Bilingual & Multilingual

Describes a three-component project as a cultural preservation effort on a remote-rural Paiute community in northern Nevada.

"Report to the Ministry of Education".

Non-Aboriginal teacher reflects on own experiences with Indigenous oral tradition on methods to teach writing.

Anthropology Thesis (M.A.)--University of British Columbia, 2008.

Education Thesis (Ph.D.)--Stanford University, 2002.

Describes a cultural awareness program that uses weekly bulletins to alert teachers to contrasting cultural values and a course for high-school students that teaches them how to recognize and cope with contrasting cultural values.

Anthropology Thesis (M.A.)--University of Arizona, 1968.

Federal policy from 1862 to 1969, regarding Native American education as it focuses on the Johnson O'Malley Act and contract schools.

Includes dissertations, journal articles and ERIC documents. Current as of 2003.

Conference to establish parameters and framework for research and knowledge mobilization of an Aboriginal Learning Knowledge Centre, one of five being established by the Canadian Council on Learning. Includes State of Aboriginal Learning: Background Paper for the "National Dialogue on Aboriginal Learning by Marie Battiste (2005).

Describes the author's experiences as an Inuk learning to speak Inuktitut as an adult.

Describes the White Clay Language Immersion School in Harlem, Montana and its mandate to preserve the nearly lost language of A'ani.

Curriculum and Instruction Thesis (M.Ed.)--University of Regina, 2013.

Education Thesis (Ed.D.)--University of San Diego, 2001.

Comments on this unique research project, which stresses the demonstration of positive teaching strategies for Anishinaabe language fluency.

Video highlights efforts to increase number of Ojibwe speakers through establishment of immersion schools and by recording elders' stories. Focuses on two schools: Niigaane School in Minnesota and Waadookodaading Ojibwe Language Immersion Charter School in Wisconsin. Duration: 56:41.

"This article evidences how bilingual programming and academic achievement in English can go hand in hand".

Authors discuss their experiences as language learners and importance of using a holistic approach.

Focuses on the battle for Inuit education, language issues, and minority rights and offers solutions to the problems.

Indian and Northern Education Thesis (M.Ed.)--University of Saskatchewan, 1988.

Looks at influences on educational reform in the northern community of Aklavik and development of a science curriculum.

List of some of the Indigenous language bilingual education projects in the United States.

Residential schools healing fund helps to fund development of Kwak'wala hymn book incorporating both orthography systems so young and old are able to use same book.

Gabriel Dumont Institute (GDI) promotes the preservation of the Michif language. "Michif" is a combination of a Cree verb and French noun, which seems to reflect the world view of the Metis people - that of a perfect balance or mix.

Entire issue on one pdf. To access article scroll to p.23.

To access material, use the password "showarchive' & enter. You may need to scroll down to find particular materials. Talk given at Presence of the Past: The Third National Conference on Teaching, Learning and Communicating the History of Canada, October 2003. Duration: 34:18.

Delineates patterns of language transmission based on a study conducted in four Ontario communities: Midland, North Bay, Sudbury and Timmins. Also provides guidelines for future research and initiatives.

Includes links to: introduction to curriculum, components of curriculum, First Nations language as a second language, foundational objectives, framework of objectives, planning guide and sample activities.

Discusses how multilingual instruction can assist in reviving and preserving traditional languages and looks at language program types and outcomes, community activities, structural support, and teacher training in the context of case studies from the United States, Canada, New Zealand, Australia, and Timor-Leste.

Advocates the need to streamline English instruction for non-English speaking students.

Findings based on interviews on the Flathead Indian Reservation with 89 participants, suggests building preK-16 curriculum that frames Indigenous-language learning as part of place-based multicultural education.

Second edition, with new preface and notes.

Document sets a foundation for the continued learning and promotion of heritage languages for Elders, parents, children and educators. Provides recommendation for implementation of goals set out in foundational document.

Gives assistance to First Nations communities drafting or expanding language revitalization programs. Accompanying workbook: Aboriginal Language Program Planning Workbook.

"Qualitative study focused on learning why Hawaiian language immersion and culture-based educators viewed the Montessori approach as an educational model with values, beliefs and teaching strategies similar to their own".

Findings from project involving Maori language.

Discusses the challenges faced by Inuit translators who often do more than translation in their local communities

Overview of strategies for providing effective education from pre-school to grade twelve and support for students and parents.

Comments on a project with the aim of improving the quality of teaching and learning outcomes for students in Māori medium education.

Book review of: Honoring Our Children edited by J. Reyhner, J. Martin, L. Lockard and S. W. Gilbert.

Looks at the hopes, threats and dilemmas of language revitalisation programmes. Chapter 2.7 from Linguapax Review 2010 edited by Centre UNESCO de Catalunya. Chapter located by scrolling to page 132.

Paper presented at the Conference on Urban Ethnography, Philadelphia, PA, March 1996. Compares Aboriginal Canadian and multicultural adult students funder several categories: family, holism and humanism; culture and voice; school, technology and employment; politics, assimilation and acculturation; and voluntary, involuntary minorities and democracy.

Comments on the revitalization activities of the sole indigenous language of Hawai'i.

Describes the efforts to build organizational capacity for teachers to re-energize the Hawaiian indigenous language.

Comments on the community which was the site of the first American Indian community-controlled school.

Results from study involving Inuit, White, and mixed-heritage students living in a subarctic community suggest that it was more beneficial for minority students to be taught in their own language (Inuttitut) rather than English.