Culture and Language Identity
Culture refers to worldviews, ideologies, knowledge systems, beliefs, customs, understandings and languages that are acquired by individuals as members of cultural groups. Culture and language are deeply connected to individuals’ identities. Language is a crucial medium through which culture is expressed and transmitted.
Resource Type: Video, PDF
This on-demand virtual panel discusses the importance of acknowledging Black history and its contributions as an integral part of the prairie provinces.
Featuring panelists Omayra Issa, co-creator of Black on the Prairies for CBC; Cheryl Foggo, author, filmmaker and historian; and Natasha Joachim and Sarah Adomako-Ansah, educators and creators of the Black on the Prairies Teacher Guide.
Resource Type: Website, Downloadable teacher guide available through CBC’s educational portal Curio.ca
Author: CBC senior reporter Omayra Issa and CBC radio host Ify Chiwetelu
Publisher: Canadian Broadcasting Corporation (CBC)
If you’re a teacher or educator looking for classroom content for Black History Month, CBC’s educational portal Curio.ca has released a new Black on the Prairies teacher’s guide.
Black on the Prairies began as a multiplatform project led by CBC senior reporter Omayra Issa and CBC radio host Ify Chiwetelu. Through audio, video and online formats, Black on the Prairies explores the history and present lives of Black people on the Prairies through their triumphs and challenges, and places their contributions at the very centre of the Prairie narrative as part of the Canadian story.
The earliest arrivals sought opportunities and built communities while challenging racism and discrimination, something that remains to this date. Today, Black people continue to help shape Alberta, Saskatchewan and Manitoba from the largest cities to the smallest rural towns.
The stories of Black life on the Prairies are an indelible part of Canada’s history. This project celebrates the legacy of over 200 years of recorded Black presence on the Prairies, and looks to the future of the fastest growing Black population in the country.
“The addition of a teacher’s guide means students can learn these important pieces of Canadian history and what it means for the future of Canada,” Omayra Issa said.
Teachers and educators are invited to incorporate the teacher’s guide into classroom curriculum and learn about the history and lived experiences of Black people in Alberta, Saskatchewan, and Manitoba. The guide, along with the Black on the Prairies interactive website, will help students in exploring the Black on the Prairies project, a collection of articles, personal essays, images and more, exploring the past, present and future of Black life on the Prairies.
For the month of February, the teacher’s guide is available for free. After February, access the content with your Curio subscription or learn how to acquire a subscription to the educational resources, contents, and teaching guides hosted by Curio.
Resource Type: Print
Resources related to culturally responsive teaching are available for borrowing at the Emma Stewart Resources Centre. This bibliography provides an annotated list of print and media resources to support your own learning and your classroom practice on topics such as:
- Multicultural education and educational equity
- Culturally and linguistically responsive teaching and learning
- Building on students’ social and cultural resources
- Strategies and approaches for culturally responsive teaching
- Culturally responsive and socially just classrooms (learning environment, parent and community involvement)
- Rethinking classroom management
- Linguistically and culturally responsive school leadership
Resource Type: Print
Resources related to supporting English language learners are available for borrowing at the Emma Stewart Resources Centre. This bibliography provides an annotated list of print and media resources to support your own learning and your classroom practice on topics such as:
- Second language acquisition and learning – understanding second language development
- Differentiating instruction and assessment for EAL learners
- Best practices and classroom strategies for teaching EAL learners
- Literacy instruction; developing reading and listening comprehension
- Connecting content and academic language – teaching for academic success
- Teaching vocabulary
- Picture dictionaries
- Supporting refugee and immigrant children
- Engaging families of EAL learners
Resource Type: Print
Resources related to understanding Muslims, Islam and Islamophobia are available for borrowing at the Emma Stewart Resources Centre. This bibliography provides an annotated list of print and media resources to support your professional learning and classroom practice on topics such as:
- Understanding the beliefs and practices of Islam.
- History of Islam and the cultural contributions of the Islamic world.
- Women in Islam.
- Muslim festivals: Ramadan and Eid al-Fitr.
- Islamophobia and Canadian Muslims’ experiences of race relations and identity formation.
- Supporting Muslim students and understanding the issues that may impact their lives and education.
- Impact of global events, political discourse and media coverage of Islam and Muslims on Muslim principals.
- Juvenile fiction, including graphic novels.
- Resources in French.
Resource Type: Print
Resources related to understanding and teaching immigrant and refugee students are available for borrowing at the Emma Stewart Resources Centre. This bibliography provides an annotated list of print and media resources to support your own learning and your classroom practice on topics such as:
- Children of war
- Refugees – the journeys of children and families forced to flee their home country; impact of interrupted formal education
- Immigration and the experience of immigrant families and groups in Canada (e.g., Middle Eastern, Southeast Asian, Chinese, Irish, Japanese, Caribbean, Eastern European, African)
- Racist historical immigration policies
- Culturally responsive school and classroom practices to support newcomer and refugee students and their families
- Connecting with immigrant communities
- Equity issues affecting immigrant and refugee students and families
Note: Resources from the McDowell Foundation are currently unavailable due to website maintenance.
Exploring Refugee Children’s Pre- and Post-Migration Educational Experiences; Dr. Christine Massing, Dr. Daniel Kikulwe, and Katerina Nakutnyy
Resource Type: Print, Website
The ongoing war in Syria has led to the recent migration of comparatively large numbers of refugee children and families to Canada. The overall purpose of this study is to examine refugee children’s complex and varied educational experiences in Syria, in transition countries, and in elementary schools in Saskatchewan from their own points of view as well as from the perspectives of their parents and current teachers. In addition, the research aims to identify the assets or funds of knowledge that these children have developed through their educational experiences in each context and how these resources might be mobilized in the form of supports, strategies and approaches to enhance the learning of refugee children in Saskatchewan public schools.
Strengthening Schools to Support Syrian Refugees During the Pandemic; Kirsten Cavanaugh and Dr. Janet Okoko
Resource Type: Print, Website
Strong relationships between families and schools must take place to support our learners. Never have these co-operative relations been as important as they are during COVID-19, when our students were expected to attend to learning with the help of their parents. As a country and province we have seen an increasing number of refugee families in recent years.
Recently arrived refugee children face many challenges when adapting to their new country and schools along with their parents who may be looking for work, attempting to learn English and adapting to different cultural norms. For these families, the lack of familiarity with the Canadian school system and implicit expectations and norms can be a struggle. Without strong in-school supports, these children are at risk of failing socially or academically. The purpose of this project is to understand the refugee experience with at-home learning to strengthen our supports for student success.
By speaking with the families directly, educators can understand the barriers and are better able to provide avenues for support. Positive relationships between school personnel and parents are critical to a refugee child’s school-related successes, and to their broader relationships with the community. The findings and recommendations will bridge gaps and ensure strong stakeholder relationships are maintained.
Using Traditional Aboriginal Teachings and the Leader in Me (7 Habits) Concept to Improve Communication and Technology Skills in the Nêhiyawewin Cree Language and Culture Program; Norine Tourangeau, Sheila Kennedy, and Lesley Walters
Resource Type: Print, Website
How can we incorporate technology as a way to improve students’ communication skills in a Cree classroom using Traditional Aboriginal Teachings and the Leader in Me concept?
This study will include Aboriginal pedagogy such as the sharing circle and interviews to collect data from Elders, traditional knowledge keepers, community resource members, parents, students and teachers. Their experiences will be valuable to highlighting the importance of Traditional Aboriginal Teachings. In doing so, interviews will allow the teacher-researchers to talk to, discuss one-on-one and on an individual basis, ways to improve educational practice.
This collaborative research effort will provide examples of Cree instructional practices. Lastly, it is our hope that the findings will serve as a constant reminder that the work of Cree language retention is far from over and that there is much work to be done in this area.
To see what workshops are currently scheduled, please visit the Events Calendar.
Format: Full-day face-to-face session.
Investigate how educators can support middle years and secondary EAL students in developing English language proficiency while engaging with grade-level outcomes and expectations and explore how these students can demonstrate their understanding of grade-level outcomes at their benchmark levels.
- Surface and address common misconceptions about second language acquisition.
- Investigate the potential uses of the Global Data Wall and the Common Framework of Reference (CFR) rubrics to support and guide work with EAL students.
- Identify the types of learning experiences and strategies that are most effective for EAL students.
Format: Full-day face-to-face session or half-day virtual sessions
Let’s Talk! This interactive workshop, focused on language diverse learners, offers opportunities for educators to develop deeper understanding of early childhood language development and strategies to support language growth within the structures and routines of an early years classroom. This day will also offer practical, authentic methods to intervene and support language development for diverse early learners and their families.
- Explore typical language development stages, leveraging language one to support language two and language development on the spectrum.
- Examine how language needs can be intentionally supported through the structures and supports embedded in the early learning environment.
- Examine your role as facilitator of language development and growth.
- Explore ways to authentically connect and partner with families and to offer support and access to resources and professionals when needed.
Format: Full-day face-to-face session or virtual convention sessions of 2-3 hours.
As EAL students are welcomed into classrooms, teachers are called to support their acquisition of an additional language within the framework of grade-appropriate curricula.
- Develop foundational understanding of how students acquire an additional language, including the time frame and progression of skills.
- Gain practical instructional and assessment strategies that support EAL students in their language acquisition as they engage with grade-level outcomes.