Second Language
In 2003 a joint partnership was formed by the Inuvialuit Cultural Resource Centre and Gwich’in Social and Cultural Centre to develop the Inuvialuit and Gwich’in 2nd Language Curriculum with the support of Education, Culture and Employment. In 2007, the Kindergarten to Grade 9 programs was complete and has been translational into Gwich’in and the three Inuvialuktun dialects.
In 2007-08 a wide scale piloting of the Inuvialuktun and Gwich’in language curriculum for Kindergarten in all schools was complete. The next unit scheduled for piloting is Grade 1. The intent of the piloting is to discern its validity, to evaluate success and to identify areas of concerns. Over the duration of last school year the instructors participated in three in-services. These in-services provided an opportunity to dialogue on the piloting and to develop lesson plans and evaluation tools for the selected units. The teaching and learning centers compiled resources to support the piloting of the Inuvialuktun/Gwich’in 2nd Language Curriculum as well as other resources to support the in-school programs.
Inuvialuktun / Gwich’in 2nd Language Curriculum
Intent
The Inuvialuktun / Gwich’in 2nd Language Curriculum (IGCL) is a framework for sequenced language learning. It is combined with a teacher resource package that provides concrete classroom activities to achieve the identified language learning outcomes. The aim is to improve traditional language learning in the classroom and to support the efforts of language teachers.
Philosophy
“Aboriginal languages are the means of communication for all the range of human experiences, and they are critical to the survival of the culture and integrity of any people. These languages are a direct and powerful means of understanding the legacy of tribal knowledge. They provide the deep and lasting cognitive bonds that affect all aspects of Aboriginal life. Through sharing a language, Aboriginal people create a shared belief in how the world works and what constitutes proper action. The sharing of these common ideals creates a common cognitive experience for tribal societies that is understood as tribal epistemology (philosophy).”
(Marie Batiste quoted in “Preparing Indigenous Language Advocates, Teachers, Researchers” by Heather Blair)
We believe that the intergenerational transmission of language is the best way to revitalize our languages. In an ideal world this would be the case. However, language learning is currently the responsibility of the schools in our territory and we must make a concerted effort to strengthen our programs with curricula, programs, and teacher training while working on community revitalization efforts
General Principles
The Inuvialuit and Gwich’in 2nd Language Program is based upon a set of principles governing language education. These principles are based on both language education research and supported by experience. They are as follows:
- all students can learn and experience success in a second language.
- students learn in different ways.
- language acquisition is a lifelong process and students should have the opportunity to engage in a long sequence of study.
- students acquire proficiency at different rates
- learning a second language will benefit students in other academic areas.
- families and communities are essential partners in language revitalization efforts.
- language and concepts are developed together.
- language is learned through social interaction.
Aside from the basic principles governing language education we also embrace principles related to language and culture. They are as follows:
- children learn by watching, listening and “doing”.
- language is taught within the culture.
- learning takes place orally and it is through language and stories that children learn respect, values, tolerance, humor, and knowledge.
- seasonal activities are important for the development of language themes.
