Literaturnachweis - Detailanzeige
| Autor/inn/en | Hebert, Yvonne; und weitere |
|---|---|
| Titel | Native Indian Language Education to the Victoria--Saanich Region: An Evaluation Report. |
| Quelle | (1984), (192 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Canada Natives; Community Support; Curriculum Evaluation; Elementary Secondary Education; Evaluation Criteria; Foreign Countries; Interviews; Native Language Instruction; Program Evaluation; Salish; School Districts; Second Language Instruction |
| Abstract | In two school districts of the Saanich Penninsula, Native Indian Language programs were initiated in 1979 (Victoria) and 1981 (Saanich). The goal of this evaluation were: (1) to determine the factors which affected the implementation of Native Indian Language programs for dialects of two language families (Wakashan, including Kwak'wala and Nuu-chah-nulth; and Salishan, including Songhees, Sencoten, and Halkomelem); (2) to ascertain the support for such programs among Native Indian parents and teachers; and (3) to consider whether the public school is the appropriate agency for Native Indian language programs in the Greater Victoria region. After an introduction to the evaluation and its methods in Chapters 1 and 2, Chapter 3 provides a history and description of Native Indian language education in the region. Chapter 4 presents the major issues and concerns which emerged, including: (1) the development of standards; (2) preparation of Indian language teachers; (3) responses of school staff toward Indian education; and (4) community communication characteristics. A curriculum review, presented as Chapter 5, proposes a set of criteria for evaluating language curriculum materials. Chapter 6 highlights "multiple perspectives" on the school/community relationship extracted from a recorded Saanich community meeting and taped interviews. In Chapter 7, detailed questionnaire information on Native Indian language usage and education and its context are provided. The entire study's findings and recommendations are summarized in Chapter 8, including praise for the instructors and proposals for: curriculum criteria and development; community participation; full certification for teachers; and methods for determining standards for teacher and pupil performance. The appendices include a list of participants, a sample questionnaire, and school district policy statements. (BW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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