Sustaining Indigenous Language Growth in Elementary Schools: nēhiýawēwin Teachers and Assessment
Notice bibliographique
Résumé
This qualitative study explores teachers’ understandings of growth with children learning nēhiýawēwin for brief segments of time in elementary school contexts. The study draws upon nēhiýaw wisdom and constructivist philosophy to understand the experiences nēhiýawēwin teachers practicing in Canadian elementary classrooms. Three aspects of learning nēhiýawēwin at school are considered. First, how do nēhiýawēwin language teachers understand and experience language learning growth in schools, and what implications does this have for ongoing language learning? Second, what types of student activity, expression, and reports from other school staff and caregivers inform teachers’ perceptions of language growth, and how does this influence their instructional practice? Third, what implications do these experiences, perceptions, and understandings have for sustaining and inspiring future language learning? Demographic data shows that there has been a steady and growing trend toward the regular use of Ancestral languages in the homes of about half of the First Nations, Inuit, and Métis population (Norris, 2018). Although this is good news, it also indicates that the other half of First Nations, Inuit, and Métis population has limited exposure and opportunity to learn and experience their Ancestral languages. Teachers and schools across Canada occasionally attend to this disparity, sometimes at the community’s insistence and at other times with limited community support, by providing First Nations, Inuit, and Métis language learning opportunities for elementary children. The impact of these teaching and learning efforts on teachers and children is underexplored, particularly regarding language growth and the potential contribution to overall language reclamation. This study examines how teachers nurture and foster ongoing nēhiýawēwin learning in contested spaces. Historically, schools were used as tools to erase First Nations, Inuit, and Métis languages in Canada; however, contemporarily, they have become potential places of opportunity to learn those same languages. This study also examines the impact of contextual challenges, including time constraints and limited access to various learning resources (human, print, digital, experiential, and land-based), on language growth in the immediate context and beyond. There are significant gaps in the empirical research exploring the roles and practices of teachers who nurture and sustain First Nations, Inuit, and Métis languages in contested spaces, particularly when these are learned periodically and, as is commonly the case today, as a second, additional, or new Ancestral language. This research can potentially inform pedagogy and planning for future First Nations, Inuit, and Métis language development in schools. Preparing children to learn their Ancestral languages in ways that stimulate sustainability is integral to preserving and growing languages and supporting the well-being of First Nations, Inuit, and Métis people into the future.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,004 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,015 | 0,006 |
| Communication savante | 0,004 | 0,003 |
| Science ouverte | 0,002 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».