Speaking an Aboriginal Language and School Outcomes for Canadian First Nations Children Living off Reserve

Autor/inn/en	Guèvremont, Anne; Kohen, Dafna
Titel	Speaking an Aboriginal Language and School Outcomes for Canadian First Nations Children Living off Reserve
Quelle	In: International Journal of Bilingual Education and Bilingualism, 22 (2019) 4, S.518-529 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1281216
Schlagwörter	Canada Natives; American Indian Languages; Outcomes of Education; American Indian Reservations; Parent Attitudes; Native Language; Correlation; Academic Achievement; Postsecondary Education; Educational Attainment; Cultural Activities; Inclusion; Longitudinal Studies; Foreign Countries; Eskimo Aleut Languages; Language Usage; Language Proficiency + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Indianerreservat; Elternverhalten; Korrelation; Schulleistung; Post-secondary education; Tertiäre Bildung; Bildungsabschluss; Bildungsgut; Cultural activity; Kulturelle Aktivität; Inklusion; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Sprachgebrauch; Language skill; Language skills; Sprachkompetenz
Abstract	The importance of learning an Aboriginal language has been documented, yet associations with positive educational outcomes are inconclusive. Previous research in the area has been limited by small sample studies, lack of comparison groups, and the omission of the consideration of socio-demographic factors and cultural activity participation. This study uses the Canadian population-based Aboriginal Peoples Survey 2006 to examine the relationship between speaking an Aboriginal language, learning it in school, and educational outcomes for First Nations children living off reserve. Compared to children who did not speak an Aboriginal language, children who spoke an Aboriginal language and had school teachers help them learn the language at school were more likely to be rated as doing very well at school and had higher parent ratings of the importance of a post-secondary education, with no difference in the likelihood of being the appropriate age for grade, even after controlling for socio-demographic factors and participation in other cultural activities. These results suggest that learning an Aboriginal language in school is associated with positive outcomes for children who speak an Aboriginal language. Future research on this topic is needed including longitudinal studies and inclusion of direct measures of educational outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01