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Area of Science:

  • Educational Psychology
  • Indigenous Education
  • Applied Linguistics

Background:

  • Students often struggle with academic vocabulary, impacting comprehension and achievement.
  • Native American students, particularly those on reservations, may face additional challenges due to limited exposure to mainstream academic language.
  • Bridging the gap between academic language and students' lived experiences is crucial for equitable education.

Purpose of the Study:

  • To develop and evaluate multimodal learning tools for enhancing academic vocabulary acquisition in Native American students.
  • To foster collaboration between academic researchers and Native American communities in educational research.
  • To improve student achievement through culturally relevant pedagogical strategies.

Main Methods:

  • A community-based participatory research approach was employed, partnering academic investigators with Native community educators and members.
  • Word-wall cards were co-developed, integrating visual and verbal cues based on Paivio's dual-coding theory.
  • The developed word-wall cards were implemented in classrooms by community educators.

Main Results:

  • Evidence suggests that incorporating multimodal tools, like dual-coding word-wall cards, can enhance students' understanding of academic vocabulary.
  • The collaborative process allowed Native American educators to integrate their lived experiences into educational materials.
  • The study demonstrated a potential pathway for improving academic vocabulary and achievement in diverse student groups.

Conclusions:

  • Multimodal learning tools, grounded in dual-coding theory, show promise for improving academic vocabulary and student achievement.
  • Community-based participatory research is an effective model for developing culturally responsive educational interventions.
  • The co-creation of educational resources empowers educators and enhances the relevance of learning for students.