Fostering Literacy Success for First Nations, Métis and Inuit Students (2013)

Research Monograph #45

This document is part of a research-into-practice series produced by a partnership between The Literacy and Numeracy Secretariat of the Ministry of Education of Ontario and the Ontario Association of Deans of Education.

This paper asks the following question: How can schools support First Nations, Métis and Inuit (FNMI) students in literacy success? It explores the key issues, factors and strategies that support literacy success for FNMI students in schools.

As well, the author includes: Embracing a bilingual approach. Literacy success rates for First Nations, Métis and Inuit students are currently measured by their acquisition of standard English and/or French, reflecting the languages of the Ontario curriculum. She also suggests literacy practices that support FNMI students, such as developing critical relationships with the FNMI organizations and agencies in your area.

There is a list of references for classroom use and professional development. In sum, learner success in literacy is cultivated in an environment that fosters confidence in the students’ worldview, especially the culture of their Nation, personal identity, and experiences.

Copyright for this resource is held by the Queen’s Printer for Ontario.

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Added: 
2014-04-15
APA citation
Pamela Rose Toulouse. Fostering Literacy Success for First Nations, Métis and Inuit Students 2013. Web. 20 Jan. 2021 <http://en.copian.ca/library/research/what_works/fostering_lit_success/fostering_lit_success.pdf>
Pamela Rose Toulouse (2013). Fostering Literacy Success for First Nations, Métis and Inuit Students. Retrieved January 20, 2021, from http://en.copian.ca/library/research/what_works/fostering_lit_success/fostering_lit_success.pdf
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