PME 811 (Post 1): Indigenous Language and Culture Retention within the Classroom. Why is it Importan

According to the Indigenous and Northern Affairs Canada online Let's Talk On-ReserveEducation survey, “participants emphasized that teachers should be well-qualified and trained not only to teach basic subjects like reading, writing, and math, but also more diverse courses like fine arts, home economics, physical education, and First Nation languages.

Respondents wanted teachers to be trained in cultural sensitivity and have an understanding of First Nation backgrounds” (Government of Canada; Indigenous and Northern Affairs Canada, 2017). In addition, the respondents to the survey rated First Nation language and culture education in schools and learning from First Nation teachers at the highest-rating (over 90%) to what could contribute to effective student success (Government of Canada; Indigenous and Northern AffairsCanada, 2017). I believe that language and culture go hand-in-hand, and must be implemented in order to reclaim and preserve the various Indigenous cultures and languages within Canada.

In fact, implementing Indigenous language and culture would provide a strong foundation for non-Indigenous teachers to empower their students to fully contribute to their own language retention. The non-Indigenous educators would have an opportunity to be role models for the students whom they will interact with on a daily basis and can show the importance of cultural and language revitalization.

Sources:

Government of Canada. Employment and Social Development Canada. [2017]. Aboriginal

Skills and Employment Training Strategy terms and conditions for contributions. Online: https://www.canada.ca/en/employment-social-development/services/indigenous/asets-terms-

conditions.html

Government of Canada; Indigenous and Northern Affairs Canada. (2017, December 18). Let's

talk on-reserve education: Survey report. Online: https://www.aadnc-aandc.gc.ca/eng/

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