SHI for Language Learners

Sealaska Heritage Institute

SHI for Southeast Alaska Native Language Learning

SHI

Advancing Tlingit (Lingít), Haida (X̱aad Kíl) & Tsimshian (Sm’algya̱x) Language Learning.

SHI Supporting Southeast Alaska Language Learning Endeavors and Schools

Restoring Tlingit, Haida, and Tsimshian languages is a priority. Across Southeast Alaska, we sponsor programs that document, preserve, and revitalize Native languages.

Sealaska Heritage Institute operates programs to revitalize the ancient languages of Southeast Alaska: Lingít (Tlingit), X̱aad Kíl (Haida), and Sm’algya̱x (Tsimshian). The languages were almost lost during a time of severe cultural oppression, but in recent years, a number of young people have learned their ancient tongue and are now teaching it to others with assistance from fluent Elders. SHI has also published a number of language books to document and help revitalize the languages. The languages contain a wealth of information about Southeast Alaska, including ancient geological phenomena such as the advancement and retreat of glaciers.

In the late 1990s, our Board of Trustees, realizing that time was running out, steered the institute more toward revitalization of the languages. Most fluent speakers are elderly, so the institute’s early efforts began with an immersion program where students and fluent speakers spoke only in a Native language to create language habitats. Over the years, some advanced language students began to emerge and today, they are teaching some level of Native languages in public schools.

Looking for Alaska Native Language Teaching or Learning Resources?


Click here to access our Southeast Alaska Native Language Learning Downloadable Resources

ELEMENTARY-MIDDLE SCHOOL AND COLLEGE LANGUAGE PROGRAMS IN SOUTHEAST ALASKA

TCLL – Tlingit Culture, Language, and Literacy (for Elementary-Middle Schools)

SHI Alaska's Our Ancestors’ Echoes

Our Ancestors’ Echoes (Language Pathway Project)

Language Scholars

SHI
scholarships.


Click here to view our current scholarship opportunities



Southeast Alaskan Native Language Resources

Sealaska Heritage Institute

SHI’s SOUTHEAST ALASKAN NATIVE LANGUAGE LEARNING and TEACHING RESOURCES (Tlingit, Haida and Tsimshian)

on/off shi Campus

Curriculum and Resources for Southeast Alaskan Native Language Learners and School Teachers

Elementary School (Primary School), Middle School and High School

The Sealaska Heritage Institute runs initiatives aimed at reviving the three ancient Southeast Alaskan languages: Sm’algya̱x (Tsimshian), X̱aad Kíl (Haida), and Lingít (Tlingit). During a period of extreme cultural persecution, the languages were all but lost, but in the last few years, many young people have discovered their ancestral tongue and, with the help of fluent Elders, are teaching it to others. In an effort to preserve and promote the languages, SHI has also released a number of language books. A plethora of knowledge about Southeast Alaska, including historical geological occurrences like glacier advance and retreat, may be found in the languages.

You can easily access all our language curriculum and resources via 1 place:



Online, searchable dictionary: Tlingit, Haida and Tsimshian (multilingual audio)

Click here to access our online multilingual audio dictionary



Language Apps

Download SHI’s Tlingit language apps on your mobile device. Apps include Learning Tlingit, which includes hundreds of entries, and Tlingit Language Games, which teaches words for ocean animals, household items and birds.

This app helps to build skills in the Southeast Alaskan Native languages. It contains hundreds of entries in more than 20 different categories, all with accompanying audio for vocabulary and phrases.

 

Learning Tlingit App

Learning Haida App

Learning Shm’algyack App


Language Games App
This app teaches Tlingit words through the interactive games listed below.



Southeast Alaskan Native Language Dictionaries: Tlingit Dictionary, Haida Dictionary and Tsimshian Dictionary (print versions)



Tlingit Language Proficiency Scope and Sequence

The Tlingit Language Proficiency Scope and Sequence was developed by Tlingit language birth speakers, teachers, learners, and school administrators. Designed as a guide for teaching and learning the Tlingit language, it addresses four levels of language proficiency: Beginning Speaker, Beginning-Mid Speaker, Beginning Conversational Speaker, and Good Conversational Speaker. The levels are not grade levels; a person of any age may be a Beginning Speaker.



Beginning Tlingit Workbook

The goal of creating this workbook is to transition towards image-based language learning to encourage word-image association instead of Tlingit-word to English-word association. Additions have been made, and some optional grammatical explanations have been added through a number of different sections, but the basic philosophy remains the same: learn nouns that start off with sounds familiar to English speakers and begin introducing nouns with more challenging sounds. Phrases are introduced through substitution drills, where students can learn something basic and then make it more dynamic by adding other elements they are learning.

 



Southeast Alaskan Native Language Learning and Teaching Books

SHI has been on the forefront of publishing books to perpetuate and revitalize the Tlingit, Haida and Tsimshian languages. Texts include the most comprehensive dictionaries every published for the languages plus many other materials and tools.



Podcasts

Roots and Stems is an Indigenous language podcast that explores ways to support and join language revitalization efforts. Each episode features interviews with those in the field sharing their experiences in language learning and community. Artwork for the podcast was created by Tlingit artist Alison Bremner for Celebration 2018. Music is by Huk Tgini’its’ga Xsgiik Gavin Hudson of Metlakatla, Alaska.



Video and Audio Resources

Online resources include the Voices of Our Ancestors YouTube series in Lingít, X̱aad Kíl and Sm’algya̱x, and audio resources covering a wide range of topics, including verbs, tools, colors, places, and cooking phrases.

YouTube playlist: Voices of Our Ancestors language learning series. Watch as Tlingit, Haida, and Tsimshian language teachers say phrases in Lingít (Tlingit), X̱aad Kíl (Haida), and Sm’algya̱x (Tsimshian). In this video series, Lance X̱’uneiTwitchell, Benjamin Young, and Gavin Hudson share terms that are useful to Native language learners.

Lingít, X̱aad Kíl, and Sm’algya̱x vocabulary: These audio and video resources cover a variety of topics, including verbs, tools, colors, numbers, places, carved objects, and cooking phrases. The episodes are offered in audio (.mp3) or video (.mp4) formats.

Language summit: Our first-ever language summit, Voices of Our Ancestors, was held in Juneau in November. The entire three-day event was recorded and can be viewed on YouTube, with or without English translation.

Salmon Boy: Hear and watch the ancient story of Shanyaak’utlaax̱, Salmon Boy, told in Tlingit by storyteller Ishmael Hope of the Kiks.ádi clan with illustrations by Michaela Goade, also of the Kiks.ádi clan.

Clan Names (Eagle) (Audio by John Marks and June Pegues)

Clan Names (Raven) (Audio by John Marks and June Pegues)

Let’s Learn Language: Tlingit language use in everyday speech shown through the use of puppets. Ten lessons produced in 1969 by the Juneau Indian Studies Program. The speakers were Johnny Marks, a longtime contributor to SHI’s programs, and Eva Marks. Digitized through a partnership between Sealaska Heritage Institute and the Alaska State Library.

 

Audio Resources:



Posters and Cards

SHI has developed materials that can be printed and used in schools to teach Native words for things such as beach creatures, numbers and colors. This section also includes materials for games, such as Go Fish and Word Rummy.



Tlingit Invocation

The Tlingit Invocation embodies the Tlingit people’s deep respect for their ancestors, spiritual forces, and the wisdom embedded in their cultural heritage. It creates a sacred atmosphere and fosters a profound spiritual connection within the Tlingit community.



Tlingit Language for Elementary Schools (Primary School Grade K): Who Am I? (Aadóo sáyá X̱át?)

Tlingit children are traditionally taught their lineage through oral history. They learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use because of that membership. Through oral history they learn their Tlingit name, where it came from and what it means. Knowing who you are and where you come from is absolutely essential today even as it was generations ago.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-1): Totem Poles (Kootéeyaa)

One of the first things anyone who sees an old village site notices are the magnificent totem poles perched along the shore. To us today totems are beautiful works of art. To the Tlingit, Haida and Tsimshian people of Southeast Alaska they also hold deep meaning and are of great significance. They tell clan stories and describe important historical events. Some even signify the final resting place of clan leaders.

Tlingit Langauge Resources:

YouTube

 

Tlingit Language Learning/Teaching Documents

 

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-1): Spruce Trees (Shéiyi)

This unit explores the use of the spruce tree. The roots provided containers for cooking, hats to keep people dry and lashings for many of the tools used. The trunk gives us canoes, paddles and temporary shelters, and the pitch was melted down and used as an antiseptic on cut and burns. Many atóow–clan treasures–are carved from the trunks of spruce trees or woven from the roots.

Tlingit Language Resources:

YouTube

 

Tlingit Language Learning/Teaching Documents

 

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-1): Salmon I (X̱áat)

Five species of salmon are found in Southeast and the Tlingit people caught and preserved and continue to preserve each of them for both summer and winter use.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-1): Berries (Tléiḵwx’)

Some wild berries are not exactly palatable eaten alone. For example, currents and soap berries are best mixed with sweeteners. Berries, like the salmonberry, are usually served mixed with cultivated berries or other fruits such as bananas. This mixture is a common food at Tlingit events and ceremonies.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-1): Beach (Eék)

In this unit, students study beach creatures and gathering and processing techniques. This unit is best suited for the spring because many schools conduct Sea Week/Month activities during April or May.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-2): Red and Yellow Cedar (X̱áay ḵa Laax̱)

Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles. Today, Tlingit and Haida people continue these traditions, holding deep respect for the cedar and the gifts that it provides to sustain and enrich peoples’ lives.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-2): Plants (Kayaaní)

Although many needs are now met with commercially produced plant products, Tlingit people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures. Tlingits believe everything has a spirit. Respect and thanks are expressed when gathering what nature provides.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-2): Hooligan (Saak)

The first high tide in May brings the celebration of returning hooligan, with seagulls, seals and seal lions, eagles, ravens, crows and people all joining in this welcoming of spring. Tlingit students learn the cultural and ecological rules to guarantee the return of this valuable food source in this unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-2): Herring (Yaaw)

Herring may not be a primary food source to Tlingit people; but those foods that we are so dependent on use herring as their primary food. Herring help teach us to respect all life and recognize how we are all linked to one another.

Tlingit Language Resources:

YouTube

 

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-2): Hemlock (Yán)

Herring may not be a primary food source to Tlingit people; but those foods that we are so dependent on use herring as their primary food. Herring help teach us to respect all life and recognize how we are all linked to one another.

Tlingit Language Resources:

YouTube

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades 2-3): Salmon II (X̱áat)

Upon settling in the region the Tlingit people adapted and developed their traditional food gathering around these resources, the primary one being salmon.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades 2-3): Sea Mammals (Hintaak.átx’i)

Hunting activities were determined by the seasonal availability of local resources. Tlingit people continue to have a great understanding of the environment. The techniques used to gather food have changed but subsistence hunting and fishing continue to be important today.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

 

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
David Katzeek
Yarrow Vaara
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades 2-3): Canoes (Yaakwx’)

Canoes were the primary mode of transportation used by the people of Southeast Alaska for hundreds of years. Tlingit people use canoes and other watercraft to support their coastal lifestyle, to gather resources, and for basic transportation.

Tlingit Language Resources:

YouTube

 

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
David Katzeek
Yarrow Vaara
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades 2-3): Alder and Cottonwood (Keishísh Ḵa Dúk)

Forests supply everything from berries on bushes, to wood for houses and fires. They provided materials for tools that made it possible for people to harvest and further use this valuable resource. Alder and cottonwood trees are the focus of this unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents

 

Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
David Katzeek
Yarrow Vaara
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-5): How the Raven Stole the Sun

The book, How Raven Stole the Sun is one version of how light was brought to the world. Listening to this story is necessary before introducing other activities in the unit. Viewing a video version of the story provides opportunities for comparison activities. Guided reading (for older students), retelling the story, studying the setting and writing additional “Raven as Trickster” stories are also part of the unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades K-5): Kaaxgal.aat, Elizabeth Peratrovich

In this unit, Tlingit students study the life and work of the remarkable Elizabeth Peratrovich, civil rights champion of Alaska. They learn about the importance of the Alaska Native Brotherhood (ANB) and the Alaska Native Sisterhood (ANS), and how these organizations continue to promote civil rights for everyone. The rich historical context of events in the 1940s provides the backdrop for research and discussions contained in unit activities.

Tlingit Language Resources:

YouTube

 

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grades 4-6): The Woman Who Lived With the Bears

The book, The Girl Who Lived with the Bears, retold by Barbara Diamond Goldin, forms the basis for this literature unit. Listening to the story, as read from the book and/or as told by a storyteller, provides the knowledge needed to complete other activities in the rest of the unit.

TLingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grade 5): Tale of an Alaska Whale

The book, Tale of an Alaska Whale, tells a story of the origin of the killer whale and is also known as Naatsilanei. Listening to the story, as read from a book or told by a culture bearer or storyteller, is the basis for the unit. Viewing a video of a storyteller adds another dimension to the experience and provides opportunities for comparison activities. Guided reading (for older students), retelling the story and writing a story extension are also part of the unit.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

Nancy Douglas
Kitty Eddy
Shgen George
Kathy Nielson
Hans Chester
Rocky Eddy
Linda Belarde
Yarrow Vaara
David Katzeek
John Marks
Mary Foletti
Rose Natkong
Jessica Chester
Julie Folta
Toni Mallott
Annie Calkins



Tlingit Language for Elementary Schools (Primary School Grade 5-6): Units 1-20 / Books 1-4

Tlingit Language Resources:

Tlingit Language Learning/Teaching Documents


Contributors:

  • Marsha Hotch
  • Joe Hotch
  • Katrina Hotch
  • Linda Belarde
  • Ralph Wolfe
  • Jim MacDiarmid
  • Michael Obert



Tlingit Language for Middle Schools’ Grade 7: Units 1-19 / Books 1-4

Tlingit Language Resources

Tlingit Language Learning/Teaching Documents

Contributors:

  • Marsha Hotch
  • Joe Hotch
  • Katrina Hotch
  • Linda Belarde
  • Ralph Wolfe
  • Jim MacDiarmid
  • Michael Obert



Tlingit Language Curriculum and Resources for High Schools (Student Support Materials): Units 1-16

These units are designed to instill Tlingit language into long term memory. The Process use meaningful Tlingit language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Tlingit students through developmental steps that reflect the natural acquisition of language in the home and community.

Tlingit Language Resources:

Tlingit Language Learning/Teaching Curriculum and Documents


Contributors:

  • David Katzeek
  • Linda Belarde
  • Keri Edwards
  • John Marks
  • Jim MacDiarmid
  • Kathy Dye
  • Matt Knutson
  • Megan Gregory
  • Tiffany LaRue



Haida Language for Elementary Schools (Primary School Grade K): Who am I? (Gíisd uu díi iijang?)

Haida children are traditionally taught their lineage through oral history where they learn their family history, what village they are from, what clan they are a member of, what moiety they belong to, and the crests they are entitled to use.

Haida Language Resources:

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-1): Salmon (Chíin)

Five species of salmon are found in Southeast where Haida people catch and preserve each of them for both summer and winter use.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-1): Totem Poles (Kootéeyaa)

Totems are beautiful works of art where they tell clan stories and describe important historical events.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins



Haida Language for Elementary Schools (Primary School Grades K-1): Berries (Gáan)

Southeast Alaska has abundant resources and Haida people developed food gathering techniques around these seasonal resources, including fish, berries, and game.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins



Haida Language for Elementary Schools (Primary School Grades K-1): Beach (Chaaw Salíi)

A series of elementary level thematic units featuring Haida language, culture and history. This unit is best suited for the spring because many schools conduct Sea Week/Month activities during April or May.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta
Annie Calkins



Haida Language for Elementary Schools (Primary School Grades K-2): Spruce Trees (Kíid)

This unit explores the use of the spruce tree.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-2): Sea Mammals (Chaan Gingáay)

The sea offers a bounty of animal life and supplies many foods, also adding uses of at.oow, tools, weapons, and symbolic crests.

Haida Langauge Resources:

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-2): Plants (Gin Xiláa)

Haida people continue to gather plants for nutritious food, herbal medicine and to create cultural treasures.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-2): Hooligan (Sáaw)

Students learn the cultural and ecological rules to guarantee the return of this valuable food source in this unit.

Haida Langauge Resources:

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-2): Herring (Íinaang)

Herring may not be a primary food source to Haida people; but those foods that we are so dependent on use herring as their primary food.

Haida Langauge Resources:

YouTube

 

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-2): Hemlock (K’áang)

The multiple purposes for each section of this abundant plant.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades 2-3): Yellow and Red Cedar (Ts’úu Isgyáan Sgahláang)

For hundreds of years, the ocean and the forest have provided life sustaining resources for the Haida people of Southeast Alaska. Using red and yellow cedar trees they made their homes, canoes, clothing, tools, dishes, baskets and monument poles.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades 2-3): Canoes (Tlúu)

Canoes represent unity and teamwork, strength training and health, as well as being a sophisticated art form and symbol of cultural identity. In this unit students learn what makes objects move and understand how they move. Central understandings include the concepts of friction, gravity, force, and the movement of sound waves.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language for Elementary Schools (Primary School Grades K-5): Elizabeth Peratrovich Ḵaax̱gal.aat

She is an important Civil Rights leader who collaborated with ANB to help end discrimination for Alaska Natives.

Haida Langauge Resources:

YouTube

Haida Language Learning/Teaching Documents


Contributors:

Jordan Lachler
Cherilyn Holter
Linda Schrack
Julie Folta



Haida Language Curriculum and Resources for High Schools: Units 1-16

These units are designed to instill Haida language into long term memory. The Process use meaningful Haida language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Haida students through developmental steps that reflect the natural acquisition of language in the home and community.

Haida Language Resources:

Haida Language Learning/Teaching Curriculum and Documents


Contributors:

Jordan Lachler
Jim MacDiarmid
Matt Knutson
Kathy Dye
Megan Gregory
Tiffany LaRue



Tsimshian Language Curriculum and Resources for High Schools: Units 1-16

These units are designed to instill Tsimshian language into long term memory. The Process use meaningful Tsimshian language content from the environment, academic programs, stories, and themes to enlarge the students’ language bases. The Process takes Tsimshian students through developmental steps that reflect the natural acquisition of language in the home and community.

Tsimshian Language Resources:

Tsimshian Language Learning/Teaching Curriculum and Documents


Contributors:

Tony Roberts
Donna May Roberts
Jim MacDiarmid
Kathy Dye
Matt Knutson
Megan Gregory
Tiffany LaRue


Click Here to Access More Downloadable Documents, Dictionaries, Catalogs and more!

Related SHI Topics

Language Learners



SHI’s Our Ancestors’ Echoes – Language Pathway Project

Sealaska Heritage Institute

SHI’s OUR ANCESTORS’ ECHOES – LANGUAGE PATHWAY

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SHI’s Our Ancestors’ Echoes – Language Pathway Project

SHI designed the Our Ancestors’ Echoes program to increase the number of Alaska Native students in Southeast Alaska who have access to educators teaching their heritage language. Building on the success of the Our Language Pathway project, this work also prioritizes supporting and retaining current language educators, increasing wider access to language courses, and supporting mental health and healing work in the community. Additionally, the program includes the establishment of an immersive language community for 6 scholars enrolled in a bachelor’s degree in Indigenous Studies in Language at the University of Alaska Southeast (UAS) and the publication of language resources in X̱aad Kíl, Sm’algyax, and Lingít. SHI funds scholarships for language students enrolled at the University of Alaska Southeast who are studying Xaad Kíl, Sm’algyax, and Lingít.

Related SHI Topics

Students and Youth



SHI’s Tlingit Culture, Language, and Literacy

Sealaska Heritage Institute

SHI ELEMENTARY SCHOOL PROGRAMS

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The Tlingit Culture, Language, and Literacy (TCLL)

The Tlingit Culture, Language, and Literacy (TCLL) program is a place-based, culture-based “school within a school” where the Tlingit language and culture are celebrated, respected, and integrated into daily instruction. SHI works in partnership with Juneau School District to host classrooms in Harborview Elementary where Tlingit Elders work alongside the teaching teams and Tlingit language speakers. TCLL will expand its services for K-8th grade while implementing a dual language model whose goal is to cultivate Tlingit language fluency for children, staff, and families participating in the program. Learn more about this program on the TCLL website.

Related SHI Topics

Students and Youth



SHI Alaska’s Voices on the Land

Sealaska Heritage Institute

SHI VOICES ON THE LAND | ELEMENTARY CAMP.

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SHI’s Voices on the Land

Voices on the Land provides literacy-based, artist residencies in 4th and 5th grade classrooms, with Tlingit, Haida, and Tsimshian languages and cultural values forming the basis of instruction. The program integrates visual, performing, and digital arts with traditional knowledge. Through the experience, students use storytelling to create stop motion animation videos; learn the elements of Northwest Coast formline design, while keeping an artist’s journal and making a traditional drum; and use the skills of the actor’s toolbox and reader’s theater to explore and perform Raven Stories handed down through the ages. Voices on the Land also provides an in-person summer and winter arts intensive program for students in grades 4-8, as well as a virtual summer intensive program for students in grades 4-8 who live outside of Juneau.

Related SHI Topics

Students and Youth



SHI Alaska’s Raven Writes

Sealaska Heritage Institute

SHI’S RAVEN WRITES | ELEMENTARY CAMP.

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Raven Writes – Elementary Educational Camp

Raven Writes offers in-school and summer camp programming that allows Alaska Native students K-5 to explore their cultural heritage surrounding traditional food and resources while improving their writing skills. Students write personal stories and learn from experience as they develop more robust literacy and language skills. Families are invited to celebrate alongside students during special presentation events. A companion summer camp rich with Tlingit dancing, singing, and drumming; as well as art, games, community building, and lots of outside play offers continuity during the summer months.


Click here to Visit Raven Writes

Related SHI Topics

Students and Youth



SHI’s Sponsorships – Baby Raven Reads

Sealaska Heritage Institute

SHI for Education | Heritage Forward

SHI
Sponsors.

“Baby Raven Reads”

Sealaska Heritage sponsors Baby Raven Reads, an award-winning program that promotes early-literacy, language development and school readiness for Alaska Native families with children up to age 5. The pilot program in Juneau ended in 2017, and SHI received funding to offer the program for several more years and to expand it to nine other communities in Southeast Alaska. 

SHI is currently offering the program in Anchorage, Angoon, Craig, Haines, Hoonah, Hydaburg, Juneau, Kake, Ketchikan, Klukwan, Metlakatla, Saxman, Sitka, Wrangell, and Yakutat.

 

Special thanks to our partners: Alaska Native Heritage Center, Association of Alaska School Boards, Metlakatla Indian Community, Ketchikan Indian Community, Chilkat Indian Village, Organized Village of Kake, and AEYC-SEA.

Baby Raven Reads improves early literacy skills by translating cultural strengths into home literacy practices.

Baby Raven Reads provides family literacy events, training for care providers, and professional development for early childhood educators. A study by McKinley Research Group reveals that Native children who participated in the BRR program made 20-39 percent gains in phonetic knowledge, awareness of print concepts, and knowledge of letters and symbols, while scores for all other students have remained relatively static. The program was also known to increase parental and family engagement in student learning.

MORE
Details.

Literacy Events

Family literacy events occur 9 times a year in selected communities. Storytelling, songs, and other literacy activities are available to Alaska Native families with children up to age 5. Through playful and culturally relevant activities with parents, children are provided opportunities to practice and develop skills such as oral language, phonological awareness, print awareness, and letter knowledge.

Baby Raven Books

Baby Raven Reads publications are a collection based on the cultural themes of the Tlingit, Haida, and Tsimshian. The illustrations in the Baby Raven Reads series reflect the importance of family, subsistence, and our land. From baby board books to early readers and read a-louds, babies to adults can find joy in reading together. Families enrolled in Baby Raven Reads will receive Baby Raven Reads books with literacy activities to do at home. Books are also available through the Sealaska Heritage Store.

Audio Resources

SHI’s Language Podcast includes the following episodes related to the Baby Raven Reads series:

Colors in Sm’algyax
Colors in Xaad Kíl
Colors in Tlingit
Baby Raven
Baby Eagle
Haida Baby Raven
Haida Baby Eagle
Tlingit audio for the Baby Raven Reads book Shanyaak’utlaax – Salmon Boy is available here.

Awards

Baby Raven Reads was recognized in 2017 by the Library of Congress, which gave SHI a 2017 Best Practice Honoree award (watch a video short of former Education Director Jackie Kookesh accepting the award). In February 2018, the American Indian Library Association awarded SHI’s book Shanyaak’utlaax: Salmon Boy its American Indian Youth Literature Best Picture Book Award, and in January 2020 it gave Raven Makes the Aleutians a AILA Picture Book Honor award.. in February 2018, SHI’s Baby Raven book How Devil’s Club Came to Be was reviewed by the American Indians in Children’s Literature (AICL) blog as a recommended title. In January 2020, AICL also recommended Cradle Songs of Southeast Alaska.



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