Abstracts
Abstract
Learning to read and write is crucial for children’s success in school and in life, yet many Indigenous children encounter risk factors linked to lower school achievement. This study explored Indigenous perspectives on early language and literacy through surveys and interviews with 22 participants using Indigenous methodologies. These perspectives were compared with mainstream views to highlight cultural mismatches that lead to misinterpretations of Indigenous children’s abilities. Findings emphasize the need for culturally sensitive pedagogical practices, development of self and cultural identity, the preservation of cultural traditions, and the acknowledgment of intergenerational trauma in supporting early language and literacy.
Keywords:
- Indigenous Perspectives,
- Early Literacy,
- Home Literacy Environments,
- Culturally Responsive Pedagogies and Assessment,
- Indigenous Ways of Knowing
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Appendices
Biographical notes
Lois Maplethorpe has been an early years educator for over 20 years, specializing in early language and literacy learning. Lois is an instructor in the Early Learning program at Red Deer Polytechnic in Alberta where she strives to build cross-cultural understanding and engagement through allyship.
Eunice Eunhee Jang is a Professor at the Ontario Institute for Studies in Education, University of Toronto. Dr. Jang’s research focuses on supporting teachers and students through formative assessments. She is the author of "Focus on Assessment," which offers educators insights into assessing K-12 English language learners.