‘What Do You Mean by That? What Should I Do? What Should We Practice at Home?’ Parental Perspectives on Multilingual Communication and Collaboration in Speech and Language Therapy

Abstract

Background

Collaboration with parents is essential in speech and language therapy to achieve therapeutic goals for children. However, linguistic and cultural differences can complicate communication and collaboration with multilingual parents. This study offers insight into the perspectives, experiences, and needs of multilingual parents who share little or no common language with the Speech and Language Therapist (SLT) supporting their child.

Aims

This study aims to provide an in-depth understanding of the perspectives of multilingual parents on the perceived communication and collaboration with SLTs.

Methods

Individual in-depth interviews were conducted with 12 multilingual parents whose children were involved in SLT. The oral interviews were supported by a visual and tactile method, the Yucel method, which had not previously been applied in this context. The data were analysed using reflexive thematic analysis.

Results

Reflexive thematic analysis revealed six key themes: 1) Language barriers affect the equity within parent-SLT partnerships, 2) Inclusive communication in speech and language therapy is not self-evident, 3) Child-centred communication simplifies the complexity of the message, 4) There is a discrepancy between the desire and the possibilities for collaboration in therapy, 5) Contextual factors influence the interaction between parents and SLTs and 6) Empowerment of multilingual children and their parents enhances through speech and language therapy

Conclusion

This study provides a unique view into the perspectives of multilingual parents regarding communication and collaboration with SLTs. The identified themes underscore the importance of increasing awareness of the complex multilingual interactions between SLTs, parents, and children. The findings highlight the vulnerable position of parents and advocate for the conscious and appropriate use of inclusive communication strategies in SLT practice. Furthermore, the study emphasizes that the impact of SLT extends beyond child empowerment, contributing to the broader support and inclusion of multilingual families.

WHAT THIS PAPER ADDS

What is already known on this subject

• Speech and language therapists (SLTs) often face challenges when collaborating with multilingual parents due to linguistic and cultural differences. While some previous studies have explored parental perspectives on partnership with SLTs, little research has focused specifically on multilingual parents and their views on communication and partnership in speech and language therapy.

What this study adds to existing knowledge

• This study offers a unique perspective of parents who share little or no common language with the SLTs supporting their children. It provides insight into the experiences, needs, and viewpoints of multilingual parents, a group often underrepresented in research. The findings emphasise the importance of raising awareness among SLTs of inclusive communication and collaboration with multilingual parents.

What are the clinical implications of this study?

• This study underscores the importance of increasing awareness of the complex multilingual interactions between SLTs, parents, and children. It highlights the vulnerable position of parents and advocates for the adequate and conscious use of inclusive communication strategies when language barriers are significant. Moreover, speech and language therapy hold substantial value for multilingual families, contributing to their communicative self-efficacy.

Key points

• There is a discrepancy between parents’ willingness to act as partners and the actual opportunities to collaborate in an equitable way in the absence of a shared language.
• Despite language differences, parents report increased empowerment in their family's communicative participation through speech and language therapy, underscoring its broader value.
• The use of complementary visual and tactile methods, such as Yucel, enables a more inclusive approach in both research and practice by facilitating access to parental perspectives that might otherwise remain underexplored.