S2 Ep.10 Robust Vocabulary Instruction in French for Anglophone Parents: Chin faces with Sarah and Julianne
In this episode, Sarah, Julianne and I put our creativity to the test and had a lot of fun! To get the most out of this episode, you must first listen to Episode 5 of Season 2 in which I explain the importance of teaching children a rich vocabulary to help them better understand the subjects taught in school, especially at the junior and secondary levels, and to better understand the literary vocabulary found in books.
The goal of this episode was really to demonstrate that it is possible to teach a rich, level 2 vocabulary, even when fun and silly activities are chosen. The chin-face is an activity that will surely make the whole family laugh. Even during difficult times, such as the COVID-19 pandemic that we are currently experiencing, it is important for children to have fun and have a few laughs. The vocabulary selected for this activity is as follows:
Créatif ou créative: Creative
S'allonger : to lie down
Suspendre : Suspend
À l'envers : Upside down
Peindre : Paint
Rigoler : giggle
Divertir : Entertain
Vêtir : Clothe
Trait facial : Facial trait or feature
(Remember that the direct translation does not always give a level 2 word in English, but trust that it is a level 2 word in French).
Items required for the activity :
Black eyeliner or costume make-up (e.g. Halloween make-up)
White page to draw the face
A phone or a smart tablet to record the face chin (N.B. it is important to film with the device upside down for it to work).
A good imagination
A good sense of humour
You can search Google engines to find ideas for chin-faces:
Here are the steps for this activity:
During the episode, Sarah mimics the voice of Miranda Sings, a fictional character you can find on YouTube. Here is the link for those who are curious. Here are also some videos of our chin faces:
S2 Ep. 8 Robust Vocabulary Instruction in French for Anglophone Parents: Raft challenge with Sarah & Julianne
S2 Ep.6 Robust Vocabulary Instruction for Anglophone Parents: Banana and Chocolate Chip Muffins with Sarah and Julianne
During this episode, I invite you into my kitchen to show you how to teach your child robust vocabulary words in French while following a delicious banana and chocolate chip muffin recipe. You can find the link to the French recipe here and the English recipe here.
Nine words from Level 2 (see S2 Ep.5 for more details) were targeted during this activity:
Moelleux: soft or chewy
However, I do mention other level 2 words that can be selected during the episode.
Have fun during this activity! Sarah and Julianne had a lot of fun and they sure enjoyed the treats!
This and future episodes have been recorded during these moments of social distancing due to COVID-19, to help you enrich your children's vocabulary while they are at home. It's not rocket science! You can do it and have fun doing it! This first episode is for you, the parents, to explain the different levels of vocabulary and how you can easily enrich your children's vocabulary during daily activities. Future episodes can be listened to WITH your children to introduce them to the new French vocabulary words targeted during the episodes. My two daughters, Sarah and Julianne, accompany me during the episodes to demonstrate how this teaching can be done. I hope you will enjoy these activities which vary: recipes, hiking, crafts, board games and others.
I am referring to the book by Beck et al. (2013). Here is a link to this book if you are interested.
I also mention other episodes which explains more about Developmental Language Disorder. Episodes 2 and 10 touch on this topic. You can also find more information here.
March is Brain Injury Awareness month and I am thrilled to be able to release an episode on the topic! This podcast will have you rethink the way you see social communication and pragmatics. Join me as I interview Dr. Lyn Turkstra. Lyn is a speech-language pathologist by training, and her research focuses on links between cognitive function and social communication in individuals with acquired brain injury. I was very excited to have her as a guest on this podcast. You will quickly discover her breadth of knowledge and experience in this vast and often obscure field.
Lyn starts off the episode by talking about a review paper that was published in 2017 from a joint committee from ASHA and the American Psychological Association (SLPs and neuropsychologists) which is a bit of a primer for what SLPs do in terms of pragmatics in relation to other health professionals and how communication goes beyond vocabulary and syntax. Here is the link to this paper: Pragmatic communication abilities in children and adults: implications for rehabilitation professionals
Lyn talks about a study she co-authored about pragmatics and makes reference to the “Lack of practice” problem. Here is the article:
Warner-Czyz, A. D., Evans, D., Turkstra, L., Scheppele, M., Song, C., & Evans, J. L. Effect of auditory status on visual emotion recognition in adolescents. Cochlear Implants International.
During the episode, Lyn talks about a tookit that can be used to assess the environment of those who have dementia and who live in long term care facilities. Here is the link to that resource:
Jennifer Brush, Margaret Calkins, Carrie Bruce and Jon Sanford; what supports communication environment?
Environmental communication assessment toolkit (ECAT)
I also make reference to the Episode with Tanya Nesterenko, SLP and executive coach. You can find it here.
Lyn talks about a study by Meulenbroek, Bowers and Turkstra (2016). The focus of this study was to examine successful return to sustained employment after brain injury. They discovered that social communication skills was number the number one skill required for sustained employment:
Characterizing common workplace communication skills for disorders associated with traumatic brain injury: A qualitative study.
We also talked about available resources for anyone who might be interested in finding out more about social cognition, pragmatics, brain injury and communication. Here are some of the resources discussed during this episode:
Social Cognition: Populations at risk, Assessment and Intervention.
Lyn is also the co-author of a book that offers guidelines on how to teach new things to people with memory problems. The book also provides strategies for executive functions, but the focus is on memory. The authors are currently working on a new edition of the book which should be released next year. Sohlberg, Turkstra, & Wilson (2011). Optimizing Cognitive Rehabilitation: Effective Instructional Methods. The Guilford Press. New York.
Additional resources :
Paul, R., Norbury, C. F., & Gosse, C. (2018). Language Disorders from Infancy through Adolescence. Listening, Speaking, Reading, Writing, and Communication, 5th edition. St. Louis : MS, Mosby Elsevier.
Murray, L. & Clark, H. (2014). Neurogenic Disorders of Language and Cognition: Evidence-based Clinical Practice; Second Edition. Pro Ed
S. McDonald, L. Togher, & C. Code (Eds) (2014). Social Communication Disorders Following Traumatic Brain Injury (2nd Edition). Psychology Press: London.
Anderson, V. & Beauchamp, M. Developmental social neuroscience and childhood brain insult: Implications for theory and practice. Guilford Press: New York.
If you would like to hear more about Dr. Lyn Turkstra’s work, she has a webinar coming up in the fall that you could tune-in to:
Oct 14 2020
SAC Webinar: Intervention for Adolescents and Adults with Cognitive-Communication Disorders after Acquired Brain Injury
I'm very excited about this brand new season of The Parlé Podcast and I'm happy to kick start it with Megan Sutton from British Colombia, Canada! Megan is a speech-language pathologist and the director and app designer for Tactus Therapy, a leading developer of apps founded in 2011 for adult speech and language therapy. She has worked with adults in acute and various other settings with acquired communication and swallowing disorders with an emphasis on the assessment and treatment of aphasia. Join us as Megan talks to us about how these apps can be used to help bridge the gap between the work that is done in therapy sessions with a speech-language pathologist and home practice for people with aphasia. However, we mention during the episode that many of these apps can be used with preteens and teens as well.
Here is a link to the apps on the Apple store. However, you can find all the information you need for each app on the Tactus Therapy website.
To hear more about how to incorporate apps into your therapy or your rehabilitation, Megan has two workshops available on Medbridge which can be found at:
During the podcast, we talk about a very useful resource for speech-language pathologists, "Setting Goals for Aphasia Therapy". Click here to download your very own copy of the e-book.
Megan talks about the Aphasia Recovery Connection (ARC) group. More information can be found here. They also have a Facebook page with over 8400 members to help provide support for people who have aphasia and their family members.
Aphasia Access is also a great website if you want to find out more about the Life Participation Approach to Aphasia.
During the episode, I refer to the episode with Barbara Collier from CDAC (although I mess up the long form of that acronym during the recording). Here is the link to that episode.
A few documentaries on Aphasia or acquired brain injury are discussed and I'm happy to share with you that they can easily be accessed:
Aphasia The Movie
My Beautiful Broken Brain
Join me for this episode as I talk to Dr. Lisa Archibald, a speech and language pathologist and university professor/researcher at Western University in London, Ontario. Lisa talks about the importance of work memory for everyday tasks at home and at school as well as how it might be difficult to differentiate a working memory disorder from a language disorder. Lisa discusses some strategies that parents, speech-language pathologists and teachers may want to use with children in order to help them with their memory. She talks about how some tasks may put a high demand on a child's working memory or cognitive load and how that same task might be easy for another child.
You can find out more about Lisa's Language and Working Memory lab by visiting her website. Lisa was also a guest speaker on TVO Parents. You can watch the short video clip here:
Lisa talks about important teacher accommodations that might be part of a student's Individual Education Plan (IEP) such as the use of visual cues, written cards or reminders, pre-teaching vocabulary, salience, etc.
Some of Lisa's favorite resources on this topic are available here:
#WesternDLD2 projects: https://www.uwo.ca/fhs/lwm/teaching/dld2.html
in particular this YouTube video provides great information on Working memory.
The Collaborative Classroom is also a great website.
This thesis has a lot of very useful information for teachers and educational professionals: "How do teachers teach students with working memory impairments in the regular classroom? A grounded theory approach"
As well as the following DLDandMe blog and the article: Working memory and language learning: A review, both authored by Lisa.
You asked for it, so I delivered. Join me during this episode as I answer some of the frequent questions I get from families surrounding raising English-French bilingual kids in an English dominant community. During the episode, I talk to a few bilingual kids ranging from 8 to 14 years of age about their thoughts on language use. I also interview my dear husband, Kevin, to ask him about his experience as an anglophone parent raising bilingual kids and his journey as he learned a minority language. I also give several tips on what is required when learning a minority language in order to ensure mastery of this language. Check out the various resources that I mentioned on the "Useful Resources" Page of this Website or click here.
I purposefully posted this episode today, September 25th, Journée des Franco-Ontariens or Franco-Ontarian Day in order to raise a bit of awareness on the importance of placing value on all the languages spoken in the home. Join the Francophone and Francophile community! Get involved with your child's school and find out how you can increase exposure to the French language.
This might be episode 13 but contrary to popular belief, it may actually bring you good luck!
What is luck anyway? Our energy and our presence may just be what bring us fortune. Things don’t always just happen to us. We often bring it upon us. Want to become a better communicator? Are you looking to establish better connectivity with your peers? Your employer? Your employees? This episode “Be your Message” with Tanya Nesterenko will open your eyes to how you communicate your message.
What’s you’re A.M.P. like? Autonomy. Mastery. Purpose.
Communication is an exchange of energy that allows a certain connection. Listen to this episode to find out more about your executive presence and how you can up your game. How do you ask for that raise with confidence?
Ever wonder what a monkey and a grandfather clock have in common? Listen to find out more.
We can all be leaders when we have presence.
Challenge for the listeners:
Start listening to yourself. What are you saying? What do you WANT to happen vs what do you NOT want to happen. Put a positive spin to your thoughts and goals. Start by what you WANT. Lead with your destination.
"Be the author of your own message"
Check out Tanya’s website, The Executive Presence here: http://theexecutivepresence.ca/
Like Michelle Obama has said so well “Own your story”
If you are interested in finding an executive coach, you can reach out to Tanya or check out the International Coaching Federation for more information: https://coachfederation.org/
Photo caption: This is the Communication Access symbol which can be dowloaded on the CDAC website here.
Barbara Collier, executive director and co-founder of Communication Disabilities Access Canada (CDAC) talks about the importance of communication access, the Accessible Canada Act, Communication intermediaries, CDAC’s Communication Assistance project and much much more. More information can be found on the Communication Disabilities Access Canada website: cdacanada.com
People who have disabilities that effect their communication don’t always know what their rights are with regards to communication. They have the right to the accommodations and supports that they need to communicate effectively, whatever that communication method may look like. Communication access rights are more than just the right to say “no” or to express an opinion. It’s the right to access and receive services just like everyone else.
Some of Barbara’s favorite resources, to name a few:
The work by Joyce Plotnikoff and Richard Woolfson on Intermediaries in the Criminal Justice System: https://www.jstor.org/stable/j.ctt1t89326
Sarah Blackstone’s work on Access to Healthcare: https://praacticalaac.org/tag/sarah-blackstone/
The International Society for Augmentative and Alternative Communication
Facebook handle: https://www.facebook.com/Communication-Disabilities-Access-Canada-167031386664276/
Twitter handle: https://twitter.com/CDACCanada
I also make mention of the International Communication Project video which gives a great synopsis on how communication is a basic human right. See episode 10 to access the link.
Chantal Mayer-Crittenden, Speech-Language Pathologist and researcher, hosts a bevy of guests on the topic of communication at large.