Original Research
The school-based speech-language therapist: Choosing multicultural texts
South African Journal of Communication Disorders | Vol 52, No 1 | a205 |
DOI: https://doi.org/10.4102/sajcd.v52i1.205
| © 2019 Saloshni Moodley, Sandhay Chett, Jenny Pahl
| This work is licensed under CC Attribution 4.0
Submitted: 07 October 2016 | Published: 31 December 2005
Submitted: 07 October 2016 | Published: 31 December 2005
About the author(s)
Saloshni Moodley, Disciplines of Audiology and Speech-Language Pathology, School of Therapeutic and Rehabilitative Sciences, University of KwaZulu-Natal, South AfricaSandhay Chetty, Disciplines of Audiology and Speech-Language Pathology, School of Therapeutic and Rehabilitative Sciences, University of KwaZulu-Natal, South Africa
Jenny Pahl, Disciplines of Audiology and Speech-Language Pathology, School of Therapeutic and Rehabilitative Sciences, University of KwaZulu-Natal, South Africa
Full Text:
UntitledAbstract
School-based speech-language therapists have a pivotal role in the transformation of education as directed by current education policy. The Revised National Curriculum Statement, for example, foregrounds a multicultural perspective in education, which impacts on the choice of Learning and Teaching Support Materials. Inappropriate support materials could create barriers to learning. Folktales were selected as an example of multicultural Learning and Teaching Support Materials. The responses of 10-year-old mainstream learn five folktales reflecting a diversity of cultures were explored. Five girls and five boys in Grade 5 participated in the study, which was conducted in three phases. A questionnaire, a focus group interview, and audio-visual recordings were used to gather data. The qualitative method of constant comparison was used to analyse emerging themes. Five main themes were identified. Findings revealed that some participants responded most positively when folktales reflected their culture, gender, or physical characteristics. Participants views on less familiar cultures were influenced by the mass media. The results highlighted the importance of the text as 'mirror' a 'window'. The potential of folktales as multicultural Learning and Teaching Support Materials, the powerful influence of the on learners' responses, and the need for an anti-bias approach within education are discussed. Implications for future research practice are highlighted.
Keywords
speech-language therapist; educator; cultural diversity; folktales; multicultural learning and teaching support materials; barriers to learning; anti-bias approach
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