Blackfoot Language for the Morning

(Blackfoot)

Students warm up by discussing what they do each morning with their families. Students think of this individually and then share with a partner or in groups to establish a common routine. This routine can be represented with picture cards, ideally created by the students.

*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 using the manual, the learner/student will have background on the following:

1. Vocabulary development - Refer to Blackfoot Language Manual, which provides the basics in beginning to speak and hear the Blackfoot language. 
2. Blackfoot language structure and 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. See the references to practicing in groups and at home for other ideas.

Building this language into everyday life integrates the learning with students' lived experiences each day and ties the vocabulary to the individual routine. Also, by teaching younger students, this helps build community both inside and outside the school. It also allows students to focus on the parts of the day that are tied to spiritual development, such as NEE DAWK GAH MAH DO SIM - I will make incense (pray).

Students connect with one another and with younger students. Also, by identifying their most and least favourite parts of the routine they relate to their feelings and learn about one another's emotional connections to their daily routines. 

By creating booklets and teaching the lesson to younger students, they will learn by doing. Additionally, using the phrases each day as they get up and sharing them with their families will support the physical learner.

In addition to learning the phrases, students will sequence their activities in the morning, linking to the logical learner. Also, teaching younger students will help develop their independence.