Drawing on varied evidence from indigenous language programs, the several articles I examined made the case that immersion programs are vital to early learners. They showcase the benefit of these immersion programs starting at a young age and illustrate how traditional indigenous values are infused into language programs and can be embedded into the students play. These programs help to build positive strong identities in indigenous and non-indigenous students and their communities. I will provide an outline and rationale for the framework on providing indigenous language to our young students and how this not only emphasizes the interconnectedness to our environment but also supports full day kindergarten experiential learning.
The research and this subsequent information will highlight four crucial components for Kindergarten Indigenous language programs; challenges, benefits, best practises, and resources. While no ideal model is possible due to the diversity of languages and community contexts within Canada, there are several factors that have been identified through language acquisition research and years of practice in Indigenous Language programs that can be closely linked to success.
“By the year 2000 all schools will offer Native students the opportunity to maintain and develop their tribal languages and will create a multicultural environment that enhances the many cultures represented in the school” (Reyhner, 2010) (This goal is still far from fruition despite the work of immersion schools outlined in this write up). For many Aboriginal peoples, learning is a lived experience best absorbed through activities such as; learning/talking circles, storytelling, discussions, demonstrations, cooperative learning, role modeling, peer tutoring, and hands-on experiences. My goal is to make the case that kindergarten immersion programs can be vital to healing the negative effects of colonialism and assimilation schooling and that policies need to be in place to support this.
Challenges
Typical assessment mechanisms employed within public education include formative test-taking measures, standardized tests, written evaluations, teacher-centered feedback, and the provision of formal grades/percentages. These types of curriculum delivery and assessment is ill-matched with Aboriginal ways of knowing and learning. First Nations children may tell a story without an introduction, without building a context, or in a non-linear sequence. Their story retellings may elicit less language than play-based language samples. Assessing a narrative according to the structural features of a different set of norms can result in misattribution of cognitive delay or deficit. (Ball,2006) Its imperative for immersion programs to devise an assessment strategy that aligns with indigenous customs and values. Some examples of assessment strategies that are indigenous centered are; conferences, portfolios, journals, photo essays, and performances. (Toulouse, 2001) They should provide opportunities for students to express learning through their spiritual, physical, emotional and intellectual domains.
Customs
In mainstream schools, students are expected to speak in a wide range of situations. Some of these may be unfamiliar or uncomfortable for First Nations children. In many First Nations communities, listening and observing are valued as much as talking. It is important to be aware that people from different cultures may have been socialized into different sets of norms for appropriate ways to use language interactively. For example, First Nations children’s interactional norms may not match situations or expectations in school. Their responses, often in the form of hesitation or silence, may be misinterpreted as lack of comprehension, inability to respond correctly, lack of attention or even insolence. (Ball, 2006) Being aware of these norms will allow for further understanding and will help to modify the kindergarten language approach to learning.
Best Practises
Aboriginal pedagogy stresses the importance of experiential learning, service learning, and out-of-school experiences. The full day kindergarten program in Ontario supports this pedagogy and endorses student led learning which will provide opportunities for indigenous languages to be included in their everyday experiences. It is not enough, however, to simply introduce the native language if a school‟s curriculum remains unchanged (Nevins, 2004). Just translating a non-Native curriculum into the Native language and focusing on vocabulary and grammar is in no way part of a decolonization agenda. (Reyhner, 2010) As Wayne Holm (2006), former director of the Navajo-English bilingual Rock Point Community School, noted, “If school is to be relevant, it has to deal with the realities of the land, the animals, and the people” As a way of emphasizing an interconnectedness with our environment and our relationship to the world, Deloria and Wildcat (2001) advocate both experiential learning involving example and observation and a focus on the importance of reciprocity and giving back. (Reyhner, 2010)
Involvement
Parent and community involvement is crucial and should be embedded within the policy. A plethora of research has confirmed the notion that parent/caregiver involvement in school has positive effects on a students’ school experience, including increased academic achievement, better attendance, improved behavior, and a stronger motivation to succeed (Darch et al, 2004). Preston suggests that in turn, education leaders need to develop school-home strategies that are in line with the dynamics of Aboriginal families and their extended members. This could include using technological tools for communication, inviting them in to classroom presentations, sharing their knowledge and keeping them updated and informed.
Policy
The decision-making about immersion program should be based around the stakeholders of the Indigenous language community. How decisions are made, and control is exercised, will vary from community to community however, depending on the governance practices of each group. Community engagement, or participation, has also been found to have positive effects on program. (De Korne, 2010)Programming must be locally controlled and include input, design, and delivery by Aboriginal Peoples. Successful immersion programming must be derived from an Aboriginal perspective (Morcom, 2017 p. 15).
Start Early
Generally, it appears that if a child enters immersion programming early, detriment to mainstream language development is unlikely to occur (Raham 2004; Usborne et al, 2011) The critical period,when children are able to pick up languages with little instruction through exposure, lasts until about age 12, so the earlier programs start the more time they have to acquire the language. (De Korne, 2010). Ball (2005) claimed that early childhood educational services should be the nucleus of Aboriginal communities. This is why it's crucial to start immersion for students in Kindergarten.
Reyhner, J. (2010) Indigenous Language Immersion Schools for Strong Indigenous Identities. Heritage Language Journal, 7(2) Retrived from https://www.afn.ca/uploads/files/education/20._2010_reyhner,_indigenous_language_immersion_schools_for_strong_indigenous_identities.pdf pg 138- 149.
Monk, J. (2017). The Power of Immersion and Bilingual Schools for Indigenous Language Revitalization. Retrieved from: https://www.socialconnectedness.org/the-power-of-immersion-and-bilingual-schools-for-indigenous-language-revitalization/ Accessed July 17, 2019.
Morcom. L. Weighing the Benefits of Aboriginal Language Immersion. Canadian Journal of First Nations Studies.
Ball, J, Bernhardt, B, and Deby, J.. (2006) . Implications of First Nations English Dialects for Supporting Children’s Language Development. World Indigenous Peoples’ Conference on Education, 2005. Retrieved from; http://ecdip.org/docs/pdf/WIPCE%20Dialectics%20Paper2006.pdf
Preston, J. (2014). Early childhood education and care for Aboriginal children in Canada. [Online] Retrieved from; https://movingchildcareforward.ca/images/policybriefs/MCCF_aboriginal_childcare_canada.pdf
De Korne, H. (2010). Indigenous Language Education Policy: Supporting Community-
Controlled Immersion in Canada and the US. Language Policy, 9, 115-141
Toulouse, P.M. (2001) Achieving Aboriginal Student Success: A Guide for K to 8 Classrooms. Portage & Main Press
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