Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage

Autor/inn/en	McIntosh, Kent; Mathews, Susanna; Gietz, Carmen; MacKay, Leslie D.; Pelser, Janet; Mah, Inga; Rowe, Jacquie; Vogt, Carolyn; Edgecombe, Jim
Titel	Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage
Quelle	In: Canadian Journal of Education, 34 (2011) 3, S.181-195 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0380-2361
Schlagwörter	Rural Schools; Intervention; Foreign Countries; Kindergarten; Vocabulary Skills; Language Arts; School Districts; Instructional Effectiveness; Culturally Relevant Education; Cultural Awareness; Indigenous Populations; At Risk Persons; Language Acquisition; American Indians; Canada Natives; Language Tests; Skill Development; Expressive Language; Receptive Language + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Aktiver Wortschatz; Sprachkultur; School district; Schulbezirk; Unterrichtserfolg; Cultural identity; Kulturelle Identität; Sinti und Roma; Risikogruppe; Sprachaneignung; Spracherwerb; American Indian; Indianer; Language test; Sprachtest; Kompetenzentwicklung; Qualifikationsentwicklung; Rezeptive Kommunikationsfähigkeit
Abstract	This study explored the effectiveness of a speech and language intervention that was designed to be culturally responsive and adapted to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the intervention, and the remaining students participated in the regular kindergarten curriculum. Results indicated statistically significant effects of the intervention on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage. Results are discussed in terms of culturally responsive and explicit instruction for early language development. (Contains 1 figure and 2 tables.) (As Provided).
Anmerkungen	Canadian Society for the Study of Education (CSSE). 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: csse-scee@csse.ca; Web site: http://www.csse.ca/CJE/General.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10