I Danmark er der et stigende antal børn, der bruger ASK og kommer fra hjem, hvor der tales et andet sprog end dansk. 
Alligevel er intervention udelukkende for dansk fortsat den foretrukne metode til ASKinstruktion. Brugen af kun dansk intervention ignorerer det fulde sproglige og kulturelle repertoire hos vores klienter og deres familier, hvilket kan have skadelige effekter på deres sociale, akademiske og erhvervsmæssige deltagelse. I dette oplæg præsenteres konceptet 'translanguaging' som en praktisk strategi til at understøtte vores borgeres hjemsprog og kultur. Translanguaging-praksis genkender, accepterer og understøtter ALLE de kommunikative ressourcer et individ besidder som positive og indikative for individets ønske om at skabe mening og forbindelse. Dette oplæg beskriver de måder, hvorpå translanguaging og ASK krydser hinanden, hvilket giver muligheder for at opnå højere niveauer af deltagelse, øget familieprofessionelt samarbejde og forbedret sprogudvikling.

 

Due to changing immigration patterns in Denmark, there is an increasing number of children who use AAC and come from homes where a language other than Danish is spoken. Yet, Danish-only intervention continues to be the favored method of AAC instruction. The use of Danish-only intervention ignores the full linguistic and cultural repertoire of our clients and their families, which can have detrimental effects on their social, academic and vocational participation. In this seminar, we will present the concept of 'translanguaging' as a practical strategy to support our clients' home language and culture. Translanguaging practices recognize, accept and support ALL the communicative resources an individual possesses as positive and indicative of the individual's desire to make meaning and connect. This seminar will describe the ways in which translanguaging and AAC intersect, offering opportunities for attaining greater levels of participation, increased family-professional collaboration, and improved language development.
 
Participants will learn about: (1) authentic and contextualized assessments to inform intervention planning; (2) collaboration with families in family-centered, culturally and linguistically affirming ways; (3) creation of bilingual systems to scaffold interactions with peers and adults; and (4) creation of digital bilingual materials that depict characters and experiences that are culturally relevant.
 

Prof. Dr. Gloria Soto
Dr. Gloria Soto is a Professor in the Department of Special 
Education. She teaches graduate coursework in special education,

cultural diversity, augmentative communication and curriculum-
based language and communication intervention.

Her area of professional expertise is in augmentative and
alternative communication (AAC). Her areas of research interest
include applied educational issues such as multiculturalism,
collaborative teaming, inclusive education and professional
preparation, as well as more basic areas such as narrative
language in AAC, language development through augmented
means and the impact of graphic symbol use on language
development.

Tilmeldingsfrist den 17. Juni