Bridging generations in Surrey
- May 21
- 4 min read
Cultural artifact exploration project strengthens cultural learning in language classrooms
By Amandeep Chhina (she/her), Punjabi teacher, Surrey
Teaching Punjabi at Princess Margaret Secondary School has been more than a profession for me: it has been a passion and a commitment to preserving language, culture, and identity for the next generation. As a proud Punjabi educator, I have always believed that language learning is deeply connected to cultural understanding, family stories, and community relationships. One of the most meaningful ways this belief has come to life in our classrooms is through a partnership with GenConnect, a youth-led Surrey organization dedicated to building meaningful relationships between seniors and young people.
After a successful pilot project at Princess Margaret Secondary the previous year, the initiative expanded in 2025 to include Queen Elizabeth, Frank Hurt, and L.A. Matheson secondary schools. The project was integrated into Punjabi language classes through the ਸੱਭਿਆਚਾਰਕ ਵਿਰਾਸਤ —Cultural Artifact Exploration assignment, which aligns with the BC Grades 8–12 curriculum and supports meaningful cultural learning through inquiry, storytelling, and collaboration.
As part of the Cultural Artifact Exploration project, students in Grades 9–12 worked closely with their grandparents and elders to research and document a Punjabi cultural artifact. Using the Five Ws framework—who, what, when, where, and why—students explored the origins, purpose, and cultural significance of objects connected to Punjabi heritage.
Teaching Punjabi is not only about grammar or vocabulary: it is about helping students understand their roots, appreciate their heritage, and develop pride in who they are.
Students then examined or re-created artifacts while documenting the materials used and the steps involved in making them. Many of these artifacts represented everyday items traditionally created in Punjabi villages out of necessity—household tools, cooking utensils, farming implements, textiles, and decorative crafts.
Elders shared stories about how these objects were originally made using locally available materials, such as wood, clay, metal, or fibres. They also explained how these items evolved over time as communities adapted to technological changes, migration, and modern lifestyles. Through these conversations, students began to understand that cultural artifacts are not simply objects, they are reflections of history, innovation, and community knowledge passed down through generations.
In the classroom, I witnessed students becoming deeply engaged as they listened to their elders’ stories, asked thoughtful questions, and documented their discoveries. The project naturally supported the development of BC’s core competencies, particularly communication, creative and critical thinking, personal identity development, and social responsibility.
After completing their research, students chose one of three creative options to share their learning:
Write a poem about the artifact and its cultural meaning.
Perform a short skit showing how the artifact was traditionally made or used.
Write a short story imagining the artifact’s journey through generations.
Students incorporated both Punjabi and English in their presentations, using simple Punjabi phrases and vocabulary learned in class. This bilingual approach strengthened their language skills while allowing them to connect more deeply with cultural concepts.
Many students shared that this project helped them learn new things about their own families and sparked meaningful conversations at home. For some, it was the first time they had asked their grandparents about village life, traditional tools, or cultural practices.
The project culminated in the GenConnect Cultural Showcase, held on Thursday, December 4, at the Grand Taj Banquet Hall. Students from all four participating schools came together to present their artifacts, research, and creative projects.
The event featured artifact displays, storytelling, poetry, and skits. Students proudly shared the history and cultural significance of their artifacts while explaining how they were made and why they mattered in Punjabi life and tradition.
The showcase celebrated Surrey’s rich cultural diversity and demonstrated how intergenerational learning can strengthen both language education and community connections. Students practised purposeful communication in Punjabi and English, explored questions of identity and heritage, and developed empathy and respect through their interactions with elders. By centring family knowledge and lived experience, the project created an inclusive learning environment where students’ cultures and stories were recognized as valuable sources of knowledge.
One of the most inspiring aspects of this collaboration is that GenConnect was founded by former students of Princess Margaret Secondary. As their teacher, it fills me with immense pride to see these young leaders applying the skills they developed in school—leadership, communication, and community engagement—to create an organization that brings generations together.
As a Punjabi teacher for almost two decades, I have seen first-hand how language classes can become powerful spaces for cultural connection and community building. Teaching Punjabi is not only about grammar or vocabulary: it is about helping students understand their roots, appreciate their heritage, and develop pride in who they are.
Projects like this remind me why I chose to become an educator. When students connect classroom learning with their families, their stories, and their culture, education becomes meaningful and transformative.
Acknowledgment
A heartfelt thank you to GenConnect for their dedication to building intergenerational relationships and supporting cultural learning in our schools. I am especially proud of the former students who founded this organization and continue to inspire others through their leadership and commitment to community service.
I also want to acknowledge the support of fellow teachers, school administrators, families, and elders who shared their time, stories, and knowledge. Together, we are helping students experience education that is authentic, inclusive, and deeply connected to their cultural identities.
