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Communication Styles

This section or excerpt of the Cultural and Linguistic Competence Self-Assessment for Early Head Start and Head Start Programs requires staff to reflect upon and rate themselves on whether or not they use culturally and linguistically competent communication styles in their interactions with young children, and their families.

Please select A, B, or C for each of the items presented in this checklist

  1. = Things I do frequently
  2. = Things I do occasionally
  3. = Things I do rarely or never
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In our Head Start or Early Head Start program:

A B C 1. I attempt to learn and use key words in the languages and dialects of the children and families served so that they are better able to communicate.
A B C 2. I attempt to determine any familial terms used by children and families that will assist and/or enhance the delivery of services and supports.
A B C 3. In my interactions with children, parents, and other family and community members with limited English proficiency or who are English language learners, I use visual aids, gestures, and physical prompts.
  4. When interacting with parents, other family and community members with limited English proficiency or who are English language learners, I always keep in mind that:
A B C Limitations in their ability to speak and/or understand English are not a reflection of intellectual functioning.
A B C Limitations in their ability to speak and/or understand the language of the dominant culture is not related to their ability to communicate effectively in their native or primary language.
A B C They may or may not be literate in their native or primary language or English.
A B C 5. I ensure that all bulletins, and notices to parents are written in their native or primary language.
A B C 6. I understand that for some parents and family members it may be necessary to provide information in non-written formats, because word of mouth may be a preferred method of receiving information.
  7. I understand the definition and related practices of linguistic competency and I:
A B C Apply them within my program.
A B C Use them in their interactions with children, parents, family and community members.
A B C 8. I use bilingual or multilingual staff and/or trained/certified foreign language interpreters for meetings, conferences, or other events for parents and family members who may require this level of assistance.
A B C 9. I encourage and invite parents and family members to volunteer and assist with activities regardless of their ability to speak English.
A B C 10. I use a variety of approaches and formats to communicate with children, parents and other family members with disabilities.
A B C 11. For parents and family members who may require communication assistance (e.g. hard of hearing, visual disability, physical disability, low or no literacy), I arrange accommodations to ensure their full participation in all aspects of my Early Head Start or Head Start program.
A B C 12. I use plain language in interactions with parent, family and community members.
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