Spiraled Stories: A Method for Teaching Indigenous Languages Using Recorded Audio

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dc.contributor.authorHill, Peter Monck
dc.contributor.supervisorCzaykowska-Higgins, Ewa Dr.
dc.contributor.supervisorLukaniec, Megan Dr.
dc.date.accessioned2023-07-12T22:41:45Z
dc.date.available2023-07-12T22:41:45Z
dc.date.copyright2023en_US
dc.date.issued2023-07-12
dc.degree.departmentDepartment of Indigenous Educationen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis project details a pedagogical method for Indigenous language revitalization (ILR) contexts, created and refined over the years, for Lakota language, using recorded audio files of fluent speakers. Specifically, it discusses how to incorporate the teaching technique of “spiraling” to return to the material over an extended period of time and increasingly familiarize students with the content of the audio, i.e., the narrative of the story in question. The project further explores how the Spiraled Stories Teaching Method (SSTM) is tied into the theory of Indigenous storywork as well as school-based ILR pedagogy, storywork pedagogy, and Ellis and Shintani’s “11 Principles of Instructed Language Learning” (2014). At its core, this method intertwines two strands of ILR—Indigenous language pedagogy and storywork. It contributes to the former by being a teaching method that is ready-made for adaptation and use in the ILR classroom, for which many researchers acknowledge a scarcity of good, research-based pedagogical practices. It contributes to the latter because the foundation of the method is Indigenous stories, told in the target language. In doing this, it represents a synthesis of these two key areas of ILR. Pedagogically, the SSTM is multi-pronged in enabling students to learn vocabulary, grammar, phraseology, and storytelling techniques, all while gaining confidence in their ability to understand Lakota spoken at a fluent level in a relatively short period of time. This paper details the spiraling technique as pedagogical practice, includes appended examples of associated handouts and activities, and thus demonstrates how the whole unit works together as a cohesive whole. In addition, the paper contains a transcript and translation of an actual story that could be used in the classroom, an audio file of the story being told, tips on how to conduct classes when teaching using the method, and a discussion of assessment tools.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/15214
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/2.5/ca/*
dc.subjectRecorded audioen_US
dc.subjectteachingen_US
dc.subjectIndigenous languageen_US
dc.subjectIndigenous language revitalizationen_US
dc.subjectLakota languageen_US
dc.subjectfluent speakersen_US
dc.subjectSpiralingen_US
dc.subjectSpiraled Stories Teaching Method (SSTM)en_US
dc.subjectpedagogyen_US
dc.subjectstorywork pedagogyen_US
dc.subject11 Principles of Instructed Language Learningen_US
dc.titleSpiraled Stories: A Method for Teaching Indigenous Languages Using Recorded Audioen_US
dc.typeprojecten_US

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