A Model for Promoting Native American Language Preservation and Teaching.

Autor/in	Littlebear, Richard E.
Sonst. Personen	Martinez, Alicia (Hrsg.)
Titel	A Model for Promoting Native American Language Preservation and Teaching.
Quelle	(1996), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alaska Natives; American Indian Education; American Indian Languages; Cultural Maintenance; Elementary Secondary Education; Eskimo Aleut Languages; Indigenous Personnel; Language Fluency; Language Maintenance; Learning Strategies; Native Language Instruction; Native Speakers; Paraprofessional School Personnel; Program Descriptions; Staff Development; Teaching Methods; Training + Suchen Sie Ihr Suchwort? Inuit; Language skill; Language skills; Sprachkompetenz; Sprachpflege; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Native language education; Muttersprachlicher Unterricht; Muttersprachler; Personnel development; Personalentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung
Abstract	The Interface Alaska Multifunctional Resource Center developed a model for training Native American language teachers to effectively teach Native languages. The model provides Native American paraprofessional language teachers with basic knowledge of classroom techniques and effective teaching strategies. The training introduces the Total Physical Response (TPR) Approach and the Natural Approach as the primary teaching methods to be used by Native American language teachers. These approaches are orally-based, meaning that they develop language from the smallest oral components of the language to eventual conversational and technical fluency. The first training session addresses the affective domain of teaching and learning and the emotional aspects of language loss. The second session establishes a theoretical base by presenting teachers with selected theories of first- and second-language acquisition. This session also introduces Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency. The third session focuses on teachers forming a rationale for their involvement in the Native language preservation program. The goal is for teachers to make a long-term commitment to language acquisition and maintenance. During the fourth session, teachers are introduced to whole language, sheltered language, accelerated learning, Total Physical Response Approach, the Natural Approach, and cooperative learning, and each of these methods is then related to teaching language through an oral-based approach. The last session focuses on lesson-plan building, curriculum development, and materials development. (LP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC