東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

What the grandchildren learned: The ...

LaChance, Leslie Marie.

Linked to FindBook

Google Book

Amazon

博客來

What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa)./
Author:	LaChance, Leslie Marie.
Description:	256 p.
Notes:	Major Professor: Ilona Leki.
Contained By:	Dissertation Abstracts International60-03A.
Subject:	Biography. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9923300
ISBN:	0599228865

What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa).
LaChance, Leslie Marie.

What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa). - 256 p.

Major Professor: Ilona Leki.

Thesis (Ph.D.)--The University of Tennessee, 1998.

Since the time of early contact with European imperialists, indigenous peoples of the Americas have negotiated linguistic differences with colonial powers. Where colonial oppression and attempts at cultural genocide have not rendered the complete extinction of indigenous languages, these forces often have brought about remarkable language shifts compelling North American natives to rely on European languages as discourses of wider communication and to use indigenous languages in limited contexts. This study examines the relationship between English and indigenous languages as depicted by North American Indian autobiographers living in the nineteenth and twentieth centuries. The works of early autobiographers such as Charles Eastman, Zitkala-Sa, and Luther Standing Bear document the writers, experiences acquiring English as a second language through the often oppressive teaching practices of the nineteenth century Indian boarding school system. Autobiographies by Leslie Marmon Silko and N. Scott Momaday document the long-term consequences of imperialist language practices resulting in a generation of Indian autobiographers who write in English and who do not speak their ancestral languages fluently. By approaching these texts through qualitative content analysis, this study considers how Indians writing in English dehegemonize the language and compel scholars to develop a critical discourse reflective of Indian concerns regarding language.

ISBN: 0599228865Subjects--Topical Terms:

531296
Biography.

What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa).
LDR:02538nam 2200301 a 45 001 933838
005 20110506
008 110506s1998 eng d
020 $a 0599228865
035 $a (UnM)AAI9923300
035 $a AAI9923300
040 $a UnM $c UnM
100 1 $a LaChance, Leslie Marie. $3 1257565
245 1 0 $a What the grandchildren learned: The relationship between English and indigenous languages in North American Indian autobiography (Luther Standing Bear, Leslie Marmon Silko, N. Scott Momaday, Charles Alexander Eastman, Zitkala-Sa).
300 $a 256 p.
500 $a Major Professor: Ilona Leki.
500 $a Source: Dissertation Abstracts International, Volume: 60-03, Section: A, page: 0744.
502 $a Thesis (Ph.D.)--The University of Tennessee, 1998.
520 $a Since the time of early contact with European imperialists, indigenous peoples of the Americas have negotiated linguistic differences with colonial powers. Where colonial oppression and attempts at cultural genocide have not rendered the complete extinction of indigenous languages, these forces often have brought about remarkable language shifts compelling North American natives to rely on European languages as discourses of wider communication and to use indigenous languages in limited contexts. This study examines the relationship between English and indigenous languages as depicted by North American Indian autobiographers living in the nineteenth and twentieth centuries. The works of early autobiographers such as Charles Eastman, Zitkala-Sa, and Luther Standing Bear document the writers, experiences acquiring English as a second language through the often oppressive teaching practices of the nineteenth century Indian boarding school system. Autobiographies by Leslie Marmon Silko and N. Scott Momaday document the long-term consequences of imperialist language practices resulting in a generation of Indian autobiographers who write in English and who do not speak their ancestral languages fluently. By approaching these texts through qualitative content analysis, this study considers how Indians writing in English dehegemonize the language and compel scholars to develop a critical discourse reflective of Indian concerns regarding language.
590 $a School code: 0226.
650 4 $a Biography. $3 531296
650 4 $a Education, Language and Literature. $3 1018115
650 4 $a Literature, American. $3 1017657
650 4 $a Sociology, Ethnic and Racial Studies. $3 1017474
690 $a 0279
690 $a 0304
690 $a 0591
690 $a 0631
710 2 0 $a The University of Tennessee. $3 1022026
773 0 $t Dissertation Abstracts International $g 60-03A.
790 $a 0226
790 1 0 $a Leki, Ilona, $e advisor
791 $a Ph.D.
792 $a 1998
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9923300