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Reclaiming Language, Reframing Expertise: Heteroglossia in One Teacher-Learner's Ojibwe Classroom

CARLA UMN
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167 views 7 years ago
Due to centuries of settler colonial policies intended to oppress and erase Indigenous peoples in what is now the United States, most teachers currently involved in Ojibwe language education efforts are learners themselves with varying formal training in language and pedagogy. This phenomenon of the 'teacher-learner' (Hinton, 2003) receives little attention though it is of crucial importance to the growing number of classroom-based revitalization programs. This talk presents a qualitative analysis of language and interaction, focusing on patterns of language use and social practices within one teacher-learner's Ojibwe classroom. A better understanding of how language is used in this context and its connection with broader discourses of Indigenous language and education contributes to language revitalization research, informs professional development to support teacher-learners, and strengthens heteroglossic Indigenous identities. Presenter: Mel …...more
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Reclaiming Language, Reframing Expertise: Heteroglossia in One Teacher-Learner's Ojibwe Classroom
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167Views
2017Apr 3
Due to centuries of settler colonial policies intended to oppress and erase Indigenous peoples in what is now the United States, most teachers currently involved in Ojibwe language education efforts are learners themselves with varying formal training in language and pedagogy. This phenomenon of the 'teacher-learner' (Hinton, 2003) receives little attention though it is of crucial importance to the growing number of classroom-based revitalization programs. This talk presents a qualitative analysis of language and interaction, focusing on patterns of language use and social practices within one teacher-learner's Ojibwe classroom. A better understanding of how language is used in this context and its connection with broader discourses of Indigenous language and education contributes to language revitalization research, informs professional development to support teacher-learners, and strengthens heteroglossic Indigenous identities. Presenter: Mel Engman is a PhD candidate and doctoral dissertation fellow in the department of Curriculum & Instruction (second language education) and she is a White, non-Indigenous learner of Ojibwemowin. Her research examines the use of heritage and Indigenous languages in a variety of schooling contexts, and she works with language teachers and administrators to develop curriculum and instructional materials. Cosponsored by the Second Language Education Program in the College of Education and Human Development

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CARLA UMN

1.23K subscribers

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