The Immersion Teacher Training Project Model

The model that has grown out of this project is based on integration. Integration of the target language in all phases of the teachers training, integration of culture in content and structure, integration of technology throughout, and integration of a broad range of experiences and skills which the participants bring to this endeavor.

A teacher training program for immersion teachers which addresses the following criteria will be appealing and successful.

Empower classroom teachers

• Provide a cooperative venture between K-12 teachers and University programs.
• Create a network for teachers and resources, that is, a community of learners.

Observe the centrality of culture with language

• Use the language for all communication, formal and informal.
• Fit the structure of the day and style of presentation to the culture of the language being taught.
• Include a significant portion of cultural content in all classes.

Integrate technology in teaching and communication

• Provide both the time and necessity for teachers to practice new skills. Teachers are typically so busy that learning new technology, although desired, is the last priority.
• Use all resources available to provide classes. Include native practioners, traveling teachers, and all of the financial resources you can find.
• Maintain frequent communication using distance education, chats, and email with the group on a variety of levels.

Combine differing levels of abilities

Remember that teachers enjoy teaching and gain a lot of insight from doing it, so provide a forum for new experiences that address different skills and let the participants assist each other, drawing on their own strengths. We have observed this cooperation across these levels:

• teaching skills/experience.
• language competence.
• materials development.

Provide tangible reward for participation

• Use the time to produce materials for classroom use.
• Give University credits and/or meet licensing criteria.
• Design interesting classes introducing new or unfamiliar pedagogy which teachers will be interested in.

Discuss your thoughts about this model with others

Components of the Immersion Teacher Training Project:

Summer Institute - a pre- and in-service education component for teachers and future teachers to facilitate the teaching of subject area disciplines in the Hawaiian Language Immersion Program where the entire curriculum is delivered in Hawaiian. Language skill building and maintenance in the working sessions are carried out in context. Participants are encouraged to broaden their fluency and knowledge in all subject areas, particularly language arts, literature, science, mathematics, social studies, and history. Participants also work collaboratively within specific discipline and level groups with "stronger" Hawaiian speakers actively interacting with "weaker" Hawaiian speakers. Each participant is responsible for the assembly of materials to be placed on the worldwide web. Such materials provide valuable resource units available to all Hawaiian immersion teachers who have access to the web.

Kükamaile 1997 webpage

Kükamaile 1998 webpage

Distance Education - a technology-based distance education component designed to provide maximum access to interisland professionals via interactive television and the Internet. The courses that have been offered on the Hawaiÿi Interactive Television Service (HITS) are Fourth Level Hawaiian, Materials Development, and Poetry. Other classes of great interest to participants are Material Culture and Historical Writings.

Dissemination - a dissemination component to document and distribute nationally and internationally materials and information presenting a Hawai'i model.

HOME