Children's responses to culturally relevant oracy practices

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dc.contributor.authorWaldron, Sarah Winona
dc.contributor.supervisorRodriguez, Maria del Carmen
dc.date.accessioned2014-09-05T22:15:23Z
dc.date.available2014-09-05T22:15:23Z
dc.date.copyright2014en_US
dc.date.issued2014-09-05
dc.degree.departmentDepartment of Curriculum and Instruction
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe purpose of this qualitative action research was to explore how early primary children respond to the implementation of culturally relevant oracy practices in an inclusive classroom. This study, which took place over five months in an inner city school in Western Canada, focused on children’s oracy skills following four events facilitated by an Aboriginal Elder. Data consisted of an oral assessment, transcriptions of the four events, artefacts created by the students, photographs, and the teacher’s research journal. Data analysis consisted of a comparative assessment of the student’s oral language skills and a content and discourse analysis of the transcriptions. Data analysis revealed that children respond favourably to culturally responsive oracy practices, that they are able to meet the B.C. Ministry of Education prescribed learning outcomes, and such practices adhere to the Aboriginal Enhancement Agreement (2005).en_US
dc.description.proquestcode0727en_US
dc.description.proquestcode0524en_US
dc.description.proquestemailwinona.waldron@shaw.caen_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/5667
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nd/2.5/ca/*
dc.subjectOracyen_US
dc.subjectCulturally responsiveen_US
dc.subjectEducationen_US
dc.subjectEarly Primaryen_US
dc.subjectAboriginalen_US
dc.subjectIndigenousen_US
dc.subjectCulturally relevanten_US
dc.titleChildren's responses to culturally relevant oracy practicesen_US
dc.typeThesisen_US

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