Programm 79. StuTS

Diagnosing and treating language disorders involves distinguishing pathological from non-pathological speech (Cummings, 2007), often using standardized assessments (Beushausen, 2008). This links therapeutic goals to notions of linguistic correctness, positioning therapists as authorities who determine which norms are applied (Krämer et al., 2022). Still, the influence of language ideologies in language therapy remains underexplored.
Applying standardized monolingual norms in clinical contexts can inadvertently stigmatize non-standard varieties (Archer et al., 2024). Multilingual patients may face disadvantages when assessed against ostensibly neutral monolingual benchmarks, as therapists often feel unprepared for complex linguistic situations (Altman et al., 2022; Bloder et al., 2021; Centeno, 2009, 2015; Newbury et al., 2020; Norvik et al., 2022; Scharff Rethfeldt, 2019; Stanford et al., 2024). Limited familiarity with multilingual repertoires can lead to both over- and underdiagnosis.
This study analyzes how language ideologies and normative assumptions are embedded in German logopedics textbooks used for standardized exam preparation. Using discourse analysis, I examine how language(s) as well as their neuronal and social representations are conceptualized, how speakers are categorized, how multilingualism is addressed, and how distinctions between clinically relevant and irrelevant speech phenomena are drawn.
Preliminary findings reveal a prevalent standard language ideology (Vogl, 2012), echoing the “one nation – one language” paradigm as “one person – one (native) language.” This monolingual perspective often contrasts with explicit acknowledgments of multilingualism, highlighting tensions between standardized norms and the realities of therapy with multilingual patients.

References
Altman, Carmit, Efrat Harel, Natalia Meir, Peri Iluz-Cohen, Joel Walters & Sharon Armon-Lotem. 2022. Using a monolingual screening test for assessing bilingual children. Clinical Linguis-tics & Phonetics 36(12). 1132–1152. https://doi.org/10.1080/02699206.2021.2000644.
Archer, Brent, Eleanor Gulick, Jack S. Damico & Martin J. Ball. 2024. Clinical Sociolinguistics. In Martin J. Ball, Nicole Müller & Elizabeth Spencer (eds.), The Handbook of Clinical Linguis-tics, 81–97. 2nd edn. Hoboken, Chichester: John Wiley & Sons, Ltd. https://doi.org/10.1002/9781119875949.ch7.
Beushausen, Ursula. 2008. Der Einsatz von standardisierten Tests in der Logopädie. Forum Logo-pädie (1(22)). 6–13.
Bloder, Theresa, Maren Eikerling, Tanja Rinker & Maria Luisa Lorusso. 2021. Speech and Language Therapy Service for Multilingual Children: Attitudes and Approaches across Four European Countries. Sustainability 13(21). 12143. https://doi.org/10.3390/su132112143.
Centeno, Jose. 2009. Issues and Principles in Service Delivery to Communicatively Impaired Minori-ty Bilingual Adults in Neurorehabilitation. Seminars in speech and language 30. 139–52. https://doi.org/10.1055/s-0029-1225951.
Centeno, José G. 2015. Assessing services with communicatively impaired bilingual adults in cultur-ally and linguistically diverse neurorehabilitation programs. Journal of Communication Dis-orders 58. 58–73. https://doi.org/10.1016/j.jcomdis.2015.10.005.
Cummings, Louise. 2007. Pragmatics and Adult Language Disorders: Past Achievements and Future Directions. Seminars in Speech and Language 28(2). 96–110. https://doi.org/10.1055/s-2007-970568.
Krämer, Philipp, Ulrike Vogl & Leena Kolehmainen. 2022. What is “Language Making”? Interna-tional Journal of the Sociology of Language (274). 1–27. https://doi.org/10.1515/ijsl-2021-0016.
Newbury, Jayne, Angelik Bartoszewicz Poole & Catherine Theys. 2020. Current practices of New Zealand speech-language pathologists working with multilingual children. International Journal of Speech-Language Pathology 22(5). 571–582. https://doi.org/10.1080/17549507.2020.1712476.
Norvik, Monica I., Marianne Lind & Bård Uri Jensen. 2022. Working with multilingual aphasia: atti-tudes and practices among speech and language pathologists in Norway. International Multi-lingual Research Journal 16(4). 273–290. https://doi.org/10.1080/19313152.2021.2015935.
Scharff Rethfeldt, Wiebke. 2019. Speech and Language Therapy Services for Multilingual Children with Migration Background: A Cross-Sectional Survey in Germany. Folia Phoniatrica et Logopaedica 71(2–3). 116–126. https://doi.org/10.1159/000495565.
Stanford, Emily, Maren Eikerling, Olivia Hadjadj & Hélène Delage. 2024. Supporting multilingual children with language impairment in a multilingual environment: experience and perspec-tives from speech and language therapists in Switzerland. International Journal of Multilin-gualism. 1–20. https://doi.org/10.1080/14790718.2024.2325999.
Vogl, Ulrike. 2012. Multilingualism in a standard language culture. In Matthias Hüning, Ulrike Vogl & Olivier Moliner (eds.), Multilingualism and Diversity Management, 1–42. Amsterdam: John Benjamins Publishing Company. https://doi.org/10.1075/mdm.1.02vog.

Info

Tag: 14.05.2026
Anfangszeit: 15:15
Dauer: 01:00
Raum: HDH Halle 199 (3)
Track: Sociolinguistics
Sprache: en

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