Chambers (2015). Language Nests as an Emergent Global Phenomenon.

“This literature review demonstrates that approaches to language nest program development and delivery are shaped by many factors such as: Indigenous language status within the community, population size, availability of fluent speakers and early childhood educators, state legislation and funding, and access to materials and resources in the target language.” (p 26)

See this page at https://kinasevych.ca/index.php

Everett-Green (2015). How my neighbourhood looks and sounds in Ojibway.

“In another Spreecast, about learning indigenous languages, Coast Salish teacher Khelsilem Rivers, founder of the Skwomesh Language Academy in Squamish, B.C., said he isn’t interested in language apps, CD-ROMs or anything that involves working from English translations. Fluency is impossible with ‘that English brain controlling things.’ Full immersion is the only way, he said…” (¶21)

See this page at https://kinasevych.ca/index.php

Vowel (2016). Culture and Identity. (Indigenous Writes: A Guide to First Nations, Métis, and Inuit issues in Canada.)

“Listening to, or reading, authentic Indigenous stories means you are accessing different cultures. Please don’t forget that. Sometimes, what you are reading simply will not make sense to you because you lack the cultural context.” (p 98)

See this page at https://kinasevych.ca/index.php

Clarke (2017). Grounding care practices in theory: Exploring the potential for the ethics of care to provide theoretical justification for patient-centered care.

“… the families’ supporters argue for the importance of valuing traditional healing practices as fundamental cultural values that ought to be preserved and respected no matter what Western medicine might favour or predict.” (p 69)

See this page at https://kinasevych.ca/index.php

Goulet & Goulet (2014). Weechiseechigemitowin, Strategic Alliances: Connection to the Content. (Teaching Each Other: Nehinuw Concepts and Indigenous Pedagogies.)

“Having a personal relationship with students meant the teachers were aware of the characteristics and interests of their students and were able to use these to connect students to the curriculum.” (p 167)

See this page at https://kinasevych.ca/index.php