Language Education and Canada’s Indigenous Peoples

Language Education and Canada’s Indigenous Peoples

Language Education and Canada’s Indigenous Peoples

Language Education and Canada’s Indigenous Peopless

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Référence bibliographique [11250]

Sarkar, Mela et Lavoie, Constance. 2014. «Language Education and Canada’s Indigenous Peoples». Dans Minority Languages and Multilingual Education: Bridging the Local and the Global , sous la dir. de Durk Gorter, Zenotz, Victoria et Cenoz, Jasone, p. 85-103

Fiche synthèse

1. Objectifs

Intentions :
«This chapter presents an overview of the language situation of Canada’s Indigenous peoples and their educational struggles. The authors situate policies, programs and pedagogical strategies in the complex historical and socio-political Canadian context. After an outline of the historical and socio-political context for the language education of Indigenous peoples in Canada, contemporary Indigenous policies, programs and pedagogical strategies around language education are presented, in the aftermath of the Indigenous struggle for self-determination and increasing mainstream awareness of Indigenous language and education issues.» (p. 85)

2. Méthode

Échantillon/Matériau :
Données documentaires diverses

Type de traitement des données :
Réflexion critique

3. Résumé

«Drawing on our own data from a preschool project in a Quebec Innu community and an adult language revitalization project in a Maritimes Mi’gmaq community, we demonstrate the gamut of responses across the lifespan to the challenge of not one but two colonizing languages (English and French) and place these initiatives in the wider Canadian context. This wider context has come to include, in recent years, rapid urbanization, the advent of digital literacies and an increasingly youthful Indigenous population profile. These factors have all contributed to new challenges and opportunities for Indigenous languages in Canada and for their speakers.» (p. 86) «At present the language education of children of Indigenous heritage in Canada is not covered by any coherent policy across the whole country. Not just one, but a network of many new policies is needed. These policies would, first, honour the linguistic traditions of the ancestors. Second, they would respect the possible wishes of parents and families to preserve those traditions in healthy multilingual communities. Finally, they would support children’s potential to grow up as multiply-identified individuals.» (p. 100)