Narrative Inquiry as Praxis: Examining Formative Assessment Practices in a Nature-Based Indigenous Language Classroom

Baker (the researcher) and Germain (the Mi’gmaq immersion teacher) collaborate to investigate assessment in an Indigenous language immersion nature-based classroom and then consider how their findings relate to theory-practice connections. They offer specific and comprehensive examples of learning and assessment. In addition to modelling a nuanced researcher-teacher relationship, they also strongly support immersion, place-based programming, and culturally-relevant assessment as integral to language revitalization projects.

Baker, B., & Germain, J. (2020). Narrative inquiry as praxis: Examining formative assessment practices in a nature-based Indigenous language classroom. In M. E. Poehner & O. Inbar-Lourie (Eds.), Toward a reconceptualization of second language classroom assessment: Praxis and researcher-teacher partnership (pp. 107–127). Springer. https://doi.org/10.1007/978-3-030-35081-9_6