School Failed Coyote, So Fox Made a New School: Indigenous Okanagan Knowledge Transforms Educational Pedagogy
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"She Can Bother Me, and That's Because She Cares": What Inuit Students Say about Teaching and Their Learning
The Significance of Creating First Nation Traditional Names Maps
Sites of Indigenous Language Practice: Geography of American Indian Language Policy
A Snapshot: Status First Nations People in Canada
Social and Economic Well-Being: A First Nations Gender-Balanced Analysis
Social Justice Picture Books: Lesson Plans for the Junior-Intermediate Classroom
Lesson plans for Grades 4--8. Indigenous Perspectives section begins on p. 329.
Social Media: Facilitating Revitalization in Endangered Midwestern Native American Languages
Speech, Language and Hearing Services to Indigenous People in Canada, Australia, New Zealand and the United States: A Literature Review and Report on Key Informant Interviews
StatsUpdate: Aboriginal Peoples in Canada: Focus on Inuit in Nunavut, 2011 National Household Survey (NHS)
StatsUpdate: Labour Force, Education and Language Used at Work, 2011 National Household Survey (NHS)
Staying Segeju: Young Activist Researchers from an Indigenous East African People Fight Forced Integration Campaigns among Swahili Coast Communities
Stitching Together Literacy, Culture & Well-being: The Potential of Non-formal Learning Programs
Stolen Words Written by Melanie Florence and Illustrated by Gabrielle Grimard: Teaching Guide
Story about a little Cree girl who helps her grandfather learn his language after he tells her about his experience of residential school, separation from his family and culture and loss of language.
Suitable for use with students aged 6-9 (Grades 1-4). Text in English with some Cree vocabulary.
Strengthening the Integration of Traditional Knowledge in Environmental Impact Assessment: An Analysis of Inuit Place Names Near Steensby Inlet, NU
Subjects of Interpretation: Second Language Acquisition by Jesuit Missionaries Among the Northern Ojibwa, 1842-1880
"[T]he Teacher That Cannot Understand Their Language Should Not be Allowed": Colonialism, Resistance, and Female Mi'kmaw Teachers in New Brunswick Day Schools, 1900-1923"
T-Ni'ok c T-himdag 'o wud T-Gewkdag: "Our Language and Our Way of Life is Our Strength"
Table 1: Proportion of Aboriginal Identity Population, First Nations People, Métis and Inuit for Selected Aboriginal Language Indicators, Canada, 2011
Table 2: Percentage Distribution of the Population by Knowledge of Official Languages for Selected Aboriginal Identity Categories, Canada, 2011
Table 3: Population Who Reported an Aboriginal Mother Tongue, Population Who Reported an Ability to Conduct a Conversation in an Aboriginal Language and Population who Reported an Ability to Conduct a Conversation in an Aboriginal Language That is Not Their Mother Tongue, For Selected Aboriginal Identity Categories, Canada, 2011
Table 4: Population Who Reported an Aboriginal Mother Tongue and Population who Reported an Aboriginal Mother Tongue but who Could not Conduct a Conversation in that Language, for Selected Aboriginal Identity Categories, Canada, 2011
Table 5: Total Population and Population who Reported an Ability to Conduct a Conversation in an Aboriginal Language for Selected First Nations Population Groups, Canada, 2011
Table 6: Total Inuit Population and Inuit Population who Reported an Ability to Conduct a Conversation in an Inuit Language by Area of Residence--Inuit Nanangut, Canada, 2011
Taking Care of the Ancestral Language: The Language Revitalization of Non-Status Sámi in Finnish Sápmi
A Tale of One City, Two Languages: Palín, Guatemala
Talk Medicine: Envisioning the Effects of Aboriginal Language Revitalization in Manitoba Schools
Tau Kaleveleve ne Tauhele Aki e Mauaga he Vagahau Mo e Aga Fakamotu Niue: Challenges of Language and Cultural Loss
Te Ipukarea Kia Rangatira
Te Piko o te Māhuri: The Key Attributes of Successful Kura Kaupapa Māori
Teaching Creole-Speaking Children: Issues, Concerns and Resolutions for the Classroom
Teanga & Tikanga: A Comparative Study of National Broadcasting in a Minority Language on Māori Television and Teilifís na Gaeilge
Telling Our Twisted Histories
Website contains links to a series of 12 podcasts which explore the impact of words such as reconciliation, indian time, school, reserve, and savage. Host Kaniehti:io Horn engages in conversations with more than 70 people from 15 First Nations, Inuit and Métis communities.
Telling Stories in the Face of Danger: Language Renewal in Native American Communities
Thirteen Moons Curriculum: Ojibway, Cree, Mohawk: Practitioner Guide LBS Levels 2 and 3
"This Ain't Dances with Salmon": Native American Tropes in Dime Novels and Western Film Referencing Dances with Wolves
Thoughts on Twenty Years of Native Language Revitalization
To Each a Language: Addressing the Challenges of Language and Cultural Loss for Samoans
'To the Indian Names are Subjoined a Mark and Seal': Tracing the Terrain of Ojibwe Literature
Total Population Aged 15 Years and Over by Language Spoken Most Often at Work, for Nunavut and its Communities, 2011 NHS (National Household Survey)
[Towards Multilingual Education: Basque Educational Research From An International Perspective]
Towards Understanding Language Death: The Case of Dead and Non-used Nandi Anthroponyms
Traditional Harvesting Number 1: Wild Rose
Lesson plan for Grades 1-4 involves learning about growing and harvesting plants and their names in Michif.
Additional resources: Plant Harvesting Image Cards; Michif Terms Teacher Card.
Traditional Harvesting Number 2: Wild Rose
Lesson plan for Grades 4-7 goals include recognizing the importance of harvesting, and identifying and describing the uses of several plants using Michif and English terms.