Approaches in Second Language Teaching and Learning: A Synthesis of Traditional and Contemporary Practice at Shingwauk Kinoomaage Gamig

• In Event: Canadian Association for the Study of Indigenous Education (CASIE): Responding to the Challenge of Teaching, Learning, and Researching From Indigenous Standpoints

Abstract

Language is increasingly recognized as the key to identity, sovereignty, and nationhood. As a primary mechanism of transmitting Indigenous culture and identity, it is imperative that Indigenous language teaching and learning be about Indigenous ways of knowing and being. A formal post-secondary institutional structure may prove challenging to teaching language in an authentic and culturally salient way. What practices and perspectives should then be incorporated within second language programming to ensure students are provided with a education honors Indigenous ways of knowing and being?
A number of programs across Canada and the United States will be surveyed for culture-based methodologies and perspectives in Indigenous language teaching and learning. A sociolinguistic frame will be used to describe and analyze the broad methods, practices, and objectives that are currently being employed by programs. A longitudinal case study will be made of the Shingwauk Kinomaage Gamig program that is currently working to develop and implement a language teaching program based on Indigenous ways of teaching and learning.
A general survey will be developed and disseminated to programs in various institutions across Canada and the United States. This survey will focus on various aspects of teaching and learning from contemporary and traditional perspectives. Follow up interviews may be used post-survey. The case study research will involve direct observation, and extended interviews with faculty and students at the Shingwauk Kinoomaage Gamig.

Survey data will be quantitatively analyzed and summarized with respect to general themes in second language learning programming. Follow up interviews may be employed to qualitatively contextualize interview data. A mixed methodology approach will thus be employed. Direct observation and interviews from Shingwauk Kinoomaage Gamig will be described and analyzed with respect to sociolinguistic considerations including pragmatics, discourse analysis, language acquisition, language revitalization, and ethnomethodology. Some further sociolinguistic topics of reference include the study of styles and registers, communicative situations and speech events, language attitudes, language ideologies, language and culture, and language and identity.
This presentation will present both general and specific phenomena in Indigenous language teaching and learning as it relates to Indigenous ways of knowing and being. Survey data will be generally described with respect to common practice in second language teaching and learning, and the larger language revitalization movement. Case study data will be developed into a model of how one institution is seeking to authentically transmit language and culture in its teaching and learning program. Comments from Elders and Master speakers will provide direct evidence and guidance to the study.

The model of language teaching that is described will be useful to other programs seeking to more authentically teaching language and culture within a post-secondary and institutional context. This work will constitute a unique synthesis between quantitative and qualitative data, and will demonstrate the strength of working closely with traditional peoples, Master speakers, students, and staff in program design and delivery.

Author

• Brian McInnes, University of Minnesota - Duluth