Aboriginal Worldviews and Perspectives in the Classroom

Language and Culture
Implications for Educational Practice
‣ ¾ Expect use of the language to be part of any educational experiences with an Aboriginal
aspect that involves outdoor trips or field studies in the local Aboriginal community.
‣ ¾ Demonstrate respectful support for efforts within the local Aboriginal community to
revitalize language and culture by
‣ ¾ incorporating into your practice simple words and phrases for greetings, interactions,
place references, etc.
‣ ¾ visibly acknowledging the local First Nation’s culture through the use of images, artifacts
such as a talking stick, or circle sharing sessions
‣ ¾ Be alert and sympathetic to ways the school can be involved in language instruction
programs (i.e., for the local Aboriginal language).
‣ ¾ Base your actions and expectations on recognition of where the local community sits with respect
to the current state of their language and culture revitalization/preservation efforts. Look to the
school’s Aboriginal support worker(s) and/or trusted local contacts for guidance on this.
‣ ¾ Embrace the need for inclusion of esteemed Aboriginal language speakers as essential and
respected participants in language teaching and learning.
Language has to do with land and
connection to the land. Without
knowledge of the language you don’t
have as strong a connection to the land.
participant, Tsaxis
We would like to see the language programs
become and remain an integral part of the
school curriculum and be recognized as
equivalent to all other subjects.
participant, Burnaby
Aboriginal worldviews are embedded in
Indigenous languages. Have Indigenous
language at all levels …open to all learners.
participant, Tsaxis
Language is who we are. Language is
important in ceremony, songs. There should
be more resources for language instruction.
participant, Tsaxis
Language instruction should be infused (i.e., made a part of learning in other subject areas,
which may involve co-teaching). Language preservation programs like those in New Zealand
and Hawaii started at the ground and worked up. Spend funding to ensure Elders are present
four hours a day. They are a resource of knowledge. This needs to be seen as an investment,
not a token piece! The goal should be not only language preservation but language growth!
participant, Tsaxis
34 Aboriginal Worldviews and Perspectives in the Classroom: Moving Forward