ERIC Number: ED174037
Record Type: RIE
Publication Date: 1979-Apr
Reference Count: 0
Reflections on Cree Interactional Etiquette: Educational Implications. Working Papers in Sociolinguistics, No. 57.
Differences between Cree and North American middle class patterns of interactional etiquette are discussed. Interactional etiquette is defined as the verbal and non-verbal conventions that are involved in communication among individuals, including greeting, leave taking, asking questions, disagreement, and interruption. The Cree communicate more with silence, interrupt less, and ask questions less directly than non-Indian North Americans. Old people, especially old men, play the central role in traditional education. The result is a potential for misunderstanding and conflict in classrooms which are based on the Anglo middle class North American model, often with a woman teacher. Teachers should be sensitive to the patterns of interactional etiquette of their students. The successes and failures of a pilot television project, attempting to incorporate principles of Cree learning and teaching are described. The Cree speak two varieties of their own language as well as a distinctive variety of English. It is maintained that attempts to teach children to use standard English are ineffective and tend to make all teaching seem to the Cree like the imposition of an alien culture. (Author/JB)
Descriptors: American Indian Culture, American Indians, Bilingualism, Canada Natives, Classroom Communication, Cree, Cross Cultural Training, Cultural Awareness, Cultural Differences, Cultural Education, Culture Conflict, Discourse Analysis, Educational Television, Elementary Secondary Education, English (Second Language), Language Role, Nonstandard Dialects, Nonverbal Communication, Program Development, Second Language Learning, Sociolinguistics, Student Teacher Relationship
Southwest Educational Development Laboratory, 211 East 7th Street, Austin, Texas 78701
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Note: Paper presented at the International Congress for the Study of Child Language (1st, Tokyo, Japan, 1978)