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    Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom

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    Author
    Wassilie, Irene M.
    Chair
    Siekmann, Sabine
    Committee
    Martelle, Wendy
    Patterson, Leslie
    Samson, Sally
    Keyword
    bilingual education
    Central Yupik language
    Yupik languages
    study and teaching
    endangered languages
    Alaska
    languages in contact
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    URI
    http://hdl.handle.net/11122/10912
    Abstract
    This research was conducted in a setting where the students are losing their Indigenous language. It is centered around the retention and revitalization of the Yugtun language. The goal of the research was to gain insights into how second graders in a dual language enrichment school constructed meaning and focus on form in their classroom. The instructional model employed as part of this investigation is the PACE Model, which is a story-based approach to teaching grammar through focus on form with an emphasis on meaning making. The model is consistent with Indigenous oral storytelling, cultural values, traditions and expectations. The study involves myself and fourteen second graders in Napaskiak, Alaska. ZJW Memorial School is one of 28 schools in the Lower Kuskokwim School District. Of these fourteen students, only one spoke Yugtun as his first language. The others were immersed into Yugtun as a second language. I implemented the PACE approach over the course of 25 days. Data was gathered through field notes, student artifacts, video and audio recordings. The data reveals that meaning making and building background knowledge can be a challenge for both teacher and students. It also reveals that the teacher should be implementing multimodal approaches to build comprehensible input so that students may produce output in the target language.
    Description
    Thesis (M.A.) University of Alaska Fairbanks, 2019
    Date
    2019-12
    Type
    Thesis
    Collections
    Theses (Linguistics)
    College of Liberal Arts

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