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Kathryn Crowe is an adjunct in Speech-Language Pathology at the University of Iceland. She concurrently holds positions as an Adjunct Associate Research Professor at the School of Education, Charles Sturt University, Australia, and as an affiliate of the Center for Education Research Partnerships (National Technical Institute for the Deaf, Rochester Institute of Technology, USA). She has worked as a speech pathologist, academic, and researcher and holds a Bachelor of Speech Pathology and Bachelor of Arts, majoring in linguistics, a Master of Special Education (Sensory Disability), and a PhD, as well as a Diploma in Auslan/English interpreting. She is a Fulbright alumnus, member of the International Expert Panel on Multilingual Children’s Speech, associate editor for Speech, Language and Hearing, and a member of the Global Young Academy. Kathryn’s research has focused on cultural and linguistic diversity in children, particularly children with hearing loss, their families, and the professionals who work with them. She is passionate about using evidence to inform clinical and educational practices and making available evidence accessible to parents, professionals, service providers, and service administrators.

Pauline van der Straten Waillet is a Speech-Language Pathologist and recently completed her PhD at the Université Libre de Bruxelles (Belgium). Her research focuses on professional practices with multilingual children. Funded by the Belgian Kids Fund for pediatric research, her PhD thesis explores how to assess the speech of multilingual children with typical hearing or with cochlear implants. In 2020, Dr van der Straten Waillet conducted research on “supporting culturally and linguistically diverse parents of children with hearing loss”, and created the website www.aloadiversite.com. Dr van der Straten Waillet also has 10 years of clinical experience in Belgium and Canada with children having hearing and/or language disorders.

PEaCH Project – https://bilingualfamily.eu/
PEaCH’s mission is to offer guidance for parents and educators on how to support, maintain and develop a child’s home language(s). PEaCH also wants to raise educators’ awareness of the benefits of bilingualism and home languages. 

The videos and other resources used in this presentation can be found on this page – https://bilingualfamily.eu/resources-for-parents/

Planting Languages – Developing a family language policy – https://www.plantinglanguages.com/

Further reading

• Genesee, F. (2007). A short guide to raising children bilingually.
  https://www.psych.mcgill.ca/perpg/fac/genesee/A%20Short%20Guide%20to%20Raising%20Children%20Bilingually.pdf
• Cannon, J. E., Guardino, C. A., & Paul, P. V. (Eds.). (2022). Deaf and hard of hearing multilingual learners: Foundations, strategies, and resources. Routledge.
  https://www.routledge.com/Deaf-and-Hard-of-Hearing-Multilingual-Learners-Foundations-Strategies/Cannon-Guardino-Paul/p/book/9781032155654

• Crowe, K., & Guiberson, M. (2022). Language Development, Assessment, and Intervention for d/Deaf and Hard of Hearing Multilingual Learners. In J. Cannon, C. Guardino, & P. Paul (Eds.), Deaf and Hard of Hearing Multilingual Learners: Foundations, Strategies, and Resources (1st ed., pp. 106-141). Routledge. https://doi.org/10.4324/9781003259176-4
• Crowe, K., & Cupples, L. (2020). Bilingual Cognitive Advantages in Multilingual and Multimodal Deaf and Hard-of-Hearing Children and Adults. In M. Marschark & H. Knoors (Eds.), The Oxford Handbook of Deaf Studies in Learning and Cognition (Online ed., pp. 150-166). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780190054045.013.15
• Crowe, K., & Guiberson, M. (2020). Professionals’ Perspectives on Supporting Deaf Multilingual Learners and Their Families. Journal of Deaf Studies and Deaf Education, 26. https://doi.org/10.1093/deafed/enaa025
• Crowe, K., & Guiberson, M. (2019). Evidence-Based Interventions for Learners Who Are Deaf and/or Multilingual: A Systematic Quality Review. American Journal of Speech-Language Pathology, 28, 964-983. https://doi.org/10.1044/2019_AJSLP-IDLL-19-0003
• Crowe, K., & McLeod, S. (2016). Professionals’ Guidance About Spoken Language Multilingualism and Spoken Language Choice for Children With Hearing Loss. Australasian Journal of Special Education, -1, 1-21. https://doi.org/10.1017/jse.2016.3
• Crowe, K., Fordham, L., McLeod, S., & Ching, T. Y. C. (2014). ‘Part of our world’: Influences on caregiver decisions about communication choices for children with hearing loss. Deafness & Education International, 16, 61-85. https://doi.org/10.1179/1557069X13Y.0000000026
• Crowe, K., McLeod, S., McKinnon, D. H., & Ching, T. Y. C. (2014). Speech, sign, or multilingualism for children with hearing loss: Quantitative insights into caregivers’ decision making. Language, Speech, and Hearing Services in Schools, 45, 234-247. https://doi.org/10.1044/2014_LSHSS-12-0106
• van der Straten Waillet, P., Colin, C., Crowe, K., & Charlier, B. (2022). Speech-Language Pathologists’ Support for Parents of Young d/Deaf Multilingual Learners. The Journal of Deaf Studies and Deaf Education, 27(4), 324–337. https://doi.org/10.1093/deafed/enac024