scholarly journals Langue maternelle, langue ancestral: un paradoxe linguistique

2001 ◽  
Vol 18 (2) ◽  
pp. 97 ◽  
Author(s):  
Nathalie Piquemal
Keyword(s):  
Aboriginal People ◽  
Mother Tongue ◽  
Linguistic Competence ◽  
Ethnographic Research ◽  
Educational Success ◽  
Interaction Patterns ◽  
Dominant Culture ◽  
Aboriginal Students ◽  
Behavioral Norm ◽  
Esl Learners

This article deals with the implications of Aboriginal communicative norms and interaction patterns on the development of linguistic competence in Aboriginal students, with special attention to the behavioral norm of noninterference in their interactions with others. More specifically, this paper argues that many Aboriginal students for whom English is their mother tongue find themselves in a similar situation as ESL learners insofar as they communicate and interact in ways that are consistent with their ancestral language. Drawing on ethnographic research with Aboriginal communities, this article outlines the sociolinguistic difficulties that many Aboriginal people encounter in their relationships with dominant culture researchers as well as teachers. This article stresses the need to recognize the development of dual linguistic competence in Aboriginal students, thereby contributing to their educational success.

LITERACY DEVELOPMENT IN A MULTILINGUAL CONTEXT: CROSS-CULTURAL PERSPECTIVES.Aydin Durgunoglu and Ludo Verhoeven (Eds.). Mahwah, NJ: Erlbaum, 1998. Pp. xviii + 308. $29.95 paper.

2000 ◽  
Vol 22 (2) ◽  
pp. 284-285
Author(s):  
Vai Ramanathan
Keyword(s):  
Teaching And Learning ◽  
Literacy Practices ◽  
Mother Tongue ◽  
Cross Cultural ◽  
Dominant Culture ◽  
Home Culture ◽  
English Only ◽  
Learning Contexts ◽  
Majority Culture

Simultaneously theoretical and data-rich, this volume explores ways in which ethnic minorities grapple with conflicts related to the literacy practices of their home culture as well as those practices demanded by the dominant culture. Truly multicultural in nature, the book offers in-depth glimpses into a variety of teaching and learning contexts: how young Gujarati teenagers in England learn Gujarati (chapter 3), how Hmong parents wish their children to retain fluency in Khmer while also insisting that they attend “English only” schools (chapter 4), how Finns in Sweden and Karelias in Russia grapple with the literacy demands of the majority culture (chapter 1), how “usefulness” becomes the most crucial variable in determining the language of schooling in bi- and multilingual contexts (chapter 2), and how Vietnamese people wrestle with learning their mother tongue in Norway (chapter 8).

scholarly journals An Urban Frontier: Respatializing Government in Remote Northern Australia

2015 ◽  
Vol 30 (1) ◽  
pp. 139-168 ◽  
Author(s):  
Daniel T. Fisher
Keyword(s):  
Urban Space ◽  
Aboriginal People ◽  
Ethnographic Research ◽  
Northern Australia ◽  
Australian Government ◽  
State Of Emergency ◽  
Aboriginal Australians ◽  
Aboriginal Society ◽  
Australian City

This essay draws on ethnographic research with Aboriginal Australians living in the parks and bush spaces of a Northern Australian city to analyze some new governmental measures by which remoteness comes to irrupt within urban space and to adhere to particular categories of people who live in and move through this space. To address this question in contemporary Northern Australia is also to address the changing character of the Australian government of Aboriginal people as it moves away from issues of redress and justice toward a state of emergency ostensibly built on settler Australian compassion and humanitarian concern. It also means engaging with the mediatization of politics and its relation to the broader, discursive shaping of such spatial categories as remote and urban. I suggest that remoteness forms part of the armory of recent political efforts to reshape Aboriginal policy in Northern Australia. These efforts leverage remoteness to diagnose the ills of contemporary Aboriginal society, while producing remoteness itself as a constitutive feature of urban space.

scholarly journals The MacPhail Family Aboriginal Pride Program of Calgary

2020 ◽  
Vol 6 (2) ◽  
pp. 14-19
Author(s):  
Joanne Pinnow ◽  
Shane R. Gauthier
Keyword(s):  
Graduation Rates ◽  
School Environment ◽  
Aboriginal People ◽  
Field Trips ◽  
Children And Youth ◽  
Attendance Rates ◽  
United Way ◽  
Aboriginal Students ◽  
Aboriginal History ◽  
Aboriginal Children

Since 1997, certain schools within Calgary have adopted the MacPhail Aboriginal Pride Program. This pilot program intends “to increase graduation rates among Aboriginal students, which historically have been lower than that of their non-Aboriginal peers. Its approach is based on the premise that students who bond and relate to their school environment are more likely to stay in school and succeed academically” (Calgary United Way, 2010). The Aboriginal population has been growing quickly, and Aboriginal children account for a growing proportion of all of the children in Canada (O’Donnel, 2006, p. 65). However, despite growing numbers, many Aboriginal children who live off reserve are being raised in communities where Aboriginal people represent only a small minority. In these communities, it is difficult to maintain ties to Aboriginal traditions and cultures. The MacPhail Aboriginal Pride Program attempts to help Aboriginal children and youth maintain these cultural ties and helps by infusing Aboriginal history and culture in the curriculum and by encouraging activities such as field trips and presentations. The MacPhail Aboriginal Pride Programs in Calgary strive to “achieve higher graduation rates, have consistent attendance rates, and experience a sense of pride in their culture and a willingness to share their culture with non-aboriginal peers and families.”

scholarly journals Language shift in Newar: a case study in the Kathmandu Valley

2018 ◽  
pp. 33-41
Author(s):  
Bhim Lal Gautam
Keyword(s):  
Language Contact ◽  
Mother Tongue ◽  
Language Shift ◽  
Minority Language ◽  
Community Living ◽  
Indigenous Language ◽  
Ethnographic Research ◽  
Kathmandu Valley ◽  
Language Community

This paper explores the patterns of language shift in Newar, the ethnic indigenous language community living in the Kathmandu Valley. The research focuses on language contact situations in different domains viz. social, cultural, personal, and official as well as media related activities where the informants are asked to use different languages along with the use of their own mother tongue i.e. Newar. This socio-ethnographic research aims at providing some clues as to how the discovery of a minority language triggers changes in representations and attitudes.

“The system of compulsory education is failing”

2018 ◽  
Vol 47 (2) ◽  
pp. 143-154 ◽  
Author(s):  
Beth Marsden
Keyword(s):  
Indigenous People ◽  
Aboriginal People ◽  
Compulsory Education ◽  
The State ◽  
Aboriginal Education ◽  
Content Type ◽  
Aboriginal Students ◽  
Aboriginal History ◽  
Aboriginal Children ◽  
State Schools

Purpose The purpose of this paper is to examine the ways in which the mobility of indigenous people in Victoria during the 1960s enabled them to resist the policy of assimilation as evident in the structures of schooling. It argues that the ideology of assimilation was pervasive in the Education Department’s approach to Aboriginal education and inherent in the curriculum it produced for use in state schools. This is central to the construction of the state of Victoria as being devoid of Aboriginal people, which contributes to a particularly Victorian perspective of Australia’s national identity in relation to indigenous people and culture. Design/methodology/approach This paper utilises the state school records of the Victorian Department of Education, as well as the curriculum documentation and resources the department produced. It also examines the records of the Aborigines Welfare Board. Findings The Victorian Education Department’s curriculum constructed a narrative of learning and schools which denied the presence of Aboriginal children in classrooms, and in the state of Victoria itself. These representations reflect the Department and the Victorian Government’s determination to deny the presence of Aboriginal children, a view more salient in Victoria than elsewhere in the nation due to the particularities of how Aboriginality was understood. Yet the mobility of Aboriginal students – illustrated in this paper through a case study – challenged both the representations of Aboriginal Victorians, and the school system itself. Originality/value This paper is inspired by the growing scholarship on Indigenous mobility in settler-colonial studies and offers a new perspective on assimilation in Victoria. It interrogates how curriculum intersected with the position of Aboriginal students in Victorian state schools, and how their position – which was often highly mobile – was influenced by the practices of assimilation, and by Aboriginal resistance and responses to assimilationist practices in their lives. This paper contributes to histories of assimilation, Aboriginal history and education in Victoria.

Values Dissonance

1985 ◽  
Vol 13 (2) ◽  
pp. 12-20
Author(s):  
G.A. Iversen
Keyword(s):  
Aboriginal People ◽  
South Australia ◽  
Value System ◽  
Unique Challenge ◽  
Australian Society ◽  
North West ◽  
Traditional System ◽  
Aboriginal Students ◽  
The North ◽  
Aboriginal Culture

Within the North-west Aboriginal reserve of South Australia a traditional system of tribal Aboriginal culture is currently maintained and reproduced. The observable culture of the Aboriginal people of this region retains distinct traditional elements and a life-style very different from that of the dominant white Australian society. Within this socio-cultural setting, schools which have been operational in some form since the establishment of the settlements face a unique challenge. Unfortunately, the challenge has, in most cases, not been successfully met, since the lack of success of Aboriginal students in the school situation is a damning indictment of the introduced Western system of schooling. Success is measured by the achievement of the set goals of the school, but frequently these reflect a white Australian value system.

Educating Aboriginal Nursing Students: Responding to the Truth and Reconciliation Report

2018 ◽  
Vol 15 (1) ◽  
Author(s):  
Annette Lane ◽  
Kristin Petrovic
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Nurse Educators ◽  
Aboriginal People ◽  
Nursing Programs ◽  
Truth And Reconciliation Commission ◽  
Reconciliation Commission ◽  
Truth And Reconciliation ◽  
Aboriginal Students ◽  
Effective Health Care

AbstractA 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students. While there is some literature that addresses the need for aboriginal students to successfully complete nursing programs and thus be able to provide effective health care to aboriginal people, the emphasis is largely upon strategies. Although there are some exceptions, these have largely been ineffective. We argue the need to think about thinking in order to improve the effectiveness of these strategies within Canadian programs, as well as nursing programs abroad.

scholarly journals A Study of Vocabulary Learning Strategies and their Effect on Vocabulary Development

2021 ◽  
Vol 3 (2) ◽  
pp. 68-77
Author(s):  
Sunimali Nagodavithana ◽  
Kaushika Premarathne
Keyword(s):  
Learning Strategies ◽  
Language Proficiency ◽  
Mother Tongue ◽  
Vocabulary Learning ◽  
Target Language ◽  
Learning Activity ◽  
New Words ◽  
Vocabulary Learning Strategies ◽  
Post Test ◽  
Esl Learners

Language learners use Vocabulary Learning Strategies to learn new words or to consolidate the meaning of words they have already learnt. This paper presents findings of a study conducted to examine the vocabulary learning strategies (VLS) used by English as a second language (ESL) learners when learning English at tertiary level, in Sri Lanka.   The aim of the study was to gain a better understanding of VLS used by ESL learners with the view of adopting better vocabulary teaching methods in the classroom. The study made use of a questionnaire, a vocabulary learning activity and a delayed post-test to obtain data.  Schmitt’s (1997) taxonomy of vocabulary learning strategies was utilized in categorizing the data collected. The research brought to light the common strategies used by learners when learning the meaning of unfamiliar words in the target language and the strategies used by them when recalling the meaning of already learnt words.  The results show that when students fall back on their mother tongue to learn and retain the meaning of target language vocabulary it impedes the vocabulary learning process, the development of reading skills and target language proficiency.

scholarly journals Opinions of Turkish Language Teachers on the Issues of Children’s Learning Mother Tongue: A Case Study of Germany

2020 ◽  
Vol 2 (2) ◽  
pp. 89-98
Author(s):  
Nazim Dogan ◽  
Keyword(s):  
Mother Tongue ◽  
Essential Element ◽  
Language Teachers ◽  
Dominant Culture ◽  
Face To Face ◽  
Adequate Knowledge ◽  
Expert Opinions ◽  
Determining Factors ◽  
Critical Issues ◽  
Turkish Language

This study tried to determine the opinions of Turkish language teachers living in Germany on their native Turkish lessons. One of the most critical issues of the children of expatriates living abroad is that they can protect their own culture against the dominant culture. In this context, it is essential for them to learn and use their mother tongue, which is an essential element of culture. The attitudes, behaviors, and motivations of the teachers who provide Turkish lessons are determining factors in learning their mother tongue. The opinions of the teachers on the students’ interest in the lessons are essential for understanding the education on mother tongue in the country where they reside. Within the scope of qualitative research, relevant resources were scanned, and a data collection tool was developed based on face-to-face interviews with teachers who are actively involved and by including expert opinions. The data collected from the teacher were analyzed in SPSS program. According to the findings obtained through the opinions of the teachers, it was seen that the significant problems that the children of the teachers living and working in Germany encounter in learning their mother tongue are the situation of their families, the environment and the time in which the lessons were held, and the need for a specialist teacher who will carry out their jobs with devotion. However, the approach of the country of residence towards the lessons in mother tongue indicated how important the interest or indifference of politicians and bureaucrats in this regard and how this affected the future of lessons in the mother tongue. It was also observed that the teachers did not major from the field and did not have adequate knowledge and competence.

scholarly journals Developing Linguistic Competence Through Algorithmic Exercises In 5th Grade Mother Tongue Lessons

2020 ◽  
Vol 02 (12) ◽  
pp. 235-239
Author(s):  
Turaboeva Muqaddas Yakubjanovna ◽  
Keyword(s):  
Mother Tongue ◽  
Linguistic Competence ◽  
5Th Grade

This article discusses algorithmic exercises as a means of increasing the effectiveness of 5th grade mother tongue teaching. In particular, it is scientifically based on the development of pupils' knowledge of linguistic competence through the performance of algorithmic exercises.

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