Shelley Tulloch
Biographic Data
| ID | 158223 |
|---|---|
| NAME | Shelley Tulloch |
| GIVEN NAMES | Shelley |
| FAMILY NAME | Tulloch |
| SIGNATURE | TULLOCH S |
| AFFILIATIONS | Saint Mary's University |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
The Role of Teacher Professional Learning in Indigenous Language Reclamation
Universities must support Indigenous language reclamation; this includes training Indigenous language teachers. Though specialized programs are offered across Canada, they have not provided Indigenous language teachers with the training or support they need to teach languages in ways that will create new speakers, expand language use, and combat the erasure and silencing of Indigenous languages. This article triangulates findings from an environm…
Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools
Indigenous second language programs in K-12 schools contribute to culturally nourishing education and to the revitalization of Indigenous languages. Assessing Indigenous second language learning presents particular opportunities and challenges based on the linguistic, historical, political, cultural, and social contexts in and for which the Indigenous language is being taught and learned. The self-governing Inuit region of Nunatsiavut is concerne…
(Re)Invigorating family and community leadership in Inuit bilingual education
This article contextualizes community discourse about promising practices in Inuit bilingual education within the findings of Canada’s Truth and Reconciliation Commission. Arviat, Nunavut (Canada), is recognized as a success story in English-Inuktitut bilingualism. It has also been a nexus of elder- and Inuit-driven curriculum reform for strong bilingual education. A community-based research team facilitated conversations with 17 elders, teachers…
Inuit principals and the changing context of bilingual education in Nunavut
Although positive policies and laws promote the Inuit language andInuit qaujimajatuqangit(IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transform…
Inuit perspectives on sustaining bilingualism in Nunavut
This article presents an Inuit perspective on how bilingualism and biliteracy may be achieved and sustained in Nunavut. The Nunavut Literacy Council interviewed "language role models" (i.e., Inuit who are admired for their skill in acquiring, using, and transmitting language) in order to gain their insights into language, literacy, and learning processes in their communities. Interviews show that the role models articulate language, subsistence, …
Preserving Dialects of an Endangered Language
Language planning research and practice have largely ignored, or considered problematic, the diversity within endangered languages. Such a stance, though, conflicts with speakers’ attitudes and desires, which often place high value on specific dialects. As grassroots, bottom-up approaches move to the forefront, so do concerns about the maintenance of distinct dialects of endangered languages. Dialect preservation has emerged (implicitly or explic…
Patrick, Donna, 2003 Language, Politics and Social Interaction in an Inuit Community, Berlin and New York, Mouton de Gruyter, Language, Power and Social Process, 8, 269 pages.
Patrick, Donna, 2003 Language, Politics and Social Interaction in an Inuit Community, Berlin and New York, Mouton de Gruyter, Language, Power and Social Process, 8, 269 pages.. Un article de la revue Études/Inuit/Studies (Préserver la langue et les savoirs) diffusée par la plateforme Érudit.
Preserving Dialects of an Endangered Language
Language planning research and practice have largely ignored, or considered problematic, the diversity within endangered languages. Such a stance, though, conflicts with speakers’ attitudes and desires, which often place high value on specific dialects. As grassroots, bottom-up approaches move to the forefront, so do concerns about the maintenance of distinct dialects of endangered languages. Dialect preservation has emerged (implicitly or explic…
Inuit principals and the changing context of bilingual education in Nunavut
Although positive policies and laws promote the Inuit language andInuit qaujimajatuqangit(IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transform…
Inuit perspectives on sustaining bilingualism in Nunavut
This article presents an Inuit perspective on how bilingualism and biliteracy may be achieved and sustained in Nunavut. The Nunavut Literacy Council interviewed "language role models" (i.e., Inuit who are admired for their skill in acquiring, using, and transmitting language) in order to gain their insights into language, literacy, and learning processes in their communities. Interviews show that the role models articulate language, subsistence, …
Patrick, Donna, 2003 Language, Politics and Social Interaction in an Inuit Community, Berlin and New York, Mouton de Gruyter, Language, Power and Social Process, 8, 269 pages.
Patrick, Donna, 2003 Language, Politics and Social Interaction in an Inuit Community, Berlin and New York, Mouton de Gruyter, Language, Power and Social Process, 8, 269 pages.. Un article de la revue Études/Inuit/Studies (Préserver la langue et les savoirs) diffusée par la plateforme Érudit.
Preserving Dialects of an Endangered Language
Language planning research and practice have largely ignored, or considered problematic, the diversity within endangered languages. Such a stance, though, conflicts with speakers’ attitudes and desires, which often place high value on specific dialects. As grassroots, bottom-up approaches move to the forefront, so do concerns about the maintenance of distinct dialects of endangered languages. Dialect preservation has emerged (implicitly or explic…
Inuit perspectives on sustaining bilingualism in Nunavut
This article presents an Inuit perspective on how bilingualism and biliteracy may be achieved and sustained in Nunavut. The Nunavut Literacy Council interviewed "language role models" (i.e., Inuit who are admired for their skill in acquiring, using, and transmitting language) in order to gain their insights into language, literacy, and learning processes in their communities. Interviews show that the role models articulate language, subsistence, …
(Re)Invigorating family and community leadership in Inuit bilingual education
This article contextualizes community discourse about promising practices in Inuit bilingual education within the findings of Canada’s Truth and Reconciliation Commission. Arviat, Nunavut (Canada), is recognized as a success story in English-Inuktitut bilingualism. It has also been a nexus of elder- and Inuit-driven curriculum reform for strong bilingual education. A community-based research team facilitated conversations with 17 elders, teachers…
Inuit principals and the changing context of bilingual education in Nunavut
Although positive policies and laws promote the Inuit language andInuit qaujimajatuqangit(IQ) in all sectors of Nunavut society, including at all levels of Inuit schooling, many Nunavut schools are still struggling to overturn colonizing practices and mindsets that have hindered effective education of Inuit youth. In this article, we document perceptions of students, teachers, principals, parents, and community members related to school transform…
Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools
Indigenous second language programs in K-12 schools contribute to culturally nourishing education and to the revitalization of Indigenous languages. Assessing Indigenous second language learning presents particular opportunities and challenges based on the linguistic, historical, political, cultural, and social contexts in and for which the Indigenous language is being taught and learned. The self-governing Inuit region of Nunatsiavut is concerne…
The Role of Teacher Professional Learning in Indigenous Language Reclamation
Universities must support Indigenous language reclamation; this includes training Indigenous language teachers. Though specialized programs are offered across Canada, they have not provided Indigenous language teachers with the training or support they need to teach languages in ways that will create new speakers, expand language use, and combat the erasure and silencing of Indigenous languages. This article triangulates findings from an environm…
Multilingual Education and Policy (7 works) · Sociology (7 works) · Pedagogy (5 works) · Geography (4 works) · Political science (4 works) · Psychology (4 works) · Indigenous (3 works) · Second Language Learning and Teaching (3 works) · Anthropology (2 works) · Archaeology (2 works)