Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students
Despite an increasing need for culturally relevant curricula, what is considered culturally responsive and how it is assessed is under-researched. The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skil...
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| Veröffentlicht in: | Multicultural Learning and Teaching 2013-06, Vol.8 (1), p.47-64 |
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| creator | McIntosh, Kent Craft, Calli B. MacKay, Leslie D. |
| description | Despite an increasing need for culturally relevant curricula, what is considered culturally responsive and how it is assessed is under-researched. The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the Moe the Mouse
Speech, and Language Development Program. Educator’s perceptions of the program were assessed through a Likert-type survey provided to implementers across British Columbia. The survey was completed by 58 respondents using the program. Results indicated that the respondents perceived the program to be culturally responsive, and their perceptions of cultural responsiveness were significantly related to ratings of effectiveness, use, and social validity. Responsiveness was not rated as highly by respondents in a different geographic region than where the program was developed. Finally, effectiveness in improving speech and language skills was rated higher when educators integrated the program into the regular curriculum or incorporated Native language instruction. Implications for research and practice are reviewed. |
| doi_str_mv | 10.1515/mlt-2012-0008 |
| format | Article |
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The present study examined the perceived cultural responsiveness and effectiveness of an early intervention program designed to teach early language skills and expose students to Indigenous culture, the Moe the Mouse
Speech, and Language Development Program. Educator’s perceptions of the program were assessed through a Likert-type survey provided to implementers across British Columbia. The survey was completed by 58 respondents using the program. Results indicated that the respondents perceived the program to be culturally responsive, and their perceptions of cultural responsiveness were significantly related to ratings of effectiveness, use, and social validity. Responsiveness was not rated as highly by respondents in a different geographic region than where the program was developed. Finally, effectiveness in improving speech and language skills was rated higher when educators integrated the program into the regular curriculum or incorporated Native language instruction. Implications for research and practice are reviewed.</abstract><cop>Berlin</cop><pub>De Gruyter</pub><doi>10.1515/mlt-2012-0008</doi><tpages>18</tpages></addata></record> |
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| subjects | American Indians Cultural Awareness cultural responsiveness Culturally Relevant Education early intervention English (Second Language) Foreign Countries Geographic Regions Grade 1 Indigenous education Indigenous Populations intervention Language Acquisition Language Skills Likert Scales Native Language Instruction Outcomes of Education Preschool children Preschool Education Preschool Teachers Program Descriptions Program Evaluation Program Implementation Second Language Instruction Second Language Learning Speech Skills Statistical Analysis Teacher Attitudes Teacher Surveys Teaching Methods |
| title | Perceived Cultural Responsiveness and Effectiveness of a Speech and Language Program for Indigenous Preschool Students |
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