Abstract
This study examined speech-language pathologists’ (SLPs) comfort levels in providing service delivery to English language learners (ELLs) and limited English proficient (LEP) students. Participants included 192 SLPs from the United States and Guam. Participants completed a brief, six-item questionnaire that investigated their perceptions regarding their comfort levels in assessment and intervention of ELL/LEP students and whether they received professional development in working with ELL/LEP students. The results suggested most SLPs are uncomfortable assessing ELL/LEP students. A moderate correlation existed between the number of workshops attended and assessment comfort levels. Weak correlations existed between the number of workshops attended and intervention comfort levels and between numbers of workshops attended and years of professional experience. Years of experience were not significant in assessment and intervention comfort levels. Disparity existed between SLPs who felt prepared to provide services to ELL students and those who actually provided services.
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