19th ANNUAL EARLY HEARING DETECTION & INTERVENTION MEETING
March 8-10, 2020 • Kansas City, MO
3/10/2020 | 3:45 PM - 4:45 PM | Culturally relevant songs, rhymes, and music in early intervention for Spanish-speaking families | Benton
Culturally relevant songs, rhymes, and music in early intervention for Spanish-speaking families
Songs, rhymes, and music are important components of developing listening and spoken language skills in young children with hearing loss and assist with early speech, language and auditory skill development. While direct translations of traditional English songs and rhymes are available, they do not facilitate robust home carryover compared to using songs that Spanish-speaking families already know. Caregivers will have strong emotional connections to songs they sang as children, so professionals should collaborate with each family in order to identify culturally relevant songs and rhymes to use in therapy. To supplement what families already sing at home, there are a wealth of traditional Spanish songs and rhymes from a variety of Spanish-speaking countries from which professionals can choose. Interventionists should avoid direct translations of English songs and rhymes, since a translation typically does not preserve the rhyme scheme or the meaning of the original song, and a translation doesn’t have an emotional connection for families. Learners will be provided with a resource of over 40 Spanish songs and rhymes that are effective in early intervention and are frequently familiar to Spanish-speaking families. It will also be discussed how to incorporate music into sessions in ways that are relevant to families from linguistically-diverse backgrounds. A musical early intervention resource that consists of short, repetitive pieces of music that are distinct and predictable will be modeled. As the sound tracks do not have words, they can be adapted easily for speakers of other languages. Furthermore, it will be discussed how to target musical goals while using the rhythms and beats that are authentic to each families’ culture. Including more culturally relevant music, like salsa and reggaeton, can elicit from families a strong emotional connection, while still providing the child with hearing loss the opportunity to benefit from music in an interactive manner.
- List reasons why it is important to target songs and rhymes that were originally written in Spanish and may already be familiar to families.
- Identify common songs and rhymes frequently used by Spanish-speaking families.
- Describe how to adapt early intervention musical resources into Spanish, as well as how to use music from the family’s culture to incorporate more music into early intervention.
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Presenters/Authors
Valeri V. Le Beau
(), Advanced Bionics, valeri.lebeau@advancedbionics.com;
Valeri V. Le Beau, M.S., CCC, SLP, Senior Rehabilitation Program Manager at Advanced Bionics brings a lifetime of personal and professional expertise to the field of hearing impairments. Working as a teacher for the hearing impaired and a speech language pathologist, she has trained, mentored, and lectured locally and internationally.
ASHA DISCLOSURE:
Financial -
• Receives Salary for Employment from Advanced Bionics.
Nonfinancial -
No relevant nonfinancial relationship exist.
Sarah Radlinski
(), Auditory-Verbal Center, Inc., Sarah@avchears.org;
Sarah Radlinski, M.S., CCC-SLP, LSLS Cert. AVT is a speech-language pathologist and Listening and Spoken Language Specialist. Since earning her speech pathology master’s degree on the hearing loss specialty track from Vanderbilt University, Sarah has served as the bilingual AV therapist for the Auditory-Verbal Center, Inc. in Atlanta, Georgia. Sarah also currently serves as the Latino Programming Director for the Georgia chapter of the Alexander Graham Bell Association for the Deaf & Hard of Hearing. Sarah additionally serves children in Panama through the Hear the World Foundation; Sarah provides LSL training to the local speech therapist and coaches the families of children who received donated cochlear implants in-person as well as via tele-therapy. Additionally, Sarah mentors AVT mentees internationally and has presented at state, national, and international conferences on topics related to pediatric hearing loss, with a focus on providing culturally and linguistically relevant intervention for Spanish-speaking families.
ASHA DISCLOSURE:
Financial -
No relevant financial relationship exist.
Nonfinancial -
No relevant nonfinancial relationship exist.