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Current management for word finding difficulties by speech-language therapists in South African remedial schools.
The South African journal of communication disorders = Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykingsยท2010
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The school-based speech-language therapist: choosing multicultural texts.
Saloshni Moodley1, Sandhya Chetty, Jenny Pahl
1Disciplines of Audiology and Speech-Language Pathology, School of Therapeutic and Rehabilitative Sciences, University of KwaZulu-Natal.
Summary
Folktales reflecting learners' cultures enhanced engagement. Educators should use diverse materials and anti-bias approaches to support multicultural education and overcome learning barriers.
Area of Science:
- Education
- Linguistics
- Cultural Studies
Background:
- Current education policy emphasizes multiculturalism, impacting learning materials.
- Inappropriate support materials can create barriers to learning.
- Folktales are explored as multicultural Learning and Teaching Support Materials.
Purpose of the Study:
- To explore 10-year-old learners' responses to diverse folktales.
- To investigate the role of folktales in multicultural education.
- To understand how learners engage with culturally diverse texts.
Main Methods:
- Qualitative study involving 10 Grade 5 learners (5 girls, 5 boys).
- Data collected through questionnaires, focus group interviews, and audio-visual recordings.
- Constant comparison method used for thematic analysis.
Main Results:
- Learners responded positively to folktales reflecting their own culture, gender, or physical characteristics.
- Exposure to less familiar cultures was influenced by mass media.
- Texts function as 'mirrors' and 'windows' for learners.
Conclusions:
- Folktales have potential as effective multicultural Learning and Teaching Support Materials.
- Educator influence is significant in shaping learner responses.
- An anti-bias approach is crucial in multicultural education.