Browse by keyword "Aboriginal languages"
11. Learning to Type Nakaway (2003)
Authors: Ted Wilson
Collection: Learning Materials
A syllabics font suitable for use by people working in Eastern Cree or Oji-Cree. Feel free to download and use the font.
Added: 2003-04-08
12. Making a Case for Literacy (2000)
The State of Adult Literacy and Adult Basic Education in the NWT - A Summary of Research
Authors: Lutra Associates Ltd.
Collection: Research Materials
The NWT Literacy Council wanted to find out about adult literacy and adult basic education in the NWT. In order to do the research they asked a few questions. Here's an example of a few questions :
What is literacy in today's world?
How do NWT adults get help to improve their literacy?
What can we do to influence the future of adult literacy and adult basic education in the NWT?
In other sections of the report, the researchers looked at who is responsible for adult literacy and adult basic education in the Northwest Territories, for example. As well, they gave recommendations such as: Develop and implement a policy for literacy and adult basic education.
For this research, the use of other reports and interviews was very helpful. For more information : NWT Literacy Council, http://www.nwt.literacy.ca/.
Added: 2002-04-17
13. Multiple Literacies (2002)
Improving our Support for Aboriginal Literacy in the NWT
Authors: NWT Literacy Council
Collection: Research Materials
The NWT Literacy Council has supported literacy development in all official languages since 1989. Most of their work focuses on English literacy, but they have also supported Aboriginal literacy directly. People in Aboriginal language communities believe it is important and urgent to maintain, revitalize and promote Aboriginal languages and literacy. This report outlines steps the NWT Literacy Council is taking toward improving support in this area.
Added: 2005-04-04
14. National Friendship Centre Survey - Aboriginal Language Programs (2007)
Authors: Invert Media
Collection: Research Materials
This survey was commissioned in 2007 by the National Association of Friendship Centres, which represents more than a hundred organizations that provide programs and services to Aboriginal people living in urban areas.
The authors have provided background information; a summary and analysis of the survey results; and recommendations based on the survey results and analysis. Attachments to the report include copies of the survey questions as well as a detailed breakdown of the survey response data and a bibliography.
The authors note that this document could form the basis for a strategy addressing the urgent issue of language loss among urban First Nations, Métis and Inuit communities, but can only be useful for that purpose if there is a significant increase in the overall level of support for Aboriginal languages.
Added: 2011-01-14
15. Nunavut Literacy Development In The Context Of Inuit Qaujimajatuqanginnut (IQ) (2002)
A Discussion Paper
Authors: Mike Bell
Collection: Research Materials
It is not enough to simply try and teach the ability to read and write. All learning occurs within a "learning context"—a framework within which the skills have meaning. One must adopt an existing learning framework or create one. The learning context must be culturally relevant.
The purpose of this paper is to explore ways and means by which the basic values and principles of Inuit Traditional Knowledge ("Inuit Qaujimajatuqanginnuit" or "IQ" for short) can be brought forward to serve as a useful learning context for the development of modern literacy.
Added: 2005-02-09
16. Promising Practices and Programs in Aboriginal Languages (2009)
Authors: Blue Quills First Nations College, Aboriginal Education Research Centre, First Nations and Adult Higher Education Consortium
Collection: Research Materials
The authors of this document set out the standards for evaluating the success of Aboriginal language programs, then apply those standards to a specific program.
The authors note that Aboriginal learning has three foundational themes based on place, spirit and Aboriginal language that form the base of indigenous knowledge. Promising practices in Aboriginal languages must address the three foundational themes.
As well, the practices must embody any or all of several foundational principles: improving the learning of Aboriginal individuals and respecting diverse learning styles; legitimizing the voice of all Aboriginal people through place and culture; encouraging a transformative approach to learning that embraces indigenous knowledge while respecting mainstream knowledge; and supporting learning and community by encouraging the involvement of parents, Elders and community in order to build a successful learning continuum and healthy, resilient communities.
The authors then provide a detailed look at the programs and practices of the
Kanien’kehá:ka Onkwawén:na Raotitióhkwa Language and Cultural Centre (KORLCC).
Added: 2010-05-26
17. Saskatchewan Summer Literacy Camps (2012)
2012 Report
Authors: Frontier College
Collection: Learning Materials
Since 2010, Frontier College has worked in partnership with the Ministry of Education to provide summer literacy camps for children in high-needs communities in Saskatchewan. This partnership addresses two of the ministry’s top priorities: improving student achievement by making provincial curriculum more accessible, relevant, and results-oriented; and providing equal opportunities and educational benefits for the growing number of First Nations and Métis children in the school system.
During the summer of 2012, almost a thousand children took part in the 25 camps that Frontier College organized in 23 rural and remote communities. In addition, more than 17,000 books, an average of 18 books per child, were given to the campers free of charge.
Follow-up evaluation showed that 98 percent of parents felt their children would return to school better prepared after taking part in the camps.
Founded in 1899, Frontier College is a Canada-wide organization that teaches literacy skills and nurtures lifelong learning through a range of programs in a variety of settings.
Added: 2013-04-16
18. What inspired you to become an adult educator? [Video - 4:01] (2012)
![What inspired you to become an adult educator? [Video - 4:01]](http://www.nald.ca/library/multimedia/images/thumb.jpg)
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Series: Celebrating International Adult Learners’ Week 2012 – Video series
Authors: NWT Literacy Council
Collection: Learning Materials
Prepared by the Northwest Territories (NWT) Literacy Council, this short video is part of a series celebrating International Adult Learners’ Week (IALW) 2012.
In this video, a community college instructor describes how she was inspired to become an educator in order to preserve the knowledge of Gwich’in, considered one of the most endangered Aboriginal languages.
Two other instructors explain that while they had always intended to become teachers, they hadn’t originally planned to become adult educators. However, they discovered that teaching adults was their special niche.
Added: 2012-08-10
19. Yukon Native Language Instructors: The Struggle for Recognition (1990)
Women's Education des femmes, June 1990 - Vol. 8, No. 1
Series: Canadian Congress for Learning Opportunities for Women (CCLOW)
Authors: C.J. Pettigrew
Collection: Research Materials
In this article, the author discusses the need for and the development of the Yukon Native Language Teachers' Association, in 1989, for the purpose of achieving a salary pay scale, benefits, pension plan and job security.
Added: 2004-08-03
© 2012 National Adult Literacy Database
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