Native Language Teacher Education Associate of Science, SLED
Program Description
The Salish language(s) on the Flathead Reservation are greatly threatened. According to local surveys and Séliš-Ql̓ispé Culture Committee (SQCC) data, less than 15 fluent speakers remain with the majority of them being over the age of 70. Only three to four of these speakers are actively involved in teaching the language. Additionally, many who are language speakers, or are acquiring the language(s) and are interested in teaching have not received training in pedagogical, classroom management and/or cultural mindset, and other educational strategies required to teach the language effectively. Simultaneously, we have highly qualified educators who have not been able to learn the language(s) at the level needed to teach the language(s) effectively.
The purpose of the Salish Language Educator Development (SLED) Option is to prepare and graduate professionals who are working towards fluency in the Salish language and demonstrate the ability to teach that language to students from preschool through adulthood. This program is designed to meet the critical need for Native language teachers who are both working toward fluency in their language and are skilled in teaching. Key features of the program include an emphasis on educational practices that sustain and revitalize Salish language and culture, as well as multiple opportunities for practicum experiences in which teacher candidates participate in observing, teaching, and reflecting upon these experiences with young students.
Career Opportunities
Graduates will be prepared to work as Salish Language Teachers in Native language immersion schools, public school classrooms (P-12), and/or other private schools in which a Class 7 Certification or an associate’s degree meets the qualifications. Successful Associate degree graduates may choose to continue their education to earn a Bachelor’s degree in Native Language Teacher Education, Early Childhood Education P-3, or Elementary Education.
Student Learning Outcomes
Upon completion of the Associate of Science degree, candidates will demonstrate the following skills, dispositions and knowledge in relation to the principles:
● Demonstrate proficiency communicating through listening, speaking, reading, and writing in both Salish and English.
● Apply knowledge and understanding of the Salish history and culture considering political, social, economic, and sovereign factors.
● Effectively employ knowledge of language acquisition theory and application to educational practice.
● Gain an introduction to planning, implementing and assessing instruction for linguistically and culturally diverse students utilizing DLL and immersion strategies.
● Communicate effectively with students, parents, and others in culturally and linguistically diverse communities, especially Salish communities.
● Establish and apply an understanding of intercultural competency, including tribal values, to ensure appropriate ways of being and building respectful relationships within language learning and immersion settings.
Central Beliefs of SKC's Division of Education
Instruction and curriculum in the professional education programs at Salish Kootenai College are guided by five central principles and beliefs that respect and reflect the rich, holistic perspectives of the Séliš, Ql̓ispé and Ksanka people.
A. Culturally revitalizing and sustaining instruction and curriculum will lead education to its promise of opportunity and equity.
B. Creating connections with the larger community promotes the construction of knowledge.
C. Reflective practice leads to the continuous flourishing of both teacher and student.
D. Each learner's uniqueness, when valued and invited in all of its diverse forms, enriches the learning experience.
E. Demonstration and application of communication, critical thinking, cultural understanding, and the principles of citizenship cultivates teachers as community leaders.
Intensive Salish Language (ISL) Component
The Intensive Salish Language program is led by the Se̓liš-Ql̓ispé Culture Committee (SQCC), and is conducted all day, Monday – Thursday and Friday mornings for the both years of the A.S. program. Within the first year, successful participants will complete the content necessary to take the Class 7 Licensure examination with the Séliš-Ql̓ispé Culture Committee and upon their recommendation, apply for a Class 7 Certification through the Montana Office of Public Instruction. In the second year of language instruction, students complete 80 seasonally-based lessons focused on specific Nk̓ʷulmn, which provide increased language development and engagement in contextualized, social, seasonally-appropriate, and experiential language learning within or outside of the classroom. Level 3 Stories provides intensive vocabulary, sentence structure, and grammar, as well as conjugations, application of transitive and intransitive rules, and a major shift in worldview.
Native Language Teacher Education (NLTE) Component
Introductory educator preparation courses aimed at preparing teachers who are working towards sustaining and revitalizing Salish language and culture. Courses may be delivered at the SQCC, Nk̓ʷusm, SKC, or other locations that are most convenient for participants primarily in the late afternoons, evenings, and/or weekends throughout the academic year. Successful graduates will earn an Associate of Science degree in Education at the completion of the third year.
Requirements
● Students must submit to a federal background check for all Education programs.
● Students must receive a “C” or better in all required courses while maintaining an overall grade point average of 2.5 to graduate.
Curriculum
Fall Second Year
| HMNT101 | Introduction to Humanities | 3 |
| MATH132 | Mathematics for K-8 Teachers I | 5 |
| EDUC240 | Human Growth and Development | 4 |
| NASL374 | Advanced Salish Language - Sqepc I | 3 |
| NASL375 | Advanced Salish Immersion Lab - Sqepc I | 1 |
| NASL378 | Advanced Salish Language - Sqepc II | 3 |
| NASL379 | Advanced Salish Immersion Lab - Sqepc II | 1 |
| NASL394 | Advanced Salish Language - Sʔanłq I | 3 |
| NASL395 | Advanced Salish Immersion Lab - Sʔanłq I | 1 |
| NASL 398 | Advanced Salish Language - Sʔanłq II | 3 |
| NASL399 | Advanced Salish Immersion Lab - Sʔanłq II | 1 |
| Total Credit Hours: | 28 |
Winter Second Year
| ELECTIVE | Fine Arts Humanities Open Elective | 3 |
| ENGL202 | English Composition II | 3 |
| NASD225 | American Indian Education and Federal Policy | 3 |
| NASL334 | Advanced Salish Language - Sč̓ʔeý I | 3 |
| NASL335 | Advanced Salish Immersion Lab - Sč̓ʔeý I | 1 |
| NASL338 | Advanced Salish Language - Sč̓ʔeý II | 3 |
| NASL339 | Advanced Salish Immersion Lab - Sč̓ʔeý II | 1 |
| NASL354 | Advanced Salish Language - Sʔistč I | 3 |
| NASL355 | Advanced Salish Immersion Lab - Sʔistč I | 1 |
| NASL358 | Advanced Salish Language - Sʔistč II | 3 |
| NASL359 | Advanced Salish Immersion Lab - Sʔistč II | 1 |
| Total Credit Hours: | 25 |
Spring Second Year
| NASL382 | Advanced Salish Stories I | 2 |
| NASL383 | Advanced Salish Stories Lab I | 4 |
| NASL384 | Advanced Salish Stories II | 2 |
| NASL385 | Advanced Salish Stories Lab II | 4 |
| NLTE240 | Dual Language Learners: Theory and Practice of Language Acquisition | 3 |
| SPCH100 | Basic Communications | 3 |
| Total Credit Hours: | 18 |
Total Credit Hours: 155
84 + 71 credits = 155 credits-A.S. In Native Language Teacher Education (NTLE), Salish Language Educator Development (SLED) Option