CocoCoco

In my experience, most programs wanted a combined of around 300. My inital GRE score (scaled, from when I took it 6 years ago) was about a 295 combined. I have stats similar to yours as far as GPA, but I felt like I should give it one more shot just in case. I ended up with 153 verbal, 146 quantitative and AW 4.5....almost the exact same as your scores. I applied to 7 schools, was accepted by 4 and waitlisted at 3. I feel like the combination of the other factors can help if your GREs aren't EXACTLY a 300 combined. I wrote a kick-ass statement of purpose and asked for letter of rec from kick-ass profs where I felt I proved myself well as a student. GREs aren't everything.... Good luck!

I'll also be attending and am curious to hear. Hi Danielle90! Looks like we'll be classmates!!!

I've accepted at UNM and am interested in the bilingual track. I have had a completely, albeit limited, experience with UNM thus far. They were willing to set up a whole half day of meetings with students, faculty, etc., and tour around the facility. Interdepartmental discord is, unfortunately, something that happens no matter where you go. I've only encountered extremely friendly and outgoing professors and clinical supervisors there. The clinic at UNM is small - there are only a few treatment rooms and there is only one classroom where each cohort in the grad program takes all of their classes. It seats 30 people. It sounds like sarahsahara might have mistaken some of the Post Baccs, as another poster mentioned, for actual grad students in her 100+ student classes. As for a post-bacc/out of major or out of field completing the 25 ASHA hours, that to me doesn't really seem like a program specific difficulty. Rather, it seems like a requisite that's put forth by ASHA and is kind of difficult for departments to deal with. At my current University, I'm having a HECK of a time getting observation hours through local SLPs. I mentioned I'm bilingual, there is a Spanish speaking SLP in the school district in my town, and the principal and asst. prinicpal have made me jump through crazy hoops to get in ($60 fingerprints/criminal bkgrd check, TB test, bloodborne pathogens online module, paperwork, etc.). Did I mention I'm currently a licensed teacher in Illinois? Bottom line - I didn't get the same read on things as has been reported here. Also, no matter where you go to school, there will be positives and negatives. It's good to keep in mind that your graduate program is often just what you make of it. It's hard to avoid the "drama," but it's important to do your own thing, try to forge on in your own way, make connections that are meaningful and fruitful, and if professors don't want to work with you, it's probably nothing personal. They're busy people and are trying to balance getting manuscripts published, working with UGs and Grads, supervising, etc., etc. There is someone/something out there for everyone, so just keep looking!

What specifically have you read, just out of curiosity. I'm interested in the bilingual Class for All NM and just accepted at UNM last Monday. To me, they seemed great when I visited. I'd like to hear more.

Has anyone else heard back? Truth be told, I'm having kind of a difficult time getting some of my questions answered. Has anyone else experienced this?

Yo no, aunque veo que tiene un programa bilingüe. Pensaba solicitar este programa....pero en fin decidí que 7 solicitudes eran suficientes....

Pues mi historia es larga y complicada.... Lo estudié por primera vez en la secundaria y empecé como intérprete para unos distritos escolares por aquí en N.Illinois a los 18 años. De allí, en la universidad estudié un semestre en Buenos Aires, un semestre en Barcelona y pasé todos mis veranos trabajando aquí en una escuela para los niños de trabajadores agrícolas que venían de México, California y Téxas. La mayoría de los trabajos que conseguí después de la universidad eran puestos bilingües. La verdad...mi acento confunda mucho...hasta me confunda a mi! Apenas ayer interpretaba para el papá de un muchacho, y me preguntó de donde era...jejejeje.

Aquí les comparto un poco de información.... Hablé con una reclutadora de empleos con una de las empresas que especializa en la colocación de terapeutas bilingües. Ella me confirmó, por una parte, lo que dices aquí, Gaby. Sin embargo, me dijo que el desarollo de destrezas clínicas es el factor que más busca y que más tiene que ver con el éxito en cuanto al trabajo. Tiene sentido...entre más practicas algo, mejor lo dominas, ¿no?

I'm not sure if it's specific to accepted applicants only, but there are two: 3/21 and 3/28.

¡Amigos que hablan español! Tengo una pregunta para uds. Es que estoy súper emocionada de haber recibido algunas cartas de aceptación para programas que tienen un énfasis en terapia bilingüe. Trabajar con niños bilingües y hispanohablantes era mi meta y, de hecho, la razón porque me cambié de carrera. Sin embargo, ¡me quedo con las dudas en cual programa debo de escoger! En su opinión, ¿cuáles son las características más importantes en cuanto a los programas bilingües? Para mi, es la combinación de: los cursos que se enfocan en cómo proveer tratamiento, intervención, etc., una cantidad alta de horas de supervisión (en la clínica o las escuelas) con clientes bilingües y supervisores bilingües, la oportunidad de estudiar/trabajar en otro país (esto no es tan importante, pero entre más oportunidades que hay, mejor), un/a mentor/a bilingüe y la localidad del programa. En realidad, hay muchas personas donde yo vivo que hablan español, pero tengo entendido que en la universidad más cercana de aquí, hay pocos clientes en la clínica que hablan español. Así que creo que sería mejor mudarme a Arizona o New Mexico para tener más posibildad de contacto con clientes bilingües.... ¿Qué opinan uds? ¿Cuáles son los factores que consideran con sus decisiones, si es que solicitan programas bilingües...? Gracias y un saludo cordial a todos.

I would love to...but airfare is super expensive. Let's see if there are any last minute cheap flights...

I agree - when considering the programs and what they may or may not be able to provide me helps to determine whether or not the cost is justified. In my case, I absolutely want clinical experience and external placements where I will have a higher percentage of Spanish speakers on my caseload. Could I get experience with Spanish speakers here in North-Central Illinois, of course. However, I know I will have exponentially more opportunities in a place like AZ or NM where there is a greater percentage of speakers, an established program for training bilingual SLPs, clinical supervisors/mentors who are bilingual, etc. I can justify the cost of moving across the country and potentially paying more than the very nice university in the town where I live, because I know that it will give me the practice and I'll be able to develop the skill set that I need to work a bilingual/Spanish speaking caseload. Another way to conceptualize the educational debt that we'll incur: IF you want to go to school "x", because they have "XX" program or clinical practicum, but it costs "y" more money, think about that "y" sum and then spread it out over the years you'll be working as an SLP. So for example, if "y" program costs $20k more, spread that $20k out over, say, 20 years. $1000/year, to me, seems like a drop in the bucket (especially in our career field where salaries are pretty good and stable) to get the skills and training you want/need. Furthermore, if you get some sort of specialized experience, chances are, you'll be better at "XX" aspect of SLP because you studied "XX" program and had a lot of clinical experience. That gives you a special skill and puts you into higher demand, which could mean more compensation (in the form of consultation, private practice, research, etc.) IMHO, educational debt only appreciates, because it is something that benefits you as a person over a lifetime. It's different from a car that depreciates or other "big purchase" items that require continual maintenance and investment. But then again, this is coming from someone who has ed. debt from a BA and MA....

I received an email from Vicky Bellendir with my letter and also a letter of intent form. My "MyASU" account still says "in review."

The sappy, saccharin coated message will appear in 3...2...1... I really have to say how impressed I am with the amount of support and the words of encouragement from those posting on this blog. In good news and not so good news, everyone has really positive and uplifting things to say. So often, at least with the blogs and comments I regularly read on the interwebz, there are people just trolling for the opportunity to post negative, degrading responses. Kudos to all of you - what an amazing community of people we have here, and I imagine, in our field as a whole!

That's a great idea, @DeafAudi! I got two letters from Indiana - one saying I was waitlisted, and another saying that if I move off the waitlist, I am invited to participate in the bilingual STEPS (Speech Therapy Education, Practicum, and Services for Latino Children and Families) program. I wrote an email to the person who signed off on the STEPS letter, but didn't think about writing one to the person who signed off on the general letter...Thanks for the suggestion!

I contacted someone else in the grad school at IU with whom I had made previous contact. It sounds like there really isn't a weighted/ordered wait-list. From what I read in the letter, they'll re-evaluate in April and let us know if we made it off the wait-list ASAP after 4/15. So it looks like I'll be waiting another 6-8 weeks to plan my life. YIKES! Luckily I'm going somewhere warm for our Spring Break...waiting for information + snow + cold weather = getting really old...

Absolutely. And even one step futher from the practice/interpretation point - overlay on top of all of this the ability to work with patients (or clients or students) and their families to deliver compentent service in the second language. I don't know about you other folks on here, but most of my experience with Spanish speakers (living in Argentina and Spain, working to provide social services for agricultrual migrant workers in Northern Illinois, working as an interpreter for multiple school districts, etc.) has been with adults. Now clearly one wouldn't just be working with children in Spanish, but I think that most jobs looking for bilingual SLPs are school-based (at least from what I've seen in the job postings). So, at least in my opinion, there is still a futher important component, which is developing the sociopragmatic skills to work effectively with children in the target language. Just my two cents, but an important consideration. Luckily, there are lots of resources besides grad program certificate training that are available for someone wishing to develop his/her bilingual abilities.

I agree with SLPamy regarding the statement on bilingual certification programs. Even if you don't attend one of these programs, but you speak another language, you still have a useful set of skills. To me, one of the biggest advantages that is found within these bilingual programs is developing and acquiring clinical competence working with bilingual clients/students. It seems like one of the most critical components for delivering appropriate service, and many of these programs have placements in bilingual settings with a specific requirement for contact hours with patients who need services in their respective first languages. Ultimately, once you graduate from a program and are part of the work force, you "self designate" as bilingual for ASHA based on a set of guidelines. "Bilingual" could be quite a varied and subjective label. Here is some more info: http://www.asha.org/Publications/leader/2011/111220/What-It-Takes-to-Call-Yourself-a-Bilingual-Practitioner.htm http://www.asha.org/policy/RP1989-00205.htm I think that it's important to keep in mind that, while you do get to decide whether or not you get to call yourself a bilingual practitioner, as practitioners we adhere to a set of ethical principles. Part of what is governed in this set of principles is representation/misrepresentation. If one were to have, say, an intermediate proficiency level in his/her second language, I think it would be really important to carefully consider the impact/resulting set of expectations that a "bilingual" label might convey.

Just to clarify, AuD2018 - should I look at the results sections on individual school websites that list their statistics (like the ones found on the ASHA website), or here on the forum from last application season? I guess the other issue that I'm concerned about is that UMN has stipulated that I should reply with my answer no later than April 15th. I'm guessing a lot of schools have this deadline, which makes me think that people will likely wait it out a bit, hoping to hear back, and that there will be a big rush right around that time. And then, who knows if schools will be updating their lists? I DEFINITELY don't want to miss out on UMN, as it's a great program. I'm super stoked about it, but am just curious about other possibilities.

Hey everyone! I just started looking at this forum, so I feel like I'm a little late to the game, but that's okay. Hi! Anyway, I've been waitlisted at three schools...and want to know what to do next? Obviously I need to hear back from the three that I've not yet heard from, but until that time, is it worthwhile to call/email to find out where I'm at on the list? Marquette specifically stated not to do so, but what about the other schools? Is there a good chance of getting called off of the list? Should I make my peace with the fact that I won't attend these programs? Thanks!

I think they do, but you and I might have different ideas of what constitutes as "good." Here is the link - http://www.slhs.umn.edu/grad/bilingual.html Whereas AZ State offers specific coursework for bilingual training, at Minnesota, the bilingual track is more self-directed. You have a set of benchmarks to fulfill for the certificate. You can definitely get clinical opportunities and placements with specific language populations. The UMN focus is not on any specific language, rather, you select the classes that would make sense for the language that interests you. In fact, when I visited, there was some research on some phonological issue as seen in Hmong speakers versus Spanish speakers, if I remember correctly. The Twin Cities are a fantastic place for working with CLD populations, by the way. It is an area where there is lots of refugee resettlement (from Somalia, Laos, Vietnam, Burma, to name a few) and social service outreach.

Waitwhichgaby - If you're interested in working with CLD populations, the first languages that clients will speak will differ greatly depending on the region. I see you live in Illinois (me too!), and as you know, there are fewer concentrations of, say, Portuguese speakers (Fala portugues? Eu tambem falo!) here than in Boston, Rhode Island, Miami, etc. If you do a quick job search (http://www.slpjobs.com/speech-therapy-jobs/), you can see that there are many bilingual SLP careers for Eng/Port in Massachusetts. So, a lot of working with CLD clients depends on the focus of your grad program's bilingual training, your own personal/professional goals for working with CLD populations, where you do your job search, and ultimately, your proficiency level in the second language. I would say that to answer your question about being limited to one other language - probably not. Again, your ability to best meet your future clients' needs will depend on whether or not they need therapy/service in that language, what language their family/caregivers/stakeholders speak, and your understanding of cultural nuances. So if you are a proficient speaker of many languages, ¡enhorabuena! Good luck with your search! Also, some other programs to consider for bilingual certificate: Minnesota, University of New Mexico, both AZ state and Uni of AZ, IL State, Elmhurst, Florida Int'l, University of Puerto Rico. You can use the ASHA EdFind, but I found some of its information out of date and inaccurate.

I was accepted there, too! I visited back in October. The program seems great...I was interested, specifically, in programs that offered a bilingual concentration/certificate, as I speak Spanish and primarily wish to work with CLD populations. From what they mentioned in our meeting, there is typically not much for first year MA students in the way of funding or scholarships. But! I have lived in St. Paul before, and can tell you that the TCs are an AMAZING place to live. I imagine, although I haven't done much job searching there, that there are also copious career opportunities.