Developing a Model for an Experiential Grammar Teaching Resource for Hul'q'umi'num' Junior Kindergarten Teachers




Kell, Sarah M.

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This paper describes a collaborative project to develop six lessons for teaching selected grammatical patterns of Hul'q'umi'num' (Coast Salish) to Junior Kindergarten immersion students using experiential teaching methods. The lessons are intended to serve as a model for future grammar resources to support teachers in a planned primary immersion program. The project followed an Indigenist paradigm using principles of Community-Based Language Research to support a research partnership with staff and Elders at S-hxixnu-tun Lelum Primary School at Stz'uminus First Nation on Vancouver Island, BC. Over a short series of workshops, the research team members worked together to determine ways to model key grammatical concepts to Junior Kindergarten students without teaching them overtly. Although the original intent was to develop one sample unit, the resulting lessons will likely be applicable throughout the primary program. The workshops also supported future immersion teachers to learn more about Hul'q'umi'num' grammar, and about how to develop and implement experiential language lessons.



Hul'q'umi'num', Kindergarten, language revitalization, indigenous