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dc.contributor.advisorBattiste, Marieen_US
dc.contributor.advisorWard, Angelaen_US
dc.creatorMacKay, Gail Annen_US
dc.date.accessioned2008-03-12T09:24:13Zen_US
dc.date.accessioned2013-01-04T04:26:32Z
dc.date.available2009-07-18T08:00:00Zen_US
dc.date.available2013-01-04T04:26:32Z
dc.date.created2001en_US
dc.date.issued2001en_US
dc.date.submitted2001en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-03122008-092413en_US
dc.description.abstractThis thesis contributes to the literature on language revitalization, a hopeful branch of research that counters the foreboding conclusions of language shift studies. It is based on data collected in May, 1998, at Cumberland House, an Aboriginal community in northeastern Saskatchewan. Fifty-five community members participated in six focus groups organized by the following criteria: administrators, school board trustees, elders, parents, students and teachers. These research participants expressed their vision, expectations, and needs related to an Aboriginal Language Immersion Pilot Program proposed by the Northern Lights School Division. Community members envisioned an education that contributes to their children's Cree and Anglo-Canadian bicultural competence. They expected the Cree immersion program in the provincial school would develop their children's Cree and English bilingual fluency. They needed training, administrative support, materials and ongoing communication between school and community. Factors that instill a sense of optimism about this language revitalization effort, include the role and status of the school, and the strong bonds of kinship and friendship in this community context. The process and content of the research project records the development and product of a research relationship between Aboriginal people. It attests to the value of community involvement in language planning and illustrates the beneficial attributes of community-based participatory action research. Overall, the thesis informs the topic of decolonization at the personal, community, and institutional level.en_US
dc.language.isoen_USen_US
dc.subjectdecolonizationen_US
dc.subjectcolonizationen_US
dc.subjectcognitive and cultural competenceen_US
dc.subjectAboriginal language immersion programen_US
dc.subjectlanguage revitalizationen_US
dc.titleCommunity perceptions of a Cree immersion program at Cumberland Houseen_US
thesis.degree.departmentEducational Foundationsen_US
thesis.degree.disciplineEducational Foundationsen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelMastersen_US
thesis.degree.nameMaster of Education (M.Ed.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberSt. Denis, Vernaen_US
dc.contributor.committeeMemberKing, Cecilen_US


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