Reference : Supporting language development in preschools/kindergartens in Lebanon : exploring re...
Scientific congresses and symposiums : Poster
Human health sciences : Multidisciplinary, general & others
http://hdl.handle.net/2268/225149
Supporting language development in preschools/kindergartens in Lebanon : exploring respective roles of teachers and Speech and Language Therapists.
English
El Kouba, Edith mailto [Université de Liège - ULiège > Logopédie > > Form. doct. sc. psycho. & éduc. (paysage) >]
Moitel ép Messarra, Camille mailto [Université de Liège - ULiège > > > Form. doct. sc. psycho. & éduc. (paysage)]
Martinez Perez, Trecy mailto [Université de Liège - ULiège > > Service administratif de la Fac. (FPLSE) >]
Richa, Sami mailto [Université Saint Joseph de Beyrouth- USJ > Faculté de Médecine > Ecole doctorale sciences de la santé- neurosciences > >]
Maillart, Christelle mailto [Université de Liège - ULiège > Département de Logopédie > Logopédie clinique >]
12-May-2018
Yes
International
CPLOL
du 10 mai 2018 au 12 mai 2018
[en] prevention ; oral language ; kindergartens Lebanon
[en] Background : It is widely recognized that professionnal’s beliefs about language development can impact practices in the field of preventing language and literacy difficulties (Piasta et al., 2009; Dickinson & Brady, 2006). This study focuses on the context of kindergartens in Lebanon. It aims to explore practices, identify needs, barriers and motivations for the implementation of a language intervention program, led jointly by speech therapists and teachers in the multilingual and multicultural context of lebanon. International recommendations highlight the necessity for SLTs to conceptualize their intervention, according to community based needs, focusing on primary prevention for early language difficulties, given their later impact on social and professional integration (Law et al. 2013).
Method: A survey study through questionnaires developed according to Lebanese context specifications will be proposed to: 1) school principals, 2) kindergarten teachers, 3) Speech therapists. Each questionnaire will include items about language support practices, professional roles, and the collaboration between SLTs and teachers in Lebanese Kindergartens.
Results:The expected results are intended to describe the realities of kindergartens in Lebanon, to define knowledge in the area of support and prevention for language difficulties in kindergarten. It will help to illustrate representations of the role of SLTs in language support and prevention, as well as opportunities of collaboration with preschool teachers, to adapt and implement a co-intervention program that partners teachers and SLTs. We predict an influence of different factors such as training, cultural differences, different conceptualizations of the role of language in learning. This study is a part of a wider project on prevention practices in Lebanon. Results will be analyzed along with the study targeting nurseries/daycares in the same context.
Elaboration d'un dispositif de co-intervention orthophoniste/enseignant pour soutenir le développement du langage dans les maternelles au Liban
Researchers ; Professionals ; Students
http://hdl.handle.net/2268/225149

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