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

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dc.contributor.authorKell, Sarah M.
dc.contributor.supervisorJacobs, Peter E.
dc.contributor.supervisorRosborough, Patricia C.
dc.date.accessioned2020-06-22T23:13:53Z
dc.date.available2020-06-22T23:13:53Z
dc.date.copyright2016en_US
dc.date.issued2020-06-22
dc.degree.departmentDepartment of Anthropologyen_US
dc.degree.levelMaster of Education M.Ed.en_US
dc.description.abstractThis 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.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/11872
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectHul'q'umi'num'en_US
dc.subjectKindergartenen_US
dc.subjectlanguage revitalizationen_US
dc.subjectindigenousen_US
dc.titleDeveloping a Model for an Experiential Grammar Teaching Resource for Hul'q'umi'num' Junior Kindergarten Teachersen_US
dc.typeprojecten_US

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