I find speaking for a long time with someone who has poor pronunciation skills very exhausting. I remember another professor saying that speaking with someone who is learning EAL is like running an obstacle course race. If you have to run over only small or a few bumps, you can easily keep up. But if you have to run over large or many bumps, you will fall behind easily. For me, it's not so much the single sounds that create a problem; if there is a context, like "I'm sinking about it", than I can figure out that he means, "I'm thinking about it". It's when the context doesn't make sense that I get confused; "I'm looking for 'scent' products" could mean they want perfume or cologne but "I'm looking for 'sand' products" could mean they want toys for the beach.
However, I also have to remember that it is exhausting for them to speak. It can take them a long time to think of the proper pronunciation and I have to be patient enough for them to have that silent period. I also have to be careful in my error correction, remembering what the purpose of the communication is. If the purpose is to receive information, as long as the facts are clear, that is the main thing. If the purpose is to learn a grammar point, specific feedback should be provided. Talking for the sake of filling silence is only stressful, not polite.
Finally, I also have to be careful not to over- or under-do my own pronunciation. Sometimes I exaggerate sounds to make sure that they understand, only to find out that I've insulted their intelligence. And sometimes I mumble sounds, assuming they know the word, only to find out that they have no idea what I just said. I often ask, "Do you know X word?" (just to be sure) and use a facial or hand gesture to help the communication and get the response "Of course I know that!" It's a tricky balance remembering what they know and don't know.
Friday, June 8, 2012
Saturday, May 19, 2012
Language Skills: Speaking/Listening Lesson Plan Process
As a native English speaker, I have to force myself to think about whether an activity involves speaking, listening, reading or writing. I find I'm more of a task-based teacher, wanting to make everything so interesting and practical, sometimes forgetting about the actual EAL content. I also have a difficult time coming up with lessons that target only one or two language abilities. I have a natural tendancy to include all four abilities since that is how I communicate naturally. However, with this second plan, I feel a bit more comfortable since I received positive feedback from my first plan that should help me to improve.
The difficulty I'm coming across for my specific lesson, on learning how to pay for groceries at the check-out, is finding relevant material for awareness-building. I can't find any videos that are specific to Canada, let alone Winnipeg or Manitoba. The only resources I have found are either a transcript, which is more focused on reading and not listening; or videos about store issues, such as food safety or price-watching, which is not EAL-based. Creating a role-play, acted out by myself and another teacher, might be more specific to my students' needs.
One thing brought to my attention during my research is the ability to stray from the script. What if the cashier says something that my students haven't learned during practice, such as 'Paper or plastic?' As a homestay host, I have to encourage my international students to remember it's more important to communicate, rather than avoid mistakes at all costs. So, perhaps I should include some strategic competence in my lesson to give them tools to survive in a potentially stressful environment. They could say, 'I don't understand' or 'Excuse me?' or 'What is paper and plastic?' Most people are very willing to repeat or try a new way of explanining such as 'Would you like your food put in paper or plastic bags?'. It's more about the social graces rather than being perfect.
The difficulty I'm coming across for my specific lesson, on learning how to pay for groceries at the check-out, is finding relevant material for awareness-building. I can't find any videos that are specific to Canada, let alone Winnipeg or Manitoba. The only resources I have found are either a transcript, which is more focused on reading and not listening; or videos about store issues, such as food safety or price-watching, which is not EAL-based. Creating a role-play, acted out by myself and another teacher, might be more specific to my students' needs.
One thing brought to my attention during my research is the ability to stray from the script. What if the cashier says something that my students haven't learned during practice, such as 'Paper or plastic?' As a homestay host, I have to encourage my international students to remember it's more important to communicate, rather than avoid mistakes at all costs. So, perhaps I should include some strategic competence in my lesson to give them tools to survive in a potentially stressful environment. They could say, 'I don't understand' or 'Excuse me?' or 'What is paper and plastic?' Most people are very willing to repeat or try a new way of explanining such as 'Would you like your food put in paper or plastic bags?'. It's more about the social graces rather than being perfect.
Wednesday, May 9, 2012
Language System: Flow in Lesson Plans
1. Clear goals are a vital component of good lessons because it gives the students a target to strive toward. These goals should be specific, measurable, attainable, realistic and timely (or SMART). If all of these attributes are present in the goal, flow is more likely to occur.
2. Immediate feedback is valuable so that the students can understand their learning right away and begin to change it as soon as possible, if necessary. This shows them what their strengths and challenges are and minimizes language fossilization and learning frustration.
3. Good lessons keep students focused on the present moment by being not too easy and not too hard; by providing a practical and relevant purpose; and by creating a positive, supportive classroom environment.
4. A good lesson can minimize the fear of failure even before it starts. It is important to discuss what the students believe will make them feel most comfortable and perhaps create a social contract or other icebreaker exercise to remind them of their unconscious thoughts on this matter. Once the teacher gets to know the students, she can tailor the lesson to those who are more or less outgoing/shy, gifted/challenged, communicators/non-communicators, etc along the lines of these class beliefs.
5. I believe this answer is the same as question #3.
6. An activity becomes an end in itself when the present moment is just as, or even more, rewarding than the future use of the lessons learned. This can mean it is fun, stimulating, engaging, surprising or eye-opening.
2. Immediate feedback is valuable so that the students can understand their learning right away and begin to change it as soon as possible, if necessary. This shows them what their strengths and challenges are and minimizes language fossilization and learning frustration.
3. Good lessons keep students focused on the present moment by being not too easy and not too hard; by providing a practical and relevant purpose; and by creating a positive, supportive classroom environment.
4. A good lesson can minimize the fear of failure even before it starts. It is important to discuss what the students believe will make them feel most comfortable and perhaps create a social contract or other icebreaker exercise to remind them of their unconscious thoughts on this matter. Once the teacher gets to know the students, she can tailor the lesson to those who are more or less outgoing/shy, gifted/challenged, communicators/non-communicators, etc along the lines of these class beliefs.
5. I believe this answer is the same as question #3.
6. An activity becomes an end in itself when the present moment is just as, or even more, rewarding than the future use of the lessons learned. This can mean it is fun, stimulating, engaging, surprising or eye-opening.
Sunday, April 22, 2012
Language System: Grammar Scenario
It is true that native English speakers often learn some grammar 'naturally', but most children do take grammar in school, regardless of their language background. However, the research shows that a combination of balanced implicit and explicit grammar teaching is the best method. It is necessary to be both fluent and accurate in communication and grammar instruction provides much of the accuracy requirements. Plus, children who speak English as their mother tongue take many years to master the grammatical rules; a grammar class can help you learn the rules and exceptions much more quickly than 'naturally absorbing' them. I'm sorry the class feels boring to you; I will do my best to keep things interesting. Is there a particular topic that you would enjoy discussing in future classes? Or are there particular rules that you know very well, and don't want to practice further? I will think of ways to make learning grammar more inductive, by being taught through other activities, such as games, expressive writing or role-playing. I will also try to make the deductive instruction more interesting by using interactive materials. If you learn grammar, you will be better able to write an email to a friend, fill in a job application or or understand a letter from the bank.
After reading the blogs of other students, I realized that I have a certain weakness of being an EAL teacher: not having learned a second language fluently and using it in everyday life. Yes, I took basic French all through school but rarely practiced it outside of class. As such, I can't fully emphathize with the problems my students might be having because I haven't been in their shoes. I only see grammar issues through my own lens of experience; I thought of it as a necessary evil as a child, since I though I was going to use English for the rest of my life, even if I found it boring. I must keep these perspectives in mind in the future.
After reading the blogs of other students, I realized that I have a certain weakness of being an EAL teacher: not having learned a second language fluently and using it in everyday life. Yes, I took basic French all through school but rarely practiced it outside of class. As such, I can't fully emphathize with the problems my students might be having because I haven't been in their shoes. I only see grammar issues through my own lens of experience; I thought of it as a necessary evil as a child, since I though I was going to use English for the rest of my life, even if I found it boring. I must keep these perspectives in mind in the future.
Saturday, April 14, 2012
Language System: Communicative Language Teaching
Course Objective Summary
NOTE: Since I have not taken any previous ESLTCP courses (I am taking them all concurrently), I have decided to make my 'bridging' paragraph on the Language System instead.
This course will make me aware of why English sounds, or looks, right and wrong. It will make me familiar with the grammatical structures that I usually take for granted. It will assist me in explaining specific rules and functions of grammar. It will expose me to methods of teaching grammar that use different contexts and styles.
Savignon Reading
a. The limitations of the terms "passive/active" and "receptive/productive" are that they fail to capture the interactive and collaborative nature of communication and making meaning.
b. A Threshold Level of language ability was created for each major European language to identify what the learners should be able to do with it, according to their specific needs and goals.
c. Savignon was a part of this Threshold Level system when she characterized the term 'communicative competence' as the ability of classroom language learners to interact with others and make meaning, separately from their ability to memorize or recite knowledge.
d. When Savignon stated that the issue of language learning is both political and educational, she meant that language teaching in the classroom is tied to language policy in the government.
e. Cultural awareness is important in language teaching because students learn language through the eyes of their native and new cultures, and vice versa; they cannot be separated if learning is to be meaningful.
f. Communicative competence is always relative because the past, present and future of one learner is never the same as another; therefore, the ability to communicate is always differently effective or ineffective.
g. CLT has been interpreted in four main ways. 'Grammatical competence' refers to the ability to recognize syntax rules. 'Discourse competence'' refers to the ability to create meaning as a whole. 'Sociocultural competence' refers to the ability to use language in socially acceptable ways. 'Strategic competence' refers to the ability to cope with unfamiliar language contexts or rules. I believe all of these competences are equally necessary, which is why there exist different reactions from different teachers. I personally believe most in strategic competence because all language learners start out knowing nothing about the other three competences and have to deal with the uncomfortable feelings associated with that.
h. 'Language arts' focuses on syntax and grammar, using activities such as memorization and dictation. 'Language for a purpose' focuses on learning for immediate communication goals, using activities that don't expect the student to understand every word. 'My language is me: personal english language use' focuses on respect for the learner's self-expression, using activites that promote interpretation rather than correcting errors. 'You'll be, I'll be: theater arts' focuses on certain language and behavior appropriateness, using activities such as role-playing and observation. 'Beyond the classroom' focuses on language outside the classroom, using activities that create field experiences. I think that, when combined, these components create an accurate representation of teaching because they are balanced, identifying many needs of language learning.
i. CLT is: equally applicable to reading, writing, listening and speaking; used in a variety of settings, including large-group; includes metalinguistic awareness
CLT is not: overally focused on face-to-face oral communication; exclusively used in small-group or pair work; without the use of syntax and grammer
NOTE: Since I have not taken any previous ESLTCP courses (I am taking them all concurrently), I have decided to make my 'bridging' paragraph on the Language System instead.
This course will make me aware of why English sounds, or looks, right and wrong. It will make me familiar with the grammatical structures that I usually take for granted. It will assist me in explaining specific rules and functions of grammar. It will expose me to methods of teaching grammar that use different contexts and styles.
Savignon Reading
a. The limitations of the terms "passive/active" and "receptive/productive" are that they fail to capture the interactive and collaborative nature of communication and making meaning.
b. A Threshold Level of language ability was created for each major European language to identify what the learners should be able to do with it, according to their specific needs and goals.
c. Savignon was a part of this Threshold Level system when she characterized the term 'communicative competence' as the ability of classroom language learners to interact with others and make meaning, separately from their ability to memorize or recite knowledge.
d. When Savignon stated that the issue of language learning is both political and educational, she meant that language teaching in the classroom is tied to language policy in the government.
e. Cultural awareness is important in language teaching because students learn language through the eyes of their native and new cultures, and vice versa; they cannot be separated if learning is to be meaningful.
f. Communicative competence is always relative because the past, present and future of one learner is never the same as another; therefore, the ability to communicate is always differently effective or ineffective.
g. CLT has been interpreted in four main ways. 'Grammatical competence' refers to the ability to recognize syntax rules. 'Discourse competence'' refers to the ability to create meaning as a whole. 'Sociocultural competence' refers to the ability to use language in socially acceptable ways. 'Strategic competence' refers to the ability to cope with unfamiliar language contexts or rules. I believe all of these competences are equally necessary, which is why there exist different reactions from different teachers. I personally believe most in strategic competence because all language learners start out knowing nothing about the other three competences and have to deal with the uncomfortable feelings associated with that.
h. 'Language arts' focuses on syntax and grammar, using activities such as memorization and dictation. 'Language for a purpose' focuses on learning for immediate communication goals, using activities that don't expect the student to understand every word. 'My language is me: personal english language use' focuses on respect for the learner's self-expression, using activites that promote interpretation rather than correcting errors. 'You'll be, I'll be: theater arts' focuses on certain language and behavior appropriateness, using activities such as role-playing and observation. 'Beyond the classroom' focuses on language outside the classroom, using activities that create field experiences. I think that, when combined, these components create an accurate representation of teaching because they are balanced, identifying many needs of language learning.
i. CLT is: equally applicable to reading, writing, listening and speaking; used in a variety of settings, including large-group; includes metalinguistic awareness
CLT is not: overally focused on face-to-face oral communication; exclusively used in small-group or pair work; without the use of syntax and grammer
Wednesday, April 11, 2012
Language Skills: A Big New Step
I can't say too much about my previous experience in the ESLTCP program because this is my first one! I'm taking three courses concurrently. But I can talk about my general experience in teaching English as an additional language.
I took the equivalent to course #2 in my education degree and found it very interesting. The best lessons were those that engaged students, taught practical and meaningful skills and incorporated everyday activities and situations.
Recently, I volunteered at the University of Manitoba's Intensive English for Academic Purposes Program and found it very eye-opening. It looked to me a balanced place to work; one where I could make a difference in the lives of students but they weren't so needy that their personal lives regularly interfered with the teaching and learning.
As a substitute teacher, I also work with children that have newly immigrated to Manitoba. I hope to be able to empathize with learning and a new language and culture.
I enjoyed Oura's article on task-based, authentic learning because this method allows for a connection between the classroom and the real world, the students' prior knowledge and what they eventually need to know. It gives meaning and relevancy to studying and practicing language.
I took the equivalent to course #2 in my education degree and found it very interesting. The best lessons were those that engaged students, taught practical and meaningful skills and incorporated everyday activities and situations.
Recently, I volunteered at the University of Manitoba's Intensive English for Academic Purposes Program and found it very eye-opening. It looked to me a balanced place to work; one where I could make a difference in the lives of students but they weren't so needy that their personal lives regularly interfered with the teaching and learning.
As a substitute teacher, I also work with children that have newly immigrated to Manitoba. I hope to be able to empathize with learning and a new language and culture.
I enjoyed Oura's article on task-based, authentic learning because this method allows for a connection between the classroom and the real world, the students' prior knowledge and what they eventually need to know. It gives meaning and relevancy to studying and practicing language.
Sunday, November 8, 2009
Quinzhees: Warm Memories From a Cold Winter
As the temperature plummets and cabin fever sets in, it’s no wonder that Manitobans sometimes find it difficult to enjoy the outdoors during winter. When the toboggans eventually get tiresome and the skates begin to wear, kids and adults alike scramble for new and exciting outdoor adventures. Enter the art of quinzhee construction. Add some blue skies, a day off from school or work and a few layers of sweat-wicking, heat-trapping clothes and you’ve got the makings of a perfect winter weekend.
Quinzhees for the Whole Family
Q: Where can a couple of siblings and all of their best friends celebrate a birthday, burn off some energy outside and warm up afterwards with a hot chocolate?
A: At the same place even a responsible parent or grandparent can have tons of fun: The FortWhyte Alive Centre’s Quinzhee Building Workshop.
Each February, a few volunteers gamely brave the cold and teach a group of eager students how to build a family-friendly quinzhee. By targeting children and their parents, this come-and-go-afternoon aims to turn a simple snow fort approach into well-planned, solidly constructed snow shelter. Families learn the importance of each step without getting overly caught up in the physics behind it.
Centre staff is organized ahead of time by preparing a few quinzhees, each at different stages of completion. The finished shelter allows students to crawl inside, test its warmth and strength and use it as a model for making their own. Another partially completed mound shows the few initial steps, such as preparing the site, creating the snow pile and using markers for depth measurement. Finally, for those wanting some exercise, a pile of shovels and an open field are readily available for a start-to-finish quinzhee.
The instructors are always willing to lend a hand and provide some useful information. They are very knowledgeable about winter weather, shoveling techniques and snow handling. During a break, they would be happy to point out any winter wildlife, lead an Inuit game or even walk a child through the woods to find the washroom. Since there are always two or more volunteers on duty, safety is a top priority.
FortWhyte offers much more than its bison herd, sod house and environmental presentations. This workshop is designed to teach families a new skill, provide an opportunity for fresh air and sunshine and show that February can be an active month. So the next time the winter blues set in, round up the neighbourhood kids for a fun-filled afternoon of building quinzhees.
Contact: Renée Olafson-Dyck, Education Coordinator, FortWhyte Alive, 1961 McCreary Rd., Winnipeg, MB, R3P 2K9, (204) 989-8358, info@fortwhyte.org, fortwhyte.org
Directions: Take Pembina Hwy south until you reach McGillivray Blvd. Turn west and drive until you see the FortWhyte turnoff. Turn north at McCreary Rd. Turn east at centre sign, through gated fence. Drive past several buildings until parking lot is reached, at end of road. Reception will provide foot directions to quinzhee building site.
Registration: None required. Workshop included in general admission price.
Cost: adults $6, seniors $5, students & children $4, members & children under 3 free (includes access to visitor centre, does not include price of food or drink)
Quinzhees for Survival Enthusiasts
Q: Where can you playfully leg-wrestle an opponent, eat well-done beaver meat and sleep comfortably outdoors in -15 °C weather?
A: At the same place you can learn dozens of names for different types of snow, listen to stories of Arctic survival and try on Inuit clothing: The Northern Lifestyles & Winter Survival Workshop at the Delta Marsh Field Station.
Husband-and-wife team Dr. Jill Oakes and Dr. Rick Riewe, both University of Manitoba professors, have co-instructed this course for over twenty years. They bring expertise in northern cultures and outdoor survival to a group of students that range from biologists to military personnel to nurses. Techniques are taught through lectures, discussions, presentations and field work. Based on the aboriginal perspective that each person has a gift to offer, all abilities, ages and backgrounds are welcome to participate.
Held over two days and nights of a January weekend, the two main activities include an igloo and quinzhee construction. Students are taught the importance of snow handling and carving, the art of trapping heat in the snow shelters and the use of animal skins and furs in creating a comfortable sleeping environment. Those willing to brave the winds off Lake Manitoba can voluntarily sleep in their own igloos for one night. Making friends is easy when you’re curled up against them to conserve body heat!
All meals are provided (indoors) at the field station’s mess hall. Each breakfast, lunch and dinner is warm and filling after a full day of exercise and fresh air. Conventional dishes such as soups and sandwiches are served alongside more traditionally Inuit meats such as rabbit. These gatherings are full of good cheer when Jill and Rick prompt each participant to offer a contribution to the daily topic. Funny stories combined with delicious food make for excellent camaraderie.
Students come away from this workshop with a newfound appreciation of northern cultures and all that it can provide for those surviving in cold climates. Recognizing the look and feel of certain types of snow, keeping warm by layering modern-day technology with traditional skin clothing and knowing vital components to a survival kit are all skills that participants learn. Quinzhees can be much more than snow forts—they are carefully constructed shelters built on centuries of Inuit wisdom.
Contact: Heidi den Haan, Assistant Director, Delta Marsh Field Station, 1-866-770-5372, hdenhaan@cc.umanitoba.ca, umanitoba.ca/faculties/science/delta_marsh
Directions: Take the Trans-Canada Highway #1 to Portage la Prairie. Continue into the city center on #1A (Saskatchewan Ave.) and turn north at Highway 240 (Tupper Street). Continue on #240 to the STOP sign (about 15 km north of Portage), then turn west (left) onto Highway 227. Keep traveling west, proceeding off the pavement and through the village of Oakland. DO NOT FOLLOW #240 TO DELTA BEACH. Travel about 7 km further to the Assiniboine River Diversion bridge. Turn north (right) immediately after the bridge onto Field Station Road and travel about 7 km, turning onto Donald Bain Drive to the Field Station. Watch for large posted signs along Field Station Road indicating the turn off to Donald Bain Drive. See website for map.
Registration: The workshop is held twice a year, usually on consecutive weekends in January. Reserve your spot early as the class fills quickly and the student limit is approximately 30. See website for a list of gear to bring.
Cost: $155 per individual, $125 per individual if registering as student or family (includes registration, instruction, room and board, does not include transportation)
Quinzhee Instructions
1. Look for snow that is dry and powdery.
2. Choose an area away from roads, thin ice and vehicles.
3. Trample a circle in the snow and all the snow within. The size of the circle
should vary with the number of people that will sleep in the quinzhee at one time.
4. Using a small shovel, throw snow to create a mound as high as the tallest person.
5. Remove the point off the mound with a shovel to reduce ceiling weight.
6. Disturb the mound by hitting it with a shovel to stabilize it.
7. “Pin-cushion” the mound by inserting ski poles or sticks at least 12 inches long along the walls and about 8 inches along the ceiling. They will be the guide when hollowing out the mound.
8. Let it rest as long as possible, ideally overnight and at least a few hours.
9. While waiting, play Inuit games, change clothes and keep hydrated.
10. Dig a door away from the windy side. Make it as small as possible so that heat is trapped more easily inside. Stroke downward and then upward to create an entrance. Use careful inward and upward strokes of the shovel to create the main area. Always dig on your hands and knees so that in case the quinzhee caves in, a pocket of air will remain underneath you. A friend will then have a few seconds to pull you out.
11. Using an arcing stroke, shave snow away from the walls and ceiling to create a dome shape. This will keep the structure strong.
12. Use removed snow to create entrance walls, designed to minimize the amount of wind that blows into the quinzhee.
13. If any areas appear bluish, this means they are thinner than the rest of the quinzhee. Reinforce them with pats of snow.
14. Carve a few small air holes, one at the base of a wall and the other at the top of the ceiling. This is especially important if several people will be sleeping in the quinzhee.
15. Smooth out the floor with hands.
16. Decorate it with coloured water, a flag or other marker for visibility.
17. Carve out a block of snow to create a doorway. A large pack combined with a tarp also will work in a pinch.
18. Enjoy! Quinzhees are only useful for sleeping for one or two nights since they aren’t as stable as igloos.
19. Destroy it when you are finished, so that it does not become a danger to children or wildlife.
Quinzhees for the Whole Family
Q: Where can a couple of siblings and all of their best friends celebrate a birthday, burn off some energy outside and warm up afterwards with a hot chocolate?
A: At the same place even a responsible parent or grandparent can have tons of fun: The FortWhyte Alive Centre’s Quinzhee Building Workshop.
Each February, a few volunteers gamely brave the cold and teach a group of eager students how to build a family-friendly quinzhee. By targeting children and their parents, this come-and-go-afternoon aims to turn a simple snow fort approach into well-planned, solidly constructed snow shelter. Families learn the importance of each step without getting overly caught up in the physics behind it.
Centre staff is organized ahead of time by preparing a few quinzhees, each at different stages of completion. The finished shelter allows students to crawl inside, test its warmth and strength and use it as a model for making their own. Another partially completed mound shows the few initial steps, such as preparing the site, creating the snow pile and using markers for depth measurement. Finally, for those wanting some exercise, a pile of shovels and an open field are readily available for a start-to-finish quinzhee.
The instructors are always willing to lend a hand and provide some useful information. They are very knowledgeable about winter weather, shoveling techniques and snow handling. During a break, they would be happy to point out any winter wildlife, lead an Inuit game or even walk a child through the woods to find the washroom. Since there are always two or more volunteers on duty, safety is a top priority.
FortWhyte offers much more than its bison herd, sod house and environmental presentations. This workshop is designed to teach families a new skill, provide an opportunity for fresh air and sunshine and show that February can be an active month. So the next time the winter blues set in, round up the neighbourhood kids for a fun-filled afternoon of building quinzhees.
Contact: Renée Olafson-Dyck, Education Coordinator, FortWhyte Alive, 1961 McCreary Rd., Winnipeg, MB, R3P 2K9, (204) 989-8358, info@fortwhyte.org, fortwhyte.org
Directions: Take Pembina Hwy south until you reach McGillivray Blvd. Turn west and drive until you see the FortWhyte turnoff. Turn north at McCreary Rd. Turn east at centre sign, through gated fence. Drive past several buildings until parking lot is reached, at end of road. Reception will provide foot directions to quinzhee building site.
Registration: None required. Workshop included in general admission price.
Cost: adults $6, seniors $5, students & children $4, members & children under 3 free (includes access to visitor centre, does not include price of food or drink)
Quinzhees for Survival Enthusiasts
Q: Where can you playfully leg-wrestle an opponent, eat well-done beaver meat and sleep comfortably outdoors in -15 °C weather?
A: At the same place you can learn dozens of names for different types of snow, listen to stories of Arctic survival and try on Inuit clothing: The Northern Lifestyles & Winter Survival Workshop at the Delta Marsh Field Station.
Husband-and-wife team Dr. Jill Oakes and Dr. Rick Riewe, both University of Manitoba professors, have co-instructed this course for over twenty years. They bring expertise in northern cultures and outdoor survival to a group of students that range from biologists to military personnel to nurses. Techniques are taught through lectures, discussions, presentations and field work. Based on the aboriginal perspective that each person has a gift to offer, all abilities, ages and backgrounds are welcome to participate.
Held over two days and nights of a January weekend, the two main activities include an igloo and quinzhee construction. Students are taught the importance of snow handling and carving, the art of trapping heat in the snow shelters and the use of animal skins and furs in creating a comfortable sleeping environment. Those willing to brave the winds off Lake Manitoba can voluntarily sleep in their own igloos for one night. Making friends is easy when you’re curled up against them to conserve body heat!
All meals are provided (indoors) at the field station’s mess hall. Each breakfast, lunch and dinner is warm and filling after a full day of exercise and fresh air. Conventional dishes such as soups and sandwiches are served alongside more traditionally Inuit meats such as rabbit. These gatherings are full of good cheer when Jill and Rick prompt each participant to offer a contribution to the daily topic. Funny stories combined with delicious food make for excellent camaraderie.
Students come away from this workshop with a newfound appreciation of northern cultures and all that it can provide for those surviving in cold climates. Recognizing the look and feel of certain types of snow, keeping warm by layering modern-day technology with traditional skin clothing and knowing vital components to a survival kit are all skills that participants learn. Quinzhees can be much more than snow forts—they are carefully constructed shelters built on centuries of Inuit wisdom.
Contact: Heidi den Haan, Assistant Director, Delta Marsh Field Station, 1-866-770-5372, hdenhaan@cc.umanitoba.ca, umanitoba.ca/faculties/science/delta_marsh
Directions: Take the Trans-Canada Highway #1 to Portage la Prairie. Continue into the city center on #1A (Saskatchewan Ave.) and turn north at Highway 240 (Tupper Street). Continue on #240 to the STOP sign (about 15 km north of Portage), then turn west (left) onto Highway 227. Keep traveling west, proceeding off the pavement and through the village of Oakland. DO NOT FOLLOW #240 TO DELTA BEACH. Travel about 7 km further to the Assiniboine River Diversion bridge. Turn north (right) immediately after the bridge onto Field Station Road and travel about 7 km, turning onto Donald Bain Drive to the Field Station. Watch for large posted signs along Field Station Road indicating the turn off to Donald Bain Drive. See website for map.
Registration: The workshop is held twice a year, usually on consecutive weekends in January. Reserve your spot early as the class fills quickly and the student limit is approximately 30. See website for a list of gear to bring.
Cost: $155 per individual, $125 per individual if registering as student or family (includes registration, instruction, room and board, does not include transportation)
Quinzhee Instructions
1. Look for snow that is dry and powdery.
2. Choose an area away from roads, thin ice and vehicles.
3. Trample a circle in the snow and all the snow within. The size of the circle
should vary with the number of people that will sleep in the quinzhee at one time.
4. Using a small shovel, throw snow to create a mound as high as the tallest person.
5. Remove the point off the mound with a shovel to reduce ceiling weight.
6. Disturb the mound by hitting it with a shovel to stabilize it.
7. “Pin-cushion” the mound by inserting ski poles or sticks at least 12 inches long along the walls and about 8 inches along the ceiling. They will be the guide when hollowing out the mound.
8. Let it rest as long as possible, ideally overnight and at least a few hours.
9. While waiting, play Inuit games, change clothes and keep hydrated.
10. Dig a door away from the windy side. Make it as small as possible so that heat is trapped more easily inside. Stroke downward and then upward to create an entrance. Use careful inward and upward strokes of the shovel to create the main area. Always dig on your hands and knees so that in case the quinzhee caves in, a pocket of air will remain underneath you. A friend will then have a few seconds to pull you out.
11. Using an arcing stroke, shave snow away from the walls and ceiling to create a dome shape. This will keep the structure strong.
12. Use removed snow to create entrance walls, designed to minimize the amount of wind that blows into the quinzhee.
13. If any areas appear bluish, this means they are thinner than the rest of the quinzhee. Reinforce them with pats of snow.
14. Carve a few small air holes, one at the base of a wall and the other at the top of the ceiling. This is especially important if several people will be sleeping in the quinzhee.
15. Smooth out the floor with hands.
16. Decorate it with coloured water, a flag or other marker for visibility.
17. Carve out a block of snow to create a doorway. A large pack combined with a tarp also will work in a pinch.
18. Enjoy! Quinzhees are only useful for sleeping for one or two nights since they aren’t as stable as igloos.
19. Destroy it when you are finished, so that it does not become a danger to children or wildlife.
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