Dene As A Second Language Coordinator:

Gladys Norwegian  

Dene as a Second Language (DSL) Curriculum

In February 2003, the DCI received funding from the Department of Education, Culture and Employment (ECE) to begin the process of developing a second language curriculum for the Dene languages, using Dene Zhatie / Yati (South Slavey) as the pilot language.  This curriculum development process was in response to a recommendation by the Special Committee on the Review of the Official Languages Act to “develop an Aboriginal second-language curriculum for adults and promote and support language training for GNWT employees, parents, and other interested adults.”  

The DSL project was proposed as a multi-year project, encompassing six main phases of activity:

   Phase 1: Scoping and sequencing of the DSL curriculum, with a particular focus on the introductory levels

   Phase 2: Development of introductory level vocabulary and phrase lists in one Dene language, using elders and other language specialists

   Phase 3: Development and piloting of introductory-level lesson plans and supporting resources

   Phase 4: Translation of curriculum documents, lesson plans, and other resources into all of the Dene languages, in cooperation with the respective language communities

   Phases 5 through 6 and ongoing: Development of intermediate and advanced level vocabulary and phrase lists, lesson plans, and resource materials.

The project continued during the latter portion of the 2003-2004 fiscal year and resulted in publication of the document “Dene as a Second Language Curriculum Outline – Level One: Establishing a Foundation – Dene Zhatie / Yati Version.”  This document represents full completion of Phases 1 and 2 and partial completion of Phase 3 of the multi-year project.

Using funding provided by the Department of Education, Culture and Employment, the Level 1 curriculum outline will be piloted over the 2004-2005 fiscal year and further resources will be developed to support its implementation.  At the same time, the scoping and sequencing for Level 2 of the curriculum will be carried out. 

Sample Level 1 Lesson Set

LESSON SET 1: Basic Commands and Responses

Resources and Materials Needed:

   Giant people with speech bubbles    

   Scissors and other items

   Chart paper to write words on     

   A card with each new word

   Cassette recorder and blank tapes

Motivational Set:  Display two giant people with empty speech bubbles on the front board.

New Vocabulary and Phrases:

Think of ways of communicating the meanings of new words, such as using hand signals.

Conversation: 

Using the giant people, demonstrate a dialogue between them and paste each new word into the appropriate speech ball as you say it

This activity can be used by the students after each lesson so that they record the conversations they learn.

Sample Activity: 

Have the learners sit around a table. Leave one chair empty beside you. On the table, display some items including a pair of scissors

Place the scissors at a distance from you. Speak to one student at a time. Start by saying:

Éwo – Come.

Motion with your hand where you want him/her to sit, then say:

Ejô – Here.

Point to the pair of scissors and indicate that you want them. Say:

Ezhi déh. – Give that to me.

Once the learner touches the pair of scissors, say:

Êæhçç. Déh. – Yes. Give it to me.

When s/he hands them to you say:

Máhsi. - Thank you.

Now, hand the scissors back, and say:

Edi náh. – Here, take this.

Have the learner say: 

Máhsi – Thank you.

Point to another item close to you, indicate that you want it, and say:

Edi déh. - Hand me this.

Point to another item at a distance and say:

Ezhi déh. – That, give it to me.

Say Máhsi when s/he hands the items to you. Continue pointing to items close to you (edi) and at a distance (ezhi) and ask for them (déh). At the end of the activity say:

Káa nezû –  It is finished, good.

Wind Down:

Explain to the learners that they are to copy the 10 words into a book to start their own mini-dictionary. Have the students practice saying the words clearly and correctly.  When confident, have them take a blank cassette tape and record the words.

Challenge Activity: (For students who want a challenge.)

Think of other words you can use to ask someone to pass something to you.

Example: Seghanichú. (Sanichú.) Seghaniæa. (Saniæa.)

Why are there different words used for different things?

Pronunciation Practice: (Double click on the speaker symbol)

  Please note: No sounds available for the web presntation

Vocabulary:

 Please note: No sounds available for the web presntation

Instructor’s Notes:

About Sounds and the Writing System:

When introducing the vowels, explain that there are only five vowels, but each vowel can also have a nasal, or a high tone or a high tone plus nasal. There’s only one sound that goes with each symbol, so you will always know how to pronounce the letter. It’s not like English, where the letter “e” can represent many different sounds.

Meaning: