Learning (in) Indigenous languages: Common ground, diverse pathways

Denise Angelo, Samantha Disbray, Ruth Singer, Carmel O'Shannessy, Jane Simpson, Hilary Smith, Barbra Meek and Gillian Wigglesworth
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Denise Angelo: Australian National University
Jane Simpson: Australian National University
Barbra Meek: University of Michigan
Gillian Wigglesworth: University of Melbourne

No 278, OECD Education Working Papers from OECD Publishing

Abstract: Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students’ learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.

Date: 2022-09-14
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Persistent link: https://EconPapers.repec.org/RePEc:oec:eduaab:278-en

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