ERIC Number: ED482036
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
How To Teach When the Teacher Isn't Fluent.
The majority of indigenous U.S. languages are no longer learned at home, and the last generation of native speakers are aging. There are increasingly strong efforts by communities to keep their languages alive by developing teaching programs in their schools and communities, although finding teachers is problematic. This paper focuses on how teachers who are not fluent in the language can develop effective lessons, explaining that elderly fluent speakers in the community may be too old to teach children but can still act as partners in language teaching by being language mentors to teachers (teacher-learners) who are not fluent. The paper suggests five components of a language lesson, noting that teacher-learners must select the topics for their learning efficiently in order to keep one step ahead of their students. The five components include the following: the lesson proper for a given day, rituals that will occur every day or on a regular basis, review of previous lessons, classroom management language, and classroom patter/chit chat. It is important for all components to occur in the target language. The paper describes how to use storytelling as a lesson proper (e.g., learn the story from the mentor, learn related vocabulary, and incorporate vocabulary and sentences into lessons). (SM)
Descriptors: Classroom Techniques, Elementary Secondary Education, Heritage Education, Higher Education, Indigenous Populations, Language Proficiency, Language Teachers, Language Usage, Lesson Plans, Mentors, Native Language Instruction, Native Speakers, Second Language Learning, Story Telling
For full text: http://jan.ucc.nau.edu/~jar/NNL/.
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: Northern Arizona Univ., Flagstaff.