Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations

From the Coordinator

Salas-Provance, M. — 2008-03-01

Fostering the Literacy of indigenous Elementary School-Age Children

Loeb, D. F., Redbird, K. — 2008-03-01

Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills.

Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas.

Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

Connecting With Culture Through Middle School Environmental Curriculum

Inglebret, E., Pavel, D. M. — 2008-03-01

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.

Collaborating With Tribal Communities and Families to Improve the Social, Emotional, and Linguistic Competence of Young Indigenous Children

Faircloth, S. C., Pfeffer, R. — 2008-03-01

Purpose: The purpose of this article is to provide an overview of an innovative community based participatory based research partnership between a university researcher and a tribal Head Start program. This initiative is aimed at improving communicative competence of young Indigenous children while simultaneously decreasing challenging behaviors.

Method: The use of community based participatory research is presented as a potential model that speech-language pathologists might follow in developing and implementing interventions when working with indigenous children and families. The article includes recommendations for working collaboratively with schools, early education providers, and communities using lessons learned from the emerging partnership between a university researcher and a tribal Head Start program. Recommendations are made regarding the modification and, when appropriate, the development of speech-language interventions aimed at improving communicative competence, emergent literacy, and social and emotional behavior in both therapeutic and home environments.

Conclusion: This article is useful for speech-language pathologists who are working to develop and implement culturally and linguistically appropriate speech-language interventions for use in early childhood education and home-based programs in Indigenous communities.