The Oral Literacy Approach

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2020-05

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Since 1998 reversal of language shift efforts (Fishman, 1991) at Six Nations of the Grand River Country (Ohsweken, Ontario, Canada) have steadily been transitioning from a focus on domain reclamation through culture-based immersion education programs for school age children to second language learning and proficiency development of adults in full-time adult language immersion programs (Green & Maracle, 2018). This shift in focus has placed emphasis on exploring and determining the relationship between language typology and structure, culture, language learners, second language acquisition and second language teaching and learning. A theory and model of second language teaching and learning and second language acquisition for the Mohawk language is emerging that is premised on the unique language structures of Mohawk as a polysynthetic language and the contexts and settings within the language is taught, learned and used. This model is called the Oral Literacy Approach. Encouragingly, through research, experimentation, practice, application and reflection we are coming to understand what teaching methods and approaches best fit to teach and learn Mohawk based on a 'right-method-for-the-right-time-for-the-right-learner-for-the-right-level of speaking proficiency' approach. This dissertation presents these second language teaching methods and approaches in a manual format designed for ease of use by Mohawk language teachers. The second language teaching methods and approaches are organized through the Oral Literacy Approach.

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Education, Language, Teacher education, indigenous language teaching, indigenous language teaching methods and approaches, language use, Mohawk language, second language teaching, speaking proficiency

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413 pages

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