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Spoken English Language of Native Children – A Canadian Perspective

Published online by Cambridge University Press:  22 July 2015

Peter D. Moss
Peter D. Moss*
Affiliation:
University of Adelaide
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Extract

Reading S.6. Harris’s timely article summarizing recent work in bilingual education (1) prompted me to write for readers of The Aboriginal Child at School, this brief report of part of a project I carried out in Canada in 1972/73. In particular, Harris’s reference to Susan Philips’s work (2) reminds us all of the complex and vexed matter of social contexts governing the use of language. It may be of interest to teachers of Aboriginal children to read examples of language interactions between white and native, and native and native people in several contexts, from another country which has similar ‘pluralistic’cultural problems – Canada.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 4 , Issue 2 , April 1976 , pp. 52 - 66
Copyright
Copyright © Cambridge University Press 1976

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References

1.Harris, S.G.: Beyond common sense in bilingual education, The Aboriginal Child at School, 3 (4), 1975, 3.CrossRefGoogle Scholar
2.op.cit., 13 and Philips, S.U.: Participant structures and communication competence, in Cazden, J. (Ed.) Functions of Language in the Classroom, Teachers College Press, New York, 1972.Google Scholar
3.A Pilot Study of the Spoken English of White and Native Students in School and Home, commissioned by the School Trustees’ Board, Saskatchewan, Canada, 1973Google Scholar
4.Harding, D.W.: Experience into Words, Chatto & Windus, 1963.Google Scholar
5.Britton, J.: Language and Learning, Pelican, 1970.Google Scholar
6.Mead, G.H.: Mind, Self and Society, University of Chicago, 1934.Google Scholar
7.Basso, K.H.: To give up on words, Southwestern Journal of Anthropology, Autumn, 1970.Google Scholar