Recent Submissions

  • Bringing Twygs to life: PACE based lessons in an adult ESL classroom

    Harris, Erica; Martelle, Wendy; Siekmann, Sabine; Stewart, Kimberly Aragon (2017-12)
    English grammar is a daunting subject for language learners and teachers alike. Traditionally, grammar is taught in an explicit manner in a teacher-fronted classroom. Rules are given and explained to students, who then practice with drills and example problems. As an alternative approach to teaching grammar, this project incorporates the PACE model (Presentation, Attention, Co-Construction, Extension) and task-based language teaching (TBLT). This method of teaching is a departure from traditional explicit-style teaching, and focuses more on the learner's role in the classroom than on the teacher's role. The PACE model uses stories to teach grammar, in this case English prepositions. Over the course of three weeks, a series of story-based lessons along with mini tasks were administered to a small academic writing class of adult ESL students. In addition to focusing on prepositions, the lessons were designed to allow practice for several other grammatical features appropriate to an academic writing class. The incorporation of PACE and task based activities showed that learners were able to understand the prepositions and use them appropriately in an original writing task.
  • Utilizing funds of knowledge to engage students in meaningful writing

    Webster, Bradley; Thorne, Steve; Shields, John; Siekmann, Sabine (2015-12)
  • Quliriyaraq: storytelling using the pace model

    Strunk, Dora Emma Apurin; Martelle, Wendy; John, Theresa; Siekmann, Sabine (2015-12)
  • Bilingual research centers in an Alaska studies classroom

    Sipary, Julia; Siekmann, Sabine; John, Theresa; Martelle, Wendy (2015-12)
  • It's all in the past

    Phillips, Jill; Marlow, Patrick; Martelle, Wendy; John, Theresa; Siekmann, Sabine (2015-12)
    This project is a response to what I noticed to be a challenge for both my ELL students and myself in multiple school settings--teaching and learning specific English grammar skills. Prior to beginning this program, over the past ten years I had the privilege of working in a number of schools--both internationally and stateside--teaching various ages/levels of ELL learners. It was, however, my time in rural Alaska that prompted me to seek out additional schooling for help in overcoming the challenges of teaching grammar skills.
  • Elitnauryarait qaneryaramta quliratgun: teachings of our language through storytelling

    Lincoln, Rosalie; Siekmann, Sabine; John, Theresa; Martelle, Wendy (2016-05)
    My master's project, Elitnauryarait Qaneryaramta Quliratgun (Teachings of Our Language Through Storytelling) connects two different ways of teaching and learning Yugtun in a first grade classroom setting. I used the PACE model (English western schooling), which is a story-based approach to support language development. I picked one of the local quliraq (old traditional oral story) told in Yugtun language. Quliriyaraq (way of Yup'ik storytelling) is one of the important teaching tools that tells stories in a natural way. This Quliriyaraq project is culturally relevant (rich in authentic language and cultural background knowledge) and my Yup'ik students were so engaged and motivated. Instruction using the PACE model enhanced students' motivation by using a grammatical feature or a language structure from the story and learning it in a meaningful way. Other aspects that connect to my project are Multiliteracies (meaning-making modes that make learning and teaching literacy effective) and Funds of Knowledge (acquired knowledge from home). Authentic assessments are also included for a traditional oral story into a western education classroom, which are culturally relevant and appropriate in a school. This is one way to maintain our strong and powerful language through our school's bilingual programs. This project can very well serve new Yugtun language teachers, especially in bilingual program schools.
  • Yuuyaraq: a transformative approach

    Kaganak, Wanda; Siekmann, Sabine; John, Theresa; Martelle, Wendy (2015-12)
  • Searching for the familiar

    Helmich, 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.
  • Surviving Alaska

    Cowley, Natalie; Alexie, Oscar; Thorne, Steve; Marlow, Patrick; Siekmann, Sabine (2015-12)
  • Quliangnanek litnauwilita - Let's teach through stories

    Branson, Candace; Siekmann, Sabine; Peter, Hishinlai'; Thorne, Steve; Drabeck, Alisha (2015-12)
  • Taminek taiut

    Siekmann, Sabine; Peter, Hishinlai'; Martelle, Wendy; Azuyak, Peggy (2015-12)
  • Linay'sdulkaas de': let's start sewing

    Shaginoff-Stuart, Sondra; Ts'akae, Kaggos; Siekmann, Sabine; Peter, Hishinlai'; Tuttle, Siri (2016-12)
    This paper proposes Task Based Language Teaching (TBLT) as a teaching method for Ahtna language learners. TBLT focuses on engaging learners in meaningful activities or tasks which they accomplish through using the target language, learning Ahtna in the process. TBLT incorporates deeper understandings and meaning by teaching students the language in a cultural context. For this paper, the focus activity will be making a beaded necklace. Beading has been an important activity for me, from the time of learning about my culture and people from my Aunt Katie Wade. The website accompanying the project and be found at: http://www.ourlanguagecameback.com/.