Edited by Elena Mihas, Bernard Perley, Gabriel Rei-Doval and Kathleen Wheatley
[Studies in Language Companion Series 142] 2013
► pp. 221–242
This paper discusses the components of Identity Through Learning (ITL), language learning and curriculum development that is community centered, experiential, and collaborative. It discusses three examples of culture- and place-based curriculum projects developed at the Northwest Indian Language Institute (NILI) at the University of Oregon. We propose that place-based curriculum grounds student learning in their experiences in local events and places, and fosters community connection to traditional lifeways. As such, it can strengthen student self-esteem and identity. The paper addresses how place-based curriculum reinforces Native educators’ goals for student learning, and how ITL is a promising strategy for supporting students in the classroom and beyond.
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