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Language Immersion & Performative Arts: Recommendations to the Vancouver School Board for approaching an Indigenous languages curriculum
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Language Immersion & Performative Arts: Recommendations to the Vancouver School Board for approaching an Indigenous languages curriculum

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This project explores ideas for designing a curriculum for the instruction of more than one indigenous languages, and one or more foreign languages at the Vancouver School Board Aboriginal Focus …

This project explores ideas for designing a curriculum for the instruction of more than one indigenous languages, and one or more foreign languages at the Vancouver School Board Aboriginal Focus School. I will advocate for language immersion as a model of instruction. I will describe how traditional instruction in aboriginal performative arts - including theatre, music, dance, oration - can serve as a framework for teaching Indigenous languages.

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  • 1. Language Immersion&Performative ArtsRecommendations to the Vancouver School Board forapproaching an Indigenous languages curriculum by Aurelia Kinslow PhD Student - Curriculum Studies Spring 2012
  • 2. About the Presenter: Self & Perspective Beginnings Trained in:  Public Schools - Paris, France  Public Schools Grade 10 – Masters – Hawaii & Tahiti  Hawaiian & Tahitian ways of life since 1997 Teaching  Language immersion  Pacific Islands studies in public & charter schools
  • 3. An old, new approach to teaching indigenous languagesMyProposal School offers language immersion in Indigenous languages Integrate curriculum with traditional instruction of performative arts: song, dance, oratory, storytelling, theatrical expression Depart from conventional classroom and be with the land and cultural sites as much as possible
  • 4. Why integrate language immersion with performative arts?Language is Embedded in Culture Cultural practices and performative arts involving song, dance, oratory, storytelling, theatrical expression offer a gateway to the rhythm of the language Embodying the language through moving, singing and acting with it, offers a holistic learning experience, engages with Total Physical Response (TPR)
  • 5. Whose languages? •2 or 3 First Nations languages from: - Territories encompassed by Vancouver School Board - Hul’q’umi’num’, Halqeméylem, Hunquminum’, etc. - Languages of First Nations of Canada highly represented in Vancouver – Cree, Dene, Ojibway, etc. • 1 or 2 Foreign Languages – Spanish, French, etc.
  • 6. Existing Programs and ResourcesThe Native American Community Academy (New Mexico) offers a multiple languagecurriculum: Navajo, Lakota, Tiwa and SpanishSchool link .
  • 7. Encouragement, Guidance & LessonsLearned: 21 Years in The Trenches ofIndigenous Language Revitalization This article by Blackfoot educator Darrell Kipp offers some wisdom on running a Language immersion school.
  • 8. First Peoples’ Heritage, Language and CultureCouncil (FPHLCC )FPHLCC has supported First Nations language and culturerevitalization and maintenance projects in British Columbia (B.C.) since1990.Their website is filled with free downloadable resources on languagerevitalization including the Language and Culture Camps Handbook, theLanguage Immersion Handbook and the Language Nest Programs in B.C.booklet.Publications include suggestions for language teaching methods andapproaches, and ideas for language immersion activities.
  • 9. Additional ResourcesBaloy, N. J-K. (2008), “Exploring the potential for native languagerevitalization in an urban context: Language education in Vancouver”,Master’s thesis. linkCantoni, Gina P. (1999) Using TPR-Storytelling to Develop Fluency andLiteracy in Native American Languages, Revitalizing IndigenousLanguages, edited by Jon Reyhner, Gina Cantoni, Robert N. St. Clair, andEvangeline Parsons Yazzie (pp. 53-58). Flagstaff, AZ: Northern ArizonaUniversity. linkCrow Shoe, Shirlee and Mizuki, Miyashita (2009) Blackfoot Lullabies andLanguage Revitalization. Indigenous Language Revitalization. eds JonReyhner and Lockard, L., Northern Arizona University. linkFraser, Tina N. (2010) “Maori-Tuhoe Epistemology: Stages of SustainingTribal Identity Through Tuhoe Performing Arts”, National AboriginalHealth Organization, NAHO 2009 National Conference. link

  • 10. Videos: Educators and Students Living Their Languages & Cultures Oratory in Tahiti: Ōrero Maori Dance and Song: Maori Performance at NACASchool, NMNative American Community Academy Overview:NACA: A Place We Call HomeHawaiian Stories, Chants and HulaTEDx Talk by PualaniKanaka’oleKanaheleLiving the mythand unlocking the metaphore

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