Jessica's cover image
Jessica

Jessica Rogers

Year of Award: 2018 Award State: New South Wales Education > Indigenous
To explore language acquisition methodologies for research with diverse and Indigenous students - USA, Finland, Norway
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My conclusions are that cultural-linguistic practices firstly, cannot be separated. The representation of Indigenous peoples and their cultures is core to the understanding of language, because in an Indigenous worldview, Indigenous language is intimately connected to identity. Works such as those seen at the Autry in California are core to how mainstream audiences receive Native languages, because often a lack of understanding of modern Indigenous identity leads to a lack of respect and valuing of the importance of Indigenous languages. The flow-on of Native languages being seen as ‘in the past’ or not essential to life in an English-speaking country can be understood more fully, when the lack of knowledge the broader non-Indigenous population has of Indigenous peoples is considered.

The second conclusion I took from my fellowship is that some Indigenous concepts and language related ideas cannot be appropriately translated into English, or even grasped by a nonspeaker. As an Aboriginal person, invited to view, experience and engage in cultural activities with Sámi and Native American peoples on this fellowship, I have chosen to share broad insights from my journey using visuals as a primary tool of communication, because many of these experiences were place-based and relational/social experiences rather than formal, research or intellectual-based inquiries. Some of these exchanges would not translate into written word respectfully, and rather have improved my own understandings and future practices as an Indigenous educator, the benefits of which will be seen through my practice and community work in this space throughout my career in the coming years.


Keywords: Indigenous languages, Indigenous peoples, language learning, language methodologies 

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