Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage

Oct 15, 2026

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This study explored the effectiveness of a speech and language intervention designed to be culturally responsive and to provide explicit language instruction. Participants included all 774 kindergarten students from a mid-sized rural school district in British Columbia, with 77 students screened as at risk receiving the intervention while others followed the regular curriculum. Results showed statistically significant gains in language and vocabulary, with no differential effects by Indigenous versus non-Indigenous heritage. Findings emphasize culturally responsive, explicit early language development.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

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Study background and rationale

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Effects of a Culturally Responsive Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage Kent McIntosh University of British Columbia Susanna Mathews University of British Columbia Carmen Gietz University of British Columbia Leslie D. MacKay University of British Columbia Janet Pelser Chilliwack School District Inga Mah Chilliwack School District Jacquie Rowe Chilliwack School District Carolyn Vogt Chilliwack School District Jim Edgcombe Chilliwack School District CANADIAN JOURNAL OF EDUCATION 34, 3 (2011): 181-195 ©2011 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation 182 MCINTOSH, MATHEWS, GEITZ, MACKAY, PESLER, MAH, ROWE, VOGT, & EDGCOMBE Abstract This study explored the effectiveness of a speech and language intervention that was designed tobe 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 Résumé Cette étude a examiné l'efficacité d'une intervention orthophonique et linguistique conçue pour être culturellement adaptée et permettre un enseignement explicite des langues. 774 élèves de maternelle d'un district scolaire rural de taille moyenne en Colombie-Britannique ont participé à cette étude. Parmi eux, 77 étudiants, sélectionnés comme étant à risque, ont participé à l'intervention, tandis que les autres étudiants ont participé au programme de maternelle habituel. Les résultats ont montré des effets statistiquement significatifs de l'intervention sur le langage et le vocabulaire. Aucune différence n'a été observée entre les étudiants ayant un patrimoine culturel autochtone ou non autochtone. Ces résultats sont débatus en termes d'enseignement explicite et culturellement adapté pour le développement précoce du langage. Mots clés: intervention précoce, intervention linguistique, sensibilisation à la culturel, éducation des Autochtones Effectiveness of a Culturally Relevant Speech and Language Intervention for Students of Indigenous and Non-Indigenous Heritage Educators and the Canadian public agree that success in school is critical for important life outcomes for all students (Environics, 2008) . Yet universal barriers, such as lack of school readiness, absenteeism, and mobility, affect the acquisition of important skills needed to be successful (Canadian Council on Learning, 2009) . Moreover, unique barriers also affect the schooling experience of Indigenous students, which include the lack of awareness of Indigenous approaches to learning and a sense of discrimination or insensitivity toward non-dominant cultures (Aikenhead, 2002) . Although standards for education, health, and income for Indigenous children and youth have improved over the past years, a significant discrepancy is still evident when compared to non-Indigenous youth. Statistics in British Columbia for the 2008-09 school year showed that under half of all students of Indigenous heritage (49%) graduated from secondary school on time, as compared to their non-Indigenous peers (74%), a stable trend across previous years. Concerning academic achievement, Indigenous students were less likely to achieve adequate marks on exams required for graduation (BC Ministry of Education, 2010) . In addition, Amanand Ungerleider (2008) noted

FAQs

Who participated in the intervention study?

The study included all 774 kindergarten students from a mid-sized rural school district in British Columbia. Seventy-seven students screened as at risk received the culturally responsive speech and language intervention, while the remaining students participated in the regular kindergarten curriculum.

What were the main outcomes of the intervention?

The results indicated statistically significant effects on language and vocabulary skills. No differential effects were observed between students of Indigenous and non-Indigenous heritage.

How does the study explain disparities in Indigenous students’ educational experiences?

The text links educational barriers to historical and continuing marginalization of Indigenous culture, discrimination or insensitivity toward non-dominant cultures, and policies such as residential school placement that contributed to suppression of language and cultural traditions.

Oct 15, 2026

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