Online and Physical Resources for Cree Language Classes

keneciaanderson
Apr 15
8 min read

The revival and teaching of Indigenous languages, such as Cree, have gained momentum in recent years. For educators and students alike, access to varied resources can make a significant difference in the learning process. This post will delve into both online and physical resources available for Cree language classes designed for grades K-10.

Online Resources for Learning Cree Language

The digital age has opened up multiple platforms for learning languages, including Cree. Below are some of the most valuable online resources available for Cree language classes.

1. Cree Language Resources

2. Indigenous Language Apps

The Indigenous Language App is primarily designed for mobile users who prefer learning on-the-go. The apps include audio pronunciations, allowing users to hear the language as spoken by native speakers, which is essential for correct pronunciation.

Maskosis Goes to School on the App Store

Plains Cree Conversation on the App Store

Online Cree Dictionaries

Link: itwêwina Plains Cree dictionary
Link: Online Cree Dictionary, Cree Language, Cree: Words, Alberta Elders' Dictionary, Maskwacis

Physical Resources for Learning Cree Language

Though online resources are indispensable, physical resources still play an essential role in language learning. Here are some noteworthy examples.

The Saskatchewan Indian Cultural College online store has a variety of learning resources for hands-on learning

Link: Plains Cree (Y) Material – SICC Online Retail Store

1. Cree Language Dictionaries

Having a physical dictionary on hand is invaluable for language learners. Books such as Cree Dictionary: A Guide for Beginners offer a structured approach to vocabulary building, essential for mastering a new language.

Link: Cree: Words(Volume 1 and Volume 2): Wolvengrey, Arok: 9780889771277: Books - Amazon.ca

Close-up of an open Cree dictionary on a wooden desk

2. Hands-On Learning Tools

Materials such as flashcards, board games, and posters depicting vocabulary can significantly enrich the learning experience. Incorporating manipulatives makes the language learning process engaging and interactive.

Example Units: Flashcards featuring animals, colors, and everyday objects can help students visualize vocabulary.

3. Curriculum Guides and Textbooks

In the context of teaching the Cree language, two notable curriculums are the FNMI Language and Culture Twelve Year Template and the Aboriginal Languages - A Curriculum Guide for Kindergarten to Grade 12. These guides form a vital part of the teaching landscape, offering structured pathways for educators.

The following textbooks offer a great reference point for learning the language:

Jean L. Okimasis Workbook series Online, free:

Cree: Language of the Plains / nēhiyawēwin: paskwāwi-pīkiskwēwin

-Audio Lab

Stream Sean.Prpick | Listen to Cree Language of the Plains Sessions playlist online for free on SoundCloud

-Lanaguage Lab PDF - Online, free:

Cree: Language of the Plains

Integrating Resources into Your Curriculum

Integrating both online and physical resources into a Cree language curriculum can enhance the overall learning experience. For example, a teacher could develop lesson plans that switch between digital exercises and hands-on learning. For Reference purposes only, will mainly be suitable for Saskatchewan or Alberta teachers. Adapt to own teaching needs if necessary.

How teaching ties into language documentation is that it encourages Resource Based Learning. Language teachers who use the Aboriginal Languages Curriculum are encouraged to take note of how “customs vary from one community to another. To request guidance and/or assistance from an elder, one must follow customary protocol. Some general guidelines include:

-send a letter to the local band council stating the nature of your request and the Elder’s role within the program.

-Request assistance regarding protocol.

-If your school division normally offers honoraria…offer the same thing to the Elder.

-Consult the Elder to determine the learning outcome” (Saskatchewan Education, 1994, p. 8)

These steps mirror language documentation steps and encourage the Teacher to be mindful of community guidelines and Elders roles as resource persons and language keepers. The teacher should always maintain respect for the language and it’s speakers, as well as to take those extra steps to ensure proper language documentation, if they are creating resources based on interviews with Elders or Language Keepers.

The learning objective in the Specialized Phase (grades 10, 11, 12+) creates a student who will demonstrate increasing “interest and ability to use oral and written language in various settings, activities, purposes and to respond to the needs of an audience…[the next goal is the [interest and ability to read and respond to what others have written, and to collaborate with them in the stages of the writing process” (Saskatchewan Education, 1994, p. 24) . The Specialized learner will have respect and awareness of cultural protocols (Saskatchewan Education, 1994, p. 24). This goal is set out for the students, creating natural learners who in the end are in the beginning steps of Language Documentation roles where they can even be taught proper language documentation should the teacher include this as a learning requirement.

Themes and Resources - Example Grade 8/9 Year Plan

2023-2024 Peepeekisis Pesakastew School - Curriculum Plans for Cree K-9 – Kenecia Anderson

This table is adapted from Aboriginal Languages, A Curriculum Guide for Kindergarten to Grade 12

The Plains Cree language is to be taught as a second language acquisition

The Plains Cree Language is to be taught in Stages:

Stage 1: Comprehension	Stage 2: Early Production	Stage 3: Speech Emergence
-period of silence, students not required to respond -students are given information that is relevant to them, "input" -eventually students feel comfortable enough to respond to commands and questions, response given through actions or in their first language. "output". Listening and observing skills. -students retain and use the new sounds of their second language.	-students begin to master early pronunciation and build a key list of vocabulary. -response is a mix of words in first language and a few simple sentences in the second language, or the response may be action. -students can make themselves understood -they are recalling retained "input" -this stage they will begin to recognize written words and associate them with concrete words and actions.	-Ultimate goal is for students to achieve discourse of proficiency, sociolinguistic and linguistic competence. -reflected through longer responses, more complex discourse, and ability to converse in variety of audiences and situations. -show interest in and are motivated to pursue independent study. -listening, speaking, reading, writing. -the degree of fluency is dependent on factors such as a positive learning environment, relevancy of vocabulary introduced, community involvement and encouragement from everyone. Discourse of proficiency: knowing appropriate use of the language Linguistic Competence: knowing possible and impossible sentence structures of a language Sociolinguistic Proficiency: knowing the possible and acknowledging the inherent Cultural aspects of language usage

(Saskatchewan Education, 1994, p. 13)

Objectives

Foundational objectives – PHASES Table adapted from Aboriginal Languages, A Curriculum Guide for Kindergarten to Grade 12

NOT INCLUDED – Final phase – Specialized Phase, meant for grades 10, 11, 12

Emerging Phase Students will demonstrate emerging:	Developing Phase Students will develop developing:	Extending Phase Students will demonstrate increasing:
Ability to listen politely according to cultural norms Ability to use oral Cree Language to bring meaning to what they observe, feel, and hear through questions and discussion Awareness that the print and symbols of Cree Language convey meaning Curiosity about the patterns, sounds, and intonations of the Cree Language by listening and speaking, and participating in shared reading and writing activities Desire to participate in discussions of ideas and illustrations in a variety of resources either in English or Cree Language Awareness of the contemporary and the historical or traditional lifestyles of Cree people.	Ability to use listening to understand the meaning of the Cree Language Ability to convey meaning orally and with confidence in the Cree Language to adults, Elders and peers in various situations Interest in interpreting symbols and print in their environment Awareness of the relationships between the letters, symbols and sounds of the Cree Language Curiosity about and interest in print by participating in independent and shared reading and writing activities Recognition that writing is a process focused upon conveying meaning to self and others Desire to independently initiate reading and writing activities for various purposes Interest and ability to read orally and silently for enjoyment and information Ability to discuss a limited number of topics using the Cree Language Awareness of and respect for cultural protocol Respect for ones own culture and the cultures lifestyles and experiences of others. Respect for the ideas, language, dialect and communication styles of others and the ability to respond sensitively and thoughtfully Ability to participate in small or large groups for conversation and other purposes	Ability to use oral Cree language to generate, clarify, and extend their personal understanding of what they feel, hear, and read through interaction with others Ability to convey meaning with confidence to adults and peers in various settings and situations Ability to interpret symbols, sounds, and intonation of words through reading and conversing Ability to read for meaning by integrating all cueing systems Interest and ability to express ideas, thoughts and feelings in writing for self and others Ability to discuss a variety of topics Respect for the ideas, language, dialect and communication styles of others Confidence and ability to respond in culturally appropriate ways to various audiences and situations Awareness of and respect for the various cultures, human behaviors, experiences, emotions, and ideas conveyed through oral communication Ability to participate in large and small groups

(Saskatchewan Education, 1994, pp. 23-24)

Example Grade 8/9 Year Plan

Grade 8/9 Year Plan – Content from Kenecia Anderon’s Year Plan for Peepeekisis Pesakastew School 2022-2024

Extending Phase – Grey highlight indicates review of new learning material that from previous grades, darker grey indicates brand new material

Timeline	Content	Land Based Activity	Outcome
Tipi teachings
Daily Routine	Cree Prayer Greetings Numbers 1-10 Colors - Inanimate 6 (red, blue, green, white, yellow, black) Songs (Tanisi song, Numbers Song, Animals Song, Awina Kiya)		CM1.3 A1.1, A4 LC1.3 “ “ A6.1
September	Basic Introductions Longer Greetings	-Obedience -Respect	LC1.3 LC1.1
October	-Verb Set 1 -Basic Words – Pronouns, children, men/boys, women/girls - Community Members – Chief, elders, teachers, police	-Thankfulness -Respect	LC2.1 LC1.3 CM2.1
November	Kinship -Extended Family - Pre-Verbs	-Humility -Control Flaps	LC1.3 LC1.4
December	10 Domestic Animals - Articles – This/That	-Kinship	CM1.1, CM2.4 LC1.3
January	10 Wild Animals - Colors – Animate 6 (red, blue, green, white, yellow, black)	-Hope	CM1.1 LC1.3
February	Diminutives for animals -Basic Sound System – Syllabics	-Love -Happiness	CM1.1 LC1.2
March	Plurals for animate/inanimate	-Faith -Strength	LC1.4
April	-Questions/Basic Questions -Future/past - Days/times of day - Directions East, west, north, south, left, right Earth/wind/fire/water/stars/sun/moon	-Sharing	LC5.3 LC5.1 LC1.3
May	-Food -Liquids Ceremonial terms Prayers, smudge, tipi, sweat lodge, sweetgrass, sage, cedar - Basic Sentences – Meal terms, Pow-wow terms, Hunting/Fishing, Sport Terms -Classroom Terms -Household Terms -Transportation	-Cleanliness	LC1.3 CM1.2, 1.2, 1.3 CM2.1, 2.3 CM3.3
June	Feelings – happy, sad, excited, angry -Clothing	-Child Rearing	CM 3.4, A2.1, 2.2 LC1.3

Final Thoughts

As we've explored, both online and physical resources are crucial for effective Cree language instruction, particularly in grades K-10. Access to a diverse range of materials enables educators to create dynamic lesson plans that cater to multiple learning styles. Using these resources provides students with a culturally rich framework for learning a beautiful language that is integral to the identity of many communities.

Ultimately, by combining digital tools with tangible resources, you can create a holistic learning environment that supports language preservation.

For further insights into Cree language education, consider exploring the curriculums listed, which serves as a robust guide for educators and learners alike.