Multicultural

When assessing a bilingual or multilingual individual, clinicians typically:

• gather information, including
• language history and language use to determine which language(s) should be assessed; 
• phonemic inventory, phonological structure, and syllable structure of the non-English language; 
• dialect of the individual; 

• assess phonological skills in both languages in single words as well as in connected speech; 

• determine if difficulty in distinguishing phonemes in English is due to the presence of these sounds as allophones in the child's primary language; 

• account for dialectal differences; 

• identify and assess the child's
• common substitution patterns (those seen in typically developing children), 
• uncommon substitution patterns (those often seen in individuals with a speech sound disorder), 
• cross linguistic effects (the phonological system of one's native language influencing the production of sounds in English, resulting in an accent—phonetic traits from a person's original language (L1) that are carried over to a second language (L2; Fabiano-Smith & Goldstein, 2010).

ASHA's Code of Ethics:

https://www.asha.org/Practice/ethics/Cultural-and-Linguistic-Competence/

Code of Fair Testing Practice in Education:

https://www.asha.org/policy/RP2004-00195/

Cultural Competence:

Article Includes:

• Roles and Responsibilities
• Ethical Considerations
• Developing Cultural Competence
• Cultural Dimensions
• Cultural Competence Versus Stereotyping
• Difference Versus Disorder
• Cultural Competence in Clinical Service Delivery
• Treatment
• Counseling
• State and Federal Legislation

https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589935230&section=Key_Issues