ACQ Vol 13 no 3 2011

Taiying Lee is a speech-language therapist working in Special Education, Ministry of Education with specific research interests in bilingual speech and language development and disorders in children, particularly in Chinese dialects. Dr Elaine Ballard is a lecturer in the Speech Science division of the Department of Psychology at the University of Auckland whose research interests include speech and language development in bilingual populations. Zhu, H. (2006). The normal and disordered phonology of Putonghua (Modern Standard Chinese)-speaking children. In H. Zhu & B. Dodd (Eds.). Phonological development and disorders in children: A multilingual perspective (pp 81–108). Bristol, UK: Multilingual Matters. Zhu, H., & Dodd, B. (Eds.). (2006). Phonological development and disorders in children: A multilingual perspective . Bristol, UK: Multilingual Matters. disorders in bilingual children and adults (pp. 83–110). San Diego, CA: Plural. Lee, T., & Ballard, E. (2010, May). Establishing norms for the phonological development of Mandarin–English bilingual school aged children: Initial findings for 7 year olds . Poster presented at Speech Pathology Australia National Conference, Melbourne. Lewis, M. P. (Ed.). (2009) Ethnologue: Languages of the world (16th ed.). Dallas, TX: SIL International. Lin, C., & Johnson, C. (2010). Phonological patterns in Mandarin–English bilingual children. Journal of Clinical Linguistics and Phonetics . 24 (4–5), 369–386. Norman, J. (1988). Chinese . Cambridge, UK: Cambridge University. So, L.K.H., & Zhou, J. (2000). Putonghua Segmental Phonology Test . Nanjing: Nanjing Normal University Press. Statistics New Zealand. (2006). QuickStats about culture and identity: Asian . Retrieved from http://www.stats.govt. nz/Census/2006CensusHomePage/QuickStats/quickstats- about-a-subject/culture-and-identity/asian.aspx Wan, I., & Jaeger, J. (2003). The phonological representation of Taiwan Mandarin vowels: A psycholinguistic study. Journal of East Asian Linguistics , 12 (3), 205–257. Zhu, H. (2002). Phonological development in specific contexts: Studies of Chinese-speaking children . Clevedon: Multilingual Matters.

period=2006&productlabel=Country%20of%20Birth%20 of%20Person%20by%20Year%20of%20Arrival%20in%20 Australia&producttype=Census%20 Tables&method=Place%20of%20Usual%20 Residence&areacode=0 Dodd, B., Zhu, H., Crosbie, S., Holm, A. & Ozanne, A. (2002). Diagnostic evaluation of articulation and phonology: Manual . London: The Psychological Corporation. Duanmu, S. (2008). The phonology of standard Chinese . Oxford: Oxford University Press. Geneese, F., Paradis, J., & Crago, M. B. (2004). Dual language development & disorders: A handbook on bilingualism & second language learning . Baltimore, MA: Paul H Brookes. Gudykunst, W. B., Matsumoto, Y., Ting-Toomey, S., Nishida, T., Kim, K., & Heyman, S. (1996). The influence of cultural individualism-collectivism, self construals, and individual values on communication styles across cultures. Human Communication Research , 22 (4), 510–543. Hwa-Froehlich, D. A., & Vigil, D. C. (2004). Three aspects of cultural influence on communication: A literature review. Communication Disorders Quarterly , 25 (107), 107–118. Holm, A., & Dodd, B. (1999). A longitudinal study of the phonological development of two Cantonese–English bilingual children. Applied Psycholinguistics , 20 , 349–376. Kohnert, K. (2007). Primary developmental language disorders in bilingual children. In K. Kohnert. Language Box 3: Practical considerations in implementing therapy Therapy and therapeutic interventions • Families may view the clinician as a ‘specialist’ whose role is to “fix” the child. • Be aware of the differences in the Mandarin and English phonologies. These must be considered if therapy goals are to be appropriate. • After considering family dynamics it may be appropriate to involve the wider family in discussions about interventions. • With home programs, it is important to find out who will be most likely to work with the child and discuss the activities specifically with them. • Clearly explain any home program. Place emphasis on the clinical rationale behind the activities and if possible, the likely outcomes thereof. Go through what you would like the family to do. Be specific and give clear examples. • Negotiate how the family is going to work on the therapy targets. Keep the therapy goals and rationale in mind as opposed to interaction style. For example, praising the child for achieving a target is expressed differently in different cultures. • Take time to discuss how the family can incorporate goals into their everyday life. Discuss how they will undertake and incorporate the activities suggested.

Correspondence to: Taiying Lee Speech Language Therapist Ministry of Education, Special Education PO Box 217 046 Botany Junction Manukau 2164, New Zealand phone: +64 (09) 2653019 Email: taiying.lee@minedu.govt.nz

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ACQ Volume 13, Number 3 2011

ACQ uiring Knowledge in Speech, Language and Hearing