Saulteaux, learning the Saulteaux language, this is just the beginning

Saulteaux, learning the Saulteaux language, this is just the beginning

This page is highly experimental, because the founder of the page is not a linguist and has been learning the language and it has been difficult. The site is hoping to reinforce the language by writing and having conversations with other people who are learning the language and offer valuable teachings.

This site has various lessons that are created by a student. It gives the visitors the opportunity to write in a blog and carry on a conversation for learning. Beginner lessons are created for people to learn:

  • Numbers
  • Weather
  • Commands
  • Greetings
  • Sentences
  • Vocabulary
  • Sounds and alphabet

This would be a great site for beginners for the lessons that are already on there. The site does not look like it has been used in some time, but the lesson plans are there for any ones use.

Cree language lessons – Nisto

Cree language lessons – Nisto

This site is a Cree language phrase book that is a compilation of material from the course “Introduction to the Cree language” which was developed in the IMPACTE programme at Brandon University and first taught in the winter of 1972. This book is based on the dialects of Manitoba.

This site consists of 48 lessons, from greetings and polite formulas to body parts. It also gives an introduction that tells us:

  • How to use the lessons
  • About the Cree language
  • Cree pronunciation
  • Sounds dropped in rapid speech

This site will work perfectly for language instructors in the classroom.

Cree literacy network

Cree literacy network

The Cree Literacy Network site promotes literacy in the Cree language and culture. The site contains concepts about reading and writing in the Cree language, and also learning orally through videos and audio.

A selection of resources:

  • Reading Plains Cree in SRO
  • Listen to Cree, with a Cree live radio
  • Audio files for Cree language beginners
  • Books in Cree
  • Read along with audio files from Solomon Ratt
  • Cree place name project
  • For scholars: Cree electronic of classical Cree tiles
  • Cree texts from Neal McLeod
  • Seasonal, calendars and holidays
  • Delores Sand: Classics in Cree, children’s songs
  • Nicāpān owāskahikan/ cāpāns house audio lessons in Cree
  • CreeSimonSays: Cree texts

This is an excellent site for Cree language learners.

Cree language Unit

Cree language Unit

This is a Lac La Ronge Cree site that focuses on the schools in that area. It has sub headings for post-secondary schools, teachers and staff, central staff, and photo albums about prior culture camps.

The site provides a Cree resource catalogue that will enhance Cree language learning for parents, teachers and community members, with resources written in Cree. The resources are there to preserve, maintain and revitalize the Cree language.

The resources provided on this site are posters, instructional language resources, bulletin boards, resource books, classroom essentials, flashcards, visual aids,  song books, CDs, DVDs, games, activities, story books and legends.

This site does not provide the resources for free, but is a catalogue for people to use to gain Cree resources.

Non-Aboriginal Teachers’ Perspectives on Teaching Native Studies

Non-Aboriginal Teachers’ Perspectives on Teaching Native Studies

John M. Dewar, 1998

Thesis submitted to the College of Graduate Studies and Research in partial fulfilment of the requirements for the Degree of Master of Education, Department of Educational Administration, University of Saskatchewan.


Since the mid-1980s, the Saskatchewan Department of Education has approved the instruction of Native Studies courses in provincial high schools . In hope of enhancing the instruction of these courses, this study focused on the perspectives of Non-Aboriginal teachers who were assigned to teach Native Studies. Through a questionnaire, personal interviews, and a focus group, nine Non-Aboriginal high-school teachers examined the following aspects of the courses: formal and informal training of instructors, goals of the courses, key content and pedagogical methodologies, major challenges, and recommendations for improving the delivery of the classes.

The literary context for the research was based upon three major areas : Non-Aboriginal teachers’ perspectives on teaching Aboriginal students, preparing teachers to teach Native Studies, and preparing teachers to instruct Native Studies to Aboriginal students . Due to the ‘single-group’ nature of Native Studies curricula, considerable literature examination was focused on multicultural education models.

The research data of the study revealed that the majority of interviewees have minimal formal education experience with Aboriginal content or epistemology. In addition, most of the study participants indicated little, if any, informal cultural contact with Aboriginal peoples. Study participants generally acknowledged the limitations of their scant academic and experiential interaction with Aboriginal cultures, and recommended means of various education stakeholders improving the situation.

The study also exposed a variety of teacher perspectives about the goals of the courses. While there was unanimity regarding the efficacy of the courses, most teachers believed the goals of Native Studies varied depending on the cultural composition of the class. In addition, a couple of teachers inferred that a major objective of Native Studies courses is the promotion of an anti-establishment’ political message. Some teachers also indicated a quandary regarding whether the course curricula required them to “teach Aboriginal culture, or teach about Aboriginal culture.”

In terms of course content and teaching methodologies, there were numerous opinions on `what was important’. All the interviewees viewed history as a significant ingredient to a `good’ Native Studies class, but some of the teachers expressed a reluctance to delve into such issues as Aboriginal spirituality, racism, and ‘white-privilege’. There was also hesitation amongst many of the respondents to incorporate traditional Aboriginal epistemologies into course methodologies because they wanted to personalize instruction, not base it upon cultural generalizations.

In addition to the aforementioned issues and corresponding challenges associated with the background training for the courses, the goals of the courses, and the content and methodology of the courses, the study participants highlighted other concerns with the teaching of Native Studies: irrelevant curricula, lack of materials, poor course funding, student absenteeism, student perception that the courses are for ‘non-academics’, lack of flexible timetabling for experiential learning, and lack of staff knowledge and appreciation of Aboriginal cultures. All administrative levels of the education system were identified by the interviewees as influential in helping to mitigate the difficulties associated with the instruction of Native Studies.