos consonánticos
Use / / in phrases and sentences Usar / / en frases y oraciones
Use / / consistently in reading and conversation Usar / / consistentemente durante lectura y conversación
FLUENCY FLUIDEZ
Recite importance and value of fluency Decir la importancia y valor de fluidez
Describe and reduce types of dysfluencies: Describir y reducir la clase de errores de fluidez: Repetitions Repeticiones Prolongations Prolongaciones
Revisions Revisiones Fillers Interrupciones
Describe/demonstrate strategies that facilitate speech Describir y demostrar estrategias que facilitan el habla
Demonstrate fluency during: Demostrar fluidez durante:
Words Palabras
Sentences Oraciones
Reading Lectura
Conversation Conversación
Reduce rate to within normal limits Reducir la velocidad del habla dentro de los límites apropiados
Maintain eye contact Mantener contacto visual
Identify and describe secondary characteristics: Identificar y describir caracteristicas secundarias: Posturing Postura
Respiration Respiración
Facial Grimaces Gestos faciales
Vocal tension Tensión vocal
List ways to reduce stress Listar diferentes formas de reducir tensión
Identify/describe situations and behaviors that increase dysfluency Identificar y describir comportamientos secundarios que incrementan los errores de fluidez
Generalize fluency outside of the therapy room Generalizar la fluidez en lugares fuera del salón de terapia
VOICE NASALITY
Recite and explain importance of speech goals Decir y explicar la importancia de la meta de voz/habla
Strengthen velum by producing syllable with voiceless consonants and high vowels Reforzar el velo del paladar al producir sílabas con consonantes sordas y vocales altas
Discriminate between appropriate voice quality and hypernasality/nasal emission Distinguir entre la cualidad de voz apropiada e hipernasalidad/emisión nasal
Identify appropriate vocal quality in self when reading/repeating non-nasal words/sentences Identificar en si mismo la cualidad apropiada de la voz durante actividades de lectura/repetición de palabras u oraciones que no son nasales.
Have parents rate student voice quality Pida a los padres el favor de evaluar la cualidad de la voz del estudiante
Identify times when using inappropriate vocal quality Identificar los momentos cuando se este usando una cualidad de voz inapropiada
Increase oral resonance by using exaggerated open mouth movements and low vowels in:Syllables, words, sentences, conversation Aumentar resonancia oral por medio de movimientos exagerados de la boca y usando vocales bajas en: sílabas, palabras, oraciones, conversación
VOICE QUALITY
Write or recite goal for improving vocal use Escribir o decir la meta para mejorar el uso de la voz
Understand normal and abnormal function of the larynx Comprender las funciones normales y anormales de la laringe Identify forms of vocal abuseIdentificar las diferentes formas de abuso de la voz
Identify and order situations where abuse occurs Identificar y poner en orden las direrentes situaciones en que abuso de la voz puede ocurrir.
Describe strategies for controlling vocal abuse Identify and reduce hard glottal attack
Use the yawn/sigh approach Describir estrategias para controlar el mal uso/abuso de la voz
Identificar y reducir el inicio glótico agresivo Hablar usando el metodo de suspiro o bostezo
Apply techniques of poroper vocal use 30 minutes a day 1 hour a day gradually increasing periods Aplicar tecnicas vocales apropiadas por 30 minutos al dia 1 hora al dia gradualmente aumentar los periodos de uso
Apply techniques of proper vocal use in school and home situations Aplicar tecnicas de uso vocal apropiado en la escuela y en la casa
Happy New Year! What’s new on the BLOG for ‘09
January 5, 2009
Happy New Year! What’s new on the BLOG for ‘09
The Bilinguistics Blog continues to be a meeting place for professionals working with bilingual populations. Thank you for all the interactions this past year, and we look forward to meeting more people in ’09. In addition to all our regular bilingualism posts, we would like to begin including information that we have been gathering on common and not-so-common areas of our field. In the second half of 2008 we began weekly meetings that included focuses on topics such as Autism, R-therapy strategies, etc. We have been benefiting greatly from these resources and will begin to use this blog as a way to share the information with everyone.
All our best in the New Year!
The Bilinguistics Team
Auditory Memory and Sequencing Activities for all Grades
January 5, 2009
I wanted to tell everyone about an auditory memory program that Super-Duper developed. It is a CD-ROM program with printable pages. There are paragraphs with sets of pictures that you can cut up and sequence. There are also these story strips that you can cut up to break a story into parts. The nice thing about them is that they are about science and history so they match a lot of the classroom initiatives. Unfortunately not in Spanish! Still a good resource.