Analyzing Available Curriculums: FNMI Language and Culture in Alberta and Saskatchewan

keneciaanderson
Apr 14
5 min read

In the evolving landscape of education it is crucial to closely analyze the available curriculums. This post will focus on the FNMI Language and Culture Twelve Year Template by Alberta Education and the current curriculum for Aboriginal languages in Saskatchewan. Both documents serve as possible blueprints for delivering language education from Kindergarten to Grade 12, yet they present different challenges and opportunities for educators.

Wide angle view of an educational classroom setup

Understanding FNMI Language and Culture Twelve Year Template

The FNMI Language and Culture Twelve Year Template is designed for students from Kindergarten to Grade 12 in Alberta. It aims to immerse students in First Nations, Métis, and Inuit cultures while promoting language proficiency. According to Alberta Education, this curriculum emphasizes the significance of language in cultural identity and community engagement.

The curriculum outlines learning objectives that ensure students not only learn the language but also understand its place in the cultural fabric of their respective communities. The goal is not solely linguistic proficiency but also the fostering of pride in cultural heritage. For instance, students are encouraged to participate in cultural events, storytelling, and traditional practices related to language use.

This integration enhances the educational experience and enables a deeper understanding of language as a living expression of culture.

Close-up view of a student engaged in cultural learning activities

The Saskatchewan Curriculum: A Historical Perspective

In contrast, the Saskatchewan Curriculum for Aboriginal Languages serves as a significant educational document. Educators have been relying on a 1994 guide, which, while foundational, does not meet the contemporary needs of language education. The outdated curriculum has implications for teaching professionals who require updated terminology and guidelines.

The Saskatchewan education system has experienced revisions, and it seems paradoxical that Aboriginal language teachers still depend on a dated curriculum. Recent discussions suggest a pressing need to modernize this framework, enabling teachers to design lessons that resonate with current pedagogical standards. Such an update would not only streamline lesson planning but also reflect advancements in linguistic and cultural studies.

The Gap: Nehiyawewin Curriculum Update

Interestingly, while the general Aboriginal languages curriculum in Saskatchewan has not been updated, there is a modernized curriculum for Nehiyawewin, specifically for grades 10, 20, and 30. This disconnection between the upper and lower grades creates a gap in learning continuity.

This inconsistency could lead to varied educational outcomes across different grades. Thus, to ensure a coherent educational experience, it is essential to adopt a comprehensive curriculum for all grades.

Eye-level view of educational materials focusing on Indigenous languages

Moving Toward a Future of Language Education

It is evident that the integration of FNMI language and culture into curriculums is essential for the education sector in Canada. The FNMI Language and Culture Twelve Year Template offers a robust framework, while the Saskatchewan curriculum reveals the necessity for modernization.

In conclusion, it is imperative that education policymakers prioritize the revision of the Aboriginal Languages curriculum in Saskatchewan. By doing so, we can ensure that language teachers are adequately supported with resources aligned to today’s teaching and learning needs, hence fostering a generation that is proud of their heritage and equipped for the future.

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By exploring the discrepancies and opportunities available in the current FNMI language and culture curriculums, as well as emphasizing the importance of updating outdated documents, we can promote a future of enriched education for Indigenous languages in Alberta and Saskatchewan.

The following is an side-by-side table displaying the outcomes for the Cree language of both curriculums:

General Outcomes	Applications [A]	Language Competence [LC]	Strategies [S]	Community Membership [CM]
From (FNMI) Language and Culture Twelve Year (Kindergarten to Grade 12) Template, Alberta Education, Alberta, Canada. (Education, 2010, p. 5)	Students will use and apply the (FNMI) language in various situations and for different purposes at home, in school and in the community. A–1 to share information A–2 to express emotions and personal perspectives A–3 to get things done A–4 to form, maintain and change interpersonal relationships A–5 to enhance their knowledge of the world A–6 for imaginative purposes and personal enjoyment	Students will be effective, competent and comfortable as (FNMI) speakers. LC–1 attend to the form of the language LC–2 interpret and produce oral expressions LC–3 interpret and produce written texts and visual expressions LC–4 apply knowledge of the sociocultural context LC–5 apply knowledge of how the language is organized, structured and sequenced	Students will know and use various strategies to maximize the effectiveness of learning and communication S–1 language learning S–2 language use S–3 cultural learning S–4 general learning	Students will live harmoniously with the natural world, others and themselves, guided by the Creator CM–1 natural world CM–2 others CM–3 themselves (relationships, knowledge of past and present, practices and products, past and present perspectives, diversity)

Students will:	Speaking	Writing	Reading	Listening and Comprehension	Cultural Considerations
Learning Objectives from Aboriginal Languages A Curriculum Guide for Kindergarten to Grade 12 (Saskatchewan Education, 1994)	-develop confidence in their in their verbal responses. -perfect their pronunciation, intonation, stress and volume to suit the situation. -use vocabulary at their level of instruction to express themselves -express opinions on a variety of topics and with a variety of audiences -express themselves in a formal cultural setting -use vocabulary correctly and in appropriate contexts -speak to different kinds of audiences in different kinds of situations -participate, with greater insight in increasingly complex discourse	-communicate through writing their ideas, experiences, and emotions -express themselves through writing, using vocabulary learned in the oral and reading portion of the class -learn the importance of sequencing of events in their own or other writing -learn to be sensitive to the ways in which other communities uses the language. -learn to use increasingly complex grammatical structures.	-read and recognize the written version of the vocabulary being learned. -extract meaning from written material using context and picture clues -develop reading ability appropriate to their age and competency levels -read about topics of interest -read materials that contain increasingly complex vocabulary and structure	-compare their own responses – oral or written - to questions, statements, and oral or written material. - listen and observe attentively - follow instructions -utilize prior knowledge to express new ideas -interpret meanings of gestures, tones, emotions, and expressions -master the intonation, rhythm, patterns and stress points of the language -listen to oral presentations given in various situations and select specific information from them -understand vocabulary given in different contexts -identify the main idea given in spoken or written material	-learn about the origin and significance of some of the vocabulary -learn vocabulary related to making some crafts -learn how to communicate with Elders in a respectful and appropriate manner -listen to and recognize the vocabulary related to activities such as dances, feasts, and winter festivals -participate appropriately in traditional ceremonies -listen to and read stories that reflect various aspects of culture in the language being learned -learn about the historical and current experiences of the peoples of the language group -learn to appreciate and value the language and the culture it reflects