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For an Aboriginal, to learn a foreign or second dominant language such as English, French or Spanish, can constitute a threat to his or her identity.
The book presents a theoretical framework for different second and foreign language didactics paradigms used today in second or foreign language teaching and describes practical procedures and techniques that can be used with Aboriginal learners with respect to their own language, identity, cultural values and traditions.
The emphasis is put on the radical paradigm because it is this paradigm that best answers Aboriginal learners needs.
Discover a podcast by the author on the webpage of the "Matices en Lenguas Extranjeras" journal: https://www.youtube.com/watch?v=f8a-c5nccwM
List of contents
Figures - Tables - Acknowledgment - Introduction - Part I: Theoretical Considerations - Definitions of Concepts of L2 Didactics Eurocentric L2 Didactics Paradigms Descriptions of Eurocentric L2 Didactics Paradigms A Suggested L2 Didactics Paradigm for Aboriginal Learners - Part II: Practical Considerations Before Teaching Procedures Teaching Procedures After Teaching Procedures - Conclusion - References - Annex I: L2 Teaching to Aboriginal Learners in Québec - Annex II: Teaching French L2 to Different L1 Learners - Annex III: IPA Transcription of the Québec Cree - Afterword - Book Summary - About the Author
About the author
A Québec Métis, Pierre Demers holds a Ph. D. in Education from the Université de Montréal. He specialized in Second Langages Didactics. He retired from the Université du Québec and the Cree School Board. He is now a part time lecturer in Education at the Université Sainte Anne (Nova Scotia) and a freelance consultant for language teaching to Aboriginal learners.
