The Oral Literacy Approach

Simple item page
dc.contributor.advisorWilson, William
dc.contributor.authorGreen, Jeremy D.
dc.contributor.departmentIndigenous Language and Culture Revitalization
dc.date.accessioned2020-06-19T17:37:29Z
dc.date.available2020-06-19T17:37:29Z
dc.date.issued2020-05
dc.description.degreePh.D.
dc.identifier.urihttp://hdl.handle.net/10790/5302
dc.subjectEducation
dc.subjectLanguage
dc.subjectTeacher education
dc.subjectindigenous language teaching
dc.subjectindigenous language teaching methods and approaches
dc.subjectlanguage use
dc.subjectMohawk language
dc.subjectsecond language teaching
dc.subjectspeaking proficiency
dc.titleThe Oral Literacy Approach
dc.typeThesis
dcterms.abstractSince 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.
dcterms.extent413 pages
dcterms.languageen
dcterms.publisherUniversity of Hawaii at Hilo
dcterms.rightsAll UHH dissertations and theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission from the copyright owner.
dcterms.typeText
local.identifier.alturihttp://dissertations.umi.com/hilo.hawaii:10182

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Green_hilo.hawaii_1418E_10182.pdf
Size:
12.57 MB
Format:
Adobe Portable Document Format
Download

Collections

Indigenous Language and Culture Revitalization