Blackfoot Language: Creating Simple Sentences in Different Tenses.

(Blackfoot)

The instructor/teacher must review the Blackfoot Language Manual prepared by Beverly Hungry Wolf and must be prepared to teach the Blackfoot Language using the International Phonetic Alphabet system with some modifications/adaptations. The Blackfoot Language key, section one addresses the modifications/adaptations.

The Blackfoot Language Manual is introduced as a key resource for all Blackfoot language lessons. Phonetics is used to teach the language. The rationale is that “if you speak English you already understand and use phonics in your daily speech." However, at the beginning of the manual a key for pronunciation has been developed and is essential to properly sounding out the Blackfoot word. This is important for pronouncing the Blackfoot words properly. 

By the end of the lesson the learner/student will have background on the following:

1. Vocabulary development - Refer to Blackfoot Language Manual.  Provides the basics in beginning to speak and hear the Blackfoot language. 
2. Blackfoot language structure: grammar - Refer to Blackfoot Language Manual which provides examples. 
3. Blackfoot culture and the words associated with the Blackfoot belief system, philosophy, can refer quote “language articulates the belief system…”. 
4. Listening (class and recording device), reading (Blft Language manual), writing (Blflt Language manual) and speaking (language lab and oral presentations) achieved through class activity and assignments. 

Teaching the Blackfoot language utilizes a combination of teaching methods. Total Physical Response is utilized when introducing the commands/verbs. Approximately fifty (50) commands are included in the manual (see page 9). Charades and basic sign language are used in most of the lessons. Instructor will introduce each of the commands/verbs by acting/charades. 

Each lesson is also Task-based, as the follow-up to the lesson is an assignment which is the beginning of student/learner Blackfoot booklet. The student/learner is encouraged to share their booklets with family members. 

Teaching the Blackfoot language utilizes a combination of teaching methods. Total Physical Response is utilized when introducing the commands/verbs. Approximately fifty (50) commands are included in the manual. (Refer to page) Charades and basic sign language are used in most of the lessons. Instructor will introduce each of the commands/verbs by acting/charades. 

Each lesson is also Task-based, as the follow-up to the lesson is an assignment which is the beginning of student/learner Blackfoot booklet. The student/learner is encouraged to share their booklets with family members. 

Student/learner is required to have a recording device. Blackfoot words will be recorded, which addresses the learner/student whose preference may be memorization, hearing the Blackfoot word over and over again.

The tactile, artistic learner/student can supplement their learning of the language in the illustration of their Blackfoot booklets.The visual learner/student can supplement their learning of the language by posting at home/workplace the Blackfoot word for object, an excellent way of learning nouns. Example, coffee, tea, milk, pop, my dad, my mother, my sister, my brother, my grandparent

This particular lesson is more practical in nature, focusing less on integrating with lived experience or the intuitive learner. 

This particular lesson is more practical in nature, focusing less on connecting with feelings and experiences. 

Sign language is used anytime Blackfoot is spoken, example, point to yourself for “Nisto” meaning me. "Gisto" meaning you, point at the learner/student. Additionally, the oral nature of the lessons as well as writing out sentences with illustrations both support tactile (e.g., learning through doing) learners. 

Students are encouraged to create sentences independently. Students link their written sentences to images they create, which builds logical thinking. Students reference the Blackfoot manual and are continually learning about how future lessons will progress and how the lessons will be taught providing students with logical information.