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The Oral Literacy Approach a Dissertation Submitted To THE ORAL LITERACY APPROACH A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT HILO IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN HAWAIIAN AND INDIGENOUS LANGUAGE AND CULTURE REVITALIZATION APRIL 2020 By Jeremy D. Green Dissertation Committee: Pila Dr. William Wilson Chairperson Dr. Scott Saft Iota Dr. Jason Cabral Dr. Marianne Mithun Keywords: indigenous language, language revitalization, language acquisition, proficiency ABSTRACT Since 1998 reversal of language shift efforts (Fishman, 1991) at Six Nations of the Grand River Country (Ohsweken, Ontario, Canada) have steadily been transitioning from a focus on domain reclamation through culture-based immersion education programs for school age children to second language learning and proficiency development of adults in full-time adult language immersion programs (Green & Maracle, 2018). This shift in focus has placed emphasis on exploring and determining the relationship between language typology and structure, culture, language learners, second language acquisition and second language teaching and learning. A theory and model of second language teaching and learning and second language acquisition for the Mohawk language is emerging that is premised on the unique language structures of Mohawk as a polysynthetic language and the contexts and settings within the language is taught, learned and used. This model is called the Oral Literacy Approach. Encouragingly, through research, experimentation, practice, application and reflection we are coming to understand what teaching methods and approaches best fit to teach and learn Mohawk based on a 'right-method-for-the-right-time-for-the-right-learner- for-the-right-level of speaking proficiency' approach. This dissertation presents these second language teaching methods and approaches in a manual format designed for ease of use by Mohawk language teachers. The second language teaching methods and approaches are organized through the Oral Literacy Approach. i ACKNOWLEDGEMENTS I wish to first thank my parents Ronwarhá:re Jack Green, Iontkéhtats Dorothy Green and my siblings Ta'nó:tawaks Ben Green and Kanerahtaiéhshon Amy Green who supported me when I was a young person to pursue my goal of becoming a speaker of Mohawk at a time when it wasn't popular to want to learn our language and culture. To my wife Leanna - niá:wen for seeing in me what I could not see in myself. You are the one who pushed me out into the world to pursue this work. Konnorónhkhwa’. To my children Tehanenhrákhas, Kahstaweyá:kon, Ahshé:wara's, Anerahtí:ne, Thorenhakwén:te and Wahyatá:kon - tóhsa nonhwén:ton aesewatewennón:ti' tsi nitewawennó:ten. Ensewa'nikonhrahní:rate skén:nen aesewanonhtonniónhake' ohén:ton iawenonhatie. Tsi nienhén:we enkwanoronkhwáhseke'. I would like to acknowledge some of my greatest supporters and teachers throughout my life: Kanonhsión:ni Janice Hill, Kanakè:on Patrick Maracle Sr., my uncles Kevin & Jim Loft, Aunt Dee, Karihwénhawe Dorothy Lazore, Katsì:tsiawaks Dianne Hill, David Kanatawákhon Maracle, Sawęhí:yo Dean Silversmith, Vina Loft, Tekáhkwa Ima Johnson, Tehahén:te Frank Miller, Owennatékha Brian Maracle, Ohnekiióhstha Audrey Maracle, Terry 'Tunes' Martin, Holeigh Hill and Susan J. Hill. Your support, guidance and encouragement made this work possible. Mahalo nui loa to my dissertation chair - Pila (Dr. William Wilson). You showed me what it means to work hard for the revitalization of my language and culture. Niá:wen for your perseverance, guidance, mana'o and encouragement. I also wish to acknowledge the work of my dissertation committee - Wariá:nen (Dr. Marianne Mithun), Dr. Scott Saft ii and Iota (Dr. Jason Cabral). To my Ph.D cohort, mahalo for sharing your mana'o and time with me. Tohsa nonhwén:ton á:re’ Kanien'kéha’ entsitewawennón:ti'. Tsi nienhén:we' entewatatí:hseke'. Tehota'kerá:tonh Jeremy D. Green iii TABLE OF CONTENTS ABSTRACT .................................................................................................... I ACKNOWLEDGEMENTS .............................................................................. II TABLE OF CONTENTS ................................................................................ IV CHAPTER 1 INTRODUCTION ..................................................................... 1 CHAPTER 2 METHODOLOGY ..................................................................... 2 CONCEPTUAL FRAMEWORK ............................................................................ 2 Critical Theory ........................................................................................................... 2 Transformative Research ............................................................................................ 3 KEY DISSERTATION QUESTIONS ....................................................................... 4 DATA COLLECTION ....................................................................................... 4 Reflective Practice ..................................................................................................... 4 DATA ANALYSIS ............................................................................................ 4 iv Coding ....................................................................................................................... 4 Grounded Theory ...................................................................................................... 5 Literature Review ....................................................................................................... 5 Constant Comparative Method ............................................................................... 5 Theoretical Sampling .............................................................................................. 6 Memo-Writing ........................................................................................................ 7 METHODOLOGY SUMMARY ............................................................................ 7 A NOTE ON MOHAWK STANDARDIZED WRITING USED FOR THIS DISSERTATION ... 8 CHAPTER 3 TSI NONWÉHSHERONS NITIWEHTÁHKHWA NE ORAL LITERACY APPROACH: ORIGIN OF THE ORAL LITERACY APPROACH ..... 9 A WA'KATÉWEIENSTE' WAKAHRONKHÀ:ONH: STUDYING TO BECOME A SPEAKER OF MOHAWK ............................................................................................. 11 A1. Iorihowá:nen Nonkwahronkhà:tshera’: Our Language is Important ................... 11 A2. Kahretsiarónhsera’: Encouraging Words ............................................................. 12 A3. Teiewennakhánnions: Putting the Words Together ............................................ 18 A4. Enshontatísheke’: They Will Speak Again, Forever ............................................. 27 v A5. Iakotate'nientenhstonhátie’s: Measuring One's Own Progress ........................... 34 B WAKATOKÈN:SEH KANIEN'KÉHA’ AKERIHWAIENTERÍHAKE: EXPERIENTIAL LEARNING TO MASTER MOHAWK .................................................................. 37 B1. Kheiatahónhsatats Táhnon Kheiaterò:roks Akeweientéhta'ne': Listening to Learn ................................................................................................................................ 39 B2. Iakotokén:ses Aieweientéhta'ne': Experiential Learning ..................................... 41 B3. Skátne Iakwaweientéhta's: We Learn Together .................................................. 48 B4. Ensewatónnheke' Nonkwawén:na: Our Language Will Live Again .................... 54 C WAKATERIHWAIÉNHSTON IAKORIHONNIÉN:NIS AONKWATÒN:’ONH: STUDYING TO BECOME A TEACHER ............................................................................... 63 C1. Tekhena'ké:rons Tsi Nihotirihó:tens: Teaching Inside the Box ........................... 64 C2. Enthontáthewe' tsi Enhón:ronke': Language Education for Liberation and Empowerment .......................................................................................................... 67 C3. Ratirihwatokéntha tsi Enhón:roke': Proficiency Development is Planned ........... 70 C4. To: Rontá:ti Nahón:ronke': Let Them Talk to Become Speakers ......................... 75 C5. Tekanaktatokénhton Tahatiweiaien:ta'ne' Nahón:ronke: Planning to Build Proficiency ............................................................................................................... 80 vi C6. Tehonate'nikonhraká:ron Ahshakonateweiénhstonh: Teaching With Imagination ................................................................................................................................ 83 D WAKE'NIKONHRAIENTAHSTÉN:NIS TSI WAKERIHONNIÉN:NIH: LEARNING TO TEACH BY TEACHING ................................................................................... 90 D1. Wakhsnié:non Wa'khe'nikòn:rare’: I helped to Watch Over Them .................... 92 D2. Iáh Tehontá:tis Tsi Ní:kon Tha'tehonatonhwentsión:nih: They Don't Speak At the Level That They Need To ......................................................................................... 93 D3. Tha'tehonatonhwentsión:nih Ahòn:ronke’: They Really Want to Be Speakers ... 94 D4. To: I: Akataterihónnion' Tahnon Akhiá:ton’: Let Me Read and Write It! ............. 96 D5. To: Nihonhronkhatsherí:io? What is The Quality of Their Language? ................ 98 D6. Thiwakatahsawátie’ Wa'kerihwahseronniánnion' ne Oral Literacy Approach: Where I Started With the Oral Literacy Approach .................................................. 100 D7. Kanien'kéha’ ok Ie'nikonhra'kontáhkhwa': Keep
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