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Indigenous language education policy: supporting community-controlled immersion

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dc.contributor.author De Korne, Haley
dc.date.accessioned 2009-09-02T22:54:25Z
dc.date.available 2009-09-02T22:54:25Z
dc.date.copyright 2009 en
dc.date.issued 2009-09-02T22:54:25Z
dc.identifier.uri http://hdl.handle.net/1828/1721
dc.description.abstract The vitality of most Indigenous languages in North America, like minority languages in many parts of the world, is at risk due to the pressures of majority (in most cases colonial) languages and cultures. The transmission of Indigenous languages through school-based programs is a wide-spread approach to maintaining and revitalizing threatened languages in Canada and the U.S., where a large majority of Indigenous children attend public schools. Policy for Indigenous language education (ILE) in public schools is controlled primarily on the regional (province/ state/ territory) level, and there is a lack of shared knowledge about policy approaches in different regions, as well as a lack of knowledge about effective ILE policy in general. While no ideal policy model is possible due to the diversity of different language and community contexts, there are several factors that have been identified through language acquisition research and years of practice in ILE as being closely linked to the success of ILE; immersion approaches to education and community control of education. One framework within which to analyze ILE policy is thus the degree of support present for immersion methods and community control. This study analyzes regional, national, and international policies impacting ILE in Canadian and U.S. public schools, and shows that although there are many regions lacking ILE policy, there are a growing number of supportive ILE policies currently in place. The varying levels of support that different policies provide, and a discussion of different ways in which immersion and community control may be supported in ILE policy are illustrated through examples of existing policies. Several recommendations for the development of future ILE policy are offered, including the importance of diverse policy approaches, support for bilingual education in general, and further development of Indigenous language teacher training and Indigenous control of ILE. Through this specific area of research, the study aims to contribute to knowledge about approaches to the transmission, and ultimate revitalization, of threatened Indigenous languages. en
dc.language English eng
dc.language.iso en en
dc.rights Available to the World Wide Web en
dc.subject Indigenous language en
dc.subject Native American en
dc.subject Aboriginal Education en
dc.subject Bilingual education en
dc.subject language policy en
dc.subject education policy en
dc.subject language revitalization en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Language::Linguistics en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Language::Language and languages en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Language and education en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Education::Education, Bilingual en
dc.subject.lcsh UVic Subject Index::Humanities and Social Sciences::Political Science::Public administration en
dc.title Indigenous language education policy: supporting community-controlled immersion en
dc.type Thesis en
dc.contributor.supervisor Saxon, Leslie Adele
dc.contributor.supervisor Nassaji, Hossein
dc.degree.department Dept. of Linguistics en
dc.degree.level Master of Arts M.A. en


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