The Kindergarten Early Language Intervention (KELI) Program
Multiculturalism in action
Keywords:communication, diversity, early intervention, intercultural, language impairments
The Kindergarten Early Language Intervention (KELI) Program is an innovative program designed to provide early oral language intervention for young students from schools with high socio-economic needs, in order to prevent or alleviate literacy, academic, and social problems. The KELI Program is provided in addition to the regular kindergarten class for students who have not been formally identified for special education services. The program is based on social-pragmatic theory and research indicating that children develop oral language through natural social interactions in meaningful situations, and incorporates an intercultural orientation. The KELI Program has proven itself to be a strength-based, innovative, dynamic, and successful language intervention program that is responsive to the cultural and linguistic needs of diverse students. This article presents the rationale for the development of the program, description of the program, results of program evaluation, and suggestions for implementation of a similar initiative.
Chumak-Horbatsch, R. (2012). Linguistically Appropriate Practice: A Guide for Working with Young Immigrant Children. Toronto: University of Toronto Press.
Cummins, J. (1996). Negotiating Identities: Education for Empowerment in a Diverse Society. Ontario, CA: California Association for Bilingual Education.
Education for All (2005). The Report of the Expert Panel on Literacy and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6, Ontario Ministry of Education.
Galdone, P. (1975). The Gingerbread Boy. New York: Houghton Mifflin Co.
Genesee, F., Paradis, J., and Crago, M. B. (2004). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning. Baltimore, MD: Paul H. Brookes Publishing Co.
Gregory, D., Li, J., and Shimotakahara, J. (1999). The Kindergarten Language Centre Program: Years 1-4. Toronto, Ontario: Toronto District School Board.
Helmich, E. (1985). The Effectiveness of Preschool for Children from Low-income Families: A Review of the Literature. Springfield, IL: Illinois State Board of Education, Department of Planning, Research and Evaluation.
Howland, N. (2002). The Matzah Man: A Passover Story. New York: Scholastic Inc.
Johnson, C. J., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., Brownlie, E. B., Douglas, L., Taback, N., Lam, I., and Wang, M. (1999. Fourteen-year follow-up of children with and without speech/language impairments speech/language stability and outcomes. Journal of Speech, Language, and Hearing Research, 42, 744-760.
Justice, L. M. and Pullen, P. C. (2003). Promising interventions for promoting emergent literacy skills: Three evidence-based approaches. Topics in Early Childhood Special Education 23 (3), 99-113. https://doi.org/10.1177/02711214030230030101
Kretschmer, R. E. (1991). Exceptionality and the limited English proficient student: Historical and practical contexts. In E. V. Hamayan and J. S. Damico (Eds) Limiting Bias in the Assessment of Bilingual Students. Austin, TX: Pro-Ed.
Lowry. L. (2012). Can children with language impairments learn two languages? The Hanen Centre. Retrieved on 26 June 2017, from http://www.hanen.org/helpful-info/articles/can-children-with-language-impairments-learn-two-l.aspx.
McCain, M. N. and Mustard, J. F. (1999). Reversing the Real Brain Drain, Early Years Study. Toronto, Ontario: Canadian Institute for Advanced Research.
Neuman, S. B. (1996). Children engaging in storybook reading: The influence of access to print resources, opportunity and parental interaction. Early Childhood Research Quarterly 11 (4), 485-513. https://doi.org/10.1016/S0885-2006(96)90019-8
Neuman, S. B. and Celano, D. (2001). Access to print in low-income and middle-income communities: An ecological study of four neighborhoods. Reading Research Quarterly 36 (1), 8-26. https://doi.org/10.1598/RRQ.36.1.1
Ontario Curriculum - The Kindergarten Program, (2006). http://www.edu.gov.on.ca/eng/curriculum/elementary/kindercurrb.pdf
Ontario Association of Speech-Language Pathologists and Audiologists, (2005). Effective Collaborative Practices for Speech-language Pathologists: A Resource Guide. Toronto, ON: OSLA. E-mail: email@example.com
Osborn, A. F. and Milbank, J. E. (1987). The Effects of Early Childhood Education: A Report from the Child Health and Education Study. Oxford: Oxford University Press.
Paradis, J., Genesee, F., and Crago, M. B. (2011). Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning (2nd edition). Baltimore, MD: Paul H. Brookes Publishing Co.
Prizant, B. M., Wetherby, A. M., and Rydell, P. J. (2000). Communication intervention issues for young children with autism spectrum disorders. In A. M. Wetherby and B. M. Prizant (Eds.) Children with Autism Spectrum Disorders: A Developmental, Transactional Perspective, 193-224. Baltimore, MD: Paul Brookes Publishing Co.
Rice, M. and Wilcox, K. (1995). Building a Language-focused Curriculum for the Preschool classroom, Volume I, A foundation for Lifelong Communication. Baltimore, MD: Paul H. Brookes Publishing Co.
Roseberry-McKibbin, C. (2005). Serving Children from the Culture of Poverty: Practical Strategies for Speech-language Pathologists. Retrieved 24 April 2005, from The ASHA leader on line.
Royal Commission on Learning. (1995). For the Love of Learning. Toronto, ON: Ministry of Education.
Schuele, C. M. (2001). Socioeconomic influences on children's language acquisition. Journal of Speech-Language Pathology and Audiology 25 (2), 77-88.
Schweinart, L. J., and Weikart, D. P. (1993). Success by empowerment: The High/Scope Perry Preschool study through age 27. Young Children, pp. 54-58.
Shimotakahara, J., McWhirter, S., Findlay, L., and Westernoff, F. (2007). The Kindergarten Early Language Intervention (KELI) Program: Years 1-2, Toronto District School Board, Toronto, Ontario.
Snacks are for Talking Too: The KELI Cookbook! (2004). Toronto, Ontario: Toronto District School Board. Contact: Toronto District School Board, 3 Tippett Road, Toronto, ON M3H 2V1 Tel: (416) 397-2595; Fax: (416) 395-8357 E-mail: firstname.lastname@example.org
Staehr Fenner, D. and Snyder, S. (2017). Unlocking English Learners' Potential: Strategies for Making Content Accessible. Thousand Oaks, CA: Corwin Publishing.
Smith, A. (1997). The Gingerbread Man. Retold by Annette Smith. PM Traditional Tales and Plays. Richmond Hill, ON: Scholastic Canada.
Toronto District School Board (2000-2001). Learning Opportunities Index. Toronto, Ontario: Author.
Toronto District School Board (May 2013). Facts: 2011-12 Student and Parent Census, Issue 1. Toronto, Ontario: Author. Retrieved 12 March 2018 from http://www.tdsb.on.ca/portals/research/docs/2011-12censusfactsheet1-demographics-17june2013.pdf
Toronto District School Board (2017). Our Students. Retrieved 26 June 2017, from http://www.tdsb.on.ca/AboutUs.aspx
Wasik, B. H., Ramey, C. T., Bryant, D. M., and Sparling, J. J. (1990). A longitudinal study of two early intervention strategies: Project CARE. Child Development 61, 1682-1896. https://doi.org/10.2307/1130831
Watson, L., Layton, T., Pierce, P. and Abraham, L. (1994). Enhancing emerging literacy in a language preschool. Language, Speech, and Hearing Services in Schools 25, 136-145. https://doi.org/10.1044/0161-1461.2503.136
Westernoff, F. (2014). The Home Oral Language Activities (HOLA) Program: Building parent partnerships for academic success. Journal of Interactional Research in Communication Disorders 5 (1), 97-114. https://doi.org/10.1558/jircd.v5i1.97
Whitehurst., G. J., Zevenbergen, A. A., Crone, D. A., Schultz, M. D., Velting, O. N., Fischel, J. E. (1999). Outcomes of an emergent literacy intervention from Head Start through second grade. Journal of Educational Psychology 91, 261-272.
Willms, J. D. (Ed.) (2002). Vulnerable Children: Findings from Canada's National Longitudinal Survey of Children and Youth. Edmonton: University of Alberta Press.
Young, T. and Westernoff, F. (1996). Overcoming barriers to effective parental partnerships: Implications for professionals in an educational setting. The Journal of Educational Issues of Language Minority Students. Special Issue, 16, 193-206.
How to Cite
© Equinox Publishing Ltd.
For information regarding our Open Access policy, click here.