Whose English Counts? Indigenous English in Saskatchewan schools-Reference-Cited by-同舟云学术

Whose English Counts? Indigenous English in Saskatchewan schools

Published:2008-12-17 Issue:1 Volume:43 Page:9-19
ISSN:1916-0666
Container-title:Articles
language:
Short-container-title:mje

Author:

Sterzuk Andrea¹

Affiliation:

1. University of Regina

Abstract

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.

Publisher

Consortium Erudit

Subject

General Medicine

Reference32 articles.

1. Adams, H. (1989). Prison of grass: Canada from a Native point of view. Saskatoon: Fifth House Publishers.

2. Battiste, M. (Ed.). (2000). Reclaiming indigenous voice and vision. Vancouver, BC: University of British Columbia Press.

3. Blake, M., & Van Sickle, M. (2001). Helping linguistically diverse students share what they know. Journal of Adolescent and Adult Literacy, 44, 468-475.

4. Crago, M. (1992). Communicative interaction and second language acquisition: An Inuit example. TESOL Quarterly, 26, 489-505.

5. Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon, England: Multilingual Matters.

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