In an attempt to draw clinically relevant applications from the study of ethnographic methods in communicative sciences and disorders, this article provides an overview of specific ethnographic principles as they apply to language assessment of Asian-Pacific students. Specific implications and guidelines are proposed to enable the transition of ethnographic theory into clinical practice.
Get full access to this article
View all access options for this article.
References
1.
Cheng, L. (1989a). Service delivery to Asian/Pacific LEP children: A cross-cultural framework. Topics in Lanpuage Disorders, 9(3), 1-14.
2.
Cheng, L. (1989b). Intervention strategies: A multicultural approach . Topics in Language Disorders, 9(3), 84-93.
3.
Cheng, L. (1987). Assessing Asian language Performance: Guidelintsfor evaluating LEP students. Rockville. MD: Aspen.
4.
Damico, J.S. (1990). Descriptive assessment of communicative ability in limited English proficient students. In E.V. Hamayan and J.S. Damico (Eds.), Limiting bias in the assessment of bilingual students. Boston, MA: College-Hill Press.
5.
Iglesias, A. (1985). Cultural conflict in the classroom: The communicatively different child. In D.N. Ripich and F.M. Spinelli (Eds.) Social discourse problems. (pp. 79-96). San Diego: College-Hill Press.
6.
Kayser, H.G. (1987). A study of three Mexican American children labeled language disordered. NABE Journal, 12, 1-22.
7.
Ma, LJ (1985). Cultural diversity. In A.K. Dutt (Ed.), Southeast Asia: Realm of contrasts. Boulder, CO: Westview Press.
