Whose English Counts? Indigenous English in Saskatchewan schools

Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment.En se basant sur le corpus des textes nord-américains qui traitent des élèves amérindiens parlant un dialecte anglais dans des classes où ils sont minoritaires, le présent article étudie deux aspects du racisme institutionnel qui existe dans les écoles de la Saskatchewan : (a) Le pourcentage disproportionné d’élèves autochtones et métis dans les programmes de rééducation du langage et de la parole et (b) les déséquilibres entre les variétés d’anglais parlées à l’école et à la maison et les conséquences sur la réussite scolaire

Creepy White Gaze: Rethinking the Diorama as a Pedagogical Activity

Drawing on gaze and postcolonial theory, this article provides a theoretical discussion of a problematic photograph published in a provincial teachers’ newsletter. The photo consists of a White settler child and two White settler educators gathered around his heritage fair entry diorama entitled “Great Plains Indians.” This article analyzes this image to gain a better understanding of how curriculum and pedagogical activities work discursively to produce dominant and dominated racial positions in Saskatchewan.Reposant sur un regard et sur une théorie postcoloniale, cet article offre une discussion théorique d'une photographie inquiétante publiée dans un bulletin provincial pour enseignants. La photo représente un enfant et deux enseignants, tous des pionniers blancs, entourant le diorama que l'élève a préparé pour une célébration du patrimoine et qui s'intitule « Great Plains Indian ». Nous analysons cette image afin de mieux comprendre l'effet discursif des activités pédagogiques sur la production de positions raciales dominante/dominée en Saskatchewan

Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields

This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.Cet article conceptuel examine la relation entre deux domaines académiques : la linguistique appliquée et la revitalisation des langues autochtones. Bien que les deux domaines aient des intérêts communs, ils ont tendance à fonctionner séparément. Cet article examine : 1) des raisons possibles de cette séparation; 2) des raisons mutuellement bénéfiques d'être en conversation plus étroite et 3) des changements nécessaires à la création d'un espace éthique d'engagement (Ermine, 2007) entre ces domaines académiques. Nous écrivons à partir de positions distinctes: Belinda, une femme nēhiyaw travaillant dans la résurgence des langues autochtones et Andrea, une femme de race blanche travaillant sur des questions langagières liées au colonialisme de peuplement. À partir de nos expériences communes et individuelles, nous explorons comment ces domaines de recherche peuvent se compléter et se croiser pour créer des connaissances interdisciplinaires plus riches

« Un-frenching » des Canadiennes françaises : histoires des Fransaskoises en situation linguistique minoritaire

RésuméCette étude aborde le phénomène de la perte de la langue première chez cinq Fransaskoises. En examinant leur situation linguistique minoritaire, ainsi que leurs expériences particulières dans les domaines communautaires, scolaires et enfin familiaux, tout au long de leur vie, nous avons pu identifier certains éléments, selon les perceptions de nos participantes, qui ont contribué à cette perte de la langue française. L’étude suggère que les relations de pouvoir inéquitables entre les langues (Bourdieu, 1977, 1980, 1989 ; May, 2008 ; Norton, 2000) ont le plus influencé les perceptions, les attitudes et les actions linguistiques de ces femmes en ce qui concerne l’utilisation et la valeur de la langue française à travers le temps et l’espace.Abstract This paper examines the phenomenon of first language loss amongst five Fransaskois women. An exploration of the minority language context, as well as community, school and family language experiences paints a picture of underlying elements implicated in this phenomenon. This study suggests that unequal power relations between languages within society (Bourdieu, 1977, 1980, 1989; May, 2008; Norton, 2000) have greatly influenced the perceptions, attitudes, and linguistic actions with regard to the use and value of the French language across space and time for the women in this study

Dialect speakers, academic achievement, and power : First Nations and Métis children in standard English classrooms in Saskatchewan

This doctoral dissertation focuses on the negotiation of power in schools and the social and academic experiences of First Nations and Metis children who speak a non-standard variety of English called Indigenous English. Indigenous English is a dialect of English spoken by many Indigenous peoples in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This thesis explores the experience of dialect speakers of Indigenous English in the standard English School and educator perceptions of their literacy and language abilities.This classroom study was conducted in an urban community in Saskatchewan. The focus of the research was a Grade 3/4 classroom with 25 students, six of whom were interviewed for this study. Additionally, interviews were conducted with eleven educators. The results of this study indicate that the First Nations children of this study speak a dialect of English that differs phonologically, morphologically, syntactically, and lexically from the Standard English spoken in Saskatchewan. The results of this PhD research indicate that Indigenous English-speaking students use discourse behaviour that differs from that of their White settler classmates. In examining the children's speech and classroom behaviour, it becomes apparent that silence, teasing, and story telling are important discourse characteristics of Indigenous English.The findings indicate that White settler educators demonstrate little awareness of the systematic linguistic and discourse characteristics of Indigenous English and that this lack of awareness is apparent in White settler educators' descriptions of their approaches to teaching, literacy development, classroom management, evaluation, and referral of First Nations and Metis students for speech and language assessment. Other findings include denial of difference, and a race/class divide in the school and community.Possible resolutions to the problems faced by these students may include teacher training and dialect awareness classes. This field has not been adequately explored and further research is needed to discover viable solutions to the issues experienced by dialect speakers of Indigenous English in the Standard English classroom

A study of indigenous English speakers in the standard English classroom

This thesis explores the experience of dialect speakers of Indigenous English in the Standard English School. Indigenous English is a dialect of English spoken by many Aboriginal people in Canada; it is especially discernable in the Prairie Provinces, yet it is not widely recognized by the majority of the population. This classroom study was conducted in a semi-urban community in East Central Saskatchewan. The focus of the research was six children in a Grade 3 classroom, four of whom are First Nations and Indigenous English Speakers. The remaining two children are White and speakers of Standard English. The results of this study indicate that the First Nations children of this study speak a dialect of English that differs phonologically, morphologically, syntactically, and lexically from the Standard English spoken in Saskatchewan. These children are all below grade level in Language Arts and follow modified programs. They experience difficulty in phonics and spelling and are receiving additional support from classroom assistants, resource room teachers and speech pathologists. It would also appear that these children are experiencing institutional racism in a number of forms. Possible resolutions to the problems faced by these students may include teacher training and dialect awareness classes. This field has not been adequately explored and further research is needed to discover viable solutions to the issues experienced by dialect speakers of Indigenous English in the Standard English classroom

Indigenous Language Revitalization and Applied Linguistics: Conceptualizing an Ethical Space of Engagement Between Academic Fields

This conceptual paper examines the relationship between two academic areas: applied linguistics and Indigenous language revitalization. While the two domains have shared interests, they tend to operate separately. This paper examines: 1) possible reasons for this separateness; 2) mutually beneficial reasons to be in closer conversation and 3) changes necessary for the creation of an ethical space of engagement (Ermine, 2007) between these academic areas. We write from distinct positions: Belinda, a nēhiyaw woman working in Indigenous language resurgence and Andrea, a white settler woman working in language issues related to settler-colonialism. Drawing from our joint and individual experiences, we explore how these research fields can complement each other as well as intersect to create richer interdisciplinary knowledge.Cet article conceptuel examine la relation entre deux domaines académiques : la linguistique appliquée et la revitalisation des langues autochtones. Bien que les deux domaines aient des intérêts communs, ils ont tendance à fonctionner séparément. Cet article examine : 1) des raisons possibles de cette séparation; 2) des raisons mutuellement bénéfiques d'être en conversation plus étroite et 3) des changements nécessaires à la création d'un espace éthique d'engagement (Ermine, 2007) entre ces domaines académiques. Nous écrivons à partir de positions distinctes: Belinda, une femme nēhiyaw travaillant dans la résurgence des langues autochtones et Andrea, une femme de race blanche travaillant sur des questions langagières liées au colonialisme de peuplement. À partir de nos expériences communes et individuelles, nous explorons comment ces domaines de recherche peuvent se compléter et se croiser pour créer des connaissances interdisciplinaires plus riches