Abstract
AbstractIn 2016, Dr. Martin Reinhardt and Dr. Jioanna Carjuzaa produced a series of three webinars concerning Indigenous language immersion programs. The first webinar focused on broad curriculum development ideas including core relationships, guidelines and principles for effective pedagogy, and models. The second webinar focused on the elements of lesson planning. The third and last webinar focused on assessments and the use of rubrics aligned with Indigenous language standards. The content of the webinars has been transposed into the following chapter with certain modifications.
Highlights
In her report Native American Language Immersion: Innovative Native Education for Children & Families, Janine Pease-Pretty On Top (n.d.) provided an overview of the history and status of Native American language immersion schools and projects
James Bank’s Stages of Multicultural Curriculum Transformation (Gorski, 2012) are helpful to us as we develop curriculum in that they remind us about what the ultimate goal is, not to focus on discrete cultural elements like heroes and holidays, but to transform the curriculum and get our students to a point where they are able to make decisions on important Indigenous social issues like Indigenous language learning and take actions to help solve them
The introduction and maintenance of Indigenous languages into the schools that serve Indigenous children and their peers should be handled with the utmost respect and care for the languages themselves, and for those who give and receive this very special knowledge
Summary
In her report Native American Language Immersion: Innovative Native Education for Children & Families, Janine Pease-Pretty On Top (n.d.) provided an overview of the history and status of Native American language immersion schools and projects. Included are oral production (meaning a student knows how to both speak and understand what is being spoken), tenses (past, present, and future), complex verbal structures (substituting one way of saying something for another, for instance, “the girl ran to the lake” vs “the lake was where the girl ran to”), gender agreement (which may be quite different in certain languages than it is in English), singular/plural, subject-verb agreement, negations, adjective placement, direct object pronouns, prepositions, and articles It is important for Indigenous language instructors to be familiar with the grammar rules of the language they are teaching and to apply the rules at an appropriate age level similar to what is presented here.
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