Language nests on the move:  The case of V

Brown, Kara D.; Faster, Mariko

doi:10.32865/fire201953145

Cited by 4 publications

(1 citation statement)

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“…Researchers working in and with language nests have made many resources available to support language nest development in BC and Canada, including Dr. Kathryn Michel's doctoral research on the development of Chief Atahm School (Michel, 2012), as well as research on Tahltan language nests (Edōsi, 2012;Edōsi & Bourquin, 2016;Edōsi et al, 2018;Morris, 2017Morris, , 2018, Secwépemc language resource development in Little Fawn Nursery (Arnouse, 2007), case studies on SENĆOŦEN and Mohawk nests (Okura, 2017), and, more recently, research on language acquisition in Haida language nests (K'uyáang Young, 2019). On a global scale, research is now available on language nests in Estonia (Brown & Faster, 2019) and Finland (Okura, 2017;Olthuis et al, 2013).…”

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confidence: 99%

Moving Towards a Language Nest: Stories and Insights from nḱmaplqs

Chambers

Saddleman²

2020

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A language nest is an early language learning program for young children from infancy to five years of age. Language nests have the potential to reconnect young Indigenous children to their languages and cultures within the heart of their communities. The first author, a settler scholar and mother and grandmother of language nest children, shares some insights and experiences from her doctoral research with community members who have been involved in developing a language nest in nḱmaplqs, the Head of the Lake Okanagan Indian Band community in Vernon, British Columbia.The second author, an Okanagan Indian Band community member and Language and Culture Lead for her community, describes the language nest in the present day. We offer these stories and words of language nest development to encourage other Indigenous communities who are engaged in their own journeys of reclamation. 1 2

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Moving Towards a Language Nest: Stories and Insights from nḱmaplqs

Chambers

Saddleman²

2020

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Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia

Tualaulelei

Taylor-Leech

2020

Diaspora, Indigenous, and Minority Education

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Building positive identities in a culturally safe space: An ethnographic case study from Queensland, Australia The early years before compulsory schooling are crucial for children's identities including their cultural identities. This article reports on a community-collaborative educational program which aimed to promote children's positive Samoan identities in a culturally safe environment. Data were collected through ethnographic methods including talanoa (Pacificstyle conversations), interviews and participant observations, along with audio, photo and video recordings. Analysis revealed developments in the children's cultural identities over the seven-month study, as well as challenges in creating a culturally safe space within an established Englishdominant early childhood center. Key findings connected children's cultural identity development to spaces that nurture children's cultural confidence, promote values compatible with family cultures, provide a culturally safe physical environment and encourage positive relationships. The discussion highlights the complexities of establishing culturally safe spaces in contemporary pluralist societies and we argue for an expansion of the permissive spaces that constrain such endeavours.

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