Date of Award
12-17-2008
Document Type
Thesis
Abstract
"Indigenous languages have been traditionally learned by doing activities on the land, with the family or around a village. Sometimes, because this is not feasible, Indigenous languages can be learned in a classroom. This is a qualitative research on the author's own Indigenous language classroom with the theoretical foundations of second language acquisition and group formation processes. Data collected were videotapes, audiotapes, student journals, and an exit interview, which were triangulated and verified by an interrater. Results were that the instructor had to possess a philosophy of second language teaching and learning; set high expectations, and create a positive classroom culture. Learners had to be extremely motivated; participate, and pull their own weight. The overall recommendations are that (a) learners need to learn their ancestral language as a second language, (b) Native language teachers need training on theories of second language acquisition, (c) Native language teachers need to have a strong philosophy of second language learning and teaching, and (d) learners need to have a mindset that they will learn to speak their ancestral languages by practicing. These recommendations have worked in the researcher's classroom, and can be extended to any second language teaching or learning arena"--Leaf iii
Recommended Citation
Sikorski, Hishinlai' Kathy, "Classroom culture and indigenous classrooms" (2008). Education . 93.
https://ualaska.researchcommons.org/uaf_grad_ed/93
Handle
http://hdl.handle.net/11122/12843