Implications of First Nations English dialects for supporting children's language development

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dc.contributor.authorBall, Jessica
dc.contributor.authorBernhardt, Barbara
dc.contributor.authorDeby, Jeff
dc.date.accessioned2009-07-03T21:42:27Z
dc.date.available2009-07-03T21:42:27Z
dc.date.copyright2005en
dc.date.issued2005
dc.descriptionUpdates on this project can be found at www.ecdip.org.en
dc.description.abstractThis project addresses growing concern in Aboriginal Early Childhood Care and Development (AECCD) and in education that there is a lack of knowledge about culturally appropriate milestones to inform programs of support, screening, and early intervention for First Nations children's English language development. Some child care practitioners, educators, speech language pathologists, and First Nations leaders suggest that First Nations children may be disproportionately misdiagnosed with language impairments. There is speculation that this problem may be due in part to dialect difference rather than speech-language deficit or delay. Language and learning problems may be exacerbated by a mismatch in the communicative norms valued at home and at school.en
dc.description.sponsorshipFunding for this project was provided by the British Columbia Ministry of Children and Family Development through the Human Early Learning Partnership and through contributions by University of Victoria and the University of British Columbia.en
dc.identifier.citationThis paper was prepared for a presentation at the World Indigenous Peoples’ Conference on Education held at the University of Waikato in Hamilton, Aotearoa/New Zealand, November 27-December 1, 2005.en
dc.identifier.urihttp://hdl.handle.net/1828/1440
dc.language.isoenen
dc.subjectKnowledge Democracy / Participatory Research Hub
dc.subject.departmentSchool of Child and Youth Care
dc.titleImplications of First Nations English dialects for supporting children's language developmenten
dc.typeArticleen

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