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This paper offers a general review of literature relating to the maintenance, development, and enhancement of Aboriginal languages in North America, particularly Canada. Drawing primarily on sociolinguistics, several concepts about language usage and change are outlined that are useful for the purposes of thinking about language maintenance. Next, the current status of Aboriginal languages in Canada is considered through census figures and other broad data, national surveys of factors that influence language change and maintenance, scales of language vitality, and comparisons with recent immigrant language groups in North America. Finally, sources are examined that outline strategies for Aboriginal language maintenance. These include sources covering language values and support for endangered languages, general guidance on language retention and renewal, general policies and program provisions in schools, descriptions of specific bilingual and native language programs, teachers and their training, research and evaluation, development of instructional materials, literacy in Aboriginal languages, orthography development, Aboriginal language development in family and community settings, and Aboriginal language maintenance in other countries. Contains 80 references. (SV)

This study explores: (1) on the theoretical level, the relationship of certain personality characteristics to second language learning among young children; and (2) on the practical level, if the bases parents use for deciding whether to enroll their child in a second language program are well-founded. In their kindergarten year, 63 French immersion pupils and 68 pupils in the English program with French as a second language were rated by their teachers on nine personality characteristics. These scores were correlated with the children's French language achievement scores in kindergarten, grade one and grade two. The results indicate that two personality characteristics dominated the significant correlations for the French immersion group. The English program data showed a similar pattern but with fewer significant correlations. A t-test indicated that the immersion children were rated significantly higher than the other group on three personality characteristics. Only one of these, however, correlated highly with French achievement and another appeared to have some negative effects. (Author)

The teaching of writing in the American Indian-English bilingual classroom is hampered in that most Amerindian languages have only recently been alphabetized. There are two problems: (1) What standard or orthography will be adopted? (2) What standards of style will be developed? Usually, there are several different writing systems for any one Amerindian language, and it will be up to the schools to develop standards of spelling and punctuation. The second problem is more closely related to the bilingual education issue. Given the lack of literature in Amerindian languages, a model for developing writing style in a native language is needed. In an ideal bilingual education system, the child learns all cognitive skills, including writing, in the native language while studying English as a second language. Eventually, the skills developed in the native language can be transferred to English. The positive reinforcement of the native language can also promote the child's self-image as a speaker of it. The lack of materials in American Indian languages makes this difficult, but it is felt that the children themselves will eventually determine, through their output, acceptable writing style in their native tongues. English writing style would then be taught separately. (PJM)

This study examined the psycholinguistic implications of using either of two different types of orthography--syllabic and roman--in Native language programs for Cree children with regard to readability, learnability, and the transfer of reading skills to and from reading in an official language (English or French). This study can also be applied to Ojibwa and Montagnais languages, which share structural features and orthographic problems with Cree. Elementary school children in Ontario of Cree background were studied both through limited research conducted on a psychological level and more broadly through reading instruction classes in bilingual education programs. While the orthographies of the official languages represent a more abstract level, both types of Cree orthographies tend to represent the phonemic level and generally operate similarly. Results show the following differences: (1) it may be easier for very young children to manipulate syllables rather than phonemes; (2) words written in syllabics may be shorter and less complex than those written in the roman script; (3) certain grapheme reversals may cause more problems for learners of syllabics than of the roman system; and (4) if students are going from one orthography to a different type (syllabics to official language and vice versa), they will have to learn new materials and concepts. However, if the transfer is made from a Native roman orthography to an official language or vice versa, the risk of confusion of the two systems is much greater. Implications for further research are discussed. (Author/MHP)

Intended to provide Native community members, teachers and administrators in Native schools, and teachers in training an overview of current research on language issues relating to Canadian Native education, the book presents general background information on Native peoples in Canada and the education systems that serve them. Existing and potential programs for English/French and Native language development in Native schooling are outlined in terms of language both as a medium and a subject of instruction. Effectiveness of these programs, along with the impact of social use of language on school programs and questions regarding the acquisition of reading skill among Native students, is also discussed. Suggestions and information to assist in community school language decisions, individual school program decisions, school system program design, and the planning of teacher training are also provided. (ERB)

The Northern Native Language Project was constituted in June 1979 to produce a report which would present information on the present situation regarding language education schools in the project area of Ontario (James Bay, Nakina, and Sioux Lookout) and to make recommendations concerning appropriate action for the future. The introduction of the report describes activities of the Project, provides a map of the project area, and outlines the project's implementation. Part I addresses general observations made from community visits, potential programs, basic strategies and questions regarding language for communities to consider. Part II looks at English medium courses and English as a Second Language (ESL) programs. General observations pertaining to Native language arts programs for English medium schools is presented in Part III. Part IV is concerned with using the Native language as a medium of teaching courses. Part V describes present qualifications of teaching personnel in northern schools and surveys what kind of training is available. Appendices containing ESL Programs and activity books, a summary of Northern Native Language survey, Native language instructor's pay grid, and programs for teachers of Native language enrichment and literacy conclude the document. (ERB)

This report outlines the basic characteristics of native languages in Ontario, the degree to which they are being maintained, and the aspirations of native people for their future development. The report covers only the Algonquian and Iroquoian families of languages spoken in Ontario for many generations and still spoken at present, including Cree, Ojibwe, Potawatomi, Delaware, Mohawk, Oneida, Seneca, Cayuga, Onondaga, and Tuscarora. The report outlines: (1) the characteristics of the languages; (2) demographic information concerning language affiliation, numbers of speakers, patterns and geography of language switching, and Metis and non-status Indian groups; (3) literacy statistics; (4) the administration of native affairs; (5) objectives for native languages, including organizations and projects concerning the preservation and maintenance of native languages; and (6) native language development activities in and through churches and religious groups, commerce, broadcasting, the newspapers, adult education, government interpretation and translation, cultural centers, research, community language use, the use of syllabic typewriters and the provision for native language telephone services. A bibliography is included, and Native Language Advisory Committee documents and submissions to the Ontario Royal Commission on the Northern Environment are appended. (MSE)

An exploratory study of appropriate models for an efficient and effective national research center on adult literacy in Canada used an informal survey of documents, a convenience sample of people who have some stake or experience in adult literacy and/or research administration, and information about some existing and proposed research institutions in Canada and the United States. The institutions were the Centre for the Study of Adult Literacy at Carleton University, Brock University, McLuhan Program in Culture and Technology, Literacy and Language Training Resource Centre, St. Francis Xavier University, Memorial University of Newfoundland, Institute for the Study of Adult Literacy and the Literacy Research Center at Penn State University, Center for Applied Linguistics, and the proposed U.S. National Center for Adult Literacy. The critical factors in a model are its definition of literacy, scope of work, stakeholders and their needs, researchers' specialties, who sets the research agenda, and what work other than research will be done. Possible models include centers within universities, governmental and nongovernmental organizations, and quasigovernmental bodies. Steps to creating an acceptable model are to conduct an inventory, needs assessment, and feasibility study. The study recommends 5-year funding of a provincial or federal nongovernmental organization with a director, board of trustees, and a permanent staff of two or three. An alternate recommendation is a combination center such as the Center for Applied Linguistics and a foundation. (CML)

Canada's Settlement Language Training Program (SLTP) began in 1986 to provide language training support for immigrants and refugees not bound for the labor force and likely to experience difficulties gaining access to language training through existing programs. Women in particular are targeted. The training is provided through community agencies. This paper reports on a 1987 study which looked at selected, representative projects to see if the projects met their own as well as SLTP objectives. The report contains the following: (1) background information on the SLTP and the work of the Teachers of English as a Second Language (TESL) with the program; (2) an outline of the main conceptual framework in which the SLTP has been considered in this report; (3) excerpts from the "Terms and Conditions," or general guidelines, set for the SLTP; (4) an explanation of terms and concepts used; (5) a discussion of SLTP project components (needs assessment, goal-setting, learner types served, proposal preparation, outreach, staffing, learner needs assessment, native language literacy, evaluation, scheduling, project format, methods and materials, funding uses, and volunteer use); and (6) resource lists, including adult ESL literacy courses, beginning adult ESL courses, workbooks and other materials for beginning adult ESL and literacy, teacher guidance materials on ESL and literacy, and ESL and literacy organization contacts. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education)

The second of two studies on non-traditional approaches to official language training for adult immigrants to Canada focuses on programs that deviate in some way from a proposed traditional model of language training (involving a paid, trained teacher in an educational institution teaching to a class of 25 students full-time in the day or part-time at night, without day care or transportation). This study is a collection of examples of alternatives to this traditional training model, and is not offered as a representative or exemplary sample. A discussion of the programs addresses these variables: coordination and consolidation within adult language training; equality of access, equality of condition, coordination with other settlement services; teacher development and recognition; and input from and accountability to users and deliverers. It is concluded that two initiatives are critically needed: (1) action to permit, encourage, and support the development of programs to specifically facilitate language learning among immigrant groups not now well served; and (2) a major injection of leadership, funding, and administrative attention from the highest levels of government to lend coherence to a currently chaotic and wasteful system of immigrant language training. Additional suggestions are made. (MSE)

Faculty vitae and student theses in the Department of Adult Education at the Ontario Institute for Studies in Education were examined to identify the state of research. Faculty and student research interests differed. The department had a strong orientation to social rather than economic issues and to interpretive, qualitative research methods. (SK)

Combining qualitative and quantitative approaches, this article examines the language and literacy needs of immigrants to Canada. A Toronto-based case study portrays a group of Latin American adults and their daily uses of English and Spanish. Literacy needs in both languages are noted, as is the contradiction of government commitment to immigration without sufficient services. (Contains 49 references.) (Author/LB)

Describes the discussion and recommendations of the March 1982 Symposium on Language Development for Native Peoples. Focuses on why TESL Canada advocates not only good English as a second language and standard English as a second dialect teaching in Native education, but also relevant, effective Native language teaching. (NEC)

This study represents both a collection of information on the role of language in the instruction of Ontario's native people, and a setting forth of generalizations about the nature of language, society, and education that may be relevant to other, similar situations as well as native ones. In addition, particular pedagogical suggestions are made with a view to helping native schools satisfy their needs in language and general education. The first three chapters of the study provide background information on Ontario's native people. These chapters contain demographic, legal, and statistical material, historical information, and a discussion of the objectives for native education. Chapter 4 discusses basic concepts and background issues, which are shown to be disparate but deemed to be reconcilable. The next two chapters address the challenge of objectives discussed in Chapter 3, including the goal of describing, preserving, and expanding native languages through school programs. Chapters 7 and 8 offer guidelines for choosing teaching techniques, while the next chapter discusses identification, selection, and training of human resources and curriculum development. (JB)