View in EDS PDF Full Text

I Hope for More Resources Like This: Exploring the Role of Speech-Language Pathologists in American Sign Language-English Bilingual Education.

Saved in:
Bibliographic Details
Title: I Hope for More Resources Like This: Exploring the Role of Speech-Language Pathologists in American Sign Language-English Bilingual Education.
Authors: Jo Noschese, Emily1 Noschese@Wayne.edu
Source: American Journal of Speech-Language Pathology. Mar2026, Vol. 35 Issue 2, p571-585. 15p.
Subject Terms: *Curriculum, *School environment, *Occupational roles, *Interprofessional relations, *Qualitative research, *Schools, *Health occupations students, *College teachers, *Teaching methods, *Goal (Psychology), *Confidence, *Multilingualism, *Motivation (Psychology), *Research methodology, *Professional employee training, *Sign language, *Speech therapy, *Language acquisition, *Written communication, Professional practice, Grammar, Interviewing, Mentoring, Professions, Thematic analysis, Deafness, English language, Grounded theory, Social support
Abstract: Purpose: This study explores how speech-language pathologists (SLPs) use the American Sign Language (ASL)-English bilingual approach to support Deaf students, with a focus on how their understanding of language, collaboration, and professional roles has evolved. Method: Using a qualitative approach, semistructured interviews were conducted with five SLPs across multiple school sites who had experience implementing the Bilingual Grammar Curriculum (BGC). Emic coding and thematic analysis were used to identify recurring concepts and shifts in thinking. Results: This research highlights five emergent themes: collaboration, undertrained, reframing language, growth, and expectations. Findings reveal that while SLP participants lacked formal preparation in working with Deaf students, they emphasized the value of ASL as a foundational language, as well as collaboration with educators and Deaf professionals, and described the BGC as a resource that not only supported student progress but also reshaped their therapeutic approaches. They also reported increased confidence and higher expectations for students. Conclusions: The findings showed the need for systemic change in how SLPs are prepared to work with Deaf students and point to the ASL-English bilingual programs as a meaningful resource for working with Deaf students. These insights contribute to the growing call for bilingual, culturally responsive practices in speech-language pathology and support broader efforts to align services with the linguistic and cultural needs of Deaf students. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
FullText Links:
  – Type: pdflink
Text:
  Availability: 0
Header DbId: ehh
DbLabel: Education Research Complete
An: 192247755
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: I Hope for More Resources Like This: Exploring the Role of Speech-Language Pathologists in American Sign Language-English Bilingual Education.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jo+Noschese%2C+Emily%22">Jo Noschese, Emily</searchLink><relatesTo>1</relatesTo><i> Noschese@Wayne.edu</i>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. Mar2026, Vol. 35 Issue 2, p571-585. 15p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+roles%22">Occupational roles</searchLink><br />*<searchLink fieldCode="DE" term="%22Interprofessional+relations%22">Interprofessional relations</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Schools%22">Schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Health+occupations+students%22">Health occupations students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Goal+%28Psychology%29%22">Goal (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Confidence%22">Confidence</searchLink><br />*<searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br />*<searchLink fieldCode="DE" term="%22Motivation+%28Psychology%29%22">Motivation (Psychology)</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Written+communication%22">Written communication</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Grammar%22">Grammar</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Deafness%22">Deafness</searchLink><br /><searchLink fieldCode="DE" term="%22English+language%22">English language</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Social+support%22">Social support</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study explores how speech-language pathologists (SLPs) use the American Sign Language (ASL)-English bilingual approach to support Deaf students, with a focus on how their understanding of language, collaboration, and professional roles has evolved. Method: Using a qualitative approach, semistructured interviews were conducted with five SLPs across multiple school sites who had experience implementing the Bilingual Grammar Curriculum (BGC). Emic coding and thematic analysis were used to identify recurring concepts and shifts in thinking. Results: This research highlights five emergent themes: collaboration, undertrained, reframing language, growth, and expectations. Findings reveal that while SLP participants lacked formal preparation in working with Deaf students, they emphasized the value of ASL as a foundational language, as well as collaboration with educators and Deaf professionals, and described the BGC as a resource that not only supported student progress but also reshaped their therapeutic approaches. They also reported increased confidence and higher expectations for students. Conclusions: The findings showed the need for systemic change in how SLPs are prepared to work with Deaf students and point to the ASL-English bilingual programs as a meaningful resource for working with Deaf students. These insights contribute to the growing call for bilingual, culturally responsive practices in speech-language pathology and support broader efforts to align services with the linguistic and cultural needs of Deaf students. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192247755
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1044/2025_AJSLP-25-00293
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 571
    Subjects:
      – SubjectFull: Curriculum
        Type: general
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Occupational roles
        Type: general
      – SubjectFull: Interprofessional relations
        Type: general
      – SubjectFull: Qualitative research
        Type: general
      – SubjectFull: Schools
        Type: general
      – SubjectFull: Health occupations students
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Goal (Psychology)
        Type: general
      – SubjectFull: Confidence
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Motivation (Psychology)
        Type: general
      – SubjectFull: Research methodology
        Type: general
      – SubjectFull: Professional employee training
        Type: general
      – SubjectFull: Sign language
        Type: general
      – SubjectFull: Speech therapy
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: Written communication
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Grammar
        Type: general
      – SubjectFull: Interviewing
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: Professions
        Type: general
      – SubjectFull: Thematic analysis
        Type: general
      – SubjectFull: Deafness
        Type: general
      – SubjectFull: English language
        Type: general
      – SubjectFull: Grounded theory
        Type: general
      – SubjectFull: Social support
        Type: general
    Titles:
      – TitleFull: I Hope for More Resources Like This: Exploring the Role of Speech-Language Pathologists in American Sign Language-English Bilingual Education.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Jo Noschese, Emily
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10580360
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: American Journal of Speech-Language Pathology
              Type: main
ResultId 1