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American Indian Language Policy and School Success
Beyond Multilingual Education: The Cree of Waskaganish
Examines the implementation of a Cree language curriculum in the Waskaganish community.
The Cherokee Nation Immersion School as a Translanguaging Space
Looks at a Cherokee language immersion school in Tahlequah, Oklahoma.
Competing Purposes: Mother Tongue Education Benefits Versus Economic Interests in Rural Zimbabwe
Cree Language Resources: An Annotated Bibliography
The Enweyang Program: Indigenous Language Nest as Lab School
Examines the University of Minnesota Duluth's Ojibwe language program.
Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School
Free to Be Mohawk: Indigenous Education at the Akwesasne Freedom School
Inuit Language Loss in Nunavut: Analysis, Forecast, and Recommendations
It Sometimes Speaks to Us: Decolonizing Education by Utilizing Our Elders' Knowledge
Land, Language, and Learning: Inuit Share Experiences and Expectations of Schooling
Education Dissertation (PhD) -- York University, 2017.
ȽÁU,WELṈEW̱
WSANEC (Saanich) great flood story. Text in a mixture of English and SENĆOŦEN.
Related material: Lesson Plan by Shauna White and Kathryn Godfrey appropriate for Grade 6 language arts/ social studies.
Learning Through Language: Academic Success in an Indigenous Language Immersion Kindergarten
Examines the effects Mnidoo Mnising Anishinaabek Kinoomaage Gamig (MMAK) kindergarten program on child development.
Michif Language Research, Literature Review, Teaching Resources and Annotated Bibliography
[Michif Language Resources: An Annotated Bibliography]
National Indian Education Study 2015: American Indian and Alaska Native Students at Grades 4 and 8
REES: Quebec First Nations Regional Early Childhood, Education and Employment Survey: Language and Culture in Schools and Families
Summary of What We Heard: Challenges, Suggestions and Best Practices in Inuit Government Employment: Nunavummiut Perspectives from Nunavut Stakeholder Engagement Sessions
Survey on Indigenous Teachers Manitoba Report 2017
Survey asked questions about ancestry, cultural-linguistic identity, participation in professional learning activities, language fluency, knowledge of specific Indigenous subject areas, and comfort level in integrating Indigenous perspectives in the classroom.
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