This thesis provides an analysis of wh-questions in Nêhiyawêwin (Plains Cree). The study is done within the Principles and Parameters framework (Chomsky 1981, 1986, 1995). I argue that Nêhiyawêwin wh-words like awfna 'who' are not generated in argument position and do not undergo A-bar movement to Spec CP (Chapter 3). Rather, they are licensed as the predicate of a nominal clause, and respect the same syntactic constraints as other nominal clauses: they are strictly predicatê-initial; obey a referentiality hierarchy; and display agreement for number, animacy and obviation (chapter 4). I analyze Nêhiyawêwin nominal clauses as IP with a null Infl head in which the predicate fronts to Spec CP. The clausê-initial position of the wh-word is thus part of a more general process of predicatefronting. The nominal clause analysis of wh-words accounts for the absence of wh-movement per se in the language, as well as for the absence of wh in situ. However, based on their interpretive properties, wh-questions must contain an operator-variable chain. I argue that the operator-variable relation arises when the subject of the nominal clause links to an A-position in a subordinate clause. This occurs in one of two ways: by means of the kâ-complementizer or the ê-complementizer (Chapter 5). If the subordinate clause has kâ-, the resulting structure is a relative clause which restricts the reference of the subject. This yields a cleft construction: Who is it[sub i] that Mary likes t[sub i] ? If the subordinate clause has ê-, the clauses are conjoined, and null-operator movement in the subordinate clause forces an anaphoric relation between the wh-word and the A-position in the ê- clause: Who is he[sub i] & OP[sub i] Mary likes him[sub i]. Having shown how Nêhiyawêwin wh-words are associated with an operator-variable chain, I then consider the consequences of the proposed analysis (Chapter 6). A defining property of wh-chains is their sensitivity to island effects. Consistent with this, there is an argument/adjunct asymmetry in Nêhiyawêwin, which in turn bears on the question of where overt arguments are positioned in a polysynthetic language. I argue that complement clauses are basê-generated in an A-position, unlike overt DPs which are in an A'-position (adjoined to IP). This explains why long-distance extraction is possible from complement clauses, while extraction from adjunct clauses is ungrammatical. Another property of wh-chains is their sensitivity to Weak Crossover (WCO). WCO effects are absent in Nêhiyawêwin wh-questions. I argue that WCO may be avoided because there is no movement of a truly quantificational operator in the sense of Lasnik and Stowell (1991), but rather movement of a null operator. I then propose a Weakest Crossover analysis for the absence of WCO, following Demirdache (1997).

This thesis outlines a syntactic analysis of Noun Incorporation in Cree. In this construction, certain morphemes, 'medials', that appear as the nominal root of an external NP can alternatively appear within a verb. This thesis extends previous analyses of Algonquian medials by utilizing the theory of Incorporation developed in Baker (1988b). Within this theory of grammar, medials are base-generated as nouns within an 'object' NP and then optionally adjoined to the verb stem as a result of head (X$ sp{ rm o}$) movement. Established restrictions on head movement can account for many properties of NI, including paraphrasing, doubling, bare modifiers, possible thematic relations, and differences between NI and compounds. The efficacy of the syntactic approach validates a modular account of polysynthetic word formation. In addition, the distribution of Cree NI validates several putatively universal principles of theta-role assignment.

This thesis provides an analysis of wh-questions in Nêhiyawêwin (Plains Cree). The study is done within the Principles and Parameters framework (Chomsky 1981, 1986, 1995). I argue that Nêhiyawêwin wh-words like awfna 'who' are not generated in argument position and do not undergo A-bar movement to Spec CP (Chapter 3). Rather, they are licensed as the predicate of a nominal clause, and respect the same syntactic constraints as other nominal clauses: they are strictly predicatê-initial; obey a referentiality hierarchy; and display agreement for number, animacy and obviation (chapter 4). I analyze Nêhiyawêwin nominal clauses as IP with a null Infl head in which the predicate fronts to Spec CP. The clausê-initial position of the wh-word is thus part of a more general process of predicatefronting. The nominal clause analysis of wh-words accounts for the absence of wh-movement per se in the language, as well as for the absence of wh in situ. However, based on their interpretive properties, wh-questions must contain an operator-variable chain. I argue that the operator-variable relation arises when the subject of the nominal clause links to an A-position in a subordinate clause. This occurs in one of two ways: by means of the kâ-complementizer or the ê-complementizer (Chapter 5). If the subordinate clause has kâ-, the resulting structure is a relative clause which restricts the reference of the subject. This yields a cleft construction: Who is it[sub i] that Mary likes t[sub i] ? If the subordinate clause has ê-, the clauses are conjoined, and null-operator movement in the subordinate clause forces an anaphoric relation between the wh-word and the A-position in the ê- clause: Who is he[sub i] & OP[sub i] Mary likes him[sub i]. Having shown how Nêhiyawêwin wh-words are associated with an operator-variable chain, I then consider the consequences of the proposed analysis (Chapter 6). A defining property of wh-chains is their sensitivity to island effects. Consistent with this, there is an argument/adjunct asymmetry in Nêhiyawêwin, which in turn bears on the question of where overt arguments are positioned in a polysynthetic language. I argue that complement clauses are basê-generated in an A-position, unlike overt DPs which are in an A'-position (adjoined to IP). This explains why long-distance extraction is possible from complement clauses, while extraction from adjunct clauses is ungrammatical. Another property of wh-chains is their sensitivity to Weak Crossover (WCO). WCO effects are absent in Nêhiyawêwin wh-questions. I argue that WCO may be avoided because there is no movement of a truly quantificational operator in the sense of Lasnik and Stowell (1991), but rather movement of a null operator. I then propose a Weakest Crossover analysis for the absence of WCO, following Demirdache (1997). / Arts, Faculty of / Linguistics, Department of / Graduate

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This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. <p>Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. <p> The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: <p>1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. <br>2. a neutral or positive effect on cognitive development.<br>3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. <br>4. a neutral or positive effect on self-concet. <br>5. a lessening of social distance between the generations.<p>6. a positive effect on attitudes toward language learning and the immersion experience. <br>7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.<br>8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.<br>9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. <p> Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: <p>1. an early total immersion program model.<br> 2. an immersion centre setting.<br>3. introduction of Cree literacy before English literacy.<br>4. adequate Cree language resource materials, for all subjects and grades taught in Cree.<br>5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.<br>6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.<br>7. a carefully planned and implemented program. <p>A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.

This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. <p>Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. <p> The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: <p>1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. <br>2. a neutral or positive effect on cognitive development.<br>3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. <br>4. a neutral or positive effect on self-concet. <br>5. a lessening of social distance between the generations.<p>6. a positive effect on attitudes toward language learning and the immersion experience. <br>7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.<br>8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.<br>9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. <p> Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: <p>1. an early total immersion program model.<br> 2. an immersion centre setting.<br>3. introduction of Cree literacy before English literacy.<br>4. adequate Cree language resource materials, for all subjects and grades taught in Cree.<br>5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.<br>6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.<br>7. a carefully planned and implemented program. <p>A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.

This study provides selected research findings on which decisions can be based in planning an in-school, publicly funded, Cree immersion program from kindergarten to grade 8 in Saskatchewan. The study was an analysis of language education research relating to the learner in immersion programs. Consequences of immersion education for student linguistic, psycho-social, and educational development were examined and reported. Immersion programs for French, and to a lesser extent, for heritage languages in Canada, have been extensively researched. Immersion programs for Indian languages are few and are relatively unreported. There is, however, an increasing interest in the creation of immersion programs in Indian schools. The analysis of research relating to publicly-funded French, heritage language, and Indian language immersion programs in Canada revealed support for the creation of an early total Cree immersion program. It could have neutral or positive effects on student linguistic, psycho-social, and educational development, under specific program conditions. The following consequences for students were projected: 1. a positive effect on Cree language proficiency. Native-like proficiency levels would not necessarily result. 2. a neutral or positive effect on cognitive development.3. a positive effect on attitudes toward the Cree language and culture, and a strengthening of Indian identity. 4. a neutral or positive effect on self-concet. 5. a lessening of social distance between the generations.6. a positive effect on attitudes toward language learning and the immersion experience. 7. a positive effect on student understanding of cultural, social, and political aspects of Indian/non-Indian relations.8. a neutral effect on English language and literacy development. Temporary lags in English literacy skills could be expected until after the teaching of English reading. Skill levels could become equivalent to those of comparable students in regular programs within one school year, with the possible exception of spelling.9. a neutral or positive effect on overall educational achievement. Greater understanding of their Indian culture, lowered drop-out rates, and improved work study skills could be predicted. Certain program characteristics which were identified as essential if all of the projected neutral or positive consequences were to be realized include: 1. an early total immersion program model. 2. an immersion centre setting.3. introduction of Cree literacy before English literacy.4. adequate Cree language resource materials, for all subjects and grades taught in Cree.5. fluently bilingual and biliterate qualified teachers with specialized training in bilingual education.6. subjects to be taught in Cree to be selected dependent on the availability of resource materials and qualified teachers.7. a carefully planned and implemented program. A Cree immersion program could result in enhanced cognitive and linguistic abilities to the extent that Cree were spoken in students' homes, and that students had opportunities to use Cree outside of the school. Under identified program conditions, early total Cree immersion could have at least neutral 'effects on student self-concept, cognitive development, English language development and academic achievement. It could have positive effects on student Cree language proficiency, attitudes toward the Cree language and culture, attitudes toward language learning, sociopolitical perceptions, communication within the family, retention rates, work study skills, and knowledge about Indian cultures. Cree proficiency attained by students might not be native-like, but could be at a level which would allow them to learn through Cree, and to continue learning the Cree language and culture.

Thesis (M.Sc.). / Written for the Dept. of Geography. Title from title page of PDF (viewed 2008/12/10). Includes bibliographical references.