1. Objectifs

Intentions :
«The purpose of this study was to explore the experiences and perspectives of young adult Mi’gmaw language learners who were learning their Indigenous heritage language as a second language.» (p. vii)

Questions/Hypothèses :
«Therefore, this study aimed to answer the following overarching research question: How do young adult Mi’gmaq learn their Indigenous heritage language in their home community? The study also aimed to address the following subquestions: 1) How do young adult Mi’gmaq describe their language learning experiences? 2) How is the Mi’gmaw language taught in this context?» (p. vii)

2. Méthode

Échantillon/Matériau :
«The participants of this study included seven young adult Mi’gmaq postsecondary students who participated in a Mi’gmaw language class in Listuguj during the summer of 2012.» (p. vii)

Instruments :
Guide d’entretien semi-directif

Type de traitement des données :
Analyse de contenu

3. Résumé

«Three broad themes emerged from the analysis of the participant interviews: 1) reflecting on past language learning experiences; 2) finding a place in the classroom; and 3) maintaining cultural continuity. The analysis of observational data provided insights into the pedagogical practice used to teach Mi’gmaw language, which involved: 1) creating a comfortable classroom; 2) relating to others; and 3) fostering a collaborative learning community. Taken together, these findings provide important insights into the experience of Mi’gmaw language learning and how the language is taught.» (p. vii) Les notions d’héritage familial et d’héritage de la communauté sont au cœur de la réflexion. Les questions de transmissions familiales sont notamment implicites à la transmission de la langue. De plus, l’auteure note l’importance pour certains participants d’apprendre la langue de leurs parents afin de pouvoir communiquer davantage avec eux.