Suchergebnisse

This research project describes the various efforts at the standardization of Inuktut in Canada. The questions investigated relate to pedagogical considerations of accounting for dialectal differences and the different writing systems in Canada. These questions will hopefully serve as a resource to promote understanding and awareness of the different dialects and the writing system used in the Inuit regions of Canada and which of them might be most appropriate and readily accepted as 'the dialect of instruction'. This research will also have implications for the governments in the Inuit regions and their curriculum development– all of which have a stake in the successful implementation of the new standards as they will have to ensure it is taught to the Inuit students across Canada. It should be noted that the Inuit Tapiriit Kanatami also includes the standardization of Inuktut across the four Inuit regions as a priority in the Strategy on Inuit Education (2011). --- Ce projet de recherche a pour but de décrire les divers efforts de standardisation de l'inuktut au Canada. Les questions abordées ici sont liées aux considérations pédagogiques au sujet des différences dialectales et des divers systèmes d'écriture au Canada. Ces questions sont conçues comme une ressource pour encourager la prise de conscience et la compréhension des divers dialectes et systèmes d'écriture utilisés dans les régions inuites du Canada et pour aider à déterminer quel dialecte pourrait être admis comme 'dialecte d'instruction'. Cette recherche aura également des conséquences pour les gouvernements dans les régions inuites du Canada et leur développement du curriculum puisque – comme ils devront assurer son enseignement aux étudiants inuits à travers le Canada – ils ont tous un intérêt dans l'implémentation réussie de nouveaux standards. Il est à noter que l'Inuit Tapiriit Kanatami, l'organisation inuit au Canada, a également indiqué dans sa Stratégie sur l'Éducation Inuite en 2011, que la standardisation de l'inuktut dans les quatre régions inuites est une priorité majeure.

This article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non‐Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers' talk identified discourse models of "academic truths" and "revitalization,"demonstrating how Nunavut teachers are making efforts to en‐ gage with community to effect lasting educational change. Key words: Aboriginal languages; Nunavut education, language policy, discourse analysis, educational change Cet article présente une analyse de discours à partir de transcriptions d'entrevues auprès de dix enseignantes d'expérience du Nunavut (cinq Inuits et cinq non‐Inuits) au sujet du rôle des langues inuites dans les écoles du Nunavut. Les discussions et analyses portent sur la raison d'être de l'enseignement bilingue. Dans leurs propos, les enseignantes ont identifié des modèles discursifs des « vérités pédagogiques » et de la « revitalisation », démontrant par là comment le personnel enseignant au Nuna‐ vut s'efforcent de travailler de concert avec la communauté pour favoriser des chan‐ gements à long terme dans l'éducation. Mots clés : langues autochtones, éducation au Nunavut, politiques linguistiques, analyse de discours, changement en l'éducation.

The protection and promotion of Inuit culture was identified as one of the most important goals for the creation of Nunavut, and language is one of the most important elements of Inuit culture. In 2008, Nunavut adopted a groundbreaking language legislative package to protect the Inuit language in the most significant way. In order to respond to the pressures confronting the Inuit language, and to ensure that its quality and prevalence are protected and promoted, the Government of Nunavut presented in 2012 Uqausivut, a comprehensive plan to coordinate a number of government language programs and services. This article provides an overview of Nunavut's new language policy framework, and how the territorial government intends to take positive action to protect, revitalize and promote the Inuit Language across the Territory. La protection et la promotion de la culture inuite ont été identifiées comme parmi les plus importants objectifs pour la création du Nunavu

This paper provides a framework for understanding the social complexity of the linkages between language, identity, and territoriality (or attachments to place). Drawing on qualitative research among Inuit in the Canadian Arctic and in Ottawa, it discusses Inuit identities in relation to the role played by local, regional, national, and global processes in constructing Inuitness and the transformation of Indigenous identities nationally and globally. The paper argues that although Inuktitut is being supported by institutional and political structures in Nunavik and Nunavut, English and French have become increasingly important in daily Northern life. At the same time, Inuit migration to Southern cities has offered new challenges and established new priorities in the fostering of the plurilingualism necessary for urban Inuit life.

Inuit principals and the changing context of bilingual education in Nunavut Although positive policies and laws promote the Inuit language and Inuit qaujimajatuqangit (IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transformation under the leadership of an Inuk principal and Inuk co-principal in two Nunavut high schools. These oral accounts show that having an Inuit principal enhanced students' opportunities to learn and practise the Inuit language and IQ through enhanced, localized programming and increased exposure to Inuit ways of speaking and being. Parents were mobilized and equipped to support and advocate for their children, including joining local District Education Authorities, when they were able to communicate easily and effectively with the principal, and saw their knowledge, culture, and language valued and practised in the school system. We argue that the strong, community-anchored leadership modelled in these two schools transformed the context for effective intercultural, bilingual education. Results point to the importance of leadership by school principals in actualizing the goals set out in Nunavut's Education Act (2008), governmental mandates, and language laws. ; The project was funded by ArcticNet, and conducted in partnership with the Nunavut Department of Education and the Coalition of Nunavut District Education Authorities (CNDE). ; https://www.erudit.org/fr/revues/etudinuit/2016-v40-n1-etudinuit03089/1040151ar/

Translation of the title: The most important parts of Jesus Christ's doctrines. ; Translation of imprint: Printed at Loebau [German Democratic Republic] : E. Bastanier & Dunsky. ; For the use of the Moravian missions. ; Electronic reproduction. ; Mode of access: Internet. ; 44

Aboriginal peoples in Quebec are fighting for the survival of their language and culture. An essential component of Aboriginal decolonization and empowerment is the protection and enhancement of the Aboriginal heritage language. In this article, we review twenty years of research in Arctic Quebec (Nunavik) involving Inuit students educated in Inuktitut as well as in French and English. Our research reveals that children not only learn better in their own heritage language as opposed to one of the societally dominant languages, but also develop a more positive view of themselves, and a healthier view of Inuit as a group. Bilingual Education is shown to be of crucial importance for the vitality of Inuit language and culture.

In the Eastern Arctic the Inuktitut language is as strong as it has ever been in terms of public recognition. But there are some reasons for concern: code-switching, subtractive bilingualism, etc. This article addresses this apparent contradiction by explaining the current language situation as a linguistic conflict. The social history of the Arctic has induced a basic inequality between English, the dominant speech form, and Inuktitut. This situation, called diglossia, entails a gradual loss of the native language among the younger generations. The study of a sample of Inuit students shows that Inuktitut is still the preferred language for addressing one's parents, but it is much less so, especially in the Baffin region, with siblings and friends. It is argued that only a change in the social and political conditions of the Inuit could reverse this trend.Key words: Inuktitut, language (Inuit), bilingualism, diglossia, Eastern Arctic ; Mots clés: inuktitut, langue (inuit), bilinguisme, diglossie, Arctique de l'est

The Nunavut Act and Nunavut Land Claims Agreement were negotiated in response to a plethora of needs and desires, as expressed by the Government of Canada, the Government of the Northwest Territories and the Nunavut Tungavik Inc., an organization representing the Inuit living in the Nunavut region. An analysis of the articles in these two documents illuminates both what these needs and desires were at the time of negotiation and what the three parties deemed to be mutually appropriate and acceptable legislation in response to these needs. One relatively minor index of such concerns is the provisions for the use of the Inuit language, Inuktitut. In this paper, we examine the clauses in the Nunavut Act and the Nunavut Land Claims Agreement that deal specifically with language use in varying contexts. This systematic analysis of the language provisions reveals that although language is a minor element, it is nonetheless treated explicitly and compellingly in the two founding documents of the Nunavut Territory. The analysis further demonstrates that the application of the provisions is unambiguous and, if done conscientiously, will lead to certain intended, as well as other, perhaps unintended, results.

North America has been shaped by many people, most importantly the Native Americans who were the first humans to call the continent home. Over thousands of years, numerous groups of Native Americans have settled throughout North America. Today, one of the most well-known and recognizable tribes is the Inuit. They have called the northern recesses of Canada home for many hundreds of years. Their culture, communities, and language have been well preserved and continue to fascinate people around the world. Despite their continued presence, they have endured difficulties and hardships. This is the story of the Inuit, how they became a nation, their influence on the world, and how they have evolved into the Inuit communities today

The Inuit land is often known through Western phrasings such as the "Arctic" or the "Great North." In this article, based on an extensive review of literature, I focus on the name the Inuit give to their own land, which is one of the only words common to all Inuit dialects: nuna. Studying the word's meaning casts light on a peculiar indigenous territoriality, and on the centrality of environment in Inuit ways of life and holism thinking. The Inuit conceptualize their inhabiting of the circumpolar region in a way radically opposed to Western narratives of wilderness or wasteland. In the late twentieth century, nuna was turned into a key component of identity politics. Inuit peoples linguistically reappropriated their lands, in parallel with formal land claims and the recognition of Inuit self-governed territories. Nuna is at the core of these processes, as the concept justifies the claims for recognition of vernacular toponyms, and the vocable itself was included in the names of Inuit regions. Nuna as an indigenous political banner helps understanding the imagination of Inuit political communities, emerging from a dialectical co-construction of identities and territories mediated through the linguistics of place.

"By examining the published works of Boas on the Inuit and the Arctic from 1883 to 1894, Ludger Müller-Wille has restored a profoundly important chapter of Boas' life and allows Boas to speak again through his German-language publications." Rosemary Lévy Zumwalt, coauthor, Franz Boas and W. E. B. Du Bois at Atlanta University, 1906, and Ritual Medical Lore of Sephardic Women.