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The study frames these discussions within broader research on language policy, education, and curricular practice in Nunavut and across Canada.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-role-of-inuit-languages-in-nunavut-schooling-nunavut-teachers-talk-about-bilingual-education/597460/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-role-of-inuit-languages-in-nunavut-schooling-nunavut-teachers-talk-about-bilingual-education/597460.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",8,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What method does the article use to study Inuit languages in Nunavut schooling?","Question",{"text":63,"@type":64},"It uses discourse analysis of interview transcripts generated from ten experienced Nunavut teachers, including both Inuit and non-Inuit participants.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What is the main focus related to bilingual education in the teachers’ discussions?",{"text":68,"@type":64},"The teachers’ talk concentrates on the role of bilingual education and on how discourses shape educational change in Nunavut.",{"name":70,"@type":61,"acceptedAnswer":71},"How do teachers’ discourse models contribute to educational change according to the article?",{"text":72,"@type":64},"Teachers identified discourse models of “academic truths” and “revitalization,” showing how they work to engage with the community to enable lasting educational change.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597460,1792172091,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":55,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education  \nM. Lynn Aylward Acadia University  \nThis article provides a discourse analysis of interview transcripts generated from 10 experienced Nunavut teachers (five Inuit and five non‐Inuit) regarding the role of Inuit languages in Nunavut schooling. Discussion and analysis focus on the motif of bilingual education. Teachers’ talk identified discourse models of “academic truths”and “revitalization,”demonstrating how Nunavut teachers are making efforts to en‐ gage with community to effect lasting educational change.  \nKey words: Aboriginal languages; Nunavut education, language policy, discourse analysis, educational change  \nCet article présente une analyse de discours à partir de transcriptions d’entrevuesauprès de dix enseignantes d’expérience du Nunavut (cinq Inuits et cinq non‐Inuits) au sujet du rôle des langues inuites dans les écoles du Nunavut. Les discussions et analyses portent sur la raison d’être de l’enseignement bilingue. Dans leurs propos, les enseignantes ont identifié des modèles discursifs des « vérités pédagogiques » et de la « revitalisation », démontrant par là comment le personnel enseignant au Nuna‐ vut s’efforcent de travailler de concert avec la communauté pour favoriser des chan‐ gements à long terme dans l’éducation.  \nMots clés : langues autochtones, éducation au Nunavut, politiques linguistiques, analyse de discours, changement en l’éducation.  \nCANADIAN JOURNAL OF EDUCATION 33, 2 (2010): 295‐328 ©2010 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \nLanguages of instruction, cultural identity, and bilingual education have been researched and documented within Canadian Inuit community contexts as part of a voluminous academic discourse (Annahatak, 1994; Crago, Annahatak, & Ningiuruvik, 1993; Cummins, 1990; Dorais & Sammons, 2002; Freeman, Stairs, Corbiere, & Lazore, 1995; McAlpine & Herodier, 1994; Tagalik, 1998; Taylor, 1990, 2002; Taylor, Crago, & McAlpine, 1993) . Comprehensive research studies have questioned the content and process of bilingual education within Canada (Spada & Lightbown, 2002) . Studies of language use within Nunavut territory (Dorais & Sammons, 2002) have discussed how the perceptions of the need for Inuit languages 1 to gain employment and participate in econ‐ omic opportunities have influenced school achievement and language choice. However, few research studies have considered the role of Inuit languages in curricula, practice, and policies of Nunavut schools.  \nThe past 10 years have been a time of constant change for Nunavut schooling. The Government of Nunavut has made explicit commitments to more culturally relevant curricula and bilingual education (Martin, 2000; Nunavut Department of Education, 2000) . However, the develop‐ ment of resources, program planning, and availability of bilingual teach‐ ers required to reach these goals have significantly lagged behind these commitments (Berger, 2006) . The history of the federal government pol‐ icy and action with regard to education in northern Canadian territories is a complex mixture of good intentions, political contradictions, racist assumptions, and superficial community consultation (Aylward, 2006; Royal Commission on Aboriginal Peoples, 1996; Van Meenen, 1994) . Taking into account Canada’s particular history of colonial dominance in its northern territories as well as Nunavut’s educational policy and prac‐ tices regarding Inuit languages provides the vital backdrop to consider some of the dominant discourses of Nunavut schooling and bilingual education. These discourses are identified and discussed in this article.  \n1 Inuktitut is considered the main Inuit language used within Inuit communities of Nun‐ avut and the Northwest Territories. Linguists classify Inuinnaqtun and Inuvialuktun as dialects of Inuktitut but many speakers claim they are Inuit languages. In addition there ar","cbCaihhzhjq1EZAU","https://ap.wps.com/l/cbCaihhzhjq1EZAU","pdf",386254,34,"English","# Introduction\n# Aboriginal Languages and Schooling\n# Discourse Models: “Academic Truths” and “Revitalization”","[{\"question\":\"What method does the article use to study Inuit languages in Nunavut schooling?\",\"answer\":\"It uses discourse analysis of interview transcripts generated from ten experienced Nunavut teachers, including both Inuit and non-Inuit participants.\"},{\"question\":\"What is the main focus related to bilingual education in the teachers’ discussions?\",\"answer\":\"The teachers’ talk concentrates on the role of bilingual education and on how discourses shape educational change in Nunavut.\"},{\"question\":\"How do teachers’ discourse models contribute to educational change according to the article?\",\"answer\":\"Teachers identified discourse models of “academic truths” and “revitalization,” showing how they work to engage with the community to enable lasting educational change.\"}]","The Role of Inuit Languages in Nunavut Schooling: Nunavut Teachers Talk about Bilingual Education | PDF",1792085054,86]