Effects of a culturally responsive speech and language intervention for students of Indigenous and non-Indigenous ancestry

Authors

  • Kent McIntosh University of British Columbia
  • Susanna Mathews
  • Carmen Gietz
  • Leslie D. MacKay
  • Janet Pelser
  • Inga Mah
  • Jacquie Rowe
  • Carolyn Vogt
  • Jim Edgecombe

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.

Key words: early intervention, language intervention, cultural responsiveness, Aboriginal education

Published

2011-10-10

How to Cite

McIntosh, K., Mathews, S., Gietz, C., MacKay, L. D., Pelser, J., Mah, I., Rowe, J., Vogt, C., & Edgecombe, J. (2011). Effects of a culturally responsive speech and language intervention for students of Indigenous and non-Indigenous ancestry. Canadian Journal of Education/Revue Canadienne De l’éducation, 34(3), 181–195. Retrieved from https://journals.sfu.ca/cje/index.php/cje-rce/article/view/353

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Section

Articles