多元文化和雙語語言治療

Multiculturalism and Bilingual/Multilingual Speech and Language Services

10.6143/JSLHAT.2016.04.03

鄭臻貞(Chen-chen Cheng)

多元文化 ； 雙語／多語語言治療服務 ； 服務對象為中心 ； 專業精神 ； 就醫語言選擇權 ； Multiculturalism ； Bilingual/multilingual speech and language therapy ； Client-centered approach ； Professionalism ； Right to therapy language

台灣聽力語言學會雜誌

35期（2016 / 04 / 01）

37 - 47

繁體中文

語言治療師必須面對台灣是個多語、多文化社會這個事實。本文首先闡釋多元文化的意義，再討論多元文化概念和語言治療專業精神的關連，強調民主多元社會裡語言治療服務是以服務對象為中心，服務對象有就醫權及選擇治療語言的權利。當語言治療師不再是唯一掌握療程的人時，語言治療及雙語語言治療如何進行？作者介紹美國聽語學會多元文化議題小組的文件內容，指出所有的語言治療師都必須有一定的文化和語言知識，瞭解不同的價值觀會影響我們與服務對象的互動及治療效果。作者根據在不同國家醫院和學校擔任雙語語言治療師的工作經驗，以實際和模擬個案研究的方式，討論在不同的情況下，語言治療師如何應用現有的資源，像是在醫院時可以請翻譯協助，或是與其他治療師協同治療等方式來達成治療的目標。在學校裡，語言治療師更是有責任與老師，同班同學，家長等相關人士為服務對象一起創造溫暖，安全的溝通環境。

Speech language pathologists in Taiwan need to face the reality that Taiwan is a multilingual and multicultural society. The author first expounds the concept of multiculturalism and argues that multiculturalism is forcing speech language practitioners to rethink what it means to be a professional and their relationships with the clients. In a democratic multicultural society, the clients are entitled to receiving medical services in a language of his/her choice. As speech language pathologists are no longer the sole persons in charge of the therapy program and the languages used in the therapy sessions, how are they supposed to provide quality services? The author first introduced the documents published by the American Speech-Language-Hearing Association Multicultural Issues Board and highlighted two major components of skills and knowledge required of all speech language practitioners: cultural competence and language competencies. Speech language pathologists, be they monolingual or multilingual, need to understand that different value systems are in play in their interactions with their clients. Moreover, their level of cultural understanding is bound to have an impact on their clients and the therapy efficacy. Drawing from her own practical experiences working in both clinical and school settings in the States and Taiwan, the author discussed possible evaluation and treatment scenarios in which multicultural and professional concepts and principles can be applied.

1. Cheng, L.-R. L.(2013).Global competence: Clinical implications for speech language pathologists and audiologists.Journal of the Speech-Language-Hearing Association of Taiwan,30,21-27.
   連結：
2. Cheng, L.-R. L.(2010).The role of culture in language intervention.Journal of the Speech-Language- Hearing Association of Taiwan,25,79-90.
   連結：
3. Grech, H.(2012).Identification of multilingual children with communication disorders.Journal of the Speech-Language-Hearing Association of Taiwan,29,57-70.
   連結：
4. American Speech-Language-Hearing Association's Multicultural Issues Board.(2004).Knowledge and skills needed by speech-language pathologists and audiologists to provide culturally and linguistically appropriate services.ASHA,24
5. Gutmann, A.(ed.)(1994).Multiculturalism: Examining the politics of recognition.Princeton, NJ:Princeton University Press.
6. Parekh, B. C.(2000).Rethinking multiculturalism: Cultural diversity and political theory.New York, NY:Palgrave.

1. 鄭臻貞,蔡子培(2019)。台灣語言治療師面對台灣閩南語失語症個案的評估策略及考量。台灣聽力語言學會雜誌，41，23-44。
2. 鄭臻貞,蔡子培(2021)。口罩會影響醫病溝通嗎？相關文獻回顧。台灣聽力語言學會雜誌，45，77-98。