Recording Elders to Save the Language - Janelle Williams - OSEU 3

Watch the original interview video · Open this interview in the learning workspace

05 Wolakota Project Video Transcripts and URLs.docx · WP-0102. Imported source record; individual Elder status and tribal affiliation are not inferred.

Reviewed JAG competency and OSEU connections

R132 — Access key local resources

Explore R132 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Exploratory): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports R132 by inviting students to identify community learning resources. This is a classroom transfer opportunity; the interview does not provide a complete procedure for demonstrating this competency.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify community learning resources? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

05 Wolakota Project Video Transcripts and URLs.docx · WP-0102; https://www.youtube.com/watch?v=dcnT_9oP-zE; opening passage. Teaching interpretation is separate from official wording and the interviewee’s account.

H74 — Demonstrate an eagerness to learn new responsibilities or improve current responsibilities

Explore H74 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports H74 by inviting students to take up an opportunity for continued learning.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you take up an opportunity for continued learning? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

H61 — Demonstrate initiative and proactivity

Explore H61 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports H61 by inviting students to seek a learning opportunity proactively.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you seek a learning opportunity proactively? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G39 — Understand how to achieve marketable job skills

Explore G39 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports G39 by inviting students to identify ways to develop language-related skills.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you identify ways to develop language-related skills? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

G38 — Evaluate a career plan to determine post-secondary options

Explore G38 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports G38 by inviting students to consider local college learning opportunities.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider local college learning opportunities? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

E30 — Demonstrate commitment to an organization

Explore E30 · Recording Elders to Save the Language - Janelle Williams - OSEU 3 · OSEU 3

Reviewed teaching connection (Supporting): Janelle Williams describes recording Elders, employee language classes, and local college curriculum for willing learners. This supports E30 by inviting students to consider contribution to a community’s continuing work.

Updated for Proposed August 9, 2024: New connection to the overall current understanding. No specific OSEU standard alignment is claimed. Original JAG–interview approval retained.

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.

Learn About: What details in this passage support the speaker’s account of community learning resources? What would you need to hear in the full interview before interpreting it?

Learn From: How could you consider contribution to a community’s continuing work? Use a fictional or classroom example if you prefer, and explain which part of the speaker’s account informed your approach.

Interview transcript

At this point, we are preserving. We are at that point now. I mean…we are in dire need. We do have a program at the tribe who do work with the elders. They are being recorded. On Mondays, the employees are able to go to the class. It’s during lunch hour of course. We do have that option to attend. They have come up with a curriculum over at our local college to help anybody that’s willing to learn and teach it within the schools.