Season 8 Episode #4 Shaping Language, Shaping Lives: A Conversation with Jeaneen Tang

In this powerful episode of The Cultural Curriculum Chat, host Jebeh Edmunds sits down with Jeaneen Tang, a speech-language pathologist, author, and mother whose story is one of resilience, hope, and the transformative power of communication.

When Jeaneen’s son Che suffered a traumatic brain injury and stroke at just 13 months old, doctors warned he might never walk or talk. But through her expertise, patience, and unwavering love, Jeaneen helped her son defy the odds — and along the way, discovered new ways to empower all children to find their voices.

Together, Jebeh and Jeaneen explore:
 🧠 Why early language development matters more than ever
 💬 How simple, everyday interactions can build communication skills
 🎯 The “Play Dumb and Sabotage” strategy — and why it works
 👩🏾‍🏫 How educators, caregivers, and parents can prevent early speech delays
 💖 The role of hope, empathy, and community in a child’s growth

This heartwarming conversation will leave you inspired to slow down, connect more deeply, and nurture the voices of the children in your life.

Learn more about Jeaneen's Work Here: Jeaneen Tang, MS, CCC- SLP | Play Dumb & Sabotage | nurturing language skills

Learn more about my debut novel on presale now! 

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Transcript

0:36

Welcome back to the Cultural Curriculum Chat podcast. I'm your host, Java Edmonds, and today we are diving into the power of communication, how our everyday interactions shape the way children learn, grow, and connect. My guest today is Janine Tang, a speech and language pathologist. Author and mother whose story of resilience and purpose will truly inspire you. When Janine's son, Che was just 13 months old, he suffered a traumatic brain injury followed by a stroke. Doctors told her he might never walk or talk. But they were wrong today. Chay is thriving and Janine's expertise and dedication to helping children develop language have not only shaped her family story, but also countless others. So we're gonna dive into this meaningful conversation on how we can empower language development one interaction at a time. Welcome, Janine. Thank you for coming. Thank you for having me on here. Amazing. Oh, I'm so delighted to have you, and I was speaking with Janine earlier before, um, we hit record that, you know, being a former classroom teacher, those speech and language pathologists are wonderful key members of our educational staff and team. They help us with frustrations our students might be having, helping them articulate words and be more accommodating with their best learning needs. So I'm telling you, Janine. Speech and language pathologists out there. You guys and I are just, yes, you are our special team, the special sauce that helps our students learn and grow. So thank you. Thank you for your dedication to our kids. Absolutely. Thank you guys as well. We couldn't do it without the teachers. Yeah. Thank you so much. Okay, so let's just start. Can you share what inspired you to become a speech and language pathologist and how your personal journey with CHE has influenced your work? Absolutely. So I, you know, thinking back, I'd have to go all the way back to, I was eight years old and, and my grandfather at the time, he was ill and he ended up passing away. And I remember at the time I felt very helpless. Like I wanted to be able to help him more. And um, it's kind of sparked this desire and need to help people. And I wanted to find out like what I could do to help people. Could I be a teacher? Right? So everybody, I think in elementary school, everybody wants to be a teacher. They have really great teachers. And then in uh, high school, I started playing sports and I thought, well, maybe physical therapy would be a great one to help people. Because I had injuries, I had to get rehabilitated. And, and as I was getting to, you know, undergraduate, I knew that I needed at least a master's degree to practice as a physical therapist. So I got my. Undergraduate degree in English literature and creative writing, which is another passion that I love. And uh, when it came time to apply to grad school, I was like, well, it seemed like everybody was gonna be a speech, uh, uh, sorry, a physical therapist at the time. And I had done like competitive speech and high school in college. And one of my friends was like, have you thought about speech therapy? And I was like, what is that? I didn't really know about it, but come to find out, one of my childhood friends, her mother was a speech therapist. I just never really knew what she did. And you know, I didn't need speech therapy myself. But looking back, we did have children with Down syndrome in my, in our school that probably got speech therapy. I just had no clue about it. So I thought, you know, that'd be a really great way to help people. So I looked into it and the University of Hawaii Manoa, my hometown, they had a program there and they were also looking for speech therapists to work in the schools. And so there was a program where you can go through grad school. The Department of Education will actually give you a stipend. To go to grad school and then you'd work for them for three years as your contract. And I thought, well, if they're gonna pay for school and I get a guaranteed job, then why not? Let's give this a try. And that was in 2001, right? So that I graduated and it's been over 20 years doing speech therapy and I love it. You know, I'm really glad I didn't do physical therapy because my older physical therapy friends, they say, you know, they can't. Lift the adults anymore and their older age, they have to go to like real babies and things like that. And as long as I can think for myself and I can instruct people understand, as long as my mind is still there, I can do speech therapy for the rest of my adult life. Yeah. That's amazing. And just how even the influence of your grandfather and knowing that he needed help with his communication and you couldn't help that sparked something in you to help others. Ugh, that is so wonderful. Wonderful. Yeah. You know, you asked me how it changed when I had Che, right? Yeah. How my speech therapy changed and before I was a speech therapist, um, before, when I was a speech therapist. Without a child even, you know, you see the world through one lens. You see it. Yeah. You see it through the therapist lens. You say, this is what you're supposed to be doing with your kids. You know, you shouldn't have an iPad with them. You shouldn't do all this and all, you know, you have these. Great ideas of what the parents or teachers should be doing. And then you have a child, right? And then I had a child for a normal child for 13 months, and then you're like, well, maybe I do need the iPad when we're at the restaurant. Maybe we do need to do different things, um, you know, to accommodate for this child who's now very active. And then after he became a child with a disability. It kind of gave me a superpower because then I could see the world in a 360 view. I could see, you know, before I had a child at all, I would look at these parents with. Children with special needs and say, well, I'm glad I don't have a child with special needs because I saw how much work it took. Yeah. They never had time off. They always had to, you know, work really hard for their kids. They had to, you know, put all this effort in and it just looked very exhausting. Right. And when I became a parent of a special needs child. It is really exhausting. It is all what I thought it was before, but now I have this great empathy and understanding that I can actually gain rapport with parents so much faster. Um, I can, you know, have a better perspective of what their goals for their child are because I have those same goals for my son. And you know, it's definitely changed the way. I have approached speech therapy in the, in the compassionate, empathetic state because it's, it's also, you know, made me, um. Made me more relatable to them. Yes, yes. And, and you're a part of that parent of a child with disability community. So you know, that also helps give you that wherewithal of people saying, wow, she, she's walking that same path as well as I am. And. And, and that to me is really affirming too to your clients and to other families that reach out to your resources to say, wow, she, she is an expert in her field, but also a mother with a child with, you know, a disability. Oh, that is so profound. Janine. Thank you. So you've written this book play Dumb and. Sabotage that is not only informative, but also deeply personal like you shared with us earlier. What is your book about and why did you feel called to write it? Yeah, absolutely. You know, my, my, the book is called Play Dumb and Sabotage, and the subtitle is Mindfully Under Anticipating a Child's Needs and Creating Opportunities to Practice Language and Play. Dumb and Sabotage is a term that I would tell parents and teachers all the time because. Kids love to be smarter than us, right? And we often, we should know what they want and what they need.'cause we can anticipate, we can assess, okay, it is cold, they're gonna need a jacket, they're, it's snack time, they're gonna want food. You know, all these, they love this toy. They're probably like, you know, all these different toys that they want. So we can over anticipate, we, we can give them everything they need. Before they, the child even realizes that they need or want it a lot of times. And so to play dumb is to know what they need or might want, but mindfully, under anticipate, kind of give them that natural space to interact and communicate. And sabotage is all about creating opportunities, right? So at snack time, a simple example is. Don't give the child the whole bowl of goldfish. Give them a few so they can ask for more, right? You can have a toy that like bubbles and windup toys are great because you do the activity and then. You have to ask to do more, right? So you blow the bubbles and then you can ask the, the child can ask for more. Or you can do the windup toy and the windup toy, you know, runs out and then they have to ask for more, right? Or you can have a toy. They love insight, but out of reach, you know, all these little sabotage ways where you create these. Not false practice, you just create like everyday functional practice because with repetition and practice, the child's gonna be able to communicate better and I just wanted to create a be bigger impact on the world. Right? But I'm only one person and I thought, you know, maybe I'll go back and I'll get my PhD and I'll teach at a university and teach other speech therapists, which would be great, but that would only. Be teaching speech therapists and they would have to go out and teach somebody else where. Right now, like my passion is early language development and I feel like there's too many kids that need speech therapy, right? There are kids who are absolutely gonna need speech therapy, kids with down syndrome, kids with autism, cerebral palsy, whatever it is. They have these, they're born with something that they're gonna absolutely needs speech therapy, right? But there are kids who need speech therapy that appear to understand everything. And they appear to run around and do all kinds of regular, normal developing things, but they're just late talkers. And sometimes it's because parents are over anticipating, right? They know what that, uh, is that, that they want milk or whatever, or that ah, they reach no, the child is like reaching and making the slightest sound and the parent is just bringing everything over and here it is. Yes. All the toys, all the tools. It is, yeah, yeah, yeah. It is. It's love. It's parenting, right? You're taking care of your child. But in actuality, it's creating this detriment of like practice and communication. And so by training parents before the need to actually have that training, right? So kind of like think of it as like preventative healthcare, but preventative speech therapy. Train these parents beforehand, give them the tools that they can start practicing when their child is still absorbing everything, right. When the they're a baby to six months before they're babbling so they can practice all of these things. So hopefully their child doesn't need speech therapy down the road. Right. So that's kind of my, I wanted to create this conversational handbook. So every parent and caregiver, early educator, and then also all the new speech therapists can pick up and read and, and understand and implement. Oh, I love that. And you're right, even the, the, the slight sounds, as a parent you go, oh yeah, I know that kid wants their little truck or whatever. But having them, you know, practice speaking, you know, more or truck or something for them before you quickly go and get them the truck. Right. I love the, the activity with the windup toy'cause it will soon run out. Then they're gonna have the opportunity to, to use their voice and, and communicate with you. I love that.'cause us parents can be those superpowers. Like, ugh, I'm so used to hearing that, that that stretch, that yearn, that, that pitch and you're like, Ugh, let me just grab it and give it to you. But letting them feel empowered to, you know, practice that, that is really, really profound. And just to kind of piggyback with that, Janine. With your book, do you have to have a child with a disability to purchase this or is this for, like you said, early childhood development for families as well? I, I think every family that has a child should have this book. Like I've been giving it to my friends who are pregnant or just had a child. I'm like, this is your new baby shower gift because it's, you know. As a parent, like my mom is in Hawaii, right. And my, my dad's family is, I, they're not in my life. But anyway, so it's, you know, I didn't really have models for me, I, I was a speech therapist, so I knew, I knew certain things, but just parenting in general, like, one thing I didn't know is I didn't have to change a, the baby's diaper unless it was poop. Like I went, I went to a, a breastfeeding, lactation meeting at, at, when my son was eight months, eight weeks old, and I was exhausted. And I was like, I'm so tired. I feed him at night and I gotta put him to sleep and I gotta change his diaper. And they're like, oh, if you didn't poop, you don't have to change it. And I was like, what? Like, you don't know what you don't know, right? Don't dunno what you don't dunno. It's like little things. Yeah, little things like that. It's like, oh, that was a light bulb moment. I was like, but he, but he like, you know, he throws up a little bit or you know, has spit up and they're like, well, how much is it? Oh, that's nothing. Just, you know, put a little blanket, like a little towel down. It's. Oh, okay. And you can breastfeed lying down. I'm like, oh, okay. Like those little things, those tips saved my sleep schedule. I was like my, I was, I was so exhausted before that, but after I learned real simple tips that seemed common sense to other moms, right? That might have been in the situation. It's, uh, it was a life. It was a life changer for me, life changing experience, and I want that to be available for other parents when it comes to language development, because that's so important. These are simple strategies, and when you hear them, you're like, oh, that makes sense. But you don't really think about them, right? Yeah. You don't think about the strategies and things like that. Yeah. And Janine, I love that because you're also saying this is also milestone markers as well. So many of us are thinking of gross motor and fine motor, you know, milestones. But language is also something that we also need to cultivate and, and train our, our, our children in. And that's. So important, and thank you for that.'cause I will be getting your copies of your book for baby showers for those new parents because it's like, yeah, you, you need to, to hone in on those skills before you, like you said before baby starts babbling. That is so, so profound. Thank you. Now speaking of that state of early language development, Janine, why do you think we're seeing so many children being referred for speech therapy today? Yeah. It goes back to the parents over anticipating. Yeah, there are, I mean, there are so many kids with absolute special needs, right? Yes. But there are so many kids who are just late talkers. Yeah. And that percentage of children who are just late talkers, if their parents were trained a little bit better, we could actually, I absolutely believe we can decrease that because oftentimes once they start speech therapy. They start talking and the parents are like, what happened? Like, you know, I'm like, you know, I had one family, their daughter was just over two years old when she started speech therapy and you know, once we started working together, I started giving them strategies. They're like, oh, we didn't realize we had to interact with her that much because this little girl, she was so well-behaved, she didn't really cry. She didn't whine. She wasn't a fussy baby. So they figured when she's fed and dry, warm, and had toys that. It was good because she wasn't fussing, she wasn't crying. There didn't appear to be a need. Right. But they were missing all those great opportunities of getting down to the child's level, being face to face, reading books, singing songs, you know, having vocal play and, and just back and forth. I always call it like a conversation, whether it's with words or without words. Right. You know when you are smiling at each other or laughing or making a sound and you go back and forth, that's still communication. Yes. And they just didn't realize with their first child that they needed to do that. They just figured we're great parents because our child is, appears to be very, very contempt. Yes. Oh yeah. That can definitely, you know, get people tripped up on, oh yeah, baby seems fine. We're doing a good job. High five. But like you said, communicating, conversing with the child, getting at their level is so important as well. Words are no words. Yeah. Having that interaction, interactive, um, work with them. What are, you know, I was thinking about this when you're saying like getting to their level and talking, you might have a family member or a parent who comes up to you. Let's say, I have an example with my son, my youngest, he was kind of a little late talker and once he figured it out, he couldn't stop. He hasn't stopped talking since, but we were, I was picking up from daycare and the daycare teacher was like, um, I'm getting kind of nervous. I think, you know, he might need. Speech therapy and she wasn't a speech pathologist. And I called my friend who was a speech pathologist and I said, you know, can you just listen to Mateo and just see what's going on? And she listened. She goes, yeah, he's fine, you know, but she said the same thing, talked to his level, do games, do a lot of wordplay with him. And, um, the next. Week we were back. He was getting his shoes on and he's like, mama, can we go to Walmart off of Highway 53? And the teacher was like, what? He's 20 months old. And I said, oh, okay. You know, but again, what is your advice for, you know, a parent doing the best they can, they hear from their, their child's, you know, childcare teacher or caregiver that maybe they should be assessed. What are the steps or advice that you could have for them? Because yeah, the teacher had the best intentions, but. Also she was thinking like maybe you should, you know, go a different route or get a resource. So yeah. What do you suggest for those families? Yeah, I mean, you were so fortunate you had somebody in your pocket that was a speech therapist that could assess and kind of give you strategies, right? Mm-hmm. And so that's kind of what I would recommend as well, is like if, you know you don't have a speech therapist friend, you know it's okay to get an assessment from a speech therapist. You know, you can get that early intervention assessment done, a referral over to whatever organization. Services your state or city, um, and then get certain strategies and see if that helps, right? Yes. Um,'cause you're, you know, you don't know what you don't know. And as a parent, if you don't know, you don't wanna turn to Google and be going down a rabbit hole and be like, oh, well my child has this and this and this. When it's really just, oh, just give him more time to have that space to communicate. You know, bring it down to his level, have that play interaction, let him know that it, his voice and interaction is important.'cause some kids just. Are, remain quiet because everybody else is talking for them, right? Mm-hmm. You know also for your youngest or your, because she was your youngest. Yeah, my youngest, yeah. So your older children probably understood what he wanted as well and probably spoke for him a lot of times. Yeah. Without you realizing it, you know? Yes. Yeah. And that's the thing. It's like, oh, I got it. You know, we're quick to help, quick to do that. And like you said it, a lot of speaking over and then the child is content because it's like, oh, I got my needs met. Yeah, absolutely. You know, but to be able to verbalize what they're feeling, thinking, and saying. So important. This is great. So Janine, let's continue with that. You've given us some really good strategies of like the bubble, the windup toy, getting to their level. Um, what are your top three strategies? I know everybody get her book, I'll have the information in the show notes as well. But for parents, what are your top strategies for parents and caregivers that they can use today to help their child develop stronger communication skills? Yeah. One of the best things I love to introduce parents to is offering choices. Right. There is a chapter in the book that says, don't ask a yes, no question unless you're ready to honor the no. And this kind of piggybacks upon that because you know, if you ask a child, are you ready to clean up? Are you ready to go to bed? Are you ready to work? And they say no, but you're like, okay, we're gonna do it anyway. You're not really honoring what they say. Right? And so to get around that, I might say, you know, I have a book and a puzzle. Which one first? So they see, they hear my vocabulary, they, uh, hear me modeling what it is. They see it. I'm holding it about shoulder width apart. And even if they can't speak, they might look at one of'em or they might grab for one of them. And then I say, oh, you want the book? Let's read the book today. Whatever it is. When I would dress my son in the morning, even before he could talk, he was still, you know, a little baby. I would say, you know, would you wanna wear the blue shirt or the green shirt? So I'm giving him that vocabulary, holding it shoulder width apart, and whatever he grabbed. I'm like, oh, the blue shirt, I love blue. That's my favorite color. It's the color of the sky. And so I'm giving him the vocabulary. I'm also providing him language bombardment, which is more, you know, structured. Sentences, phrases, um, scaffolding it to be longer and longer, right? So blue, my favorite color, oh, the sky is blue up in the, you know, up in the sky outside. So I'm layering all these different language terms for him. I'm not having him repeat it, but he's absorbing it because when they're. Babies, they're just sponges, right? Yeah. And then you can move on to other different things. So offering choices is really good. It gets the child to cooperate. A lot of times, like even now, I'll tell my son, Ooh, your nails are getting long. Do you wanna cut'em tonight or tomorrow night? And he'll say tomorrow night, like, but at least he feels that he's in control rather than, okay. Um, you know, we gotta cut your nails. Do you wanna cut'em tonight? No, you wanna cut'em tomorrow? No. Mm-hmm. You know, so it's giving him a choice. Um, and then also for, you know, directives are, are helpful as well. So a lot of times people will say, oh, can you pick that up? Or Can you put this in the trash? You'll say, oh, oh, oh, I need help. Pick that up please. So like, giving it as a directive rather than a Yes, no question. Right? Because you're asking a yes no question. And then they're like, no, I don't wanna do it. You know? Mm-hmm. I'm still there. Yes. And then you can ask, asking for help, you know, being a little bit helpless. Um, another strategy I loved is pairing words with music. Right. Or clapping syllables. Or tapping syllables out so we can remember the words to a nursery rhyme, right? But we can't remember what our. College thesis was, or whatever it was, you know, like some whatever speech we wrote last, right? Mm-hmm. But we can remember all these words that go along with music. And so if you do like Twinkle Twinkle Little Star or, um, Mary Had a Little Lamb, and for some reason I really like the tune of Rahka. But you can do any words, you can layer any words that you want onto that same melody, and the kids will actually be able to understand it better. There's a rhythm to it. It accesses both the left and the right side of the brain and kind of bridges that together. So you have your choices, you have your singing songy, uh, words. You can also clap them out too, like a rhythm. And then another strategy I love, um, for parents to do is just be, you know, play dumb. Yeah. So you are, so I might ask, I, it's, it's really easy for me to build rapport with children when. I'm like being really playful, really animated, and I might hold up a cat and say, oh look, it's a cat. Does it say RR? You know, they're like, what? Or I might hold up an elephant and I might say, oh, is this a dog? And they'll look. I'm like, what? Yeah, I mean, so like asking absurd questions and, um, being really animated is really, really helpful. So being just playing dumb, like playing dumb, there's so many things that go under it, right? Yeah. So asking absurd questions, um, being super animated and silly, you know, it's like just. That's, uh, kids love to play and if we remember how to play with them, I think that's super helpful. It is. And, and I love how even to just have the kid, you know, is that a dog and you're holding elephants, like, and they look at you like, no, silly. That's an elephant. And they're like, oh, you know, oh mom, what is she thinking? Or that's, that's not a dog, that's a cat. And it makes them engage too. And having conversation. Yeah. Oh, this is wonderful. Um, again, with. The big picture. You've worked in homes, preschools, schools, and so you've seen firsthand how our interactions shape children's development. Just like you said, no, you know very few yes and no questions. I love that. Open-ended. Give them choices. So how can educators and caregivers and even communities work together to make speech and language development more accessible? Yeah, it's about opening that conversation, right? Yeah. Because having that open conversation between parents and caregivers, with educators and with speech therapists is really important because oftentimes parents will tell me, you know, they take their child to speech therapy at a clinic or something. The child goes in for their 45 to 50 minute session and the child comes out. Then the parents are sent home with maybe a worksheet, maybe something to do, right? Mm-hmm. But they really don't know what happens in that session. The nuances of how to do, uh, how to present language, how to practice it. And so by opening up the conversation and really make pulling back that, um, curtain of like what speech therapy is and what language development is, I think it'll. Help parents and caregivers understand what educators and speech therapists are trying to do, right? Yes. I always encourage parents, I'm like, sit in on the, on the session. I would love for you to understand what we're doing because then we have another person to play with too. Yes. Yeah. You know, so just having that open conversation and letting parents know that it's okay if you don't. Understand what language development is because you're not a speech therapist, and I would never, you know, tell someone to go fix their car because they're not a mechanic. Exactly. But they can understand how to, what the nuances of doing like an oil change might be. They might never have to really do it, but if they, you know, or how to change a tire, right? Mm-hmm. So you can understand it and if you really had to do it, you could do it. But speech therapy is so much easier than that. You don't need to lift heavy things. Um, all you really need to do is be open to engagement and play and know that what repetition is of information and practice and, and how to. How to relate what you're doing in a therapy session out into the home and the community, because that's where the child will thrive, right? Mm-hmm. When you take those, uh, very nuanced strategies in the session and then you apply it to, oh, dinner, the dinner table, or you apply it when you go to the park. You ask to go on the swing or you ask to play with a friend, or whatever it is. Those are opportunities where parents can help to generalize speech therapy in outside of speech, the speech therapy room. And I love how inviting them in the parents in to see how you model with their child to have those tools in place.'cause you know, as I do, if you have a, a, a worksheet, something to, you know, remind you of, it's a reminder. But I need to see it in a practice. I need to get down and play with my child, with the therapist to see how I can practice it in real time. I think it sticks more too when you're using, you know, all parts of you. Yeah. That's wonderful. My other question before we go, um, who have been the most influential people in your field and how do they inspire you to keep innovating? Oh, like the big picture people, I don't recall so many names, but I always think about my personal mentor. You know, when I was a new graduate, I had a mentor, her name is Kathy Maori, and. She's almost near retirement. Like she keeps saying she's gonna retire. I say, don't retire'cause I need you. Um, but she was so instrumental in having me become the therapist I am today. You know, like she, I've never seen her stressed. I've always seen her really positive. And even when parents, you know, we, when we had these IEP meetings, these individual individualized education plans. The parents are angry or upset, and she always remains really calm. And what I learned from her is not only the therapy, uh, techniques that I implement as now is. But it's also like how to think of the child as like a whole person, right? So what can we do to enhance their language in all aspects, not just at school, but at home? And how can we. Have that parent be brought in and be a part of that communication because without the full team, right? Mm. The parent, we have team therapist, the educators, and the parent, um, the child. You can't have that progress moving forward. And the innovations, you know. People always say, oh, you know, what are the newest innovations? And there's so many, right? Like some, I think like AI is gonna be a big one, working on conversation articulation and things like that. But the foundation of speech therapy is, I think, will remain constant. And if you have a good foundation, then you can, you know, then you can go and you can jet off and you can do tangents and, and think of really big ideas. But the foundation is really important and I, I learned it really well from Kathy. Oh, that's awesome. Shout out to you, Kathy. Wow. I'm telling you, teachers, educators, they always have an imprint on you moving forward in your career. That's amazing. Oh, Janine, your story, your energy, this book, um, it just reminds us that love and knowledge and cons. Consistency can change the trajectory of a child's life. So thank you so much for sharing your expertise and your heart with us today. And listeners, you can connect with Janine through her website, her social media links, and information on how to purchase her book in our show notes. So don't forget to share this episode with an educator, a parent or caregiver who would benefit from her wisdom. Until next time. Keep learning, keep growing and keep leading with love. Bye-bye.