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Developmental Yup'ik Language Program

:

Charles, Walkie
Thomson, Dorothy

no date given

Very Useful
Lesson Plan(s)
Yup'ik
Referenced by: Yup'ik Curriculum Specialist

Grade Level(s): 5

Theme(s): Subsistence, Cultural Expression, Family, Energy/Ecology, Health/Wellness, Living in Place, Exploring Horizons

INTRODUCTION TO THE PROGRAM

The Developmental Language Program is designed to facilitate the growth of English and Yup'ik language skills in Yup'ik students. In this context, "Developmental Language" refers to the development of skills and abilities in the four broad areas of communication: listening, speaking, reading, and writing. The present language program units were prepared with a recognition that the learning of these areas occurs within the context of the students' experiences throughout the entire school day, and not only during a structured language class. Thus, by focusing on language development in content areas of the elementary school curriculum, children learn English and Yup'ik and the processes of communication in a variety of school situations.
For the purpose of the English Developmental Language Program, the disciplines of Science, Social Studies, and Mathematics were chosen as the content areas in which to provide experiences to facilitate language development. In the Yup'ik Developmental Language Program, themes or concepts from the village were chosen as organizers for the units.
All of the content units were developed with the recognition that skills and abilities are effectively learned only if involvement in the language experiences is relevant, where listening, speaking, reading, and writing are purposeful and meaningful. Without such meaning, generalization and transfer of language skills to new situations becomes unlikely.
The Developmental Language Program seeks to increase and expand upon the existing communication skills of students within the cultural context of the Yup'ik region. As such, the program recognizes the importance of and has made an attempt to present culturally relevant materials which reflect the special lifestyles, experiences, language and culture of the Yup'ik people.
Based upon this philosophy, the goals of the program are:

1) to develop strategies and activities ethics will help students extend their command of both English and Yup'ik in the areas of listening, speaking, reading, and writing;
2) to develop language units which infuse language skills into the regular curriculum;
3) to develop units which will increase students' appreciation for the Yup'ik culture;
4) to develop units which extend English and Yup'ik language skills through curriculum that provides an opportunity for students to explore and learn about their community and environment;
5) to develop language units which will help students to extend their learning about other environments.


To address the above goals, Roach Van Allen's Language Experience Approach (1976) was used as a specific language development model from which to build units that facilitate communication growth for students. Van Allen's model embraces the natural language and culture of the learner. It is a curriculum rationale that recognizes that learning is based upon the background and experience of the student. Specific strands and substrands are identified in this model as necessary components of a language development program.
These major strands and substrands are outlined below.
I. Experiencing Communication
1. Oral Sharing of ideas
2. Portraying experiences visually
3. Dramatizing experiences
4. Responding rhythmically
5. Discussing and conversing
6. Exploring writing
7. Writing individual books

II. Studying Communication
8. Recognizing high-frequency words
9. Exploring spelling
10. Extending vocabularies
11. Studying style and form
12. Studying language structure
13. Reading nonalphabetical systems

III. Relating Communication of Others to Self
14. Listening to and reading language of others
15. Comprehending what is read and heard
16. Organizing ideas and information
17. Assimilating and integrating ideas
18. Searching and researching multiple sources
19. Evaluating communication of others
20. Responding in personal ways


In order to facilitate the development of language, language activities that follow naturally from the introduction of subject content have been developed. These language activities have been so designed as to include the above language strands and substrands that have been outlined by Van Allen (1976). The Van Allen strands, Experiencing Communication, Studying Communication, and Relating Communication of Others to Self, are represented in each of the units.

Cost: $12.50

Information about the resource can be found at:

ANKN Clearinghouse
P.O. Box 756730
Fairbanks, AK 99775-6730

Tel: (907) 474-5897
or email: ANKN Clearinghouse

Charles Kashatok
Yup'ik Curriculum Specialist
P.O.Box 305
Bethel, Alaska 99559
Tel: (907) 543-4853
or email: Charles_Kashatok@fc.lksd-do.org

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