High School Block:

Introductory Mi’kmaw 110

Language and culture are inseparable. Therefore, the revitalization, preservation, and maintenance of a language are necessary conditions for the survival of a culture. Language is essential to the understanding of unique Mi’kmaq cultural perspectives.

 A curriculum that encourages Mi’kmaw language programming through Mi’kmaq perspectives clearly encompasses the wisdom of Mi’kmaq voices. It is the tool that enables learners to explore and experience Mi’kmaq culture and the perspectives embedded in the language.

Language carries within it the spirit, culture, history, and philosophy of a people; it reveals how they think and how they view the world. In short, language both defines and reflects the particular attitudes and values of a people. Language, moreover, is the principle means by which culture is preserved and transmitted from one generation to another. Mi’kmaw are witnessing the revitalization of their language and culture from near extinction to a new vitality and renewal.

The ultimate goal of the Mi’kmaw language program is to inspire Mi’kmaq students to be proud of their ancestral language and to motivate them to use it to communicate in their daily lives – to use it, in other words, as a living language that is part of a living culture. The program is open to all students who want to learn the Mi’kmaw language and develop a better understanding of the Mi’kmaq culture.

Note on orthography: This document (and associated materials) uses the Francis-Smith orthography.

For Educators:

➔ PL Hub: Wabanaki Education

CONTEXTS AND CONCEPTS

DEVELOPING WABANAKI LANGUAGE SKILLS

COMMUNICATING

  • Receiving and providing, instructions, directions, and other information
  • Asking and answering questions
  • Expressing thoughts, feelings, hopes, and goals

DEMONSTRATING KNOWLEDGE

  • Providing information in social, cultural, and school settings
  • Describe people, places, ideas, experiences, feelings, hopes and goals
  • Describe talents, interests, hobbies, and personal knowledge

PRIDE IN IDENTITY

  • Demonstrating pride in Wabanaki identity
  • Participating in ceremony, and/or cultural activities
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GRADE 11

Strand: Etlewistɨmk aqq Jiksɨtmk (Speaking and Listening)

Big Idea: Etlewistu’timk (Spoken Interaction)

Skill Descriptor: Respond to and demonstrate understanding of simple, everyday expressions, directions, instructions, and questions.

Global Competencies: CL, CM, SASM

Achievement Indicators:

  • Participate in simple, interactive conversation using common questions and responses (Taluisin? / Ni’n teluisi___., Me’ tale’yn? / Wele’y., etc.).
  • Expressing likes and dislikes (food) in conversation (Koqowey ki’l wiktmn?/ Wikpɨk___etc.)
  • Expressing feelings and emotions (Me’ talitpien?/ Ni’n ______________).

Big Idea: Etlewistu (Spoken Production)

Skill Descriptor: Use simple phrases and statements in speech

Global Competencies: CL, CM

Achievement Indicators:

  • Use common words and phrases in speech.
  • Pronouncing vowels, vowel blends, and consonants.
  • Describe what you see (in the classroom, around the school, in your home, etc.)
  • Describe the location of something using locatives (on top of, inside, under, behind) and locatives (kutputiktuk/ on the chair; wi’katikniktuk/ in the book., etc.)
  • Use vocabulary related to common foods (wenju’su’n, tia’muey, jakejuey, etc.)

Big Idea: Jiksɨtmk (Listening)

Skill Descriptor: Understand simple statements and questions

Global Competencies: CL, CM

Achievement Indicators:

  • Recognize simple questions and greetings with support (Kwe’, me’ tale’yn?  Katu ki’l taluisin? etc.)

Strand: Ekiljemk aqq ankaptmk (Reading and Viewing)

Big Idea: Ankmtaqikiljemk (Reading fluency)

Skill Descriptor: Read words, numbers and short phrases with support

Global Competencies: CL, CM

Achievement Indicators:

  • Reading basic text accurately with support (short paragraphs and groups of sentences with a model or other supports).

Big Idea: Klusuaqnn (Vocabulary)

Skill Descriptor: Recognize patterns of language to solve unfamiliar words

Global Competencies: CL, CM

Achievement Indicators:

  • Decoding unfamiliar, but common and relevant vocabulary (terms for foods, common classroom objects, family and kinship, special days, days of the week, hobbies, and school activities).
  • Recognize vocabulary to express feelings (Wele’y, Welta’si, Pa’qala’y, Kispney etc.)
  • Recognize and describe colours (singular animate/ inanimate and plural animate/inanimate forms- example: mekwamuksit-mekwamu’k-mekwamuksijik-mekwamu’kl).
  • Recognize vocabulary for special days, locations, and activities (Ankukomkewey Na’kwek- Treaty Day, Nuelewimk- Christmas, etc.)

Strand: Ewi’kikemk aqq nemitmk (Writing and Representing)

Big Idea: Nenasikl Klusuaqnn (Word knowledge)

Skill Descriptor:

  • Create simple texts with support.
  • Demonstrate correct spelling and grammar
  • Demonstrate correct word usage
  • Recognize features of Mi’kmaw words and grammar

Global Competencies: CL, CM

Achievement Indicators:

  • Write a simple dialogue using common questions and statements with support (Me’ tale’yn? Wele’y etc.)
  • Use plurals, personal pronouns, prepositional phrases, animate and inanimate numbers, and possessive forms.
  • Voiced and unvoiced consonants
Letter Voiced Unvoiced
j j ch
k g k
p b p
s z s
t d t

Strand: Mi'kmawey kejitekemkewey aqq ta'n wetapeksimk. (Mi’kmaw Knowledge and Identity)

Big Idea: Ta'n telo'ltimk aqq ta'n kejitmk (Protocol and cultural knowledge)

Skill Descriptor: Apply Mi’kmaw protocol and respectful behaviour in class, in school, and in the community.

Global Competencies: CL, CM, SASM

Achievement Indicators:

  • Offering tobacco, saying prayers, giving gratitude, practicing respect
  • Teaching through storytelling
  • Addressing Elders and Knowledge Keepers appropriately
  • Recognizing what is/ is not appropriate for non-Indigenous learners to do
  • Treating self and others with respect
  • Respectful behavior during ceremony and treating ceremonial objects with respect.
  • Paying attention (not interrupting, playing on phones, etc.) and giving appropriate respect to Elders, and all school personnel (teachers, cleaners, bus drivers, etc.,).

Big Idea: Ta'n teli-l'nu- tlo'ltimk (Cultural Activities)

Skill Descriptor: Organize and Participate in Mi’kmaw activities and events.

Global Competencies: CL, CM, SASM, CTPS, ICE, SGC

Achievement Indicators:

  • Organize and participate in cultural activities inside and outside the school environment
  • Learn from Elders and Knowledge Keepers about culture and language

Big Idea: Kujmuk etl-kinu'tmasimk (Learning Outside of the classroom)

Skill Descriptor: Use and promote the use of Mi’kmaw to communicate outside of the classroom and explore relationships between language, land, place, and culture.

Global Competencies: CL, CM, SASM, CTPS, ICE, SGC

Achievement Indicators:

  • Use Mi’kmaw in daily interactions around the community and home.
  • Learn on and from the land (medicines, foods, activities, recreation).
  • Incorporate language in all activities in community and on the land.
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