A Worksheet, a Whiteboard, a Teacher-Learner: Leveraging Materials and Colonial Language Frames for Multimodal Indigenous Language Learning

Autor/in	Engman, Mel M.
Titel	A Worksheet, a Whiteboard, a Teacher-Learner: Leveraging Materials and Colonial Language Frames for Multimodal Indigenous Language Learning
Quelle	In: Classroom Discourse, 12 (2021) 1-2, S.75-100 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Engman, Mel M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1856696
Schlagwörter	Worksheets; Educational Technology; American Indian Languages; Language Maintenance; Language Teachers; Kindergarten; Educational Experience; Classroom Communication; Teaching Methods; Second Language Instruction; Second Language Learning; English; Ethnography; Language of Instruction; Language Usage; Foreign Policy; Scaffolding (Teaching Technique); Code Switching (Language); Play; Literacy; Teacher Student Relationship; Semiotics; Tribes; American Indian Education; Signs; Formative Evaluation; Instructional Materials + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Sprachpflege; Language teacher; Sprachunterricht; Bildungserfahrung; Klassengespräch; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Zweitsprachenerwerb; English language; Englisch; Ethnografie; Teaching language; Unterrichtssprache; Sprachgebrauch; Außenpolitik; Spiel; Alphabetisierung; Schreib- und Lesefähigkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Semiotik; Tribal society; Stammesgesellschaft; Zeichensystem; Lehrmaterial; Lehrmittel
Abstract	The growing demand for Indigenous language education in the United States often relies on community teachers with widely varying proficiencies as part of local language reclamation efforts. While these English-dominant 'teacher-learners' play a central role in the success of classroom-based K-12 language programs, their classroom experiences and practices have received little attention in second language acquisition research. I address this gap in the literature by examining an English-dominant Ojibwe teacher-learner's pedagogical practices in an English-dominant tribal school. I theorise the use of colonial language and materials by relying on linguistic ethnography's multi-scalar approach to language in use as well as a focus on sign-makers' transformations of local resources. Findings show how the teacher-learner's reliance on relational knowledge and colonial language framing scaffolds translingual practices and opens up discursive space for learners to experiment, play, and learn. This study highlights how one teacher-learner negotiates the ideological and material conditions that shape the learning and use of an Indigenous language within a colonial institution (school) that has long been a tool of assimilation and erasure. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01