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Improving Educational Outcomes for First Nations Kindergarteners Through Understanding Dialectal Differences

Improving Educational Outcomes for First Nations Kindergarteners Through Understanding Dialectal Differences

In the realm of speech-language pathology, the need for culturally responsive and data-driven approaches cannot be overstated. The recent research article, "English Grammatical Features of First Nations Kindergarteners: Differences, Not Mistakes," published in the Canadian Journal of Speech-Language Pathology and Audiology, provides critical insights that can enhance the educational outcomes of First Nations children. This blog post aims to translate these findings into actionable strategies for practitioners.

Understanding the Research

The study conducted by Patricia L. Hart Blundon analyzed oral narrative language samples from First Nations kindergarteners in a small community in Northern British Columbia. The research identified 23 grammatical features that distinguish the local English variety spoken by these children from standard Canadian English. These features are not errors but rather reflect the unique linguistic heritage of the community.

Key Findings

Implementing Findings in Practice

For practitioners, understanding these grammatical features is crucial for accurate assessment and effective intervention. Here are some strategies to consider:

1. Dynamic Assessment

Utilize a test-intervene-test approach to distinguish between dialectal differences and language disorders. This method involves an initial assessment, followed by an intervention, and a reevaluation to determine the effectiveness of the intervention.

2. Recasting

Instead of correcting children directly, rephrase their utterances to model standard English. This approach is respectful and effective, particularly for children who may also have language disorders.

3. Contrastive Analysis and Code-Switching

Teach the differences between the local variety and standard English explicitly. Encourage children to code-switch, choosing the appropriate language variety based on the context, audience, and purpose.

Encouraging Further Research

The study underscores the need for more research on First Nations English varieties to develop better assessment tools and teaching strategies. Practitioners are encouraged to document their observations and share findings to contribute to this growing body of knowledge.

Conclusion

By understanding and respecting the linguistic diversity of First Nations students, educational professionals can create more inclusive and effective learning environments. To read the original research paper, please follow this link: English Grammatical Features of First Nations Kindergarteners: Differences, Not Mistakes.


Citation: Hart Blundon, P. L. (2022). English Grammatical Features of First Nations Kindergarteners: Differences, Not Mistakes. Canadian Journal of Speech-Language Pathology and Audiology, 46(1), 65-84.
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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