Become a teacher, translator and storyteller for the Oneida community - 2021/2022
The Oneida - Language Immersion, Culture and Teaching program is an Ontario College Advanced Diploma (Accelerated) offered in in-community at the Oneida settlement, southwest of London, Ontario. This program includes immersive language learning that prepares students for a variety of language-related careers including teacher of On^yote'a:ka as a second language, translator, language consultant, language specialist or storyteller.
The program’s unique structure supports the building of language skills and enables the immersive and cultural integration qualities of the curriculum. Students will learn good teaching practices such as classroom management, lesson planning and education theory, which will provide a pathway to further studies in teaching. The program is intensive by its very nature and requires a strong commitment from students to attend to each lesson and take advantage of practice opportunities. Students may find employment in school boards, communities, government agencies, educational facilities and more.
Fanshawe College is proud to partner with the Oneida community in southwestern Ontario to launch this language revitalization program. It is important to note that an earlier version of this program, the Twatati Program, was designed by and delivered in the Oneida community. While this new partnership with Fanshawe represents an expansion of the original program, Fanshawe would like to honour the wishes and needs of the community by focusing on the creation of new language speakers for the community. The launch of this partnership program comes at a very dire time, a time when precious few fluent speakers remain.
It is for these reasons that Fanshawe, in partnership with the Oneida community, strongly encourages applications from students from the Oneida community, for the essential “call” of the program is simply this: Come learn your language before it is gone.
Admission Requirements - 2021/2022
Admission RequirementsOSSD with courses from the College (C), University (U),
University/College (M), or Open (O) stream
Academic and Career Entrance Certificate (ACE)
Ontario High School Equivalency Certificate (GED)
Mature Applicant with appropriate preparation
English Language Requirements
Applicants whose first language is not English will be required to demonstrate proficiency in English by one of the following methods:
- A Grade 12 College Stream or University Stream English credit from an Ontario Secondary School, or equivalent, depending on the program's Admission Requirements
- Test of English as a Foreign Language (TOEFL) test with a minimum score of 79 for the Internet-based test (iBT), with test results within the last two years
- International English Language Testing System (IELTS) Academic test with an overall score of 6.0 with no score less than 5.5 in any of the four bands, with test results within the last two years. SDS Program Requirements.
- Canadian Academic English Language (CAEL) test with an overall score of 60 with no score less than 50 in any of the four bands, with test results within the last two years
- Pearson Test of English Academic (PTE) with a minimum score of 53, with test results within the last two years
- A Cambridge English Test (FCE/CAE/CPE) with an overall score on the Cambridge English Scale of 169 with no language skill less than 162, with test results within the last two years
- An English Language Evaluation (ELE) at Fanshawe College with a minimum score of 70% in all sections of the test, with test results within the last two years
- Fanshawe College ESL4/GAP5 students: Minimum grade of 80% in ESL4/GAP5 Level 8, 75% in ESL4/GAP5 Level 9, or 70% in ESL4/GAP5 Level 10
Recommended Personal PreparationThis program is highly intensive and it is recommended students be prepared to work hard on their language knowledge and skills.
Applicant Selection CriteriaWhere the number of eligible applicants exceeds the available spaces in the program, the Applicant Selection Criteria will be:
- Preference for Permanent Residents of Ontario
- Receipt of Application by February 1st (After this date, Fanshawe College will consider applicants on a first-come, first-served basis until the program is full)
- Achievement in the Admission Requirements
The following items are applicable to the program and are time sensitive. Students will be advised of the processes to follow to acquire the following requirements prior to field placement.
- Possession of a Standard First Aid course certificate (either St. John Ambulance or Canadian Red Cross or equivalent) and a Basic Rescuer course certificate (Level "C" CPR)
- Evidence of Good Health
- Police Record Check and Vulnerable Sector Screening, including a check of the Pardoned Sexual Offenders Database
- Placement Agreement
Oneida - Language Immersion, Culture and Teaching-2021/2022
|LANG-1001||Oneida Language 1||8|
|In this introductory module, students will begin learning pronominals and pronouns, along with patterns and exceptions to prefixes with verb and non stems in Onyota'a?ka. Basic syntax, particles and other introductory language concepts will be introduced in the context of Oneida culture and worldview.|
|LANG-1002||Oneida Language 2||8|
|Building on the learning from module one, students in the second module will learn to incorporate verbs and particles into short sentences, address relations, and recite numbers and more in the context of Oneida culture and worldview.|
|LANG-1003||Oneida Language 3||8|
|Building on the learning from prior modules, students will begin to incorporate past tense, discuss people and animals, as well as clans and nations, in the context of Oneida culture and worldview.|
|LANG-1004||Oneida Language 4||8|
|Building on the learning from prior modules, students will express themselves in the context of time, location, past, present and future tense, and include prefixes as they continue learning about Oneida culture, worldview and values.|
|LANG-1005||Oneida Language 5||8|
|Building on the learning from prior modules, students will learn to incorporate physical, emotional and mental states, environmental descriptions, weight, and nouns, and will build on their knowledge of prefixes including patterns, exceptions and irregularities. Students will be engaging in conversations using Onyota'a?ka language (without using any English).|
|LANG-3001||Oneida Language 6||8|
|Building on the learning from prior modules, students will incorporate active verbs in a variety of forms into short sentences; they will incorporate words that describe daily activities in short sentences, and will begin conjugating a variety of verbs. Students will verbally interpret and share references to culture, worldview, ceremony and values.|
|INDG-1015||Principles of the Great Law||3|
|Living in harmony with Creation is a goal that all people should seek throughout their lives. This concept is taught from the onset of life and is an important aspect of Indigenous culture. In this course, students will learn life practices, exploring responsibilities of self, family, clan, nation and confederacy. Learning experiences will take place within the contemporary learning setting as well as in the natural environment. Students will learn the original People of Turtle Island's way of learning and how it relates to all four components of their self: spiritual, emotional, mental, and physical well-being.|
|INDG-1006||Digital Media & Indigenous Storytelling||3|
|This course introduces students to the impact and significance of contemporary digital media culture. Students will reflect on how digital media influences and shapes people's attitudes towards a variety of topics, such as current events, cultural preservation, and entertainment. Attention will be given to how contemporary Indigenous communities use digital media to support their cultural communities. Students will explore common forms of digital media and create a culminating, team-based multimedia presentation on a cultural issue relevant to them.|
|LANG-3002||Oneida Language 7||5|
|Building on the learning from prior modules, students will be conversing in the Onyota'a?ka language at a foundational level. Students will also incorporate noun usage, colours and counting of nouns.|
|LANG-5001||Oneida Language 8||5|
|Building on the learning from prior modules, students will do more work with verbs, manipulate nouns, and interpret and share references to culture, worldview, ceremony and values.|
|LANG-5002||Oneida Language 9||7|
|Building on the learning from prior modules, students will be able to converse using expanded vocabulary and verbs in the Onyota'a?ka language. Students will incorporate foods into their conversation in a variety of ways and will do so within the context of Onyota'a?ka cultural references.|
|LANG-5003||Oneida Language 10||8|
|Building on the learning from prior modules, students' conversational abilities will continue to expand as new topics are introduced such as what someone does with something, environmental nouns, and neighbours.|
|LANG-5004||Oneida Language 11||8|
|Building on the learning from prior modules, students will be able to discuss parts of the body and bodily functions of humans and animals. Their use of language will incorporate physical movements as well.|
|LANG-5005||Oneida Language 12||8|
|Building on the learning from prior modules, students will incorporate new vocabulary words to include references to animals, birds, insects and trees; they will be able to speak of different types of weather.|
|BSCI-5009||Understanding Child Abuse & Neglect||3|
|This course will provide students with information regarding the teacher's legal responsibilities in reporting suspicions of child abuse, domestic abuse and neglect. The course focuses on the different types of abuse including physical and behavioural indicators, as well as behaviours in abusive adults. Strategies for supporting families and children are also covered including the most current literature on resiliency.|
|EDUC-5008||Curriculum Development & Design-Primary||3|
|Effective curriculum development and design involves several variables including consideration of child developmental stages, lesson planning and learning outcomes, relevant activities and practice opportunities that lead to success when skills are evaluated. In this course, students will learn the importance of and how to create each of these including the important alignment between them that supports learning.|
|EDUC-5009||Professionalism & Ethics||3|
|In this course, students will consider issues and perspectives that influence the professional behaviour and image of education in the primary grades, including implementation of a common philosophy, ethics, advocacy and ongoing professional development. Students will be encouraged to reflect on their own professionalism and appreciate the valuable contributions made by teachers, both individually and collectively, to the broad spectrum of supports for children and their families.|
|EDUC-5010||Evaluation in Teaching||3|
|Evaluation is an integral element of course curriculum and supports the course/program's demonstration of quality. It affects how students interact with the curriculum, approach learning, their motivation and their achievement of the educational learning objectives. This course will present the fundamental aspects of evaluation including the concepts of learning domains and levels, different types of educational evaluation, and the importance of evaluation alignment with both course and program outcomes.|
|EDUC-5011||Integration of Theory & Practice||3|
|Students will have the opportunity to integrate and consolidate theoretical and practical learning while applying an understanding of reflective practice and pedagogical leadership in the context of teaching.|
|Students will have the opportunity to integrate their knowledge and skill in the Oneida language, with their knowledge of child development and teaching within a professional capacity. Students will work collaboratively with a supervising teacher to plan, deliver, and evaluate their real-time classroom instructional performance.|
Careers - 2021/2022
Career OpportunitiesWhile employment is not the primary goal of this program, this program includes immersive language learning that could prepare students for a variety of language-related careers including teacher of Onyot�a.ka as a second language, translator, language consultant, language specialist or storyteller. Students may find employment in school boards, communities, government agencies, educational facilities and more.
More Information - 2021/2022
Campus Code: XLC (XLC - London - Off-Site)
Academic Calendars available at www.fanshawec.ca/academicdates
School of Language and Liberal Studies: 519-452-4442 or 519-452-4480
For information about Program Pathways visit www.fanshawec.ca/programpathways.
Potential pathways exist for this program from the General Arts and Sciences programs offered at several colleges in the province via the recognition of their general education credits.
Program DetailsMore details
2022/2023 academic year: Refer to the More Info tab to view offerings for the 2022/23 academic year. Canadian students can start applying in early October for programs with Sep. 2022, Jan. 2023 and May 2023 start dates through ontariocolleges.ca.