Early heritage-language education and the abrupt shift to a dominant-language classroom (Record no. 1736)
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| 000 -LEADER | |
|---|---|
| fixed length control field | 02168nab a2200217 a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER | |
| control field | accs |
| 005 - DATE AND TIME OF LATEST TRANSACTION | |
| control field | 20161204130224.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
| fixed length control field | 081024s2003 000 0 eng d |
| 040 ## - CATALOGING SOURCE | |
| Original cataloging agency | BCACCS |
| 100 1# - MAIN ENTRY--PERSONAL NAME | |
| Personal name | Bougie, Évelyne |
| 9 (RLIN) | 3615 |
| 245 10 - TITLE STATEMENT | |
| Title | Early heritage-language education and the abrupt shift to a dominant-language classroom |
| Remainder of title | impact on the personal and collective esteem of Inuit children in Arctic Québec |
| Medium | [citation] : |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
| Date of publication, distribution, etc. | 2003 |
| 520 3# - SUMMARY, ETC. | |
| Summary, etc. | This research explored the impact of the abrupt shift from heritage-language to dominant-language education on Inuit children's personal and collective self-esteem. Specifically, the following question was addressed: will early heritage-language education serve as an inoculation against the potential negative impact of being submerged in a dominant second-language environment, or will it just delay the negative impact of this submersion? Results show that the shift from heritage-language to dominant second-language instruction in Grade 3 was associated with a significant decrease in personal self-esteem. As for collective self-esteem, results show no effects of the abrupt shift into a dominant-language classroom. However, a clear pro-White bias for all Inuit children at both the fall and the spring of Grade 3 emerged. The results suggest that a more gradual introduction to the dominant language may be needed in order to protect minority-language children's personal sense of self-worth. In addition, the data suggest that early heritage-language education did not prevent the development of negative collective self-views for Inuit children in the community and cannot fully protect children from the negative impact of late submersion in dominant second-language instruction. The implications for bilingual education programmes are discussed. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Education, Bilingual |
| Geographic subdivision | Nunavut |
| 9 (RLIN) | 3616 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Mental health and well-being |
| Source of heading or term | BCACCS |
| 9 (RLIN) | 216 |
| 650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM | |
| Topical term or geographic name as entry element | Inuit |
| 9 (RLIN) | 100 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Wright, Stephen C. |
| 9 (RLIN) | 3617 |
| 700 1# - ADDED ENTRY--PERSONAL NAME | |
| Personal name | Taylor, Donald M. |
| 9 (RLIN) | 2927 |
| 773 0# - HOST ITEM ENTRY | |
| Title | International Journal of Bilingual Education and Bilingualism |
| Related parts | Vol. 6, no. 5 (2003), pp. 349-373 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
| Source of classification or shelving scheme | |
| ARTICLE | Journal Article |
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