| This study examines the problem of language conflict in the education of aboriginal children in the northern community of Kashechewan, Ontario. Like many other northern Native communities, the first language of the local people, including children, is their aboriginal language; in this particular study the aboriginal language is Cree. Although their first language is Cree, children are taught in English as the language of instruction with little emphasis on English as a second language (ESL) teaching. Although Cree is taught as a subject, it does not play a significant role across the curriculum.;The study concludes that the education system is not adequately meeting the linguistic needs of the students which may be the main cause for poor academic performance. The aboriginal people realize that their children must learn English in order to survive in today's world but they are also adamant about the survival of their own language and culture. The role of education is therefore seen as preparing students to live in a balance of two societies, by incorporating aboriginal language and culture in the school program as well as equipping students with knowledge and skills to survive in mainstream society. It has been found that bilingual education is a necessity in communities where children speak their aboriginal language. It is concluded that the Native language be used as the language of instruction in the early grades with a gradual introduction of English which would be taught with ESL techniques and materials relevant to the northern Native context.;Based on observations and the views of community members of Kashechewan, the study addresses the problem of language conflict in education and the extent to which aboriginal culture can co-exist with mainstream society. The role of education and the use of English and Cree as languages of instruction is also explored. |
