Multiliteracies: An Approach for Framing Service Delivery With Indigenous Children

Inglebret, Ella; Pavel, D. Michael; Pavel, Kaid'dub

doi:10.1044/cds18.2.48

Cited by 5 publications

(4 citation statements)

References 5 publications

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“…A total of 40 sources were selected for inclusion in the present scoping review. 4 5 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 Of these, 24 were identified from the EBSCO database search, 8 were from ASHAWire, and 8 were from the hand search.…”

Section: Resultsmentioning

confidence: 99%

Language and Literacy Strategies for Indigenous Children: A Scoping Review

Guiberson

Vining

2023

Semin Speech Lang

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The purpose of this scoping review was to describe the existent research on language and literacy strategies for Indigenous children and to establish the strength of strategies described. A scoping review was conducted to locate existent studies that described language and literacy interventions used with Indigenous children. The following electronic databases were searched: PsycINFO, ERIC, CINAHL Complete, Academic Search Premier, Education Source, and ASHAWire. Articles were managed and analyzed using Covidence, a web-based program for review research. Results were charted and a preliminary evidence map was created. Forty sources were identified that described language and literacy strategies for Indigenous children. Strength of strategy coding revealed 5 sources had compelling strength, 5 had promising strength, and 30 had lacking strength. Overall, there remains limited research describing language and literacy strategies for Indigenous children. A preliminary evidence map was created to chart each strategy and sources that included the strategy, and to indicate the highest strategy strength observed across sources. A discussion of compelling strategies as well as strategies that may be culturally responsive is provided.

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Section: Resultsmentioning

confidence: 99%

Language and Literacy Strategies for Indigenous Children: A Scoping Review

Guiberson

Vining

2023

Semin Speech Lang

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“…As a latecomer to the academic discourse of literacy, Indigenous literacies have always existed, but without formal acknowledgement until recent scholarship. Helpful theoretical frames when considering Indigenous literacies can be found within the work of Inglebret and Inglebret and Xapkaid (2014) in their development of Indigenous multiliteracy frameworks, The New London Group (1996) Pedagogy of Multiliteracies, the larger body of scholarship on Culturally Relevant/Responsive Pedagogies (Brayboy & Castagno, 2009; Gay, 2000; Hammond, 2015; Howard, 2020; Ladson‐Billings, 2021) and Culturally Sustaining Pedagogies (McCarty & Lee, 2017; Paris & Alim, 2017). The importance of situating Indigenous literacies and education experiences as, “similar to those of other racialized communities, the experiences of Native Americans have been and are profoundly shaped by a unique relationship with the federal government and their status as originary peoples and sovereigns” (McCarty & Lee, 2017, p. 61), so that Indigenous learners are not merely considered another racialized culture group, but as members representing sovereign nations.…”

Section: Engaging Indigenous Literacies Within Multiple Frameworkmentioning

confidence: 99%

“…Indigenous literacy melds Indigenous teachings and Culturally Responsive Pedagogies through complex community literacy frameworks that center around languages and the perpetuation of Indigenous cultures in contemporary spaces (Inglebret & Xapkaid, 2014; Vaughn, 2016). It is important to situate any discussion of Indigenous ways of knowing within a contemporary context to avoid romanticism and further stereotyping, the common gaze that Brayboy and Castagno (2009) identified as “essentializations, generalizations, and easy anecdotes that seem to derive from much of the literature” (p. 943) regarding culturally responsive education for Indigenous learners.…”

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confidence: 99%

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Martinez

2023

J Adolescent & Adult Lit

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Literacy engagement for Indigenous peoples is a practice embedded in lived experience as thoughtful ways to communicate with and make sense of the world around us. Indigenous literacies involve the melding of Indigenous ways of knowing with contemporary educational pedagogies. Indigenous authors and teachers have long used Indigenous pedagogies in their writing and teaching to situate Indigenous identities and knowledge where it has been omitted, to interrogate the systems that appropriate or misarticulate Indigenous knowledge, to actively question spaces where the value and power of Indigenous knowledge is completely disregarded, and to reclaim or create spaces that amplify Indigenous voices and ways of knowing for learners as acts of education sovereignty. This column discusses the concepts of Indigenous literacy, it provides an overview of its practical applications in the US Southwest and the Native American education policies that shape literacy engagement in contemporary learning spaces centering on Indigenous perspectives.

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“…Inglebret and her colleagues have advocated for the application of culturally based differentiated instruction using stories to foster culturally congruent practice in speech-language pathology (Inglebret & Banks-Joseph, 2014;Inglebret et al, 2007Inglebret et al, , 2008Inglebret et al, , 2011. These approaches to adapting content and materials have supported cultural responsiveness in delivery of speech and language services in Native American communities and the educational success of Native American students.…”

Section: Differentiated Instructionmentioning

confidence: 99%

Enhancing Language Services to Native American Children: A Look From the Inside

2021

Topics in Language Disorders

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As coeditors of this issue of Topics in Language Disorders, titled Enhancing Language Services to Native American Children: A Look From the Inside, we are pleased to highlight topics related to language disorders in Native American children. It is important to note that this is the first time a major journal is highlighting contemporary issues related to language assessment and disorders in Native Americans and that the articles include the work of Native American authors. This issue features four articles, with content related to language development, assessment, and intervention for Native American children. These articles, which include data-based studies, literature reviews, and clinical tutorials, expand on scholarly work focusing on Native American language and language disorders.The perspectives of Native American professionals with lived experiences as tribal members provide a unique view "from the inside." A "look from the inside" allows for a rare glimpse of issues related to English and Indigenous languages and their impact on language development, language assessment, and language intervention. The importance of cultural considerations in practices and research is a central theme in this issue. The compilation of the articles suggests that, although we have made some progress in the research of language development and language disorders in Native American populations, there is a need for continued scholarly work to support clinical applications with this population.The authors have indicated that they have no financial and no nonfinancial relationships to disclose.

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Multiliteracies: An Approach for Framing Service Delivery With Indigenous Children

Cited by 5 publications

References 5 publications

Language and Literacy Strategies for Indigenous Children: A Scoping Review

Language and Literacy Strategies for Indigenous Children: A Scoping Review

Indigenous literacies: A look at pedagogies and policy in the Southwest United States

Enhancing Language Services to Native American Children: A Look From the Inside

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