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




Kell, Sarah

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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. The project is an innovative example of building on the considerable existing strengths of S-hxixnu-tun Lelum's current second-language program by adapting previous teaching materials for the Junior Kindergarten immersion context. This paper concludes by discussing next steps towards developing curriculum and resources for the primary immersion program.



language revitalization, Hul'q'umi'num', grammatical patterns, language pedagogy, linguistics