Legislature(2021 - 2022)DAVIS 106
03/09/2022 08:00 AM House EDUCATION
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| Audio | Topic |
|---|---|
| Start | |
| Presentation: Teaching Reading Through Culture | |
| Adjourn |
* first hearing in first committee of referral
+ teleconferenced
= bill was previously heard/scheduled
+ teleconferenced
= bill was previously heard/scheduled
| + | TELECONFERENCED | ||
| + | TELECONFERENCED |
ALASKA STATE LEGISLATURE
HOUSE EDUCATION STANDING COMMITTEE
March 9, 2022
8:03 a.m.
MEMBERS PRESENT
Representative Harriet Drummond, Co-Chair
Representative Andi Story, Co-Chair
Representative Tiffany Zulkosky
Representative Grier Hopkins
Representative Mike Prax
Representative Mike Cronk
Representative Ronald Gillham
MEMBERS ABSENT
All members present
COMMITTEE CALENDAR
PRESENTATION: TEACHING READING THROUGH CULTURE
- HEARD
PREVIOUS COMMITTEE ACTION
No previous action to record
WITNESS REGISTER
JOEL ISAAK, Tribal Liaison Project Coordinator
Alaska Department of Education & Early Development
Kenai, Alaska
POSITION STATEMENT: Presented on teaching reading through
culture and demonstrated the Dena'ina language.
ACTION NARRATIVE
8:03:44 AM
CO-CHAIR HARRIET DRUMMOND called the House Education Standing
Committee meeting to order at 8:03 a.m. Representatives Story,
Cronk, Gillham, Prax (via teleconference), Zulkosky, and
Drummond were present at the call to order. Representative
Hopkins arrived as the meeting was in progress.
^PRESENTATION: Teaching Reading Through Culture
PRESENTATION: Teaching Reading Through Culture
8:04:37 AM
CO-CHAIR DRUMMOND announced that the only order of business
would be a presentation on teaching reading through culture.
8:05:14 AM
JOEL ISAAK, Tribal Liaison Project Coordinator, Alaska
Department of Education & Early Development (DEED), presented on
teaching reading through culture and demonstrated the Dena'ina
language [hardcopy included in the committee packet]. He stated
that languages in Alaska are highly partnered; words are large
and act like sentences in English. Indigenous models tend to
start with things combined, and then the pieces are parsed out,
whereas English is taught in small pieces strung together.
8:09:10 AM
MR. ISAAK pointed out the rubric, or evaluation tool, shown on
slide 2, which uses phonemic awareness, phonics, vocabulary,
fluency, comprehensions, and cultural lens. He sang a song
intended for pre-K children, shown on slide 3, titled
"Ch'anik'na i
ch'etnesh; We Care for the Children." He
explained that the song is welcoming and demonstrates the intent
of the instructor. He pointed out that the Dena'ina is
translated into English on the slide. He noted that the word
"naq'deltani" is not translated. It is a frequently used word,
which can mean connection to the earth, spirit, or love. He
sang along with the three songs on slide 4, titled "Dena'ina
Vowel Warm Up Song," "Dena'ina Deep Vowel Song," and "Dena'ina
for Winter Vowel Song."
8:18:10 AM
MR. ISAAK described the songs on slide 5 and said they were
developed at the Alaska Native Language Revitalization Institute
in Fairbanks. He pointed out that the song titled, "Ahtna
Dena'ina Consonant Song" features both Ahtna and Dena'ina
languages. He explained that their alphabets are very similar,
sharing about 40 percent of their words. This is an example of
how two Native languages can help to support each other. He
compared the song to the English alphabet song, which helps
students learn the alphabetical order. He continued that the
Ahtna and Dena'ina languages have existed in written form since
the 1970s. The first topical dictionary for Dena'ina had been
created in 2007, and a verb stem dictionary is currently in
development. He added that the first anthropological
documentation of Dena'ina had been around 1910.
8:24:26 AM
MR. ISAAK said that about half of Alaska Native languages have
similar methods of scaffolded-cultural teaching through song,
text-based components, and cultural teaching. He stated that
through parents and grandmothers the community has aided the
commitment of tribal organizations to continue language work.
He added that there has been some funding from the state and
federal governments.
8:31:39 AM
MR. ISAAK showed the Dena'ina Quenaga sounds on slide 6. He
emphasized the letters which are different than the English
alphabet, including a glottal stop and others. Mr. Isaak read a
short traditional Dena'ina story, titled "When the Animals
Divided into the Pairs." He explained that there are human and
nonhuman pronouns, except for dogs. Moving to slide 7 and slide
8, using a spruce tree metaphor, he described the questions
which need to be asked in order to compile the pieces in verb
usage. He explained that because Dena'ina language uses heavy
prefixation, the words are "built" from right to left, or root
to needle using the spruce metaphor. He added that reading the
language occurs from left to right, as in English.
8:47:56 AM
MR. ISAAK continued to slide 10 and explained that a
"classifier" does not have a grammatical English equivalent, but
it is necessary. He also described the four inner subject
pronouns, which include two forms of the word "you." He said
that the Dena'ina language is descriptive, with time being
related differently than other languages, and the only
equivalent verb tense in English is the future tense. He stated
that the imperfective tense describes something that has started
but has not stopped yet or is ongoing. He continued that the
perfective tense describes something which has started and
ended, the future tense describes something which is intended to
happen but has yet to occur, and the optative relates a desire
for the verb to take place.
8:51:25 AM
MR. ISAAK stated that the Dena'ina language does not have
gendered pronouns. Continuing with the spruce tree analogy, he
described outer subject and object pronouns. He went on to
describe the Dena'ina morphology verb index on slide 13, with
each of the colored prefix positions corresponding to the spruce
tree analogy. He stated that flash cards are used for students
who are new to the Dena'ina language. He proceeded to the final
slide and explained how the diagrammed verbs can be made into
flashcards. The flashcards help students learn to spell, speak,
and learn the different elements of speech. He advised that
teaching using cultural skills involves inquiry, paying
attention, and learning to listen, which are examples of
learning goals that transcend all learning environments.
9:05:17 AM
MR. ISAAK, in response to a question from the committee, stated
that, in his experience, language learning efforts are
accomplished at a local level. He explained that there is not
direct state funding, but school districts with state funding
may choose to partner with Native corporations to fund Native
language program development. Currently, tribes are not
necessarily in the position to direct funding to support the
program development without the compacting element; however,
there are school boards in some districts which have worked to
develop programs, but those cases have specific circumstances.
For example, the Inupiaq Learning Framework is a "flagship
model" with strong community advocacy, which was used to push
the school board to invest in this Native language framework.
9:17:07 AM
MR. ISAAK, in response to a question from the committee,
referred to a document he provided, called "Teaching Reading
Through Culture" [hard copy included in the committee packet].
He stated that the historical trauma Alaska Native peoples have
gone through and continue to experience is tied to boarding-
school trauma during the "federal termination policy era." He
urged the committee to provide the space for Indigenous people
and Alaska Native language workers to bring Alaska Native
reading forward in a way which promotes language. He expressed
the opinion that the historical way English was taught was
through torture. He argued that the education system was used
to eradicate languages; however, it can also be used to bring
them back. To do this, it must be done with Indigenous people
leading the way, bringing tribal voices to the table in a
dedicated place within DEED, local school boards, and
classrooms. He expressed the opinion that bringing Alaska
Native expertise into every layer of government in education
will make a significant difference. Concerning assessment, he
said, there will be many steps with multiple assessment tools,
including a bilingual component.
9:40:46 AM
MR. ISAAK said that Alaska is linguistically diverse and should
meet the educational needs for Alaska Native languages and other
non-English language students in the state. He suggested that a
dedicated body could work with DEED, focusing on reading,
culture, teaching tools, and professional development. He
offered the opinion that this is critical for success in
literacy. With an anchor in Alaska Native languages, he argued
that tribes could serve as more than just tribal members. He
added that a multilingual approach has the potential to benefit
everyone. He noted that by teaching the principles of language
early, picking up another language happens quickly. He
expressed the expectation that Native children would excel
because they will feel that they belong in the education system.
Also, this will give them the skillset to go into any subject
and to progress in disciplinary literacy. He invited future
questions and stated that by supporting all languages in Alaska,
the state can hope to see more student success, especially in
underperforming districts.
9:55:42 AM
ADJOURNMENT
There being no further business before the committee, the House
Education Standing Committee meeting was adjourned at 9:55 a.m.
| Document Name | Date/Time | Subjects |
|---|---|---|
| 3.9.22 (H) EDC Teaching Reading Through Culture Dena'ina Language Lesson.pdf |
HEDC 3/9/2022 8:00:00 AM |
|
| 3.9.22 (H) EDC Teaching Reading Through Culture.pdf |
HEDC 3/9/2022 8:00:00 AM |