ACQ Vol 11 No 1 2009

MULTICULTURALISM AND DYSPHAGIA

Regina Walsh has worked in education since 1985 and has an interest in language and early literacy and in the various paradigms of practice within the profession. She was the project officer for Speech Pathology Australia’s Terminology Frameworks Project from 2005 to 2007. Correspondence to Regina Walsh Speech Pathologist Education Queensland phone: 07 3239 6674 (Weds–Fri) email: reginawalsh@powerup.com.au Regina.walsh@ccypcg.qld.gov.au Wallach, G. P., & Ehren B. J. (2004). Collaborative models of instruction and intervention: choices, decisions, and implementation. In E. R. Silliman & L. C. Wilkinson (Eds.) Maximizing student’s language and literacy learning (pp. 39–49). New York: The Guilford Press. Wilson, J. (2005). Psychological explanations: A reply to Thomas. Educational Psychology in Practice , 21 (1), 69–73. WordNet. (2008). Retrieved July 2008 from http://www. answers.com/library/WordNet-cid-45439029 Yeh, W., & Barsalou, L. W. (2006). The situated nature of concepts. American Journal of Psychology , 111 (3), 349–384. Vandenberghe, R., Price, C., Wise, R., Josephs, O., & Frackowiak, R. S. J. (1996). Functional anatomy of a common semantic system for words and pictures. Nature , 383 , 254–256. Walsh, R. (2007, May). Defining language and its relationship to cognition, literacy and chaos theory . Presentation at Speech Pathology Australia National Conference, Sydney. http:// www.learningplace.com.au/deliver/content.asp?pid=32262 Walsh, R., & Stassi, K. (2007). Conceptual model of language and related constructs . Retrieved July 2008 from http://www. learningplace.com.au/deliver/content.asp?pid=32262

Nash, M., & Donaldson, M. L. (2005). Word learning in children with vocabulary deficits. Journal of Speech, Language, and Hearing Research , 48 , 439–458. Owens, R. (2005). Language development: An introduction , 6th ed. Boston: Allyn & Bacon. Paivio, A. (1971). Imagery and verbal processes . New York: Holt, Rinehart and Winston. Reynolds, R. E., Sinatra, G. M., & Jetton, T. L. (1996). Views of knowledge acquisition and representation: A continuum from experience centred to mind centred. Educational Psychologist , 32 , 93–104. Rumelhart, D. E. (1980). Schemata: The building blocks of cognition. In R. J. Spiro, B. C. Bruce, & W. F. Brewer (Eds.), Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence, and education (pp. 38–58). Hillsdale, NJ: Erlbaum. Sardar, Z., & Abrams, I. (1999). Introducing chaos . Crows Nest, NSW: Allen & Unwin. Shelton, J. R., & Caramazza, A. (1999). Deficits in lexical and semantic processing: Implications for models of normal language. Psychonomic Bulletin & Review , 6 (1), 5–27. Singer, B. D. & Bashir, A. S. (1999). What are executive functions and self-regulation and what do they have to do with language-learning disorders. Language, Speech, and Hearing Services in Schools , 30 , 265–273. Snow, C. (1996). Toward a rational empiricism: why interactionism is not behaviourism any more than biology is genetics. In M. L. Rice (Ed.), Toward a genetics of language (pp. 377–296). Mahwah, NJ: Lawrence Erlbaum. Speech Pathology Australia. (2005). Literacy teaching based on evidence: What roles can speech pathologists play? Submission to the National Inquiry into the Teaching of Literacy Department of Education, Science and Training March 2005. Retrieved July 2008 from: http://www.speechpathologyaustralia. org.au/library/Literacy%20Submission%20App.pdf Stanford Encyclopedia of Philosophy. (2006). Models in science . Retrieved May 2008 from http://plato.stanford.edu/ entries/models-science

Mentoring Program Share and Develop Skills – Surprise Yourself with New Insights Looking to maximise your learning and build on professional and personal capacities in 2009? – then Speech Pathology Australia’s Mentoring Program is just the thing for you. Providing an opportunity for reflective practice, development of new skills and increased knowledge and networks for both mentees and mentors. Anyone with two or more years experience in their work role can register as a mentor – you do not need to be an expert! With many new graduates now registering for the program, mentors are in high demand. We’d love to hear from mentors to match with these keen members. On the other hand, if you are a new graduate recently employed, changing your field of practice, new to an area, embarking on a research project, new to management or isolated in a sole position, why not register as a mentee to gain some extra support. The Association is please announce it now has a new brochure about the Mentoring Program. This brochure is now available via the Association website or by contacting the Association directly. For more detailed information and registration forms please check out the Mentoring Program information on the website. www.speechpathologyaustralia.org.au

S p eech P athology A ustralia

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