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    • Multilingualism, Mental Health and Psychological Therapy - Course Content
    • Course Introduction
    • SECTION 1 Linguistic agency and justice
    • SECTION 2 Working with an interpreter (1)
    • SECTION 3 Multilingualism as a therapeutic asset
    • SECTION 4 Linguistic prejudice, privilege and power
    • SECTION 5 Working with an interpreter (2)
    • SECTION 6 Multilingualism – racism and discrimination
    • SECTION 7 Multilingual therapists’ experiences
    • SECTION 8 Code-switching and self-translation in the therapeutic context
    • SECTION 9 Working with couples across languages
    • SECTION 10 Summary and evaluation
    • Couse Evaluation
    • Welsh context supplementary resource >
      • SECTION 1 Voice
      • SECTION 2 Power, inclusion and exclusion and invisibility
      • SECTION 3 Feelings. Identity, authenticity
      • SECTION 4 Connection
      • SECTION 5 Differences
      • SECTION 6 Teaching and Learning
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SECTION 4 Linguistic prejudice, privilege and power

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EXERCISE
In the film you have just watched, Frankie says: I have experience of lots of people with strong accents – and not just foreign accents either. But Scottish accents and Geordie accents. I can understand you as well as them.
  1. Is there any difference between the experience of someone who speaks English with a regional British accent and someone with a foreign accent?
  2. What do you think about this statement by someone with a foreign accent: I feel like I don’t have an automatic right to be understood?
  3. What do you think Malik means by “audio-racism”?
  4. Some commentators like David Crystal, talk about the global power of a language like English. How might linguistic privilege contribute to the power differentials experienced by Malik and ignored/dismissed by Frankie?
  5. What do you do with your own sense of privilege, as a therapist?
  6. What can you say to address the power imbalance specifically around language?
Here is a suggestion from a therapist. What do you think of it?  
“I like to try to acknowledge the power differential. I say something like: at the moment it will probably feel like you are making all the effort. You are speaking in my first language. I’m not speaking in yours. What does that feel like?

​EXTENSION using Other Tongues
On p.25 you will see a list of practical suggestions for working therapeutically with multilingualism. Which of the listed prompts and questions might you incorporate into an assessment?
​Reference
Crystal, D. (2003) English as a Global Language. Cambridge: Cambridge University Press. doi:10.1017/CBO9780511486999
This section intersects with the additional Welsh Language Supplement, Section 1, available here.

Next... SECTION 5 Working with an interpreter (2)

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  • Home
  • Free CPD
    • Multilingualism, Mental Health and Psychological Therapy - Course Content
    • Course Introduction
    • SECTION 1 Linguistic agency and justice
    • SECTION 2 Working with an interpreter (1)
    • SECTION 3 Multilingualism as a therapeutic asset
    • SECTION 4 Linguistic prejudice, privilege and power
    • SECTION 5 Working with an interpreter (2)
    • SECTION 6 Multilingualism – racism and discrimination
    • SECTION 7 Multilingual therapists’ experiences
    • SECTION 8 Code-switching and self-translation in the therapeutic context
    • SECTION 9 Working with couples across languages
    • SECTION 10 Summary and evaluation
    • Couse Evaluation
    • Welsh context supplementary resource >
      • SECTION 1 Voice
      • SECTION 2 Power, inclusion and exclusion and invisibility
      • SECTION 3 Feelings. Identity, authenticity
      • SECTION 4 Connection
      • SECTION 5 Differences
      • SECTION 6 Teaching and Learning
  • About
  • Training/Consultancy
  • Colleagues across Borders
  • Contact
  • Dissemination of knowledge via the arts
  • Bilingual Forum
  • Resources
  • Privacy Policy
  • Volunteers
  • Book
  • Couse Evaluation