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Connecting With Culture Through Middle School Environmental Curriculum

Department of Speech and Hearing Services, Washington State University
Pullman, WA

D. Michael Pavel

Department of Educational Leadership, Washington State University
Pullman, WA

Tamara Lehr, Student

Department of Conservation Social Sciences, University of Idaho
Moscow, ID

Purpose: This article presents an approach for incorporating indigenous culture into language and literacy intervention for middle school students. The approach is centered on the use of environmental education curriculum.

Method: Seven over-arching standards for effective pedagogy in facilitating the learning of indigenous students are discussed. These standards are based on 25 years of ongoing research at the Center for Research on Education, Diversity & Excellence (CREDE). Application of the standards is illustrated through use of the Shadow of the Salmon curriculum being developed by the Northwest Indian Fisheries Commission and Salmon Defense. This curriculum is grounded in the cultural beliefs, values, and traditions of indigenous peoples of the Pacific Northwest.

Conclusion: Speech-language pathologists can draw from resources available through other disciplines, such as environmental science, to generate culturally responsive pedagogy and materials that promote language and literacy skills for students of indigenous background.