Students Involvement in Multilingual and Multicultural Community Services Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998)  believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural ... Article
Article  |   August 01, 2015
Students Involvement in Multilingual and Multicultural Community Services
Author Affiliations & Notes
  • Ying-Chiao Tsao
    Department of Human Communication Studies/Communicative Disorders, California State University, Fullerton, CA
  • Financial Disclosure: Ying-Chiao Tsao is an associate professor at California State University, Fullerton.
    Financial Disclosure: Ying-Chiao Tsao is an associate professor at California State University, Fullerton.×
  • Nonfinancial Disclosure: Ying-Chia Tsao has no nonfinancial interests related to the content of this article.
    Nonfinancial Disclosure: Ying-Chia Tsao has no nonfinancial interests related to the content of this article.×
Article Information
Cultural & Linguistic Diversity / Professional Issues & Training / Articles
Article   |   August 01, 2015
Students Involvement in Multilingual and Multicultural Community Services
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, August 2015, Vol. 22, 77-89. doi:10.1044/cds22.2.77
History: Received June 8, 2015 , Revised August 3, 2015 , Accepted August 3, 2015
SIG 14 Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, August 2015, Vol. 22, 77-89. doi:10.1044/cds22.2.77
History: Received June 8, 2015; Revised August 3, 2015; Accepted August 3, 2015

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998)  believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007)  further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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