LLC is in the process of completing the development of the Level 3 Lakota Language Textbook. The Textbook is scheduled for publication and distribution to Lakota schools in fall of 2009. Readers interested in the linguistic expertise that goes into developing LLC’s Lakota Language Textbooks will want to read this written interview of the Textbooks’ author, Mr. Jan Ullrich. Tomas Beauchamp, LLC Communications Associate, conduct this interview with Jan.
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TB: Jan, I am curious about how you decide what new content to include as you progress from one Textbook level to the next. For example: how do you choose the new words for Level 3 and why are these words important?
JU: The grammar and vocabulary of each level are selected with two main criteria in mind:
1. Which topics are motivating for the age group that is going to learn from the textbook?
2. Which vocabulary sets, grammar rules and pragmatics (such as phrases) are appropriate for the target age group and proficiency level?
The first criterion is very important because motivation is a major factor for the effectives of language teaching. Children are not interested in memorizing grammar rules or vocabulary items. But, they can learn both if they are introduced through activities that imitate real life situations and especially in topics that matter to the target age group.
Proficiency level is important too; the curriculum has to be well sequenced and progress at a reasonable pace. If the language learning is too demanding, it can be discouraging; if it is too easy, it can be de-motivating.
To ensure that the content and grammar are linguistically and culturally appropriate native speakers are consulted on a regular basis.
TB: Do you envision using the online Lakota Language Forum to help you develop Textbooks in the future? And if so: How?
JU: The Forum has already been helping in developing language materials, although mostly indirectly. Those Forum members who are students of the language help in several ways. First, their questions about the grammar and word usages help us find the gaps in the language documentation. Second, the feedback given by the Forum members helps us fine-tune the description of the language in such a way as to make it even more accessible to students. Third, when the students write or speak in the language they help us identify the most common errors that people learning Lakota make.
This is very important because the teaching materials have to be written in such a way that helps prevent the common errors. Common errors of language learners are something that has been well documented, for instance in ESL (English as a second language), but it has never been addressed in the Lakota language teaching. Finally, some Forum members become actively involved in creating or improving our materials, for example—by archiving older Lakota texts or by proofreading publications before printing.
TB: Approximately 4,000 to 5,000 Lakota students will be ready for the Level 3 Textbook in the fall 2009 semester. How do you see language revitalization impacting the Lakota community so far?
JU: We have seen very definite improvement in language instruction in schools that implemented the standardized curriculum and whose teachers have gone through training. But more teacher training is needed. Even the best teaching materials are not effective if they are not used by teachers who are well versed in language teaching methodology and in the structure of the language they teach. And both of these things were badly neglected throughout the history of the Lakota language instruction. With more teacher training we are likely to see more motivated learners among the children and hopefully also among parents who will make the decision to use the language in their homes.
Meet Mr. Jan Ullrich
Jan Ullrich is considered one of the most accomplished applied linguists working with Lakota today. He is a fluent speaker of Lakota, Linguistic Director at LLC, and a founding member of the Board of Directors. Mr. Ullrich received his MS in Education and Linguistics from the University of Ostrava. His particular areas of specialization are Siouan linguistics, language pedagogy, and language revitalization.
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