Cree Language And Culture Classroom Assessment ...
After this are classroom assessment materials specific to certain grades. They are linked to specific curricular objectives in the program of studies, and are much smaller files. The K-3 implementation guides have these assessment materials as appendices, whereas the grades 4-6 have stand alone assessment files too.
Cree Language and Culture Classroom Assessment ...
This workshop will examine how to set up an effective language teaching classroom, as well as resources that teachers can develop into units and lesson plans. A one- year plan can be developed using the annual seasons of a community that highlights when to teach specific units. We will also be touching on how to use technology that is available in your school to produce resources and posters.
The University of Alberta, its buildings, labs, and research stations are primarily located on the traditional territory of Cree, Blackfoot, Métis, Nakota Sioux, Iroquois, Dene, and Ojibway/Saulteaux/Anishinaabe nations; lands that are now known as part of Treaties 6, 7, and 8 and homeland of the Métis. The University of Alberta respects the sovereignty, lands, histories, languages, knowledge systems, and cultures of First Nations, Métis and Inuit nations.
The Indigenous Languages in Education grant program supported Indigenous languages and culture programs in early childhood education and K to 12 curriculum across the province. Alberta Education awarded 46 grants to support resource and teacher development.
The resource is located in Cree language and culture (please see the challenge section below for more discussion). The resource is an intergenerational conversation that discusses many pertinent issues that young Aboriginal children and youth might be facing. One of the roles of the Indigenous knowledge in this book is of engaging the reader in this conversation poetically through a story. The content of the book is delivered in a thoughtful dialogue that addresses the theme of inevitable change and multiple ways of learning. The discourse is extremely relevant to contemporary Aboriginal youth as they also question why they need to go to school, and it is the wisdom of an Elder that guides the youth towards a satisfying decision.
Throughout writing this assignment, there have been some deeply challenging issues identified with the resource. The benefits of using this resource in the classroom do not outweigh the challenges. Please see how this resource could be used as teaching tool about critical assessment of Indigenous resources in the section below.
Some challenges of using this resource are that some of the language might be difficult for some students to understand. Also, the author, Bouchard, does not directly connect his personal Metis background with this story. This story is situated in Cree culture, however, Bouchard has not demonstrated a personal relationship that gives him the authenticity to write about this culture. It appears that Bouchard is establishing cultural appropriation in literature and this is problematic because Bouchard does not have the authority to write about a culture that is not his own. If this was a meaningful collaboration with Allan Sapp, this needed to be made explicit on the book cover. After some further research, it was noted that the publisher of this book was responsible for having the book published in the Cree language. Nowhere in the book does it state how Bouchard was given permission to write about Cree culture or how the benefits of the book were shared with the Cree peoples. This awareness would not occur to a non-Aboriginal reader, who is still learning about the knowledge of the distinct Aboriginal Nations.
As part of the grant, participants also filled out language assessment form at the end as well and most knowledge keepers were two levels above where they started. Some were as many as four or five levels above when they started.
The Post-Degree Certificate in English as an Additional Language Education (EAL) is a 30-credit unit online post-Bachelor of Education certificate program that examines the circumstances of EAL learners, their linguistic and cultural diversity, and individual learning needs. Graduates of this certificate will have extensive knowledge of best practices and current methodologies for learning second or additional languages. They will be provided with instructional approaches and assessment strategies that enable EAL learners to move beyond communicative language to academic language in order to reach curriculum outcomes. The certificate emphasizes culturally responsive teaching, the role of first languages, the stages of learning an additional language, and specific learning challenges that may impact EAL learners. This certificate fulfills the Additional Qualification Certificate (AQC) requirements for the Saskatchewan Professional Teachers Regulatory Board.
Language shapes the way that people think about and interact with the world. For many people, their ancestral language is integral to cultural expression and continuity. Aboriginal languages in Canada have been evolving in this land over generations and reflect rich and diverse histories, landscapes, cultures and knowledge. Many Aboriginal languages are unique to Canada, spoken nowhere else in the world. For these and countless other reasons, many Aboriginal people greatly value the preservation and revitalization of their languages. These languages are a significant part of the rich linguistic mosaic of Canada.
CAL.1010 Developing Community Based Curriculum Credit Hours: 3 Prerequisite: CAL.1025The goal of this course is for students to prepare community-based curriculum. Students will learn and apply the components of Aboriginal language curriculum that affirms the culture and heritage of the community. Students will develop community-based resource material for teaching Ininimowin. 041b061a72