Towards reconciliation through language planning for Indigenous languages in Canadian universities

Sterzuk, Andrea; Fayant, Russell

doi:10.1080/14664208.2016.1201239

Cited by 8 publications

(2 citation statements)

References 34 publications

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“…Initiatives such as developing a single language course or creating campus signage in Indigenous languages may be perceived as superficial if not accompanied by multipronged strategies aimed at addressing systemic barriers and designing solid educational pathways for those committed to attaining language fluency. 4 Certainly, some post-secondary institutions, for example Gabriel Dumont Institute, jumpstarted their language education by building awareness and intellectual curiosity around Indigenous languages as a step towards further educational pursuits such as learning in a community setting (Sterzuk & Fayant, 2016). Others, like the University of Victoria with its sophisticated laddered approach and a comprehensive Indigenous language revitalization degree program, address multiple goals at once by producing language speakers, teachers, planners, and advocates.…”

Section: Methodology and Locating Ourselvesmentioning

confidence: 99%

"Step into learning when ready": Towards a strength-based approach to Indigenous language education in a university setting

Bergier

Anderson

2021

WINHEC Journal

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In the midst of nation-wide efforts to forge a path to reconciliation, Canadian universities have been working to transform the academic structures that perpetuate colonial patterns of domination and the erasure of Indigenous knowledges. Indigenization efforts often embrace the transfer of Indigenous languages as one of the critical pieces of Indigenous knowledge rejuvenation. However, for many Indigenous peoples, learning an Indigenous language brings up pain associated with family history and the legacy of residential schools. Language reclamation in a university environment occurs within the ongoing impact of colonial oppression and historic trauma transmission and therefore requires a trauma-informed approach. Based on qualitative research conducted at the University of Guelph with a goal to learn about the current Indigenous language education needs and challenges of the campus community, this paper explores a language revitalization strategy that accommodates different motivations and types of interest in Indigenous language learning as opposed to a "one size fits all" approach. The findings of the study point to a self-directed, non-penalty learning model aligned with Indigenous pedagogies. Within this model, language learning occurs in the right circumstances and at an appropriate time while respecting different levels of motivation and varied capacities for knowledge intake. The paper examines how an academic institution can shape the future directions in post-secondary Indigenous language programming by creating supports that address the impacts of intergenerational trauma and respond to diverse learning needs.

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Section: Methodology and Locating Ourselvesmentioning

confidence: 99%

"Step into learning when ready": Towards a strength-based approach to Indigenous language education in a university setting

Bergier

Anderson

2021

WINHEC Journal

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“…These norms define expectations of how knowledge is expressed in classrooms and assessments, as well as what is accepted as demonstrations of knowledge. These norms are often Western/colonized and English-centric (e.g., Brumfit, 2004;Haque & Patrick, 2015;Lea, 2016;Sterzuk, 2015;Sterzuk & Fayant, 2016;Tran, 2021). The underlying power relations in what knowledge is shared, by whom, and what is accepted as demonstrations of knowledge were outlined as part of the literacies as social practices perspective (e.g., Lea & Street, 1998Lillis & Scott, 2007) in Chapter 1.…”

Section: Navigational Work and Navigational Strategiesmentioning

confidence: 99%

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Beynen¹

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Changes in academic demands, expectations, and ways of demonstrating knowledge through assessments are among the challenges faced by students transitioning to university. There is transition research in the Canadian context, but little documenting students' experiences with assessment, or how they develop their assessment literacies (e.g., understanding assessment in the course context and how assessment information is used to monitor and improve learning). This research examined how first-year university students' experiences with, knowledge of, and expectations about assessment impacted the development of their assessment literacies as they transitioned to university. The exploratory case study was theoretically framed by social cognitive theory (Bandura, 1977a(Bandura, , 1986 and reflexivity (e.g., Ryan, 2015;Schön, 1983Schön, , 1987. Three data sources were collected from ten first-year student participants: course assessment documents that triangulated students' responses from two semi-structured interviews and students' assessment journal entries. These data were coded using Saldaña's (2016) structural, emotion, and values coding. Course assessment documents were compared and considered in order to understand how students receive, make sense of, and use feedback.Hattie and Timperley (2007) pointed out that feedback that is controlling, negative, or uninformative can negatively impact motivation and self-regulation by reducing students' autonomy and self-efficacy. Black and Wiliam (1998a) believed in the importance of open and clear communication between teachers and students to aid in the understanding and uptake of formative feedback and feed-forward: "…dialogue between pupils and a teacher should be thoughtful, reflective, focused to evoke and explore understanding, and conducted so that all pupils have an opportunity to think and to express their ideas" (p. 86).Hyland and Hyland ( 2001) noted the important interpersonal aspects involved in the communication of feedback and there is a growing trend in the feedback literature that emphasizes students' role in the feedback process, making it a cycle of communication and action between teachers and students as opposed to a one-way, single communication of information that starts with teachers and ends with students (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). This shift in focus to the role of students and indeed, including students, was also seen above in relation to student-centred learning and building students' autonomy. However, this shift seems to have occurred in theory only in many instances since the majority of exchanges in assessment and feedback occur between teachers and students, with a significant power imbalance and often one-way, single communications (e.g., Boud & Molloy, 2013;Molloy & Boud, 2014). In the context of feedback on written work, Hyland and Hyland (2001) observed that feedback not only communicates teacher reactions to and advice on student work, but it also communicates a teacher's stance and beliefs about writing.

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Language policy and transitional justice: rights and reconciliation

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Towards reconciliation through language planning for Indigenous languages in Canadian universities

Cited by 8 publications

References 34 publications

"Step into learning when ready": Towards a strength-based approach to Indigenous language education in a university setting

"Step into learning when ready": Towards a strength-based approach to Indigenous language education in a university setting

The Development of Students' Assessment Literacies as They Transition to University: An Exploratory Case Study

Language policy and transitional justice: rights and reconciliation

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