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Native Pathways to Education
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Yup'ik RavenStorytelling in the Yup’ik Immersion Classroom

 

 

Acknowledgements

I am indebted to Dr. Patrick Marlow, Clif Bates, Beverly Williams, and Dr. Sabine Siekmann for serving on my committee and giving me guidance, encouragement, and feedback during the process of my work. I am especially grateful to Dr. Marlow for being my mentor, challenging me, and building my confidence.

Also, many thanks to Lee Sundby, Joy Shantz and Asiqłuq Sean Topkok for technical support, Betty Gilman and Dr. Steve Jacobson for Yup’ik editing, Ayaprun Elitnaurvik students, staff, and administrator Panigkaq Agatha John-Shields. Also Elders (late) Miisaq Frank Andrew, Sr., Kangrilnguq Paul John and Igvaq Pauline Hunt for sharing their treasured knowledge. For their patience and encouragement, thank you to my husband Larry Ctibor and our daughter Alaina, my sisters Mary Richmond, Emily Crane, and Agnes (Augustine) Hoffman, my best friend Gail Hootch, and Gayle Miller, Director, L.K.S.D. Department of Academic Programs. Finally, I am grateful to the University of Alaska’s Second Language Acquisition Teacher Education (SLATE) Program for financial and professional support. Quyana Cakneq!

 

Table of Contents

Acknowledgements Introduction What is TPR Storytelling?
Total Physical Response The Natural Approach General Steps of TPR Storytelling
My Classroom: First and Second Grade Sample Mini-Stories References
Additional Resources Project (pdf)  
 

 

 

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Last modified April 7, 2011