國立虎尾科技大學 |

Revitalizing Language, Reframing Expertise : = An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Revitalizing Language, Reframing Expertise :/
其他題名:	An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom.
作者:	Engman, Melissa.
面頁冊數:	1 online resource (183 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
Contained By:	Dissertation Abstracts International78-12A(E).
標題:	Language. -
電子資源:	click for full text (PQDT)
ISBN:	9780355090796

Revitalizing Language, Reframing Expertise : = An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom.
Engman, Melissa.

Revitalizing Language, Reframing Expertise :An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom. - 1 online resource (183 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.

Thesis (Ph.D.)

Includes bibliographical references

The demand for Ojibwe language education is outpacing the current number of 'first speakers' in the United States (Treuer, 2010). This inverse relationship between the number of learners and the number of fluent speakers means most teachers involved in Ojibwe language education are themselves language learners with varying levels of proficiency. Nevertheless, the experiences, practices, and ideologies of the 'teacher-learner' (Hinton, 2003) have received little attention despite their central role in the success of classroom-based, K-12 language programs.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355090796Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

Revitalizing Language, Reframing Expertise : = An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom.
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245 1 0 $a Revitalizing Language, Reframing Expertise : $b An Ecological Study of Language in One Teacher-Learner's Ojibwe Classroom.
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300 $a 1 online resource (183 pages)
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500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: A.
500 $a Advisers: Kendall A. King; Mary Hermes.
502 $a Thesis (Ph.D.) $c University of Minnesota $d 2017.
504 $a Includes bibliographical references
520 $a The demand for Ojibwe language education is outpacing the current number of 'first speakers' in the United States (Treuer, 2010). This inverse relationship between the number of learners and the number of fluent speakers means most teachers involved in Ojibwe language education are themselves language learners with varying levels of proficiency. Nevertheless, the experiences, practices, and ideologies of the 'teacher-learner' (Hinton, 2003) have received little attention despite their central role in the success of classroom-based, K-12 language programs.
520 $a This study addresses this gap in the literature through an ethnographic and sociocultural analysis of language use within one teacher-learner's Ojibwe kindergarten classroom. It examines classroom language and interaction, participant structures, and routines, documenting the languages and discourses that are used for academic, social, and spiritual purposes. It employs linguistic ethnography (LE) to first present a descriptive picture of the linguistic ecology of the classroom along with the teacher-learner's practices and strategies. LE is then combined with critical discourse analysis (CDA) to unpack the beliefs and ideologies that shape these practices. Findings show how the teacher-learner's reliance on routines and matrix-language framing to scaffold her own language opens up discursive space for learners to experiment, play, and relate to one another in English and Ojibwemowin. Furthermore, this study highlights the ideological constraints and openings that shape the learning and use of an Indigenous language within a colonial institution (school) that has long been a tool of assimilation and Indigenous language erasure.
520 $a This study incorporates experiential knowledge from Indigenous educators and critiques of applied linguistics from Indigenous scholars to call attention to the obstacles and innovations that arise as multilingual Ojibwe language learners and their teacher(-learner) negotiate new terrain in classroom-based language revitalization. Findings provide a better understanding of how language teaching and use function in teacher-learner-led classrooms with implications for both language revitalization research and the development of heteroglossic Indigenous identities. Moreover, the inclusion of oft-dismissed Indigenous epistemology speaks back to the field of applied linguistics, arguing for an increased openness and commitment to difference and flexibility in multilingual language teaching and learning theory.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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655 7 $a Electronic books. $2 local $3 554714
690 $a 0679
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Minnesota. $b Education, Curriculum and Instruction. $3 1179992
773 0 $t Dissertation Abstracts International $g 78-12A(E).
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