Aboriginal Language Specialist - AIR
Aboriginal Language SpecialistCurriculum Validation – Program RenewalFinal ReportJune 2006Submitted to:Marti Ford, DeanAboriginal Education
AcknowledgementsThe Aboriginal Language Specialist Program at Red River College wishes to express itsappreciation for the support and commitment shown throughout this CurriculumValidation Process by the following:Representatives from the Community:Martha BakerSite Coordinator, Aboriginal Health Services, HealthSciences Centre, Winnipeg Regional Health AuthorityWanda BarkerConsultant, Manitoba Education Citizenship & YouthRene BarkerConsultant and Translator (English into Ojibwe) Pine FallsTimbec IndustriesCarol BeaulieuExecutive Director, Aboriginal Languages of ManitobaSophie BoulangerTeacher, Nijiimahkwa School, WinnipegLinda BrazeauSite Coordinator, Aboriginal Health Services, St. BonifaceHospitalMyra LarameePrincipal, Nijiimahkwa School, WinnipegHolly LeostHospital Program Manager, Aboriginal Health Services,Winnipeg Regional Health AuthorityHelen LarorioRetired Teacher, Aborigingal LanguagesRussell MaytwayashingTeacher, Children of the Earth School, WinnipegThelma MeadeDirector, Aboriginal Seniors’ Resource Centre, WinnipegPat Ningewance Nadeau Ojibwe Language specialist and publisherFlorence PaynterCoordinator, Manitoba First Nations Resource CentreJenny SandersonProgram Manager, Headstart – Four Feathers IncDiane Scribe-NiiganiiCoordinator, Manitoba First Nations Disability.RRC Program faculty:Ida BearDavid BeaudinAnnie BoulangerMina McKayCraig EdwardsFlora ZahariaCurriculum Consultant, Program & Curriculum DevelopmentCurriculum Validation Facilitator
Table of ContentsIntroduction .1Curriculum Validation Deliverables: .1Outcomes from the Deliverables:.11. Environmental Scan and Key Findings (Appendix A). 12. Industry Occupational Analysis (DACUM) Chart (Appendix B) . 113. Graduate Skills and Abilities Chart (Appendix C) . 124. Graduate Profile (Appendix D) . 125. Program Renewal Plan (Appendix E). 126. 5-Year Program Renewal Program in Gantt Chart Format (Appendix F) . 137. Graduate Focus Group Summary (Appendix G) . 148. Conclusions. 14Appendix A - Environmental Scan and Key Findings.15Appendix B – Industry Occupational Analysis (DACUM) Chart .65Appendix C – Graduate Skills and Abilities Chart .75Appendix D – Graduate Profile .103Appendix E – Program Renewal Plan.107Appendix F – 5 –Year Program Renewal Plan in Gantt format.113Appendix G – Graduate Focus Group Summary .115
IntroductionThe Aboriginal Language Specialist (ALS) is a two year diploma program that startseach September. It is designed to train students in Aboriginal language instruction,Aboriginal language planning, interpreting, and translating.Curriculum Validation Deliverables:The Aboriginal Language Specialist Curriculum Validation process involved thestandard 7 interrelated deliverables plus a focus group of ALS graduates to obtainfeedback on the strengths and weaknesses of the program:1. Environmental Scan and Analysis of the key findings of similar programs acrossCanada.2. Industry Occupational Analysis (DACUM)3. Graduate Skills and Abilities Chart4. Graduate Profile5. Program Renewal Plan6. A 5-year Program Renewal Plan in Gantt Chart format7. Graduate Focus Group Summary8. Final ReportOutcomes from the Deliverables:1. Environmental Scan and Key Findings (Appendix A)The Environmental Scan provides the faculty and chair with information about similarprograms that are offered in Colleges and Universities locally and nationally. TheCurriculum Validation facilitator gathered information on similar programs and trendsinfluencing their development and direction. The information was gathered by theCurriculum Validation Facilitator through web sites, email and telephone contact. Thescan gathered information under the following categories: Name of institution, location, contact person Size of program Credential offered Program features Curriculum Model Curriculum Content Student Assessment Current and Coming Challenges Curriculum Renewal PartnershipsThe following information was added at the request of the faculty. Student Retention Technology used1
For the Aboriginal Language Specialist Curriculum Validation – Program Renewal, 11programs were scanned. They included: Language Teacher Education Program: Developmental Standard TermCertificate in Kwakwala/Liq’wala and Coast Salish Languages – University ofVictoria, Victoria, B.C.Developmental Term Certificate – A Teaching Credential for Teachers ofAboriginal Languages and Culture – Malaspina University College, Nanaimo,B.C.Department of Indian Languages, Literatures & Linguistics (DILLL) – FirstNations University of Canada, Regina, SK.Aboriginal Languages 1 and Aboriginal Languages 2 (mostly Ojibwe) –Algonquin College, Ottawa, ON.Cree Interpreter-Translator Techniques Program – James Bay EducationCentre, Northern College, Moosonee, ON.Aboriginal Education Program Blackfoot and Cree (alternating) – Mount RoyalCollege, Calgary, AB.Navajo Language Program (started 35 years ago) – Dine College, Tsaile,Arizona, U.S.A.Cree/Chippewa Language Program – Stone-Child College, Box Elder,Montana, U.S.A.Crow Language Program – Little Big Horn College, Crow Agency, Montana,U.S.A.Chinuk WaWa Language Program – Lane Community College, Eugene,Oregon, U.S.A.Blackfeet Language Program – Blackfeet Community College, Browning,Montana, U.S.A.New Zealand has excellent Maori Language Programs in their schools. The internetwas helpful and some information was documented, however, only an abbreviated scanwas possible.Key findings from the Environmental ScanKey findings from the Environmental Scan are as follows:Credentials:An Associate Arts Degree is the equivalent to a diploma in the U.S.A. and is awarded tograduates of the two year programs. Certificates are awarded in Aboriginal LanguagePrograms that are less than two years in duration and diplomas are awarded to twoyear programs. The universities awarded Bachelor Degrees and a university collegeawarded a Permanent Teacher Certificate.2
Partnerships:Most programs have strong partnerships within their own college and the surroundinghigh schools, especially their feeder schools. The colleges and university collegesusually meet the high school teachers of Aboriginal Languages at conferences orworkshops. The high schools with Aboriginal Language Programs keep in contact withmany of the colleges’ instructors to ensure that their students are sufficiently preparedto take the next level of the Aboriginal Language Program. Some of the colleges anduniversity colleges send their students to the local schools to do their practicum thuscreating good collaborative partnerships. All the colleges researched have excellentcommunication with the universities and some share the delivery of the AboriginalLanguages Program.Communities/Elders:The Aboriginal communities generally support and have great respect for the collegesand university colleges with Aboriginal Language and Cultural Programs. There isstrong evidence of community pride of First Nations Colleges and Universities.There are a few colleges and universities who have resident Elders to complement theirAboriginal Language Programs. The Elders are utilized for: guidance and counseling;sharing circles; smudging; prayers; teachings and story telling about First Nationculture, traditions, spirituality, and Aboriginal Language. Specifically, they help translatewords and expressions that are not commonly used and these new words are added toestablished Aboriginal Language dictionaries. Generally, there is good communicationbetween the program and the Aboriginal communities, the Tribal Government/Chief andCouncil of the Community, and local businesses, who often hire college graduates.Prerequisite Skills and Credentials:All the programs need high school diploma or GED standing. Some programs offer 2streams: 1) requiring oral and written fluency and;2) the Beginners Program for non-speakersExperiential Learning Component:Many programs have one of the following: practicum; work experience; co-operative educationThis depends on the location of the College and how accessible they are to experientiallearning environments. Those with this component find it extremely valuable for thestudents to get feedback from supervisors and employers. .3
Common Delivery Features:Half of the programs visited offer their programs during 2 years with 2 or 3 semesterseach. A couple of the programs are 3 years long with 3 semesters each, and there aretwo degree programs which are 4 and 5 years in length with 3 semesters each. Theprograms are delivered mostly in the classroom or lab with the instructor doing theteaching. Some of the programs use online occasionally. One of the programs is usingdistance education for their students.Five of the Colleges offer their programs on a full time basis, while four others offertheirs on full time and part time basis to allow students who must work, time off fromtheir classes. The Chinuk WaWa language program delivery uses benchmarks, whichare statements to students, teachers and parents of what students of the Languageneed to know and do in order to make progress toward proficiency.Course Content:Algonquin College has a Genealogy course which is rather unique. The rationale forincluding this course is that the Aboriginal Language will have to be used in names ofpeople, relatives, and cultural and historical events.The Chippewa-Cree Language Program from Stone Child College, Montana, offers anAssociate of Arts Degree in Native American Studies which includes the followingoptions:Liberal ArtsMathGeneral ScienceTeacher Education with concentration on elementary educationMost of the programs offer courses in the Aboriginal Language avoiding the use ofEnglish as much as they can. Computer labs are used extensively, to enable studentsto keep track of assignments and papers.Oral Fluency:Each of the different Aboriginal Languages reviewed stressed oral fluency in theAboriginal Language being studied. Conversational fluency and knowledge ofthe Aboriginal Culture go hand in hand. Storytelling in the Aboriginal Languageis a common means of sharing culture and ideas, however, the story or ideascould be distorted when translated into English.Writing System:Most of the institutions reviewed use the Roman orthography in their writingsystem. The Interpreter and Translator program use syllabics.Some programs use accents, glottal stops, and hyphens in their writing system.Most classes explore the structure and writing systems. Essay writing isexpected in the university program.4
Resources:Aboriginal Languages printed resources are more abundant now. Both CD’s andtextbooks are available in various Aboriginal Languages and are easilyaccessible. The Aboriginal Community people, especially the Elders areinvaluable resources.Student Assessment:The faculty assesses the students using the following methods: grading of final projects; small quizzes; oral presentations; practicum evaluation done by the professional teachers and studentsupervisor; a large amount of reflective journaling.All programs use oral assessment. Many programs have the student do an oralpresentation on a topic related to the Aboriginal culture being studied assessingtwo things at the same time, oral language skills and cultural knowledge. Allprograms evaluate the students with written tests, and essay writing. Somecolleges use observation of the student-teacher during the experiential learningcomponents and assess on knowledge of the language and presentation skills.Accreditation:The British Columbia College of Teachers (BCCT) has accredited two AboriginalLanguage programs, the First Nation Language Certificate program from the Universityof Victoria and the Developmental Standard Term Certificate in First Nation Languagesoffered at Malaspina University College in Namaimo, BC.In addition to the 2 accredited Aboriginal Language programs, Northern Ontario Collegefrom James Bay Education Center, an accredited College, offers a 2 year CreeInterpreter-Translator Technique program. Upon completion of this program, thestudents receive an Ontario Ministry of Training Colleges and Universities Certificate.This program is preceded by an Access program of three semesters for students whoare not totally ready to be accepted into the program.Curriculum Assessment:Some of the Aboriginal Language Programs are assessed at the end of each semesternot only by the Faculty but by the students also, who are given a questionnaire to fill outtwo weeks before their final exams.In some colleges and university colleges, members of the College Board and FacultyDepartment Heads, go over the faculty assessments, along with the students’responses, assess each program, and make changes wherever necessary to improvethe program.5
Current and forecasted challenges:The current and forecasted challenges that are reported to be national in scope are: Funding, Federal and Community are a big challenge. Many students have towork while attending classes, which takes them longer to complete their program.Others, who cannot balance classes and work, often withdraw from the programaltogether. It is a real challenge meeting all the needs of students in the program due to thefact that they all arrive at the College in different stages of their AboriginalLanguage knowledge. Some need much extra help with the program before theycould comfortably follow the classes. Some Aboriginal Languages have different dialects and it is always a challengedeciding which dialect to teach. Some colleges have to check on student interest in certain programs before theyoffer them. If there are not enough registrants, the course is usually cancelledbefore classes begin. The drop out rate before completion of the program is high. English writing skills and development of acceptable work skills is a challenge. Moving into a college atmosphere is a real challenge for students who have beenout in the workforce for some time. Some colleges that have dual tracks – one for Aboriginal Language speakersand another track for non-Aboriginal Language speakers and making sure thateach program meets the students’ needs is a challenge. Sometimes the facultywants to move students too quickly which results in their falling behind theirgroup.Other Information from the environmental scan:Student RetentionStudent retention in the Aboriginal Language programs is an issue with most collegesand university colleges. Usually the retention levels off at about 2 or 3 months into theprogram. There are many reasons why students leave the program: Some students are not adequately prepared academically and find the programtoo difficult; Others who are working and trying to support a family while studying find thepace too rigorous and really are overwhelmed with work and classes; There are those, who, for one reason or other, decide to leave the program; Aboriginal students who are non speakers at times get discouraged with theprogram and leave.Technology:Computers are used very extensively for research, writing reports, preparing projects,and communicating with others. Some use the internet for research.6
Environmental Scan: Highlighted Program DetailsThe Language Teacher Education Program: Developmental Standard TermCertificate in Kwakwa;a/Liq’wala and Coast Salish Languages, University ofVictoria, Victoria, B.C.Aboriginal Education, within the Faculty of Education at the University of Victoria isthree years into implementing this four year program, First Nation Teachers (BCCT)Certification of the Developmental Standard Term Certificate (DSTC) in First NationsLanguage and Culture: 1st step – completion of language courses allow students to apply to the BCCTfor their First Nations Language Teacher Certificate (FNLC); 2nd step – completion of course work, apply to the University of VictoriaCertificate in Aboriginal Language Revitalization (CALR); 3rd step – completion of DSTC course requirements to be recommended by theDean of Faculty of Education and local Language Authorities to the BCCT for theDevelopmental Standard Term Certificate; 4th and final step is the completion of the University of Victoria’s B.Ed.Professional Degree Program.Of particular interest is the laddered degree program allowing students to join the workforce after acquiring a certificate and later be able to pick up from where they left off.There is consideration for the students who have long distances to travel and ferryschedules, so steps were taken to allow them to take the courses at the North IslandCollege Comox Valley Campus. Instructors from the University travel up to thecommunities on week ends to deliver the courses. There is good working relationshipbetween the University of Victoria and other universities, colleges, and the communities.Developmental Term Certificate: A Teaching Credential for Teachers ofAboriginal Languages and Culture – a five year program, Malaspina UniversityCollege, Nanaimo, B.C.The British Columbia College of Teachers grants the three levels of teacher certification: Developmental Standard Term Certificate – Teacher of Language and Culture 3 years of study – 90 credits; Standard Teaching Certificate – Elementary Classroom Teacher – all subjects –4 years of study; Professional Teaching Certificate – Permanent Certificate to teach at any level5 years of study.The laddering process, which grants three levels of teacher certification, makes it easierfor Aboriginal graduates to take a teaching position while continuing with the programuntil they have completed all three levels and have received their certificate.7
Department of Indian Languages, Literatures, & Linguistics (DILLL) First NationsUniversity of Canada, Regina, Sk.Curriculum Model: “No culture will survive without the retention of its language.”The goal is to strengthen first Nation People’s identity and to instill in students pride inthe knowledge and use of the first Nation’s languages. The University built its programson its previous experience of when it was the Saskatchewan Indian Federated College.It offers Cree, Saulteaux, Nakoda, Dakota and Dene as well as Linguistics Programs.Their Cooperative Education Program: allows students “hands on” experience applying the knowledge they glean in theclassroom to the real world. incorporates classroom theory, practice and principles into real-life, worksettings; offers students registered in Arts and business and Public Administration theopportunity to obtain their degree by alternating academic studies with credit andnon-credit, paid work terms; participate in Talking Circles and career planning, resume writing, and job searchactivities; also supports student success, recruitment and retention strategies. allows students to successfully compete in the work force and contribute to theircommunities when they graduate.Aboriginal Languages 1 and 2 (Mostly Ojibwe) Algonquin College, Ottawa, ONIn this program: Students are expected to create their own dictionaries. This exercise helps themacquire a
Aboriginal Languages and Culture – Malaspina University College, Nanaimo, B.C. Department of Indian Languages, Literatures & Linguistics (DILLL) – First Nations University of Canada, Regina, SK. Aboriginal Languages 1 and Aboriginal Languages 2 (mostly Ojibwe) – Algonquin College, Ottawa, ON.
Aboriginal / Aboriginal Peoples – ‘Aboriginal’ is a general term used in the Canada Constitution (1982) to describe the Inuit, Métis Nation and First Nations and as such is still used in some official government documents but is falling out of use. Aboriginal Peoples is more acceptable than Aboriginal.
ABORIGINAL HAND PRINT The Aboriginal flag is very important to Aboriginal people all over Australia. It has been flown since the 1960s. When looking at the Aboriginal flag, there are three colours. The top half is black and represents Aboriginal people from all over Australia. The bottom half is red and represents the land “Our Mother .
This Aboriginal Health Plan 2018–2022 builds on the successes of the former Sydney South West Area Health Service Aboriginal Health Plan 2010–2014, and aligns with the National Aboriginal and Torres Strait Islander Health Plan 2013–2023, NSW Aboriginal Health Plan 2013–2023, and the Sydney Local Health District Strategic Plan.
Aboriginal women and reducing rates of potentially preventable hospitalisations among Aboriginal people. More broadly, it emphasises the impact that system-wide quality improvement efforts can have on Aboriginal people's health. Patient Perspectives: Hospital care for Aboriginal people does not consider the question of whether the gap is closing.
Aboriginal rights include Aboriginal language rights. i. The preservation, revitalization, and strengthening of Aboriginal languages and cultures are best managed by Aboriginal people and communities.(Indigenous-led language revitalization is happening in land-based education programs across Canada) 62.
PARENT HANDBOOK – CLONTARF ABORIGINAL COLLEGE 2 Background and History Nidja Whadjuk Nyoongar Boodjar Noonook Nyininy. This is Whadjuk Nyoongar country you are sitting in. Clontarf Aboriginal College is situated in Whadjuk Nyoongar Boodjar. Nyoongar* is the general name for Aboriginal people in the south-west of Western Australia.
Aboriginal place names Invite an Indigenous artist to paint a mural Study Aboriginal or Torres Strait Islander arts and crafts Make your own Aboriginal or Torres Strait Islander art Read a dreamtime story Start your own Indigenous Hall of Fame featuring any local role models and achievers
Adopted by the Council of The American Society of Mechanical Engineers, 1914; latest edition 2019. The American Society of Mechanical Engineers Two Park Avenue, New York, NY 10016-5990
