Co-designing Noongar language and speech sound materials: Embracing a culturally responsive approach in speech pathology and education

Indigenous language knowledge can serve as a window into cultural identity and wellbeing. The aims of our study were twofold: (1) to capture the process of increasing awareness of Noongar to first-year speech pathology students between 2021 and 2024 at Curtin University, and (2) to develop Noongar Language and Speech Sound materials using feedback received from the Elders reference group, clinicians, educators, and speech pathology students. In doing so, we address the potential for misdiagnoses that currently exist when speech pathologists use standardised Australian English-based assessments to work with Noongar-speaking children in the areas of language, speech, and literacy difficulties. Drawing on Indigenous standpoint theory, we used Yarning through Kapati Time, Dabakarn-dabakarn, and Yindyamarra Methodology to build trust and relationships. Over four years, we co-designed language and speech sound materials through Participatory Action Research. The team included two Indigenous (Noongar, Wiradjuri) and three non-Indigenous academics. Two outdoor lectures and tutorials were delivered annually, reaching over 400 students, who contributed to the material design. Guided by the ethical framework by the Australian Institute of Aboriginal and Torres Strait Islander Studies, this Noongar-led project demonstrates how collaboration ensures cultural safety and promotes recognition of language differences during clinical assessment, reducing over- or underdiagnosis in multilingual Noongar-speaking children.

Keywords: speech pathology, Dabakarn-dabakarn, Yindyamarra, cultural responsiveness, Indigenous language knowledge, Indigenous cultural knowledge, Noongar language, student collaboration, Noongar speech sounds, language materials/resources

Article outline

Introduction
Aims
Background — The Why and the How
- The broader context
- Our specific context
Acknowledging positionality
- Brenda’s positionality (Noongar Standpoint)
- Britta’s positionality
- Karen’s positionality
- Matthew’s positionality
- Robyn’s positionality
Ethical framework
Methodology
- Methods
  - Yarning: Application of Kapati time, Dabakarn-dabakarn and Yindyamarra
  - Indigenous standpoint theory
  - Participatory action research approaches — incorporation of student feedback
Findings
- Materials developed and rationale
- Speech pathology student feedback on draft materials
- Feedback from speech pathology-related academics and professionals on draft materials
- Use of evidence-based practice in the development of materials
- Establishing reference groups
  - Establishing the Elders reference group
  - Establishing a clinician and educator reference group
  - Combined reference group
Final reflection
- Dissemination plan
- Author group reflection
  - Reflections on Community
  - Reflections on shaping student understanding, as future professionals
Next steps
Conclusion
Indigenous cultural and intellectual property
Declaration of contributions from generative AI and AI-assisted technologies in the writing process
Notes
Abbreviations
References

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