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© The Author(s) 2020. Reuse is restricted to non-commercial use and no derivative use. This is the accepted manuscript version of the article. The final version is available from SAGE Publications at: https://journals.sagepub.com/doi/abs/10.1177/1177180120970938?journalCode=alna. i-kiyohkātoyāhk (we visit) is a phrase which describes our experience of trying to recreate an online version of our way of life, being together in the language. The following report is our view of the ways nēhiyawēwin/nīhithawīwin (Cree) language learning has adapted to the COVID-19 reality since March 2020. Our hope is that by sharing the experience most familiar to us, the one we are living as learners and speaker/teacher, that we offer a useful perspective and potential solutions or directions for others. Faculty yes

This article reviews A World of Indigenous Languages: Politics, Pedagogies and Prospects for Language Reclamation 9781788923057$ 36.95

This Perspectives article explores the changing sociolinguistic realities of Canadian postsecondary institutions focusing on tensions and contradictions around two prominent discourses: internationalization and indigenization of higher education. In doing so, we focus on a common challenge: English dominance in Canadian universities. This linguistic hegemony persists in a time of Truth and Reconciliation and indigenization of education as well as within the intensified discourse of internationalization in the new global political economy. As professors of language education in two prairie province universities, we draw on examples from our own contexts and consider the potential mismatches between positive discourses about multilingualism and practices and structural realities that do not support on-the-ground multilingualism. We situate our discussion within a larger social, political economic context of contemporary colonialism and capitalism. Our goal is to introduce a critique of the ongoing role Canadian universities play in producing settler colonialism and English monolingualism as well as to provide suggestions to engage more meaningfully with multilingualism in today’s higher education across Canada. Cet article de Perspectives explore l’évolution des réalités sociolinguistiques des établissements postsecondaires canadiens en mettant l’accent sur les tensions et les contradictions qui entourent deux discours très répandus : l’internationalisation et l’autochtonisation de l’enseignement supérieur. Dans ce cadre, nous nous concentrons sur un défi commun : la dominance de la langue anglaise dans les universités canadiennes. Cette hégémonie linguistique persiste à une époque caractérisée par des notions de Vérité et Réconciliation et d’autochtonisation de l’éducation, et elle s’inscrit également dans un discours intensifié d’internationalisation au sein de la nouvelle économie politique mondiale. Professeures de langues dans deux universités différentes des Prairies canadiennes, nous nous appuyons sur des exemples tirés de nos propres contextes et nous penchons sur les possibilités d’inadéquation entre des discours positifs sur le multilinguisme et des pratiques et des réalités structurelles qui ne soutiennent pas le multiculturalisme sur le terrain. Nous inscrivons notre discussion dans le contexte plus large du colonialisme et du capitalisme contemporains. Notre objectif est d’entamer une critique du rôle que les universités canadiennes continuent de jouer dans la production d’un colonialisme de peuplement et d’un monolinguisme anglophone, et également de fournir des suggestions en faveur d’un engagement plus significatif envers le multiculturalisme dans l’enseignement supérieur actuel à travers le Canada.

This chapter examines the construction of English monolingualism as a historical and ongoing normative educational practice in Canada. Canada presents an interesting case because, at first glance, it might appear not to fit the English monolingual mould. Since 1969, Canada has been an officially bilingual country (English and French) with notable levels of multilingualism, in urban centres. Yet, currently, 56% of Canadians are English monolinguals (Statistics Canada, Linguistic diversity and multilingualism in Canadian homes. Retrieved on April 20, 2019 from https://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016010/98-200-x2016010-eng.cfm, 2017). This chapter begins by examining the construction of English monolingualism as a historical normative educational practice in Canada with a particular focus on the policies and history of Saskatchewan, one province with particularly high levels of English monolingualism. Understanding the considerable state efforts towards producing Canada as a monolingual English country is useful for understanding the present-day monolingual mindsets of many Anglophone Canadians. Next, we explore how present-day Canadian official bilingualism policy is framed within ideologies of bilingualism as two parallel monolingualisms (Heller, M. ed. Bilingualism: A social approach. Palgrave Macmillan, London, 2007); (Heller, M. & McElhinny, B., Language, capitalism, colonialism: Toward a critical history. University of Toronto Press, Toronto, 2017); (Irvine, J. T., & Gal, S., Regimes of Language: Ideologies, Polities, and Identities. School of American Research Press, Santa Fe, 2000). Finally, drawing from contemporary examples in higher education policy and practices in Saskatchewan, we discuss examples of equitable educational initiatives to better support plurilingual competence of all language learners through educational policy, curriculum, and practices.

This chapter considers the potential of the linguistic landscape to address the challenge of developing critical multilingual awareness in a predominantly English monolingual and white settler student body in a Canadian teacher education program. The chapter begins with a historical overview of colonial efforts to suppress multilingualism in the province through education, provides a review of relevant literature, and describes a teacher education linguistic landscape activity in relation to this literature. From there, the chapter provides details and findings from a small study of pre-service teachers. The chapter includes examples of student photo analysis as well as a discussion of the usefulness of “noticing” the textual practices of public spaces in helping student teachers to build their awareness of colonial histories and imperialistic oppression. In this way, the chapter addresses the question of how the linguistic landscape can become a productive site for project-based learning in language teacher education.

This is an Accepted Manuscript of an article published by Taylor & Francis in the Journal of Language, Identity & Education on October 19, 2016, available at: https://www.tandfonline.com/doi/full/10.1080/15348458.2016.1233066 . This paper presents a qualitative study of five monolingual teachers’ understandings of the linguistic repertoires of their multilingual students. These teachers deliver the Saskatchewan provincial curricula in English to Hutterite colony students who are users of three languages: (a) spoken Hutterisch as a home and community language; (b) written High German as a language for religious worship and (c) spoken and written English for school and for communication outside the colony. Findings from this study demonstrate that the teachers report having had limited or inaccurate understandings of their students' linguistic repertoires prior to beginning their teaching positions. Secondly, the teacher participants’ awareness of the students’ language resources was, and is, an ongoing process. Finally, the willingness and ability to cultivate hybrid language use of Hutterisch and English varies from teacher to teacher. The paper concludes with discussion of considerations for teacher education and in-service teachers working in Hutterite communities. Faculty yes

The Truth and Reconciliation Commission of Canada (TRC) began in June, 2008 as a response to the Indian Residential School legacy. The commission concluded with a 2015 report which includes 94 calls to action. Some of these calls pertain to higher education including the following example “We call upon post-secondary institutions to create university and college degree and diploma programs in Aboriginal languages” [TRC, 2015. Truth and reconciliation commission of Canada: Calls to action (p. 2). Retrieved October 15, 2015, from http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf]. These calls to action exist within a broader global context of Indigenous language revitalization policy. What these policies have in common is the declaration of the value of Indigenous languages as well as recommendations for Indigenous language revitalization. This paper responds to these policies through an examination of Indigenous language planning in higher education. We situa...

Chapter 2, by Andrea Sterzuk and Simone Hengen, considers the potential for disrupting settler dispositions through English language teaching by drawing on (1) a study of English as a second language students at a Canadian university and (2) pedagogical activities designed to introduce alternative discourses around Indigenous peoples. In one activity, students’ summarized biographies of Indigenous leaders precipitated critical questions about Canada’s history, which were answered by a cultural expert. Through inquiry-based activities like this, participants learn about their appointed place in Canada’s racial hierarchy by learning about the place of Indigenous others. They negotiate the settler disposition as they construct Canadian identities. These local pedagogical examples illustrate language teachers’ responsibility to give students tools to critically examine societal inequity globally and to participate in the reconciliation between Indigenous and settler peoples.

This is the author's accepted manuscript. Copyright 2017, John Benjamins Publishing Company, Contact the publisher for permission to re-use or reprint the material in any form. In the field of second language education, researchers increasingly call for crosslinguistic pedagogical practices meant to encourage bilingual learners to draw on all of their linguistic resources regardless of the focus of instruction or the status of the target language. These recommendations include a relaxation of the strict language separation common in many bilingual education programs. Specifically, some Canadian French immersion researchers suggest that it may be beneficial to allow immersion students to use English for peer interaction during instructional time allotted to French. In this position paper, we argue that researchers should proceed with caution in calling for increased majority language use in the minority language classroom. We use Canadian French immersion as a case in point to contend that until empirical evidence supports increased use of English in immersion, crosslinguistic approaches that maintain a separate space for the majority language may represent ideal pedagogical practices in these contexts. Faculty yes

Editorial for this special issue for Faculty of Education, University of Regina graduate students on the theme of power and identity.

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Multilingual and Multicultural Development on March 14, 2014, available at: https://www.tandfonline.com/doi/abs/10.1080/01434632.2014.892501. As the result of global changes, government policy, and university initiatives, institutions of higher education in Canada have become increasingly linguistically and racially diverse. Traditionally—through policy, curriculum, instruction, and assessment—Canadian universities have promoted a subjective, monolithic, and racialized ‘Standard’ English. Efforts to limit linguistic heterogeneity in higher education, however, are increasingly at odds with the global flows and hyperdiversity of the world in which we live. Internationalization of Canadian campuses has implications for university policies and practices around English language variation. Drawing on a review of relevant literature, policy document analysis and semi-structured interviews with academic staff and international students, this paper explores the relationship between settler colonialism, race, and English language variation at a Canadian university. Faculty yes