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10 Ways to Assist Children With Language Disorders During the Coronavirus Pandemic

With social distancing, or more accurately physical distancing, a new way of life as COVID-19 cases grow by the day, people of all ages are challenged to find different ways to connect socially. However, for children with language disorders the physical distance mandated to prevent the pandemic’s spread can be especially challenging, says the American Speech-Language-Hearing Association (ASHA).

“In-person social interactions are now restricted for most Americans—but people have found resourceful and creative ways to extend and strengthen their social bonds,” according to Diane Paul, PhD, CCC-SLP, ASHA Director of Clinical Issues in Speech-Language Pathology. “Children and adults are using technology tools to foster connection and build solidarity: using video platforms for playdates, happy hours, and meetings; sharing relatable memes and jokes through email, social media, and texting; attending streamed worship services, fitness classes, and art and music lessons; and more.”

However, children with language disorders may not be able to adapt as quickly as others, Paul wrote in an ASHA blog post published today. “For example, difficulty with social communication is one of the core characteristics of autism. Such communication problems may be exacerbated by social distancing. Physical distance, though, does not have to mean social distance—even for children with languag disorders.”

Speech and language disorders are among the most common disabilities children face—including toddlers and school-age children. Some children may be missing invaluable treatment sessions with their speech-language pathologist during this time, due to logistical, legal, and other barriers to providing treatment. Others may be able to connect via virtual sessions. Although these changes can be stressful, parents can help children interact socially during this time in the following ways:

  1. Screen time. Realistically, screen usage will increase while people are sheltering at home. Some research shows that screen time can lead to speech and language delays in children. But TV shows, movies, and social media can be viewed in a way that optimizes social interaction. When possible, use these technologies interactively: Watch shows/movies together, and discuss them (e.g., Who was your favorite character? What do you think will happen next? Why did the show end that way?). Ask kids to introduce you to their favorite video game or TikTok personality.
  2. Conversation opportunities. Although families may be together more than usual, parents may be focused on financial, medical, work, and other significant responsibilities and concerns. But conversation-rich opportunities can occur in everyday tasks that are already occurring, such as cooking/dinner prep (following a sequence of steps) or traditional activities that families are rediscovering as everyone hunkers down (e.g., board games offer a chance to talk about rules and turn-taking).
  3. Reading. This time of relative isolation can lend more time for reading. But this doesn’t have to be a solitary activity. Families can read to each other and find different types of book online. Young children can play rhyming and word games. Parents can ask older children questions to guide their understanding (e.g., What happened at the beginning, middle, and end of the story? What was the main plot? What motivated each character?)
  4. Being with friends and family. The importance of communicating with friends and extended family during this time cannot be understated. Children with language disorders may find phone and FaceTime/Zoom communication more challenging than others. Parents can practice conversations in advance and can suggest topics and related responses (e.g., making comparisons between the weather in different cities; talking about home school experiences). They can involve siblings and discuss ways that they can help their sibling who has a language disorder.
  5. Understanding changes. The changes in daily routines may be particularly hard for children with language comprehension and production problems. They may hear alarming news reports or sense the tension of their parent(s)—but they may not have the ability to ask their questions, express their feelings, or speak about this confusing time. Parents can define new vocabulary words (e.g., coronavirus, COVID-19, social distancing, quarantine, sheltering at home) and can explain changes in routine. Parents can establish a new routine, as much as possible, and can involve a child in decision making (e.g., When would you like to call grandma and pop-pop? Which friend should we talk to today? What food would you like?). 
  6. Creativity. Dance, music, art, and other classes that kids may have been taking in person are now virtual, offering a great opportunity to continue the onnection with those teachers and friends. And online drawing, cooking, and other tutorials are plentiful. Low-tech possibilities to use creativity and practice language skills include having a child pick out items around the house and create their own store; planning an indoor camping night (e.g., making a list of what they’ll need, ideas for things they want to do); and planning and planting a garden.
  7. Physical activity. Gyms, personal trainers, and community fitness programs are providing content online.Parents and children can use these activities as way to bond together and as topics of conversation (e.g., different types of exercises, healthy eating, connection between physical activity and wellness). Or they can take up a new form of exercise and learn it together via televised on-demand or online programs (e.g., family yoga). Some family-friendly neighborhoods have organized circuit training stops at various houses (posting a different exercise on each front/garage door) so families can get in shape and share a neighborhood-based social activity without actually interacting physically.
  8. Humor. Many people have been sharing or receiving humorous COVID-related memes and videos to ease tension and connect with others. Children with language disorders may miss some of these coping opportunities because they tend to miss the nuances of humor. Parents can help them better understand humorous anecdotes or jokes by talking through them. Jokes are a sophisticated form of communication—what a great learning opportunity!
  9. Organizing. Some households are undertaking decluttering and organizing projects that have been on the back burner for years. These can be language lessons, too. What items go together? Do you remember when you wore that outfit? Will you play with that toy anymore?
  10. Augmentative and alternative communication (AAC). Some children with language disorders use AAC to help them communicate (e.g., letter boards, speech-generating devices). Parents should make sure that kids are using their AAC devices at home, at all times. These devices are not just for school.

Although this is no doubt a difficult time for all, parents can help children with language disorders to keep a safe physical distance without losing social nearness that is so critical to their development. Learn more at www.asha.org/public.

Note: This is a modified version of a post originally published via the ASHA Leader Live blog.

About the American Speech-Language-Hearing Association (ASHA)

ASHA is the national professional, scientific, and credentialing association for 211,000 members and affiliates who are audiologists; speech-language pathologists; speech, language, and hearing scientists; audiology and speech-language pathology support personnel; and students. Audiologists specialize in preventing and assessing hearing and balance disorders as well as providing audiologic treatment, including hearing aids. Speech-language pathologists identify, assess, and treat speech and language problems, including swallowing disorders. www.asha.org

Use Language to Fight COVID-19 Misinformation

“We’re not just fighting an epidemic; we’re fighting an infodemic.” – Director-General Tedros Adhanom Ghebreyesus, World Health Organization (WHO)

European woman and asian muslim woman working together on same project.

In India, people are being told the Coronavirus only survives on surfaces for 12 hours, so a 14-hour curfew will “break the chain” and nationalist politician Yogi Adityanath said yoga could cure it. Misinformation about COVID-19 identified by BBC Media Action includes rumors the disease can be prevented by shaving beards or drinking salt water, and that people can self diagnose by holding their breath.

Translators Without Borders (TWB) is working to translate reliable information from agencies, including WHO, into 12+ languages, while it monitors misinformation online, relaying the content to organizations like the World Health Organiation. It then translates the accurate information for the agencies to disseminate.

For fellow organizations responding to the outbreak, TWB has teamed up to create Connect: COVID-19, a weekly digest of quality resources & fact-checked information.

TWB needs COVID-19 translation support in the following languages and more:

– Chinese, Simplified and Traditional
– Thai
– Tagalog
– Bahasa Indonesian
– Vietnamese
– Korean
– Japanese
– Malay
– Myanmar (Burmese)
– Hindi
– Bangla

Apply to become a volunteer translator here.

People urgently need access to accurate information in a language and format they understand to make well-informed decisions during this pandemic.

TWB is using language to help people access health-related information in the following ways:

  • Translation: Working with partners to translate critical public-facing content in languages and formats that people understand; providing translation support in over 20 language pairs, focused predominantly on Asian languages. The list will be added to as the situation evolves.
  • Language data and mapping: In order to provide easily-understood information, organizations need to know which languages people speak and understand, and where. TWB is developing maps that visualize languages and literacy levels in affected countries, as a better basis for planning COVID-19 communications.
  • Social media monitoring: This pandemic is not only a crisis of health, it is also a crisis of misinformation. To help stop the spread of rumors and inaccurate information, we are monitoring COVID-19-related social media conversations in multiple languages. This will help public health experts better combat misinformation.
  • Terminology: We are identifying key terminology that people use to talk about COVID-19 as well as commonly-used technical terms. We will use this to develop a multilingual, plain-language glossary that can support public information efforts.

To get involved with TWB’s COVID-19 work or to request language services, please email Manmeet Kaur, TWB’s COVID-19 Response Lead, at [email protected].

Pocket Interpreter

Pocketalk is a multisensory two-way translation device. With a large touch screen, noise-canceling microphones, and a text-to-translate camera, it works across 74 different languages. Designed for conversations, the device combines translation engines from around the world to improve accuracy. The sleek unit is equipped with high-quality noise-canceling microphones and two powerful speakers, so it’s easy to have full conversations, even in noisy environments. The camera instantly recognizes and translates text, the written word, and signs. A large touch screen provides a text translation for additional clarity.

Pocketalk is particularly useful for educators and administrators in high-diversity schools who need to communicate effectively with parents in different languages.

The latest version of the device starts shipping this month and costs $299. The Pocketalk Classic is also still available (permanent price cut to $199). The differences between the two models are:
Smaller size: Lighter and more compact for easier travel
Larger screen: 16% larger touch surface for additional clarity
Camera: Instantly recognizes and translates text, the written word, and signs, because language shouldn’t be limited to just verbal communication
Conversion: Computes exchanges for currency, length, width, and temperature
Faster: Increased software processing speed for more immediate translations
More connected: With support for a wider mobile band, users will notice a stronger data signal across the world
One-button translation: For simple translations in fewer steps

www.pocketalk.net/product/pocketalk-voice-translator/

How to Effectively Coach Bilingual and Dual-Language Teachers

In Coaching Teachers in Bilingual and Dual-Language Classrooms, published by Solution Tree, author Alexandra Guilamo details how to create an effective observation and feedback cycle to coach teachers in bilingual and dual-language classrooms.

Throughout the resource, readers gain insight into pertinent and comprehensive coaching theory and acquire implementable strategies for coaching, sourced directly from Guilamo’s firsthand work and experience.

“Bilingual and dual-language teachers serve the fastest-growing student demographic in the U.S., and they deserve and require support,” explains Guilamo, who is a leading expert in the implementation, education, and effective leadership of dual-language, bilingual, and language-learner education. “That is the goal of this book—to provide the tools that coaches need to level the playing field in schools. In the end, structuring schools to provide equal access to instructional supports is the only way to make it work for all teachers and transform outcomes for students.”

The book is divided into two sections, the first of which answers the question, what essential skills or perspectives do coaches need to focus the observation and feedback cycle into continuous opportunities to transform bilingual and dual-language instruction?

The second section answers the question, what are the four stages of the observation and feedback cycle, and how can teachers consistently and correctly engage in this cycle if they don’t speak the language of instruction?

José Medina, author, Language Magazine contributor, and educational consultant, gave high praise to the title, explaining, “Coaching Teachers in Bilingual and Dual-Language Classrooms changes the game for educators who are charged to serve language learners in U.S. classrooms. By clearly delineating a coaching and feedback cycle that aligns with the latest research and recommendations in serving emergent bilingual and dual-language students, educators and school leaders now have a road map that can guide their journey as biliteracy instructional coaches.”
www.SolutionTree.com

If COVID-19 closes K-12 schools, most may not be ready for long-term e-learning

The outbreak of COVID-19, the disease caused by novel coronavirus, is forcing schools to suspend in-class learning, but many may be woefully unprepared to shift to e-learning for more than a few days, says a Ball State University computer researcher who has studied the issue in Indiana K-12 schools.

“I don’t have the data to say whether or not schools are currently prepared for long-term use of e-learning days, but my suspicion is that they are not,” said Dave Hua, an associate professor of computer technology. “I would expect that most districts’ e-learning policies were developed with the expectation that the schools would implement e-learning for one to three days for inclement weather.

“I think most districts have the technology infrastructure that could support prolonged e-learning periods. Implementing the technology is relatively easy. Teachers need to know effective pedagogy for a virtual learning environment. Students and parents need to understand the learning management systems and other technologies over which instruction will be delivered. And support staff need to be available to address the inevitable technical difficulties that students, teachers, and parents will experience.”

Hua said e-learning days should not be a “knee-jerk” reaction to a potential long-term school closure if a district does not have appropriate policies and has not invested the time and resources into training the administration, teachers, students, parents, and support staff.

“The school district’s first priority should be protecting the health and well-being of its students and staff. The declaration of long-term e-learning may not have the outcomes they are hoping for if they are using the technology in a manner for which they are not prepared.

“The point is that the technology itself is not what is teaching the children,” he said. “If school districts have invested only in the technology, they are only halfway there.”

10 Tips for At-Home Learning

With COVID-19 causing widespread school closures, children across the country are being given alternate resources, some online, to study outside of the classroom. Temporary solutions being devised for remote education range from online classroom tools like Google Classroom, to Zoom and podcasts by teachers. While parents are adjusting to this new scenario, during this time it’s also important to help kids stay focused on learning and avoid overuse of games, social media, and videos.

“This is a stressful, unpredictable time for everyone, including families, parents and children. You can help your children by providing them with a structure and routine, and being a positive force in their education,”  says Dr. Pamela Hurst-Della Pietra, President of Children and Screens: Institute of Digital Media and Child Development.

With that in mind, Children and Screens has put together ten tips for families as they adjust to the new reality of learning at home.

1.DIGITAL QUARANTINE

Consider limiting your children’s cell phones and tablets until their schoolwork is done satisfactorily, so that it can receive their undivided attention. Apps, games, and messaging features are fun, but they can also prove distracting. It may not be an option for everybody, but ideally, try to give your kids a dedicated device such as a school laptop for maximum online learning.

2. MAKE SPACE FOR LEARNING

Your children will achieve their best work in a quiet, comfortable, and dedicated space devoted to learning. Ideally, this will be a different set-up than where they normally play games or watch television. Keep in mind that children will be in this space for many hours each day, and parents should watch out for any orthopedic issues that may arise related to comfort and posture.

3. MONITOR THE (COMPUTER) MONITOR

In this new learning milieu, you can help by monitoring your children’s levels of interest and engagement in adapting to their new schedule and at-home materials. The simplest way to do this? Observation. Look at your child’s eyes to see if they’re following along with the screen. Check if they’re taking notes or zoning out. Ask questions at the end of a lesson. While this may require taking an hour off from work or stepping out for an early lunch, it’s important to confirm that your children are indeed learning. If you find that your child is not engaging with the lessons, don’t be afraid to contact the school district or teachers to better explore the issue. Sometimes, easily remedied technical problems such as bad audio, poor connection, or an unhelpful camera angle can make all the difference.

4.DIGITAL RECESS

Make sure that your children take plenty of breaks in order to get physical activity and time away from screens. Set alarms similar to those they would encounter at school and encourage them to get up, get some fresh air, go for a walk or bike ride, or have a snack so that they are not sedentary for the entire day.

5. FACETIME

In-person interaction is ideal for kids, but until it’s safe for them to return to school, encourage your children to video chat or text message rather than simply scrolling through social media. You don’t want your children to feel socially isolated, but at the same time, you want to protect them from becoming wholly reliant upon their devices. Sit your children down for face-to-face conversations about screen time. In order to give them agency, discuss how much time they think is reasonable to spend online and make a “contract,” committing to goals for on-screen vs. off-screen hours.

6. KEEP IT OLD SCHOOL

Overuse of screen time can have adverse impacts on young brains, so it’s essential in these special circumstances to be extra careful when it comes to the littlest ones. As much as possible, parents should encourage print and book reading. If available, request textbooks from your child’s school along with other print materials in order to offset the amount of online learning they will be doing. Studies show that remote education can be challenging for all ages, but especially young kids, so do whatever you can and always err on the side of caution. Stimulate self-expression by having discussions with your children about what they are doing, and also encourage creative writing and imaginative story telling.

7. WE’RE ALL IN THIS TOGETHER

Remember that you’re not alone in this journey. Check in with other parents to see what they’ve found effective or to ask if they need help. Share your concerns and useful hints. If you need contact information for other parents or resources, reach out to the PTA or your child’s school. It is important that we all work together as a community for the good of our children and families.

8. PLAN YOUR WORK AND WORK YOUR PLAN

Good planning can relieve stress for both children and parents. Check in with your kids about their plans and help them develop a written schedule not only for the day, but for the week as a whole. Help them prioritize and learn to create goals, tasks, and deadlines, just like adults do when they go to work. Tasks that may not have been difficult for them while attending school in person can become more challenging when learning from home, so it’s important to reinforce boundaries and offer incentives for healthy behaviors. To avoid disruption, some after-school activities may be offered via online video apps, Facetime, or Skype.

9. THIS AIN’T NO VACATION

Even though staying home from school might feel like a holiday, remind your kids that they’re not on vacation. Assignments, grades, requirements, and tests like state exams, SATs, and ACTs aren’t going away just because classes have moved online.

10. DON’T FORGET TO HAVE FUN

Plan off-screen activities for the whole family. Between school and work obligations, it’s rare for parents and children to have this much time together, so turn it into an opportunity for bonding. Write predictions for a TV show that the whole family watches. Organize a tournament, family card games, charades, or chess, or get outside for a hike or walk together after school. Follow your community’s guidelines about safe behavior and events, of course, but make sure you still find time for fun with your kids. 

Without a doubt, this is a challenging time for parents, teachers, and children alike. Studies show that screen time can have both positive and adverse impacts on kids, and the shift to online education will only increase your child’s time with their devices.

“Hopefully these common sense practices can help you and your family navigate this new terrain and make the most out of at-home learning,” says Dr. Hurst-Della Pietra. You can write to me at [email protected] with any problems or suggestions that were not covered in this article.”

About Children and Screens
Children and Screens: Institute of Digital Media and Child Development is a 501C(3) national non-profit organization founded by Dr. Pamela Hurst-Della Pietra. Children and Screens advances interdisciplinary research, supports human capital in the field, informs and educates the public, and advocates for sound public policy for child health and wellness.

France to End Arabic-Medium Education

Announced during the same week as International Mother Language Day, the declared aim is to “fight foreign influence” and “promote the [positive] organization of the Muslim faith,” according to Macron, who said that from September, French schools would no longer offer classes in other languages, including Arabic, nor will they use curricula from foreign governments.
The current system, ELCO (enseignements de langue et culture d’origine; teaching of language and culture from the country of origin), serves 80,000 students a year from nine countries: Algeria, Croatia, Italy, Morocco, Portugal, Serbia, Tunisia, and Turkey.

Macron said that the problem is that “we have more and more teachers who do not speak French, and for whom our national education is not relevant. I’m not comfortable with the idea that in a school in the [French] Republic, teachers can teach without [the] National Education [Ministry] having any control. And nor do we have any control, either, of the curricula that are taught. We cannot be teaching things that are manifestly incompatible with the laws of the Republic, or history as we see it. From the new 2020 school year, teaching according to foreign curricula and teaching in foreign languages will be removed from everywhere on Republic soil.”

In an interview with LCI, former French minister of culture Jack Lang defended Arabic-medium teaching in French schools, saying that ELCO was created in 1977 to “respond to an emergency need for teaching in native languages,” but that ELCO teaching positions had been “taken up by unqualified” teachers, with “neither control nor respect for the programs.”

He added that the teaching of Arabic should not be “left in the hands of private agencies that use it to pass on values which are not ours.”

Lang, who is also the president of the Arab World Institute in Paris, said that Arabic enabled French culture to open to “mathematics, history, medicine. It’s our heritage.”

What Kids Are Reading Report Sheds Light on K–12 Student Reading Habits

Renaissance, a global leader in pre-K–12 education technology, recently released the 2020 edition of What Kids Are Reading, a report that has been providing educators, families, and communities unparalleled insight into students’ reading habits for more than a decade. This year’s What Kids Are Reading report highlights the most popular books among millions of K–12 students across the nation, and also finds that easy access to these materials makes a measurable difference in developing a child’s love of reading.

To help educators and families encourage students to read more fiction and nonfiction, the report offers information on the most popular books for each grade, data on popular nonfiction and curricular connections by grade bands, and tips on how to maximize the effects of the time students spend reading.

Key findings of the report include:

  • Students read the most nonfiction in grades 3–5, making up an average of 54 percent of their total reading when reading on a digital platform.
  • Three is the magic number: When students read three or more books on a topic, they tend to score higher on comprehension quizzes focused on books in that topic area.
  • The number of topics students read about tends to decrease as they progress through school.

The report also shines a light on how students’ reading interests change as they age. K–2 students gravitate toward poetry and rhymes, so Dr. Seuss books are often the most popular. In grades 3–5, sports and recreation take center stage, and interpersonal relationships become the hot topic as students transition into middle school. Those interests continue to change as students enter high school, with students showing a continued interest in sports, while also balancing assigned reading.

The full report is available now at www.renaissance.com/wkar, along with additional tools including a Custom Report Builder that uses filters such as state, grade, difficulty level, and more. On March 18, Renaissance will host a webinar that delves more into the findings from this year’s What Kids Are Reading report. 

New Toolkit Aims to Ensure English Learner Progress is Visible

In response to renewed calls to strengthen programs for English Learners, the Center for Equity for English Learners at Loyola Marymount University and Californians Together have created a set of resources to support educators and community members to ensure schools’ efforts to serve English Learners (EL) are not only comprehensive but also visible. The resources respond to previous reports that English Learners’ needs were largely “masked” as demonstrated by the limited or weak evidence for EL programs, actions and services in local LCAPs (Local Control and Accountability Plan).

The LCAP Toolkit: Using Research-Based Tools to Promote Equity for English Learners are aligned to the aspirational goals of the new English Learner Roadmap. Along with the required transparency for targeted funding, the Toolkit provides important opportunities for educators and advocates to participate effectively in LCAP development.

The Toolkit was developed through an extensive process of analysis and reflection that included teachers, district leaders, educational researchers and EL experts. The toolkit has four sections:

● Understanding who your ELs are and what the district data reveals
● How to use a new resource (7 research-aligned rubrics) to comprehensively address ELs in district LCAPs
● Examples of how a local EL expert group or task force can contribute to improving the content of the LCAP to address the needs of ELs
● Examples of promising practices from actual district LCAPs.

The Toolkit is available for ​download​ and for purchase ​here​.

An introductory webinar on the content and use of the Toolkit is scheduled for March, 25, 2020 from 1:30 – 4:00 pm for anyone involved in the development of LCAPs.

To register click ​here​.

No Replacing the Personal Touch

Now that we’re about 25 years into the communication revolution and artificial intelligence has become the focus of the technology sector, predictions abound that faultless automated translation and interpretation systems will soon obviate the need to speak different languages and voice recognition technology will replace the tasks of typing, writing, and even reading. No doubt these technological innovations are enhancing our communicative capacities, but our human desire to communicate is too strong to permit us to give up personal avenues of socialization, so they should be seen as additional means of communication rather than replacements for direct human interaction.

One of the most challenging and revolutionary things artificial intelligence (AI) can do is speak, write, listen to, and understand human language. Natural language processing (NLP) is a form of AI that extracts meaning from human language to make decisions based on the information. This technology is still evolving, but there are already many incredible ways NLP is used today. ResearchAndMarkets.com forecasts that the global NLP market size will grow from $10.2 billion in 2019 to $26.4 billion by 2024—a compound annual growth rate of 21% over the next five years. That’s a lot of automated calls, texts, and emails, but at the same time, we’re seeing an upsurge in small family businesses with a personal touch, restaurants that push the farm-to-table movement, and artisans that encourage the maker movement.

Over the last decade, free online translators have improved exponentially. Google Translate uses an engine that translates complete sentences using an artificial neural network, linking digital “neurons” in layers, with each layer feeding its output to the next—a model based loosely on the brain.

Neural translation systems are first trained by huge volumes of human-translated text, then they take each word and use the surrounding context to turn it into an abstract digital representation. Next, they try to find the closest matching representation in the target language, enabling much better translation of longer sentences. The latest upgrade significantly enhances the efficiency and accuracy of machine translation by integrating computer vision capacity and AI self-learning capacity that instantly captures and understands multimodal information presented by the speaker. While apps and automation technologies might work for consumers looking to solve simple problems and carry out mundane tasks, more complex uses require human input. Even in the same language, sales messages have to be customized for each target market. Using machine translation to produce nuanced messages for a new market will create a less effective pitch and result in critical cultural mistakes.

The consequences of such errors in global interactions could be catastrophic.

Almost 30 years ago, I witnessed the launch of IBM’s latest innovation—a voice recognition system they claimed would make typing a thing of the past. Soon afterward, IBM’s Deep Blue shocked the world by beating world chess champion Garry Kasparov, thereby proving that computers were capable of the most complex of human reckoning. However, we’re still typing, we’re still joking, and we’re still singing in multiple languages. The U.S. has become more multilingual than ever before.

Communication is much more than words—context, body language, intonation, and cultural inference that help us understand meaning beyond words when we communicate with each other. A machine’s ability to understand human speech is a spectacular achievement, but humans’ desire to interact with each other is so fundamental that we will always be looking for additional means of communication rather than replacing them.

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