Bilingual & Multilingual

Reports on the outcome of a 2004 research project which investigated graduation options for Nunavut youth.

Curriculum and Instruction Thesis (Ph.D.)--University of British Columbia, 2005.

Discusses steps involved in carrying out a language and culture immersion camp. Resource intended for camp organizers, staff, Elders, community members and teachers.

Anthropology Thesis (Ph.D.)--University of California, Berkeley, 2008.

Five top Native American education leaders identify the important issues facing education in the 1980-81 school year.

Discusses the Menominee Indian School District's development of a new curriculum and their efforts to involve parents and build trust in the community.

Comments on a project aimed at facilitating and enhancing the teaching and learning of Australian Aboriginal students.

Identifies problems in the transformation of education in post-apartheid South Africa.

Data from the 2001 and 1996 Census were compiled and analyzed on a broad range of topics.

Program emphasizes teaching languages and cultures is fundamental, takes wholistic approach including parental involvement, teacher commitment, continuing training, and life-long learning.

Project intends to help define future directions for language and literacy education to foster enriched outcomes from school.

Discusses examples for non-Native teachers to use that involve specific cultural and linguistic knowledge to merge with their teaching practices.

Presents a model for developing computer-assisted programs to teach Native Americans English.

Discusses the elements involved in the development of a curriculum and the future consequences of its use.

Teaching and Learning Thesis (Ph.D.)--Virginia Polytechnic Institute and State University, 1996

Looks at Cree and Ojibwe language program development with community liaisons in school districts.

Looks at the development of a traditional knowledge program, background of the community and self-determination for schools.

Describes the need for a new approach to learning Indigenous languages in the classroom, arguing that programs should emphasize both written and the contemporary local usage of the language.

Discusses the development of language materials for Aboriginal teachers and their students and research that has been done in this area.

Reports the results of a usability test conducted to determine if computer technology can provide an effective tool for the education initiative of the Miami Tribe of Oklahoma.

Reports on language use after Grade 10 and prior to university and warns of possible future problems resulting from conflicts between the Danish and Greenlandic languages. Some comparisons are drawn with Nunavut.

Focuses on the benefits of a bilingual Inuttitut education program for Inuit children in kindergarten, grades 1 and 2.

Five papers describe the Akira Language Project implemented at White Shield School in North Dakota, Nakoda Language Program at Fort Belknap College in Montana and the development of tools for computer language documentation at the American Indian Studies Research Institute. Excerpt from Revitalizing Indigenous Languages edited by John Reyhner, Gina Cantoni, Robert N. St. Clair, and Evangeline Parsons.

Studies student language data held by schools and gaps in the research.

Introduction to a thematic issue on Indigenous languages and literacy.

Idea for this issue came from the Australian Linguistics Society Annual Conference held December 2011 centering around Australian Indigenous children and their knowledge of Standard Australian English.

Introduces special issue highlighting Aboriginal educational development and the need for cultural in education.

Statistics on characteristics of students, teachers and schools, and integration of language and culture in their homes and schools. See Part I - Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments.

Survey results are grouped in four areas: characteristics of students, schools, teachers and curriculum. See Part I -The Performance of American Indian and Alaska Native Fourth and Eighth Grade Students on NAEP 2005 Reading and Mathematics Assessments: Statistical Analysis Report.

Discusses failure of language proficiency assessment tools to pick up the difference between Native English speakers and students learning English as a second language.

Describes the academic program offered at the Rough Rock Demonstration School, which is controlled by a locally elected school board.

Discusses how Indigenous languages are being extinguished and the right to MTM (mother tongue-medium) education.

Questions the impact of a second language on the comprehension process and oral language skills needed for comprehension.

Primarily focuses on material produced by Native American scholars and educators in the areas of English language arts and mathematics. Current as of June, 2003.

Study to determine whether eighth grade reading and mathematics scores are affected by previous bilingual instruction.

Compares kindergarten students who were deemed at risk and given language and vocabulary help with students in the regular curriculum.

Results of testing the memory of 8 to 10 year old Navajo children for the same word lists in English and in Navajo.

Linguistics Thesis (M.A.)--The University of Manitoba, 2001.

Education Thesis (Ph.D.)--York University, 2015.

Looks at Potlotek High School, a community solution to bullying and low graduation rates at off-serve school.

Describes the need for Indigenous knowledge to be retained through a curriculum supporting Indigenous languages.

Study proves that providing additional attention and resources to Aboriginal students can have a positive effect on their learning outcomes.

Students received instruction for English as a second language, Navajo, and cultural teachings resulting in increased involvement, improved reading, math and science skills.

Research suggests that mother tongue-based bilingual education programs benefit children's language skills and overall academic achievement as well as their self-confidence and cultural pride.

Identifies factors and literacy practices that contribute to marginalization.