From pasxapu at DAKOTACOM.NET Wed Apr 2 16:19:53 2003 From: pasxapu at DAKOTACOM.NET (Phil Cash Cash) Date: Wed, 2 Apr 2003 11:19:53 -0500 Subject: A washingtonpost.com article from: pasxapu@dakotacom.net Message-ID: You have been sent this message from pasxapu at dakotacom.net as a courtesy of the Washington Post - http://www.washingtonpost.com Dear ILAT, I am forwarding this from the NYT website, I hope it comes through. Phil Cash Cash UofA, ILAT To view the entire article, go to http://www.washingtonpost.com/wp-dyn/articles/A54559-2003Mar30.html Northwest Tribe Struggles to Revive Its Language By Robert E. Pierre PORT ANGELES, Wash. Bea Charles was among the first generation of the Lower Elwha Klallam tribe to attend public school, where she was forbidden to speak her native language. Breaking the rule meant a rap across the knuckles or worse, and put-downs such as, "You sound like you have a mouth full of mush." Tired of the beatings and the ridicule, Charles began speaking English even at home, prompting her great-grandfather to ask, "Have you become white?" Now those memories have inspired Charles, who is 83, to sit for hours at a folding table, reviewing prefixes and suffixes, transitive and intransitive verbs and passive and active voices. Although she hated school when she was young, she isn't complaining now, because her work is central to a decade-old project to revive -- and, for the first time, write down -- the Klallam language she grew up speaking. "Our language is part of us, our way of life," Charles said. "It's who we are. If we don't save the language, we've lost a part of us." The memory of tribal elders such as Charles, guided by a professional linguist, has resulted in Klallam video games, lessons on CD-ROM and, for the past four years, "heritage" language classes at Port Angeles High School. What's happening here on the Olympic Peninsula is just one of several efforts nationwide to document, and create new speakers of, scores of indigenous languages that are facing extinction. After a century of open hostility toward these languages, the federal government is helping to foot the bill. But the task is daunting: Of about 175 indigenous languages still spoken in the United States, about 20 are being passed on to another generation. The pressure to converse in English, the worldwide language of commerce, also isn't abating. But to some, losing ancient languages is no sign of progress. "A language is an emblem of social identity," said linguist Timothy Montler, who has devoted much of the past decade to preserving the language of the Klallam. "It represents many generations of complex social structures and interactions. It's a shame to let something as beautiful and complicated as a human language disappear." The federal government tried to make native languages disappear starting in the 19th century. "In the difference of our language today lies two-thirds of our trouble. . . . Their barbarous dialect should be blotted out and the English language substituted," a federal commission on Indian affairs concluded in 1868. "Through the sameness of language is produced sameness of sentiment, and thought." This policy of assimilation was enforced, often brutally, at government-run boarding schools where native children were sent to receive religious indoctrination and learn the language and culture of white people. It wasn't officially reversed until 1990, when Congress passed the Native American Languages Act, which declared that Indians had a right to "use, practice and develop Native Languages." But the change -- along with millions of federal dollars to support language preservation -- may have come too late. In this northwest corner of Washington, the Lummi have just one remaining speaker. The last fluent speaker of Makah died in August at age 100. As far as anyone can tell, there are only three or four remaining speakers of Klallam, which is one of the large family of Salish languages that were once prevalent in the upper Northwest and British Columbia. Even in California, which has speakers or semi-speakers of about 50 indigenous languages, the future seems grim. "The trouble is that there is not an indigenous language where children are learning, and all the fluent speakers are over 60," said Leanne Hinton, a professor of linguistics at the University of California at Berkeley who has written books and essays about California languages. "All of them are in their last stages of existence unless something is done. Documenting the language is absolutely vital because . . . even when trying to revitalize them, you're not able to produce speakers as fast as speakers are dying." Leaders of the Lower Elwha Klallam tribe, with 950 members, saw the deterioration firsthand. Once the tribe populated thriving villages on the Canadian and U.S. sides of the Strait of Juan de Fuca. Now, it is spread across four reservations, including one in Canada. The only known speakers of Klallam live on this reservation outside Port Angeles. Created in the 1960s, it spans 1,000 acres and houses about 950 people. There is an enormous sense here, as on many reservations, of what has been lost: fishing rights, culture, language. There also are continuous struggles against alcoholism, diabetes and, among Klallam youth, poor achievement in the public schools. The resentment is palpable. Many tribal members mention an incident last year in which a teenager and two 11-year-olds ended up in handcuffs after one of them threw an empty plastic soda bottle toward a garbage can on a school bus and hit the driver instead. The handcuffing was an example, many believe, of how the larger society perceives people of Native American descent as inferior. "We're invisible," said Gloria Rapoza, 76, who grew up on the reservation but later moved away. "People think we live in teepees." Building pride in the language and tribal customs, such as basket weaving and canoe making, is a way to regain a portion of what has been lost, tribal leaders said. That's why they contacted Montler, the linguist, in 1992. While working on his doctoral thesis a decade earlier, Montler had approached the tribe for help in documenting their language but had been turned away. "There wasn't a sense of urgency, and the people weren't so old," said Montler, 53, who teaches at the University of North Texas. For a decade, Montler has spent weeks at a time, sometimes entire summers away from his family in Texas, sitting with the elders, translating old stories and jotting down new words. But one of the hardest parts of the job has been creating a written record for a language that had always been oral. "At first it was hard to accept that it was going to be written, because it was always an oral tradition," said Linda Laungayan, 42, one of five cultural specialists the tribe has hired to learn the language and spread it to others. But with so few Klallam speakers, there was no other choice. Although much of the writing system is based on the Roman alphabet, Montler said, the language has more variations on the quality of vowel sounds and many more consonants. There are numerous "ejective" sounds (such as clicking) for which symbols had to be created. Word by word, Montler has developed dictionaries, reference guides and computer games. He has plumbed the technical aspects of the language, but he is enjoying the process of going beyond pure academics into the hands-on work of trying to make a language live again. "At some point, you have no choice," he said during a recent two-week visit to the reservation. "It just draws you in." The hope is that Klallam will draw in the children. The tribe provides weekly training sessions for adults, which draw sparse attendance. But the real focus is on the schools. Five people have been trained as cultural specialists who go into the schools, beginning with Head Start, to teach children songs, then words and the beginnings of grammar and speech. Perhaps no one in the tribe is as linked to the effort as Jamie Valadez, who helped get the language program started and now teaches Klallam at Port Angeles High School. "We realized that we needed to train young people about the culture and language," said Valadez, 43, whose grant proposals have resulted in $700,000 during the past decade. On a recent day, Valadez flipped through flashcards with her classes, told the teenagers stories and played word games. In one class, she even incorporated a version of the television game show "Jeopardy," with students saying things such as, "I'll take nouns for $100" and "Verbs for $500." Although the students often play games in class, the language restoration program is a serious matter. Valadez was elated in January when the Washington State Board of Education agreed to grant special teaching certificates that would allow speakers of indigenous languages to teach in the public schools. As part of a three-year trial, the speakers won't have to earn teaching certificates, but they will secure approval from a panel selected by the tribe. Many of the state's other tribes are looking to Valadez to see how her tribe got started. Still, the language remains fragile. There are no fluent speakers yet. Hardly anyone on the reservation can yet recognize or pronounce even basic Klallam words. The ones they want to reach most -- children -- are sometimes lukewarm about the prospect of learning Klallam. Ralisa Lawrence, 16, a student at Port Angeles, said even many of her native peers "don't see it as useful." But for a language that has been dormant for decades, progress is measured in small steps. "We may never get to be fluent," Valadez said. "But it's going to be alive as long as people use it." From sdp at EMAIL.ARIZONA.EDU Wed Apr 2 17:49:33 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Wed, 2 Apr 2003 10:49:33 -0700 Subject: ERIC Newletter Message-ID: Hi - This is short but should be of interest to this list... http://www.cal.org/ericcll/langlink/feb03feature.html Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From Rrlapier at AOL.COM Thu Apr 3 19:48:59 2003 From: Rrlapier at AOL.COM (Rr Lapier) Date: Thu, 3 Apr 2003 14:48:59 EST Subject: S. 575 Native American Languages Act Amendments Act of 2003 Message-ID: "Support Senate Bill 575" Please support Senate Bill 575 by contacting your local representatives. Native American Languages Act Amendments Act of 2003 The purposes of this Act are-- (1) to encourage and support, consistent with the policy of the United States as expressed in the Native American Languages Act (25 U.S.C. 2901 et seq.)-- > (A) the development of Native American language survival schools as > innovative means of addressing the effects of past discrimination against > Native American language speakers; and > (B) the revitalization of Native American languages through--(i) education > in Native American languages; and(ii) instruction in other academic > subjects using Native American languages as an instructional medium; (2) to demonstrate the positive effects of Native American language survival schools on the academic success of Native American students and the students' mastery of standard English; (3) to encourage and support the involvement of families in the educational and cultural survival efforts of Native American language survival schools; (4) to encourage communication, cooperation, and educational exchange among Native American language survival schools and the administrators of Native American language survival schools; (5) to provide support for Native American language survival school facilities and endowments; (6) to provide support for Native American language nests-- > (A) as part of Native American language survival schools; or > (B) as separate programs that will be developed into more comprehensive > Native American language survival schools; (7) to support the development of local and national models that can be disseminated to the public and made available to other schools as exemplary methods of teaching Native American students; and (8) to develop a support center system for Native American language survival schools at the university level. For more information, link. >> http://thomas.loc.gov/cgi-bin/query/z?c108:S.575: For additional questions please feel free to contact Piegan Institute. Rosalyn LaPier Piegan Institute www.pieganinstitute.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Apr 4 03:48:03 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 3 Apr 2003 20:48:03 -0700 Subject: S. 575 Native American Languages Act Amendments Act of 2003 In-Reply-To: <165.1dd314be.2bbdea2b@aol.com> Message-ID: Wow! This is really exciting news. qe'ciyeewyew (thanks) Rosalyn, Phil Cash Cash (cayuse/nez perce) UofA, ILAT list manager >-- Original Message -- >Date: Thu, 3 Apr 2003 14:48:59 EST >Reply-To: Indigenous Languages and Technology >From: Rr Lapier >Subject: S. 575 Native American Languages Act Amendments Act of 2003 >To: ILAT at listserv.arizona.edu > > >"Support Senate Bill 575" > >Please support Senate Bill 575 by contacting your local representatives. > >Native American Languages Act Amendments Act of 2003 > >The purposes of this Act are-- > >(1) to encourage and support, consistent with the policy of the United States >as expressed in the Native American Languages Act (25 U.S.C. 2901 et seq.)-- >> (A) the development of Native American language survival schools as >> innovative means of addressing the effects of past discrimination against >> Native American language speakers; and >> (B) the revitalization of Native American languages through--(i) education >> in Native American languages; and(ii) instruction in other academic >> subjects using Native American languages as an instructional medium; > >(2) to demonstrate the positive effects of Native American language survival >schools on the academic success of Native American students and the students' >mastery of standard English; > >(3) to encourage and support the involvement of families in the educational >and cultural survival efforts of Native American language survival schools; > >(4) to encourage communication, cooperation, and educational exchange among >Native American language survival schools and the administrators of Native >American language survival schools; > >(5) to provide support for Native American language survival school >facilities and endowments; > >(6) to provide support for Native American language nests-- >> (A) as part of Native American language survival schools; or >> (B) as separate programs that will be developed into more comprehensive >> Native American language survival schools; > >(7) to support the development of local and national models that can be >disseminated to the public and made available to other schools as exemplary >methods of teaching Native American students; and > >(8) to develop a support center system for Native American language survival >schools at the university level. > >For more information, link. >> >http://thomas.loc.gov/cgi-bin/query/z?c108:S.575: > >For additional questions please feel free to contact Piegan Institute. > >Rosalyn LaPier >Piegan Institute >www.pieganinstitute.org > > > > > > > > > > > > > > > > > > > From cashcash at EMAIL.ARIZONA.EDU Fri Apr 4 04:01:14 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 3 Apr 2003 21:01:14 -0700 Subject: Digitizing Analog Audio Message-ID: Dear ILAT, You can find and dowload a PDF "Digitizing Analog Audio with Cool Edit 2000" at my fly-by website: http://www.u.arizona.edu/~cashcash/ I am testing this out as a lesson for community language specialists. Any feedback you can provide is certainly welcome. heenek'e (again), Phil Cash Cash (cayuse/nez perce) UofA, ILAT list manager From fnkrs at UAF.EDU Fri Apr 4 22:47:20 2003 From: fnkrs at UAF.EDU (Hishinlai') Date: Fri, 4 Apr 2003 13:47:20 -0900 Subject: Digitizing Analog Audio Message-ID: Hi Phil, Tried looking at the "digitizing..." but came up with a "bad request...error,..." etc. message. Well...the site is under construction. Maybe I'll see you in Oregon...Hishinlai' >===== Original Message From Indigenous Languages and Technology ===== >Dear ILAT, > >You can find and dowload a PDF "Digitizing Analog Audio with Cool Edit 2000" >at my fly-by website: > >http://www.u.arizona.edu/~cashcash/ > >I am testing this out as a lesson for community language specialists. Any >feedback you can provide is certainly welcome. > >heenek'e (again), >Phil Cash Cash (cayuse/nez perce) >UofA, ILAT list manager <><><><><><><><><><><><><><><><><><><><> Hishinlai' "Kathy R. Sikorski", Gwich'in Instructor University of Alaska Fairbanks Alaska Native Language Center P. O. Box 757680 Fairbanks, AK 99775-7680 P (907) 474-7875 F (907) 474-7876 E fnkrs at uaf.edu ANLC-L at www.uaf.edu/anlc/ nizih kwaa! From coyotez at OREGON.UOREGON.EDU Fri Apr 4 23:40:42 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Fri, 4 Apr 2003 15:40:42 -0800 Subject: Fwd: [tribalworld] FW: [Redwire] Got talent? Submit it to SNAG (Seventh Native American Generation) Magazine! Message-ID: >Date: Wed, 02 Apr 2003 00:08:57 -0800 >From: Peter Morin >Subject: [tribalworld] FW: [Redwire] Got talent? Submit it to SNAG (Seventh > >--------- >From: Shadi Rahimi >Reply-To: shadirahimi07 at yahoo.com >Date: Wed, 2 Apr 2003 11:40:23 -0800 (PST) >To: Tania Willard , redwire at lists.resist.ca >Subject: [Redwire] Got talent? Submit it to SNAG (Seventh Native American >Generation) Magazine! > >SNAG (Seventh Native American Generation) magazine--a >10-page, full-color youth-produced publication based >out of Oakland, CA--is currently seeking articles, >essays and commentaries from youth 21 and under! > >You don't have to be Native American to submit. We >have many poetry submissions already, so at this time >we need longer pieces. Please pass the word on: All >levels of writing are welcome, and pieces relating to >community issues, the war on Iraq, cultural/religious/ >geographical identity and environment, traditional >spirituality and/or politics are especially welcome. > >Don't hesitate, send anything you find worthy of >publication and feel free to contact us for further >information...snagmagazine at yahoo.com. > >Pay is one copy. The final deadline is April 15, 2003. > > > >__________________________________________________ >Do you Yahoo!? >Yahoo! Tax Center - File online, calculators, forms, and more >http://tax.yahoo.com >Redwire Native Youth Media >www.redwiremag.com >Our stories, our voices, ourselves > > > > >Wenn Sie Ihr Abonnement fuer diese Gruppe kuendigen moechten, senden >Sie eine E-Mail an: >tribalworld-unsubscribe at egroups.de > > > >Your use of Yahoo! Groups is subject to >http://uk.docs.yahoo.com/info/terms.html From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 15:22:52 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 08:22:52 -0700 Subject: Tribal rebirth (fwd) Message-ID: This story is taken from Nations within at sacbee.com. http://www.sacbee.com/content/news/projects/nations_within/story/6408828p-7360908c.html Tribal rebirth Casino cash helps revive cultures, economies By Stephen Magagnini -- Bee Staff Writer - (Published April 6, 2003) SAN DIEGO COUNTY -- At the Pechanga reservation pre-school, Indian boys and girls sing "Ten Little Monkeys Jumping on the Bed" in a language that's 10,000 years old. Native languages die off yearly in the Americas, but the Pechanga Band of Luiseno Indians -- born again with casino profits -- is breathing life into Luiseno, a language on the brink of extinction. Preschoolers speak nothing but Luiseno in school. "They go around screaming, 'Don't jump on the bed!' in Luiseno," said teacher Eric Elliott, a non-Indian who has learned four native dialects. "The kids really believe he only speaks Luiseno," whispered preschool teacher Bridgett Maxwell. "I'm learning right along with them." Maxwell, who's working on her doctorate, is another beneficiary of the Pechanga casino, which rakes in around $300 million a year. She's one of more than 80 members the tribe has sent to universities across the country, all expenses paid. In 1883, muckraker Helen Hunt Jackson called the Pechanga Band "the most thrifty and industrious Indians in all California." Now their offspring are making good on that reputation, building a strong tribal government and reviving ancient traditions. Pechanga's progress reflects how sovereignty, backed by casino money, has turned around dozens of once-poor tribes. Barona, Table Mountain, Rincon and other high-rolling Indian nations now have museums or cultural programs. Even tribes that earn far less from their casinos are nation-building. Near Porterville, the Tule River Indians run a small-plane factory, hedging their bets in case gaming revenues run dry. The Tule River nation's Eagle Mountain Casino, which takes in about $10 million a year, also has helped pay for a gymnasium, a day-care center and an alcohol treatment center and employs about 125 tribal members, said Dave Nenna, the tribal administrator. Nenna -- who joined the Army at 16 -- is among the new breed of Indian leaders who have come back to reservations with the experience needed to make changes. Unemployment on the reservation has dropped from 85 percent to 18 percent, Nenna said, and casino jobs have provided much-needed structure. "Now everybody shows up to work on time, clean and sober," said tribal elder Nancy McDarment. "The casino has strengthened families. People are meeting their responsibilities to their children." Casino dollars aren't an instant cure-all. Each tribe must decide how much to give to members and how much to invest in tribal enterprises. Pechanga can afford to be generous with both, but a generation ago the tribe was barely hanging on after more than a century of poverty and oppression. "We were created two to three miles downstream in Temeekunga, the place of the sun," said chairman Mark Macarro. The Spanish, who used Indians to build the nearby Mission San Luis Rey, mispronounced it Temecula. In 1852, Macarro's ancestors gave up hundreds of square miles to the federal government, which promised them teachers, horses, doctors and a yearly supply of grain and seeds, he said. "We lost the land but never got the goods." Thirty years later, a posse drove the tribe into a valley called Pechaang, meaning "water is dripping." "We ended up in the non-arable land that nobody wanted," he said. By the 1960s, population on the 5,500-acre reservation was down to five families. But with the advent of Indian gaming in the late 1990s, people returned. Today, every house on the reservation has running water, and each of the 1,400 members -- a third of whom live on the reservation -- get $10,000 monthly casino checks. "I could be saying turnabout is fair play: This is cosmic justice," said Macarro as he sipped tea at the cafe in Pechanga's 522-room casino-resort. "I don't know if that's true. It's through an accident of geography that we were able to build a casino at Pechanga. Oe But a government without an economic engine is a government in name only." The tribe now has its own 24-hour fire department and an often irreverent Web site, www.pechanga.net, one of the most popular and comprehensive Indian news sources in America. The tribe also is re-creating a traditional Pechanga village, developing a museum and running a summer program to teach youths traditional Indian values, said cultural resources director Gary DuBois. The centerpiece of Pechanga's $1.3 million-a-year revival is the language immersion program, which costs about $200,000 a year, DuBois said. Elliott has taught his preschoolers 10 songs in Luiseno, including the legend of the little wildcat that saved its much bigger brother from the water beast. He's created computer programs in Luiseno, which the kids play on six classroom computers. Even the boys' and girls' bathrooms are labeled "yaaaychum" and "susngalum." Elliott also is helping a dozen elders recall long-forgotten Luiseno words and tales. Before the white man came, "You had your history inside you and it's my history, too, as a Californian," said Elliott. He learned Luiseno from Villiana Hyde, an elder who also taught Macarro the old creation songs, including the saga of Wiyot, a Christlike figure who advised the Indians to share deer and other game with the less fortunate. Today, Pechanga and other wealthy casino tribes share in a different way, kicking into a fund that pays $1.1 million apiece to California tribes with little or no gaming. In the preschool classroom, 4-year-old Annora Kincaid draws a picture for Elliott, then describes it in Luiseno. Elliott thanks her in her native language, followed by a high-five. Then the kids put their hands on their heads and sing, "Hengchich chox'ivol 'oyk" (It's time to clean up and put away; let's do it all together.) The cleanup goes quickly. There's pizza for lunch today. From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 15:25:50 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 08:25:50 -0700 Subject: Oneidas struggle to protect ancient language (fwd) Message-ID: Posted Apr. 06, 2003 http://www.greenbaypressgazette.com/news/archive/local_9554809.shtml Oneidas struggle to protect ancient language Elders pass down nearly lost tradition The Associated Press ONEIDA ? At the Language House, a log house tucked between sugar maples and white pines, 10 members of the Oneida Tribe of Indians sit around a table repeating words that rolled off the tongues of their ancestors. They?ve just finished watching a videotape of elders talking with students. Their assignment is to pick out trouble phrases and determine their pronunciation and meaning. One of the phrases they?re struggling with translates to mean: ?We?re always trying hard to be like the Caucasian race,? a telling phrase in their struggle to preserve their language. The members are paid to learn the ancient language and teach it to others in an effort to ensure the language survives. Other tribes nationwide are taking similar steps with help from the federal government, which has poured more than $23.6 million into such language preservation projects since 1994. ?If we don?t know the language, we probably won?t be Indian people anymore,? said Dennis White, director of instruction in the Lac Courte Oreilles Band, a Chippewa tribe in Hayward. ?We?d be Americans with nice tans.? Indians say losing the language of their ancestors takes away a tribe?s sense of identity and culture partly because many of their meetings and prayers are in their native tongue. Before Europeans arrived in North America, 400 to 600 tribal languages were spoken in the United States and Canada. Today, there are only 211, said Inee Yang Slaughter, executive director of The Indigenous Language Institute in Santa Fe, N.M. From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 17:54:48 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 10:54:48 -0700 Subject: Endangered Languages Documentation Programme (fwd) Message-ID: *** Apologies for any cross-posting *** Endangered Languages Documentation Programme Advance Notice: 2003 Call for Proposals With the first round of the ELDP application process completed and offers of grants made, we propose to move straight on the the second call for Preliminary Applications. The purpose of this e-mail is to outline the timetable and the key structural changes to the programme. It should be noted that the timetable has been brought forward when compared with that of 2002. 2002 Outcomes The ELDP received approximately 150 applications in response to its first call for applications. About 40 of these were invited to submit detailed applications, and although it was not possible to offer financial support to all good proposals, the Fund was able to make formal offers of grants to 21 applicants: Studentships, Fellowships and Project grants. Details of the offers, and subsequently details of those accepted, will be publicised on the ELDP web page shortly (www.eldp.soas.ac.uk). 2003 Timetable 16th May 2003 - Revised guidelines and forms available on the web page. 8th August 2003 - Deadline for submission of Preliminary Applications. 19th September 2003 - Invitations to submit Detailed Applications dispatched. 14th November 2003 - Deadline for submission of Detailed Applications. 27th February 2004 - Announcement of Funding Awards. The timetable will be repeated annually. 2003 Guidance The new guidelines and application forms for the 2003 funding round will be published on the website by Friday 26th May 2003. In the meantime, the 2002 guidelines may be used as a general guide. The five types of application used in 2002 will remain, although additional guidelindes as to funding limits will be provided. The main aims of the Fund remain the documentation of seriously endangered languages and the criteria remain (a) endangerment, (b) significance of the language and (c) quality of proposal. The Fund's primary concern is with documentation rather than focused revitalisation - although the link is appreciated and sometimes desirable. As such prospective applicants should structure the documentation in such a way as to assist local communities in preserving and fostering highly endangered ancestral languages and speech ways. Whilst in essence the guidelines will remain broadly similar, there will be a number of budgetary refinements. Key changes that you may wish to note will be as follows: - Overhead/ Institutional Administration costs will not be eligible. - Top-up salaries for established/ employed academics will not be eligible (this includes the funding of non-institutional funded summer vacation periods). - A limit of ?2000 (pounds sterling) may be requested for publications. - Major equipment costs (i.e. laptops, camcorders etc) will not be provided for projects where the period of fieldwork is limited. - Modest training activity for local communities (within the context of a substantive project) will be eligible for support. From cashcash at EMAIL.ARIZONA.EDU Tue Apr 8 05:48:19 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 22:48:19 -0700 Subject: Oregon Language Revitalization Conference (fyi) Message-ID: 2nd Annual Conference Native American Language Revitalization "Speaking to the seventh generation" Oregon State University, Corvallis, Oregon. May 15-16, 2003. Recognizing the value of preserving Native American languages for future generations, this conference responds to the threat of linguistic extinction for Native American languages. The program includes panel discussions and workshops on topics such as native language teaching strategies, teacher certification, archiving and the application of technology to language preservation. -------------- next part -------------- A non-text attachment was scrubbed... Name: ORlang_conf.pdf Type: application/pdf Size: 697328 bytes Desc: not available URL: From sdp at EMAIL.ARIZONA.EDU Tue Apr 8 16:13:47 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Tue, 8 Apr 2003 09:13:47 -0700 Subject: Oregon Language Revitalization Conference (fyi) In-Reply-To: <3E91F869000015B2@deimos.email.Arizona.EDU> Message-ID: Phil- Thanks for posting this and congratulations on being one of several distinguished 'feature speakers' S. >-- Original Message -- >Date: Mon, 7 Apr 2003 22:48:19 -0700 >Reply-To: Indigenous Languages and Technology >From: Phil Cash Cash >Subject: Oregon Language Revitalization Conference (fyi) >To: ILAT at listserv.arizona.edu > > >2nd Annual Conference >Native American Language Revitalization >"Speaking to the seventh generation" >Oregon State University, Corvallis, Oregon. May 15-16, 2003. > >Recognizing the value of preserving Native American languages for future >generations, this conference responds to the threat of linguistic extinction >for Native American languages. The program includes panel discussions and >workshops on topics such as native language teaching strategies, teacher >certification, archiving and the application of technology to language preservation. > > > > >Attachment: ORlang_conf.pdf > Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From coyotez at OREGON.UOREGON.EDU Tue Apr 8 21:00:23 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 8 Apr 2003 14:00:23 -0700 Subject: SWORP website Message-ID: As Jason Younker says, "If I had known that I would be spending so much of my time talking about SWORP I would have created a different acronym..." Hello Friends, Yes more SWORP information. I am slowly creating a SWORP webpage. Its not planned as yet and is developing using strictly organic means. I grows when I feel inspired by something... But it is up an running and seems to be coming along fine. The webpage should mesh with a future Library webpage on SWORP that will have a searchable database. But for now, take a look and please offer suggestions on items and info you would like to see. Thanks David Lewis http://darkwing.uoregon.edu/~coyotez/index.html From sburke at CPAN.ORG Tue Apr 8 23:45:22 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Tue, 8 Apr 2003 15:45:22 -0800 Subject: Rosetta Project Message-ID: Of interest to Native language preservation efforts, I think... http://www.rosettaproject.org/ << The Rosetta Project is a global collaboration of language specialists and native speakers working to develop a contemporary version of the historic Rosetta Stone. In this updated iteration, our goal is a meaningful survey and near permanent archive of 1,000 languages. Our intention is to create a unique platform for comparative linguistic research and education as well as a functional linguistic tool that might help in the recovery or revitalization of lost languages in unknown futures. We are creating this broad language archive through an open contribution, open review process and we invite you to participate. The resulting archive will be publicly available in three different media: a micro-etched nickel disk with 2,000 year life expectancy; a single volume monumental reference book; and through this growing online archive. >> -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From bischoff at EMAIL.ARIZONA.EDU Wed Apr 9 01:00:14 2003 From: bischoff at EMAIL.ARIZONA.EDU (Shannon Bischoff) Date: Tue, 8 Apr 2003 19:00:14 -0600 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: David, Nice website, sounds/looks like a great project. Any thoughts on including languages from Idaho and Montana?? Keep up the great work, Shannon T. Bischoff >-- Original Message -- >Date: Tue, 8 Apr 2003 14:00:23 -0700 >Reply-To: Indigenous Languages and Technology >From: David Lewis >Subject: SWORP website >To: ILAT at listserv.arizona.edu > > >As Jason Younker says, "If I had known that I would be spending so much of >my time talking about SWORP I would have created a different acronym..." > >Hello Friends, >Yes more SWORP information. I am slowly creating a SWORP webpage. Its not >planned as yet and is developing using strictly organic means. I grows when >I feel inspired by something... But it is up an running and seems to be >coming along fine. The webpage should mesh with a future Library webpage >on >SWORP that will have a searchable database. But for now, take a look and >please offer suggestions on items and info you would like to see. >Thanks >David Lewis > >http://darkwing.uoregon.edu/~coyotez/index.html From sburke at CPAN.ORG Wed Apr 9 02:34:36 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Tue, 8 Apr 2003 18:34:36 -0800 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: At 4/8/2003 02:00 PM -0700, David Lewis wrote: >As Jason Younker says, "If I had known that I would be spending so much of >my time talking about SWORP I would have created a different acronym..." What's wrong with "sworp"? It's a perfectly good Appalachian English word for "swap". -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From Markh at SBCI.EDU Wed Apr 9 16:07:17 2003 From: Markh at SBCI.EDU (Holman Mark) Date: Wed, 9 Apr 2003 11:07:17 -0500 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge Message-ID: Hi all... Attached is a brochure for a summer institute we are having here at Sitting Bull College. It is titled: "Indigenous Place-Based Knowledge of the Missouri River and it's Tributaries. Please pass it along to anyone who might find it of interest. thank you Mark Holman Sitting Bull College Library -----Original Message----- From: Phil Cash Cash [mailto:cashcash at EMAIL.ARIZONA.EDU] Sent: Tuesday, April 08, 2003 12:48 AM To: ILAT at listserv.arizona.edu Subject: Oregon Language Revitalization Conference (fyi) 2nd Annual Conference Native American Language Revitalization "Speaking to the seventh generation" Oregon State University, Corvallis, Oregon. May 15-16, 2003. Recognizing the value of preserving Native American languages for future generations, this conference responds to the threat of linguistic extinction for Native American languages. The program includes panel discussions and workshops on topics such as native language teaching strategies, teacher certification, archiving and the application of technology to language preservation. -------------- next part -------------- A non-text attachment was scrubbed... Name: Teachers' Institute June 1-7 Brochure.pub Type: application/octet-stream Size: 157184 bytes Desc: not available URL: From sburke at CPAN.ORG Wed Apr 9 18:30:20 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Wed, 9 Apr 2003 10:30:20 -0800 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: Message-ID: At 4/9/2003 11:07 AM -0500, Holman Mark wrote: >Attached is a brochure for a summer institute we are having here at Sitting >Bull College. It is titled: "Indigenous Place-Based Knowledge of the >Missouri River and it's Tributaries. >[...] Attached file: Teachers' Institute June 1-7 Brochure.pub What's a .pub file? Looks like binary jibberish to me. -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Wed Apr 9 18:52:05 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Wed, 9 Apr 2003 11:52:05 -0700 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <5.2.0.9.1.20030409102910.021d50f8@mailstore.pobox.com> Message-ID: *.pub is a MS Publisher file. Here I enclosed a plain text copy for your convenience. Best, Onur Senarslan ------------------- 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Sitting Bull College Sacagawea Learning Center Riverfront Drive Mobridge, South Dakota Indigenous Place-Based Knowledge of the Missouri River and Its Tributaries Teachers' Institute Sitting Bull College Participants will study contemporary literature and oral tradition to learn what is preserved before and after the creation of the dams. Educational tours to public and tribal sites to study flora and fauna will provide the foundation for curriculum development. Study with descendants of river culture. ~SOur need to question is as natural as breathing, enabling us to understand the world and our place in it.~T ~SLet us put our minds together to see what we can build for our children.~T Tatanka Iyotake, Sitting Bull, Hunkpapa Teton June 1-7, 2003 What is place-based curricula? How will this knowledge provide cultural bridges? How will it embrace the academic standards for geography, ecology, science, culture, economy, and history? Program Schedule and Detail Sunday June 1 2:00 p.m. Registration at Sacagawea Learning Center in Mobridge, SD. 4:00 p.m. Guided tour: Fort Manuel Lisa and the Kenel Wacipi. Monday June 2 8:00 Opening ceremony: Lakota Thunder Drum Guided tour: landscape of history, song and storytelling. Afternoon forum: Finding ways to interface academic standards and curriculum synthesis with Dr. Alesia Maltz and tribal scholars. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Tuesday June 3 Native language and the landscape; hands-on field activity and tour of native plants. Contemporary literature. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Wednesday June 4 Oral tradition and the art of storytelling; river;readings, creation stories, and water myths. Bioblitz activity. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Thursday June 5 Stories and the language of the river. Contemporary studies in literature and film. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Friday June 6 Validating experiential learning Waterfest: traditional foods and the River in Song with Lorrie Lee Olson. Open community discussion and exhibit of curriculum projects. Saturday June 7 8:00 a.m. Final notes. Closing ceremony: Lakota Thunder Drum 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Contact: Lanniko L. Lee or Lisa McLaughlin Sitting Bull College How may we meet your needs? Comments: _______________________________ I would like to receive the following information: Lodging: Please check the items that apply. Registration packet Name Address Phone Single room Double room Handicap access Undergraduate credit Educator on the Standing Rock Sioux Reservation ? Identify School where you teach in the comment box. Graduate credit SCHOLARS: Elizabeth Cook-Lynn author, editor, and educator Mary Louise Defender-Wilson storyteller, advocate for tribal rights Alesia Maltz environmental historian and college educator Gladys Hawk Lakota/Dakota language instructor Wilbur Flying By Lakota/Dakota language instructor Linda Bishop-Jones ethnobotanist LaDonna Brave Bull-Allard educational tour guide of Standing Rock Sioux Nation Stephen Truchon environmental studies Please detach at line and mail to: --- "Sean M. Burke" wrote: > At 4/9/2003 11:07 AM -0500, Holman Mark wrote: > >Attached is a brochure for a summer institute we > are having here at Sitting > >Bull College. It is titled: "Indigenous > Place-Based Knowledge of the > >Missouri River and it's Tributaries. > >[...] Attached file: Teachers' Institute June 1-7 > Brochure.pub > > What's a .pub file? Looks like binary jibberish to > me. > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com From sburke at CPAN.ORG Wed Apr 9 19:37:51 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Wed, 9 Apr 2003 11:37:51 -0800 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <20030409185205.50690.qmail@web10412.mail.yahoo.com> Message-ID: At 4/9/2003 11:52 AM -0700, Onur Senarslan wrote: >*.pub is a MS Publisher file. > >Here I enclosed a plain text copy for your convenience. Thanks! Plaintext is always great. Does MS Publisher save in RTF? That might be useful in cases where plaintext isn't quite great enough. (Altho if there's graphics in the RTF file, I usually suggest .zip'ing it.) To wit: http://www.speech.cs.cmu.edu/~sburke/pub/doc_bad.html -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Wed Apr 9 19:50:22 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Wed, 9 Apr 2003 12:50:22 -0700 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <5.2.0.9.1.20030409113532.00bbbb78@mailstore.pobox.com> Message-ID: It does save as *.rtf and keeps the original format (minus the graphics.) Onur --- "Sean M. Burke" wrote: > At 4/9/2003 11:52 AM -0700, Onur Senarslan wrote: > >*.pub is a MS Publisher file. > > > >Here I enclosed a plain text copy for your > convenience. > > Thanks! Plaintext is always great. > > Does MS Publisher save in RTF? That might be useful > in cases where > plaintext isn't quite great enough. (Altho if > there's graphics in the RTF > file, I usually suggest .zip'ing it.) > To wit: > http://www.speech.cs.cmu.edu/~sburke/pub/doc_bad.html > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com -------------- next part -------------- A non-text attachment was scrubbed... Name: Teachers' Institute June 1-7 Brochure[1].rtf Type: application/rtf Size: 17038 bytes Desc: Teachers' Institute June 1-7 Brochure[1].rtf URL: From coyotez at OREGON.UOREGON.EDU Wed Apr 9 20:29:37 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Wed, 9 Apr 2003 13:29:37 -0700 Subject: Fwd: Announcement Digest Week Ending 4/05/2003 Message-ID: >Delivered-To: H-AmIndian at h-net.msu.edu >X-Sender: amind at mail.h-net.msu.edu >X-Mailer: QUALCOMM Windows Eudora Version 5.1.1 >Approved-By: "H-AmIndian (Joyce Ann Kievit)" >Date: Wed, 9 Apr 2003 10:47:42 -0700 >Reply-To: H-Net List for American Indian Studies >Sender: H-Net List for American Indian Studies >From: "H-AmIndian (Joyce Ann Kievit)" >Subject: Announcement Digest Week Ending 4/05/2003 >To: H-AMINDIAN at H-NET.MSU.EDU > >---------------------------------------------------------------- >Announcement Digest Week Ending 4/05/2003 >Compiled by Brian S Collier >---------------------------------------------------------------- >H-AmIndian staff members have compiled and edited the below announcements >from H-Net. This announcement will be sent on a weekly basis to expedited >means of finding events of interest in the below categories. The below >categories are the types of announcements we will attempt to make, the >number next to the category represents the number of items in each category >for the week, >The following types of events are contained in this listing: >Call for Papers [2] >Fellowship [1] >Publication [2] >Summer Program [1] >###################################################################### ># Category: Call for Papers >###################################################################### >[1] >Title: Digital Resources for the Humanities: deadline extended >Deadline: 2003-04-30 >Description: Although we have already received a number of >excellent proposals forpapers, it has been decided to extend >the deadline for submissions to this year's DRH conference to >APRIL 30th . The conference website, together with details of >how to submit a proposal, is listed below. DRH is the major >forum fo ... >Contact: DRH2003 at glos.ac.uk >URL: www.glos.ac.uk/humanities/drh2003/ >Announcement ID: 133265 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133265 >[2] > >Title: C.S. Lewis Foundation National Faculty Forum >Location: California >Deadline: 2003-04-18 >Description: Join with Christian faculty and administrators from >across North America to consider the legitimacy of religiously >informed thought and expression within the curricular life of >the university. Examine ways in which scholars of faith may >exercise their academic right and responsibility to engage in >... >Contact: facultyforum at cslewis.org >URL: www.cslewis.org/programs/facultyforum/index.html >Announcement ID: 132918 >http://www2.h-net.msu.edu/announce/show.cgi?ID=132918 > > >###################################################################### ># Category: Fellowship >###################################################################### >[1] >Title: Bankhead Fellowship at the University of Alabama >Location: Alabama >Deadline: 2003-04-25 >Description: The University of Alabama History Department is >soliciting applications for the Bankhead Fellowship for faculty >diversity to begin Fall 2003. This is a one-year position with >the possibility of renewal for a second year. The fellow will >teach two courses per semester in his or her field of specializ >... >Contact: LDORR at bama.ua.edu >Announcement ID: 133267 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133267 >###################################################################### ># Category: Publication >###################################################################### >[1] >Title: Call for Contributors--Encyclopedia of Native American >Treaties >Deadline: 2003-05-15 >Description: The editor of the Encyclopedia of Native American >Treaties, a three-volume work to be published by ABC-CLIO, is >seeking writers to contribute 750-word, signed entries about >treaty-related topics such as noted treaties, Indian leaders, >U.S. officials, treaty sites, battles leading to treaties, and >t ... >Contact: mafi at ku.edu >Announcement ID: 133269 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133269 >[2] >Title: BC Studies: The British Columbian QuarterlySpecial issue: >"Perspectives on Aboriginal Culture" >Description: BC Studies is pleased to announce the publication of >a special issue, "Perspectives on Aboriginal Culture." >Featuring several articles, colour illustrations, and an >interview with Susan Point, Coast Salish Artist, this issue >will be of interest to academics and non-academics alike. It is >also avail ... >Contact: write_us at bcstudies.com >URL: www.bcstudies.com >Announcement ID: 132896 >###################################################################### ># Category: Summer Program >###################################################################### >[1] >Title: Advanced Oral History Summer Institute >Location: California >Date: 2003-08-10 >Description: The institute is designed for graduate students, >post-doctoral fellows, college faculty, and independent >scholars planning to use oral history interviews as part of a >research project, as well as community historians and others >who are engaged in oral history work on an on-going basis. The >six-day ... >Contact: lrubens at socrates.berkeley.edu >URL: bancroft.berkeley.edu/ROHO/institute.html >Announcement ID: 133270 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133270 From Markh at SBCI.EDU Wed Apr 9 20:41:07 2003 From: Markh at SBCI.EDU (Holman Mark) Date: Wed, 9 Apr 2003 15:41:07 -0500 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge Message-ID: Thanks for that conversion....Sorry about the Publisher file folks..... Mh Sitting Bull College -----Original Message----- From: Onur Senarslan [mailto:onursenarslan at YAHOO.COM] Sent: Wednesday, April 09, 2003 1:52 PM To: ILAT at listserv.arizona.edu Subject: Re: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge *.pub is a MS Publisher file. Here I enclosed a plain text copy for your convenience. Best, Onur Senarslan ------------------- 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Sitting Bull College Sacagawea Learning Center Riverfront Drive Mobridge, South Dakota Indigenous Place-Based Knowledge of the Missouri River and Its Tributaries Teachers' Institute Sitting Bull College Participants will study contemporary literature and oral tradition to learn what is preserved before and after the creation of the dams. Educational tours to public and tribal sites to study flora and fauna will provide the foundation for curriculum development. Study with descendants of river culture. "Our need to question is as natural as breathing, enabling us to understand the world and our place in it." "Let us put our minds together to see what we can build for our children." Tatanka Iyotake, Sitting Bull, Hunkpapa Teton June 1-7, 2003 What is place-based curricula? How will this knowledge provide cultural bridges? How will it embrace the academic standards for geography, ecology, science, culture, economy, and history? Program Schedule and Detail Sunday June 1 2:00 p.m. Registration at Sacagawea Learning Center in Mobridge, SD. 4:00 p.m. Guided tour: Fort Manuel Lisa and the Kenel Wacipi. Monday June 2 8:00 Opening ceremony: Lakota Thunder Drum Guided tour: landscape of history, song and storytelling. Afternoon forum: Finding ways to interface academic standards and curriculum synthesis with Dr. Alesia Maltz and tribal scholars. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Tuesday June 3 Native language and the landscape; hands-on field activity and tour of native plants. Contemporary literature. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Wednesday June 4 Oral tradition and the art of storytelling; river;readings, creation stories, and water myths. Bioblitz activity. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Thursday June 5 Stories and the language of the river. Contemporary studies in literature and film. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Friday June 6 Validating experiential learning Waterfest: traditional foods and the River in Song with Lorrie Lee Olson. Open community discussion and exhibit of curriculum projects. Saturday June 7 8:00 a.m. Final notes. Closing ceremony: Lakota Thunder Drum 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Contact: Lanniko L. Lee or Lisa McLaughlin Sitting Bull College How may we meet your needs? Comments: _______________________________ I would like to receive the following information: Lodging: Please check the items that apply. Registration packet Name Address Phone Single room Double room Handicap access Undergraduate credit Educator on the Standing Rock Sioux Reservation ? Identify School where you teach in the comment box. Graduate credit SCHOLARS: Elizabeth Cook-Lynn author, editor, and educator Mary Louise Defender-Wilson storyteller, advocate for tribal rights Alesia Maltz environmental historian and college educator Gladys Hawk Lakota/Dakota language instructor Wilbur Flying By Lakota/Dakota language instructor Linda Bishop-Jones ethnobotanist LaDonna Brave Bull-Allard educational tour guide of Standing Rock Sioux Nation Stephen Truchon environmental studies Please detach at line and mail to: --- "Sean M. Burke" wrote: > At 4/9/2003 11:07 AM -0500, Holman Mark wrote: > >Attached is a brochure for a summer institute we > are having here at Sitting > >Bull College. It is titled: "Indigenous > Place-Based Knowledge of the > >Missouri River and it's Tributaries. > >[...] Attached file: Teachers' Institute June 1-7 > Brochure.pub > > What's a .pub file? Looks like binary jibberish to > me. > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com From cashcash at EMAIL.ARIZONA.EDU Wed Apr 9 21:47:03 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Wed, 9 Apr 2003 14:47:03 -0700 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: Thanks David, It looks and reads really well. I like the hand written text graphics. I am thinking of doing something like this myself. I did notice that the web page header reads "Latin American Politics II" and was a bit puzzled. qo'c (later), Phil Cash Cash UofA, ILAT Quoting David Lewis : > As Jason Younker says, "If I had known that I would be spending so > much of > my time talking about SWORP I would have created a different > acronym..." > > Hello Friends, > Yes more SWORP information. I am slowly creating a SWORP webpage. Its > not > planned as yet and is developing using strictly organic means. I > grows when > I feel inspired by something... But it is up an running and seems to > be > coming along fine. The webpage should mesh with a future Library > webpage on > SWORP that will have a searchable database. But for now, take a look > and > please offer suggestions on items and info you would like to see. > Thanks > David Lewis > > http://darkwing.uoregon.edu/~coyotez/index.html > From coyotez at OREGON.UOREGON.EDU Wed Apr 9 22:16:59 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Wed, 9 Apr 2003 15:16:59 -0700 Subject: SWORP website In-Reply-To: <1049924823.66dffdd14bf4f@localhost> Message-ID: Thanks Phil, I am using a new program, Microsoft Contribute, and I had not found where to change the name of the website yet. I just changed it. For those who are somewhat computer challenged, or have troubles publishing to the web, I recommend Contribute. It is very easy to use and does a lot of the technical publishing work for you and integrates well with Dreamweaver. There is an academic version available also. David At 02:47 PM 4/9/2003 -0700, you wrote: >Thanks David, > >It looks and reads really well. I like the hand written text >graphics. I am thinking of doing something like this myself. I did >notice that the web page header reads "Latin American Politics II" and >was a bit puzzled. > >qo'c (later), >Phil Cash Cash >UofA, ILAT > >Quoting David Lewis : > > > As Jason Younker says, "If I had known that I would be spending so > > much of > > my time talking about SWORP I would have created a different > > acronym..." > > > > Hello Friends, > > Yes more SWORP information. I am slowly creating a SWORP webpage. Its > > not > > planned as yet and is developing using strictly organic means. I > > grows when > > I feel inspired by something... But it is up an running and seems to > > be > > coming along fine. The webpage should mesh with a future Library > > webpage on > > SWORP that will have a searchable database. But for now, take a look > > and > > please offer suggestions on items and info you would like to see. > > Thanks > > David Lewis > > > > http://darkwing.uoregon.edu/~coyotez/index.html > > From cashcash at EMAIL.ARIZONA.EDU Sat Apr 12 17:29:25 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Sat, 12 Apr 2003 10:29:25 -0700 Subject: The Elements of User Experience (bk) Message-ID: Dear ILAT, For those of you like myself who are trying to conceptualize web design, you might want to take a look at this book. The Elements of User Experience by Jesse James Garret http://www.jjg.net/ In addition, you can download a key graphic, "one-page PDF," which I highly recommend. "one-page PDF" http://www.jjg.net/ia/ enjoy... Phil Cash Cash UofA, ILAT From gforger at U.ARIZONA.EDU Sat Apr 12 21:07:09 2003 From: gforger at U.ARIZONA.EDU (Garry Forger) Date: Sat, 12 Apr 2003 14:07:09 -0700 Subject: NAACL-Supported Two-Week Summer School in Human Language Technologies--Call for Participation (fwd) Message-ID: CALL FOR PARTICIPATION NAACL-Supported Two-Week Summer School in Human Language Technologies The North American Chapter of the Association for Computational Linguistics (NAACL) is offering an exciting summer school opportunity for a limited number of graduate and undergraduate students interested in the field of Human Language Technology. The summer school will be held June 30-July 11 at The Center for Language and Speech Processing (CLSP) at Johns Hopkins University in conjunction with the pre-workshop classes of the CLSP 2003 Summer Workshop on Language Engineering. Five to ten students will be selected to attend two weeks of lectures and hands-on laboratories that will include general introductions to the major areas of study within the field of Human Language Technology (e.g. Natural Language Processing, Automatic Speech Recognition, Machine Translation, Information Retrieval) as well as sessions on specialized research topics of current interest in the field. In addition to providing summer school registration fees for all selected attendees, we also anticipate providing a limited number of scholarships to cover additional costs (in particular, travel expenses to the workshop venue and/or accommodation for the full duration). We hope to be able to cover the full cost of these two items for at least some students, and partial costs for others. If you are a graduate student, please ask your advisor to contribute to the funding. Preference for funding will be given to students attending North American institutions.=A0 Students are expected to attend both weeks of the summer school.=A0 APPLICATION INSTRUCTIONS are available at http://www.naacl.org/, which also has information on applying for SCHOLARSHIP funds. =20 The application deadline is May 1, 2003. For questions about the summer school program, please contact one of the following NAACL Executive Board members: Owen Rambow (rambow at cs.columbia.edu) Claire Cardie (cardie at cs.cornell.edu) Diane Litman (litman at cs.upitt.edu) Dragomir Radev (radev at umich.edu) -- Garry J. Forger, MLS Technology Coordinator The University of Arizona Learning Technologies Center 1077 N. Highland Ave Tucson, AZ 85721-0073 gforger at u.arizona.edu http://www.ltc.arizona.edu/ Phone 520-626-7761 Fax 520-626-8220 From mona at ALLIESMEDIAART.COM Tue Apr 15 00:43:02 2003 From: mona at ALLIESMEDIAART.COM (MMSmith) Date: Mon, 14 Apr 2003 19:43:02 -0500 Subject: Tech Museum Awards Message-ID: Tech Museum Awards > > Honors innovators (individuals, for-profit companies, and not-for-profit organisations) from around the world who use technology to benefit humanity. Awards are presented in the categories of: Education; Equality;Environment; Economic Development; Health. Deadline: May 16 2003 > > http://www.comminit.com/awards2003/sld-7528.html > > Allies: media/art Dakota owned, award winning media mona at alliesmediaart.com www.alliesmediaart.com Home of the "From the Sky" Pre-K to Grade 3 CD and Activity Pack. -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at OREGON.UOREGON.EDU Tue Apr 15 18:13:09 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 15 Apr 2003 11:13:09 -0700 Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: > >Microsoft Scholarship Program for the 2002-2003 School Year > > > Microsoft is committed to building great software and services. To do >that, we need a wide range of great > perspectives. Our scholarships are designed to encourage students to >pursue studies in computer science > and related technical disciplines. > > Microsoft is excited to be offering full tuition scholarships totaling >$540,000 for the 2002-2003 academic > year. Applications must be postmarked by Friday, February 1, 2002. > > At Microsoft, we want to encourage students from groups currently >under-represented in the field of > computer science to pursue technical degrees. While all candidates who >meet the criteria for eligibility as > described below may apply, a large majority of our scholarships will be >awarded to female and > under-represented minority students. Minority applicants must be a >member of one of the following groups > under-represented in the software field: African American, Hispanic, or >Native American. > > Microsoft will review all applications and select final candidates on >the basis of eligibility, quality of > application, interest in the software industry, and financial need. > > Microsoft will interview finalists by March 1, 2002. The names of the >scholarship winners will be announced by > March 15, 2002. > > > Scholarships are awarded to recipients for one academic year. The >scholarship will cover 100 percent of the > tuition for the 2002-2003 academic year as posted by the financial aid >office of the university or college. The > scholarships are made through the designated school and are not >transferable to other academic > institutions. The funds are to be used for tuition only and may not be >used for other costs on the recipient's > bursar bill. > > All recipients of the scholarship will be required to complete a >salaried summer internship of 12 weeks or > more at Microsoft Corporation in Redmond, Washington. (Microsoft >reserves the right not to offer a position > to the scholarship winner if an appropriate match cannot be found.) > > > Students must be enrolled full-time and making satisfactory progress >toward an undergraduate degree in > computer science, computer engineering, or a related technical >discipline, such as math or physics, with a > demonstrated interest in computer science. Because the scholarship is >merit based, the student must > maintain a 3.0 cumulative grade point average out of a possible 4.0, or >a 4.0 cumulative grade point > average out of a possible 5.0. > > > A complete application includes the following items: > > > Enclose a letter of referral from a faculty member (professor or >teaching assistant) or an academic advisor. > > > Use one page to answer all 4 of the following essay questions in total >(not one page per question). > > 1. Describe how you demonstrate your passion for technology outside the >classroom. > 2. Describe the toughest technical problem you've worked on, how you >addressed the problem, your role in > reaching the outcome if it was team-based and the final outcome. > 3. Describe a situation which demonstrates initiative and your >willingness to go above and beyond. > 4. Describe how you are currently funding your college education. > > > Enclose a copy of your résumé, which should include the following >information: > > Your e-mail address > Your campus address and phone number > Your campus identification number > Your permanent address and phone number > Your major > Your expected graduation date > > > Enclose a copy of your current academic transcript. > > Please note your gender and ethnicity if you would like to be >considered for one of our female or under-represented > minority scholarships. > > Please send your completed application to: > > Microsoft Scholarship Program > Microsoft Corporation > One Microsoft Way > Redmond, WA 98052-8303 From daveshaul at HOTMAIL.COM Tue Apr 15 20:13:28 2003 From: daveshaul at HOTMAIL.COM (David Lee Shaul) Date: Tue, 15 Apr 2003 20:13:28 +0000 Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: Do you have a program for 2003-2004? >From: David Lewis >Reply-To: Indigenous Languages and Technology >To: ILAT at listserv.arizona.edu >Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year >Date: Tue, 15 Apr 2003 11:13:09 -0700 > >> >>Microsoft Scholarship Program for the 2002-2003 School Year >> >> >> Microsoft is committed to building great software and services. To do >>that, we need a wide range of great >> perspectives. Our scholarships are designed to encourage students to >>pursue studies in computer science >> and related technical disciplines. >> >> Microsoft is excited to be offering full tuition scholarships totaling >>$540,000 for the 2002-2003 academic >> year. Applications must be postmarked by Friday, February 1, 2002. >> >> At Microsoft, we want to encourage students from groups currently >>under-represented in the field of >> computer science to pursue technical degrees. While all candidates who >>meet the criteria for eligibility as >> described below may apply, a large majority of our scholarships will be >>awarded to female and >> under-represented minority students. Minority applicants must be a >>member of one of the following groups >> under-represented in the software field: African American, Hispanic, or >>Native American. >> >> Microsoft will review all applications and select final candidates on >>the basis of eligibility, quality of >> application, interest in the software industry, and financial need. >> >> Microsoft will interview finalists by March 1, 2002. The names of the >>scholarship winners will be announced by >> March 15, 2002. >> >> >> Scholarships are awarded to recipients for one academic year. The >>scholarship will cover 100 percent of the >> tuition for the 2002-2003 academic year as posted by the financial aid >>office of the university or college. The >> scholarships are made through the designated school and are not >>transferable to other academic >> institutions. The funds are to be used for tuition only and may not be >>used for other costs on the recipient's >> bursar bill. >> >> All recipients of the scholarship will be required to complete a >>salaried summer internship of 12 weeks or >> more at Microsoft Corporation in Redmond, Washington. (Microsoft >>reserves the right not to offer a position >> to the scholarship winner if an appropriate match cannot be found.) >> >> >> Students must be enrolled full-time and making satisfactory progress >>toward an undergraduate degree in >> computer science, computer engineering, or a related technical >>discipline, such as math or physics, with a >> demonstrated interest in computer science. Because the scholarship is >>merit based, the student must >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or >>a 4.0 cumulative grade point >> average out of a possible 5.0. >> >> >> A complete application includes the following items: >> >> >> Enclose a letter of referral from a faculty member (professor or >>teaching assistant) or an academic advisor. >> >> >> Use one page to answer all 4 of the following essay questions in total >>(not one page per question). >> >> 1. Describe how you demonstrate your passion for technology outside the >>classroom. >> 2. Describe the toughest technical problem you've worked on, how you >>addressed the problem, your role in >> reaching the outcome if it was team-based and the final outcome. >> 3. Describe a situation which demonstrates initiative and your >>willingness to go above and beyond. >> 4. Describe how you are currently funding your college education. >> >> >> Enclose a copy of your r�sum�, which should include the following >>information: >> >> Your e-mail address >> Your campus address and phone number >> Your campus identification number >> Your permanent address and phone number >> Your major >> Your expected graduation date >> >> >> Enclose a copy of your current academic transcript. >> >> Please note your gender and ethnicity if you would like to be >>considered for one of our female or under-represented >> minority scholarships. >> >> Please send your completed application to: >> >> Microsoft Scholarship Program >> Microsoft Corporation >> One Microsoft Way >> Redmond, WA 98052-8303 _________________________________________________________________ The new MSN 8: smart spam protection and 2 months FREE* http://join.msn.com/?page=features/junkmail From fnkrs at UAF.EDU Tue Apr 15 20:52:17 2003 From: fnkrs at UAF.EDU (Hishinlai') Date: Tue, 15 Apr 2003 12:52:17 -0800 Subject: FWD: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: Is this supposed to be for the 2003-2004 school year too? Otherwise it's a little late. Hishinlai' >===== Original Message From Indigenous Languages and Technology ===== >> >>Microsoft Scholarship Program for the 2002-2003 School Year >> >> >> Microsoft is committed to building great software and services. To do >>that, we need a wide range of great >> perspectives. Our scholarships are designed to encourage students to >>pursue studies in computer science >> and related technical disciplines. >> >> Microsoft is excited to be offering full tuition scholarships totaling >>$540,000 for the 2002-2003 academic >> year. Applications must be postmarked by Friday, February 1, 2002. >> >> At Microsoft, we want to encourage students from groups currently >>under-represented in the field of >> computer science to pursue technical degrees. While all candidates who >>meet the criteria for eligibility as >> described below may apply, a large majority of our scholarships will be >>awarded to female and >> under-represented minority students. Minority applicants must be a >>member of one of the following groups >> under-represented in the software field: African American, Hispanic, or >>Native American. >> >> Microsoft will review all applications and select final candidates on >>the basis of eligibility, quality of >> application, interest in the software industry, and financial need. >> >> Microsoft will interview finalists by March 1, 2002. The names of the >>scholarship winners will be announced by >> March 15, 2002. >> >> >> Scholarships are awarded to recipients for one academic year. The >>scholarship will cover 100 percent of the >> tuition for the 2002-2003 academic year as posted by the financial aid >>office of the university or college. The >> scholarships are made through the designated school and are not >>transferable to other academic >> institutions. The funds are to be used for tuition only and may not be >>used for other costs on the recipient's >> bursar bill. >> >> All recipients of the scholarship will be required to complete a >>salaried summer internship of 12 weeks or >> more at Microsoft Corporation in Redmond, Washington. (Microsoft >>reserves the right not to offer a position >> to the scholarship winner if an appropriate match cannot be found.) >> >> >> Students must be enrolled full-time and making satisfactory progress >>toward an undergraduate degree in >> computer science, computer engineering, or a related technical >>discipline, such as math or physics, with a >> demonstrated interest in computer science. Because the scholarship is >>merit based, the student must >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or >>a 4.0 cumulative grade point >> average out of a possible 5.0. >> >> >> A complete application includes the following items: >> >> >> Enclose a letter of referral from a faculty member (professor or >>teaching assistant) or an academic advisor. >> >> >> Use one page to answer all 4 of the following essay questions in total >>(not one page per question). >> >> 1. Describe how you demonstrate your passion for technology outside the >>classroom. >> 2. Describe the toughest technical problem you've worked on, how you >>addressed the problem, your role in >> reaching the outcome if it was team-based and the final outcome. >> 3. Describe a situation which demonstrates initiative and your >>willingness to go above and beyond. >> 4. Describe how you are currently funding your college education. >> >> >> Enclose a copy of your r~Bsum~B, which should include the following >>information: >> >> Your e-mail address >> Your campus address and phone number >> Your campus identification number >> Your permanent address and phone number >> Your major >> Your expected graduation date >> >> >> Enclose a copy of your current academic transcript. >> >> Please note your gender and ethnicity if you would like to be >>considered for one of our female or under-represented >> minority scholarships. >> >> Please send your completed application to: >> >> Microsoft Scholarship Program >> Microsoft Corporation >> One Microsoft Way >> Redmond, WA 98052-8303 <><><><><><><><><><><><><><><><><><><><> Hishinlai' "Kathy R. Sikorski", Gwich'in Instructor University of Alaska Fairbanks Alaska Native Language Center P. O. Box 757680 Fairbanks, AK 99775-7680 P (907) 474-7875 F (907) 474-7876 E fnkrs at uaf.edu ANLC-L at www.uaf.edu/anlc/ nizih kwaa! From coyotez at OREGON.UOREGON.EDU Tue Apr 15 21:29:49 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 15 Apr 2003 14:29:49 -0700 Subject: FWD: Microsoft Scholarship Program for the 2002-2003 School Year In-Reply-To: <3E9CB790@webmail.uaf.edu> Message-ID: Hi, A search on google came up with this page: http://www.microsoft.com/college/scholarships/minority.asp with the current scholarship offerings. David At 12:52 PM 4/15/2003 -0800, you wrote: >Is this supposed to be for the 2003-2004 school year too? Otherwise it's a >little late. Hishinlai' > > >===== Original Message From Indigenous Languages and Technology > ===== > >> > >>Microsoft Scholarship Program for the 2002-2003 School Year > >> > >> > >> Microsoft is committed to building great software and services. To do > >>that, we need a wide range of great > >> perspectives. Our scholarships are designed to encourage students to > >>pursue studies in computer science > >> and related technical disciplines. > >> > >> Microsoft is excited to be offering full tuition scholarships totaling > >>$540,000 for the 2002-2003 academic > >> year. Applications must be postmarked by Friday, February 1, 2002. > >> > >> At Microsoft, we want to encourage students from groups currently > >>under-represented in the field of > >> computer science to pursue technical degrees. While all candidates who > >>meet the criteria for eligibility as > >> described below may apply, a large majority of our scholarships will be > >>awarded to female and > >> under-represented minority students. Minority applicants must be a > >>member of one of the following groups > >> under-represented in the software field: African American, Hispanic, or > >>Native American. > >> > >> Microsoft will review all applications and select final candidates on > >>the basis of eligibility, quality of > >> application, interest in the software industry, and financial need. > >> > >> Microsoft will interview finalists by March 1, 2002. The names of the > >>scholarship winners will be announced by > >> March 15, 2002. > >> > >> > >> Scholarships are awarded to recipients for one academic year. The > >>scholarship will cover 100 percent of the > >> tuition for the 2002-2003 academic year as posted by the financial aid > >>office of the university or college. The > >> scholarships are made through the designated school and are not > >>transferable to other academic > >> institutions. The funds are to be used for tuition only and may not be > >>used for other costs on the recipient's > >> bursar bill. > >> > >> All recipients of the scholarship will be required to complete a > >>salaried summer internship of 12 weeks or > >> more at Microsoft Corporation in Redmond, Washington. (Microsoft > >>reserves the right not to offer a position > >> to the scholarship winner if an appropriate match cannot be found.) > >> > >> > >> Students must be enrolled full-time and making satisfactory progress > >>toward an undergraduate degree in > >> computer science, computer engineering, or a related technical > >>discipline, such as math or physics, with a > >> demonstrated interest in computer science. Because the scholarship is > >>merit based, the student must > >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or > >>a 4.0 cumulative grade point > >> average out of a possible 5.0. > >> > >> > >> A complete application includes the following items: > >> > >> > >> Enclose a letter of referral from a faculty member (professor or > >>teaching assistant) or an academic advisor. > >> > >> > >> Use one page to answer all 4 of the following essay questions in total > >>(not one page per question). > >> > >> 1. Describe how you demonstrate your passion for technology outside the > >>classroom. > >> 2. Describe the toughest technical problem you've worked on, how you > >>addressed the problem, your role in > >> reaching the outcome if it was team-based and the final outcome. > >> 3. Describe a situation which demonstrates initiative and your > >>willingness to go above and beyond. > >> 4. Describe how you are currently funding your college education. > >> > >> > >> Enclose a copy of your r~Bsum~B, which should include the following > >>information: > >> > >> Your e-mail address > >> Your campus address and phone number > >> Your campus identification number > >> Your permanent address and phone number > >> Your major > >> Your expected graduation date > >> > >> > >> Enclose a copy of your current academic transcript. > >> > >> Please note your gender and ethnicity if you would like to be > >>considered for one of our female or under-represented > >> minority scholarships. > >> > >> Please send your completed application to: > >> > >> Microsoft Scholarship Program > >> Microsoft Corporation > >> One Microsoft Way > >> Redmond, WA 98052-8303 > ><><><><><><><><><><><><><><><><><><><><> >Hishinlai' >"Kathy R. Sikorski", Gwich'in Instructor >University of Alaska Fairbanks >Alaska Native Language Center >P. O. Box 757680 >Fairbanks, AK 99775-7680 >P (907) 474-7875 >F (907) 474-7876 >E fnkrs at uaf.edu >ANLC-L at www.uaf.edu/anlc/ > >nizih kwaa! From sdp at EMAIL.ARIZONA.EDU Wed Apr 16 21:47:24 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Wed, 16 Apr 2003 14:47:24 -0700 Subject: Great Site: Check this out! Message-ID: Hi Everyone, Phil just sent me this site..Great source for many things, http://www.schoolnet.ca/aboriginal/fnesc/ngs! Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Thu Apr 17 05:10:59 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 16 Apr 2003 22:10:59 -0700 Subject: Great Site: Check this out! In-Reply-To: <3E9DB69C00000758@deimos.email.Arizona.EDU> Message-ID: Dear ILAT, Try this link if the first one didn't work... http://www.schoolnet.ca/aboriginal/fnesc/ Phil Cash Cash UofA, ILAT -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at listserv.arizona.edu] On Behalf Of Susan Penfield Sent: Wednesday, April 16, 2003 2:47 PM To: ILAT at listserv.arizona.edu Subject: Great Site: Check this out! Hi Everyone, Phil just sent me this site..Great source for many things, http://www.schoolnet.ca/aboriginal/fnesc/ngs! Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Thu Apr 17 05:14:58 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 16 Apr 2003 22:14:58 -0700 Subject: Oracle Corporation's Help Us Help Foundation's Tech (fwd) Message-ID: Oracle Corporation's Help Us Help Foundation's Tech Grants Agency: Help Us Help Foundation Deadline: Aug. 31, 2003 With financial support provided by database software giant Oracle Corporation, the nonprofit Help Us Help Foundation assists K-12 public schools and youth organizations in economically challenged communities to obtain information technology tools. Grants of computer equipment and software are available to schools and youth organizations in the U.S. that provide educational programs in low-income communities. The foundation will donate new Internet appliances and laser printers as well as all the ancillary equipment necessary to connect the devices, including network hubs, cables, and electrical surge protectors. K-12 public and public charter schools are eligible for assistance through the program if a significant number of their students qualify for the subsidized lunch program (roughly 50 percent for elementary schools and 35 percent for middle and high schools) or can otherwise be documented as low-income. Community-based organizations are eligible if they have 501(c)(3) or 7871 tribal government status and provide educational services to youth who lack access to technology. In addition, low-income youth must comprise at least 50 percent of the total population served by the organization annually. Applicants, who must submit a preliminary application online, are encouraged to submit their applications early. The foundation accepts a limited number of applications each cycle and will stop accepting applications once the maximum is reached. For complete guidelines and online application forms, see the Help Us Help Foundation Web site. An additional deadline is February 29, 2004. Apply to: Apply online Website: www.helpushelp.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at OREGON.UOREGON.EDU Thu Apr 17 15:21:31 2003 From: coyotez at OREGON.UOREGON.EDU (coyotez) Date: Thu, 17 Apr 2003 08:21:31 -0700 Subject: Inatye is born Message-ID: I would like to announce the birth of Inatye David Lewis. Born 10:33am on 4/16/03 at Sacred Heart Hospital. He weights 11.1 lbs and is 22 inches long. he has a full head of thick brown hair and is very strong. The webpage with pictures is at http://www.babiesonline.com/babies/i/inatye/ David David Lewis Confederated Tribes of Grand Ronde Department Of Anthropology University of Oregon From sdp at EMAIL.ARIZONA.EDU Thu Apr 17 18:42:41 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Thu, 17 Apr 2003 11:42:41 -0700 Subject: Inatye is born In-Reply-To: <3E7894E0@webmail> Message-ID: David - Great news to all on this list I'm sure -- beautiful baby and big!! Thanks for sharing the great pictures too!! Best, Susan >-- Original Message -- >Date: Thu, 17 Apr 2003 08:21:31 -0700 >Reply-To: Indigenous Languages and Technology >From: coyotez >Subject: Inatye is born >To: ILAT at listserv.arizona.edu > > >I would like to announce the birth of Inatye David Lewis. Born 10:33am >on 4/16/03 at Sacred Heart Hospital. He weights 11.1 lbs and is 22 inches >long. he has a full head of thick brown hair and is very strong. The webpage >with pictures is at http://www.babiesonline.com/babies/i/inatye/ >David > >David Lewis >Confederated Tribes of Grand Ronde >Department Of Anthropology >University of Oregon Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Tue Apr 22 17:16:19 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Tue, 22 Apr 2003 13:16:19 -0400 Subject: Native tongue Message-ID: The following adn.com article was sent by: phil cash cash (pasxapu at dakotacom.net) --------------------------------------------------------------- Native tongue While support has been strong for Yup'ik instruction in schools, that support may be waning By JOEL GAY, Anchorage Daily News Published: April 20, 2003 NAPASKIAK -- The first-grade classroom at Z. John Williams School could be anywhere in America. Pint-size wooden chairs and knee-high tables, plastic bins of crayons, walls plastered with colorful posters and strings of alphabet letters. But in Christine Samuelson's room, the alphabet is only 18 letters long and A doesn't stand for apple. A is for angqaq, C means cauyaq and E is for ena. Samuelson teaches in Yup'ik, the mother tongue of the Eskimos who have inhabited the Yukon-Kuskokwim Delta for thousands of years. You can read the full story online at: http://www.adn.com/front/story/2975432p-3009186c.html --------------------------------------------------------------- This article is protected by copyright and should not be printed or distributed for anything except personal use. For information on reprinting this article or placing it on your Web site, please contact the Daily News marketing department at (907) 257-4429 or marketing at adn.com. From mward at LUNA.CC.NM.US Wed Apr 23 17:11:44 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Wed, 23 Apr 2003 11:11:44 -0600 Subject: Native tongue Message-ID: Very interesting article. One comment, though: when reading articles about minority languages in in the mainstream press, I frequently find that the writer sees loanwords as an example of language loss. This is kind of ironic, considering the enormous number of loan-words in English--if the use of loanwords was a sign of language loss, then English itself would be in trouble. The writer uses the example of the English word "vitamin" being used in Yupik as an example of the instrusion of English, yet in Mandarin Chinese, by far the world's largest native language, "vitamin" is "weitaming," which is simply the English word "vitamin" rendered phonetically into Mandarin. There are literally hundreds of millions of Mandarin speakers who cannot speak English even as a foreign language: obviously, using English loanwords like "weitaming" does not threaten their language any more than tens of thousands of French loanwords threaten English. At any rate, another way of looking at loan-words is that they are an example of the flexibility that all languages possess. There are several ways that languages create new vocabulary, one of which is borrowing. I don't see how borrowing can be regarded as damaging, if it allows languages such as Yupik to be used in the modern world. If Yupik were to create a term like "vitamin" out of native roots, that would be fine, but if Yupik speakers prefer the English loanword, then you have the same result: Yupik, by being used, is adapting to the modern world. Which, of course, is the whole key to survival. The real tragedy is disuse, which creates a deadly cycle: languages do not adapt to the modern world, which becomes a further excuse for disuse, which results in less adaptation... phil cash cash wrote: >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. > > > From sburke at CPAN.ORG Thu Apr 24 10:31:59 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 02:31:59 -0800 Subject: Native tongue In-Reply-To: <3EA6C950.2040201@luna.cc.nm.us> Message-ID: At 11:11 AM 2003-04-23 -0600, Matthew Ward wrote: >One comment, though: when reading articles about minority languages in in >the mainstream press, I frequently find that the writer sees loanwords as >an example of language loss. [...] I bet the writers are not the source of that idea -- I bet it comes from some people in the community. In New Mexico, I certainly heard a lot of that idea; I heard some Navajos express the idea that people who spoke dialects with the fewest loanwords spoke "pure Navajo"; and I heard Apaches complain that their languages have "too much Spanish", so that (they said) when the same thing can be expressed with an Apache-derived word and a Spanish-derived word (no matter how much it has been adapted to Apache phonology by centuries of use), the Apache-derived word is always the better one to use. Personally, I think it's the linguistic equivalent of "in the old days, everything was better (except that life was so hard and you don't know how easy you kids have it today)" -- interesting, possibly true, but a waste of time to think about. While time spent inventing words for "waffle iron" in (insert Native language here) may give a sense of progress ("we're modernizng the language!"), I think the time would be MUCH better spent instead compiling a general-purpose dictionary -- to name just one language preservation task that exercises similar parts of the brain. -- Sean M. Burke http://search.cpan.org/~sburke/ From cashcash at EMAIL.ARIZONA.EDU Thu Apr 24 17:14:22 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 24 Apr 2003 10:14:22 -0700 Subject: Native tongue In-Reply-To: <200304221716.h3MHGJr11982@ nandomedia.com> Message-ID: Native tongue [CONTINUED] While support has been strong for Yup'ik instruction in schools, that support may be waning By JOEL GAY Anchorage Daily News April 20, 2003 ENGLISH CALLED ESSENTIAL A commanding woman who owns a gift shop near Bethel's airport, Crow didn't learn English until she was 12, when her family moved from the tiny village of Nunapitchuk to Kasigluk, which had a Bureau of Indian Affairs school. Even now, at 61, she said, "I'm having a helluva time." It takes three or four readings to comprehend her School Board meeting packets, she said. "I don't want the kids to go through what I'm going through." Crow wants Yup'ik to survive, she said, but it doesn't belong in school. "English is the basic tool to earn money. Some people say our (Native) people should take over the jobs" available in the Bush, such as pilots, teachers, principals and nurses. "But they can't take over the jobs without going to college," for which English, not Yup'ik, is essential, Crow said. She scoffs at the idea that parents don't have time to teach their children Yup'ik at home. "If you believe in your language, turn off the TV, put away the Nintendo, talk to your kids in your Native tongue. That's the only way it's going to stay alive," she said. Though Crow is in the minority on the Lower Kuskokwim School Board, some Delta parents believe she's right. The coastal village of Nightmute had been among the villages where primary classes were taught in Yup'ik. Several years ago parents voted to switch to English. "A majority of people in Nightmute speak Yup'ik at home, with their kids," said Sandra Tulik, an aide at the school and lifelong resident. "They figured that since they're speaking Yup'ik at home, they wanted to start earlier in English." Nightmute School still provides an hour a day of Yup'ik instruction for every student from kindergarten through 12th grade. It improves their oral and written skills in their native tongue, principal Kathleen Bohach said. Though she arrived in Nightmute after the village adopted the English primary-grade curriculum, Bohach said she understands parents' choice. "Our feet are being held to the fire" by high-stakes standardized tests and the mandates of the No Child Left Behind Act, she said. Nobody wants his or her school taken over by the state. Most Delta villages, however, have chosen Yup'ik for their primary-school students. The Delta has a long history of fighting to keep Yup'ik tradition and sovereignty alive, and for many residents the Native language instruction is an act of political expression and cultural renewal. Others see more practical reasons for teaching Yup'ik in school and leaving English for home study. Nicholai, the teacher who grew up in Napaskiak, agrees that times are changing and that a cash economy is supplanting the Delta's traditional hunting and gathering lifestyle. Precisely because she and her husband work regular jobs, she said, "I don't have time at home to teach the alphabet, the phonics, in Yup'ik." It makes more sense to practice English at home, Nicholai said, because English-language workbooks and learning materials are readily available. 'ENGLISH ISN'T THE ONLY ISSUE' Determining how best to serve Yup'ik-speaking students would be easy if there were a direct link between test scores and first-language programs. But there's not, said Bev Williams, the Lower Kuskokwim district's director of academic programs. Benchmark test scores last year showed no improvement at 17 of the district's 27 schools, some of which teach in Yup'ik in the primary years and some where English is the first language. Test scores rise and fall for a variety of reasons, Williams said. "English isn't the only issue." Whether the school is in Kwethluk, Ketchikan or Kenai, attendance is a major factor in student success, Williams said, and parental involvement in a child's education is crucial. Staff turnover, which is a chronic problem at some rural schools, can affect academic progress, as can overcrowding, dilapidated facilities and a stable home life. Rural Alaska schools have their share of problems, Williams said, but, she added, "the schools can't be answerable for dealing with all the social problems and the educational problems." While student success varies widely throughout the Delta, one constant remains, said Ferguson, the superintendent. "Parents' number-one priority is fluency in both languages so they can be a success in both worlds," he said. Parents in Bethel embraced that view when they lobbied the district for another language program. At Ayaprun Immersion School, English-speaking students study in Yup'ik-only classes. It's challenging for the students, who come to school speaking little or no Yup'ik, said co-principal Agatha John-Shield. "Our (Yup'ik) parents say that even if you don't understand (the words), eventually you'll get it." John-Shield, who grew up in Toksook Bay and married a black man , said Bethel parents wanted a school to provide what many homes could not: Yup'ik instruction. The city of nearly 6,000 people is the melting pot of the Yukon-Kuskokwim Delta. Almost 70 percent of the population is all or part Alaska Native, with the remainder a mix of Euro-, Asian- and African-American. Ayaprun reflects Bethel's diversity and its Yup'ik roots, she said. "Some of our parents don't speak the language because their parents were punished for speaking it" in school years ago, she said. "So we're going back, giving (Yup'ik) back to the parents through the school." It hasn't been easy, John-Shield added. "One of our parents said recently that if we were some type of species, the federal government would be trying to keep us alive. Our language is endangered," she said. Some people in Bethel believe Ayaprun is trying to teach "the old ways," John-Shield said, "that a kayak is better than a skiff and outboard. We're not trying to go way back. We're just integrating the two, to make a balance between both worlds." But achieving that balance is becoming more difficult yet increasingly important, Ferguson said. When he arrived on the Delta 35 years ago, parents and grandparents speaking in Yup'ik were the source of information and entertainment. Now television and the Internet fill young minds with stories and words. "Most kids don't hear Yup'ik at home," Ferguson said. "Until that changes, Yup'ik culture will be a dying culture. It has to come from the home. School systems can help sustain it. But we can't keep it alive without their help." >-- Original Message -- >Date: Tue, 22 Apr 2003 13:16:19 -0400 >Reply-To: phil cash cash >From: phil cash cash >Subject: Native tongue >To: ILAT at listserv.arizona.edu > > >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support >may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. From andrekar at NCIDC.ORG Thu Apr 24 22:56:47 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 24 Apr 2003 15:56:47 -0700 Subject: Native tongue Message-ID: If you don't use loan words or cognates or create new words in your language for the modern things around us, then your language can only exist in the past and does not maintain current relevance From andrekar at NCIDC.ORG Thu Apr 24 23:17:56 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 24 Apr 2003 16:17:56 -0700 Subject: Native tongue/translations Message-ID: An HTML attachment was scrubbed... URL: From anniegrace at SBCGLOBAL.NET Thu Apr 24 23:15:04 2003 From: anniegrace at SBCGLOBAL.NET (Annie G Ross) Date: Thu, 24 Apr 2003 16:15:04 -0700 Subject: Native tongue/translations In-Reply-To: <3EA86BAF.89CD7143@ncidc.org> Message-ID: FYIsome words are impossible to translate effectively, by choice.for example, i was in a meeting where the entire proceedings were in Hopi. the only words in english were pesticideBIAtribal council something to think aboutannie Andre Cramblit wrote:If you don't use loan words or cognates or create new words in your language for the modern things around us, then your language can only exist in the past and does not maintain current relevance -------------- next part -------------- An HTML attachment was scrubbed... URL: From sburke at CPAN.ORG Thu Apr 24 23:44:43 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 15:44:43 -0800 Subject: Native tongue/translations In-Reply-To: <20030424231504.31577.qmail@web80207.mail.yahoo.com> Message-ID: At 4/24/2003 04:15 PM -0700, Annie G Ross wrote: >FYI >some words are impossible to translate effectively, by choice. >for example, i was in a meeting where the entire proceedings were in >Hopi. the only words in english were >pesticide >BIA >tribal council I don't get it. Why are these impossible to translate into Hopi? And what does "impossible... by choice" mean? -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From kmmeyer at UCDAVIS.EDU Fri Apr 25 02:46:37 2003 From: kmmeyer at UCDAVIS.EDU (Kirsten Meyer) Date: Thu, 24 Apr 2003 19:46:37 -0700 Subject: Native tongue/translations Message-ID: I take it to mean that these are foreign ideas, and that difference can be recognized and respected by deliberately choosing to use them in English, as opposed to trying to "Indian-ize" them in the way that many of our languages have adapted words for body parts to apply to car parts, for example. There are many times when people make a concious effort to take something useful from another culture and make it their own, but by keeping these words in English, it might be a way to conciously draw a line distinguishing Western concepts of questionable worth from Native ones. (Tribal council may be debateable, I think, depending on how they are structured and operate, but many tribal governments operate under the BIA- scripted constitutions of the Indian Reorganization Act, use Robert's Rules of Order, and historically have employed policies and people that are distinct from those traditionally recognized by Native communities). Just an idea, I don't know if that's what Annie had in mind...... -kirsten At 4/24/2003 04:15 PM -0700, Annie G Ross wrote: > >FYI > >some words are impossible to translate effectively, by choice. > >for example, i was in a meeting where the entire proceedings were in > >Hopi. the only words in english were > >pesticide > >BIA > >tribal council > > I don't get it. Why are these impossible to translate into Hopi? And what > does "impossible... by choice" mean? > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ > From onursenarslan at YAHOO.COM Fri Apr 25 03:55:27 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 20:55:27 -0700 Subject: Native tongue In-Reply-To: <5.1.0.14.1.20030424005217.02558800@mailstore.pobox.com> Message-ID: Today the indigenous nations threatened by demographic factors, economic forces, mass media, social identifiers and face a major dilemma. Either they create their own canonical core of discourse material in their native tongue that will ensure their cultural survival and preserve their identity or face the emerging globalism~Rs cultural imperialist ideological state apparatus that operates much more smoothly under the pre-text of multi-culturalism rather than the older melting pot theory of assimilation, and melt away. It is strange that while the indigenous nations urged to rebel against the nation-states, by the nations who support globalism that is in the process of becoming multinational entities (unions, corporations) whose diversified interests defies nationalism. Back at home the indigenous nations being ignored or ridiculed because of their will to deconstruct colonialism and reconstruct their own identity with promoting revitalization by the same nations. Language is the most important variable in this battle of wills. Let the indigenous people choose what they will do with their own free "will". Noone will willingly choose writing a will if there is a life to live. All the best, Onur Senarslan He Who Brought Back the Distant One. � � � �<')}}}><<�)}}}><<')}}}><'�.��.���'�.��.���'�.�<')}}}><<�)}}}<')}}} ><((((�> ><(((('> ><((((�> '�.��.���'�.��.���'�.><(((('> ><(((('> ><((((�> ><((((�> '�.��.���'�.��.���'�.� --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From onursenarslan at YAHOO.COM Fri Apr 25 05:02:37 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 22:02:37 -0700 Subject: Xoco atl--thinking translation the other way around Message-ID: While we at it, I would like to refer those whose interested in translation to Tejaswini Niranjana's Siting Translation. History, Post-Structuralism, and the Colonial Context, Tejaswini Niranjana. University of California Press, 1992, 204 pages ""History is denied because it is seen as fiction, but fiction - in translated form - is accepted as history", she says (p. 25). In her review of Niranjana's book Taina Tervonen raises another "curious" factual question about translation and its original intent: "It is by no means coincidental that translation has often been linked to evangelical work throughout history. Curiously, contemporary translation theories have not questioned this connection". Niranjana's work not the kind of book that will sit on a coffee table, and it sure is not a kind of hershey's kisses that melts in ones mouth whose mind is pre-occupied by the post-occupation melting pot theories. By the way if we go into occupational hap-hazard topics such as etymology /neoligism etc. why not start thinking the translation the other way around. Xoco atl/Chocolate would be the prime candidate. All the best, ps. some irrelevant useless facts: -----Cadbury Brothers displayed eating chocolate in 1849 at an exhibition in Bingley Hall at Birmingham, England... -----In 1980 a story of chocolate espionage hit the world press when an apprentice of the Swiss company of Suchard-Tobler unsuccessfully attempted to sell secret chocolate recipes to Russia, China, Saudi Arabia, and other countries. Onur Senarslan He Who Brought Back the Distant One. � � � �<')}}}><<�)}}}><<')}}}><'�.��.���'�.��.���'�.�<')}}}><<�)}}}<')}}} ><((((�> ><(((('> ><((((�> '�.��.���'�.��.���'�.><(((('> ><(((('> ><((((�> ><((((�> '�.��.���'�.��.���'�.� --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sburke at CPAN.ORG Fri Apr 25 05:22:26 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 21:22:26 -0800 Subject: Xoco atl--thinking translation the other way around In-Reply-To: <20030425050237.19334.qmail@web10412.mail.yahoo.com> Message-ID: At 10:02 PM 2003-04-24 -0700, Onur Senarslan wrote: >In her review of Niranjana's book Taina Tervonen raises another "curious" >factual question about translation and its original intent: "It is by no >means coincidental that translation has often been linked to evangelical >work throughout history. Curiously, contemporary translation theories have >not questioned this connection". What would it mean to "question" this cooccurrence? -- Sean M. Burke http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Fri Apr 25 05:23:57 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 22:23:57 -0700 Subject: Native tongue - I am Cucuaq and A is for angqaq In-Reply-To: <3EA6C950.2040201@luna.cc.nm.us> Message-ID: Karen "Cucuaq" Cooke's Testimony at the Governor's Tolerance Commission Meeting at Oct 1, 2001 Bethel, AK (spoke in her Yup'ik language with a translator and with translating equipment called Personal PA ) I am Cucuaq. I am a school teacher. I have been for 8 years. I teach English and Yupik. I started as an English teacher and now I speak Yupik. We need to understand that our language is not strong. When we speak to others, I may speak in English. English is mandated so is therefore a stronger language. When I'm at the store I am sometimes tired of speaking English. I try to talk to people in my Yup'ik language and so many people don't know it. One store I go to has one Yup'ik speaker. As an example, look at the art of cutting fish. We in the villages are not better at cutting fish. We are told that we are the same people but we don't have the same culture. Health officials tell us we need eight glasses of water a day. But if we drank that much in the winter we would freeze if we got lost. Our traditions are not the same. Our ways of living are not the same. Although we read and speak English we are told that we don't understand. Taking Sharon Lindley's speech for example. Inm ates don't understand, even though they speak English. If our way of life is not understood by other cultures, there is a misunderstanding. Our way of life is changing. When I encourage our Native foods I hear that our food stinks. I don't tell other cultures that their food stinks. Grass is grown so that cows could be fed so that people can eat. WE as Americans are told that this is what we should eat. Americans use 80 percent of all the world's resources. Our culture is to take what we need. Not any more. We are told not to be wasteful. That is our teaching. Our two cultures are not the same. There does not seem to be any middle ground. The American culture says 8 cups of water. Yup'ik culture is one cup. How are we to listen to our elders if our western education is different to what our grandparents learned. There is a big difference. Many times I try to talk to elders and they don't understand. They say that they understand because they grew up after contact with the American system. I know my traditions are what will help us as we advance. One law. Although the cultures and ways of living are not the same. They are too different. We in rural Alaska. Although I am very young and don't know much about our traditional way of life. I am told that we carry on what Eben Hopson started. The economic way of life ­ we cannot totally embrace this. We can make things work. Th at is what I want you to convey to your peers. We need to move toward what Eben Hopson started ­ self determination. If we do not use our Native language it will not be strengthened. I have been to the ICC and it is practiced and used. There is a translator here and I know Trim is good and I want to use him. If there is a non-native speaker around I don't use the language because people feel that they are being talked about when they don't know the language. Perhaps some did not show up tonight because they did not know there was a translator here ­ they thought it might all be in English. So I wanted to make sure someone is speaking the language. Thank you. http://www.sitnews.org Please note that these are not the official minutes of the meeting. These are quickly typed-in notes provided by staff. Audio tapes will be available for purchase by the public at IMIG Audio/Video, 2611 Fairbanks St. Suite 100, Anchorage, AK 99503. Please contact Zena at (907) 274-2161 Matthew Ward wrote: Very interesting article. One comment, though: when reading articles about minority languages in in the mainstream press, I frequently find that the writer sees loanwords as an example of language loss. This is kind of ironic, considering the enormous number of loan-words in English--if the use of loanwords was a sign of language loss, then English itself would be in trouble. The writer uses the example of the English word "vitamin" being used in Yupik as an example of the instrusion of English, yet in Mandarin Chinese, by far the world's largest native language, "vitamin" is "weitaming," which is simply the English word "vitamin" rendered phonetically into Mandarin. There are literally hundreds of millions of Mandarin speakers who cannot speak English even as a foreign language: obviously, using English loanwords like "weitaming" does not threaten their language any more than tens of thousands of French loanwords threaten English. At any rate, another way of looking at loan-words is that they are an example of the flexibility that all languages possess. There are several ways that languages create new vocabulary, one of which is borrowing. I don't see how borrowing can be regarded as damaging, if it allows languages such as Yupik to be used in the modern world. If Yupik were to create a term like "vitamin" out of native roots, that would be fine, but if Yupik speakers prefer the English loanword, then you have the same result: Yupik, by being used, is adapting to the modern world. Which, of course, is the whole key to survival. The real tragedy is disuse, which creates a deadly cycle: languages do not adapt to the modern world, which becomes a further excuse for disuse, which results in less adaptation... phil cash cash wrote: >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. > > > Onur Senarslan He Who Brought Back the Distant One. � � � �<')}}}><<�)}}}><<')}}}><'�.��.���'�.��.���'�.�<')}}}><<�)}}}<')}}} ><((((�> ><(((('> ><((((�> '�.��.���'�.��.���'�.><(((('> ><(((('> ><((((�> ><((((�> '�.��.���'�.��.���'�.� --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mward at LUNA.CC.NM.US Fri Apr 25 19:48:38 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Fri, 25 Apr 2003 13:48:38 -0600 Subject: Native tongue Message-ID: What Andre writes pretty much hits the nail on the head. It doesn't matter if the words are loanwords, or loan-translations, or entirely new words created from native roots: the important thing is that the words are created. I do think it's desirable to create new words from native roots, but historical attempts to keep a language's vocabulary "pure" by relying ONLY on native roots have met with only partial success. Turkish, for example, retains many Arabic loanwords despite extensive attempts to "purify" it. When Israel revived Hebrew, huge numbers of new words were created using Hebrew roots, but auto mechanics, for whatever reasons, refused to use the words that had been created for their field, and used English loanwords instead. The end result, however, is exactly the same as it would have been if the native-derived words had been adopted: people can discuss auto mechanics in Hebrew, which is a very wonderful thing indeed. It's important to remember that when loanwords enter another language, their pronunciation, usage, and meaning become nativized as well--they essentially become a totally legitimate part of the borrowing language. It's as valid a means of vocabulary-creation as any other. English speakers, for example, have absolutely no problem with useful words like "ski," "tattoo," or "guerrilla," despite the fact that they are all fairly recent loanwords from other languages. It's not as if anyone feels "English speakers are forced to use Maori to express the concept of "tattoo,"" because, of course, "tattoo" has become an English word. There is no reason why speakers of minority languages should not be the same way. Thus, if "vitamin," has become a standard Yupik vocabulary item, then it is a Yupik word, regardless of its origin. Seeing that the dominance of major languages has done enormous damage to the position of minority languages around the world, I see no reason why speakers of minority languages should not feel that they have every right to use the lexical resources of the major languages to help keep their own native languages alive. If a term is difficult to "translate," (I don't believe that translation is ever impossible, but it can be difficult and time-consuming) then a loanword can save time and resources that would have otherwise been spent trying to form a new word from native roots. Considering the lack of resources that many speakers of minority languages face, loanwords can thus prove to be quite useful. At any rate, failure to create new vocabulary, from whatever means, is deadly indeed, because it forces speakers of minority languages to actually switch languages (which is very different from using loanwords) when talking about certain topics. It's important to remember that one of the things associated with language death is the gradual replacement of functions by the dominant language. With that in mind, all vocabulary creation should be regarded a positive sign that the language is alive and changing with the times, because it allows the language to continue to be used in a variety of situations. At any rate, all living languages borrow words, unless their speakers are completely isolated. I do understand why people object to the replacement of perfectly good native lexical items with equivalent loanwords. Words, after all, reflect the history of the language as well as the culture of its speakers, and can be legitimately seen as a legacy to be preserved. But, gradual replacement of vocabulary items happens to all languages, whether the words are replaced by loanwords or by words created from native roots. If people value their own languages, then they are less likely to feel that loanwords are "better," and they will be more likely to retain older words. Still, in the final analysis, living languages are always changing, and vocabulary replacement is part of that process. Andre Cramblit wrote: >If you don't use loan words or cognates or create new words in your >language for the modern things around us, then your language can only exist >in the past and does not maintain current relevance > > > From lachler at UNM.EDU Fri Apr 25 20:55:46 2003 From: lachler at UNM.EDU (Jordan Lachler) Date: Fri, 25 Apr 2003 12:55:46 -0800 Subject: Native tongue In-Reply-To: <3EA99116.609@luna.cc.nm.us> Message-ID: I think Matthew is right on with his post. But I also think there's a potential danger with using too many loanwords (or even nativized loanwords) in a given semantic domain... While Israeli auto mechanics could get away with using large numbers of English loanwords during their daily discussions, I think this would be less successful for Native American auto mechanics, because the natural question would be: "If so many of the words in this conversation have to be borrowed from English, why don't we just have this conversation in English to begin with and save ourselves the bother?" While borrowing a couple of terms in a given semantic domain poses little problem -- and, as Matthew said, is actually a good thing, since it helps to spread the use of the language into new areas -- borrowing too many of them can have the effect of reinforcing how "restricted" or "unmodern" the Native language is, since everyone can recognize the English loanwords for what they are. So, as Matthew also said, coming up with Native words from Native roots to describe new vocabulary items is usually your best bet, even though this is often not an easy task. Another option -- although I haven't seen it happen very much -- is to borrow from some language other than English (or French or Spanish, etc...). So, for example, if you were looking to coin a term for, let's say, "airplane", instead of borrowing the English term and making it fit the Native pronunciation, you could borrow the Navajo word or the Lakhota word. Sure, it's still an artifical solution, but at least doing it this way helps keep English from encroaching any further into the language. --- Jordan Lachler Sealaska Heritage Institute From ssupahan at HUMBOLDT.K12.CA.US Sat Apr 26 00:19:57 2003 From: ssupahan at HUMBOLDT.K12.CA.US (Sarah Supahan) Date: Fri, 25 Apr 2003 17:19:57 -0700 Subject: Native tongue In-Reply-To: <5.2.0.9.1.20030425123411.00b66688@mail.unm.edu> Message-ID: I feel that the concern should really be for keeping the world view of the language intact. In other words, keeping the sense of the culture and it's expression though the language. If this can be done using English loan words, then great . Using another tribal language may or may not be the solution either. However, it seems that it's best to always first turn to the original language itself to look for a way to express the new item. After all, this has been done forever in all languages. It is how a language grows. Don't most Native Languages now include their own term for 'white people'? Sarah Supahan On Friday, April 25, 2003, at 01:55 PM, Jordan Lachler wrote: > I think Matthew is right on with his post. But I also think there's a > potential danger with using too many loanwords (or even nativized > loanwords) in a given semantic domain... > > While Israeli auto mechanics could get away with using large numbers of > English loanwords during their daily discussions, I think this would be > less successful for Native American auto mechanics, because the natural > question would be: "If so many of the words in this conversation have > to be > borrowed from English, why don't we just have this conversation in > English > to begin with and save ourselves the bother?" > > While borrowing a couple of terms in a given semantic domain poses > little > problem -- and, as Matthew said, is actually a good thing, since it > helps > to spread the use of the language into new areas -- borrowing too many > of > them can have the effect of reinforcing how "restricted" or "unmodern" > the > Native language is, since everyone can recognize the English loanwords > for > what they are. > > So, as Matthew also said, coming up with Native words from Native > roots to > describe new vocabulary items is usually your best bet, even though > this is > often not an easy task. Another option -- although I haven't seen it > happen very much -- is to borrow from some language other than English > (or > French or Spanish, etc...). So, for example, if you were looking to > coin a > term for, let's say, "airplane", instead of borrowing the English term > and > making it fit the Native pronunciation, you could borrow the Navajo > word > or the Lakhota word. Sure, it's still an artifical solution, but at > least > doing it this way helps keep English from encroaching any further into > the > language. > > --- > Jordan Lachler > Sealaska Heritage Institute > From andrekar at NCIDC.ORG Mon Apr 28 18:34:09 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 28 Apr 2003 11:34:09 -0700 Subject: General Language Resource Message-ID: http://www.native-languages.org/ -- André Cramblit: andre.p.cramblit.86 at alum.dartmouth.org Operations Director Northern California Indian Development Council NCIDC (http://www.ncidc.org) is a non-profit that meets the development needs of American Indians and operates an art gallery featuring the art of California tribes (http://www.americanindianonline.com) COMMUNICATION IS THE KEY TO THE FUTURE OF AMERICAN INDIANS/NATIVE AMERICANS/ALASKAN NATIVES & HAWAIIAN ISLANDERS. For news of interest to Natives subscribe send an email to: IndigenousNewsNetwork-subscribe at topica.com or go to: http://www.topica.com/lists/IndigenousNewsNetwork/subscribe/?location=listinfo From mward at LUNA.CC.NM.US Mon Apr 28 22:26:05 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Mon, 28 Apr 2003 16:26:05 -0600 Subject: Native tongue Message-ID: "Borrowing too many of them can have the effect of reinforcing how "restricted" or "unmodern" the Native language is, since everyone can recognize the English loanwords for what they are." This is a good point, and a genuine issue. But, I think that part of the problem is that many people don't recognize what loan-words are (new vocabulary in the borrower language, not examples of use of the loaner language) and that loan-words are very natural. If there was a greater understanding of loan-words, then people would be less likely to see them as evidence that the Native language is somehow "restricted." I remember reading an article by a linguist in New Zealand who had been involved with the revival of Maori. He complained that anti-Maori forces would say things like "English is a flexible language because it has been able to draw on other languages, while Maori is limited, and this is shown by the fact that it has to borrow words from English." So, word borrowing is "flexibility" when English does it, but when Maori does it, it is "limited." This is outrageously unfair. Actually, Maori, and every other language on the planet, can do anything its speakers ask it to do--if vocabulary is lacking, and a words based on native roots is not constructed fast enough and/or judged to be acceptable by the speakers of that language, then then it will do what English has done so very much of: take words from other languages. Since this is natural and (to a certain extent) inevitable, then it is very unfair and damaging to regard it as somehow not legitimate. If we say that loan-words are degrading to native languages, then the languages will be thought to be degraded by its speakers and by others, which is, again, very unfair. I do understand the point that if so many of the loan words are from English, and if English happens to be the dominant language in the particular society, then it brings up the issue "Why don't we just use English?" This issue is probably the same for Spanish loanwords in Mayan languages, Chinese loanwords in Chinese minority languages, and any other situation you can think of. With that in mind, it would be good if some borrowing for Native American languages was done from languages other than English, although for obvious reasons, English remains the most convenient language to mine for vocabulary for those who live in countries where English is the dominant language. But, the whole "Why don't we just use English" question reflects another common misunderstanding: "language = lexicon." Lexicon is indeed one important part of language, but structure and phonetics are equally important. And, lexicon is the most transitory aspect of languages; it changes rapidly, while grammatical and phonetic properties change much more slowly. The native language of Jamaica, for example, is NOT English, although more than 90% of its words come from English, its structure and pronunciation are very different--so different that native English speakers cannot understand it (though most Jamaicans can speak their own distinctive variety of English as well, which confuses people--your average Bob Marley song is not in Bob Marley's native language). Likewise, Haitian Creole is not French, although most of its vocabulary is from French. My point here is that no matter how many English words various Native American languages (which, unlike the two Creole languages cited above, have no historical relationship to English at all) borrow, they will not become English. The real danger, of course, is that such languages will die out from disuse, and lack of new lexical items is a common excuse for such lack of use. Another, related issue is that languages do seem to differ in terms of how easily they create terms based on native roots. Two languages I speak: Japanese and Mandarin Chinese, differ very much in this regard: Japanese does not create new vocabulary from native roots easily, while Mandarin does. As a result, the lexicon of Japanese, like English, seems to be largely comprised of loanwords, while Mandarin has very few loanwords. While native languages are obviously in a very different situations as those two huge, dominant languages find themselves in, they presumably still have to deal with this issue. I would hope that those which find a greater need to borrow words would not be subject to negative stigma because of this fact. All in all, I think that there are real advantages to creating words from native roots, and not just for the reasons discussed above: I often do not understand why English words mean what they mean, while I do understand why Chinese words mean what they mean, simply because the root meanings are mostly from Chinese itself, although English is my native language, and Chinese is not. It is just that the ability to do this seems to vary from language to language, and those which do not easily create new terms from native roots should not be thought to be somehow inferior to those which don't. As for the issue of "world view" which another poster brought up: for me, this is more of a question of loss of existing vocabulary items, rather than a question of how new items are created. After all, all cultures change all the time, and their languages change with them. But, language contain a wonderful wealth of knowledge about how a culture developed--older words contain a great deal of history that should not be tossed aside casually. If the culture is preserved, however, (by which I don't mean that it will not change--just that it will go on) then the unique cultural words that all languages have will tend to survive as well. That is, if the language itself survives. Of course, one of the biggest tragedies of language death is the loss of all of those unique words for feelings, ideas, concepts, etc. Not to mention the songs, stories, histories, ceremonies, and everything else... From ssupahan at HUMBOLDT.K12.CA.US Tue Apr 29 01:10:18 2003 From: ssupahan at HUMBOLDT.K12.CA.US (Sarah Supahan) Date: Mon, 28 Apr 2003 18:10:18 -0700 Subject: Native tongue In-Reply-To: <3EADAA7D.8080802@luna.cc.nm.us> Message-ID: These are wonderful comments on the issue, backed up with good evidence. I want to clarify what I meant - if the "world view" in the last paragraph refers to my posting: It would seem important to use or create words from the world view of the language, if not using borrowed words that fit. In this way, the concepts and attitudes of the culture are embedded within the words. For example, in Karuk the word for teacher is "one who points" and a school is "the pointing place". Within this identification is a cultural world view: At the time white teachers came to this area, pointing was not considered a polite thing to do. Yet, here were these people with their pointing sticks pointing to things on the school room boards and pointing at people. The Karuk words to identify schools and teachers, therefore, don't have anything to do with teaching or knowledge, but instead bring forth a cultural understanding. On the other hand, the Karuk word for telephone, which basically means "shouting from a distance" is not so very different than the original Greek root words tele and phone. Therefore, if words are to be created or used, the most important thing, it seems to me, is if the ideas come from within the context of the language's culture. On Monday, April 28, 2003, at 03:26 PM, Matthew Ward wrote: > "Borrowing too many of them can have the effect of reinforcing how > "restricted" or "unmodern" the Native language is, since everyone can > recognize the English loanwords for what they are." > > This is a good point, and a genuine issue. But, I think that part of > the problem is that many people don't recognize what loan-words are > (new > vocabulary in the borrower language, not examples of use of the loaner > language) and that loan-words are very natural. If there was a greater > understanding of loan-words, then people would be less likely to see > them as evidence that the Native language is somehow "restricted." > > I remember reading an article by a linguist in New Zealand who had been > involved with the revival of Maori. He complained that anti-Maori > forces would say things like "English is a flexible language because it > has been able to draw on other languages, while Maori is limited, and > this is shown by the fact that it has to borrow words from English." > So, word borrowing is "flexibility" when English does it, but when > Maori does it, it is "limited." This is outrageously unfair. > > Actually, Maori, and every other language on the planet, can do > anything > its speakers ask it to do--if vocabulary is lacking, and a words based > on native roots is not constructed fast enough and/or judged to be > acceptable by the speakers of that language, then then it will do what > English has done so very much of: take words from other languages. > Since this is natural and (to a certain extent) inevitable, then it is > very unfair and damaging to regard it as somehow not legitimate. If > we > say that loan-words are degrading to native languages, then the > languages will be thought to be degraded by its speakers and by others, > which is, again, very unfair. > > I do understand the point that if so many of the loan words are from > English, and if English happens to be the dominant language in the > particular society, then it brings up the issue "Why don't we just use > English?" This issue is probably the same for Spanish loanwords in > Mayan languages, Chinese loanwords in Chinese minority languages, and > any other situation you can think of. With that in mind, it would be > good if some borrowing for Native American languages was done from > languages other than English, although for obvious reasons, English > remains the most convenient language to mine for vocabulary for those > who live in countries where English is the dominant language. > > But, the whole "Why don't we just use English" question reflects > another > common misunderstanding: "language = lexicon." Lexicon is indeed one > important part of language, but structure and phonetics are equally > important. And, lexicon is the most transitory aspect of languages; it > changes rapidly, while grammatical and phonetic properties change much > more slowly. The native language of Jamaica, for example, is NOT > English, although more than 90% of its words come from English, its > structure and pronunciation are very different--so different that > native > English speakers cannot understand it (though most Jamaicans can speak > their own distinctive variety of English as well, which confuses > people--your average Bob Marley song is not in Bob Marley's native > language). Likewise, Haitian Creole is not French, although most of > its > vocabulary is from French. My point here is that no matter how many > English words various Native American languages (which, unlike the two > Creole languages cited above, have no historical relationship to > English > at all) borrow, they will not become English. The real danger, of > course, is that such languages will die out from disuse, and lack of > new > lexical items is a common excuse for such lack of use. > > Another, related issue is that languages do seem to differ in terms of > how easily they create terms based on native roots. Two languages I > speak: Japanese and Mandarin Chinese, differ very much in this regard: > Japanese does not create new vocabulary from native roots easily, while > Mandarin does. As a result, the lexicon of Japanese, like English, > seems to be largely comprised of loanwords, while Mandarin has very few > loanwords. While native languages are obviously in a very different > situations as those two huge, dominant languages find themselves in, > they presumably still have to deal with this issue. I would hope that > those which find a greater need to borrow words would not be subject to > negative stigma because of this fact. > > All in all, I think that there are real advantages to creating words > from native roots, and not just for the reasons discussed above: I > often do not understand why English words mean what they mean, while I > do understand why Chinese words mean what they mean, simply because the > root meanings are mostly from Chinese itself, although English is my > native language, and Chinese is not. It is just that the ability to do > this seems to vary from language to language, and those which do not > easily create new terms from native roots should not be thought to be > somehow inferior to those which don't. > > As for the issue of "world view" which another poster brought up: for > me, this is more of a question of loss of existing vocabulary items, > rather than a question of how new items are created. After all, all > cultures change all the time, and their languages change with them. > But, language contain a wonderful wealth of knowledge about how a > culture developed--older words contain a great deal of history that > should not be tossed aside casually. If the culture is preserved, > however, (by which I don't mean that it will not change--just that it > will go on) then the unique cultural words that all languages have will > tend to survive as well. That is, if the language itself survives. Of > course, one of the biggest tragedies of language death is the loss of > all of those unique words for feelings, ideas, concepts, etc. Not to > mention the songs, stories, histories, ceremonies, and everything > else... > From pasxapu at DAKOTACOM.NET Wed Apr 2 16:19:53 2003 From: pasxapu at DAKOTACOM.NET (Phil Cash Cash) Date: Wed, 2 Apr 2003 11:19:53 -0500 Subject: A washingtonpost.com article from: pasxapu@dakotacom.net Message-ID: You have been sent this message from pasxapu at dakotacom.net as a courtesy of the Washington Post - http://www.washingtonpost.com Dear ILAT, I am forwarding this from the NYT website, I hope it comes through. Phil Cash Cash UofA, ILAT To view the entire article, go to http://www.washingtonpost.com/wp-dyn/articles/A54559-2003Mar30.html Northwest Tribe Struggles to Revive Its Language By Robert E. Pierre PORT ANGELES, Wash. Bea Charles was among the first generation of the Lower Elwha Klallam tribe to attend public school, where she was forbidden to speak her native language. Breaking the rule meant a rap across the knuckles or worse, and put-downs such as, "You sound like you have a mouth full of mush." Tired of the beatings and the ridicule, Charles began speaking English even at home, prompting her great-grandfather to ask, "Have you become white?" Now those memories have inspired Charles, who is 83, to sit for hours at a folding table, reviewing prefixes and suffixes, transitive and intransitive verbs and passive and active voices. Although she hated school when she was young, she isn't complaining now, because her work is central to a decade-old project to revive -- and, for the first time, write down -- the Klallam language she grew up speaking. "Our language is part of us, our way of life," Charles said. "It's who we are. If we don't save the language, we've lost a part of us." The memory of tribal elders such as Charles, guided by a professional linguist, has resulted in Klallam video games, lessons on CD-ROM and, for the past four years, "heritage" language classes at Port Angeles High School. What's happening here on the Olympic Peninsula is just one of several efforts nationwide to document, and create new speakers of, scores of indigenous languages that are facing extinction. After a century of open hostility toward these languages, the federal government is helping to foot the bill. But the task is daunting: Of about 175 indigenous languages still spoken in the United States, about 20 are being passed on to another generation. The pressure to converse in English, the worldwide language of commerce, also isn't abating. But to some, losing ancient languages is no sign of progress. "A language is an emblem of social identity," said linguist Timothy Montler, who has devoted much of the past decade to preserving the language of the Klallam. "It represents many generations of complex social structures and interactions. It's a shame to let something as beautiful and complicated as a human language disappear." The federal government tried to make native languages disappear starting in the 19th century. "In the difference of our language today lies two-thirds of our trouble. . . . Their barbarous dialect should be blotted out and the English language substituted," a federal commission on Indian affairs concluded in 1868. "Through the sameness of language is produced sameness of sentiment, and thought." This policy of assimilation was enforced, often brutally, at government-run boarding schools where native children were sent to receive religious indoctrination and learn the language and culture of white people. It wasn't officially reversed until 1990, when Congress passed the Native American Languages Act, which declared that Indians had a right to "use, practice and develop Native Languages." But the change -- along with millions of federal dollars to support language preservation -- may have come too late. In this northwest corner of Washington, the Lummi have just one remaining speaker. The last fluent speaker of Makah died in August at age 100. As far as anyone can tell, there are only three or four remaining speakers of Klallam, which is one of the large family of Salish languages that were once prevalent in the upper Northwest and British Columbia. Even in California, which has speakers or semi-speakers of about 50 indigenous languages, the future seems grim. "The trouble is that there is not an indigenous language where children are learning, and all the fluent speakers are over 60," said Leanne Hinton, a professor of linguistics at the University of California at Berkeley who has written books and essays about California languages. "All of them are in their last stages of existence unless something is done. Documenting the language is absolutely vital because . . . even when trying to revitalize them, you're not able to produce speakers as fast as speakers are dying." Leaders of the Lower Elwha Klallam tribe, with 950 members, saw the deterioration firsthand. Once the tribe populated thriving villages on the Canadian and U.S. sides of the Strait of Juan de Fuca. Now, it is spread across four reservations, including one in Canada. The only known speakers of Klallam live on this reservation outside Port Angeles. Created in the 1960s, it spans 1,000 acres and houses about 950 people. There is an enormous sense here, as on many reservations, of what has been lost: fishing rights, culture, language. There also are continuous struggles against alcoholism, diabetes and, among Klallam youth, poor achievement in the public schools. The resentment is palpable. Many tribal members mention an incident last year in which a teenager and two 11-year-olds ended up in handcuffs after one of them threw an empty plastic soda bottle toward a garbage can on a school bus and hit the driver instead. The handcuffing was an example, many believe, of how the larger society perceives people of Native American descent as inferior. "We're invisible," said Gloria Rapoza, 76, who grew up on the reservation but later moved away. "People think we live in teepees." Building pride in the language and tribal customs, such as basket weaving and canoe making, is a way to regain a portion of what has been lost, tribal leaders said. That's why they contacted Montler, the linguist, in 1992. While working on his doctoral thesis a decade earlier, Montler had approached the tribe for help in documenting their language but had been turned away. "There wasn't a sense of urgency, and the people weren't so old," said Montler, 53, who teaches at the University of North Texas. For a decade, Montler has spent weeks at a time, sometimes entire summers away from his family in Texas, sitting with the elders, translating old stories and jotting down new words. But one of the hardest parts of the job has been creating a written record for a language that had always been oral. "At first it was hard to accept that it was going to be written, because it was always an oral tradition," said Linda Laungayan, 42, one of five cultural specialists the tribe has hired to learn the language and spread it to others. But with so few Klallam speakers, there was no other choice. Although much of the writing system is based on the Roman alphabet, Montler said, the language has more variations on the quality of vowel sounds and many more consonants. There are numerous "ejective" sounds (such as clicking) for which symbols had to be created. Word by word, Montler has developed dictionaries, reference guides and computer games. He has plumbed the technical aspects of the language, but he is enjoying the process of going beyond pure academics into the hands-on work of trying to make a language live again. "At some point, you have no choice," he said during a recent two-week visit to the reservation. "It just draws you in." The hope is that Klallam will draw in the children. The tribe provides weekly training sessions for adults, which draw sparse attendance. But the real focus is on the schools. Five people have been trained as cultural specialists who go into the schools, beginning with Head Start, to teach children songs, then words and the beginnings of grammar and speech. Perhaps no one in the tribe is as linked to the effort as Jamie Valadez, who helped get the language program started and now teaches Klallam at Port Angeles High School. "We realized that we needed to train young people about the culture and language," said Valadez, 43, whose grant proposals have resulted in $700,000 during the past decade. On a recent day, Valadez flipped through flashcards with her classes, told the teenagers stories and played word games. In one class, she even incorporated a version of the television game show "Jeopardy," with students saying things such as, "I'll take nouns for $100" and "Verbs for $500." Although the students often play games in class, the language restoration program is a serious matter. Valadez was elated in January when the Washington State Board of Education agreed to grant special teaching certificates that would allow speakers of indigenous languages to teach in the public schools. As part of a three-year trial, the speakers won't have to earn teaching certificates, but they will secure approval from a panel selected by the tribe. Many of the state's other tribes are looking to Valadez to see how her tribe got started. Still, the language remains fragile. There are no fluent speakers yet. Hardly anyone on the reservation can yet recognize or pronounce even basic Klallam words. The ones they want to reach most -- children -- are sometimes lukewarm about the prospect of learning Klallam. Ralisa Lawrence, 16, a student at Port Angeles, said even many of her native peers "don't see it as useful." But for a language that has been dormant for decades, progress is measured in small steps. "We may never get to be fluent," Valadez said. "But it's going to be alive as long as people use it." From sdp at EMAIL.ARIZONA.EDU Wed Apr 2 17:49:33 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Wed, 2 Apr 2003 10:49:33 -0700 Subject: ERIC Newletter Message-ID: Hi - This is short but should be of interest to this list... http://www.cal.org/ericcll/langlink/feb03feature.html Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From Rrlapier at AOL.COM Thu Apr 3 19:48:59 2003 From: Rrlapier at AOL.COM (Rr Lapier) Date: Thu, 3 Apr 2003 14:48:59 EST Subject: S. 575 Native American Languages Act Amendments Act of 2003 Message-ID: "Support Senate Bill 575" Please support Senate Bill 575 by contacting your local representatives. Native American Languages Act Amendments Act of 2003 The purposes of this Act are-- (1) to encourage and support, consistent with the policy of the United States as expressed in the Native American Languages Act (25 U.S.C. 2901 et seq.)-- > (A) the development of Native American language survival schools as > innovative means of addressing the effects of past discrimination against > Native American language speakers; and > (B) the revitalization of Native American languages through--(i) education > in Native American languages; and(ii) instruction in other academic > subjects using Native American languages as an instructional medium; (2) to demonstrate the positive effects of Native American language survival schools on the academic success of Native American students and the students' mastery of standard English; (3) to encourage and support the involvement of families in the educational and cultural survival efforts of Native American language survival schools; (4) to encourage communication, cooperation, and educational exchange among Native American language survival schools and the administrators of Native American language survival schools; (5) to provide support for Native American language survival school facilities and endowments; (6) to provide support for Native American language nests-- > (A) as part of Native American language survival schools; or > (B) as separate programs that will be developed into more comprehensive > Native American language survival schools; (7) to support the development of local and national models that can be disseminated to the public and made available to other schools as exemplary methods of teaching Native American students; and (8) to develop a support center system for Native American language survival schools at the university level. For more information, link. >> http://thomas.loc.gov/cgi-bin/query/z?c108:S.575: For additional questions please feel free to contact Piegan Institute. Rosalyn LaPier Piegan Institute www.pieganinstitute.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Apr 4 03:48:03 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 3 Apr 2003 20:48:03 -0700 Subject: S. 575 Native American Languages Act Amendments Act of 2003 In-Reply-To: <165.1dd314be.2bbdea2b@aol.com> Message-ID: Wow! This is really exciting news. qe'ciyeewyew (thanks) Rosalyn, Phil Cash Cash (cayuse/nez perce) UofA, ILAT list manager >-- Original Message -- >Date: Thu, 3 Apr 2003 14:48:59 EST >Reply-To: Indigenous Languages and Technology >From: Rr Lapier >Subject: S. 575 Native American Languages Act Amendments Act of 2003 >To: ILAT at listserv.arizona.edu > > >"Support Senate Bill 575" > >Please support Senate Bill 575 by contacting your local representatives. > >Native American Languages Act Amendments Act of 2003 > >The purposes of this Act are-- > >(1) to encourage and support, consistent with the policy of the United States >as expressed in the Native American Languages Act (25 U.S.C. 2901 et seq.)-- >> (A) the development of Native American language survival schools as >> innovative means of addressing the effects of past discrimination against >> Native American language speakers; and >> (B) the revitalization of Native American languages through--(i) education >> in Native American languages; and(ii) instruction in other academic >> subjects using Native American languages as an instructional medium; > >(2) to demonstrate the positive effects of Native American language survival >schools on the academic success of Native American students and the students' >mastery of standard English; > >(3) to encourage and support the involvement of families in the educational >and cultural survival efforts of Native American language survival schools; > >(4) to encourage communication, cooperation, and educational exchange among >Native American language survival schools and the administrators of Native >American language survival schools; > >(5) to provide support for Native American language survival school >facilities and endowments; > >(6) to provide support for Native American language nests-- >> (A) as part of Native American language survival schools; or >> (B) as separate programs that will be developed into more comprehensive >> Native American language survival schools; > >(7) to support the development of local and national models that can be >disseminated to the public and made available to other schools as exemplary >methods of teaching Native American students; and > >(8) to develop a support center system for Native American language survival >schools at the university level. > >For more information, link. >> >http://thomas.loc.gov/cgi-bin/query/z?c108:S.575: > >For additional questions please feel free to contact Piegan Institute. > >Rosalyn LaPier >Piegan Institute >www.pieganinstitute.org > > > > > > > > > > > > > > > > > > > From cashcash at EMAIL.ARIZONA.EDU Fri Apr 4 04:01:14 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 3 Apr 2003 21:01:14 -0700 Subject: Digitizing Analog Audio Message-ID: Dear ILAT, You can find and dowload a PDF "Digitizing Analog Audio with Cool Edit 2000" at my fly-by website: http://www.u.arizona.edu/~cashcash/ I am testing this out as a lesson for community language specialists. Any feedback you can provide is certainly welcome. heenek'e (again), Phil Cash Cash (cayuse/nez perce) UofA, ILAT list manager From fnkrs at UAF.EDU Fri Apr 4 22:47:20 2003 From: fnkrs at UAF.EDU (Hishinlai') Date: Fri, 4 Apr 2003 13:47:20 -0900 Subject: Digitizing Analog Audio Message-ID: Hi Phil, Tried looking at the "digitizing..." but came up with a "bad request...error,..." etc. message. Well...the site is under construction. Maybe I'll see you in Oregon...Hishinlai' >===== Original Message From Indigenous Languages and Technology ===== >Dear ILAT, > >You can find and dowload a PDF "Digitizing Analog Audio with Cool Edit 2000" >at my fly-by website: > >http://www.u.arizona.edu/~cashcash/ > >I am testing this out as a lesson for community language specialists. Any >feedback you can provide is certainly welcome. > >heenek'e (again), >Phil Cash Cash (cayuse/nez perce) >UofA, ILAT list manager <><><><><><><><><><><><><><><><><><><><> Hishinlai' "Kathy R. Sikorski", Gwich'in Instructor University of Alaska Fairbanks Alaska Native Language Center P. O. Box 757680 Fairbanks, AK 99775-7680 P (907) 474-7875 F (907) 474-7876 E fnkrs at uaf.edu ANLC-L at www.uaf.edu/anlc/ nizih kwaa! From coyotez at OREGON.UOREGON.EDU Fri Apr 4 23:40:42 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Fri, 4 Apr 2003 15:40:42 -0800 Subject: Fwd: [tribalworld] FW: [Redwire] Got talent? Submit it to SNAG (Seventh Native American Generation) Magazine! Message-ID: >Date: Wed, 02 Apr 2003 00:08:57 -0800 >From: Peter Morin >Subject: [tribalworld] FW: [Redwire] Got talent? Submit it to SNAG (Seventh > >--------- >From: Shadi Rahimi >Reply-To: shadirahimi07 at yahoo.com >Date: Wed, 2 Apr 2003 11:40:23 -0800 (PST) >To: Tania Willard , redwire at lists.resist.ca >Subject: [Redwire] Got talent? Submit it to SNAG (Seventh Native American >Generation) Magazine! > >SNAG (Seventh Native American Generation) magazine--a >10-page, full-color youth-produced publication based >out of Oakland, CA--is currently seeking articles, >essays and commentaries from youth 21 and under! > >You don't have to be Native American to submit. We >have many poetry submissions already, so at this time >we need longer pieces. Please pass the word on: All >levels of writing are welcome, and pieces relating to >community issues, the war on Iraq, cultural/religious/ >geographical identity and environment, traditional >spirituality and/or politics are especially welcome. > >Don't hesitate, send anything you find worthy of >publication and feel free to contact us for further >information...snagmagazine at yahoo.com. > >Pay is one copy. The final deadline is April 15, 2003. > > > >__________________________________________________ >Do you Yahoo!? >Yahoo! Tax Center - File online, calculators, forms, and more >http://tax.yahoo.com >Redwire Native Youth Media >www.redwiremag.com >Our stories, our voices, ourselves > > > > >Wenn Sie Ihr Abonnement fuer diese Gruppe kuendigen moechten, senden >Sie eine E-Mail an: >tribalworld-unsubscribe at egroups.de > > > >Your use of Yahoo! Groups is subject to >http://uk.docs.yahoo.com/info/terms.html From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 15:22:52 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 08:22:52 -0700 Subject: Tribal rebirth (fwd) Message-ID: This story is taken from Nations within at sacbee.com. http://www.sacbee.com/content/news/projects/nations_within/story/6408828p-7360908c.html Tribal rebirth Casino cash helps revive cultures, economies By Stephen Magagnini -- Bee Staff Writer - (Published April 6, 2003) SAN DIEGO COUNTY -- At the Pechanga reservation pre-school, Indian boys and girls sing "Ten Little Monkeys Jumping on the Bed" in a language that's 10,000 years old. Native languages die off yearly in the Americas, but the Pechanga Band of Luiseno Indians -- born again with casino profits -- is breathing life into Luiseno, a language on the brink of extinction. Preschoolers speak nothing but Luiseno in school. "They go around screaming, 'Don't jump on the bed!' in Luiseno," said teacher Eric Elliott, a non-Indian who has learned four native dialects. "The kids really believe he only speaks Luiseno," whispered preschool teacher Bridgett Maxwell. "I'm learning right along with them." Maxwell, who's working on her doctorate, is another beneficiary of the Pechanga casino, which rakes in around $300 million a year. She's one of more than 80 members the tribe has sent to universities across the country, all expenses paid. In 1883, muckraker Helen Hunt Jackson called the Pechanga Band "the most thrifty and industrious Indians in all California." Now their offspring are making good on that reputation, building a strong tribal government and reviving ancient traditions. Pechanga's progress reflects how sovereignty, backed by casino money, has turned around dozens of once-poor tribes. Barona, Table Mountain, Rincon and other high-rolling Indian nations now have museums or cultural programs. Even tribes that earn far less from their casinos are nation-building. Near Porterville, the Tule River Indians run a small-plane factory, hedging their bets in case gaming revenues run dry. The Tule River nation's Eagle Mountain Casino, which takes in about $10 million a year, also has helped pay for a gymnasium, a day-care center and an alcohol treatment center and employs about 125 tribal members, said Dave Nenna, the tribal administrator. Nenna -- who joined the Army at 16 -- is among the new breed of Indian leaders who have come back to reservations with the experience needed to make changes. Unemployment on the reservation has dropped from 85 percent to 18 percent, Nenna said, and casino jobs have provided much-needed structure. "Now everybody shows up to work on time, clean and sober," said tribal elder Nancy McDarment. "The casino has strengthened families. People are meeting their responsibilities to their children." Casino dollars aren't an instant cure-all. Each tribe must decide how much to give to members and how much to invest in tribal enterprises. Pechanga can afford to be generous with both, but a generation ago the tribe was barely hanging on after more than a century of poverty and oppression. "We were created two to three miles downstream in Temeekunga, the place of the sun," said chairman Mark Macarro. The Spanish, who used Indians to build the nearby Mission San Luis Rey, mispronounced it Temecula. In 1852, Macarro's ancestors gave up hundreds of square miles to the federal government, which promised them teachers, horses, doctors and a yearly supply of grain and seeds, he said. "We lost the land but never got the goods." Thirty years later, a posse drove the tribe into a valley called Pechaang, meaning "water is dripping." "We ended up in the non-arable land that nobody wanted," he said. By the 1960s, population on the 5,500-acre reservation was down to five families. But with the advent of Indian gaming in the late 1990s, people returned. Today, every house on the reservation has running water, and each of the 1,400 members -- a third of whom live on the reservation -- get $10,000 monthly casino checks. "I could be saying turnabout is fair play: This is cosmic justice," said Macarro as he sipped tea at the cafe in Pechanga's 522-room casino-resort. "I don't know if that's true. It's through an accident of geography that we were able to build a casino at Pechanga. Oe But a government without an economic engine is a government in name only." The tribe now has its own 24-hour fire department and an often irreverent Web site, www.pechanga.net, one of the most popular and comprehensive Indian news sources in America. The tribe also is re-creating a traditional Pechanga village, developing a museum and running a summer program to teach youths traditional Indian values, said cultural resources director Gary DuBois. The centerpiece of Pechanga's $1.3 million-a-year revival is the language immersion program, which costs about $200,000 a year, DuBois said. Elliott has taught his preschoolers 10 songs in Luiseno, including the legend of the little wildcat that saved its much bigger brother from the water beast. He's created computer programs in Luiseno, which the kids play on six classroom computers. Even the boys' and girls' bathrooms are labeled "yaaaychum" and "susngalum." Elliott also is helping a dozen elders recall long-forgotten Luiseno words and tales. Before the white man came, "You had your history inside you and it's my history, too, as a Californian," said Elliott. He learned Luiseno from Villiana Hyde, an elder who also taught Macarro the old creation songs, including the saga of Wiyot, a Christlike figure who advised the Indians to share deer and other game with the less fortunate. Today, Pechanga and other wealthy casino tribes share in a different way, kicking into a fund that pays $1.1 million apiece to California tribes with little or no gaming. In the preschool classroom, 4-year-old Annora Kincaid draws a picture for Elliott, then describes it in Luiseno. Elliott thanks her in her native language, followed by a high-five. Then the kids put their hands on their heads and sing, "Hengchich chox'ivol 'oyk" (It's time to clean up and put away; let's do it all together.) The cleanup goes quickly. There's pizza for lunch today. From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 15:25:50 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 08:25:50 -0700 Subject: Oneidas struggle to protect ancient language (fwd) Message-ID: Posted Apr. 06, 2003 http://www.greenbaypressgazette.com/news/archive/local_9554809.shtml Oneidas struggle to protect ancient language Elders pass down nearly lost tradition The Associated Press ONEIDA ? At the Language House, a log house tucked between sugar maples and white pines, 10 members of the Oneida Tribe of Indians sit around a table repeating words that rolled off the tongues of their ancestors. They?ve just finished watching a videotape of elders talking with students. Their assignment is to pick out trouble phrases and determine their pronunciation and meaning. One of the phrases they?re struggling with translates to mean: ?We?re always trying hard to be like the Caucasian race,? a telling phrase in their struggle to preserve their language. The members are paid to learn the ancient language and teach it to others in an effort to ensure the language survives. Other tribes nationwide are taking similar steps with help from the federal government, which has poured more than $23.6 million into such language preservation projects since 1994. ?If we don?t know the language, we probably won?t be Indian people anymore,? said Dennis White, director of instruction in the Lac Courte Oreilles Band, a Chippewa tribe in Hayward. ?We?d be Americans with nice tans.? Indians say losing the language of their ancestors takes away a tribe?s sense of identity and culture partly because many of their meetings and prayers are in their native tongue. Before Europeans arrived in North America, 400 to 600 tribal languages were spoken in the United States and Canada. Today, there are only 211, said Inee Yang Slaughter, executive director of The Indigenous Language Institute in Santa Fe, N.M. From cashcash at EMAIL.ARIZONA.EDU Mon Apr 7 17:54:48 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 10:54:48 -0700 Subject: Endangered Languages Documentation Programme (fwd) Message-ID: *** Apologies for any cross-posting *** Endangered Languages Documentation Programme Advance Notice: 2003 Call for Proposals With the first round of the ELDP application process completed and offers of grants made, we propose to move straight on the the second call for Preliminary Applications. The purpose of this e-mail is to outline the timetable and the key structural changes to the programme. It should be noted that the timetable has been brought forward when compared with that of 2002. 2002 Outcomes The ELDP received approximately 150 applications in response to its first call for applications. About 40 of these were invited to submit detailed applications, and although it was not possible to offer financial support to all good proposals, the Fund was able to make formal offers of grants to 21 applicants: Studentships, Fellowships and Project grants. Details of the offers, and subsequently details of those accepted, will be publicised on the ELDP web page shortly (www.eldp.soas.ac.uk). 2003 Timetable 16th May 2003 - Revised guidelines and forms available on the web page. 8th August 2003 - Deadline for submission of Preliminary Applications. 19th September 2003 - Invitations to submit Detailed Applications dispatched. 14th November 2003 - Deadline for submission of Detailed Applications. 27th February 2004 - Announcement of Funding Awards. The timetable will be repeated annually. 2003 Guidance The new guidelines and application forms for the 2003 funding round will be published on the website by Friday 26th May 2003. In the meantime, the 2002 guidelines may be used as a general guide. The five types of application used in 2002 will remain, although additional guidelindes as to funding limits will be provided. The main aims of the Fund remain the documentation of seriously endangered languages and the criteria remain (a) endangerment, (b) significance of the language and (c) quality of proposal. The Fund's primary concern is with documentation rather than focused revitalisation - although the link is appreciated and sometimes desirable. As such prospective applicants should structure the documentation in such a way as to assist local communities in preserving and fostering highly endangered ancestral languages and speech ways. Whilst in essence the guidelines will remain broadly similar, there will be a number of budgetary refinements. Key changes that you may wish to note will be as follows: - Overhead/ Institutional Administration costs will not be eligible. - Top-up salaries for established/ employed academics will not be eligible (this includes the funding of non-institutional funded summer vacation periods). - A limit of ?2000 (pounds sterling) may be requested for publications. - Major equipment costs (i.e. laptops, camcorders etc) will not be provided for projects where the period of fieldwork is limited. - Modest training activity for local communities (within the context of a substantive project) will be eligible for support. From cashcash at EMAIL.ARIZONA.EDU Tue Apr 8 05:48:19 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Mon, 7 Apr 2003 22:48:19 -0700 Subject: Oregon Language Revitalization Conference (fyi) Message-ID: 2nd Annual Conference Native American Language Revitalization "Speaking to the seventh generation" Oregon State University, Corvallis, Oregon. May 15-16, 2003. Recognizing the value of preserving Native American languages for future generations, this conference responds to the threat of linguistic extinction for Native American languages. The program includes panel discussions and workshops on topics such as native language teaching strategies, teacher certification, archiving and the application of technology to language preservation. -------------- next part -------------- A non-text attachment was scrubbed... Name: ORlang_conf.pdf Type: application/pdf Size: 697328 bytes Desc: not available URL: From sdp at EMAIL.ARIZONA.EDU Tue Apr 8 16:13:47 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Tue, 8 Apr 2003 09:13:47 -0700 Subject: Oregon Language Revitalization Conference (fyi) In-Reply-To: <3E91F869000015B2@deimos.email.Arizona.EDU> Message-ID: Phil- Thanks for posting this and congratulations on being one of several distinguished 'feature speakers' S. >-- Original Message -- >Date: Mon, 7 Apr 2003 22:48:19 -0700 >Reply-To: Indigenous Languages and Technology >From: Phil Cash Cash >Subject: Oregon Language Revitalization Conference (fyi) >To: ILAT at listserv.arizona.edu > > >2nd Annual Conference >Native American Language Revitalization >"Speaking to the seventh generation" >Oregon State University, Corvallis, Oregon. May 15-16, 2003. > >Recognizing the value of preserving Native American languages for future >generations, this conference responds to the threat of linguistic extinction >for Native American languages. The program includes panel discussions and >workshops on topics such as native language teaching strategies, teacher >certification, archiving and the application of technology to language preservation. > > > > >Attachment: ORlang_conf.pdf > Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From coyotez at OREGON.UOREGON.EDU Tue Apr 8 21:00:23 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 8 Apr 2003 14:00:23 -0700 Subject: SWORP website Message-ID: As Jason Younker says, "If I had known that I would be spending so much of my time talking about SWORP I would have created a different acronym..." Hello Friends, Yes more SWORP information. I am slowly creating a SWORP webpage. Its not planned as yet and is developing using strictly organic means. I grows when I feel inspired by something... But it is up an running and seems to be coming along fine. The webpage should mesh with a future Library webpage on SWORP that will have a searchable database. But for now, take a look and please offer suggestions on items and info you would like to see. Thanks David Lewis http://darkwing.uoregon.edu/~coyotez/index.html From sburke at CPAN.ORG Tue Apr 8 23:45:22 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Tue, 8 Apr 2003 15:45:22 -0800 Subject: Rosetta Project Message-ID: Of interest to Native language preservation efforts, I think... http://www.rosettaproject.org/ << The Rosetta Project is a global collaboration of language specialists and native speakers working to develop a contemporary version of the historic Rosetta Stone. In this updated iteration, our goal is a meaningful survey and near permanent archive of 1,000 languages. Our intention is to create a unique platform for comparative linguistic research and education as well as a functional linguistic tool that might help in the recovery or revitalization of lost languages in unknown futures. We are creating this broad language archive through an open contribution, open review process and we invite you to participate. The resulting archive will be publicly available in three different media: a micro-etched nickel disk with 2,000 year life expectancy; a single volume monumental reference book; and through this growing online archive. >> -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From bischoff at EMAIL.ARIZONA.EDU Wed Apr 9 01:00:14 2003 From: bischoff at EMAIL.ARIZONA.EDU (Shannon Bischoff) Date: Tue, 8 Apr 2003 19:00:14 -0600 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: David, Nice website, sounds/looks like a great project. Any thoughts on including languages from Idaho and Montana?? Keep up the great work, Shannon T. Bischoff >-- Original Message -- >Date: Tue, 8 Apr 2003 14:00:23 -0700 >Reply-To: Indigenous Languages and Technology >From: David Lewis >Subject: SWORP website >To: ILAT at listserv.arizona.edu > > >As Jason Younker says, "If I had known that I would be spending so much of >my time talking about SWORP I would have created a different acronym..." > >Hello Friends, >Yes more SWORP information. I am slowly creating a SWORP webpage. Its not >planned as yet and is developing using strictly organic means. I grows when >I feel inspired by something... But it is up an running and seems to be >coming along fine. The webpage should mesh with a future Library webpage >on >SWORP that will have a searchable database. But for now, take a look and >please offer suggestions on items and info you would like to see. >Thanks >David Lewis > >http://darkwing.uoregon.edu/~coyotez/index.html From sburke at CPAN.ORG Wed Apr 9 02:34:36 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Tue, 8 Apr 2003 18:34:36 -0800 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: At 4/8/2003 02:00 PM -0700, David Lewis wrote: >As Jason Younker says, "If I had known that I would be spending so much of >my time talking about SWORP I would have created a different acronym..." What's wrong with "sworp"? It's a perfectly good Appalachian English word for "swap". -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From Markh at SBCI.EDU Wed Apr 9 16:07:17 2003 From: Markh at SBCI.EDU (Holman Mark) Date: Wed, 9 Apr 2003 11:07:17 -0500 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge Message-ID: Hi all... Attached is a brochure for a summer institute we are having here at Sitting Bull College. It is titled: "Indigenous Place-Based Knowledge of the Missouri River and it's Tributaries. Please pass it along to anyone who might find it of interest. thank you Mark Holman Sitting Bull College Library -----Original Message----- From: Phil Cash Cash [mailto:cashcash at EMAIL.ARIZONA.EDU] Sent: Tuesday, April 08, 2003 12:48 AM To: ILAT at listserv.arizona.edu Subject: Oregon Language Revitalization Conference (fyi) 2nd Annual Conference Native American Language Revitalization "Speaking to the seventh generation" Oregon State University, Corvallis, Oregon. May 15-16, 2003. Recognizing the value of preserving Native American languages for future generations, this conference responds to the threat of linguistic extinction for Native American languages. The program includes panel discussions and workshops on topics such as native language teaching strategies, teacher certification, archiving and the application of technology to language preservation. -------------- next part -------------- A non-text attachment was scrubbed... Name: Teachers' Institute June 1-7 Brochure.pub Type: application/octet-stream Size: 157184 bytes Desc: not available URL: From sburke at CPAN.ORG Wed Apr 9 18:30:20 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Wed, 9 Apr 2003 10:30:20 -0800 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: Message-ID: At 4/9/2003 11:07 AM -0500, Holman Mark wrote: >Attached is a brochure for a summer institute we are having here at Sitting >Bull College. It is titled: "Indigenous Place-Based Knowledge of the >Missouri River and it's Tributaries. >[...] Attached file: Teachers' Institute June 1-7 Brochure.pub What's a .pub file? Looks like binary jibberish to me. -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Wed Apr 9 18:52:05 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Wed, 9 Apr 2003 11:52:05 -0700 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <5.2.0.9.1.20030409102910.021d50f8@mailstore.pobox.com> Message-ID: *.pub is a MS Publisher file. Here I enclosed a plain text copy for your convenience. Best, Onur Senarslan ------------------- 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Sitting Bull College Sacagawea Learning Center Riverfront Drive Mobridge, South Dakota Indigenous Place-Based Knowledge of the Missouri River and Its Tributaries Teachers' Institute Sitting Bull College Participants will study contemporary literature and oral tradition to learn what is preserved before and after the creation of the dams. Educational tours to public and tribal sites to study flora and fauna will provide the foundation for curriculum development. Study with descendants of river culture. ~SOur need to question is as natural as breathing, enabling us to understand the world and our place in it.~T ~SLet us put our minds together to see what we can build for our children.~T Tatanka Iyotake, Sitting Bull, Hunkpapa Teton June 1-7, 2003 What is place-based curricula? How will this knowledge provide cultural bridges? How will it embrace the academic standards for geography, ecology, science, culture, economy, and history? Program Schedule and Detail Sunday June 1 2:00 p.m. Registration at Sacagawea Learning Center in Mobridge, SD. 4:00 p.m. Guided tour: Fort Manuel Lisa and the Kenel Wacipi. Monday June 2 8:00 Opening ceremony: Lakota Thunder Drum Guided tour: landscape of history, song and storytelling. Afternoon forum: Finding ways to interface academic standards and curriculum synthesis with Dr. Alesia Maltz and tribal scholars. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Tuesday June 3 Native language and the landscape; hands-on field activity and tour of native plants. Contemporary literature. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Wednesday June 4 Oral tradition and the art of storytelling; river;readings, creation stories, and water myths. Bioblitz activity. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Thursday June 5 Stories and the language of the river. Contemporary studies in literature and film. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Friday June 6 Validating experiential learning Waterfest: traditional foods and the River in Song with Lorrie Lee Olson. Open community discussion and exhibit of curriculum projects. Saturday June 7 8:00 a.m. Final notes. Closing ceremony: Lakota Thunder Drum 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Contact: Lanniko L. Lee or Lisa McLaughlin Sitting Bull College How may we meet your needs? Comments: _______________________________ I would like to receive the following information: Lodging: Please check the items that apply. Registration packet Name Address Phone Single room Double room Handicap access Undergraduate credit Educator on the Standing Rock Sioux Reservation ? Identify School where you teach in the comment box. Graduate credit SCHOLARS: Elizabeth Cook-Lynn author, editor, and educator Mary Louise Defender-Wilson storyteller, advocate for tribal rights Alesia Maltz environmental historian and college educator Gladys Hawk Lakota/Dakota language instructor Wilbur Flying By Lakota/Dakota language instructor Linda Bishop-Jones ethnobotanist LaDonna Brave Bull-Allard educational tour guide of Standing Rock Sioux Nation Stephen Truchon environmental studies Please detach at line and mail to: --- "Sean M. Burke" wrote: > At 4/9/2003 11:07 AM -0500, Holman Mark wrote: > >Attached is a brochure for a summer institute we > are having here at Sitting > >Bull College. It is titled: "Indigenous > Place-Based Knowledge of the > >Missouri River and it's Tributaries. > >[...] Attached file: Teachers' Institute June 1-7 > Brochure.pub > > What's a .pub file? Looks like binary jibberish to > me. > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com From sburke at CPAN.ORG Wed Apr 9 19:37:51 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Wed, 9 Apr 2003 11:37:51 -0800 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <20030409185205.50690.qmail@web10412.mail.yahoo.com> Message-ID: At 4/9/2003 11:52 AM -0700, Onur Senarslan wrote: >*.pub is a MS Publisher file. > >Here I enclosed a plain text copy for your convenience. Thanks! Plaintext is always great. Does MS Publisher save in RTF? That might be useful in cases where plaintext isn't quite great enough. (Altho if there's graphics in the RTF file, I usually suggest .zip'ing it.) To wit: http://www.speech.cs.cmu.edu/~sburke/pub/doc_bad.html -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Wed Apr 9 19:50:22 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Wed, 9 Apr 2003 12:50:22 -0700 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge In-Reply-To: <5.2.0.9.1.20030409113532.00bbbb78@mailstore.pobox.com> Message-ID: It does save as *.rtf and keeps the original format (minus the graphics.) Onur --- "Sean M. Burke" wrote: > At 4/9/2003 11:52 AM -0700, Onur Senarslan wrote: > >*.pub is a MS Publisher file. > > > >Here I enclosed a plain text copy for your > convenience. > > Thanks! Plaintext is always great. > > Does MS Publisher save in RTF? That might be useful > in cases where > plaintext isn't quite great enough. (Altho if > there's graphics in the RTF > file, I usually suggest .zip'ing it.) > To wit: > http://www.speech.cs.cmu.edu/~sburke/pub/doc_bad.html > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com -------------- next part -------------- A non-text attachment was scrubbed... Name: Teachers' Institute June 1-7 Brochure[1].rtf Type: application/rtf Size: 17038 bytes Desc: Teachers' Institute June 1-7 Brochure[1].rtf URL: From coyotez at OREGON.UOREGON.EDU Wed Apr 9 20:29:37 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Wed, 9 Apr 2003 13:29:37 -0700 Subject: Fwd: Announcement Digest Week Ending 4/05/2003 Message-ID: >Delivered-To: H-AmIndian at h-net.msu.edu >X-Sender: amind at mail.h-net.msu.edu >X-Mailer: QUALCOMM Windows Eudora Version 5.1.1 >Approved-By: "H-AmIndian (Joyce Ann Kievit)" >Date: Wed, 9 Apr 2003 10:47:42 -0700 >Reply-To: H-Net List for American Indian Studies >Sender: H-Net List for American Indian Studies >From: "H-AmIndian (Joyce Ann Kievit)" >Subject: Announcement Digest Week Ending 4/05/2003 >To: H-AMINDIAN at H-NET.MSU.EDU > >---------------------------------------------------------------- >Announcement Digest Week Ending 4/05/2003 >Compiled by Brian S Collier >---------------------------------------------------------------- >H-AmIndian staff members have compiled and edited the below announcements >from H-Net. This announcement will be sent on a weekly basis to expedited >means of finding events of interest in the below categories. The below >categories are the types of announcements we will attempt to make, the >number next to the category represents the number of items in each category >for the week, >The following types of events are contained in this listing: >Call for Papers [2] >Fellowship [1] >Publication [2] >Summer Program [1] >###################################################################### ># Category: Call for Papers >###################################################################### >[1] >Title: Digital Resources for the Humanities: deadline extended >Deadline: 2003-04-30 >Description: Although we have already received a number of >excellent proposals forpapers, it has been decided to extend >the deadline for submissions to this year's DRH conference to >APRIL 30th . The conference website, together with details of >how to submit a proposal, is listed below. DRH is the major >forum fo ... >Contact: DRH2003 at glos.ac.uk >URL: www.glos.ac.uk/humanities/drh2003/ >Announcement ID: 133265 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133265 >[2] > >Title: C.S. Lewis Foundation National Faculty Forum >Location: California >Deadline: 2003-04-18 >Description: Join with Christian faculty and administrators from >across North America to consider the legitimacy of religiously >informed thought and expression within the curricular life of >the university. Examine ways in which scholars of faith may >exercise their academic right and responsibility to engage in >... >Contact: facultyforum at cslewis.org >URL: www.cslewis.org/programs/facultyforum/index.html >Announcement ID: 132918 >http://www2.h-net.msu.edu/announce/show.cgi?ID=132918 > > >###################################################################### ># Category: Fellowship >###################################################################### >[1] >Title: Bankhead Fellowship at the University of Alabama >Location: Alabama >Deadline: 2003-04-25 >Description: The University of Alabama History Department is >soliciting applications for the Bankhead Fellowship for faculty >diversity to begin Fall 2003. This is a one-year position with >the possibility of renewal for a second year. The fellow will >teach two courses per semester in his or her field of specializ >... >Contact: LDORR at bama.ua.edu >Announcement ID: 133267 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133267 >###################################################################### ># Category: Publication >###################################################################### >[1] >Title: Call for Contributors--Encyclopedia of Native American >Treaties >Deadline: 2003-05-15 >Description: The editor of the Encyclopedia of Native American >Treaties, a three-volume work to be published by ABC-CLIO, is >seeking writers to contribute 750-word, signed entries about >treaty-related topics such as noted treaties, Indian leaders, >U.S. officials, treaty sites, battles leading to treaties, and >t ... >Contact: mafi at ku.edu >Announcement ID: 133269 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133269 >[2] >Title: BC Studies: The British Columbian QuarterlySpecial issue: >"Perspectives on Aboriginal Culture" >Description: BC Studies is pleased to announce the publication of >a special issue, "Perspectives on Aboriginal Culture." >Featuring several articles, colour illustrations, and an >interview with Susan Point, Coast Salish Artist, this issue >will be of interest to academics and non-academics alike. It is >also avail ... >Contact: write_us at bcstudies.com >URL: www.bcstudies.com >Announcement ID: 132896 >###################################################################### ># Category: Summer Program >###################################################################### >[1] >Title: Advanced Oral History Summer Institute >Location: California >Date: 2003-08-10 >Description: The institute is designed for graduate students, >post-doctoral fellows, college faculty, and independent >scholars planning to use oral history interviews as part of a >research project, as well as community historians and others >who are engaged in oral history work on an on-going basis. The >six-day ... >Contact: lrubens at socrates.berkeley.edu >URL: bancroft.berkeley.edu/ROHO/institute.html >Announcement ID: 133270 >http://www2.h-net.msu.edu/announce/show.cgi?ID=133270 From Markh at SBCI.EDU Wed Apr 9 20:41:07 2003 From: Markh at SBCI.EDU (Holman Mark) Date: Wed, 9 Apr 2003 15:41:07 -0500 Subject: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge Message-ID: Thanks for that conversion....Sorry about the Publisher file folks..... Mh Sitting Bull College -----Original Message----- From: Onur Senarslan [mailto:onursenarslan at YAHOO.COM] Sent: Wednesday, April 09, 2003 1:52 PM To: ILAT at listserv.arizona.edu Subject: Re: Place-Based Indigenous Knowledge Institute at Sitting Bull Colle ge *.pub is a MS Publisher file. Here I enclosed a plain text copy for your convenience. Best, Onur Senarslan ------------------- 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Sitting Bull College Sacagawea Learning Center Riverfront Drive Mobridge, South Dakota Indigenous Place-Based Knowledge of the Missouri River and Its Tributaries Teachers' Institute Sitting Bull College Participants will study contemporary literature and oral tradition to learn what is preserved before and after the creation of the dams. Educational tours to public and tribal sites to study flora and fauna will provide the foundation for curriculum development. Study with descendants of river culture. "Our need to question is as natural as breathing, enabling us to understand the world and our place in it." "Let us put our minds together to see what we can build for our children." Tatanka Iyotake, Sitting Bull, Hunkpapa Teton June 1-7, 2003 What is place-based curricula? How will this knowledge provide cultural bridges? How will it embrace the academic standards for geography, ecology, science, culture, economy, and history? Program Schedule and Detail Sunday June 1 2:00 p.m. Registration at Sacagawea Learning Center in Mobridge, SD. 4:00 p.m. Guided tour: Fort Manuel Lisa and the Kenel Wacipi. Monday June 2 8:00 Opening ceremony: Lakota Thunder Drum Guided tour: landscape of history, song and storytelling. Afternoon forum: Finding ways to interface academic standards and curriculum synthesis with Dr. Alesia Maltz and tribal scholars. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Tuesday June 3 Native language and the landscape; hands-on field activity and tour of native plants. Contemporary literature. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Wednesday June 4 Oral tradition and the art of storytelling; river;readings, creation stories, and water myths. Bioblitz activity. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Thursday June 5 Stories and the language of the river. Contemporary studies in literature and film. Evening curriculum synthesis and development with Dr. Maltz and tribal scholars. Friday June 6 Validating experiential learning Waterfest: traditional foods and the River in Song with Lorrie Lee Olson. Open community discussion and exhibit of curriculum projects. Saturday June 7 8:00 a.m. Final notes. Closing ceremony: Lakota Thunder Drum 1341 - 92nd Street Fort Yates, North Dakota 58538 Phone: 701-854-3861 Fax: 701-854-3403 Email: lannikol at sbci.edu Contact: Lanniko L. Lee or Lisa McLaughlin Sitting Bull College How may we meet your needs? Comments: _______________________________ I would like to receive the following information: Lodging: Please check the items that apply. Registration packet Name Address Phone Single room Double room Handicap access Undergraduate credit Educator on the Standing Rock Sioux Reservation ? Identify School where you teach in the comment box. Graduate credit SCHOLARS: Elizabeth Cook-Lynn author, editor, and educator Mary Louise Defender-Wilson storyteller, advocate for tribal rights Alesia Maltz environmental historian and college educator Gladys Hawk Lakota/Dakota language instructor Wilbur Flying By Lakota/Dakota language instructor Linda Bishop-Jones ethnobotanist LaDonna Brave Bull-Allard educational tour guide of Standing Rock Sioux Nation Stephen Truchon environmental studies Please detach at line and mail to: --- "Sean M. Burke" wrote: > At 4/9/2003 11:07 AM -0500, Holman Mark wrote: > >Attached is a brochure for a summer institute we > are having here at Sitting > >Bull College. It is titled: "Indigenous > Place-Based Knowledge of the > >Missouri River and it's Tributaries. > >[...] Attached file: Teachers' Institute June 1-7 > Brochure.pub > > What's a .pub file? Looks like binary jibberish to > me. > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ __________________________________________________ Do you Yahoo!? Yahoo! Tax Center - File online, calculators, forms, and more http://tax.yahoo.com From cashcash at EMAIL.ARIZONA.EDU Wed Apr 9 21:47:03 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Wed, 9 Apr 2003 14:47:03 -0700 Subject: SWORP website In-Reply-To: <5.2.1.1.0.20030408135309.00b90660@oregon.uoregon.edu> Message-ID: Thanks David, It looks and reads really well. I like the hand written text graphics. I am thinking of doing something like this myself. I did notice that the web page header reads "Latin American Politics II" and was a bit puzzled. qo'c (later), Phil Cash Cash UofA, ILAT Quoting David Lewis : > As Jason Younker says, "If I had known that I would be spending so > much of > my time talking about SWORP I would have created a different > acronym..." > > Hello Friends, > Yes more SWORP information. I am slowly creating a SWORP webpage. Its > not > planned as yet and is developing using strictly organic means. I > grows when > I feel inspired by something... But it is up an running and seems to > be > coming along fine. The webpage should mesh with a future Library > webpage on > SWORP that will have a searchable database. But for now, take a look > and > please offer suggestions on items and info you would like to see. > Thanks > David Lewis > > http://darkwing.uoregon.edu/~coyotez/index.html > From coyotez at OREGON.UOREGON.EDU Wed Apr 9 22:16:59 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Wed, 9 Apr 2003 15:16:59 -0700 Subject: SWORP website In-Reply-To: <1049924823.66dffdd14bf4f@localhost> Message-ID: Thanks Phil, I am using a new program, Microsoft Contribute, and I had not found where to change the name of the website yet. I just changed it. For those who are somewhat computer challenged, or have troubles publishing to the web, I recommend Contribute. It is very easy to use and does a lot of the technical publishing work for you and integrates well with Dreamweaver. There is an academic version available also. David At 02:47 PM 4/9/2003 -0700, you wrote: >Thanks David, > >It looks and reads really well. I like the hand written text >graphics. I am thinking of doing something like this myself. I did >notice that the web page header reads "Latin American Politics II" and >was a bit puzzled. > >qo'c (later), >Phil Cash Cash >UofA, ILAT > >Quoting David Lewis : > > > As Jason Younker says, "If I had known that I would be spending so > > much of > > my time talking about SWORP I would have created a different > > acronym..." > > > > Hello Friends, > > Yes more SWORP information. I am slowly creating a SWORP webpage. Its > > not > > planned as yet and is developing using strictly organic means. I > > grows when > > I feel inspired by something... But it is up an running and seems to > > be > > coming along fine. The webpage should mesh with a future Library > > webpage on > > SWORP that will have a searchable database. But for now, take a look > > and > > please offer suggestions on items and info you would like to see. > > Thanks > > David Lewis > > > > http://darkwing.uoregon.edu/~coyotez/index.html > > From cashcash at EMAIL.ARIZONA.EDU Sat Apr 12 17:29:25 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Sat, 12 Apr 2003 10:29:25 -0700 Subject: The Elements of User Experience (bk) Message-ID: Dear ILAT, For those of you like myself who are trying to conceptualize web design, you might want to take a look at this book. The Elements of User Experience by Jesse James Garret http://www.jjg.net/ In addition, you can download a key graphic, "one-page PDF," which I highly recommend. "one-page PDF" http://www.jjg.net/ia/ enjoy... Phil Cash Cash UofA, ILAT From gforger at U.ARIZONA.EDU Sat Apr 12 21:07:09 2003 From: gforger at U.ARIZONA.EDU (Garry Forger) Date: Sat, 12 Apr 2003 14:07:09 -0700 Subject: NAACL-Supported Two-Week Summer School in Human Language Technologies--Call for Participation (fwd) Message-ID: CALL FOR PARTICIPATION NAACL-Supported Two-Week Summer School in Human Language Technologies The North American Chapter of the Association for Computational Linguistics (NAACL) is offering an exciting summer school opportunity for a limited number of graduate and undergraduate students interested in the field of Human Language Technology. The summer school will be held June 30-July 11 at The Center for Language and Speech Processing (CLSP) at Johns Hopkins University in conjunction with the pre-workshop classes of the CLSP 2003 Summer Workshop on Language Engineering. Five to ten students will be selected to attend two weeks of lectures and hands-on laboratories that will include general introductions to the major areas of study within the field of Human Language Technology (e.g. Natural Language Processing, Automatic Speech Recognition, Machine Translation, Information Retrieval) as well as sessions on specialized research topics of current interest in the field. In addition to providing summer school registration fees for all selected attendees, we also anticipate providing a limited number of scholarships to cover additional costs (in particular, travel expenses to the workshop venue and/or accommodation for the full duration). We hope to be able to cover the full cost of these two items for at least some students, and partial costs for others. If you are a graduate student, please ask your advisor to contribute to the funding. Preference for funding will be given to students attending North American institutions.=A0 Students are expected to attend both weeks of the summer school.=A0 APPLICATION INSTRUCTIONS are available at http://www.naacl.org/, which also has information on applying for SCHOLARSHIP funds. =20 The application deadline is May 1, 2003. For questions about the summer school program, please contact one of the following NAACL Executive Board members: Owen Rambow (rambow at cs.columbia.edu) Claire Cardie (cardie at cs.cornell.edu) Diane Litman (litman at cs.upitt.edu) Dragomir Radev (radev at umich.edu) -- Garry J. Forger, MLS Technology Coordinator The University of Arizona Learning Technologies Center 1077 N. Highland Ave Tucson, AZ 85721-0073 gforger at u.arizona.edu http://www.ltc.arizona.edu/ Phone 520-626-7761 Fax 520-626-8220 From mona at ALLIESMEDIAART.COM Tue Apr 15 00:43:02 2003 From: mona at ALLIESMEDIAART.COM (MMSmith) Date: Mon, 14 Apr 2003 19:43:02 -0500 Subject: Tech Museum Awards Message-ID: Tech Museum Awards > > Honors innovators (individuals, for-profit companies, and not-for-profit organisations) from around the world who use technology to benefit humanity. Awards are presented in the categories of: Education; Equality;Environment; Economic Development; Health. Deadline: May 16 2003 > > http://www.comminit.com/awards2003/sld-7528.html > > Allies: media/art Dakota owned, award winning media mona at alliesmediaart.com www.alliesmediaart.com Home of the "From the Sky" Pre-K to Grade 3 CD and Activity Pack. -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at OREGON.UOREGON.EDU Tue Apr 15 18:13:09 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 15 Apr 2003 11:13:09 -0700 Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: > >Microsoft Scholarship Program for the 2002-2003 School Year > > > Microsoft is committed to building great software and services. To do >that, we need a wide range of great > perspectives. Our scholarships are designed to encourage students to >pursue studies in computer science > and related technical disciplines. > > Microsoft is excited to be offering full tuition scholarships totaling >$540,000 for the 2002-2003 academic > year. Applications must be postmarked by Friday, February 1, 2002. > > At Microsoft, we want to encourage students from groups currently >under-represented in the field of > computer science to pursue technical degrees. While all candidates who >meet the criteria for eligibility as > described below may apply, a large majority of our scholarships will be >awarded to female and > under-represented minority students. Minority applicants must be a >member of one of the following groups > under-represented in the software field: African American, Hispanic, or >Native American. > > Microsoft will review all applications and select final candidates on >the basis of eligibility, quality of > application, interest in the software industry, and financial need. > > Microsoft will interview finalists by March 1, 2002. The names of the >scholarship winners will be announced by > March 15, 2002. > > > Scholarships are awarded to recipients for one academic year. The >scholarship will cover 100 percent of the > tuition for the 2002-2003 academic year as posted by the financial aid >office of the university or college. The > scholarships are made through the designated school and are not >transferable to other academic > institutions. The funds are to be used for tuition only and may not be >used for other costs on the recipient's > bursar bill. > > All recipients of the scholarship will be required to complete a >salaried summer internship of 12 weeks or > more at Microsoft Corporation in Redmond, Washington. (Microsoft >reserves the right not to offer a position > to the scholarship winner if an appropriate match cannot be found.) > > > Students must be enrolled full-time and making satisfactory progress >toward an undergraduate degree in > computer science, computer engineering, or a related technical >discipline, such as math or physics, with a > demonstrated interest in computer science. Because the scholarship is >merit based, the student must > maintain a 3.0 cumulative grade point average out of a possible 4.0, or >a 4.0 cumulative grade point > average out of a possible 5.0. > > > A complete application includes the following items: > > > Enclose a letter of referral from a faculty member (professor or >teaching assistant) or an academic advisor. > > > Use one page to answer all 4 of the following essay questions in total >(not one page per question). > > 1. Describe how you demonstrate your passion for technology outside the >classroom. > 2. Describe the toughest technical problem you've worked on, how you >addressed the problem, your role in > reaching the outcome if it was team-based and the final outcome. > 3. Describe a situation which demonstrates initiative and your >willingness to go above and beyond. > 4. Describe how you are currently funding your college education. > > > Enclose a copy of your r?sum?, which should include the following >information: > > Your e-mail address > Your campus address and phone number > Your campus identification number > Your permanent address and phone number > Your major > Your expected graduation date > > > Enclose a copy of your current academic transcript. > > Please note your gender and ethnicity if you would like to be >considered for one of our female or under-represented > minority scholarships. > > Please send your completed application to: > > Microsoft Scholarship Program > Microsoft Corporation > One Microsoft Way > Redmond, WA 98052-8303 From daveshaul at HOTMAIL.COM Tue Apr 15 20:13:28 2003 From: daveshaul at HOTMAIL.COM (David Lee Shaul) Date: Tue, 15 Apr 2003 20:13:28 +0000 Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: Do you have a program for 2003-2004? >From: David Lewis >Reply-To: Indigenous Languages and Technology >To: ILAT at listserv.arizona.edu >Subject: FW: Microsoft Scholarship Program for the 2002-2003 School Year >Date: Tue, 15 Apr 2003 11:13:09 -0700 > >> >>Microsoft Scholarship Program for the 2002-2003 School Year >> >> >> Microsoft is committed to building great software and services. To do >>that, we need a wide range of great >> perspectives. Our scholarships are designed to encourage students to >>pursue studies in computer science >> and related technical disciplines. >> >> Microsoft is excited to be offering full tuition scholarships totaling >>$540,000 for the 2002-2003 academic >> year. Applications must be postmarked by Friday, February 1, 2002. >> >> At Microsoft, we want to encourage students from groups currently >>under-represented in the field of >> computer science to pursue technical degrees. While all candidates who >>meet the criteria for eligibility as >> described below may apply, a large majority of our scholarships will be >>awarded to female and >> under-represented minority students. Minority applicants must be a >>member of one of the following groups >> under-represented in the software field: African American, Hispanic, or >>Native American. >> >> Microsoft will review all applications and select final candidates on >>the basis of eligibility, quality of >> application, interest in the software industry, and financial need. >> >> Microsoft will interview finalists by March 1, 2002. The names of the >>scholarship winners will be announced by >> March 15, 2002. >> >> >> Scholarships are awarded to recipients for one academic year. The >>scholarship will cover 100 percent of the >> tuition for the 2002-2003 academic year as posted by the financial aid >>office of the university or college. The >> scholarships are made through the designated school and are not >>transferable to other academic >> institutions. The funds are to be used for tuition only and may not be >>used for other costs on the recipient's >> bursar bill. >> >> All recipients of the scholarship will be required to complete a >>salaried summer internship of 12 weeks or >> more at Microsoft Corporation in Redmond, Washington. (Microsoft >>reserves the right not to offer a position >> to the scholarship winner if an appropriate match cannot be found.) >> >> >> Students must be enrolled full-time and making satisfactory progress >>toward an undergraduate degree in >> computer science, computer engineering, or a related technical >>discipline, such as math or physics, with a >> demonstrated interest in computer science. Because the scholarship is >>merit based, the student must >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or >>a 4.0 cumulative grade point >> average out of a possible 5.0. >> >> >> A complete application includes the following items: >> >> >> Enclose a letter of referral from a faculty member (professor or >>teaching assistant) or an academic advisor. >> >> >> Use one page to answer all 4 of the following essay questions in total >>(not one page per question). >> >> 1. Describe how you demonstrate your passion for technology outside the >>classroom. >> 2. Describe the toughest technical problem you've worked on, how you >>addressed the problem, your role in >> reaching the outcome if it was team-based and the final outcome. >> 3. Describe a situation which demonstrates initiative and your >>willingness to go above and beyond. >> 4. Describe how you are currently funding your college education. >> >> >> Enclose a copy of your r?sum?, which should include the following >>information: >> >> Your e-mail address >> Your campus address and phone number >> Your campus identification number >> Your permanent address and phone number >> Your major >> Your expected graduation date >> >> >> Enclose a copy of your current academic transcript. >> >> Please note your gender and ethnicity if you would like to be >>considered for one of our female or under-represented >> minority scholarships. >> >> Please send your completed application to: >> >> Microsoft Scholarship Program >> Microsoft Corporation >> One Microsoft Way >> Redmond, WA 98052-8303 _________________________________________________________________ The new MSN 8: smart spam protection and 2 months FREE* http://join.msn.com/?page=features/junkmail From fnkrs at UAF.EDU Tue Apr 15 20:52:17 2003 From: fnkrs at UAF.EDU (Hishinlai') Date: Tue, 15 Apr 2003 12:52:17 -0800 Subject: FWD: Microsoft Scholarship Program for the 2002-2003 School Year Message-ID: Is this supposed to be for the 2003-2004 school year too? Otherwise it's a little late. Hishinlai' >===== Original Message From Indigenous Languages and Technology ===== >> >>Microsoft Scholarship Program for the 2002-2003 School Year >> >> >> Microsoft is committed to building great software and services. To do >>that, we need a wide range of great >> perspectives. Our scholarships are designed to encourage students to >>pursue studies in computer science >> and related technical disciplines. >> >> Microsoft is excited to be offering full tuition scholarships totaling >>$540,000 for the 2002-2003 academic >> year. Applications must be postmarked by Friday, February 1, 2002. >> >> At Microsoft, we want to encourage students from groups currently >>under-represented in the field of >> computer science to pursue technical degrees. While all candidates who >>meet the criteria for eligibility as >> described below may apply, a large majority of our scholarships will be >>awarded to female and >> under-represented minority students. Minority applicants must be a >>member of one of the following groups >> under-represented in the software field: African American, Hispanic, or >>Native American. >> >> Microsoft will review all applications and select final candidates on >>the basis of eligibility, quality of >> application, interest in the software industry, and financial need. >> >> Microsoft will interview finalists by March 1, 2002. The names of the >>scholarship winners will be announced by >> March 15, 2002. >> >> >> Scholarships are awarded to recipients for one academic year. The >>scholarship will cover 100 percent of the >> tuition for the 2002-2003 academic year as posted by the financial aid >>office of the university or college. The >> scholarships are made through the designated school and are not >>transferable to other academic >> institutions. The funds are to be used for tuition only and may not be >>used for other costs on the recipient's >> bursar bill. >> >> All recipients of the scholarship will be required to complete a >>salaried summer internship of 12 weeks or >> more at Microsoft Corporation in Redmond, Washington. (Microsoft >>reserves the right not to offer a position >> to the scholarship winner if an appropriate match cannot be found.) >> >> >> Students must be enrolled full-time and making satisfactory progress >>toward an undergraduate degree in >> computer science, computer engineering, or a related technical >>discipline, such as math or physics, with a >> demonstrated interest in computer science. Because the scholarship is >>merit based, the student must >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or >>a 4.0 cumulative grade point >> average out of a possible 5.0. >> >> >> A complete application includes the following items: >> >> >> Enclose a letter of referral from a faculty member (professor or >>teaching assistant) or an academic advisor. >> >> >> Use one page to answer all 4 of the following essay questions in total >>(not one page per question). >> >> 1. Describe how you demonstrate your passion for technology outside the >>classroom. >> 2. Describe the toughest technical problem you've worked on, how you >>addressed the problem, your role in >> reaching the outcome if it was team-based and the final outcome. >> 3. Describe a situation which demonstrates initiative and your >>willingness to go above and beyond. >> 4. Describe how you are currently funding your college education. >> >> >> Enclose a copy of your r~Bsum~B, which should include the following >>information: >> >> Your e-mail address >> Your campus address and phone number >> Your campus identification number >> Your permanent address and phone number >> Your major >> Your expected graduation date >> >> >> Enclose a copy of your current academic transcript. >> >> Please note your gender and ethnicity if you would like to be >>considered for one of our female or under-represented >> minority scholarships. >> >> Please send your completed application to: >> >> Microsoft Scholarship Program >> Microsoft Corporation >> One Microsoft Way >> Redmond, WA 98052-8303 <><><><><><><><><><><><><><><><><><><><> Hishinlai' "Kathy R. Sikorski", Gwich'in Instructor University of Alaska Fairbanks Alaska Native Language Center P. O. Box 757680 Fairbanks, AK 99775-7680 P (907) 474-7875 F (907) 474-7876 E fnkrs at uaf.edu ANLC-L at www.uaf.edu/anlc/ nizih kwaa! From coyotez at OREGON.UOREGON.EDU Tue Apr 15 21:29:49 2003 From: coyotez at OREGON.UOREGON.EDU (David Lewis) Date: Tue, 15 Apr 2003 14:29:49 -0700 Subject: FWD: Microsoft Scholarship Program for the 2002-2003 School Year In-Reply-To: <3E9CB790@webmail.uaf.edu> Message-ID: Hi, A search on google came up with this page: http://www.microsoft.com/college/scholarships/minority.asp with the current scholarship offerings. David At 12:52 PM 4/15/2003 -0800, you wrote: >Is this supposed to be for the 2003-2004 school year too? Otherwise it's a >little late. Hishinlai' > > >===== Original Message From Indigenous Languages and Technology > ===== > >> > >>Microsoft Scholarship Program for the 2002-2003 School Year > >> > >> > >> Microsoft is committed to building great software and services. To do > >>that, we need a wide range of great > >> perspectives. Our scholarships are designed to encourage students to > >>pursue studies in computer science > >> and related technical disciplines. > >> > >> Microsoft is excited to be offering full tuition scholarships totaling > >>$540,000 for the 2002-2003 academic > >> year. Applications must be postmarked by Friday, February 1, 2002. > >> > >> At Microsoft, we want to encourage students from groups currently > >>under-represented in the field of > >> computer science to pursue technical degrees. While all candidates who > >>meet the criteria for eligibility as > >> described below may apply, a large majority of our scholarships will be > >>awarded to female and > >> under-represented minority students. Minority applicants must be a > >>member of one of the following groups > >> under-represented in the software field: African American, Hispanic, or > >>Native American. > >> > >> Microsoft will review all applications and select final candidates on > >>the basis of eligibility, quality of > >> application, interest in the software industry, and financial need. > >> > >> Microsoft will interview finalists by March 1, 2002. The names of the > >>scholarship winners will be announced by > >> March 15, 2002. > >> > >> > >> Scholarships are awarded to recipients for one academic year. The > >>scholarship will cover 100 percent of the > >> tuition for the 2002-2003 academic year as posted by the financial aid > >>office of the university or college. The > >> scholarships are made through the designated school and are not > >>transferable to other academic > >> institutions. The funds are to be used for tuition only and may not be > >>used for other costs on the recipient's > >> bursar bill. > >> > >> All recipients of the scholarship will be required to complete a > >>salaried summer internship of 12 weeks or > >> more at Microsoft Corporation in Redmond, Washington. (Microsoft > >>reserves the right not to offer a position > >> to the scholarship winner if an appropriate match cannot be found.) > >> > >> > >> Students must be enrolled full-time and making satisfactory progress > >>toward an undergraduate degree in > >> computer science, computer engineering, or a related technical > >>discipline, such as math or physics, with a > >> demonstrated interest in computer science. Because the scholarship is > >>merit based, the student must > >> maintain a 3.0 cumulative grade point average out of a possible 4.0, or > >>a 4.0 cumulative grade point > >> average out of a possible 5.0. > >> > >> > >> A complete application includes the following items: > >> > >> > >> Enclose a letter of referral from a faculty member (professor or > >>teaching assistant) or an academic advisor. > >> > >> > >> Use one page to answer all 4 of the following essay questions in total > >>(not one page per question). > >> > >> 1. Describe how you demonstrate your passion for technology outside the > >>classroom. > >> 2. Describe the toughest technical problem you've worked on, how you > >>addressed the problem, your role in > >> reaching the outcome if it was team-based and the final outcome. > >> 3. Describe a situation which demonstrates initiative and your > >>willingness to go above and beyond. > >> 4. Describe how you are currently funding your college education. > >> > >> > >> Enclose a copy of your r~Bsum~B, which should include the following > >>information: > >> > >> Your e-mail address > >> Your campus address and phone number > >> Your campus identification number > >> Your permanent address and phone number > >> Your major > >> Your expected graduation date > >> > >> > >> Enclose a copy of your current academic transcript. > >> > >> Please note your gender and ethnicity if you would like to be > >>considered for one of our female or under-represented > >> minority scholarships. > >> > >> Please send your completed application to: > >> > >> Microsoft Scholarship Program > >> Microsoft Corporation > >> One Microsoft Way > >> Redmond, WA 98052-8303 > ><><><><><><><><><><><><><><><><><><><><> >Hishinlai' >"Kathy R. Sikorski", Gwich'in Instructor >University of Alaska Fairbanks >Alaska Native Language Center >P. O. Box 757680 >Fairbanks, AK 99775-7680 >P (907) 474-7875 >F (907) 474-7876 >E fnkrs at uaf.edu >ANLC-L at www.uaf.edu/anlc/ > >nizih kwaa! From sdp at EMAIL.ARIZONA.EDU Wed Apr 16 21:47:24 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Wed, 16 Apr 2003 14:47:24 -0700 Subject: Great Site: Check this out! Message-ID: Hi Everyone, Phil just sent me this site..Great source for many things, http://www.schoolnet.ca/aboriginal/fnesc/ngs! Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Thu Apr 17 05:10:59 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 16 Apr 2003 22:10:59 -0700 Subject: Great Site: Check this out! In-Reply-To: <3E9DB69C00000758@deimos.email.Arizona.EDU> Message-ID: Dear ILAT, Try this link if the first one didn't work... http://www.schoolnet.ca/aboriginal/fnesc/ Phil Cash Cash UofA, ILAT -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at listserv.arizona.edu] On Behalf Of Susan Penfield Sent: Wednesday, April 16, 2003 2:47 PM To: ILAT at listserv.arizona.edu Subject: Great Site: Check this out! Hi Everyone, Phil just sent me this site..Great source for many things, http://www.schoolnet.ca/aboriginal/fnesc/ngs! Susan Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Thu Apr 17 05:14:58 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 16 Apr 2003 22:14:58 -0700 Subject: Oracle Corporation's Help Us Help Foundation's Tech (fwd) Message-ID: Oracle Corporation's Help Us Help Foundation's Tech Grants Agency: Help Us Help Foundation Deadline: Aug. 31, 2003 With financial support provided by database software giant Oracle Corporation, the nonprofit Help Us Help Foundation assists K-12 public schools and youth organizations in economically challenged communities to obtain information technology tools. Grants of computer equipment and software are available to schools and youth organizations in the U.S. that provide educational programs in low-income communities. The foundation will donate new Internet appliances and laser printers as well as all the ancillary equipment necessary to connect the devices, including network hubs, cables, and electrical surge protectors. K-12 public and public charter schools are eligible for assistance through the program if a significant number of their students qualify for the subsidized lunch program (roughly 50 percent for elementary schools and 35 percent for middle and high schools) or can otherwise be documented as low-income. Community-based organizations are eligible if they have 501(c)(3) or 7871 tribal government status and provide educational services to youth who lack access to technology. In addition, low-income youth must comprise at least 50 percent of the total population served by the organization annually. Applicants, who must submit a preliminary application online, are encouraged to submit their applications early. The foundation accepts a limited number of applications each cycle and will stop accepting applications once the maximum is reached. For complete guidelines and online application forms, see the Help Us Help Foundation Web site. An additional deadline is February 29, 2004. Apply to: Apply online Website: www.helpushelp.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at OREGON.UOREGON.EDU Thu Apr 17 15:21:31 2003 From: coyotez at OREGON.UOREGON.EDU (coyotez) Date: Thu, 17 Apr 2003 08:21:31 -0700 Subject: Inatye is born Message-ID: I would like to announce the birth of Inatye David Lewis. Born 10:33am on 4/16/03 at Sacred Heart Hospital. He weights 11.1 lbs and is 22 inches long. he has a full head of thick brown hair and is very strong. The webpage with pictures is at http://www.babiesonline.com/babies/i/inatye/ David David Lewis Confederated Tribes of Grand Ronde Department Of Anthropology University of Oregon From sdp at EMAIL.ARIZONA.EDU Thu Apr 17 18:42:41 2003 From: sdp at EMAIL.ARIZONA.EDU (Susan Penfield) Date: Thu, 17 Apr 2003 11:42:41 -0700 Subject: Inatye is born In-Reply-To: <3E7894E0@webmail> Message-ID: David - Great news to all on this list I'm sure -- beautiful baby and big!! Thanks for sharing the great pictures too!! Best, Susan >-- Original Message -- >Date: Thu, 17 Apr 2003 08:21:31 -0700 >Reply-To: Indigenous Languages and Technology >From: coyotez >Subject: Inatye is born >To: ILAT at listserv.arizona.edu > > >I would like to announce the birth of Inatye David Lewis. Born 10:33am >on 4/16/03 at Sacred Heart Hospital. He weights 11.1 lbs and is 22 inches >long. he has a full head of thick brown hair and is very strong. The webpage >with pictures is at http://www.babiesonline.com/babies/i/inatye/ >David > >David Lewis >Confederated Tribes of Grand Ronde >Department Of Anthropology >University of Oregon Susan D. Penfield, Ph.D. Department of English University of Arizona Tucson, AZ 85721 From pasxapu at DAKOTACOM.NET Tue Apr 22 17:16:19 2003 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Tue, 22 Apr 2003 13:16:19 -0400 Subject: Native tongue Message-ID: The following adn.com article was sent by: phil cash cash (pasxapu at dakotacom.net) --------------------------------------------------------------- Native tongue While support has been strong for Yup'ik instruction in schools, that support may be waning By JOEL GAY, Anchorage Daily News Published: April 20, 2003 NAPASKIAK -- The first-grade classroom at Z. John Williams School could be anywhere in America. Pint-size wooden chairs and knee-high tables, plastic bins of crayons, walls plastered with colorful posters and strings of alphabet letters. But in Christine Samuelson's room, the alphabet is only 18 letters long and A doesn't stand for apple. A is for angqaq, C means cauyaq and E is for ena. Samuelson teaches in Yup'ik, the mother tongue of the Eskimos who have inhabited the Yukon-Kuskokwim Delta for thousands of years. You can read the full story online at: http://www.adn.com/front/story/2975432p-3009186c.html --------------------------------------------------------------- This article is protected by copyright and should not be printed or distributed for anything except personal use. For information on reprinting this article or placing it on your Web site, please contact the Daily News marketing department at (907) 257-4429 or marketing at adn.com. From mward at LUNA.CC.NM.US Wed Apr 23 17:11:44 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Wed, 23 Apr 2003 11:11:44 -0600 Subject: Native tongue Message-ID: Very interesting article. One comment, though: when reading articles about minority languages in in the mainstream press, I frequently find that the writer sees loanwords as an example of language loss. This is kind of ironic, considering the enormous number of loan-words in English--if the use of loanwords was a sign of language loss, then English itself would be in trouble. The writer uses the example of the English word "vitamin" being used in Yupik as an example of the instrusion of English, yet in Mandarin Chinese, by far the world's largest native language, "vitamin" is "weitaming," which is simply the English word "vitamin" rendered phonetically into Mandarin. There are literally hundreds of millions of Mandarin speakers who cannot speak English even as a foreign language: obviously, using English loanwords like "weitaming" does not threaten their language any more than tens of thousands of French loanwords threaten English. At any rate, another way of looking at loan-words is that they are an example of the flexibility that all languages possess. There are several ways that languages create new vocabulary, one of which is borrowing. I don't see how borrowing can be regarded as damaging, if it allows languages such as Yupik to be used in the modern world. If Yupik were to create a term like "vitamin" out of native roots, that would be fine, but if Yupik speakers prefer the English loanword, then you have the same result: Yupik, by being used, is adapting to the modern world. Which, of course, is the whole key to survival. The real tragedy is disuse, which creates a deadly cycle: languages do not adapt to the modern world, which becomes a further excuse for disuse, which results in less adaptation... phil cash cash wrote: >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. > > > From sburke at CPAN.ORG Thu Apr 24 10:31:59 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 02:31:59 -0800 Subject: Native tongue In-Reply-To: <3EA6C950.2040201@luna.cc.nm.us> Message-ID: At 11:11 AM 2003-04-23 -0600, Matthew Ward wrote: >One comment, though: when reading articles about minority languages in in >the mainstream press, I frequently find that the writer sees loanwords as >an example of language loss. [...] I bet the writers are not the source of that idea -- I bet it comes from some people in the community. In New Mexico, I certainly heard a lot of that idea; I heard some Navajos express the idea that people who spoke dialects with the fewest loanwords spoke "pure Navajo"; and I heard Apaches complain that their languages have "too much Spanish", so that (they said) when the same thing can be expressed with an Apache-derived word and a Spanish-derived word (no matter how much it has been adapted to Apache phonology by centuries of use), the Apache-derived word is always the better one to use. Personally, I think it's the linguistic equivalent of "in the old days, everything was better (except that life was so hard and you don't know how easy you kids have it today)" -- interesting, possibly true, but a waste of time to think about. While time spent inventing words for "waffle iron" in (insert Native language here) may give a sense of progress ("we're modernizng the language!"), I think the time would be MUCH better spent instead compiling a general-purpose dictionary -- to name just one language preservation task that exercises similar parts of the brain. -- Sean M. Burke http://search.cpan.org/~sburke/ From cashcash at EMAIL.ARIZONA.EDU Thu Apr 24 17:14:22 2003 From: cashcash at EMAIL.ARIZONA.EDU (Phil Cash Cash) Date: Thu, 24 Apr 2003 10:14:22 -0700 Subject: Native tongue In-Reply-To: <200304221716.h3MHGJr11982@ nandomedia.com> Message-ID: Native tongue [CONTINUED] While support has been strong for Yup'ik instruction in schools, that support may be waning By JOEL GAY Anchorage Daily News April 20, 2003 ENGLISH CALLED ESSENTIAL A commanding woman who owns a gift shop near Bethel's airport, Crow didn't learn English until she was 12, when her family moved from the tiny village of Nunapitchuk to Kasigluk, which had a Bureau of Indian Affairs school. Even now, at 61, she said, "I'm having a helluva time." It takes three or four readings to comprehend her School Board meeting packets, she said. "I don't want the kids to go through what I'm going through." Crow wants Yup'ik to survive, she said, but it doesn't belong in school. "English is the basic tool to earn money. Some people say our (Native) people should take over the jobs" available in the Bush, such as pilots, teachers, principals and nurses. "But they can't take over the jobs without going to college," for which English, not Yup'ik, is essential, Crow said. She scoffs at the idea that parents don't have time to teach their children Yup'ik at home. "If you believe in your language, turn off the TV, put away the Nintendo, talk to your kids in your Native tongue. That's the only way it's going to stay alive," she said. Though Crow is in the minority on the Lower Kuskokwim School Board, some Delta parents believe she's right. The coastal village of Nightmute had been among the villages where primary classes were taught in Yup'ik. Several years ago parents voted to switch to English. "A majority of people in Nightmute speak Yup'ik at home, with their kids," said Sandra Tulik, an aide at the school and lifelong resident. "They figured that since they're speaking Yup'ik at home, they wanted to start earlier in English." Nightmute School still provides an hour a day of Yup'ik instruction for every student from kindergarten through 12th grade. It improves their oral and written skills in their native tongue, principal Kathleen Bohach said. Though she arrived in Nightmute after the village adopted the English primary-grade curriculum, Bohach said she understands parents' choice. "Our feet are being held to the fire" by high-stakes standardized tests and the mandates of the No Child Left Behind Act, she said. Nobody wants his or her school taken over by the state. Most Delta villages, however, have chosen Yup'ik for their primary-school students. The Delta has a long history of fighting to keep Yup'ik tradition and sovereignty alive, and for many residents the Native language instruction is an act of political expression and cultural renewal. Others see more practical reasons for teaching Yup'ik in school and leaving English for home study. Nicholai, the teacher who grew up in Napaskiak, agrees that times are changing and that a cash economy is supplanting the Delta's traditional hunting and gathering lifestyle. Precisely because she and her husband work regular jobs, she said, "I don't have time at home to teach the alphabet, the phonics, in Yup'ik." It makes more sense to practice English at home, Nicholai said, because English-language workbooks and learning materials are readily available. 'ENGLISH ISN'T THE ONLY ISSUE' Determining how best to serve Yup'ik-speaking students would be easy if there were a direct link between test scores and first-language programs. But there's not, said Bev Williams, the Lower Kuskokwim district's director of academic programs. Benchmark test scores last year showed no improvement at 17 of the district's 27 schools, some of which teach in Yup'ik in the primary years and some where English is the first language. Test scores rise and fall for a variety of reasons, Williams said. "English isn't the only issue." Whether the school is in Kwethluk, Ketchikan or Kenai, attendance is a major factor in student success, Williams said, and parental involvement in a child's education is crucial. Staff turnover, which is a chronic problem at some rural schools, can affect academic progress, as can overcrowding, dilapidated facilities and a stable home life. Rural Alaska schools have their share of problems, Williams said, but, she added, "the schools can't be answerable for dealing with all the social problems and the educational problems." While student success varies widely throughout the Delta, one constant remains, said Ferguson, the superintendent. "Parents' number-one priority is fluency in both languages so they can be a success in both worlds," he said. Parents in Bethel embraced that view when they lobbied the district for another language program. At Ayaprun Immersion School, English-speaking students study in Yup'ik-only classes. It's challenging for the students, who come to school speaking little or no Yup'ik, said co-principal Agatha John-Shield. "Our (Yup'ik) parents say that even if you don't understand (the words), eventually you'll get it." John-Shield, who grew up in Toksook Bay and married a black man , said Bethel parents wanted a school to provide what many homes could not: Yup'ik instruction. The city of nearly 6,000 people is the melting pot of the Yukon-Kuskokwim Delta. Almost 70 percent of the population is all or part Alaska Native, with the remainder a mix of Euro-, Asian- and African-American. Ayaprun reflects Bethel's diversity and its Yup'ik roots, she said. "Some of our parents don't speak the language because their parents were punished for speaking it" in school years ago, she said. "So we're going back, giving (Yup'ik) back to the parents through the school." It hasn't been easy, John-Shield added. "One of our parents said recently that if we were some type of species, the federal government would be trying to keep us alive. Our language is endangered," she said. Some people in Bethel believe Ayaprun is trying to teach "the old ways," John-Shield said, "that a kayak is better than a skiff and outboard. We're not trying to go way back. We're just integrating the two, to make a balance between both worlds." But achieving that balance is becoming more difficult yet increasingly important, Ferguson said. When he arrived on the Delta 35 years ago, parents and grandparents speaking in Yup'ik were the source of information and entertainment. Now television and the Internet fill young minds with stories and words. "Most kids don't hear Yup'ik at home," Ferguson said. "Until that changes, Yup'ik culture will be a dying culture. It has to come from the home. School systems can help sustain it. But we can't keep it alive without their help." >-- Original Message -- >Date: Tue, 22 Apr 2003 13:16:19 -0400 >Reply-To: phil cash cash >From: phil cash cash >Subject: Native tongue >To: ILAT at listserv.arizona.edu > > >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support >may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. From andrekar at NCIDC.ORG Thu Apr 24 22:56:47 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 24 Apr 2003 15:56:47 -0700 Subject: Native tongue Message-ID: If you don't use loan words or cognates or create new words in your language for the modern things around us, then your language can only exist in the past and does not maintain current relevance From andrekar at NCIDC.ORG Thu Apr 24 23:17:56 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 24 Apr 2003 16:17:56 -0700 Subject: Native tongue/translations Message-ID: An HTML attachment was scrubbed... URL: From anniegrace at SBCGLOBAL.NET Thu Apr 24 23:15:04 2003 From: anniegrace at SBCGLOBAL.NET (Annie G Ross) Date: Thu, 24 Apr 2003 16:15:04 -0700 Subject: Native tongue/translations In-Reply-To: <3EA86BAF.89CD7143@ncidc.org> Message-ID: FYIsome words are impossible to translate effectively, by choice.for example, i was in a meeting where the entire proceedings were in Hopi. the only words in english were pesticideBIAtribal council something to think aboutannie Andre Cramblit wrote:If you don't use loan words or cognates or create new words in your language for the modern things around us, then your language can only exist in the past and does not maintain current relevance -------------- next part -------------- An HTML attachment was scrubbed... URL: From sburke at CPAN.ORG Thu Apr 24 23:44:43 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 15:44:43 -0800 Subject: Native tongue/translations In-Reply-To: <20030424231504.31577.qmail@web80207.mail.yahoo.com> Message-ID: At 4/24/2003 04:15 PM -0700, Annie G Ross wrote: >FYI >some words are impossible to translate effectively, by choice. >for example, i was in a meeting where the entire proceedings were in >Hopi. the only words in english were >pesticide >BIA >tribal council I don't get it. Why are these impossible to translate into Hopi? And what does "impossible... by choice" mean? -- Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ From kmmeyer at UCDAVIS.EDU Fri Apr 25 02:46:37 2003 From: kmmeyer at UCDAVIS.EDU (Kirsten Meyer) Date: Thu, 24 Apr 2003 19:46:37 -0700 Subject: Native tongue/translations Message-ID: I take it to mean that these are foreign ideas, and that difference can be recognized and respected by deliberately choosing to use them in English, as opposed to trying to "Indian-ize" them in the way that many of our languages have adapted words for body parts to apply to car parts, for example. There are many times when people make a concious effort to take something useful from another culture and make it their own, but by keeping these words in English, it might be a way to conciously draw a line distinguishing Western concepts of questionable worth from Native ones. (Tribal council may be debateable, I think, depending on how they are structured and operate, but many tribal governments operate under the BIA- scripted constitutions of the Indian Reorganization Act, use Robert's Rules of Order, and historically have employed policies and people that are distinct from those traditionally recognized by Native communities). Just an idea, I don't know if that's what Annie had in mind...... -kirsten At 4/24/2003 04:15 PM -0700, Annie G Ross wrote: > >FYI > >some words are impossible to translate effectively, by choice. > >for example, i was in a meeting where the entire proceedings were in > >Hopi. the only words in english were > >pesticide > >BIA > >tribal council > > I don't get it. Why are these impossible to translate into Hopi? And what > does "impossible... by choice" mean? > > > -- > Sean M. Burke sburke at cpan.org http://search.cpan.org/~sburke/ > From onursenarslan at YAHOO.COM Fri Apr 25 03:55:27 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 20:55:27 -0700 Subject: Native tongue In-Reply-To: <5.1.0.14.1.20030424005217.02558800@mailstore.pobox.com> Message-ID: Today the indigenous nations threatened by demographic factors, economic forces, mass media, social identifiers and face a major dilemma. Either they create their own canonical core of discourse material in their native tongue that will ensure their cultural survival and preserve their identity or face the emerging globalism~Rs cultural imperialist ideological state apparatus that operates much more smoothly under the pre-text of multi-culturalism rather than the older melting pot theory of assimilation, and melt away. It is strange that while the indigenous nations urged to rebel against the nation-states, by the nations who support globalism that is in the process of becoming multinational entities (unions, corporations) whose diversified interests defies nationalism. Back at home the indigenous nations being ignored or ridiculed because of their will to deconstruct colonialism and reconstruct their own identity with promoting revitalization by the same nations. Language is the most important variable in this battle of wills. Let the indigenous people choose what they will do with their own free "will". Noone will willingly choose writing a will if there is a life to live. All the best, Onur Senarslan He Who Brought Back the Distant One. ? ? ? ?<')}}}><<<')}}}><'?.??.???'?.??.???'?.?<')}}}><<((((?> ><(((('> ><((((?> '?.??.???'?.??.???'?.><(((('> ><(((('> ><((((?> ><((((?> '?.??.???'?.??.???'?.? --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From onursenarslan at YAHOO.COM Fri Apr 25 05:02:37 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 22:02:37 -0700 Subject: Xoco atl--thinking translation the other way around Message-ID: While we at it, I would like to refer those whose interested in translation to Tejaswini Niranjana's Siting Translation. History, Post-Structuralism, and the Colonial Context, Tejaswini Niranjana. University of California Press, 1992, 204 pages ""History is denied because it is seen as fiction, but fiction - in translated form - is accepted as history", she says (p. 25). In her review of Niranjana's book Taina Tervonen raises another "curious" factual question about translation and its original intent: "It is by no means coincidental that translation has often been linked to evangelical work throughout history. Curiously, contemporary translation theories have not questioned this connection". Niranjana's work not the kind of book that will sit on a coffee table, and it sure is not a kind of hershey's kisses that melts in ones mouth whose mind is pre-occupied by the post-occupation melting pot theories. By the way if we go into occupational hap-hazard topics such as etymology /neoligism etc. why not start thinking the translation the other way around. Xoco atl/Chocolate would be the prime candidate. All the best, ps. some irrelevant useless facts: -----Cadbury Brothers displayed eating chocolate in 1849 at an exhibition in Bingley Hall at Birmingham, England... -----In 1980 a story of chocolate espionage hit the world press when an apprentice of the Swiss company of Suchard-Tobler unsuccessfully attempted to sell secret chocolate recipes to Russia, China, Saudi Arabia, and other countries. Onur Senarslan He Who Brought Back the Distant One. ? ? ? ?<')}}}><<<')}}}><'?.??.???'?.??.???'?.?<')}}}><<((((?> ><(((('> ><((((?> '?.??.???'?.??.???'?.><(((('> ><(((('> ><((((?> ><((((?> '?.??.???'?.??.???'?.? --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sburke at CPAN.ORG Fri Apr 25 05:22:26 2003 From: sburke at CPAN.ORG (Sean M. Burke) Date: Thu, 24 Apr 2003 21:22:26 -0800 Subject: Xoco atl--thinking translation the other way around In-Reply-To: <20030425050237.19334.qmail@web10412.mail.yahoo.com> Message-ID: At 10:02 PM 2003-04-24 -0700, Onur Senarslan wrote: >In her review of Niranjana's book Taina Tervonen raises another "curious" >factual question about translation and its original intent: "It is by no >means coincidental that translation has often been linked to evangelical >work throughout history. Curiously, contemporary translation theories have >not questioned this connection". What would it mean to "question" this cooccurrence? -- Sean M. Burke http://search.cpan.org/~sburke/ From onursenarslan at YAHOO.COM Fri Apr 25 05:23:57 2003 From: onursenarslan at YAHOO.COM (Onur Senarslan) Date: Thu, 24 Apr 2003 22:23:57 -0700 Subject: Native tongue - I am Cucuaq and A is for angqaq In-Reply-To: <3EA6C950.2040201@luna.cc.nm.us> Message-ID: Karen "Cucuaq" Cooke's Testimony at the Governor's Tolerance Commission Meeting at Oct 1, 2001 Bethel, AK (spoke in her Yup'ik language with a translator and with translating equipment called Personal PA ) I am Cucuaq. I am a school teacher. I have been for 8 years. I teach English and Yupik. I started as an English teacher and now I speak Yupik. We need to understand that our language is not strong. When we speak to others, I may speak in English. English is mandated so is therefore a stronger language. When I'm at the store I am sometimes tired of speaking English. I try to talk to people in my Yup'ik language and so many people don't know it. One store I go to has one Yup'ik speaker. As an example, look at the art of cutting fish. We in the villages are not better at cutting fish. We are told that we are the same people but we don't have the same culture. Health officials tell us we need eight glasses of water a day. But if we drank that much in the winter we would freeze if we got lost. Our traditions are not the same. Our ways of living are not the same. Although we read and speak English we are told that we don't understand. Taking Sharon Lindley's speech for example. Inm ates don't understand, even though they speak English. If our way of life is not understood by other cultures, there is a misunderstanding. Our way of life is changing. When I encourage our Native foods I hear that our food stinks. I don't tell other cultures that their food stinks. Grass is grown so that cows could be fed so that people can eat. WE as Americans are told that this is what we should eat. Americans use 80 percent of all the world's resources. Our culture is to take what we need. Not any more. We are told not to be wasteful. That is our teaching. Our two cultures are not the same. There does not seem to be any middle ground. The American culture says 8 cups of water. Yup'ik culture is one cup. How are we to listen to our elders if our western education is different to what our grandparents learned. There is a big difference. Many times I try to talk to elders and they don't understand. They say that they understand because they grew up after contact with the American system. I know my traditions are what will help us as we advance. One law. Although the cultures and ways of living are not the same. They are too different. We in rural Alaska. Although I am very young and don't know much about our traditional way of life. I am told that we carry on what Eben Hopson started. The economic way of life ­ we cannot totally embrace this. We can make things work. Th at is what I want you to convey to your peers. We need to move toward what Eben Hopson started ­ self determination. If we do not use our Native language it will not be strengthened. I have been to the ICC and it is practiced and used. There is a translator here and I know Trim is good and I want to use him. If there is a non-native speaker around I don't use the language because people feel that they are being talked about when they don't know the language. Perhaps some did not show up tonight because they did not know there was a translator here ­ they thought it might all be in English. So I wanted to make sure someone is speaking the language. Thank you. http://www.sitnews.org Please note that these are not the official minutes of the meeting. These are quickly typed-in notes provided by staff. Audio tapes will be available for purchase by the public at IMIG Audio/Video, 2611 Fairbanks St. Suite 100, Anchorage, AK 99503. Please contact Zena at (907) 274-2161 Matthew Ward wrote: Very interesting article. One comment, though: when reading articles about minority languages in in the mainstream press, I frequently find that the writer sees loanwords as an example of language loss. This is kind of ironic, considering the enormous number of loan-words in English--if the use of loanwords was a sign of language loss, then English itself would be in trouble. The writer uses the example of the English word "vitamin" being used in Yupik as an example of the instrusion of English, yet in Mandarin Chinese, by far the world's largest native language, "vitamin" is "weitaming," which is simply the English word "vitamin" rendered phonetically into Mandarin. There are literally hundreds of millions of Mandarin speakers who cannot speak English even as a foreign language: obviously, using English loanwords like "weitaming" does not threaten their language any more than tens of thousands of French loanwords threaten English. At any rate, another way of looking at loan-words is that they are an example of the flexibility that all languages possess. There are several ways that languages create new vocabulary, one of which is borrowing. I don't see how borrowing can be regarded as damaging, if it allows languages such as Yupik to be used in the modern world. If Yupik were to create a term like "vitamin" out of native roots, that would be fine, but if Yupik speakers prefer the English loanword, then you have the same result: Yupik, by being used, is adapting to the modern world. Which, of course, is the whole key to survival. The real tragedy is disuse, which creates a deadly cycle: languages do not adapt to the modern world, which becomes a further excuse for disuse, which results in less adaptation... phil cash cash wrote: >The following adn.com article was sent by: > > phil cash cash (pasxapu at dakotacom.net) > >--------------------------------------------------------------- > >Native tongue >While support has been strong for Yup'ik instruction in schools, that support may be waning > >By JOEL GAY, Anchorage Daily News > >Published: April 20, 2003 > >NAPASKIAK -- The first-grade classroom at Z. John Williams >School could be anywhere in America. Pint-size wooden chairs >and knee-high tables, plastic bins of crayons, walls plastered >with colorful posters and strings of alphabet letters. > >But in Christine Samuelson's room, the alphabet is only 18 >letters long and A doesn't stand for apple. A is for angqaq, >C means cauyaq and E is for ena. > >Samuelson teaches in Yup'ik, the mother tongue of the Eskimos >who have inhabited the Yukon-Kuskokwim Delta for thousands >of years. > >You can read the full story online at: > >http://www.adn.com/front/story/2975432p-3009186c.html > >--------------------------------------------------------------- >This article is protected by copyright and should not be >printed or distributed for anything except personal use. >For information on reprinting this article or placing it >on your Web site, please contact the Daily News marketing >department at (907) 257-4429 or marketing at adn.com. > > > Onur Senarslan He Who Brought Back the Distant One. ? ? ? ?<')}}}><<<')}}}><'?.??.???'?.??.???'?.?<')}}}><<((((?> ><(((('> ><((((?> '?.??.???'?.??.???'?.><(((('> ><(((('> ><((((?> ><((((?> '?.??.???'?.??.???'?.? --------------------------------- Do you Yahoo!? The New Yahoo! Search - Faster. Easier. Bingo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mward at LUNA.CC.NM.US Fri Apr 25 19:48:38 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Fri, 25 Apr 2003 13:48:38 -0600 Subject: Native tongue Message-ID: What Andre writes pretty much hits the nail on the head. It doesn't matter if the words are loanwords, or loan-translations, or entirely new words created from native roots: the important thing is that the words are created. I do think it's desirable to create new words from native roots, but historical attempts to keep a language's vocabulary "pure" by relying ONLY on native roots have met with only partial success. Turkish, for example, retains many Arabic loanwords despite extensive attempts to "purify" it. When Israel revived Hebrew, huge numbers of new words were created using Hebrew roots, but auto mechanics, for whatever reasons, refused to use the words that had been created for their field, and used English loanwords instead. The end result, however, is exactly the same as it would have been if the native-derived words had been adopted: people can discuss auto mechanics in Hebrew, which is a very wonderful thing indeed. It's important to remember that when loanwords enter another language, their pronunciation, usage, and meaning become nativized as well--they essentially become a totally legitimate part of the borrowing language. It's as valid a means of vocabulary-creation as any other. English speakers, for example, have absolutely no problem with useful words like "ski," "tattoo," or "guerrilla," despite the fact that they are all fairly recent loanwords from other languages. It's not as if anyone feels "English speakers are forced to use Maori to express the concept of "tattoo,"" because, of course, "tattoo" has become an English word. There is no reason why speakers of minority languages should not be the same way. Thus, if "vitamin," has become a standard Yupik vocabulary item, then it is a Yupik word, regardless of its origin. Seeing that the dominance of major languages has done enormous damage to the position of minority languages around the world, I see no reason why speakers of minority languages should not feel that they have every right to use the lexical resources of the major languages to help keep their own native languages alive. If a term is difficult to "translate," (I don't believe that translation is ever impossible, but it can be difficult and time-consuming) then a loanword can save time and resources that would have otherwise been spent trying to form a new word from native roots. Considering the lack of resources that many speakers of minority languages face, loanwords can thus prove to be quite useful. At any rate, failure to create new vocabulary, from whatever means, is deadly indeed, because it forces speakers of minority languages to actually switch languages (which is very different from using loanwords) when talking about certain topics. It's important to remember that one of the things associated with language death is the gradual replacement of functions by the dominant language. With that in mind, all vocabulary creation should be regarded a positive sign that the language is alive and changing with the times, because it allows the language to continue to be used in a variety of situations. At any rate, all living languages borrow words, unless their speakers are completely isolated. I do understand why people object to the replacement of perfectly good native lexical items with equivalent loanwords. Words, after all, reflect the history of the language as well as the culture of its speakers, and can be legitimately seen as a legacy to be preserved. But, gradual replacement of vocabulary items happens to all languages, whether the words are replaced by loanwords or by words created from native roots. If people value their own languages, then they are less likely to feel that loanwords are "better," and they will be more likely to retain older words. Still, in the final analysis, living languages are always changing, and vocabulary replacement is part of that process. Andre Cramblit wrote: >If you don't use loan words or cognates or create new words in your >language for the modern things around us, then your language can only exist >in the past and does not maintain current relevance > > > From lachler at UNM.EDU Fri Apr 25 20:55:46 2003 From: lachler at UNM.EDU (Jordan Lachler) Date: Fri, 25 Apr 2003 12:55:46 -0800 Subject: Native tongue In-Reply-To: <3EA99116.609@luna.cc.nm.us> Message-ID: I think Matthew is right on with his post. But I also think there's a potential danger with using too many loanwords (or even nativized loanwords) in a given semantic domain... While Israeli auto mechanics could get away with using large numbers of English loanwords during their daily discussions, I think this would be less successful for Native American auto mechanics, because the natural question would be: "If so many of the words in this conversation have to be borrowed from English, why don't we just have this conversation in English to begin with and save ourselves the bother?" While borrowing a couple of terms in a given semantic domain poses little problem -- and, as Matthew said, is actually a good thing, since it helps to spread the use of the language into new areas -- borrowing too many of them can have the effect of reinforcing how "restricted" or "unmodern" the Native language is, since everyone can recognize the English loanwords for what they are. So, as Matthew also said, coming up with Native words from Native roots to describe new vocabulary items is usually your best bet, even though this is often not an easy task. Another option -- although I haven't seen it happen very much -- is to borrow from some language other than English (or French or Spanish, etc...). So, for example, if you were looking to coin a term for, let's say, "airplane", instead of borrowing the English term and making it fit the Native pronunciation, you could borrow the Navajo word or the Lakhota word. Sure, it's still an artifical solution, but at least doing it this way helps keep English from encroaching any further into the language. --- Jordan Lachler Sealaska Heritage Institute From ssupahan at HUMBOLDT.K12.CA.US Sat Apr 26 00:19:57 2003 From: ssupahan at HUMBOLDT.K12.CA.US (Sarah Supahan) Date: Fri, 25 Apr 2003 17:19:57 -0700 Subject: Native tongue In-Reply-To: <5.2.0.9.1.20030425123411.00b66688@mail.unm.edu> Message-ID: I feel that the concern should really be for keeping the world view of the language intact. In other words, keeping the sense of the culture and it's expression though the language. If this can be done using English loan words, then great . Using another tribal language may or may not be the solution either. However, it seems that it's best to always first turn to the original language itself to look for a way to express the new item. After all, this has been done forever in all languages. It is how a language grows. Don't most Native Languages now include their own term for 'white people'? Sarah Supahan On Friday, April 25, 2003, at 01:55 PM, Jordan Lachler wrote: > I think Matthew is right on with his post. But I also think there's a > potential danger with using too many loanwords (or even nativized > loanwords) in a given semantic domain... > > While Israeli auto mechanics could get away with using large numbers of > English loanwords during their daily discussions, I think this would be > less successful for Native American auto mechanics, because the natural > question would be: "If so many of the words in this conversation have > to be > borrowed from English, why don't we just have this conversation in > English > to begin with and save ourselves the bother?" > > While borrowing a couple of terms in a given semantic domain poses > little > problem -- and, as Matthew said, is actually a good thing, since it > helps > to spread the use of the language into new areas -- borrowing too many > of > them can have the effect of reinforcing how "restricted" or "unmodern" > the > Native language is, since everyone can recognize the English loanwords > for > what they are. > > So, as Matthew also said, coming up with Native words from Native > roots to > describe new vocabulary items is usually your best bet, even though > this is > often not an easy task. Another option -- although I haven't seen it > happen very much -- is to borrow from some language other than English > (or > French or Spanish, etc...). So, for example, if you were looking to > coin a > term for, let's say, "airplane", instead of borrowing the English term > and > making it fit the Native pronunciation, you could borrow the Navajo > word > or the Lakhota word. Sure, it's still an artifical solution, but at > least > doing it this way helps keep English from encroaching any further into > the > language. > > --- > Jordan Lachler > Sealaska Heritage Institute > From andrekar at NCIDC.ORG Mon Apr 28 18:34:09 2003 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 28 Apr 2003 11:34:09 -0700 Subject: General Language Resource Message-ID: http://www.native-languages.org/ -- Andr? Cramblit: andre.p.cramblit.86 at alum.dartmouth.org Operations Director Northern California Indian Development Council NCIDC (http://www.ncidc.org) is a non-profit that meets the development needs of American Indians and operates an art gallery featuring the art of California tribes (http://www.americanindianonline.com) COMMUNICATION IS THE KEY TO THE FUTURE OF AMERICAN INDIANS/NATIVE AMERICANS/ALASKAN NATIVES & HAWAIIAN ISLANDERS. For news of interest to Natives subscribe send an email to: IndigenousNewsNetwork-subscribe at topica.com or go to: http://www.topica.com/lists/IndigenousNewsNetwork/subscribe/?location=listinfo From mward at LUNA.CC.NM.US Mon Apr 28 22:26:05 2003 From: mward at LUNA.CC.NM.US (Matthew Ward) Date: Mon, 28 Apr 2003 16:26:05 -0600 Subject: Native tongue Message-ID: "Borrowing too many of them can have the effect of reinforcing how "restricted" or "unmodern" the Native language is, since everyone can recognize the English loanwords for what they are." This is a good point, and a genuine issue. But, I think that part of the problem is that many people don't recognize what loan-words are (new vocabulary in the borrower language, not examples of use of the loaner language) and that loan-words are very natural. If there was a greater understanding of loan-words, then people would be less likely to see them as evidence that the Native language is somehow "restricted." I remember reading an article by a linguist in New Zealand who had been involved with the revival of Maori. He complained that anti-Maori forces would say things like "English is a flexible language because it has been able to draw on other languages, while Maori is limited, and this is shown by the fact that it has to borrow words from English." So, word borrowing is "flexibility" when English does it, but when Maori does it, it is "limited." This is outrageously unfair. Actually, Maori, and every other language on the planet, can do anything its speakers ask it to do--if vocabulary is lacking, and a words based on native roots is not constructed fast enough and/or judged to be acceptable by the speakers of that language, then then it will do what English has done so very much of: take words from other languages. Since this is natural and (to a certain extent) inevitable, then it is very unfair and damaging to regard it as somehow not legitimate. If we say that loan-words are degrading to native languages, then the languages will be thought to be degraded by its speakers and by others, which is, again, very unfair. I do understand the point that if so many of the loan words are from English, and if English happens to be the dominant language in the particular society, then it brings up the issue "Why don't we just use English?" This issue is probably the same for Spanish loanwords in Mayan languages, Chinese loanwords in Chinese minority languages, and any other situation you can think of. With that in mind, it would be good if some borrowing for Native American languages was done from languages other than English, although for obvious reasons, English remains the most convenient language to mine for vocabulary for those who live in countries where English is the dominant language. But, the whole "Why don't we just use English" question reflects another common misunderstanding: "language = lexicon." Lexicon is indeed one important part of language, but structure and phonetics are equally important. And, lexicon is the most transitory aspect of languages; it changes rapidly, while grammatical and phonetic properties change much more slowly. The native language of Jamaica, for example, is NOT English, although more than 90% of its words come from English, its structure and pronunciation are very different--so different that native English speakers cannot understand it (though most Jamaicans can speak their own distinctive variety of English as well, which confuses people--your average Bob Marley song is not in Bob Marley's native language). Likewise, Haitian Creole is not French, although most of its vocabulary is from French. My point here is that no matter how many English words various Native American languages (which, unlike the two Creole languages cited above, have no historical relationship to English at all) borrow, they will not become English. The real danger, of course, is that such languages will die out from disuse, and lack of new lexical items is a common excuse for such lack of use. Another, related issue is that languages do seem to differ in terms of how easily they create terms based on native roots. Two languages I speak: Japanese and Mandarin Chinese, differ very much in this regard: Japanese does not create new vocabulary from native roots easily, while Mandarin does. As a result, the lexicon of Japanese, like English, seems to be largely comprised of loanwords, while Mandarin has very few loanwords. While native languages are obviously in a very different situations as those two huge, dominant languages find themselves in, they presumably still have to deal with this issue. I would hope that those which find a greater need to borrow words would not be subject to negative stigma because of this fact. All in all, I think that there are real advantages to creating words from native roots, and not just for the reasons discussed above: I often do not understand why English words mean what they mean, while I do understand why Chinese words mean what they mean, simply because the root meanings are mostly from Chinese itself, although English is my native language, and Chinese is not. It is just that the ability to do this seems to vary from language to language, and those which do not easily create new terms from native roots should not be thought to be somehow inferior to those which don't. As for the issue of "world view" which another poster brought up: for me, this is more of a question of loss of existing vocabulary items, rather than a question of how new items are created. After all, all cultures change all the time, and their languages change with them. But, language contain a wonderful wealth of knowledge about how a culture developed--older words contain a great deal of history that should not be tossed aside casually. If the culture is preserved, however, (by which I don't mean that it will not change--just that it will go on) then the unique cultural words that all languages have will tend to survive as well. That is, if the language itself survives. Of course, one of the biggest tragedies of language death is the loss of all of those unique words for feelings, ideas, concepts, etc. Not to mention the songs, stories, histories, ceremonies, and everything else... From ssupahan at HUMBOLDT.K12.CA.US Tue Apr 29 01:10:18 2003 From: ssupahan at HUMBOLDT.K12.CA.US (Sarah Supahan) Date: Mon, 28 Apr 2003 18:10:18 -0700 Subject: Native tongue In-Reply-To: <3EADAA7D.8080802@luna.cc.nm.us> Message-ID: These are wonderful comments on the issue, backed up with good evidence. I want to clarify what I meant - if the "world view" in the last paragraph refers to my posting: It would seem important to use or create words from the world view of the language, if not using borrowed words that fit. In this way, the concepts and attitudes of the culture are embedded within the words. For example, in Karuk the word for teacher is "one who points" and a school is "the pointing place". Within this identification is a cultural world view: At the time white teachers came to this area, pointing was not considered a polite thing to do. Yet, here were these people with their pointing sticks pointing to things on the school room boards and pointing at people. The Karuk words to identify schools and teachers, therefore, don't have anything to do with teaching or knowledge, but instead bring forth a cultural understanding. On the other hand, the Karuk word for telephone, which basically means "shouting from a distance" is not so very different than the original Greek root words tele and phone. Therefore, if words are to be created or used, the most important thing, it seems to me, is if the ideas come from within the context of the language's culture. On Monday, April 28, 2003, at 03:26 PM, Matthew Ward wrote: > "Borrowing too many of them can have the effect of reinforcing how > "restricted" or "unmodern" the Native language is, since everyone can > recognize the English loanwords for what they are." > > This is a good point, and a genuine issue. But, I think that part of > the problem is that many people don't recognize what loan-words are > (new > vocabulary in the borrower language, not examples of use of the loaner > language) and that loan-words are very natural. If there was a greater > understanding of loan-words, then people would be less likely to see > them as evidence that the Native language is somehow "restricted." > > I remember reading an article by a linguist in New Zealand who had been > involved with the revival of Maori. He complained that anti-Maori > forces would say things like "English is a flexible language because it > has been able to draw on other languages, while Maori is limited, and > this is shown by the fact that it has to borrow words from English." > So, word borrowing is "flexibility" when English does it, but when > Maori does it, it is "limited." This is outrageously unfair. > > Actually, Maori, and every other language on the planet, can do > anything > its speakers ask it to do--if vocabulary is lacking, and a words based > on native roots is not constructed fast enough and/or judged to be > acceptable by the speakers of that language, then then it will do what > English has done so very much of: take words from other languages. > Since this is natural and (to a certain extent) inevitable, then it is > very unfair and damaging to regard it as somehow not legitimate. If > we > say that loan-words are degrading to native languages, then the > languages will be thought to be degraded by its speakers and by others, > which is, again, very unfair. > > I do understand the point that if so many of the loan words are from > English, and if English happens to be the dominant language in the > particular society, then it brings up the issue "Why don't we just use > English?" This issue is probably the same for Spanish loanwords in > Mayan languages, Chinese loanwords in Chinese minority languages, and > any other situation you can think of. With that in mind, it would be > good if some borrowing for Native American languages was done from > languages other than English, although for obvious reasons, English > remains the most convenient language to mine for vocabulary for those > who live in countries where English is the dominant language. > > But, the whole "Why don't we just use English" question reflects > another > common misunderstanding: "language = lexicon." Lexicon is indeed one > important part of language, but structure and phonetics are equally > important. And, lexicon is the most transitory aspect of languages; it > changes rapidly, while grammatical and phonetic properties change much > more slowly. The native language of Jamaica, for example, is NOT > English, although more than 90% of its words come from English, its > structure and pronunciation are very different--so different that > native > English speakers cannot understand it (though most Jamaicans can speak > their own distinctive variety of English as well, which confuses > people--your average Bob Marley song is not in Bob Marley's native > language). Likewise, Haitian Creole is not French, although most of > its > vocabulary is from French. My point here is that no matter how many > English words various Native American languages (which, unlike the two > Creole languages cited above, have no historical relationship to > English > at all) borrow, they will not become English. The real danger, of > course, is that such languages will die out from disuse, and lack of > new > lexical items is a common excuse for such lack of use. > > Another, related issue is that languages do seem to differ in terms of > how easily they create terms based on native roots. Two languages I > speak: Japanese and Mandarin Chinese, differ very much in this regard: > Japanese does not create new vocabulary from native roots easily, while > Mandarin does. As a result, the lexicon of Japanese, like English, > seems to be largely comprised of loanwords, while Mandarin has very few > loanwords. While native languages are obviously in a very different > situations as those two huge, dominant languages find themselves in, > they presumably still have to deal with this issue. I would hope that > those which find a greater need to borrow words would not be subject to > negative stigma because of this fact. > > All in all, I think that there are real advantages to creating words > from native roots, and not just for the reasons discussed above: I > often do not understand why English words mean what they mean, while I > do understand why Chinese words mean what they mean, simply because the > root meanings are mostly from Chinese itself, although English is my > native language, and Chinese is not. It is just that the ability to do > this seems to vary from language to language, and those which do not > easily create new terms from native roots should not be thought to be > somehow inferior to those which don't. > > As for the issue of "world view" which another poster brought up: for > me, this is more of a question of loss of existing vocabulary items, > rather than a question of how new items are created. After all, all > cultures change all the time, and their languages change with them. > But, language contain a wonderful wealth of knowledge about how a > culture developed--older words contain a great deal of history that > should not be tossed aside casually. If the culture is preserved, > however, (by which I don't mean that it will not change--just that it > will go on) then the unique cultural words that all languages have will > tend to survive as well. That is, if the language itself survives. Of > course, one of the biggest tragedies of language death is the loss of > all of those unique words for feelings, ideas, concepts, etc. Not to > mention the songs, stories, histories, ceremonies, and everything > else... >