We become literate by building on and connecting to our oral language. Strong oral language skills are necessary for the development of strong reading and writing skills. A strong first language is the basis for developing critical thinking skills.
The ways people speak, read and write vary depending on the task, the situation and the purpose. Literacy instruction needs a meaningful context; you can’t learn to read and write without a purpose for your reading and writing. The study of oral history provides a meaningful context.
The four modes – listening, speaking, reading and writing support each other. Literacy programs should develop the four modes equally.
Oral and written language experiences must be purposeful, functional and real. Oral history projects can provide real opportunities to use language, such as speaking to an Elder to arrange an interview or writing a letter to ask for donations.
Oral history projects combine the strengthening of Inuktitut or Inuinnaqtun language skills with cultural stories, customs, skills, beliefs and values.
In an oral history or literacy project the process of learning is as important as the final product. Learners have opportunities to evaluate their own learning as it progresses. Learners should feel safe taking risks and learning from each attempt.
All language reflects cognitive (thinking), emotional, social and personal differences. The oral and written language that people use shows their individuality and yet is dependent on their social, cultural and political situation.