The document introduces using indigenous knowledge from Aboriginal communities to teach linguistic principles in English, French, and Spanish. It aims to show a different environmental perspective from Aboriginal communities and foster dialectical thinking among students by introducing opposing views. The document suggests introducing an Aboriginal tale called "Tunchis' story" to students, having them identify vocabulary related to the environment and tale, then creating a comic depicting important aspects of the story.

1. GIOVANNY GARCIA
MAURICIO HUERTAS

2. INTRODUCTION
JUSTIFICATION For this reason and under Critical Pedagogy method
and his purpose of
PURPOSE active teachers who generate social changes, we must
rescue environmental
AIM knowledge from our aborigine’s communities and use
them as tools on inception to the linguistic principles
PROCEDURE in the into account languages English, French and
Taking three main the education dehumanization
Spanish.
and decontextualization, in the same way the
RESOURSES
cultural value is lost done by the new flow of
modernity and tendencies that have generated
forgetfulness and embarrassment towards our
reality and indigenous tradition that have been
underestimated not only in the social level but also
inside the education.

3. INTRODUCTION
JUSTIFICATION
• Through the usage of these PURPOSE
texts we try to show
AIM
teaching tool for the
linguistic principle of three
PROCEDURE
languages: English, French
and Spanish; in order to RESOURSES
take advantage of the
semantic and texts
structural wealth. Trying to
build knowledge from a
dialectical thinking going
through analysis and
lecture comprehension
where we could find the

4. INTRODUCTION JUSTIFICATION PURPOSE AIM PROCEDURE RESOURSES
• The idea is to show a different
environmental perspective and
conception which we would like to use to
develop a dialectical thinking, proposed
by Henry Giroux, conducted to test the
strengths and weaknesses of opposing
points of view, in this case it would be
aborigines and citizens views. Students
learn best in dialogical situations, in

5. To introduce the aborigine’s conception,
INTRODUCTION
we pass the Tunchis´ story.
To ask students what words they know about
JUSTIFICATION
Tothe environment
represent a “tale”
PURPOSE
To associate vocabulary to reality
AIM
PROCEDURE
RESOURSES

6. INTRODUCTION
JUSTIFICATION
Write on the board the ideas, words or
PURPOSE vocabulary students give. Good things and
bad things.
AIM Based on the story
Create a comic with the main aspects from the story,
PROCEDURE what you think is important.
Perform a tale showing what you did on the comic
RESOURSES
The teacher gives the student Tunchis´ story in a
piece of paper; there are some gaps to fill up. They
should scan the document very quick to have a
general idea. After that we play the story and they
should fill in the gaps the missing words. Then they
should share their answers with a partner. Finally we

7. INTRODUCTION
JUSTIFICATION
PURPOSE
AIM
PROCEDURE
RESOURSES