Effective curriculum change necessitates administrative commitment and support. Information and assistance will enable administrators to play an active and positive role in the implementation of the Indian Languages curriculum.
The purpose of this bulletin is:
Saskatchewan has within its boundaries diverse linguistic groups. The Indian languages component represents the Algonkian, Athapaskan and Siouan language families; nine dialects of languages within these families; and Michif, which is usually a mixture of Cree, French and English, but could be another combination.
Saskatchewan Education, Training and Employment and the Indian and Métis Education Advisory Committee (IMEAC) cooperatively developed the Indian and Métis Education Policy from Kindergarten to Grade 12 (1989), which states, "A strong curriculum emphasis will be given to Indian/Métis Studies, Indian languages, and English language development."
The Socio-Linguistic Survey of Indigenous Languages in Saskatchewan: On the Critical List (1991), suggests that the Indian and Michif languages are in danger of extinction. Recognizing the importance of preserving language as an integral part of culture, Saskatchewan Education, Training and Employment in cooperation with the Indian and Métis Education Advisory Committee developed this Indian Languages curriculum guide.
Saskatchewan Education, Training and Employment and the Indian and Métis Education Advisory Committee agreed that the communicative approach would be the mode of teaching Indian languages. This means that the choice of what to teach is based on the communicative needs of the students.
The philosophy of this curriculum is represented in the following principles:
The curriculum contains the components and initiatives of Core Curriculum.
A Spiral Model
This curriculum uses a spiral model for determining and organizing its learning objectives. Using this developmental model, teachers introduce students to various content, specific skills, and important attitudes at an early stage. The content, skills and attitudes are revisited periodically throughout the year and in successive years in order to review, strengthen and build on them, at levels that are appropriate for the age and proficiency of the students.
Four Developmental Phases
With a spiral model in mind, a Scope and Sequence chart has been developed with suggested themes for each of four phases: Emerging Phase (K - Gr. 3), Developing Phase (Gr. 4 - 6), Extending Phase (Gr. 7 - 9), and the Specialized Phase (Gr. 10 - 12). The chart was developed assuming that Indian language instruction would begin at the Kindergarten level and continue to Grade 12. This may not, however, match the situation in a particular school or school division. For example, a first year Indian language class may consist of students in Gr. 6 and 7. In that case, the class would be in the Emerging Phase of Indian language proficiency but in a more advanced phase in other language development. The teacher would have to adapt the content and activities as outlined in the guide.
The curriculum supports and encourages the flexibility needed to accommodate various situations.
A Balanced Guide for Teachers
The document contains a sensitive balance of theory and practice. It outlines the philosophy, principles, foundational and learning objectives, and the initiatives of Core Curriculum. It also provides a theoretical base for second language instruction. In addition it provides a scope and sequence chart outlining suggested themes for Kindergarten to Grade 12, presents sample unit plans following one theme for each of the four phases, and includes suggested classroom activities for all grade levels.
The curriculum balances content with process. It outlines suggested themes as well as classroom activities, teaching strategies, and evaluation procedures.
Recognizing that language is an integral part of a culture, the curriculum alerts the teacher to a variety of cultural considerations to ensure that students will learn the language within the broader context of culture.
A Foundational Document
This curriculum is the base document for teaching several different languages. The Department recognizes that a single document cannot meet all the instructional needs to teach all Indian languages. Hence, Indian and Métis communities, school divisions, teachers, and publishing groups may wish to develop additional documents and support materials. Care should be taken, however, to develop materials within the context of the foundational and learning objectives of this guide.
The graphics on the next two pages illustrate some of the major components of this foundational document.
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Framework of Objectives for K to 12 |
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The major aim of the Indian Languages Curriculum is to graduate students who can use an Indian language or Michif to communicate effectively and confidently in various situations.
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Goals
The general goals of the Indian Languages Curriculum are:
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Language Acquisition
Second language acquisition theory forms the basis for teaching and evaluation strategies in this curriculum. |
Foundational Objectives
The objectives include the most important understandings and abilities which are developed at each level. Unit planning and evaluation reflect the objectives. These are considered to be achievable by most students at each grade level. |
Learning Objectives These objectives describe specific knowledge, skills and attitudes students develop as they gradually achieve the foundational objectives for each level. They also guide resource use, daily activities, classroom instruction, and authentic language experience. |
The Communicative Approach can be described as an umbrella encompassing a number of teaching strategies that encourage the use of a second |
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Resource-based Learning is the next step in the process where resources are identified by the teacher, students, and others involved in the yearly plans. The resources are not confined to printed materials but can include involvement of community people, attending local events, visiting historical sites in the vicinity, using computer assisted learning, and generally utilizing appropriate and relevant materials and activities to give students an opportunity to use the Indian language being taught. |
--------------- > | The Adaptive Dimension provides teachers with a vehicle to accommodate individual needs of the students through adapting:
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