Lindsay Morcom
Dados Biográficos
| ID | 4218269 |
|---|---|
| NOME | Lindsay Morcom |
| PRENOMES | Lindsay |
| SOBRENOME | Morcom |
| ASSINATURA | MORCOM L |
| AFILIAÇÕES | Queen's University |
| ORCID | 0000-0002-5722-7383 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 5 |
| TOTAL DE CITAÇÕES | 7 |
| TOTAL COMO AUTOR | 5 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
Stitching Together My Anishinaabe Research Paradigm
This article reviews an Anishinaabe research paradigm that structures a storytelling project with Algonquin Anishinaabekwewag and gender-diverse people from the Mattawa and North Bay area in Ontario, Canada. This Anishinaabe research paradigm contains an ontology, epistemology, methodology, and axiology that are informed by Anishinaabe worldviews and values, participants' stories, as well as the knowledges and experiences the first author brings …
“Wiinge chi-baapinizi geniin ode
In Canada, the majority of Indigenous people live off-reserve in urban centres. Living offreserve is a risk factor for language loss, as indicated by the fact that 44.9 percent of First Nations people on-reserve are able to conduct a conversation in an Aboriginal language, compared to only 13.4 percent of First Nations people off-reserve (Statistics Canada, 2019). For this reason, urban language revitalization is vital, yet it remains understudie…
Is early immersion effective for Aboriginal language acquisition? A case study from an Anishinaabemowin kindergarten
Indigenous people in North America and around the world are in dire circumstances with respect to language maintenance and cultural continuation. However, Indigenous communities are also taking back increasing control of the education of their children. In so doing, they are frequently exploring culture-based education and language immersion models as a means of perpetuating language by passing it on to the youngest generation. This is the goal o…
Learning Through Language
Lindsay A. Morcom, Stephanie Roy, Learning Through Language: Academic Success in an Indigenous Language Immersion Kindergarten, Journal of American Indian Education, Vol. 56, No. 2 (Summer 2017), pp. 57-80
Self-esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners
In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one's heritage, family, community, and …
Self-esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners
In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one's heritage, family, community, and …
Stitching Together My Anishinaabe Research Paradigm
This article reviews an Anishinaabe research paradigm that structures a storytelling project with Algonquin Anishinaabekwewag and gender-diverse people from the Mattawa and North Bay area in Ontario, Canada. This Anishinaabe research paradigm contains an ontology, epistemology, methodology, and axiology that are informed by Anishinaabe worldviews and values, participants' stories, as well as the knowledges and experiences the first author brings …
Learning Through Language
Lindsay A. Morcom, Stephanie Roy, Learning Through Language: Academic Success in an Indigenous Language Immersion Kindergarten, Journal of American Indian Education, Vol. 56, No. 2 (Summer 2017), pp. 57-80
Self-esteem and Cultural Identity in Aboriginal Language Immersion Kindergarteners
In gauging the success of Aboriginal language immersion education, the focus is often placed on measuring language acquisition and academic achievement. Although useful, these metrics only tell part of the story; to achieve real school success, it is also vital to develop high personal self-esteem that results in a positive concept of oneself as a learner, and high collective self-esteem, or attitude toward one's heritage, family, community, and …
Is early immersion effective for Aboriginal language acquisition? A case study from an Anishinaabemowin kindergarten
Indigenous people in North America and around the world are in dire circumstances with respect to language maintenance and cultural continuation. However, Indigenous communities are also taking back increasing control of the education of their children. In so doing, they are frequently exploring culture-based education and language immersion models as a means of perpetuating language by passing it on to the youngest generation. This is the goal o…
“Wiinge chi-baapinizi geniin ode
In Canada, the majority of Indigenous people live off-reserve in urban centres. Living offreserve is a risk factor for language loss, as indicated by the fact that 44.9 percent of First Nations people on-reserve are able to conduct a conversation in an Aboriginal language, compared to only 13.4 percent of First Nations people off-reserve (Statistics Canada, 2019). For this reason, urban language revitalization is vital, yet it remains understudie…
Stitching Together My Anishinaabe Research Paradigm
This article reviews an Anishinaabe research paradigm that structures a storytelling project with Algonquin Anishinaabekwewag and gender-diverse people from the Mattawa and North Bay area in Ontario, Canada. This Anishinaabe research paradigm contains an ontology, epistemology, methodology, and axiology that are informed by Anishinaabe worldviews and values, participants' stories, as well as the knowledges and experiences the first author brings …
Multilingual Education and Policy (4 obras) · Psychology (4 obras) · Linguistics (3 obras) · Second Language Learning and Teaching (3 obras) · Sociology (3 obras) · Ecology (2 obras) · EFL/ESL Teaching and Learning (2 obras) · Indigenous (2 obras) · Mathematics (2 obras) · Mathematics education (2 obras)