Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom
AuthorWassilie, Irene M.
Central Yupik language
study and teaching
languages in contact
MetadataShow full item record
AbstractThis 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.
DescriptionThesis (M.A.) University of Alaska Fairbanks, 2019
Showing items related by title, author, creator and subject.
Postwar reconciliation: parental attitudes towards Sri Lanka's trilingual education policyMalalasekera, Nimasha S.; Marlow, Patrick; Siekmann, Sabine; Martelle, Wendy (2019-08)After 26 years, the ethnic-based civil war in Sri Lanka ended in 2009. The Trilingual Education Policy seeks to reconcile the estranged Sinhalese and Tamil communities by teaching each community the other's language in this postwar context. Scholars argue that national reconciliation through Trilingual Education is unlikely to succeed because of the continued mistrust and prejudice between the two communities and the demand for English as key to social mobility and economic prosperity. Since these claims are not supported by empirical evidence, this study seeks to find empirical data to support or counter these claims. The study investigates parental attitudes to their second languages, Sinhala, Tamil, and English, the three languages of the Trilingual Education Policy to understand its likely success. Twenty-one parents whose children receive Sinhala, Tamil, and English L2 tuition in Colombo 5 were selected through convenience sampling. The study uses the constructivist grounded theory, mentalist approach to language attitudes, and concepts of capital and linguicism for data analysis. The study found that Sinhala has capital for the Tamils and is valued and glorified by them, whereas Tamil has no capital for the Sinhalese and is devalued and stigmatized by them. Both groups valorize and glorify English, for it has more capital than Sinhala/Tamil both locally and translocally. Concluding that the Trilingual Education Policy is unlikely to succeed because of linguicism, the study recommends providing incentives for learning Sinhala and Tamil and advocating dual language education for reconciling the two communities.
Searching for the familiarHelmich, Pamela; Siekmann, Sabine; Martelle, Wendy; Thorne, Steven L.; Alexie, Oscar (2016-05)This paper describes my implementation of the Language Experience Approach, a method of developing language skills, in my elementary classroom. Through the Language Experience Approach the teacher is able to tap into the rich resources of the students' home lives and start to bring that knowledge into the school. This is done by the students creating a language piece with the help of the teacher that is not only at an appropriate reading level but also is a high interest reading piece because it is comes from the students themselves. This project includes my rationale, lesson plan, and supporting materials.
Why are Lorino and Sireniki so different? Exploring communities through festivals, language use, and subsistence practices in contemporary ChukotkaYashchenko, Oxana; Ященко, Оксана; Schweitzer, Peter; Plattet, Patrick; Yasmin-Pasternak, Sveta (2013-05)Based on research in Chukotka, Russian Far East, this thesis focuses on the contemporary predicaments of native sports, public festivals, language practices, and marine mammal subsistence in the communities of Sireniki and Lorino. Through a social-historical contextualization of ethnographic data, it explores possible reasons for the differences found to exist between those villages. In the years of the post-Soviet transition, Lorino emerged as a vivacious community where successful sea-mammal hunters formed the core of its social and cultural hearth. At the time the research was conducted, this characterization appeared in a striking contrast to Sireniki, known to have been a model community in the late Soviet era. This work attempts to explain how Lorino and Sireniki got to where they are today. The insights gained from ethnographic fieldwork and library materials points to the legacy of the Soviet state-induced relocations, post-Soviet reorganization of sea mammal hunting, cultural history, and local leadership patterns. Examined in a comparative light, this constellation of factors helps understand how differently Lorino and Sireniki have developed since the end of the Soviet Union.