Annotated Reference List (Bilingual AAC) – Part 2

Annotated Reference List (Bilingual AAC)

● Kulkarni, S. S., & Parmar, J. (2017). Culturally and linguistically diverse student and family perspectives of AAC. Augmentative and Alternative Communication, 33(3), 170-180.
Description: This was a systematic review study that looked at 11 empirical studies related to AAC, disability, culture, and cultural differences. They talk in-depth about the following topics: device limitations and lack of support, family and professional dynamics, cultural perceptions, language supports, and home-based communication supports and intervention.

● Mandak, K., O’Neill, T., Light, J., & Fosco, G. M. (2017). Bridging the gap from values to actions: A family systems framework for family-centered AAC services. Augmentative and Alternative Communication, 33(1), 32-41.
Description: This article provides a theoretical framework for family-centered AAC services. There is a visual that illustrates how the family systems theory applies to the family of a child who uses AAC.

● McCord, M. S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American families. Augmentative and alternative communication, 20(4), 209-227.
Description: The authors provide insight into the perceptions of 4 Spanish-speaking, Mexican-American families who have children that use high-tech AAC devices. The authors insightfully describe the experiences of these families and their overall negative reactions to AAC.

● Olivos, E. M. (2009). Collaboration with Latino families: A critical perspective of home—school interactions. Intervention in School and Clinic, 45(2), 109-115.
Description: The focus of this article is to provide information on how educators can collaborate with Latino families. A review of literature is provided to be used as a guide.

● Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication. Augmentative and alternative communication, 30(1), 83-92.
Description: This article gives a great introduction to approaching bilingualism and AAC through a socio-cultural approach. They provide lots of guidance on the assessment and intervention process with bilingual families.

● Tönsing, K. M., & Soto, G. (2020). Multilingualism and augmentative and alternative communication: examining language ideology and resulting practices. Augmentative and Alternative Communication, 36(3), 190-201.
Description: This article provides an excellent flowchart that gives an overview of conceptualizations of language, multilingualism, and the possible effects on AAC service provision. They also provide insight into translanguaging and how it is inherent in AAC.

● U.S. Hispanic population reached more than 62 million in 2020. (2021, September 9). Pew Research Center. doi:

Annotated Reference List (Bilingual AAC) – Part 1

Annotated Reference List (Bilingual AAC)

● Aganza, J. S., Godinez, A., Smith, D., Gonzalez, L. G., & Robinson-Zañartu, C. (2015). Using cultural assets to enhance assessment of Latino students. Contemporary School Psychology, 19(1), 30-45.
Description: This article provides insight into using cultural values of Latino students as assets, and provides descriptions of Latino cultural values.

● Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino parents to support the multi-symbol message productions of their children who require AAC. Augmentative and Alternative Communication, 24(4), 323-338.
Description: This article discusses a cognitive strategy instructional support that was implemented with English-speaking Latino families in New Mexico. Overall, the results were positive, and this article provides great feedback from the parents.

● Bridges, S. J. (2004). Multicultural issues in augmentative and alternative communication and language: Research to practice. Topics in Language Disorders, 24(1), 62-75.
Description: This article provides great knowledge on steps to be taken to apply what is learned from research into our practice as SLPs. Bridges discusses the critical need for more research in this area, legislation, and advocacy that supports the need for research, and a checklist for doing this research.

● Calzada, E. J. (2010). Bringing culture into parent training with Latinos. Cognitive and Behavioral Practice, 17(2), 167-175.
Description: This study focuses on two important Latino cultural values: familismo, and respeto. There are great examples provided as well as insight as to how these cultural values impact parent training.

● Henderson, A. T., & Mapp, K. L. (2002). A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Annual Synthesis, 2002.
Description: This report highlights the impact that families have on their child’s achievement.

● Hughes, M. T., Valle-Riestra, D. M., & Arguelles, M. E. (2008). The voices of Latino families raising children with special needs. Journal of Latinos and Education, 7(3), 241-257.
Description: This article provides insight into the perceptions of 16 Latino families with special needs. It provides input from the families, as well as general guidance to supporting Latino families.

● Kohnert, K., Ebert, K. D., & Pham, G. T. (2020). Language disorders in bilingual children and adults. Plural Publishing.
Description: This book provides various resources on supporting bilingual children with language disorders and covers the MOM framework in depth.

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