LING 360 – Teaching Language

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INLG 360

Instructor: Sally Hart 
email: or   cell/text: 250 246-3039
Office hours: 3:30 to 4:30 pm Monday’s and Tuesdays

Simon Fraser University 
Summer 2022  Ling 360 Introduction to Applied Linguistics: Hul’q’umi’num’ 

Instructor: Sally Hart ( (
Cell: 250-246-3039         Home: 250-715-3039

Hul’q’umi’num’ language experts:  Delores Louie, Marlene Tommy, Tara Morris, and various Elders and visitors
Location: On-line via Zoom
Schedule: May 2–June 28, Monday and Tuesday, 7:00 pm—9:30 pm

Course Outline 

Theoretical and practical aspects of second language teaching and materials development. Through readings, discussions and hands-on tasks, participants will develop critical skills in making their own strategic choices about approaches and methodologies for teaching Hul’q’umi’num’. Topics will include an overview of innovative methods and the development of materials that enrich the language learning environment. 

Upon completing LING 360, students will attain the following learning outcomes: 

  • To become familiar with different approaches to teaching language
  • To adapt various approaches, methods and techniques to produce lessons for Hul’q’umi’num’ which will promote fluency in the language and understanding of Hul’q’umi’num’ culture
  • To be aware teaching practices and materials development in Hul’q’umi’num’ language programs. 

Course materials

Required readings 

  • Bennett, Ruth, 1997. It really works: Cultural Communication Proficiency. In Rehner, J (Ed.) Teaching Indigenous Languages, Flagstaff, Arizona. 
  • First Peoples’ Cultural Council:
    Language Nest Handbook; Language and Cultural Immersion Handbook; Master- Apprentice Handbook. 
  • Ignace, Marianne, 1998. Handbook for Aboriginal Language Program Planning in BC. FNESC. Chapters 4–6. 

Supplemental readings 

  • Richard-Amato, Patricia A, 1996. Making it Happen. Interaction in the Second Language Classroom, Longman. Chapters 1-4, 7, 8, 10-12. 
  • Larsen-Freeman, Diane, 2000. Techniques and Principles in Language Teaching, OUP. 
  • Additional Readings TBA.
  • Various Videos on Scaffolding, TPR and other language teaching methods, TBA. 


a) A portfolio of lesson ideas using a variety of teaching strategies suitable for Hul’q’umi’num’ 
b) Final project: produce and present a Hul’q’umi’num’ language lesson. 


  • Attendance and participation 25%
  • Portfolio 30%
  • Journal 15%
  • Final project presentation of language lesson 30% 
MondayTuesdayClass Notes
Week 1 
May 2 & 3
Opening Prayer, acknowledgement, Introductions

Binder contents

Preparing to teach:
– Setting – Safety
– Learners – First Impressions
– Openers – Closure

Assign reading/references for journal entry
Chapter C 62-76 PDF
Journal Entry (Sample) PDF
Journal Entry (Template) PDF (for print)
Journal Entry (Template) ODT (OpenOffice)
Journal Entry (Template) DOCX (Word)

Teaching a lesson in person vs zoom

Portfolio Activity
Monday, May 2nd and Tuesday, May 3rd
We had a lengthy session with introductions on both nights. We went over the course outline, teaching tips. We also took a quick look at a Chant activity.

The Journal assignment was a reading from The First Days of School, Chapter C, and the video to view was Supporting Language Learning Development in a Language Rich Environment.

Journal Entry/Assignment 1 due Sat. noon, May 7th 
A) Reflection Piece:  Watch video (see ref. list #4)
B) Reading (see ref. list #6)
C) KLWS for this week
(What I knew, what I learned, what I wonder and summarize)
Week 2 
May 9 &10
Songs, Protocols, Staying in the language

Chant work Activity and file/sheets
Chant Activity PDF
Chant Activity ODT
Chant Activity DOCX
Printable cube PNG

Assign reading/references for journal entry
Materials Development Comparing and contrasting materials: In-person vs Zoom. 

Presenter: Helena Norris – SENCOTEN language, Language Nest
Monday, May 9th
The first night we began the Chant Activity process and discussed the plan, the prep, inspiration and presentation. Students in Breakout rooms did Chant work both from the guide provided and also developed their own chants and patterns.
Tuesday, May 10th
The second night Guest Speaker, Helena Norris, Sencoten, gave an inspiring presentation, and afterwards, there was a lively question period.

Journal Entry/Assignment 2 due Sat. noon, May 14th 
A) Reflection on presentations/readings
B) KLWS for this week
C) Chant 1 Assignment
Week 3
May 16 & 17
Classroom management and  language learning

Presenter: Merle Seymour

TPR Total Physical Response: Next level – Extending commands –  meaning and context

Assign reading/references for journal entry
Creating a Unit Plan/Designing a lesson

Presenter: Marlene Tommy
Zoom – Teaching behind the scenes, how to make it happen!

Marlene’s River Lesson (pdf)
Lesson plan template (pdf)
Lesson plan template (docx)
Monday, May 17th
We were honoured to have Merle Seymour share his language journey as a learner and a teacher with us. We were moved by all the connections we were making on what Merle was presenting.
Tuesday, May 18th
The next night, Marlene Tommy gave us a glimpse into materials development and classroom management.

Excellent presentations on both nights.
If you were present for all classes, your journal entry topics would have numbered 6 – two topics for each entry).

Journal Entry/Assignment 3 due Sat. noon, May 21st 
A) Reflection on presentations/readings (see reference list #5)
B) KLWS for this week

Week 4 
May 23 & 24
No class on Victoria Day.
Guest Presenter: Victor Guerin, Musqueam
Teaching Methods: (WAYK) Where are your keys?
Monday, May 23th
No class on Victoria Day. Sally’s office hours were from 7 pm until 8:30 pm on Monday evening.
Tuesday, May 24th
Guest Presenter, Victor Guerin, Musqueam, on teaching methods (WAYK) Where are your keys?

Journal Entry/Assignment 4 due Sat, May 28th at noon
a) reflection on presentation and KLWS.
b) If anyone has not read/viewed numbers 4, 5, or 6 in the Resource reference list from week one and two, please read or view what you have not yet journalled about and submit. See resources at the bottom of this page.
Week 5 
May 30 & 31
Guest presenter cancelled

7 pm to 8 pm: thunu yalusa’qw, my hats, Sally Hart

8:15 to 9 pm: Breakout rooms for lesson plan work

Assign reading/references/ for journal entry
Resource article: Teaching Indigenous Languages, editor John Reyhner

7 to 8pm:

8:15 to 9pm: breakout rooms and groupwork

Assigned reading pages (pdf)
Journal entry due Saturday, June 4th at noon.
A) my hat lesson plan and your variations
B) reflections on J. Reyhner articles

Please meet with Sally for approval of first draft of your lesson.
Sally’s office hours: 9:30 until 2:30 or later on Monday.
Week 6 
June 6 & 7
7 pm to 7:45 pm: Guest presenter, Matthew Patience
techniques’, ‘Designs in communication activities’.

8 pm to 8:30 pm, discussion: Marlene Tommy
Professional Teaching Standards

8:30 pm to 9pm: student presentations (2)

Assign reading/references for journal entry
Designing your own story

7 to 7:45 pm: Guest presenter, Gina Salazar
“Teaching through story-telling.” 

8 pm to 9pm: student presentations (3)
Journal entry due Saturday, June 11th at noon. 
Please share your personal reflections about our presenters and their topics.
Please meet with Sally for approval of your lesson plan.
Sally’s office hours: 9:30 until 2:30 or later on Monday.
Week 7 
June 13 & 14
7 to 7:20 pm: Guest presenter, Amy Cheung, Hong Kong
“Comparing second language learning techniques”

7:35 pm to 9:30 pm: student presentations (6)
7 pm to 9:30 pm: student presentations (9)No written journals assigned for this week.

Lesson plan template (pdf)
Lesson plan template (docx)

Binder/Portfolio/Journal assembly session  (:  (:  (:  (:
Saturday, June 18th, 10 am to noon and 1 pm to 4 pm.
June 207pm to 9:30 pm: student presentations (9)
June 30Binder, Journal, and Final Lesson Plan due Thursday, June 30th (or sooner)

Deliver to:
SALLY HART at Shhwulmuhwqun

Your work will remain with Sally for marking and be returned to you at the start of Summer Session in July.  Hay tseep q’u, sii’em’.

Reading and Video Resources

  1. hw’iiw’tsust tthu stl’ul’iqulh: Teaching the Kids by Ruby Peter – Sti’tum’at & Donna Gerdts
  1. The Green Book of Language Revitalization in Practice by Leanne Hinton
    Chapter 23 – Arapaho (pdf) (other sections for reading to be announced)
  1. Teaching Indigenous Languages edited by Jon Rheyner
  1. Video resource: Supporting Language Learning Development in a Language Rich Environment  
    Phonology syntax and semantics are key for young learners
  1. Video resource:  What (4 things) do great teachers do?
    Nick Fuhrman  TEDxUGA
  1. The First Days of School by Harry K. Wong & Rosemary T. Wong
    Unit C, Classroom Management/Effective Teacher (pdf)
  1. Quw’utsun Syuwentst Primary Curriculum, Cowichan Cultural Education Centre

More forthcoming —