Focusing on First Nations youth voices in a Halq'eméylem language course grades 9-12
Indigenous languages are important to the growth, empowerment, and identity of Indigenous youth (Anthony-Stevens & Stevens, 2017). This study is about gathering youth voices to improve Halq’eméylem languages classes for all learners. The research question that guides this study is ‘What are stud...
| Other Authors: | , , , , |
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| Format: | Text |
| Language: | English |
| Published: |
University of the Fraser Valley
2021
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| Subjects: | |
| Online Access: | https://arcabc.ca/islandora/object/ufv%3A30825 https://ufv.arcabc.ca/islandora/object/ufv%3A30825 |
| Summary: | Indigenous languages are important to the growth, empowerment, and identity of Indigenous youth (Anthony-Stevens & Stevens, 2017). This study is about gathering youth voices to improve Halq’eméylem languages classes for all learners. The research question that guides this study is ‘What are students’ perspectives of their current high school heritage language courses?’. Gathering perspectives is one step in improving second language programs, with the goal to see students as co-constructors of Halq’eméylem programs. A bounded intrinsic case study approach was used to examine student perspectives on their experience of Halq’eméylem language classes. Data was collected through questionnaires delivered through a school delivery system set up to meet COVID school protocols. Thematic coding was used to analyze qualitative and quantitative data. It was found that students look at language learning as a whole and consider language as a way of life that includes culture, history, spirituality, and the mechanics of language learning. Implications of restructuring language lessons are discussed in relation to a more authentic learning context. |
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