Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom
Thesis (M.A.) University of Alaska Fairbanks, 2019 This research was conducted in a setting where the students are losing their Indigenous language. It is centered around the retention and revitalization of the Yugtun language. The goal of the research was to gain insights into how second graders in...
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ftunivalaska:oai:scholarworks.alaska.edu:11122/10912 2023-05-15T15:53:46+02:00 Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom Wassilie, Irene M. Siekmann, Sabine Martelle, Wendy Patterson, Leslie Samson, Sally 2019-12 http://hdl.handle.net/11122/10912 en_US eng http://hdl.handle.net/11122/10912 Linguistics Program bilingual education Central Yupik language Yupik languages study and teaching endangered languages Alaska languages in contact Thesis ma 2019 ftunivalaska 2023-02-23T21:37:35Z Thesis (M.A.) University of Alaska Fairbanks, 2019 This research was conducted in a setting where the students are losing their Indigenous language. It is centered around the retention and revitalization of the Yugtun language. The goal of the research was to gain insights into how second graders in a dual language enrichment school constructed meaning and focus on form in their classroom. The instructional model employed as part of this investigation is the PACE Model, which is a story-based approach to teaching grammar through focus on form with an emphasis on meaning making. The model is consistent with Indigenous oral storytelling, cultural values, traditions and expectations. The study involves myself and fourteen second graders in Napaskiak, Alaska. ZJW Memorial School is one of 28 schools in the Lower Kuskokwim School District. Of these fourteen students, only one spoke Yugtun as his first language. The others were immersed into Yugtun as a second language. I implemented the PACE approach over the course of 25 days. Data was gathered through field notes, student artifacts, video and audio recordings. The data reveals that meaning making and building background knowledge can be a challenge for both teacher and students. It also reveals that the teacher should be implementing multimodal approaches to build comprehensible input so that students may produce output in the target language. Thesis Central Yupik Kuskokwim Yup'ik Yupik Alaska University of Alaska: ScholarWorks@UA Fairbanks |
institution |
Open Polar |
collection |
University of Alaska: ScholarWorks@UA |
op_collection_id |
ftunivalaska |
language |
English |
topic |
bilingual education Central Yupik language Yupik languages study and teaching endangered languages Alaska languages in contact |
spellingShingle |
bilingual education Central Yupik language Yupik languages study and teaching endangered languages Alaska languages in contact Wassilie, Irene M. Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
topic_facet |
bilingual education Central Yupik language Yupik languages study and teaching endangered languages Alaska languages in contact |
description |
Thesis (M.A.) University of Alaska Fairbanks, 2019 This research was conducted in a setting where the students are losing their Indigenous language. It is centered around the retention and revitalization of the Yugtun language. The goal of the research was to gain insights into how second graders in a dual language enrichment school constructed meaning and focus on form in their classroom. The instructional model employed as part of this investigation is the PACE Model, which is a story-based approach to teaching grammar through focus on form with an emphasis on meaning making. The model is consistent with Indigenous oral storytelling, cultural values, traditions and expectations. The study involves myself and fourteen second graders in Napaskiak, Alaska. ZJW Memorial School is one of 28 schools in the Lower Kuskokwim School District. Of these fourteen students, only one spoke Yugtun as his first language. The others were immersed into Yugtun as a second language. I implemented the PACE approach over the course of 25 days. Data was gathered through field notes, student artifacts, video and audio recordings. The data reveals that meaning making and building background knowledge can be a challenge for both teacher and students. It also reveals that the teacher should be implementing multimodal approaches to build comprehensible input so that students may produce output in the target language. |
author2 |
Siekmann, Sabine Martelle, Wendy Patterson, Leslie Samson, Sally |
format |
Thesis |
author |
Wassilie, Irene M. |
author_facet |
Wassilie, Irene M. |
author_sort |
Wassilie, Irene M. |
title |
Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
title_short |
Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
title_full |
Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
title_fullStr |
Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
title_full_unstemmed |
Quliriuralta (Lets keep telling stories): pace model with traditional Yup'ik storytelling in a second grade dual language classroom |
title_sort |
quliriuralta (lets keep telling stories): pace model with traditional yup'ik storytelling in a second grade dual language classroom |
publishDate |
2019 |
url |
http://hdl.handle.net/11122/10912 |
geographic |
Fairbanks |
geographic_facet |
Fairbanks |
genre |
Central Yupik Kuskokwim Yup'ik Yupik Alaska |
genre_facet |
Central Yupik Kuskokwim Yup'ik Yupik Alaska |
op_relation |
http://hdl.handle.net/11122/10912 Linguistics Program |
_version_ |
1766388956067266560 |