Whose English counts? Indigenous English in Saskatchewan schools

ABSTRACT. Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of Fir...

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Bibliographic Details
Main Author: Sterzuk, Andrea
Format: Article in Journal/Newspaper
Language:English
Published: McGill University Library 2008
Subjects:
Online Access:https://mje.mcgill.ca/article/view/712
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spelling ftjmje:oai:ojs.ejournal.library.mcgill.ca:article/712 2024-09-15T18:06:33+00:00 Whose English counts? Indigenous English in Saskatchewan schools Sterzuk, Andrea 2008-05-26 application/pdf https://mje.mcgill.ca/article/view/712 eng eng McGill University Library https://mje.mcgill.ca/article/view/712/2083 https://mje.mcgill.ca/article/view/712 McGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol. 43 No. 1 (2008) Revue des sciences de l'éducation de McGill; Vol. 43 No. 1 (2008) 1916-0666 0024-9033 Indigenous English Saskatchewan schools English dialect racism First Nations Metis remedial language English varieties info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-Reviewed Article Article évalué par les pairs 2008 ftjmje 2024-08-30T03:10:17Z ABSTRACT. Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment. QUEL EST L’ANGLAIS QUI COMPTE ? L’ANGLAIS AMÉRINDIEN DANS LES ÉCOLES DE LA SASKATCHEWAN RÉSUMÉ. En se basant sur le corpus des textes nord-américains qui traitent des élèves amérindiens parlant un dialecte anglais dans des classes où ils sont minoritaires, le présent article étudie deux aspects du racisme institutionnel qui existe dans les écoles de la Saskatchewan : (a) Le pourcentage disproportionné d’élèves autochtones et métis dans les programmes de rééducation du langage et de la parole et (b) les déséquilibres entre les variétés d’anglais parlées à l’école et à la maison et les conséquences sur la réussite scolaire. Article in Journal/Newspaper First Nations McGill Journal of Education
institution Open Polar
collection McGill Journal of Education
op_collection_id ftjmje
language English
topic Indigenous English
Saskatchewan schools
English dialect
racism
First Nations
Metis
remedial language
English varieties
spellingShingle Indigenous English
Saskatchewan schools
English dialect
racism
First Nations
Metis
remedial language
English varieties
Sterzuk, Andrea
Whose English counts? Indigenous English in Saskatchewan schools
topic_facet Indigenous English
Saskatchewan schools
English dialect
racism
First Nations
Metis
remedial language
English varieties
description ABSTRACT. Drawing on the body of North American literature related to English dialect-speaking Indigenous students schooled in majority group classrooms, this commentary paper explores two aspects of institutional racism at work in Saskatchewan schools: (a) the disproportionate representation of First Nations and Metis students in remedial language and speech programs and (b) the relationship and power imbalance between differences in home and school English varieties and educational attainment. QUEL EST L’ANGLAIS QUI COMPTE ? L’ANGLAIS AMÉRINDIEN DANS LES ÉCOLES DE LA SASKATCHEWAN RÉSUMÉ. En se basant sur le corpus des textes nord-américains qui traitent des élèves amérindiens parlant un dialecte anglais dans des classes où ils sont minoritaires, le présent article étudie deux aspects du racisme institutionnel qui existe dans les écoles de la Saskatchewan : (a) Le pourcentage disproportionné d’élèves autochtones et métis dans les programmes de rééducation du langage et de la parole et (b) les déséquilibres entre les variétés d’anglais parlées à l’école et à la maison et les conséquences sur la réussite scolaire.
format Article in Journal/Newspaper
author Sterzuk, Andrea
author_facet Sterzuk, Andrea
author_sort Sterzuk, Andrea
title Whose English counts? Indigenous English in Saskatchewan schools
title_short Whose English counts? Indigenous English in Saskatchewan schools
title_full Whose English counts? Indigenous English in Saskatchewan schools
title_fullStr Whose English counts? Indigenous English in Saskatchewan schools
title_full_unstemmed Whose English counts? Indigenous English in Saskatchewan schools
title_sort whose english counts? indigenous english in saskatchewan schools
publisher McGill University Library
publishDate 2008
url https://mje.mcgill.ca/article/view/712
genre First Nations
genre_facet First Nations
op_source McGill Journal of Education / Revue des sciences de l'éducation de McGill; Vol. 43 No. 1 (2008)
Revue des sciences de l'éducation de McGill; Vol. 43 No. 1 (2008)
1916-0666
0024-9033
op_relation https://mje.mcgill.ca/article/view/712/2083
https://mje.mcgill.ca/article/view/712
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