Participation and learning styles of the Haida: A study of a Haida language class [electronic resource]
說明
275 p
附註
Source: Dissertation Abstracts International, Volume: 62-09, Section: A, page: 3032
Chairs: Paul V. Kroskrity; Marianne Celce-Murcia
Thesis (Ph.D.)--University of California, Los Angeles, 2001
Native American students have been popular research subjects for the last several decades. In particular, their classroom learning and participation styles have received great attention. Philips' (1972a; 1972b; 1983) notion of cultural differences affecting learning and participation has spawned much research based on the same premise. What has been lacking from the research is some indication of how those differences affect second language learning. In particular, the lack of research is greatest when the second language is the ancestral language of the tribe
This dissertation addresses Native American students' learning and participation styles with regard to second language acquisition in such a context: The Haidas of British Columbia learning their ancestral language in an elementary school classroom. I briefly consider the transition from informal learning to formal education and the problems encountered in that abrupt change. Within this Haida classroom context, I examine Haida lessons through observations and analysis of classroom transcripts that reflect videotaped Haida lessons. My conclusions include recommendations for improved teaching methodology based on the implications of the research as well as other ways to foster greater participation so that the Haida students can become fully competent in utilizing Haida in the classroom and beyond
