Using folklore to teach about Native American culture in the English as a foreign language classroom

This project addresses the need for authentic Native American educational resources in the English as a Foreign Language (EFL) Classroom. Historically, Native Americans have been repressed and displaced through forced assimilation into Euro- American society. Their stories were adulterated by western culture through writing about Native Americans using a false emic perspective, providing a non-Native cultural view. Even contemporary educational materials contain misinformation about Native Americans based upon stereotypes proliferated through these false pretenses. Although it is not necessarily the intention of the educator to misinform students, the materials lack good representation through the examination of authenticity of the information provided about Native Americans. Often, when Native Americans try to challenge information provided by the status quo, they are met with extreme resistance. Native Americans should always be afforded the opportunity to scrutinize whether or not the content is representative of any Native American tribal nation. This collection of resources contains texts written by Native Americans. The texts are a starting point for educators to supplement their curriculum with authentic materials that offer the Native American perspective. This project utilizes Native American folklore to design educational materials for EFL Classes. These materials challenge hegemonic views of Native Americans and offer a means through which tribal nations can reclaim their heritage. The database was developed through the process of academic inquiry. The sample lessons are designed in accordance with the American Council on the Teaching of Foreign Languages (ACTFL) Standards for foreign language learning: Preparing for the 21st century. The lessons intend to provide access to Native American culture while simultaneously engaging students in activities that support foreign language development. The literature review supports a story-based curriculum for second language acquisition through the use of literature such as folklore. Native American consultation provides emic perspectives on what areas need development. The cultural products (CP) include short stories, news articles, videos, and audio documentation. The CPs provide the Native American perspective on celebrations such as thanksgiving and insight into some of their earlier practices and how they have changed over time. Finally, Appendix D provides copies of the Native American survey results. This collection offers a unique opportunity for teachers to develop additional classroom materials in conjunction with Native American recommendations.