The Oral Literacy Approach

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dc.contributor.advisor Wilson, William
dc.contributor.author Green, Jeremy D.
dc.contributor.department Indigenous Language and Culture Revitalization
dc.date.accessioned 2020-06-19T17:37:29Z
dc.date.available 2020-06-19T17:37:29Z
dc.date.issued 2020-05
dc.description.degree Ph.D.
dc.identifier.uri http://hdl.handle.net/10790/5302
dc.subject Education
dc.subject Language
dc.subject Teacher education
dc.subject indigenous language teaching
dc.subject indigenous language teaching methods and approaches
dc.subject language use
dc.subject Mohawk language
dc.subject second language teaching
dc.subject speaking proficiency
dc.title The Oral Literacy Approach
dc.type Thesis
dcterms.abstract 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.
dcterms.extent 413 pages
dcterms.language en
dcterms.publisher University of Hawaii at Hilo
dcterms.rights All 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.type Text
local.identifier.alturi http://dissertations.umi.com/hilo.hawaii:10182
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