Becoming aware as a parent, schoolteacher and community member
Title:
Becoming aware as a parent, schoolteacher and community member
JLCTITLE245:
by Anna Angaiak-Bond.
Personal Author:
Publication Information:
2010.
Physical Description:
viii, 67 leaves : illustrations, map ; 28 cm
General Note:
"May 2010."
Dissertaton Note:
M.A. University of Alaska Fairbanks 2010
Abstract:
"The researcher uses autoethnography to understand whether a parent can act to maintain and reinvigorate Yup'ik at home after the child has already become English dominant. The research takes place in the village of Tununak, where the mother/researcher, a fluent Yup'ik speaker, lives with her son. The Tununak school has a Yup'ik First Language Program (YFL). Under this program, the first three years of school are taught in Yup'ik, their children's first language. The fourth year is a transition period in which English is introduced. After exiting the YFL program, English becomes the primary language of instruction. Eventually, the majority of the students become English dominant. The research provided insights into one parent's attempts to strengthen the usage of Yup'ik at home. Data analysis focused on identifying factors that facilitated and/or hindered the process of speaking Yup'ik dominantly at home"--Leaves iii-iv.
Bibliography Note:
Includes bibliographical references (leaves 64-67).
Additional Physical Form Available:
Online version available via The University of Alaska Fairbanks https://scholarworks.alaska.edu/handle/11122/8553
Contents:
1. Introduction -- Becoming aware: it begins -- Organization of the thesis -- 2. Methodology -- Research -- Action research -- Autoethnography -- Procedures -- Participants -- Setting -- Annalytical frameworks -- 3. My story -- Theme one: the role of the L1 culture -- Theme two: encouragement to speak the L1 -- Theme three: consequences of L1 loss and maintenance -- Theme four: optimism about about L1 literacy -- Theme five: importance of L1 literacy -- Theme six: L1 community -- 4. Critical incidents -- Why doesn't he speak Yup'ik well? -- Language can be emotional: shame -- He spoke to his grandmother/elders but not me -- He's becoming aware, too -- 5. Conclusions -- Seven myths -- Advice for mothers -- My action plan -- References.