Community-Anchored Assessment of Indigenous Second Language Learning in K-12 Schools

Jodie Lane,Doris Boase,Sarah Townley,Shelley Tulloch,Joan Dicker,Ellen Adams,Sylvia Moore

doi:10.3389/feduc.2022.733047

Abstract

Indigenous second language programs in K-12 schools contribute to culturally nourishing education and to the revitalization of Indigenous languages. Assessing Indigenous second language learning presents particular opportunities and challenges based on the linguistic, historical, political, cultural, and social contexts in and for which the Indigenous language is being taught and learned. The self-governing Inuit region of Nunatsiavut is concerned with developing effective and appropriate tools for assessing students’ Inuttitut in order to evaluate how well K-12 programs are working so far, identify the basis on which future K-12 Inuttitut curriculum may be developed, and support ongoing assessment of learning and for learning in Inuttitut classrooms. This article discusses ways in which Inuit teachers in Nunatsiavut and a curriculum evaluation team have developed and implemented assessment tools and practices to evaluate Inuttitut learning in Nunatsiavut area K-12 schools. We discuss how Indigenous language learning and assessment, even when it occurs as part of an official school program, can be anchored in families and community. Families and communities need to be part of establishing language learning goals. Inuit teachers are drawing in full community resources and building a community of practice including Elders, other language speakers, leaders, principals, and teachers, to support and create contexts for community-anchored Inuttitut learning and assessment.

Highlights

Indigenous second language programs in K-12 schools provide an important opportunity for children to learn and increase proficiency in Indigenous languages
When the Inuit self-governing region of Nunatsiavut began a review of the K-12 Inuttitut1 curriculum being taught in Nunatsiavut-area schools, it asked, “What do our children in each grade level currently know in Inuttitut?” and, “After we revamp our Inuttitut curriculum, how can we assess ongoing progress in Inuttitut?” In response, a university-based team, partnering with retired and current Inuttitut teachers and with the Nunatsiavut Department of Education and Economic Development and the Ilisautiliuvik SuliaKapvinga Curriculum Center, developed and implemented two assessment tools to assess current levels of Inuttitut proficiency among K-12 students in Nunatsiavut area schools
Results from the Nunatsiavut K-12 Inuktitut Evaluation show that Indigenous language learning and assessment, even when it occurs as part of an official school program, needs to be anchored in families and community

Summary

Introduction

Indigenous second language programs in K-12 schools provide an important opportunity for children to learn and increase proficiency in Indigenous languages. The curriculum evaluation and proficiency assessments were collaborative and formative as the team worked with the Nunatsiavut Government Education Division staff, the Inuit Program Specialist, Ilisautiliuvik SuliaKapvinga Curriculum Centre staff, Inuttitut teachers, principals, students, and community members.

Results

Conclusion