• Towards Linguistic Justice, Assembly of First Nations, Ottawa, Canada (1990) All First Nations communities across Canada were asked to complete a questionnaire that was designed to identify the number of speakers and the extent of use of each Aboriginal language. The main finding of this survey was that, of the 152 participating Bands:

The report made recommendations on strategies that were considered to be necessary to address each of the aforementioned states of the languages.

• National Literacy Survey, National Association of Friendship Centres, Ottawa, Canada (1990) The author examined issues in literacy and Aboriginal language programs in Friendship Centres across Canada, then made recommendations based on findings.

• Literacy for Metis and Non-Status Indian Peoples: A National Strategy, Gabriel Dumont Institute of Native Studies and Applied Research Inc. and the Metis National Council. The research was aimed at detailing successful approaches to Aboriginal literacy (with a focus on Metis and Non-Status Indian Peoples).

These reports underscored the need for Aboriginal literacy programs to:

• Ensure that programs are community-based and learner-centred

• Use the holistic approach (through assisting learners to achieve balance among their spiritual, emotional, mental and physical aspects)

• Place literacy into culture, rather than fitting culture into literacy

• Use the dual forces of language and culture to help Aboriginal communities sustain and maintain a positive cultural identity (through offering literacy in the Aboriginal language of origin and/or the official language in use in the area)

• Develop and use materials and methodology that are relevant to the learners’ lives (i.e., they reflect the experiences, needs and aspirations of the Aboriginal learner, and maximize Aboriginal learning styles)

• Empower the individual in his/her relationship to self, family, community and nation

• Contribute to community development (economic, social, educational, political and spiritual)

Of these seven factors, perhaps the one most open to interpretation — and the one most in need of explanation, mainly to funding parties, but, sometimes to practitioners — is the holistic approach. Aboriginal Access to Post-Secondary Education: Prior Learning Assessment and its use within Aboriginal Programs of Learning (First Nations Technical Institute/Loyalist College; Deseronto, Ontario; Diane Hill; 1995) offers these words: "The ability of Aboriginal people to attend to the needs of their people in a holistic manner is both valuable, worthy of attention, and necessary if they are to reclaim their traditional knowledge and rebuild their communities. All Aboriginal cultures firmly believe in the power of ‘wholeness’ and know the importance of maintaining balance within self and harmony with all things within the Creation. In order to achieve ‘wholeness’, the four aspects of self which include the spirit, heart, mind, and body must be aligned, and the task of balancing these energies, both external and internal of self, is a continuous process."