Language reflects culture and defines a people. The curriculum for K-12 is an integrated model promoting the growth and development of students' communication skills in an Indian language and thereby enhancing cultural awareness. The communicative approach together with resource-based learning will ensure holistic learning of an Indian language. The Adaptive Dimension assures that students of all levels of fluency and literacy in the target language are included. Eventually students will use the language competently to communicate with peers, parents, caregivers and Elders. Furthermore, students, including non-Indian students and students from other linguistic groups, will develop an understanding and appreciation of Aboriginal cultures and will also attain a level of linguistic competence.
The major goals of this curriculum are:
Saskatchewan has within its boundaries a diverse linguistic collage. The Indian languages component represents the Algonkian, Athapaskan and Siouan language families. Further analysis reveals nine dialects of the languages within these families. In addition there is Michif, which may be a mixture of Cree, French and English, or another combination.
Therefore we would have the following:
Historically, these languages were not written. Upon introduction of written English, Indian peoples continued the oral tradition. But there has been a decline in the number of people who speak the Indian and Michif languages. Data from 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. In view of this and other facts presented in the document, the Indian and Métis peoples recognize that curriculum must promote speaking, reading and writing skills. The curriculum promotes these skills, not only as tools for communication, but also as a means of language preservation. There continues to be a great need for printed materials in all Indian and Michif languages.
Teaching aids and printed materials presently being developed will strengthen and enhance many aspects of Saskatchewan's Core curriculum. The curriculum suggests innovative teaching practices that involve the whole community. The Adaptive Dimension and the Resource-based approach allows not only creativity in Indian language teaching but also encourages input from students, parents, Elders and other members of the community. The inclusion of students in the planning process will motivate them as they see that the product reflects their interests. Furthermore, a program created in this way will reflect the customs and dialect of that particular community.
Indian and Métis communities recognize the importance of language and the need for language instruction to be part of the curriculum. Saskatchewan Education, Training and Employment and the Indian and Métis Education Advisory Committee (IMEAC) cooperatively developed policy to address this need. The Indian and Métis Education Policy from Kindergarten to Grade 12 (1989), states, "A strong curriculum emphasis will be given to Indian/Métis Studies, Indian languages, and English language development." Implementation of the policy has been in progress since then. Implementing the Indian languages curriculum will contribute to the preservation and promotion of the Indian and Michif languages.
Saskatchewan Education, Training and Employment sought and received advice from the Indian and Métis Education Advisory Committee and its Indian languages sub-committee on the development of the Indian languages curriculum. The decision to have the curriculum written in English was dictated by the wish to serve the seven language groups in Saskatchewan. It was also agreed that the communicative approach be the mode of teaching Indian languages.
The communicative approach was selected for the following reasons:
Communicative Approach The approach taken in the design of this curriculum is called the communicative approach. This means that the choice of what to teach is based on the communicative needs of the students: what they will need to know how to do and to say in the second language. Since, with young children, it is difficult, if not impossible, to predict their future needs, the choice is based on their current needs in English and in the second language.
Heritage Languages Curriculum Guide and Teachers' Handbook (1984), p. 1
|
The vast range of themes gives both students and teachers a choice that could include some or all of the suggested material. Schools may opt to modify or remodel the themes to suit their community's perspectives of some of the themes. This approach gives options based on the needs and interests of each language group, students' abilities, and each community's identification of needs.
The Adaptive Dimension allows a teacher to make decisions to adapt or change the curriculum to meet student needs.
Organizing for Resource-based Learning, Saskatchewan Education (1991), defines resource-based learning as "planned educational programs that actively involve students in the meaningful use of a wide range of appropriate print, non-print and human resources." Resource-based learning programs help students learn, evaluate and analyze information from different sources. They assist students to ask effective questions, to develop research skill, and to process and present information. In short, resource-based programs develop the abilities and attitudes which students need to live in the "information age".
The Adaptive Dimension and resource-based learning empowers teachers, students and the community to revive and nurture the cultural and regional dialect to the maximum. Teachers are encouraged to employ a variety of approaches to utilize a diverse selection of resources. To be effective, the resource-based learning programs require the cooperation of a teacher-librarian (if available), teachers and students, and guidance from the Elders in identifying the community's language needs. The language will then be relevant and more enjoyable for students, peers, parents, caregivers and Elders. The curriculum stresses meaningful activities to support language acquisition and communication.
The philosophy of this curriculum is represented in the following principles:
| Second Language acquisition must occur as holistically as possible. |
Language acquisition is the main goal in this curriculum. The whole meaning of a conversation rather than the meaning of separate words is the focus for students. The curriculum encourages the practice of introducing vocabulary from other subject areas to make the class interesting and relevant for the students.
| Language is used for meaningful purposes. |
This curriculum promotes a collaborative effort between teachers and students to identify opportunities for meaningful use of the target language. Frequent interaction provides occasion for increased communication. The curriculum guide also encourages utilizing a variety of teaching techniques to accommodate individual learning and communication styles.
| The tenets of language acquisition are represented in the communicative approach and thematic base. |
This curriculum recognizes that communicative competence may be expanded and refined through meaningful and relevant activities. The thematic component and communicative approach provide an opportunity for students to learn language that is relevant and interesting to them. Frequent exposure to and use of language in authentic situations allows students to develop an understanding of rules, structures and meanings of words.
| The curriculum is resource-based. |
Resource-based learning provides an opportunity to use a wide variety of resources. It accommodates the diversity of interests, needs and talents of students, teachers and the community. This diversity adds to the students' second language vocabulary and enhances enjoyment of language learning. Resource-based learning is a strong component in teaching Indian and Métis languages. Communities are rich in local resources. Teacher-librarians, if available, can help locate materials such as slides and photographs, video tapes, and storybooks. Student or teacher-made materials can also support resource-based learning. Storytellers, artisans, Elders, caregivers and parents are invaluable resources as are administrators, community leaders, and professionals.
| Language acquisition and communicative competence is supported by an anxiety-free environment. |
The curriculum recognizes that learning a second language must be a positive experience. For some students this will be an introduction to their ancestral language and the cultural identity that is defined through the language. Personal growth, positive self-image, and social confidence are increased through communicative competence. Students are encouraged to express their ideas, opinions, desires, emotions and feelings in an anxiety-free environment. A comfortable setting encourages students to approach second-language learning with confidence, and increases curiosity and interest.
Note: The teaching strategies section includes suggestions on establishing and enhancing a positive and exciting environment.
| The teacher's role is one of observer, adapter, coordinator, facilitator and motivator. |
Teachers use their knowledge of language and their sensitivity to individual learning styles as tools to determine effective teaching strategies and activities. Relevant adaptations or modifications to teaching methods or teaching aids are made to suit the students' learning styles. Any technique, adaptation or adjustment which helps the teacher and motivates the learner is encouraged. Factors such as dialects with their regional vocabulary and colloquialisms, individual student needs and interests, availability of resources, vocabulary in other subjects are all considered and integrated.
| Assessment and evaluation strategies and techniques take into account the gradual and on-going nature of language acquisition: communicative competence and linguistic competence. |
This curriculum recognizes that communicative and linguistic competence will be gradual but continuous process from Kindergarten to Grade 12. Daily classroom activities and experiences provide opportunity to monitor listening skills, language usage, and comprehension. Constant monitoring and observing of student's progress, strengths and difficulties provide a base for both student and teacher to decide on a plan of action to attain mutual goals. Teachers are encouraged to use appropriate testing techniques to accommodate individual learning styles at each level of oral and linguistic competence.