Bilingual Supervision: A Bilingual Supervisor-Supervisee Dyad's Experiences and Recommendations

Yeung, T S (Tat Shing)¹, Tsang, P M (Patsy)
¹Northeastern University, Boston

 

Submission type

Oral only

Scheduled

Room 116, 12-07-2019, 14:00 - 15:30

Keywords

diversity, bilingual supervision, supervision, bilingual training, training, bilingual students

Summary

The increase in the number of English language learners (ELLs) in the United States. calls for school psychologists who can provide bilingual psychological services. Although bilingual supervision is recommended for bilingual trainees, there is a shortage of bilingual supervisors and limited research on bilingual supervision processes. This paper discusses the experiences of a bilingual supervisor-supervisee dyad: a quadrilingual school psychology trainee (English, Cantonese Chinese, Mandarin Chinese, Japanese) under the supervision of a trilingual supervisor (English, Cantonese Chinese, Mandarin Chinese) in the U.S. within the competence-based supervision framework. Through transcripts of supervisory exchanges and elaborations, recommendations are made for monolingual supervisors, bilingual supervisors, and bilingual supervisees to improve supervision with reference to the domains outlined in the American Psychological Association Guidelines for Clinical Supervision in Health Service Psychology (2015).  Future research should focus on best practice of providing bilingual trainees with supervision from both monolingual and bilingual supervisors and increase collaboration between monolingual and bilingual supervisors to train bilingual supervisees. Efforts should also be made to increase the number of bilingual psychologists who can serve as both practitioners and supervisors to meet the demand of bilingual school psychologists.

Auteurs