Purpose The purpose of this study was to identify and define the support needs of bilingual speech-language pathologists working in one urban school district and to investigate the experiences of the clinicians engaged in a professional learning community (PLC) format within their public school system. Method Twenty-three bilingual speech-language pathologists met in a PLC over the course of 5 months, with a total of four sessions that were a mix of in person and virtual. The participants engaged in group discussions and activities alongside their peers to address self-identified areas of support and need. Additionally, initial and final focus group and exit slip data following the PLC were collected to inform the discussion topics of the PLC and gather final impressions. Constant comparative analysis was utilized to analyze focus group and exit slip data. Results When looking across the experiences of the clinicians in the district, the three themes that emerged from the data were systemic obstacles, professional obstacles, and supports. The three themes that emerged from the speech-language pathologists' experiences in the PLC included their positive experiences, the challenges with participation, and the positive outcomes from exposure to new techniques and earning platforms. Conclusion The findings of this study suggest that bilingual clinicians benefit from a PLC model when addressing specific areas of need.

中文翻译：

---

为临床医生提供双语支持：我们该何去何从？

目的 本研究的目的是确定和确定在一个城市学区工作的双语语言病理学家的支持需求，并调查在其公立学校系统内从事专业学习社区 (PLC) 形式的临床医生的经验。方法 23 名双语语言病理学家在 5 个月的时间里在 PLC 会面，总共进行了四次面对面和虚拟相结合的会议。参与者与同龄人一起参与小组讨论和活动，以解决自我确定的支持和需求领域。此外，收集了 PLC 之后的初始和最终焦点小组以及退出单数据，以告知 PLC 的讨论主题并收集最终印象。不断的比较分析被用来分析焦点小组和退出滑动数据。结果回顾该地区临床医生的经验，从数据中出现的三个主题是系统性障碍、专业障碍和支持。语言病理学家在 PLC 的经历中出现的三个主题包括他们的积极经历、参与的挑战以及接触新技术和盈利平台的积极成果。结论 本研究的结果表明，双语临床医生在解决特定需求领域时受益于 PLC 模型。语言病理学家在 PLC 的经历中出现的三个主题包括他们的积极经历、参与的挑战以及接触新技术和盈利平台的积极成果。结论 本研究的结果表明，双语临床医生在解决特定需求领域时受益于 PLC 模型。语言病理学家在 PLC 的经历中出现的三个主题包括他们的积极经历、参与的挑战以及接触新技术和盈利平台的积极成果。结论 本研究的结果表明，双语临床医生在解决特定需求领域时受益于 PLC 模型。