From cashcash at EMAIL.ARIZONA.EDU Thu Dec 1 18:02:23 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 1 Dec 2005 11:02:23 -0700 Subject: Aliant Presents Mik'maq Language Book with Anti-bullying Message (fwd) Message-ID: Aliant Presents Mik'maq Language Book with Anti-bullying Message by Wire Services Wednesday, 30 November 2005 http://www.halifaxlive.com/content/view/220/2/ Aliant President and CEO Jay Forbes today presented school children of the Membertou First Nation, Cape Breton with a new Mik'maq language book - Jo'jo the Bully. Originally written in English by R.J. MacNeil, an Aliant employee in Sydney, the book was first published in 2003 and distributed to schools in Halifax. The book tells the story of a bully who has no friends because they do not want to hang around with somebody who does not respect others. Earlier this year, Aliant began working with Dr. Bernard Francis, Membertou's linguist, in the production of a Mik'maq version of the book. The book has also been translated into French. "I am very pleased with Aliant's involvement in this project. The translation of Jo'jo the Bully into Mik'maq will assist parents, teachers and law enforcement officers in dealing with bullying issues," said Jay Forbes, President and CEO of Aliant. "Here in Membertou, we are committed to providing a safe, secure environment," said Darren Googoo, Membertou Director of Education. "Initiatives such as this, with its strong commitment to anti-bullying will go a long way to helping stem violence and promote a strong message of respect." The inspiration to create this book grew from Aliant's partnership with the Halifax Regional, Cape Breton, Kentville and New Glasgow police departments to fight bullying by supporting anti-bullying hotlines. In Cape Breton, two Community Police Officers share responsibility in staffing the hotline (565-SAVE) seven days a week between 8am and 11 pm. From cashcash at EMAIL.ARIZONA.EDU Fri Dec 2 17:53:29 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Dec 2005 10:53:29 -0700 Subject: Revival for lost language (fwd) Message-ID: Revival for lost language 02 December 2005 By JUSTINE TURNER http://www.stuff.co.nz/stuff/0,2106,3499282a11,00.html Imagine being 75 years old and one of only 200 people in the world who can speak your language. [photo inset - EXCITED ABOUT REVIVAL: Alaskan elder Marie Olson, who holds a Tsimshian or drum, is in Hamilton to learn about revitalising her country's indigenous languages with Waikato University Spanish professor Jay Corwin who is wearing a Haida hat hand made by Mary Haldane. KELLY SCHICKER/Waikato Times] –- That's the position of Alaskan tribal elder Marie Olson who has been brought to the World Indigenous People's Conference on Education in Hamilton by Waikato University Spanish professor Jay Corwin, in an attempt to stop an indigenous language of Alaska becoming extinct. The reason, Prof Corwin said, was because the world was looking at New Zealand as a leader in the immersion and revival of a native language. "We need to do this so we don't lose it forever," he said. "We are here to look at how Maori immersion is working. On television, signs, everywhere you go it's (Maori) there. New Zealand is where we want to be in 20 years." Prof Corwin has worked with the University of Alaska, to develop a programme in the indigenous language of the region called Lingit. The programme was designed to give people a qualification to teach the language. "The language is on the verge of extinction," said Prof Corwin. "There are only 200 really fluent speakers left and they're elderly people. The youngest is about 45, so this programme, which will certify people to teach the language, is really important." Once students are trained they need to learn how to teach the language to others, said Prof Corwin "and that's where New Zealand comes into play". Miss Olson said in the Alaska she grew up in, it had been forbidden for her culture to exist. "They rubbed out our language. Rubbed out social activities, it was uncomfortable," she said. "We were spat upon in public if people spoke our language. I'm relieved that the language programme has started. It's exciting." From cashcash at EMAIL.ARIZONA.EDU Sun Dec 4 23:40:48 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 4 Dec 2005 16:40:48 -0700 Subject: Keres teachers keep Acoma tradition alive (fwd) Message-ID: Friday, December 02, 2005 Keres teachers keep Acoma tradition alive http://www.cibolabeacon.com/articles/2005/12/02/news/news3.txt LAGUNA PUEBLO - Three daughters of Acoma Pueblo are teaching the younger generation the language of their ancestors in Cibola County. As the first teachers in the new Acoma-Keres Language Program, Marlene Vicenti, Cheryl Lowden and Josephine Yazzie pass on the traditional language to students at Cubero Elementary School and Laguna-Acoma High School. The language program grew out of a Memorandum of Agreement among the Pueblo of Acoma, the Grants/Cibola County School Board and the New Mexico Department of Education, which allowed the pueblo to recruit and certify its own instructors regardless of established state standards for public school teachers. The three women expressed great enthusiasm for the program during the interview at the high school, where they were joined by Gloria Hale, Director of Native American Education for the Grants/Cibola County School District. Vicente is from Acomita Village, where she has lived all her life. She attended the University of New Mexico for one year and became so homesick that she dropped out and returned home. Vicente then attended New Mexico State University-Grants campus where she earned an associate’s degree in early childhood education. “Keres was my first language,” Vicente said. “I was actually forced to learn English, but I love teaching our language to the kids.” Vicente is seeing the effect of learning the native language in the classroom. “Most of the students have heard the language at home, but don’t know the meaning of what’s behind it. Now they can’t get enough of the language and I hate to see the classes end. These kids learn where they’re supposed to be,” she said. Yazzie grew up in McCartys with her grandparents, who spoke Keres at home. She went on to work for Amtrak for 25 years as a conductor’s assistant on the Southwest Chief, which ran from Los Angeles to Chicago. “At first it was a big adventure, but as the years went by, I got homesick for Acoma,” she recalled. Later she worked for the Grants/Cibola County School District for 11 years as an educational assistant. “The language program was ready when I was ready to come home and help our kids,” she said. “Until I started teaching the language classes I didn’t realize how much knowledge needed to be brought back to the children.” Loudon teaches Keres at Cubero Elementary School in addition to part time teaching at LAHS. She is a native of Acoma Pueblo, but spent most of her childhood in Arizona where her father was a foreman for the Santa Fe Railroad. She grew up playing with Navajo kids, but at home her entire family spoke Keres. Her late grandfathers on both sides spoke the old, traditional form of Keres. Loudon dropped out of high school, but later earned her GED certificate and went on to get a Bachelor of Science degree at the University of New Mexico. She has a state teaching license in elementary education. Louden taught early childhood education at Acoma Head Start, fifth grade at Pine Hill School on the Navajo Reservation and second grade for the Zuni Public School system. She has a total of 25 years’ experience as a classroom teacher and became involved in teaching the Keres language at the Acoma Language Retention summer camps, which were established in 1999. She found that the school district needed certified teachers and that eventually led her to the newly established Keres language program. Because the course integrates artistic and cultural elements such as traditional sewing and moccasin making, the students learn much more than language. “All these elements make the students want to learn more about their history and culture. They develop a better comprehension of what our ceremonies and prayers mean,” Louden said. “I really feel like I’ve come home,” she added. “This program is so important because it helps the kids to build self esteem and identity. These students want to know who they are and the language and traditions really help them with that discovery.” The teachers said they have found that many of their students want to take the course more than once, but the necessity of accruing all required courses often prevents this. The Keres language course is an elective, so if a student requires an extra elective for graduation, he can take the course a second time. “Often the students who have already taken the course act as mentors for the new kids,” Yazzie said. A pool of qualified teachers is being developed by the pueblo’s community-based education program. An evaluator from the Linguistics Institute for Native Americans at the University of New Mexico will assess the Keres language program in the near future. Hale pointed out that attempts are being made to establish language programs for all 22 Native American communities in New Mexico, which include the 19 pueblos, two Apache reservations and one Navajo community. Yazzie noted that, “the students start to say that they’re proud to be from Acoma and that they have a better understanding of the clan system. This course starts a continuous learning process that the students will carry on to their lives in college, the workforce and their families.” By Diane Fowler From cashcash at EMAIL.ARIZONA.EDU Sun Dec 4 23:44:15 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 4 Dec 2005 16:44:15 -0700 Subject: Police raid Amazon to protect uncontacted Indians (fwd) Message-ID: Police raid Amazon to protect uncontacted Indians 02 Dec 2005 19:23:15 GMT Source: Reuters By Raymond Colitt http://www.alertnet.org/thenews/newsdesk/N02349469.htm BRASILIA, Brazil, Dec 2 (Reuters) - Brazilian police have arrested a gang of illegal land speculators accused of killing and displacing one of the Amazon's few remaining isolated Indian tribes, officials said on Friday. Federal police detained 29 people and expelled squatters who illegally occupied, logged and sold land inhabited by an unidentified Indian group near the River Aripuana on the border between the northwestern states of Mato Grosso and Amazonas. "There are no more intruders in the region," Marcos Antonio Farias, Federal Police chief in the Mato Grosso capital Cuiaba, told Reuters. Those arrested belonged to an association of landowners seeking to develop the area known as Rio Pardo into farmland. The territory has been earmarked but not officially declared an Indian reservation by the government. "This is an isolated Indian community with no contact to the outside world so we may never have definitive proof but there are strong indications that these criminals were seeking to exterminate them and take their land," Mario Lucio Avelar, Mato Grosso public prosecutor, told Reuters. During an expedition this year, the government's National Indian Foundation (Funai) officials found the squatters armed with guns and bombs, a Funai spokesman said. They also found instruments and makeshift shacks of the Indians. Almost nothing is known about the Indian community - neither the language they speak nor the tribe they belong to. Nobody has ever communicated with it but last month's Funai expedition sighted a few members. A cameraman, documenting the expedition, filmed the attempted contact with one Indian accompanied by two women, who was cutting a tree trunk in search of honey. After hesitating, the Indian put down his weapon but fled when the Funai guide held out his hand to greet him. Avelar said officials in the state's land registrar had participated in the land appropriation scheme by issuing false land titles in the area. Anthropologists have identified 30 groups of Indians that have made no lasting contact with the outside world. The government's policy is not to establish relations with such communities unless they are deemed to be in danger of extermination. Brazil's native Indians account for only 0.2 percent of the 180 million population. At least on paper, they hold 12 percent of the country's territory, an area larger than Germany and France together. Yet in practice the Indian territories often do not provide the necessary protection or well-being for their survival. In some cases land speculators and wildcat miners invade the territories. In other cases, corrupt Indian leaders sell the rights to use their natural resources. In April the government officially asked forgiveness from Brazil's Indians for centuries of suffering. From andrekar at NCIDC.ORG Mon Dec 5 18:54:24 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 5 Dec 2005 10:54:24 -0800 Subject: Conference Message-ID: CONFERENCE ON ENDANGERED LANGUAGES AND CULTURES OF NATIVE AMERICA Call for Papers Dates: The Conference on Endangered Languages and Cultures of Native America (2nd annual CELCNA conference) will be held March 31-April 2, 2006, on the University of Utah campus in Salt Lake City, Utah. Keynote speaker: Victor Golla. Call for papers: We invite papers dealing with any aspect of endangered Native American languages, in particular on documentation or revitalization. Native American participants are especially invited. Papers are 20 minutes each in length, with an additional 10 minutes for discussion. Deadline: ABSTRACTS MUST BE RECEIVED by Jan. 16, 2006. The program committee will attempt to provide notification of acceptance by Jan. 30 (by e-mail). Features to note: Session in Spanish (ponencias en español): One session will be set aside on Sunday morning, April 2, for papers in Spanish. Abstracts in Spanish (or English) can be submitted for consideration for this session. (Due to popular demand.) Posters: Abstracts are also invited for the poster session. This can include also demonstration of tools and toys for language documentation. Forum discussions: The program will include open discussion sessions dedicated to: (1) Discussion of training for documentation of endangered languages, and employment considerations for students dedicated to work with endangered languages. (2) Databasing and aids for language documentation. (3) Open forum to address matters that arise during the conference. Abstract submission guidelines: • The abstract should be no more than 500 words in length. It should include the title of the paper and the name (or names) of the author/authors, together with the author’s/authors’ affiliation. (If the paper is accepted, this abstract will be reproduced in conference materials to be distributed to other participants.) • Abstracts should be submitted by e-mail. Submissions should be in Microsoft Word document, Rich Text Format (RTF), or Portable Document Format (PDF). If possible, avoid special fonts (or arrange with the organizers so they can be read). • Please include with your abstract appropriate contact details, which include: contact author’s name, e-mail address for the period of time from January to April 2006, and a telephone contact number. • Only one abstract per person may be submitted. (The only exception may be in instances where at least one of the papers has multiple authors.) • Address: Please send abstracts to: lyle.campbell at linguistics.utah.edu (by Jan. 16, 2006). Accommodations: University Guest House, the official conference hotel – 100 yards from the meeting venue (Officers’ Club) and CAIL (Center for American Indian Languages). To book accommodations, please contact the Guest House directly (mention CELCNA for the conference booking): University Guest House University of Utah 110 South Fort Douglas Blvd. Salt Lake City, Utah 84113-5036 Toll free: 1-888-416-4075 (or 801-587-1000), Fax 801-587-1001 Website www.guesthouse.utah.edu (Please make reservations early, since rooms will be held for the conference only until early March.) Sponsors: The sponsors of this conference are: (1) Center for American Indian Languages (CAIL), University of Utah, (2) Smithsonian Institution Department of Anthropology of the National Museum of Natural History, (3) Department of Linguistics, U of Utah and (4) College of Humanities, University of Utah. Registration fee: $35 (students $20) [to cover cost of rooms, refreshments] Additional information: for further information contact: Zeb Pischnotte z.pischnotte at utah.edu, or for particular questions, write to Lyle Campbell at lyle.campbell at linguistics.utah.edu. If you need information not easily arranged via e-mail, please call: Tel. 801-587-0720 or 801-581-3441 during business hours (Mountain Standard Time), or Fax 801-585-7351. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4676 bytes Desc: not available URL: From andrekar at NCIDC.ORG Mon Dec 5 21:11:39 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 5 Dec 2005 13:11:39 -0800 Subject: M~{(!~}ori Language Message-ID: check out the following Māori Native language website! http://www.tetaurawhiri.govt.nz/ .:. André Cramblit: andre.p.cramblit.86 at alum.dartmouth.org is the Operations Director Northern California Indian Development Council NCIDC (http://www.ncidc.org) is a non-profit that meets the development needs of American Indians To subscribe to a news letter of interest to Natives send an email to: IndigenousNewsNetwork-subscribe at topica.com or go to: http://www.topica.com/lists/IndigenousNewsNetwork/subscribe/? location=listinfo -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 823 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Tue Dec 6 17:48:53 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 6 Dec 2005 10:48:53 -0700 Subject: Elders pass on songs in race to save languages (fwd) Message-ID: Elders pass on songs in race to save languages [photo inset - Sharing language through song: elder Denis Atkinson will help the newly formed Aboriginal Children's Choir, which nine-year-old Tara Atkinson hopes to join. Photo: Wayne Taylor] By Orietta Guerrera December 7, 2005 http://www.theage.com.au/news/national/elders-pass-on-songs-in-race-to-save-languages/2005/12/06/1133829596116.html# WHEN the Queen's baton relay travels through the Yarra Ranges in February next year, more than just the Commonwealth Games baton will pass hands. Through song, traditional Aboriginal languages — many close to extinction — will be transmitted from elders to a new generation. The Aboriginal Children's Choir was launched in Healesville yesterday, in the hope that languages such as the Wurundjeri people's Woiwurrung will not be lost forever. Aboriginal children, from prep to year 12, are being encouraged to join, with the choir's first performance scheduled for February 20, when the baton relay arrives in Healesville. But with local languages rarely spoken now, even among elders, the huge challenge of getting the song words on paper lies ahead. Wurundjeri elder Joy Murphy will work with the choir, writing songs in Woiwurrung for the children, while the Aboriginal Community Elders Services Choir also offered to help. Elders choir member Denis Atkinson said music had always been a way of sharing language, tradition and stories through the generations. "I think it's a great idea because we're able to keep a part of our language, even if it's only a little bit," he said. "Once you learn it by song, you've got it all the time." Tara Atkinson, nine, granddaughter of Yorta Yorta elders' spokesman Henry Atkinson, will be one of the first to join. Her mother, Colleen Atkinson, said she was thrilled that her daughter, who sings at home, could learn the traditional language, an opportunity she never had. "When my kids went to school and had the opportunity to learn a different language, I was really upset, because I thought, 'why aren't they learning their own language? Why are they learning Chinese or Japanese'?" she said. "I think it's great — maybe she'll be able to teach me too." Ms Atkinson said her father was slowly remembering fragments of the language, which was often forbidden in colonial times. "I can remember Dad telling me stories about when his brother was at school, and whenever his brother spoke the language he'd get belted for it," she said. The choir, which will perform at several Games events, received a start-up grant from the Yarra Ranges Shire. Its acting musical director, Belinda Gillam, said Aborigines would be trained later for roles such as musical director and accompanist, "whether the accompanist will be a pianist as it is in traditional choirs, or someone playing didgeridoos or clapping sticks". From nflrc at HAWAII.EDU Wed Dec 7 01:53:00 2005 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Tue, 6 Dec 2005 15:53:00 -1000 Subject: Announcing our new NFLRC Publications & Professional Development opportunities Message-ID: Our apologies for any cross-postings . . . The National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa is pleased to announce its latest publications and its professional development opportunities for 2006. For more information, visit our website at http://nflrc.hawaii.edu NEW NFLRC PUBLICATIONS 1) LAS VOCES DE LAS MUJERES DE XELAJU (2 DVD set) Women's voices are infrequently heard in the male-dominated Spanish-speaking world. Yet the women interviewed in this DVD have much to share regarding their values and choices. Students of intermediate to advanced Spanish improve listening comprehension while they learn about Guatemalan culture by watching twenty Guatemalan women each answer the same seven questions. The repetition reinforces vocabulary and grammatical structures in a meaningful context. As students compare the women's answers and formulate their own responses, they develop critical thinking and writing skills. Students can work independently, in groups, or as a class. For more information or to order, visit the Voces website: http://nflrc.hawaii.edu/voces/ 2) TIM MURPHEY - BEST OF, VOLUME 1 (2 DVD set) By popular demand! This "best of" collection includes four Tim Murphey video presentations on two DVDs: NPRM - Near Peer Role Modeling Group Dynamics in the Language Classroom Juggling with Language Learning Theories Song and Music in Language Learning Dr. Murphey's information is invaluable and his enthusiasm infectious. For more information or to order, visit the NFLRC website: http://nflrc.hawaii.edu/publications.cfm 2006 PROFESSIONAL DEVELOPMENT OPPORTUNITIES 1) "CONVERSATION ANALYSIS & LANGUAGE LEARNING" SEMINAR (AUGUST 7-11, 2006) Conversation Analysis (CA) is increasingly adopted to examine second language interactions as sites for and evidence of L2 learning as a discursive practice. The purpose of the seminar is to further advance this ongoing effort. Topics will include: interactional competence as resource and under construction, interaction & cognition, interaction & grammar, interaction & learning, and membership categorization & social identity. The seminar does NOT offer an introduction to CA. Rather, it addresses itself to researchers with a background in CA whose work focuses on, or includes, CA as an approach to L2 learning. We hope to welcome veteran CA analysts as well as graduate students with relevant training. The maximum number of accepted participants will be 20. Our invited seminar leaders will be Gabriele Pallotti (University of Modena and Reggio Emilia) & Johannes Wagner (University of Southern Denmark). For more information or the online application form (deadline - April 30, 2006), visit our seminar website: http://nflrc.hawaii.edu/prodev/si06c/ 2) 2006 CALICO CONFERENCE (May 16-20, 2006) The NFLRC is pleased to be hosting and co-sponsoring the 2006 Computer Assisted Language Instruction Consortium (CALICO) Conference, its first time in Hawaii! The theme of this year's conference will be "Online Learning: Come Ride The Wave." CALICO 2006 will feature uses of cutting edge technologies in foreign language teaching and learning with a focus on collaboration. Workshops, presentations, and courseware showcase demonstrations will all present information of vital importance to anyone interested in the field of Computer-Assisted Language Learning. Come learn, share, and meet colleagues in this dynamic and quickly evolving field. For more information, visit the conference website at: http://calico1.modlang.txstate.edu/ ************************************************************************* N National Foreign Language Resource Center F University of Hawai'i L 1859 East-West Road, #106 R Honolulu HI 96822 C voice: (808) 956-9424, fax: (808) 956-5983 email: nflrc at hawaii.edu VISIT OUR WEBSITE! http://www.nflrc.hawaii.edu ************************************************************************* From cashcash at EMAIL.ARIZONA.EDU Fri Dec 9 18:25:43 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Dec 2005 11:25:43 -0700 Subject: Harjo: Who's making up Indian culture myths? (fwd) Message-ID: Harjo: Who's making up Indian culture myths? Posted: December 08, 2005 by: Suzan Shown Harjo / Indian Country Today http://www.indiancountry.com/content.cfm?id=1096412072 The one true thing we used to know about Indian culture myths was that they were born in the non-Indian imagination, but some of the newer ones are being invented by Native people. We learned from movies that Indians walk without making a sound - even in the woods on those crunchy, noisy leaves. We read in history books that Native peoples ceased to exist at the end of the 1800s and lots of people believe it, despite living evidence to the contrary. And, politicians declare that all Indians are casino-millionaires, but they can't explain away the pesky fact that Indians are the poorest people in the United States. The culture myth that Indians have no concept of ownership started off as a story about how easy it is to get something for nothing - as in the one about Indians selling Manhattan for $24 in beads - and morphed into a story about how there's enough land for everyone and Indians are just greedy, so non-Indians are justified in stealing it. Some Native writers are building on that culture myth and asserting that Indians don't even have a word for ''ownership.'' I would be surprised if there were any Native heritage languages without words that mean ''belong'' and ''mine'' and ''ours'' and ''yours'' and ''theirs.'' Another culture myth that seems to have come from Native, rather than non-Native, people is that Indians have no word for ''art.'' That cropped up in the early 1990s at a Native art conference, where you'd expect people to know better, and arose from an older one invented by anthropologists and archeologists: everything in Indian life is functional. There are all sorts of nuanced words in Native languages that mean art. Some stand for art combined with purpose, such as spiritual beauty; and some are stand-alone words for art for its own sake, such as drawing and design. It is odd that artists would have come up with such a loopy notion, when there is so much art in Indian life, past and present. Native artists would have to be ignorant about both their tribal art heritage and their traditional language in order to come up with that concept or to agree with it. I was appalled to see Native reporters on a panel at a national journalism conference a few years ago invent the culture myth that Indians have no word for ''news.'' No word for news? Native languages have many words for news, more than are found in the European languages. Some Native languages have words and phrases for emergency news, old news, news you can use, news that's being fact-checked and gossip that isn't news but the people believe it. Most Native nations have traditional positions and job titles for news gatherers and news reporters. In order for Native journalists to have invented this culture myth, they must not have spoken or understood their heritage languages or ever asked any of their Native language speakers anything about a tribal context for their chosen profession. Two popular and interlocking culture myths are that the Europeans are ''linear thinkers'' and Indians are ''circular thinkers.'' This is supposed to mean that European thought is rigid and analytical, while Native thought is natural and intuitive. Some have used linear thinking versus circular thinking to illustrate the difference between European and Native American cultures, but both linear thinking and circular thinking are too simplistic to describe or explain away whole peoples. They actually represent the same kind of thinking, except that the straight line never makes a point or connects with anything and the circle keeps covering the same ground over and over again. The linear and circular models are fine to describe one-track minds and the simple-minded. To represent complex thinkers - healers, philosophers, physicists, cartoonists and the like - you need to advance to spherical models, with interlocking satellites (think ecological interconnectedness), or to lines moving at different levels, angles, directions and rates of speed (think Einstein's parallel universes and theory of relativity). But, here is something I offer at the risk of creating a new culture myth and sending non-Indian linguists scrambling. It seems that we really have no word for ''mascot.'' That is, in the few Native American languages I've surveyed, there are no words or concepts for ''mascot.'' For my survey, I asked Native language experts if there is a word for mascot in their heritage language. ''There's no word in Tsistsistas [Cheyenne] for mascot,'' said Dr. Henrietta Mann, who is Cheyenne and a leading Native educator. ''The closest concept we have to 'mascot' is 'pet,' but that's not a traditional concept.'' Virginia Beavert, who is Yakama and is editing the Heritage University Yakama Language Dictionary, said that the ''Yakama people do not actually have a mascot.'' She described Coyote as culture hero, but not a mascot. ''Coyote 'Spilyay' made predictions to where certain kinds of roots, berries, medicines and other important survival foods were to grow to benefit the people. He was a trickster who made the laws.'' Dr. William Demmert, who is Tlingit (which means ''people'' or ''human beings'') of the Eagle/Wolf clan and a well-respected educator and language expert, said, ''I am not aware of any name for a mascot or pet - no such animal - animals would have been referred to as 'beings.''' Albert White Hat, whose nation is the Sicangu Lakota Oyate (Lakota Burnt Thigh Nation or Rosebud Sioux Tribe), is a Lakota language instructor at Sinte Gleska University. He said, ''I don't believe we have a concept of a mascot. We have different societies that use the name of an animal nation, like Elk Society. These societies are for any need or request of the tribe. They also compete in sports and other activities. The animal-nations they use[d] were their spiritual guides or inspirations.'' ''There is no name for mascot in Tewa,'' said Dr. Tessie Naranjo, who speaks Tewa and is from Kha P'o Owingeh (Singing Water Village or Santa Clara Pueblo). Dr. Ofelia Zepeda, who is Tohono O'odham and a professor of linguistics at the University of Arizona, answered the question about the existence of a word in her language for mascot with a resounding ''No.'' Jimmy Arterberry, who is a Numunu (meaning ''the people'' or Comanche) tribal culture and arts activist, answered in the same way. Bill Means, who is Oglala Lakota and one of my co-plaintiffs in the lawsuit against the name of the Washington football club, responded to an assertion by a non-Indian linguist that one mascot - ''Redskins'' - came from Indians. ''The word 'redskin' is strictly from the interpreter,'' said Means. ''The literal translation to Lakota would be 'Ha Luta' or 'Ha Sha,' which I have never heard used. After contacting several family members and one Lakota language expert from Oglala Lakota College, we have all come to the same conclusion: that the word 'redskin' can only be the word of the translator.'' This may be news to the National Football League, but we do have words for ''news'' and we don't have any for ''mascots.'' Suzan Shown Harjo, Cheyenne and Hodulgee Muscogee, is president of the Morning Star Institute in Washington, D.C. and a columnist for Indian Country Today. From cashcash at EMAIL.ARIZONA.EDU Fri Dec 9 18:31:15 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Dec 2005 11:31:15 -0700 Subject: Voice from another world (fwd) Message-ID: Voice from another world (Filed: 08/12/2005) http://www.telegraph.co.uk/arts/main.jhtml?xml=/arts/2005/12/08/bmboine08.xml&sSheet=/arts/2005/12/08/ixartleft.html Mari Boine's singing evokes images of ice floes and reindeer trails. She talks to Jane Cornwell In a recording studio on the outskirts of Oslo, Mari Boine sits forward on her chair and listens, head tilted, to her freshly recorded voice. [photo inset - Northern light: Mari Boine] Tremulous, ethereal and powerfully intimate, it swoops and wheels over a sonic landscape, carrying images of ice floes and reindeer trails, of snowbirds flying over the Arctic tundra. "Pretty good, huh?" she declares when the track ends, pleased with herself and the afternoon's collaborators - a young rap duo from Senegal and a Sioux Indian elder and spoken-word poet - who grin and nod their agreement. Scandinavia's premier Sami singer has, it seems, ensured the success of yet another project. This venture, an "indigenous soul" CD entitled One People, is, typically, just one among several she has on the go simultaneously. Last week the diminutive Boine, 49, sang backing vocals for a Sami storyteller-cum-historian from Oslo University. This week, she was the subject of a documentary shown on Norway's NRK television network, which has shortlisted her for their Greatest Norwegian of the Century competition (alongside King Olav V and the explorer Thor Heyerdahl ). She also is doing the soundtrack for a German film adaptation of Hansel and Gretel and - with her long-time electro-acoustic band - finishing her seventh album, Iddjagiedas ("In the Hand of the Night"), due out in March on Universal. Oh, and tonight Boine is in London for "Norwegian Voices", a concert intended to celebrate both the 100th anniversary of Norway's independence and the country's wealth of musical activity. Boine is the only Sami performer in an extensive line-up that also features jazz pianist Ketil Bjørnstad, electronica outfit Supersilent and guitarist/composer Terje Rypdal - with whom she is duetting. "Norwegians should have woken up to the fact there are many, many Sami artists," she says with a sigh. "But I'm still the only one they seem to know." A chain of events has kept Boine in her country's mind: challenging its former prime minister to apologise to the Sami people on behalf of the Norwegian state; refusing to perform at the opening of the 1994 Winter Olympics in Lillehammer ("I wasn't going to be some exotic decoration"); singing at the royal wedding of Norway's Princess Martha Louise in 2002 ("that was different"); beating the likes of Sigur Rós to win the 2003 Nordic Music Prize - and buying a new riverboat with the prize money. Although based in Oslo, where her flat overlooks a park and the Akerselva river, the mother of two adult sons still calls Samiland home. Up there, in the region formerly known as Lapland, which runs across the northernmost reaches of Scandinavia, her indigenous ancestors once lived in harmony with the elements. They slept in open-topped tents on reindeer skins, believed in goddesses and shamans, beat sacred drums, and sang traditional chants called joiks. 'Then the Christian missionaries came. They told us our religion was from the devil. They banned our language, our songs." Boine's eyes flash. "We were made to feel ashamed of being Sami. So we started speaking Norwegian and singing Christian psalms." Boine grew up, painfully shy, in a Sami village. Her parents were pious, fearful, strict: "Dancing and singing with friends was out of the question. Girls were to be neither seen nor heard." It was only when she enrolled at a teacher-training college in the singer-songwriter-friendly '70s that she thought about becoming an artist. "I suddenly understood this brainwashing, this colonial suppression," she says. "Why, like among Native Americans, there is alcoholism and suicide. I became so furious that I forgot I was shy." She taught herself guitar, started writing songs. "It was like a wise old woman was whispering in my ear, urging me on," Boine grins. "Performing became my medicine." For a while she sang (Sami-language) protest songs to her own accompaniment. Then she began experimenting, blending the trancy, pentatonic joik form with jazz, world and rock elements, and later electronica. Her first international release, 1989's Gula Gula ("Listen, Listen"), made her a sort of unofficial Sami ambassador. Her third, 1993's Eagle Brother, won her a Norwegian Grammy. "The only time my father heard my music was when he saw me on the television," she says. "Two days later, he died of a heart attack." Boine collaborated with legendary jazz saxophonist Jan Garbarek, released an album of dance remixes, and became a heroine for eco-warriors, indigenous activists and the New Age movement. She helped give the Sami back their pride. "Things are better," she now says. "There is room for Sami culture and language in schools. But we still have a long way to go." She returns as often as she can to her house in her childhood village, from where - depending on the season - she goes fishing or berry-picking, or watches the Northern Lights whorl. Samiland offers challenges as well as inspiration. "The only way forward is to use the wisdom from the old world and find a meeting point with the modern. And that's what I'm trying to do with my music," she says, before putting on her coat and heading downtown, to watch the Senegalese rappers. 'Norwegian Voices' is at the Barbican, London EC2, at 7.30pm tonight. Tickets 020 7638 8891 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 14 15:28:03 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Dec 2005 08:28:03 -0700 Subject: Synchronized Multimedia Integration Language (fwd) Message-ID: 14 December 2005 Synchronized Multimedia Integration Language http://www.managinginformation.com/news/content_show_full.php?id=4549 The World Wide Web Consortium has released "Synchronized Multimedia Integration Language (SMIL 2.1)" as a W3C Recommendation. With SMIL (pronounced "smile"), authors create multimedia presentations and animations integrating streaming audio and video with graphics and text. Version 2.1 features include a new Mobile Profile and an Extended Mobile Profile with enhanced timing, layout and animation capabilities. "Today, W3C makes good on the promise of first class multimedia presentations for the mobile Web," said Chris Lilley (W3C). http://www.w3.org/TR/2005/REC-SMIL2-20051213/ http://www.w3.org/2005/12/smil-pressrelease.html.en http://www.w3.org/AudioVideo/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 14 15:52:46 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Dec 2005 08:52:46 -0700 Subject: The flapping in African languages creates a buzz (fwd) Message-ID: Tuesday, December 13, 2005 The flapping in African languages creates a buzz New consonant added to the phonetic alphabet By MICHAEL ERARD THE NEW YORK TIMES http://seattlepi.nwsource.com/national/251795_alphabet13.html For the first time in 12 years, the International Phonetic Association is amending its official alphabet. A sound called the labiodental flap will be granted its own letter, one that looks something like a v with a hook. The sound, a buzz sometimes capped by a faint pop, is present in more than 70 African languages. It is produced by the lower lip moving back and forward, flapping on the inside of the upper teeth. "The labiodental flap sound is as important as any other sound to speakers of languages that use it," said Peter Ladefoged, emeritus professor of linguistics at UCLA. "Think how Americans would protest if there were no way of transcribing the vowel in 'bird,' which in the usual U.S. pronunciation is almost as rare among the sounds of the world's languages as the labiodental flap." Until now, linguists have recorded the labiodental flap with made-up symbols, usually the letter v modified by accents. The venerable phonetic alphabet was established in 1886, and now, after slow increments of change, includes 28 symbols for vowels, 86 for consonants and 75 other marks for tone, stress, aspiration and other phonetic details. One of the most recent sounds to win a symbol was the bilabial click, used in two African languages. The labiodental flap is much more widely used but took longer to be recognized. One reason, said Ladefoged, is that clicks, often considered to be the most exotic of speech sounds, have been noticed by Europeans since the 17th century. They also occur in politically important languages such as Zulu and Xhosa. "None of this is true about labiodental flaps," Ladefoged said in an e-mail message. "Even now, some people think they are a minor effect in a few words in a few languages." Last spring, he encouraged Kenneth Olson, a linguist at SIL International who has studied the extensive use of the labiodental flap in Africa, to propose officially that the sound, first observed in 1907, have its own symbol. SIL International is a Christian organization based in Dallas that studies, documents and helps in developing lesser-known languages. Olson encountered the sound while conducting research in Congo and had performed extensive acoustic analysis to determine that the sound was, in fact, a flap, not a fricative consonant like the "f" of English. Nor did it involve a sharp intake of air like the clicks. The new symbol had been recommended by a fellow linguist, Geoff Pullum, who described it "as if a fishhook R had been slammed leftward into a lowercase v so hard its vertical had merged with the right leg of the v, and the dangly bit had been left hanging there like the drain pipe out of an upstairs toilet in a partially demolished building." In June, Olson received a note from the association, informing him that the proposal had been voted on and accepted. Mono speakers are pleased, Olson said. "The idea of an IPA symbol would offer some prestige to the language, that this oddity is valued by people around the world." Other language oddities wait for their moment. There is a bilabial trill in two Brazilian languages, Oro Win and Wari' (phonetics.ucla.edu/appendix/l anguages/orowin/orowin.html) and what Ladefoged called "hissing-hushing fricatives" of Ubykh, once spoken in Turkey (phonetic s.ucla.edu/appendix/languages /ubykh/ubykh.html). Olson plans to visit the Philippines to study a sound that speakers produce by sticking their tongues out of their mouths, a sound that outsiders ridicule. Olson says an official symbol might raise the status of the sound and the people who pronounce it, though perhaps not with the symbol from rock 'n' roll marketing he jokingly proposed -- the Rolling Stones' lips. From pasxapu at DAKOTACOM.NET Wed Dec 14 15:56:28 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 14 Dec 2005 08:56:28 -0700 Subject: Whistling language remains a mystery (fwd) Message-ID: Whistling language remains a mystery Friday, December 9, 2005 - by Natasha Rasheed http://www.ktuu.com/cms/templates/master.asp?articleid=2541&zoneid=1 Savoonga, Alaska - There are over 6,800 languages the world. Most are spoken, but some have a rather unique form of delivery, including whistling. More than 1,000 miles from Anchorage, in the village of Savoonga, which is located on Saint Lawrence Island, some claim an ancient form of communication still exists.   At 89, Ora Gologergen is the oldest living woman in Savoonga. She has raised a family, seen her children grow and move away and now spends her days with old friends in a place she loves. Although Gologergen has never heard of using whistling as a form of communication, she believes one of her friends, another elder, may know about it. But it was not so.   -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1032 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle2.jpg Type: image/jpeg Size: 21709 bytes Desc: not available URL: -------------- next part -------------- ?He doesn?t know about that, he never heard,? said Gologergen (right).   Frustrated but determined, we pressed on. Billy Noongwook hadn?t heard of it.   ?They haven?t told me that story,? said Noongwook.   But finally, there was the possibility of a clue.   -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 285 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle3.jpg Type: image/jpeg Size: 32887 bytes Desc: not available URL: -------------- next part -------------- ?That?s a code word, you know. Morse Code, we use, we use Morse Code,? said Jonathan Annogiyauk (left).   Barbara Kogassagoon is another elder in the village and she learned to whistle Morse Code when she was a girl.   ?If somebody spells my name when they whistle, I know that they want me,? said Kogassagoon.   -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 338 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle4.jpg Type: image/jpeg Size: 36751 bytes Desc: not available URL: -------------- next part -------------- However, it's not something she uses anymore. Kogassagoon says it was never a recognized language that was frequently used throughout the village.   Believing we had found an answer to the mystery of the whistling language, we returned to Anchorage. But then we met Yaari Kingeekuk and Marisa Jackson. Originally from Savoonga, Kingeekuk says when she was growing up, the language was used throughout the village and it?s not Morse Code. There is even a name for it: Kookameegeenuk.   -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 508 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle6.jpg Type: image/jpeg Size: 25128 bytes Desc: not available URL: -------------- next part -------------- ?We use it to communicate when my friends or relatives were a distance away and I wanted to communicate with them,? said Kingeekuk.   According to Kingeekuk, the language was used most frequently when the men were out hunting, to keep track of each other and communicate messages.   Jackson  (pictured at left) also grew up in Savoonga and considers the language to be a big part of her daily life. She and Yaari use it often to keep track of each other when they go to the mall.   -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 507 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle7.jpg Type: image/jpeg Size: 30144 bytes Desc: not available URL: -------------- next part -------------- ?She asked me what I was going to do tomorrow,? said  Jackson.   ?She said she is going to be cooking,? said Kingeekuk (far right). ?I enjoy using it as a source of communication and I would think it would be really interesting to pass it on to a younger generations.?   Passing on the whistling language is exactly what Yaari hopes to do with her children. She knows that the only way to keep it alive is to do just that. For what was once commonly used during her upbringing is now starting to fade away, with many of the secrets perhaps tucked under this small Bering Sea Island, where the snow covers questions that may never be answered about a language only a handful of people still know.   -------------- next part -------------- A non-text attachment was scrubbed... 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Name: not available Type: text/enriched Size: 330 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 16 17:23:09 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Dec 2005 10:23:09 -0700 Subject: Speech Recognition Consumer Products Hit it Big in 2005 (fwd) Message-ID: Speech Recognition Consumer Products Hit it Big in 2005 Friday, December 16, 2005 http://www.indiacar.net/news/n19468.htm SUNNYVALE, Calif.-- Sensory, Inc., the world leader in embedded speech technologies, today announced that in 2005 the company achieved record revenues and profits due to its customers' success in releasing speech enabled products, with revenues increasing 70% over the preceding year. Customers such as Radica Games , Hasbro, Inc.'s Tiger Electronics and Innotech Systems have contributed to this outstanding year. "We are ecstatic to have so many customers flourishing in the marketplace," said Todd Mozer, Chairman and CEO of Sensory. "Thanks to their efforts Sensory has had an outstanding year, enabling us to fund many exciting new speech related R&D projects for the years to come." Market Dynamics Show Trends for High Tech and Speech Recognition Consumer Electronics The hot items on every kid's Christmas list this year are products like iPods and cell phones, products not designed primarily for children and certainly not priced for them. This phenomenon is called "age compression," where kids are more familiar with computers than many adults and are showing increasingly sophisticated tastes in toys. In an effort to stem this effect, many manufacturers are blurring the line between toys and consumer goods by integrating hi-tech features like speech and animatronics. In the February 17th online issue of the New York Times, David Riley of the NPD Group, a market research firm based in New York, said the shift is part of an effort by the $20 billion toy industry to reclaim dollars lost in recent years to high-tech products designed mostly for adults yet increasingly coveted by children. Radica Games has taken this approach with its Girl Tech(R) Password Journal(R), featuring a Sensory IC for speaker verification. According to Chief Executive Officer Pat Feely, "(Q3) was the highest level of sales in any quarter ever at Radica, and our earnings were strong as well, with an operating margin over 18%...It demonstrates that our strategy of focusing on electronic entertainment for casual gamers is the right strategy for today's tech-savvy consumers." Earlier this year, Mr. Feely was quoted on Forbes.com regarding Radica's financial performance, "Of particular note is the strength we are seeing from our newly introduced fourth version of the Girl Tech Password Journal." For the aging baby-boomers, the need for easier-to-use products is helping to drive demand for more speech I/O enabled interactions. This market segment has embraced products that don't require manual dexterity or good vision. Voice controlled home electronics, such as clocks, lighting and remote controls have taken off in the last several years. Products Featuring Sensory ICs Winning Sales Accolades Over the past six years, Toy Wishes magazine has accurately predicted the best-selling and most popular toys of the year, from the more than 150,000 toys on the market at any given time. One of this year's Hot Dozen Picks includes the former 1999 and 2000 Toy of The Year, Furby from Hasbro's Tiger Electronics. He's back and more fun than ever thanks to an advanced technology called "emoto-tronics." Sensory's RSC-4128 IC provides the "brains" for motor controls and voice recognition and synthesis, so Furby can communicate in his own language -- "Furbish" -- or in one of seven international languages while using facial expressions and synchronized body motions to display his emotions. According to the December 3rd, 2005 online issue of Australia's Sydney World Herald, "Barbie has lost her crown to Amazing Amanda, a doll with the ultimate accessory -- an electronic brain." Making the top ten lists for Christmas gifts from retailers like Woolworths and Hamsleys in the UK, as well as Wired Magazine's Top 100+ technophile's holiday wish list, Amazing Amanda is another product powered by Sensory's RSC-4128 IC. Playmates Holdings Limited (HKEx Stock Code: 635), parent company of Playmates Toys and makers of the doll, stated in their August 29th press release that "Amanda is the most technologically sophisticated and truly interactive doll and will add never before seen dimension to the traditional nurturing and caring play pattern. Amanda employs speaker independent voice recognition, lifelike animatronics and smart accessory recognition to create a new, magical play experience for little girls." Playmates sales were up over 6% from last year, despite a 6% downturn in the U.S. toy market according to the company's release. The Wall Street Journal recently proclaimed that the FamilyFun T.O.Y. Awards are "as coveted in the toy industry as the Oscar is in Hollywood." This competition relies on kid testers and an independent research firm to sift through the more than 500 toys submitted by nearly 200 companies to come up with the 21 best toys of the year. FURREAL FRIENDS SCAMPS: MY PLAYFUL PUP, from Hasbro's Tiger Electronics, features an RSC-4128 and was voted the favorite playmate for children aged 5-7. Requiring no training, Scamps comes out of the package knowing seven commands. And unlike the family dog, he'll actually listen -- literally sitting and speaking on command. Other consumer electronic companies like HOT from Taiwan, CyberWorkshops from Hong Kong, and Innotech in the US are seeing success designing household products featuring speech recognition. Speech-enabled remote controls, messaging systems, and clocks are selling well, and aggressive new products featuring Sensory's speech technologies are in the works. According to Len Novara, CEO of Innotech Systems, "Our first generation InVoca universal remote control has been a big success, selling many hundreds of thousands of units. We are now working on a line of products and enhanced universal remotes with the Sensory processors because we see the market for speech recognition consumer electronics really starting to open up." RSC Processor & Tools Provide Keys to Success with Speech Recognition Sensory's strategy is to offer industry-best embedded speech technologies at the lowest cost possible. This gives any consumer product, regardless of price or complexity, the potential to speak and hear. Sensory offers multiple options for introducing speech into consumer goods, from software-only solutions to a variety of integrated circuits. For mass production and access to all of Sensory's world-class speech technologies, the RSC-4128 IC is available in die and package form and is supported by a full suite of development tools including Sensory's patented Quick T2SI(TM) technology. For smaller scale projects, Sensory offers the VR Stamp(TM) Toolkit, which features an RSC-4128 chip that has been embedded onto an industry standard 40-pin DIP footprint module. Available online at retail outlets such as DigiKey (www.digikey.com), the VR Stamp Toolkit includes everything necessary to complete a basic speech recognition project for prototyping or production. Sensory also offers the SC-series of speech controllers for low-cost, synthesis-only applications. Source : http://www.theautochannel.com (12/15/2005) From cashcash at EMAIL.ARIZONA.EDU Tue Dec 20 16:52:27 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 20 Dec 2005 09:52:27 -0700 Subject: School's in for Indigenous culture (fwd) Message-ID: Monday, 19 December 2005, 10:48:21 AEDT http://abc.net.au/message/news/stories/ms_news_1533874.htm School's in for Indigenous culture Planning is under way to transform East Kalgoorlie Primary School into a specially designed Aboriginal school. Larry Hamilton from the Education Department says he expects East Kalgoorlie to lodge a formal request to allow it to become a Systemic Aboriginal School. Systemic Aboriginal Schools are designed to incorporate Indigenous culture and language into lesson plans and teaching methods. Mr Hamilton says if the plan is approved, East Kalgoorlie will become only the third Systemic Aboriginal School in the state, joining one in Bunbury and another in the Swan Valley. He says the idea has already gained support from the parents at the school. "There'll be Aboriginal perspectives brought in to each of the subjects and the way in which it's taught will acknowledge Aboriginal perspectives of things but essentially they'll be teaching the same curriculum and they'll be aimed at the same outcomes," he said. The school's principal, Donna Bridge, says changing to Systemic Aboriginal School status makes perfect sense as all of the children currently at the school are Aboriginal. She says to have formal recognition of this would be of great significance to parents and staff. "By trying to involve culture as part of the curriculum, I mean obviously we want it in all aspects of their learning program, but having a specific component that focuses on Indigenous culture for the kids would really show that we value it," she said. From phonosemantics at earthlink.net Tue Dec 20 19:53:15 2005 From: phonosemantics at earthlink.net (jess tauber) Date: Tue, 20 Dec 2005 14:53:15 -0500 Subject: Marantz pmd 670 vs. other makes/models? Message-ID: Hi. I've been looking into purchasing a good recorder for fieldwork- the Marantz pmd 670 has been discussed recently on various lists, but apparently it has its issues. Is there any consensus among folks here as to whether this would be adequate for the purposes of archive-quality records, and what if any recommendations would you make for accessories (mikes, etc.) as well as plugs for competitor's products if they are as good or better. Thanks. Jess Tauber phonosemantics at earthlink.net From thien at UNIMELB.EDU.AU Tue Dec 20 21:09:42 2005 From: thien at UNIMELB.EDU.AU (Nick Thieberger) Date: Wed, 21 Dec 2005 08:09:42 +1100 Subject: Marantz pmd 670 vs. other makes/models? In-Reply-To: <31546376.1135108395962.JavaMail.root@elwamui-milano.atl.sa.earthlink. net> Message-ID: I've used the PMD670 and think it is great. It is robust and not too heavy.The files are good although it won't record at the archival rate of 96/24. The mic we have here is a Rode NT-4, also proven to be up to carting around. We keep them both together in a pelcian case. I recently got a M-Audio microtrack, which records at 96/24, but appears to have some problems with the pre-amp. It is very portable, but also has the problem of relying on mains power (no replaceable batteries). A very good site for discussion of issues around digital recording is http://bartus.org/akustyk/rec.html http://linguistlist.org/issues/16/16-2710.html Also, the latest edition of the Language Archives Newsletter includes reviews of the following recording equipment: Roland Edirol R-1 3 , Mayah Flashman 5, Maycom Handheld II. This edition is available here: http://www.mpi.nl/LAN/ All the best, Nick Thieberger Pacific And Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) On Wed, December 21, 2005 6:53 am, jess tauber wrote: > Hi. I've been looking into purchasing a good recorder for fieldwork- the > Marantz pmd 670 has been discussed recently on various lists, but > apparently it has its issues. Is there any consensus among folks here as > to whether this would be adequate for the purposes of archive-quality > records, and what if any recommendations would you make for accessories > (mikes, etc.) as well as plugs for competitor's products if they are as > good or better. Thanks. > > Jess Tauber > phonosemantics at earthlink.net > From cashcash at EMAIL.ARIZONA.EDU Wed Dec 21 16:20:44 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Dec 2005 09:20:44 -0700 Subject: Jana sings carols in Native voice (fwd) Message-ID: Jana sings carols in Native voice Posted: December 21, 2005 by: Jim Adams / Indian Country Today http://www.indiancountry.com/content.cfm?id=1096412104 ONEIDA NATION HOMELANDS, N.Y. - Reviewers across the country are taking note of a remarkable new CD that combines Native language restoration with seasonal pop and maybe even commercial appeal. The album ''American Indian Christmas,'' sung by pop star Jana, presents 10 of the most familiar Christmas songs - each in a different tribal tongue. From ''O Holy Night'' in Navajo to ''Amazing Grace'' in Jana's own Lumbee, the recording is bringing the sounds of Native languages to a wide audience. The idea is so simple and yet so fresh, it's a wonder it hasn't been tried before. The National Museum of the American Indian headed in the same direction last year with the well-received CD ''Beautiful Beyond,'' issued in conjunction with Smithsonian Folkways Records, of Christian hymns sung by different tribal groups. A sequel has been under consideration. In an interview with Indian Country Today, she described the time-consuming effort of finding translations. ''We had to call Germany,'' she said, to consult on one cut. The Lumbee version of ''Amazing Grace'' was a special labor of love, she said, because the language of that North Carolina nation, the largest tribe in the country without full federal recognition, is still in a process of recovery. The exotic twist on holiday standards has intrigued reviewers at the country's largest newspapers. In the wrap-up of seasonal releases, USA Today listed Jana's CD as the main entry in its ''World Music'' category. New York Daily News reviewer David Hinckley said the work by ''this sweet-voiced singer'' was ''strong from the first notes of 'O Holy Night,' which is sung in Navajo.'' The release comes at a peak of productivity for Jana, who first broke into the scene around 2000 with dance-mix singles released by Curb Records. Her version of ''Stairway to Heaven'' reached No. 8 on the Billboard dance charts, the first time a Native performer cracked that category. Jana later parted company with the major label, objecting to the way her solid rhythm and blues singing voice was underused and drowned out by the dance beat arrangements. Earlier this fall, she released her first full-length CD, ''Flash of a Firefly,'' on the independent Radikal Records label. But the Christmas project is not just a shrewd career move. Jana emphasizes its contribution to the ''language retention'' movement. ''The preservation of our languages is extremely important to the culture and vitality of our people,'' she wrote in the liner notes. The release, she said, should also bring attention to the original translators and performers of each song. The credits for ''Little Drummer Boy,'' for instance, go to Albert Cata, Frances Harney, Esther Martinez and the Tewa Indian Women's Choir. The Ojibwe ''Winter Wonderland'' is the work of well-known music journalist Kim Hall, of the Waadookodaading Ojibwe Immersion Charter School. The CD is also noteworthy for being possibly the first commercial CD to be issued in conjunction with a tribal enterprise. The Standing Stone label is a division of Four Directions Media, an Oneida Indian Nation company which also publishes Indian Country Today. Distribution is handled by the SOAR Corp., founded by Tom Bee, Lakota. From cashcash at EMAIL.ARIZONA.EDU Wed Dec 21 16:33:12 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Dec 2005 09:33:12 -0700 Subject: Teaching chief appointed to safeguard the future of Gaelic (fwd) Message-ID: Teaching chief appointed to safeguard the future of Gaelic DAVID ROSS, Highland Correspondent December 21 2005 http://www.theherald.co.uk/news/52900.html A leading educational figure has been appointed as the first chairman of the new statutory body established to safeguard the future of Gaelic. Matthew MacIver, chief executive of the General Teaching Council for Scotland, had been chosen as the chairman designate of Bord na Gaidhlig. Confusingly, the new Bord na Gaidhlig will replace a quango of the same name which was set up in April 2003 to pave the way for the executive's Gaelic language legislation. The present bord is expected to finish office in February. Mr MacIver, 59, is a native Gaelic speaker from Lewis. A former chairman of the Gaelic Broadcasting Committee, he also chaired the Gaelic teachers' action group which published proposals to ministers on how to solve the chronic shortage of Gaelic teachers. Mr MacIver will have a crucial role in implementing the 2005 act, overseeing Bord na Gaidhlig's tasks of developing a national Gaelic language plan; working with public bodies to develop local language plans; and leading the national and international promotion of the Gaelic language, culture and education. Peter Peacock, the education minister who has ministerial responsibility for Gaelic, said: "In Matthew MacIver, we have secured a passionate enthusiast for the Gaelic language with a long track record in public service who will work tirelessly to ensure the language will thrive in future. Matt's passion for Gaelic, his contacts and influence in the Gaelic community will prove invaluable." Mr MacIver said: "This is an exciting time for all of us in the Gaelic community but we also face substantial challenges. We have 58,000 speakers at present but there were encouraging signs in the last census that showed there was an increase in the very young. It is now up to the community to take advantage of the new statutory powers and ensure Gaelic becomes a thriving language once again." From cashcash at EMAIL.ARIZONA.EDU Thu Dec 22 17:51:56 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 22 Dec 2005 10:51:56 -0700 Subject: Nome congregation keeps native language alive in ministry (fwd) Message-ID: Nome congregation keeps native language alive in ministry http://www.wfn.org/2005/12/msg00192.html By Lilla Marigza NOME, Alaska (UMNS) - A familiar tune flows from a little church in one of the most remote areas of the United States. Nome is 539 miles north of Anchorage and accessible only by air. Outside the Community United Methodist Church, snow falls and doesn't melt for most of the year. Daylight sometimes lasts only a few hours. But the coldest of winter is a special time here. On this day the choir is practicing "O Come All Ye Faithful." Christmas is filled with familiar hymns sung in a language centuries old. The choir is keeping a threatened language alive. "To young people it's a very difficult language now," says 77-year-old Esther Bourdon, a Native Alaskan. She grew up speaking Inupiaq in Wales, an Inupiat village on the most western point of the Alaskan Seward Peninsula. Natives say that on a clear day you can see Russia from there. The Inupiat parishioners of the church sing their language in the Wales dialect. Spanning hundreds of years of Eskimo culture and tradition, the Inupiaq language is one of the most challenging in the world to learn. Few Native Alaskans know this ancestral tongue anymore. "They don't speak it. And here they were having a hard time trying to say words," Bourdon says. Inupiaq encompasses a family of dialects that is recognized in parts of Alaska, Canada, Greenland and Siberia. The Inupiat people are hunters and fishers who live in small communities that have a strong culture of storytelling and singing. The language often reflects the close ties within family and community and their connection to the land and wildlife. When Bureau of Indian Affairs schools were established by the U.S. government, the language was not allowed to be spoken, and the children learned English. The threat of severe disciplinary action persuaded them to disregard their native language. Inupiaq was reserved for speaking at home. Another factor that has endangered the culture was the Flu Epidemic of 1918. When it hit the area, many of the elders in Inupiat villages died and took the cultural stories, dances and songs with them. Bourdon says in her 50 years at this church, three pastors have embraced and learned to speak the language of some of Alaska's native people. The church has about 35 active members, about two-thirds of whom are native, but its total number of participants is double that size. When the Revs. John and Debbie Pitney were assigned to the Community United Methodist Church in 1981, they decided to learn as much of the language as they could. Half of the small congregation was native at the time. "Language is everything," John Pitney explains. "Language is the primary way that culture is passed on. We did our part to keep that going." He is currently on staff at First United Methodist Church in Eugene, Ore., where Debbie serves as senior pastor. "It is a rhythmic language to me," Pitney says. "Words and sounds are spoken further back in the throat, and I remember it being spoken fairly softly." The language centered on survival, he says. "It was the key. Everything about the Inupiat villages was about survival, and that was a fundamental value." For instance, he recalls that there are nearly 40 Inupiaq words to describe snow and its various qualities. The Pitneys say they were never fully conversant in the language, but John learned enough to translate several hymns, compiling a book that is used today by the church choir. After the Pitneys left Nome, the Rev. Bob Bowers published a second edition. The Rev. Lucile Barton is the current pastor of Community United Methodist Church. Barton says the congregation continues to refine the collection. "We sing the Doxology in Inupiaq most of the time, and Esther translates a portion of the Gospel reading each Sunday as well," Barton says. A California native, Barton continues to learn the language of the congregation she serves. "It's been a really learning, growing experience for me to live in this culture." Translating hymns into Inupiaq has not been easy, since it is primarily a spoken language that doesn't lend easily to printed text. "It has sounds that we don't use in English and you have to listen carefully and learn to repeat those sounds and also when it's written the words get very, very long," Barton notes. The hymnal collection has grown and been fine-tuned by church members. "We still find that there are songs where we are singing along and they'll go, 'Oh, that's not right.'" Barton would like to see more translated songs. "There are other songs that Esther and Polly (Koweluk, Esther's sister) and some of the others know, that we don't have written down, but we don't have very many people who can write (the language)." The current collection is compiled in a loose-leaf church hymnal. The Inupiaq choir is something special, and the people of Nome know it. The group is often asked to sing at special events and funerals of native Alaskans. Barton is the only non-native in the 10-person choir. Barton says it is an honor to sing at funerals, but it's also a reminder that the choir keeps a culture alive. "There have been a number of people during the six and a half years I have been here who have died, and I have looked at the group and wondered if we were going to be able to continue it. It's been really exciting to me to see some young people begin to participate in the choir and learn to sing these translated songs." *Marigza is a freelance producer in Nashville, Tenn. News media contact: Jan Snider or Fran Coode Walsh, Nashville, Tenn., (615) 742-5470 or newsdesk at umcom.org. From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 00:08:13 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 26 Dec 2005 17:08:13 -0700 Subject: Linguapax Awards 2006 (fwd msg) Message-ID: fwd to ILAT on behalf of D.Z. Osborn ~~~ FYI. The Linguapax awards nomination process is open. The awards are "awarded to linguists, researchers, professors and members of the civil society in acknowledgement of their outstanding work in the field linguistic diversity and/or multilingual education. Nominations of people having contributed to improve the linguistic situation of a community or country will be specially appreciated." [from the Linguapax website] ... DZO [fwd from the Linguist list] Date: 16-Nov-2005 From: Josep Cru Subject: Linguapax Award Dear colleagues, We are pleased to inform you that the call for candidates to the Linguapax awards 2006 is open. Kindly send your nominees to the secretariat of the Linguapax Institute (info at linguapax.org) before January 15 along with their short biographical note. As in previous occasions, the name of the prize-winner will be made public on February 21, coinciding with the International Mother Language Day. The Linguapax Awardee will be granted the amount of 3,000 € [Euros]. For more information about the awards, please visit: http://www.linguapax.org/en/premisLPXang.html Best regards, Josep Cru Institut Linguapax Centre UNESCO de Catalunya From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 06:04:03 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 26 Dec 2005 23:04:03 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051214082803.xrghwkc8ss0kc0ss@www.email.arizona.edu> Message-ID: This is curious, because right now, streaming audio is a proprietary format, and not many people have readers. It also has the ugly behavior of loading after all the rest of the action has already happened. I think it's okay to have a language where you can specify simultaneity, but making it happen with streaming audio may be a whole 'nother kettle of fish. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Wednesday, December 14, 2005 8:28 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) 14 December 2005 Synchronized Multimedia Integration Language http://www.managinginformation.com/news/content_show_full.php?id=4549 The World Wide Web Consortium has released "Synchronized Multimedia Integration Language (SMIL 2.1)" as a W3C Recommendation. With SMIL (pronounced "smile"), authors create multimedia presentations and animations integrating streaming audio and video with graphics and text. Version 2.1 features include a new Mobile Profile and an Extended Mobile Profile with enhanced timing, layout and animation capabilities. "Today, W3C makes good on the promise of first class multimedia presentations for the mobile Web," said Chris Lilley (W3C). http://www.w3.org/TR/2005/REC-SMIL2-20051213/ http://www.w3.org/2005/12/smil-pressrelease.html.en http://www.w3.org/AudioVideo/ From susan.penfield at GMAIL.COM Tue Dec 27 16:42:59 2005 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 27 Dec 2005 09:42:59 -0700 Subject: LSA -- Jan 5-8 Message-ID: Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 16:49:53 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 09:49:53 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <39a679e20512270842o2b5b63cv740b535b1e974c46@mail.gmail.com> Message-ID: Hi, Sue & Everyone, I am going to be at the conference. I'm doing a workshop, maybe with one of my colleagues, on how to gather information to support the kinds of revitalization materials that keep languages off museum shelves and in the community (one of my friends from Wales dreamed up the "in the community and off the museum shelves" metaphor. I thought it was apt.) I/we are presenting Friday evening. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 9:43 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] LSA -- Jan 5-8 Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Tue Dec 27 17:09:05 2005 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 27 Dec 2005 10:09:05 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <20051227165004.5A1D3BD90@listserv.arizona.edu> Message-ID: Mia and all, I didn't actually intend to post to ILAT, but I'm glad I did. There are a number of good papers which will be presented (including Mia's I'm sure) at the LSA national meetings in Alburquerque in January (5-8). I hope many people will try to attend. The SSILA (Society for the Study of Indigenous Languages ) is being held in concert with LSA that weekend as well. Our 'special session' is aimed at showcasing community work and community language specialists in this national forum. Hope others can make it! Looking forward to seeing you there, Mia! Happy New Year to all! Susan On 12/27/05, Mia Kalish wrote: > > Hi, Sue & Everyone, > > > > I am going to be at the conference. I'm doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in the > community (one of my friends from Wales dreamed up the "in the community and > off the museum shelves" metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > > > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Tuesday, December 27, 2005 9:43 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* [ILAT] LSA -- Jan 5-8 > > > > Hi all, > Just to remind everyone of our special session -- I really hope we get > some attendance, given that we are the last on the list -- But I have heard > from a number of linguists who plan to stay and hear what we all have to > say. There are some guidelines for handouts on the LSA website under a link > for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm > > I have mentioned that part of our discussion would be devoted to how > documentation feeds into revitalization so I hope that you all give that > some thought/time. Otherwise, I'm just looking forward to an active > discussion and to finding out what everyone is up to these days! > Please forward this to any other participants -- I don't have Mary > Eunice's address or Brenda's...Thanks! > > Best Wishes for a Happy New Year and see you all soon! > Susan > > -- > Susan D. Penfield, Ph.D. > > Department of English > Affiliate faculty: Department of Linguistics > and the Second Language Acquisition and Teaching Program > American Indian Language Development Institute > Phone for messages: (520) 621-1836 > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 17:19:28 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 10:19:28 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <39a679e20512270909i19397784o211aa21659c9b7c2@mail.gmail.com> Message-ID: I'm glad you posted, too, Sue. It is nice to know what is going on in our community, and too often (to my mind) people think what they are doing isn't important enough to "bother" others with. But I LOVE knowing who is going to be there, what they are doing, what to plan for. And I love the excitement and anticipation of knowing I am going to see people who are often too far removed geographically to see at any other time. OBTW: I published my First, Yep, count 'em, 1, paper. It is Immersion multimedia for adult Chiricahua language learners, In New Review of Media and Hypermedia, December 2005 special issue, if anyone would like to read it. It is the theoretical basis for the software I make :-). Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 10:09 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] LSA -- Jan 5-8 Mia and all, I didn't actually intend to post to ILAT, but I'm glad I did. There are a number of good papers which will be presented (including Mia's I'm sure) at the LSA national meetings in Alburquerque in January (5-8). I hope many people will try to attend. The SSILA (Society for the Study of Indigenous Languages ) is being held in concert with LSA that weekend as well. Our 'special session' is aimed at showcasing community work and community language specialists in this national forum. Hope others can make it! Looking forward to seeing you there, Mia! Happy New Year to all! Susan On 12/27/05, Mia Kalish < MiaKalish at learningforpeople.us> wrote: Hi, Sue & Everyone, I am going to be at the conference. I'm doing a workshop, maybe with one of my colleagues, on how to gather information to support the kinds of revitalization materials that keep languages off museum shelves and in the community (one of my friends from Wales dreamed up the "in the community and off the museum shelves" metaphor. I thought it was apt.) I/we are presenting Friday evening. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 9:43 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] LSA -- Jan 5-8 Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:21:01 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:21:01 -0700 Subject: Call for Papers - Workshop on Indigenous Languages (fwd) Message-ID: Workshop on Indigenous Languages University of California, Santa Barbara April 21–April 22, 2006 http://orgs.sa.ucsb.edu/nailsg/ CALL FOR PAPERS The Linguistics Department at the University of California, Santa Barbara announces its ninth annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical and descriptive studies of the indigenous languages of the Americas. Anonymous abstracts are invited for talks on any topic in linguistics. Talks will be 20 minutes, followed by 10 minutes for discussion. Abstracts should be 500 words or less (excluding examples and/or references) and can be submitted by hard copy or email. Individuals may submit abstracts for one single and one co-authored paper. Please indicate your source(s) and type(s) of data in the abstract (e.g. recordings, texts, conversational, elicited, narrative, etc.). For co-authored papers, please indicate who plans to present the paper as well as who will be in attendance. For email submissions: Include the abstract as an attachment. Please limit your abstracts to the following formats: PDF, RTF, or Microsoft Word document. Include the following information in the body of the email message: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper. Send email submissions to: wail at linguistics.ucsb.edu For hard copy submissions: Please send five copies of your abstract, along with a 3x5 card with: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper. Send hard copy submissions to: Workshop on American Indigenous Languages Department of Linguistics, University of California, Santa Barbara, CA 93106 DEADLINE FOR RECEIPT OF ABSTRACTS: January 17, 2006 Notification of acceptance will be by email by February 15, 2005. About WAIL The annual Workshop on American Indigenous Languages (WAIL) at the University of California, Santa Barbara is presented by the Native American Indian Languages study group (NAIL), which has been meeting regularly in Santa Barbara since 1990 to discuss issues relating to Native American language and culture. The workshop is a forum for the discussion of theoretical and descriptive linguistic studies of indigenous languages of the Americas. WAIL is also sponsored by the UCSB Linguistics Department. Contact: wail at linguistics.ucsb.edu From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:31:21 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:31:21 -0700 Subject: NABE 2006 Indigenous Bilingual Education Pre-Conference Program (fwd) Message-ID: NABE 2006 Indigenous Bilingual Education Pre-Conference Program http://www.wnmu.org/ibe/ Wednesday, January 18, 2006 Phoenix Civic Plaza, Phoenix, AZ 8-5pm Breakfast 8:00-8:45 Opening Session 8:45-9:45 Dr. Richard Littlebear, President Chief Dull Knife College Luncheon 12:45-1:45 Carolyn Warner, Former Arizona State School Superintendent Closing Session 4:30-5:00 Dr. David Beaulieu-Director Center for Indian Education ASU Invited Guests: Governor Janet Napolitano Ernie Calderon, Arizona Board of Regents ( welcome address) Navajo Nation President, Joe Shirley Hopi Tribe, Wayne Taylor Jr. San Carlos Apache Tribe, Kathleen Wesley-Kitcheyan White Mountain Apache Tribe, Dallas Massey Sr. Nakota LaRance, “Into the West” star and the World’s Jr. Champion Hoop Dancer Other tribal/civic dignitaries Overcoming Language Oppression to Creating Speakers Jennie DeGroat, Northern Arizona University, Flagstaff, AZ Integrating Native Cultural Knowledge into the Existing Science Curriculum for Grades 4th-6th Willard Sakiestewa Gilbert, Northern Arizona University, Flagstaff, AZ Thirty Years After: From Kohanga Reo to Wananaga George Ann Gregory, Ho Anumpoli! Albuquerque, NM Ovoohe ahatomone, ne’semoneeestse” (Listen First, Then Talk) Richard Littlebear, President Chief Dull Knife College Janice Littlebear, NBCT, Anchorage School District, Anchorage, AK Teaching Navajo Language Through Literature Louise Lockard, Northern Arizona University, Flagstaff, AZ Verna Clinton, Chinle Unified School District, Chinle, AZ Native Language Education: Partnerships for Alaska Patrick Marlow, “Hishinlai”Kathy Sikorski, Alaska Native Language Center, U of Alaska, Fairbanks, AK Oscar and Sophie Alexie, Kuskokwim Campus, U of Alaska, Bethel, AK Lindsay Bell, Evelyn Yanez,School of Education, U of Alaska/Fairbanks, Fairbanks, AK, Joan Parker Webster, U of Alaska/Fairbanks, Fairbanks, AK Community-Based Language Planning and Revitalization: Lessons from the Native Language Shift and Retention Project Teresa L. McCarty, Arizona State University, Tempe, AZ Mary Eunice Romero, Arizona State University, Tempe, AZ Ofelia Zepeda, University of Arizona, Tucson, AZ Andrea Ramon, Ha:san Preparatory & Leadership Development School, Tucson, AZ James Sundust, Gila River Indian Community, Sacaton, AZ Empowering Native American Students with Disabilities through Culturally Dynamic Teacher-Made Materials Patricia Peterson, Northern Arizona University, Flagstaff, AZ Marie Max, Evangeline Bradley-Wilkinson, Colby Holland, Patricia Matthews, Northern Arizona University, Flagstaff, AZ Native Educators Research Project Jon Reyhner, Northern Arizona University, Flagstaff, AZ Anna Figueira, Arizona State University, Tempe, AZ A New Paradigm for Indigenous Language Learning: Learning an Indigenous Language as a Second Language Eunice Romero, Arizona State University, Tempe AZ Andrea Ramon, Ha:san Leadership & Preparatory School, Tucson, AZ A Culture, Tradition, and Language Curriculum That Meets Standards in Every Elementary School Subject Area Timothy Rush, University of Wyoming, Laramie, WY Veronica Miller, Wind River Tribal College, Ethete, WY Wilfred Ferris III A Workshop in Oral Language Development for Native Language Speakers Christine Sims University of New Mexico, Albuquerque, NM Donna Boynton, Acoma Language Retention Program Anne Ka-hee, Cochiti Language Program Accreditation of Aboriginal Language Teachers in Taiwan Chung-Han Tsay, Taiwan Aboriginal Foundation, Taipei, ROC Free to be Kanienkehaka: A Case Study of Educational Self-Determination at the Akwesasane Freedom School Louellyn White, University of Arizona, Tucson, AZ Tsehootsooi_ Dine_ Bi_o_lta_ Jennifer Wilson, Window Rock USD, Ft Defiance, AZ Florian Tom Johnson, Window Rock USD, Ft Defiance, AZ NABE 2006 Indigenous Bilingual Education SIG Institute Program Thursday, January 19, 2006 Hyatt Regency Hotel, Phoenix AZ 11:00-6:00pm 11:00-11:45 Keynote Address: Dr. Lily Wong Fillmore UC Berkeley and Dr. Christine Sims University of New Mexico/Ellis Room 5:00 – 6:00 **IBE SIG Business Meeting/Ellis Room** Invited Guests: Governor Janet Napolitano Navajo Nation President, Joe Shirley Hopi Tribe, Wayne Taylor Jr. San Carlos Apache Tribe, Kathleen Wesley-Kitcheyan White Mountain Apache Tribe, Dallas Massey Sr. Nakota LaRance, “Into the West” star and the World’s Jr. Champion Hoop Dancer Other tribal/civic dignitaries Promoting Family Literacy Through Creative Writing Judy Basham, Phoenix Union School District, Phoenix, AZ Challenges and Opportunities for Native Language Bilingual Education in Mexico, Guatemala and Ecuador Fausto Campos, Mixteco, Arizona State University, Tempe, AZ Piquinto Gregorio, Natuatl (Guerrero), Arizona State University, Tempe, AZ Gloria Reyes, Chi (Guatemala), Arizona State University, Tempe, AZ Luz Maria De La Torre, Kichwa, (Ecuador), Arizona State Univ., Tempe, AZ Using Storytelling for Learning and Teaching Indigenous Languages Jennie DeGroat, Northern Arizona University, Flagstaff, AZ Donna Boynton, Acoma Language and Teaching Andrea Ramon, Tohono O’odham Carolene White Yazzie Ronald Geronimo A Review & Analysis of the Research Literature on Native American Students William Demmert, Western Washington University, Bellingham, WA The Hopilavay Summer Institute Teacher Training 2005: Hopinaatuwpi Sheilah Nicholas, University of Arizona, AISP, PhD. Candidate, Tucson, AZ Dawa Taylor, Outreach Coordinator, The Hopilavayi Program, Kykotsmovi, AZ Develop a Language and Culture Curriculum Aligned with Standards in All Elementary School Subject Areas Timothy Rush, University of Wyoming, Laramie, WY Veronica Miller, Wind River Tribal College, Ethete, WY Wilfred Ferris III Culturally Relevant Curriculum in Hopi Elementary Schools Noreen Sakiestewa, Office of Hopi Education, Kykotsmovi, AZ Pamela Powell, Northern Arizona University, Flagstaff, AZ Noticing Language Structure in a University Immersion Classroom Hishinlai’ “Kathy R. Sikorski”, University of Alaska, Fairbanks, Fairbanks, AK Siri G. Tuttle, University of Alaska, Fairbanks, AK Situational Navajo:Teaching Dine Oral Language Development Verb-fuly Irene J. Silentman, Navajo Educator, Window Rock, AZ Revitalizing Indigenous Languages in an Era of Standardization: Challenges, Issues, and Perspectives Christine Sims, University of New Mexico, Albuquerque, NM Eunice Romero, Arizona State University, Tempe, AZ Math in Cultural Context: Lessons Learned from Yup’ik Eskimo Elders Joan P. Webster, University of Alaska, Fairbanks, AK Evelyn Yanez, Yup’ik Language Expert The American Indian Language Development Institute (AILDI): In Support of American Education & Linguistic Rights Ofelia Zepeda, University of Arizona, Tucson, AZ Regina Siqueros, University of Arizona, Tucson, AZ *** Friday, January 20th Heard Museum Cultural Event 6:30-8:30pm From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:58:56 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:58:56 -0700 Subject: Our dying languages (fwd) Message-ID: Our dying languages by: Mzati Nkolokosa, 12/23/2005, 5:29:16 AM http://www.nationmalawi.com/articles.asp?articleID=14312 They often shout their mantra, Angoni satha onse (the Ngoni still exist), in Chichewa because Ngoni is a culture without a language. “Ngoni for all practical purposes is a dead language,” says Pascal Kishindo, an associate professor of linguistics at Chancellor College. The reasons are historical. The Ngoni left Zululand, among other reasons running away from Shaka Zulu’s wars, and moved to Malawi in two groups, on different routes, waging wars, losing and conquering people on the way and finally settled in Mzimba and Ntcheu. The majority of the people who came to Malawi, therefore, were those captured during wars and not necessarily Ngoni. Only the royal clan and a few others could speak Ngoni in Malawi. As a result, Ngoni was not an everyday language, it was not passed on to future generations and became a second or third language. “When a language is not used everyday, it’s on its way out,” says Kishindo. Indeed Ngoni is out because only chants remain. These are recited by old people on important occasions like initiation and installation of chiefs, for example. Such old people are at Mpherembe in Mzimba and around Inkosi ya Makosi Gomani’s area in Ntcheu. Now there are efforts to revive the language. The Mzimba Heritage Association is running Ngoni classes throughout Mzimba so that Ngoni culture should not die because in the first place, a culture is conveyed through a language. This initiative was approved by Inkosi ya Makosi M’mbelwa and government. South Africa donated textbooks for the exercise a couple of years ago. One of the people involved is Aupson Ndabazake Thole, who works for Mzuzu Museum. He says one real challenge is that few Ngoni words still in use have been mixed up with Chitumbuka. Perhaps Ngoni is not so much of a worry because something is happening to resurrect it from the dead. It’s languages still in use like Chilomwe and Chitonga that should be guarded against gradual death. The danger, says Bright Molande of English Department at Chancellor College, is that a person can speak a language without owning it. Such people do not live their languages. A 1966 population census showed that Lomwe was the country’s second largest spoken language. Chichewa was number one, Yao came third with Tumbuka on fourth. Some have, as in every census, doubted the accuracy of the statistics, saying the enumerators simply asked the tribe of the respondents and assumed they could speak the language of their tribe. The real challenge is that while Tumbuka, for example, is spoken in Blantyre, Chilomwe, a language close to the commercial city, is rarely spoken there. While Chiyao becomes a language for a bus to Mangochi and Chisena for a bus to Nsanje, Chilomwe is never heard on public transport to Mulanje. “It was very difficult to find people who speak Lomwe very freely at a market, for example,” says Kishindo of his 1999 study on Chilomwe in Thyolo and Mulanje. One sad observation, says Kishindo, is that it was old people who were interested while “the young folks were annoyed”. History is part of the explanation. The Lomwe were the latest people to come to Malawi. Some as late as 1910. They ran away from oppressive rule of the Portuguese in neighbouring Mozambique and picked up humble jobs in tea estates in Thyolo and Mulanje, including Phalombe. “It would be hypocritical of me if I don’t accept this,” says Ken Lipenga, an ardent speaker and researcher in Lomwe semantics. As a result, some Lomwe shied away from their ethnic identity and were reluctant to speak their language. “It’s not surprising, therefore, that there has been a language shift from Chilomwe to Chichewa,” says Gregory Kamwendo in his contribution to A Democracy of Chameleons, a 2002 book on politics and culture in new Malawi. Lipenga accepts the shift but says Chilomwe is not developing characteristics of a dying language. “Lomwe’s speak other languages in order to communicate with people outside the tribe,” says Lipenga, adding that among themselves in Phalombe, for example, they speak Chilomwe. But he realises the need to pass on the language to future generations, first by giving children Chilomwe names. “My two children have Lomwe names,” says Lipenga. Perhaps, the worst setback to all languages in independent Malawi was the Malawi Congress Party’s 1968 convention which resolved that Chichewa be a national language. The introduction of one language was partly good for the sake of national unity. The problem was the selfish manner in which first President Dr. Hastings Kamuzu Banda imposed his language on the nation. Despite the nationalisation of Chichewa, Livingstonia Synod of the CCAP has been a custodian of Chitumbuka, for instance. The Synod uses Chitumbuka for worship. This has helped the Chitumbuka language to thrive. But the Synod is not a custodian of Tumbuka culture which is supposed to be carried by the language. It’s clear, therefore, that only people, owners of a culture, can promote a culture through its language. That’s what the Lomwe and other tribes have to do. Yet promoting a language requires a lot of political will and a number fanatics to despise all ridicule. The first political will in recent years was the introduction of several languages on MBC Radio One. But this is not enough. Still there are signs of hope. The suggested instruction of junior primary school pupils in the vernacular may help, confirms Alfred Mtenje, professor of linguistics at Chancellor College. However, Malawi has over 10 languages and it’s not yet known which ones will be used from the list of local languages which include Chichewa, Chiyao, Chitumbuka, Chisena, Chilomwe, Chingonde, Chinyakyusa, Chilambya, Chindali, Chisuku, Chinyika, Chitonga, Chisenga, Chingoni, Chimambwe and many more. Some of these languages are spoken by a few hundreds of people and may not be a medium of instruction. But for those that are on the danger of disappearing, there is need for a programme to collect information from old people because once they die it’s like a library has caught fire, books destroyed. Any preservation of a language, however, should come from the people themselves because the Chilomwe distinctiveness, for example, is very interesting to a linguist like Mtenje. But his feeling is that the Lomwe themselves should be interested in their culture and tradition — folktales, rituals and initiation. A language, as we say, is a carrier of a culture. Therefore, to live a language is to live a culture. The instruction of junior pupils in mother tongues is perhaps a good, but bumpy starting point. Our children, and all of us, should not only speak but live our languages to preserve our cultures. This means Lomwe people should not only dance tchopa but should also sing Chilomwe songs. Likewise, Yao and their manganje, Ngoni and beni and so on. When we live our languages we shall use them daily, pass them on to future generations and make them preferable to others. That’s what all tribes in Malawi should be doing. This story was printed from The Malawi Nation website, http://www.nationmalawi.com From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 18:02:29 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 11:02:29 -0700 Subject: Kodiak residents bring lessons from Native culture conference (fwd) Message-ID: Kodiak residents bring lessons from Native culture conference NEW ZEALAND: More than 3,000 delegates attended the event. By KRISTEN INBODY Kodiak Daily Mirror (Published: December 27, 2005) http://www.adn.com/news/alaska/story/7315253p-7227056c.html KODIAK -- As painted Maoris landed in war canoes on the shores of Waikato River, they began a dance that left a group of Kodiak residents stunned, it was so perfectly in synch. "You could tell they practiced all the time," said April Laktonen Counceller, in New Zealand for a Native culture conference. The Maoris have been unusually successful at maintaining their language and culture. Their language is recognized as an official language of New Zealand, they are influential in the government, and their children grow up fluent in Maori. "It seems everything they do, they've got the golden touch," Counceller said. The Kodiak delegation attended the World Indigenous Peoples Conference on Education in Hamilton, New Zealand, in late November and early December, hoping to return home with ideas to mirror that success. "We wanted to learn how the Maori people preserve their language and culture and are economically successful," Counceller said. Seven locals involved in the Alutiiq language program attended the conference to make a presentation on collaborative leadership. The delegates aimed to represent a broad swath of the island, with Counceller, Alisha Drabek, Florence Pestrikoff, Julie Knagin, Mary Haakanson, Peggy Stoltenberg and Susan Malutin. More than 3,000 international delegates attended. Counceller said it was a morale boost to see people all over the world fighting the same battles to continue their cultures. "We ended up being able to learn from everyone, to get that worldwide perspective on indigenous people," Counceller said. "It felt really good to be around so many people trying to improve their community. It didn't matter if they were from an island in the South Pacific or an island in the North Pacific, like Kodiak," she said. If only a smattering of adults study a language, it will fade away, she said. Only if children are raised speaking a language will enough new speakers replace the older speakers. Kodiak Island has 35 fluent Alutiiq speakers. Their average age, 74, exceeds the life expectancy for Alaska Natives. "There's a lot of urgency to what we do," Counceller said. In the past year, several Alutiiq speakers have died. In a decade, they could all be gone. "We're fighting against the tide," Counceller said. She said that since the Native language evolved on Kodiak Island, it is the most perfect way to describe elements here and is worth maintaining. For Counceller, the most significant element of the conference was the language symposium. There she learned of a technique used to teach Arapaho astonishingly fast. One element of the Maoris' success is their preschools, which teach in the native language. Stoltenberg, a teacher in Old Harbor, said that in addition to touring the preschools, the group visited a Maori teacher training center. One of the teachers demonstrated the silent method, where instruction takes place only in the language being taught and uses different colored rods to illustrate words. "She had found success with that method teaching adults and children," Stoltenberg said. "People who learn that method learn it quickly." She was also impressed, and hopes to institute in Old Harbor, the way Maoris incorporate the language into every aspect of their lives. From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 18:29:19 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 11:29:19 -0700 Subject: Kodiak residents bring lessons from Native culture conference (fwd) In-Reply-To: <20051227110229.ev2ck8okcwwoc0sc@www.email.arizona.edu> Message-ID: Do we have a "clearinghouse" of methods and approaches somewhere? I have been working in revitalization and extension for nearly 7 years now, and it seems that everyone invents their own approach and methodology. With languages in such dire shape, it seems that we, the concerned community, could put together an online collection of tools, with demos, theory and research support, and implementation guidelines and instructions so people can "pull them off the shelf" and begin applying them in their communities. Does anyone else feel the same way? Is there a repository somewhere that I am missing? Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Tuesday, December 27, 2005 11:02 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Kodiak residents bring lessons from Native culture conference (fwd) Kodiak residents bring lessons from Native culture conference NEW ZEALAND: More than 3,000 delegates attended the event. By KRISTEN INBODY Kodiak Daily Mirror (Published: December 27, 2005) http://www.adn.com/news/alaska/story/7315253p-7227056c.html KODIAK -- As painted Maoris landed in war canoes on the shores of Waikato River, they began a dance that left a group of Kodiak residents stunned, it was so perfectly in synch. "You could tell they practiced all the time," said April Laktonen Counceller, in New Zealand for a Native culture conference. The Maoris have been unusually successful at maintaining their language and culture. Their language is recognized as an official language of New Zealand, they are influential in the government, and their children grow up fluent in Maori. "It seems everything they do, they've got the golden touch," Counceller said. The Kodiak delegation attended the World Indigenous Peoples Conference on Education in Hamilton, New Zealand, in late November and early December, hoping to return home with ideas to mirror that success. "We wanted to learn how the Maori people preserve their language and culture and are economically successful," Counceller said. Seven locals involved in the Alutiiq language program attended the conference to make a presentation on collaborative leadership. The delegates aimed to represent a broad swath of the island, with Counceller, Alisha Drabek, Florence Pestrikoff, Julie Knagin, Mary Haakanson, Peggy Stoltenberg and Susan Malutin. More than 3,000 international delegates attended. Counceller said it was a morale boost to see people all over the world fighting the same battles to continue their cultures. "We ended up being able to learn from everyone, to get that worldwide perspective on indigenous people," Counceller said. "It felt really good to be around so many people trying to improve their community. It didn't matter if they were from an island in the South Pacific or an island in the North Pacific, like Kodiak," she said. If only a smattering of adults study a language, it will fade away, she said. Only if children are raised speaking a language will enough new speakers replace the older speakers. Kodiak Island has 35 fluent Alutiiq speakers. Their average age, 74, exceeds the life expectancy for Alaska Natives. "There's a lot of urgency to what we do," Counceller said. In the past year, several Alutiiq speakers have died. In a decade, they could all be gone. "We're fighting against the tide," Counceller said. She said that since the Native language evolved on Kodiak Island, it is the most perfect way to describe elements here and is worth maintaining. For Counceller, the most significant element of the conference was the language symposium. There she learned of a technique used to teach Arapaho astonishingly fast. One element of the Maoris' success is their preschools, which teach in the native language. Stoltenberg, a teacher in Old Harbor, said that in addition to touring the preschools, the group visited a Maori teacher training center. One of the teachers demonstrated the silent method, where instruction takes place only in the language being taught and uses different colored rods to illustrate words. "She had found success with that method teaching adults and children," Stoltenberg said. "People who learn that method learn it quickly." She was also impressed, and hopes to institute in Old Harbor, the way Maoris incorporate the language into every aspect of their lives. From pasxapu at DAKOTACOM.NET Wed Dec 28 16:51:55 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 09:51:55 -0700 Subject: Visual History (fwd) Message-ID: fyi, a nice article on video archiving is available at videosystems online magazine. check it out, phil cash cash ~~~ Visual History Historical organizations fight to preserve firsthand stories of the past using video and archiving technologies. By Tom Patrick McAuliffe Dec 1, 2005 12:00 PM http://www.videosystems.com/mag/video_visual_history/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 443 bytes Desc: not available URL: From pasxapu at DAKOTACOM.NET Wed Dec 28 17:11:28 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 10:11:28 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051227060411.36261B6EB@listserv.arizona.edu> Message-ID: Hi Mia, everybody, I offered a short SMIL workshop to an unsuspecting and patient group of tribal folks at the Great Basin Languages conference earlier this fall. The workshop generously failed because it was all about coding, but in principle ;-) one could code a movie (.mov, .rm) using only a plain text editor, a few media files (.jpeg, .wav, .bmp) and some imagination. the goal here was to allow the student to use a SMIL template as a reusable "learning object" and create a set of movies linking various media files. After this experience, I am back to the drawing board, but I am piecing together a tutorial that I may/will post to my webpage someday and have people test out. later, Phil Cash Cash On Dec 26, 2005, at 11:04 PM, Mia Kalish wrote: > This is curious, because right now, streaming audio is a proprietary > format, > and not many people have readers. It also has the ugly behavior of > loading > after all the rest of the action has already happened. > > I think it's okay to have a language where you can specify > simultaneity, but > making it happen with streaming audio may be a whole 'nother kettle of > fish. > > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of phil cash cash > Sent: Wednesday, December 14, 2005 8:28 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) > > 14 December 2005 > Synchronized Multimedia Integration Language > http://www.managinginformation.com/news/content_show_full.php?id=4549 > > The World Wide Web Consortium has released "Synchronized Multimedia > Integration Language (SMIL 2.1)" as a W3C Recommendation. > > With SMIL (pronounced "smile"), authors create multimedia presentations > and animations integrating streaming audio and video with graphics and > text. Version 2.1 features include a new Mobile Profile and an Extended > Mobile Profile with enhanced timing, layout and animation capabilities. > "Today, W3C makes good on the promise of first class multimedia > presentations for the mobile Web," said Chris Lilley (W3C). > > http://www.w3.org/TR/2005/REC-SMIL2-20051213/ > http://www.w3.org/2005/12/smil-pressrelease.html.en > http://www.w3.org/AudioVideo/ > From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 17:21:53 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 10:21:53 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: Message-ID: Hey, Phil! You know, I been there . . . but a long time ago (see, wisdom Does come with Crash-And-Burn opportunities ). I checked out the SMIL thing for Jan. The structural concept is difficult even for people who are used to the "secret structure" of tools for educational materials. Barthes is of enormous help here, because he talks about the form separate from the content. The forms that we have to use are those that have been easy to implement for people learning how to do it (the techies, I mean here, not the people who will ultimately use the product). I am proposing a different approach, one which has worked for me and others I have collaborated with. I have a new Cherokee syllabary for people, not entirely mine, but an example of how I would suggest facilitating materials development. Of course, I really like working with groups of people, so my approach wouldn't be very comfortable for people who like the approach where one person does it all. But I have been working in various languages for 7 years now, and I really think that the dynamics that comes with a group can generate the energy to make for a successful project. I will let y'all know when I have posted the new syllabary - typical of me, you can hear and see - and a brief description of who does what and how. (Why should be intuitively obvious ). Anon, really, just a few moments. . . Mia PS: Phil, will you be in ABQ next week? -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Wednesday, December 28, 2005 10:11 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Synchronized Multimedia Integration Language (fwd) Hi Mia, everybody, I offered a short SMIL workshop to an unsuspecting and patient group of tribal folks at the Great Basin Languages conference earlier this fall. The workshop generously failed because it was all about coding, but in principle ;-) one could code a movie (.mov, .rm) using only a plain text editor, a few media files (.jpeg, .wav, .bmp) and some imagination. the goal here was to allow the student to use a SMIL template as a reusable "learning object" and create a set of movies linking various media files. After this experience, I am back to the drawing board, but I am piecing together a tutorial that I may/will post to my webpage someday and have people test out. later, Phil Cash Cash On Dec 26, 2005, at 11:04 PM, Mia Kalish wrote: > This is curious, because right now, streaming audio is a proprietary > format, > and not many people have readers. It also has the ugly behavior of > loading > after all the rest of the action has already happened. > > I think it's okay to have a language where you can specify > simultaneity, but > making it happen with streaming audio may be a whole 'nother kettle of > fish. > > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of phil cash cash > Sent: Wednesday, December 14, 2005 8:28 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) > > 14 December 2005 > Synchronized Multimedia Integration Language > http://www.managinginformation.com/news/content_show_full.php?id=4549 > > The World Wide Web Consortium has released "Synchronized Multimedia > Integration Language (SMIL 2.1)" as a W3C Recommendation. > > With SMIL (pronounced "smile"), authors create multimedia presentations > and animations integrating streaming audio and video with graphics and > text. Version 2.1 features include a new Mobile Profile and an Extended > Mobile Profile with enhanced timing, layout and animation capabilities. > "Today, W3C makes good on the promise of first class multimedia > presentations for the mobile Web," said Chris Lilley (W3C). > > http://www.w3.org/TR/2005/REC-SMIL2-20051213/ > http://www.w3.org/2005/12/smil-pressrelease.html.en > http://www.w3.org/AudioVideo/ > From andrekar at NCIDC.ORG Wed Dec 28 17:32:21 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Wed, 28 Dec 2005 09:32:21 -0800 Subject: Karuk lang Message-ID: Karuk Language Resources on the Web - http://www.karuk.org/ Karuk Section of William Bright's Site - http://ncidc.org/bright/ karuk.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From pasxapu at DAKOTACOM.NET Wed Dec 28 17:43:35 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 10:43:35 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051228172204.0AE4BC351@listserv.arizona.edu> Message-ID: gee i wish but not this time maybe next time...phil On Dec 28, 2005, at 10:21 AM, Mia Kalish wrote: > PS: Phil, will you be in ABQ next week? From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 20:54:33 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 13:54:33 -0700 Subject: Tsa-la-gi syllabary Message-ID: Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Dec 28 21:13:44 2005 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 28 Dec 2005 16:13:44 -0500 Subject: Tsa-la-gi syllabary Message-ID: I enjoyed that. The pronunciations are not that much different from anishnawbehmowin. I passed it on to a friend who deals with language teaching. Megwetch. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Wednesday, December 28, 2005 3:54 PM Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. J So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 21:27:12 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 14:27:12 -0700 Subject: Tsa-la-gi syllabary In-Reply-To: <000f01c60bf3$96f70f50$d30d6d18@Nadjiwon> Message-ID: Why, Roland, thank you. I am so pleased you liked it. If your friend would like one - or something similar for anishnawbehmowin - if you send me the materials and some clues, I will make you one. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rolland Nadjiwon Sent: Wednesday, December 28, 2005 2:14 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Tsa-la-gi syllabary I enjoyed that. The pronunciations are not that much different from anishnawbehmowin. I passed it on to a friend who deals with language teaching. Megwetch. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Wednesday, December 28, 2005 3:54 PM Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 21:39:32 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 14:39:32 -0700 Subject: Tsa-la-gi syllabary In-Reply-To: Message-ID: Wow. Thanks! I bow humbly. (Actually, I am grinning from ear to ear because I love a job well done.) I don't know if people know we made it last night, with a little finishing early this morning. If you want one without the phonetics, make what you want and send it to me. Now that I have the basic movie, I can make lots of permutations and combinations. I saw some code in the documentation for your site that talked about to insert a Flash movie. Flash movies have to be linked to from your site somewhere, so how about I zip it up for you, and then you copy the code from my site, remembering to change the directories appropriately. Tell me what you think. I am sharing this with the list so people who have never done this before will have some idea about it. I am about to post number practice and a number game in . . . Spanish, English, Estonian & Welsh. If people would like to do some for their own languages, and they can record the sounds and send them to me, I can make them in 2-3 days. Language teachers, especially, should not hesitate to ask. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Saturday, January 28, 2006 2:25 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Tsa-la-gi syllabary Mia, the syllabary is awesome! I couldn't figure out how to "drop it into a web page though. so I couldn't see it till now. I would love to be able to put it on my site at native people.net, can you help? If not I'll just link to it from your site. I am impressed. Well done, I am so impressed. I can't wait to share it with other students. This is so cool. I saw this same kind of thing done for Dakota or Lakota language somewhere on the net. Awesome. What did the online Tsalagi teacher think of it? What would be really cool to do with this is to take out the phonetic and have it just the Tsalagi syllabary. After your dissertation that is,I don't want to take any more of your time, but I just love it. I could type up a syllabary without the phonetics. Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Wednesday, December 28, 2005 3:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 23:45:34 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 16:45:34 -0700 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: Hi, Everyone, The results of my Master's research was recently published. I am sending along the abstract because it might be useful for people engaged in materials design. I will send the materials to anyone who wants to use them to rerun the experiment, or just to see how they work. You can contact me for a pdf copy. Abstract Study investigated effects of context versus list word presentation, and moving versus static target presentation in a 2 x 2 between-subjects design using Athapascan revitalization materials developed in Macromedia FlashR for adult learning. The within-subjects factor was word type, presented in two randomized sets of four nouns, adjectives and verbs. Macromedia FlashR was chosen to simulate immersion learning. Twenty-three Native American adults from a local reservation and twenty adults from the University engaged 48 words for 15 minutes (average) of self-directed study. Macromedia FlashR immersion test materials presented 3 target choices for each of 8 text and 8 spoken presentations (graphemic and phonemic association tasks), and 8 words spoken in context (disambiguation task). Populations were similar enough to be combined; total percent correct was 77.64% (SD = 12.70%; range = 50-100%). Results indicate that immersion-style, multi-media materials offer strong support for revitalization efforts, especially where learners outnumber native speakers. Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, December, 2005, 181-203 Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From Katherine.M.Humphrey-1 at OU.EDU Thu Dec 29 16:44:54 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Thu, 29 Dec 2005 10:44:54 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Thu Dec 29 17:21:57 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 29 Dec 2005 10:21:57 -0700 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <8478d15a1617f.43b3be26@ou.edu> Message-ID: Hi, Katherine. We knew that the syllabary graphic was on the web site. We knew also that there was a recording of the sounds. These two were separate. So I put them together. Go to the page and check it out, tell me if it's the same. When you get the syllabary graphic, put your mouse over the letters. You will hear Anna's voice saying the sound. Click here, and it should come up in your browser: http://learningforpeople.us/SupportFiles/Syllabary.swf If you know of one that's already put together like this, will you send me the link? Thanks, Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Thursday, December 29, 2005 9:45 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners Wa'do Mia, did you know the syllabary sound chart with Anna's voice is also on CN website? Is there another syllabary movie that you are talking about? ----- Original Message ----- From: Mia Kalish Date: Wednesday, December 28, 2005 5:45 pm Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > Hi, Everyone, > > > > The results of my Master's research was recently published. I am > sendingalong the abstract because it might be useful for people > engaged in > materials design. I will send the materials to anyone who wants to > use them > to rerun the experiment, or just to see how they work. You can > contact me > for a pdf copy. > > > > Abstract > > Study investigated effects of context versus list word > presentation, and > moving versus static target presentation in a 2 x 2 between- > subjects design > using Athapascan revitalization materials developed in Macromedia > FlashR for > adult learning. The within-subjects factor was word type, > presented in two > randomized sets of four nouns, adjectives and verbs. Macromedia > FlashR was > chosen to simulate immersion learning. Twenty-three Native > American adults > from a local reservation and twenty adults from the University > engaged 48 > words for 15 minutes (average) of self-directed study. Macromedia > FlashRimmersion test materials presented 3 target choices for each > of 8 text and 8 > spoken presentations (graphemic and phonemic association tasks), > and 8 words > spoken in context (disambiguation task). Populations were similar > enough to > be combined; total percent correct was 77.64% (SD = 12.70%; range = > 50-100%). Results indicate that immersion-style, multi-media > materials offer > strong support for revitalization efforts, especially where learners > outnumber native speakers. > > > > > > Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > December, 2005, > 181-203 > > > > > > Best, > > Mia > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 00:19:27 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 29 Dec 2005 17:19:27 -0700 Subject: Programming out of the western model Message-ID: Hi, Phil, I found this paper, and I thought it would be really helpful to you with your efforts to teach coding. http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf Apparently, Matti Tedre, one of the authors, runs an ethnocomputing wiki, which I am still searching for. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Fri Dec 30 05:15:08 2005 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 30 Dec 2005 00:15:08 -0500 Subject: Programming out of the western model Message-ID: Mia ... thanks for the paper. I found it interesting. I can probably use some of it as examples and springboard for my Cultural Encounters classes. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Thursday, December 29, 2005 7:19 PM Subject: [ILAT] Programming out of the western model Hi, Phil, I found this paper, and I thought it would be really helpful to you with your efforts to teach coding. http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf Apparently, Matti Tedre, one of the authors, runs an ethnocomputing wiki, which I am still searching for. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 15:43:35 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 08:43:35 -0700 Subject: www.ethnocomputing.org Message-ID: Hi, Everyone, Through a happy combination of coincidences on the event horizon, I have arrived at www.ethnocomputing.org . (Seems this is where I have been going all along, I just didn't know it. . . ). Anyway, given that it is the beginning of the New Year, I would like to share with you a wonderful slogan that is on the About_us page at the site: If it wasn't for Edison, we'd all be surfing the Net to the light of a candle. Isn't that Just Wonderful? I don't know what they call the literary form. Seems kind of Klein-bottle-ish to me! Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Fri Dec 30 16:13:53 2005 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Fri, 30 Dec 2005 10:13:53 -0600 Subject: LSA -- Jan 5-8 In-Reply-To: <20051227165004.5A1D3BD90@listserv.arizona.edu> Message-ID: Hi Susan and Mia, I probably won't be able to go to the whole session, but I will certainly get to some of it (I booked my flight back to Houston before I knew there would be events on Sunday afternoon). Mia I'll be at your workshop in the evening, I'm really looking forward to it. I'm writing a field methods textbook for linguistics students and have been trying to get input from community people involved in revitalisation and documentation projects about their experiences with linguists. I've talked to people in Australia but I don't have many contacts apart from linguists who are doing revitalisation work in the US. Also, if anyone would like to share any stories about what has worked and what hasn't, I'd be very interested to hear them. All the best, and Happy New Year! Claire Mia Kalish wrote: > Hi, Sue & Everyone, > > > > I am going to be at the conference. I’m doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in > the community (one of my friends from Wales dreamed up the “in the > community and off the museum shelves” metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > From mona at ALLIESMEDIAART.COM Fri Dec 30 16:39:11 2005 From: mona at ALLIESMEDIAART.COM (Smith) Date: Fri, 30 Dec 2005 10:39:11 -0600 Subject: Art, Cultural Assumptions and Technology article -programming and culture Message-ID: To add an artful point of view to the discussion. Written by the former director of the Banff New Media Institute (now head of an art college in the east of Canada), Sara Diamond. -------------- next part -------------- A non-text attachment was scrubbed... Name: DiamondBanff.pdf Type: application/pdf Size: 203452 bytes Desc: not available URL: -------------- next part -------------- _________________________________ Allies: media/art - http://www.alliesmediaart.com movie samples "From the Sky" CD From pasxapu at DAKOTACOM.NET Fri Dec 30 16:46:44 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Fri, 30 Dec 2005 09:46:44 -0700 Subject: Programming out of the western model In-Reply-To: <20051230001937.235F0BC05@listserv.arizona.edu> Message-ID: thanks Mia, i can share also Ethnocomputing a Multicultural View on Computer Science by Matti Tedre, Piet Kommers, Erkki Sutinen, 2002 http://www.cs.joensuu.fi/~ethno/articles/ethnocomputing_ICALT2002.pdf later, Phil On Dec 29, 2005, at 5:19 PM, Mia Kalish wrote: > Hi, Phil, >   > I found this paper, and I thought it would be really helpful to you > with your efforts to teach coding. >   > http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf >   > Apparently, Matti Tedre, one of the authors, runs an ethnocomputing > wiki, which I am still searching for. >   > Mia From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 16:52:24 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 09:52:24 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <43B55CC1.4050902@gmail.com> Message-ID: Looking forward to it, Claire! Nice to hear from you. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Friday, December 30, 2005 9:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] LSA -- Jan 5-8 Hi Susan and Mia, I probably won't be able to go to the whole session, but I will certainly get to some of it (I booked my flight back to Houston before I knew there would be events on Sunday afternoon). Mia I'll be at your workshop in the evening, I'm really looking forward to it. I'm writing a field methods textbook for linguistics students and have been trying to get input from community people involved in revitalisation and documentation projects about their experiences with linguists. I've talked to people in Australia but I don't have many contacts apart from linguists who are doing revitalisation work in the US. Also, if anyone would like to share any stories about what has worked and what hasn't, I'd be very interested to hear them. All the best, and Happy New Year! Claire Mia Kalish wrote: > Hi, Sue & Everyone, > > > > I am going to be at the conference. I'm doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in > the community (one of my friends from Wales dreamed up the "in the > community and off the museum shelves" metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > From mslinn at OU.EDU Fri Dec 30 17:03:32 2005 From: mslinn at OU.EDU (Mary S. Linn) Date: Fri, 30 Dec 2005 11:03:32 -0600 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <8478d15a1617f.43b3be26@ou.edu> Message-ID: It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From jtucker at starband.net Fri Dec 30 17:27:09 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 12:27:09 -0500 Subject: Hawaiian Language courses online now, Beginning in Jan 2006 In-Reply-To: <20051025131118.yjgg0ccg4csss0s0@www.email.arizona.edu> Message-ID: Phil and all, Kamehameha Schools Distance Learning language program online http://ksdl.ksbe.edu/kulaiwi/ Here there are eighteen Real audio language presentations. Very enjoyable "kumu" or teacher, and at Low bandwidth, I could see it with my Starband satellite uplink. I couldn't access the broadband however and see anything only hear. The lesson features call in question, and wonderful in context language vignettes, and it's live on TV for those calling in. ON the net they only have the recorded lessons, so it's not live on the net. Mia you could probably make another pronunciation flash movie from this audio, the font was English with two symbols which she described but were hard to see. I'm sure here will be written examples in the copious support materials and work book to download. I was fascinated by the vowel pronunciation presentation. ALSO....Oh below is another online class offered in the fall and it has font materials. It's not too expensive either 240 dollars. There are three levels of Beginning Hawaiian "Aha Pūnana Leo is proud to announce the start of Hawaiian Language classes on the web. In conjunction with its consortium partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will begin teaching classes in January 2006. Coursework is based on the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson and Kauanoe Kamanā." Lessons for the classes have been formatted for delivery on the Hawaiian Language intranet, Leokī. The Leokī client is free, as are the fonts, Hawaiian Keyboard and other resources students will need. Click here to learn more: http://www.ahapunanaleo.org/papa.htm Another online course http://ksdl.ksbe.edu/kulaiwi/ -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash Sent: Tuesday, October 25, 2005 4:11 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] ILAT update Thanks Jan for your willingness to share your work. I think your online course in Cherokee may be a first of this kind here in the US. Phil Quoting Jan Tucker : > Phil, I stared out on the H-AmIndian listserver and moved to ILAT > about a year ago, and am hooked now on the great information on > language revitalization. I'm working hard to find a way to do > something of value for language learners and teachers, and am > inspired by all that is posted here. Also impressed with what is > being done by those on this list. I can just take so much bad news > about language loss. This listserver has balanced my view of language > revitalization efforts and I've really enjoyed reading from the > varied voices, promoting language learning. > > I'm still working on my website between my day job and will have > something to share soon. I had to move to a new server, download a > new version of free courseware, and I'm testing it and revising a > demo Language Learning Resource Course for Cherokee. I'll share soon. > My goal is to get people started using online courseware for > supplementing other kinds of language learning and have a model for > how they can develop a course. They should be able to put up a course > that they completely control at minimum cost on their own website or > server. This is what I've done. Just have to perfect it before I show > it. > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 1:56 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] ILAT update > > > ILAT turns three! > > Indigenous Languages and Technology (ILAT) discussion list is an open > forum for community language specialists, linguists, scholars, and > students to discuss issues relating to the uses of technology in > language revitalization efforts. > > Current Number of Subscribers: 185 > > Country Subscribers > * ------- ----------- > * Australia 7 > * Bolivia 1 > * Canada 2 > * Fiji 1 > * Great Britain 3 > * Italy 1 > * Mexico 1 > * New Zealand 1 > * USA 168 > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > Discussions are most welcome here. > > Phil Cash Cash > University of Arizona > list mngr From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 17:45:05 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 11:45:05 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: They just didn't know where to go on the Cherokee Nation website---the one on the CN website is better actually, but it's hard to find. Mia's is better in that more people will use it. ----- Original Message ----- From: "Mary S. Linn" Date: Friday, December 30, 2005 11:03 am Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > It looks like they took the one (with permission) from the CN > website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's > voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 17:51:39 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 10:51:39 -0700 Subject: Art, Cultural Assumptions and Technology article -programming and culture In-Reply-To: Message-ID: Hi, Mona, I read this article with interest, and I have to say it is Not Fair in an interesting sort of way. As a life-long developer, I have noticed an uncritical expectation on the part of people who are less technologically skilled that those who they perceive as being more skilled are morally obligated to produce materials that work just the way they think they should. This is a theme that runs through the paper. Western developers build from their own worldviews. Well, yes. Only recently are people starting to write about Other Worldviews, Other Ways of Seeing and Knowing. As the awareness increases, changes are made in technology, as for example the new Maori interface. If people don't make a sound and say, This is what we want. . . and then, do something that shows what "we want" looks like, how will other people ever know? People can't make stuff for you if you're not there to participate in the development. The second theme in Not Fair is precisely this uncritical assessment. Humans "assume" that others see things from their perspective but reject it in favor of their own perspective. Lasa assumes that western developers see that others see things differently, but because of capitalistic greed, just persist in doing things their own way. I will grant you that there are a lot of lazy, uncreative people in technology who are there just for the job, but the people on the forefront are very creative, and love to do new, different things. It is unreasonable (Not Fair) to lump all technologists into a single, undifferentiated lump. This is just as bad as lumping "All Indians" together. A third Not Fair theme is her use of Greene's description as a theoretical framework. Choosing is not particular to technology or to tool designers. It is a characteristic of living, regardless of the creature. When my chicks eat, they choose one piece of grain or apple or lettuce over another. They cannot possibly eat all the grains and apple chunks and lettuce pieces. Language choice is the same. There is an infinite number of ways I could be saying this. Choices range from macro (which language) to micro (word choice) and have infinite variety in the middle level: which perspective do I take, who is my audience, what is my goal, and so on. So all things which we perceive on this earth will always be limited by choice. She says that "the visual aesthetics of tools tend toward binary, linear, rectangular aesthetics." I suppose this is true. People tend to use what they have to make new things, and one of the early things people who were developing computers had were paper and typewriters. Typewriters were modified to become early teletypes, and these changed and changed and changed, moving to portable devices, then to having monitors and eventually to the sophisticated visual technologies we have today. Things are "binary" partly because of the western, dichotomous form of argument, and also because clearly on and clearly off are very important when decisions are made in hardware. The Maybe Gate is extremely NOT to be desired. As for whether it is rectangular. . . I don't know that I agree. The 2-dimensional foci are perspectives - windows if you will - on huge "worlds". Operating systems, for example, are huge, dynamic, interacting communities. Different little parts have different responsibilities, and they do their jobs and send information around to others who need it, collecting what they need in the process. These communities reside in complex structures that are defined not by length and width and depth, but in terms of processes, which are themselves defined by time, intensity, frequency, priority, and more understandably, by their physical and logical characteristics and the kinds of things they can do. The things they do are of several kinds: things only the process or object can do; things that are shared with all comers; things that are shared with previously authorized comers; and, things that are shared via dynamical authorization systems. Yes it is true that to change the world you need a language. It is unfortunate that Lasa sees the requirement to be able to communicate with the tool as a deficiency. I don't know if this really counts as a "Not Fair" or whether it is part of the uncritical expectation that others will make it happen. Part of what you are hearing here is the result of my experience, what my sister Linda calls "The Do-Me Attitude", where people expect more experienced, more skilled, or better positioned people to "do [if for] me". Finally, Lasa talked about access to different kinds of knowledge. This has always been a double-edged sword. As long as there have been communities, there have been sacred knowledges. Israel revitalized its language from the sacred dialect held for many centuries by the Orthodox. What characterized (and still characterizes) the Orthodox is that their rituals and procedures restrict access to influences that might change them. Whatever we say about the Orthodox (Orthodox Jews stoned female soldiers during the 7 day war), without their way of being, we would not have Hebrew as a living language. It's true that every once in a while, we see conversions to Judaism, but in general, access to the sacred remains with the rebbis. It seems that focus on the sacred may be an old anthropological focus. What we need more today is focus on the kinds of extension that would make it possible to talk about secular things in Indigenous languages. For example, a year or two ago, I sent out an email to this list asking what people knew about Indigenous words for different kinds of science. There weren't many responses, and of those, few were actually able to address the extension question. That started me thinking, and I went back to Powell's original document on word collection. No where in that document is any suggestion that words for concepts of science, math, engineering and technology could be collected. This condition is more a fact (I think, because I really dislike Powell) of Powell's bias and sense of personal and ethnic superiority rather than a reflection of the cultural knowledge of the people. I guess I run on. . . it's a soapbox issue for me. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Smith Sent: Friday, December 30, 2005 9:39 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Art, Cultural Assumptions and Technology article -programming and culture To add an artful point of view to the discussion. Written by the former director of the Banff New Media Institute (now head of an art college in the east of Canada), Sara Diamond. From jtucker at starband.net Fri Dec 30 18:00:13 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 13:00:13 -0500 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: Message-ID: Mary, Thanks for sharing the feedback, what are the people saying and where, I'd like to read any posts with feedback? I noticed Mia's version is faster to produce the sound, and it has the phonetic along side the font. I see the benefits of just having the font and not having the phonetic for more advanced learners who study the font to sound directly. For new learners though it might be beneficial to have the phonetic and the speed. What do you think? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn Sent: Friday, December 30, 2005 12:04 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:07:24 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:07:24 -0700 Subject: Programming out of the western model In-Reply-To: <1d90fc3e140a602c0dfaf0e5d543ed5b@dakotacom.net> Message-ID: I liked this article a lot, Phil. Thanks. I clipped out a couple of philosophies, partly because I agree with them so much, and partly because they are so much in contrast with the Lasa article that Mona was wonderful enough to share with us. Ethnocomputing challenges the prevailing way of thinking that in order to keep up with the West, other cultures have to adapt to Western ways of thinking. Relying on constructivist theories, we argue that the universal theories of computing take different forms in different cultures, and that the European view on abstract ideas of computing is culturally bound, too. Studying ethnocomputing – i.e. the computational ideas within a culture – may lead to new findings that can be used both in developing the Western view of Computer Science and in improving Computer Science education in foreign cultures. I suppose we can live without the concept of "foreign cultures", since Matti and his co-authors are in Europe, but otherwise. . . Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Friday, December 30, 2005 9:47 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Programming out of the western model thanks Mia, i can share also Ethnocomputing a Multicultural View on Computer Science by Matti Tedre, Piet Kommers, Erkki Sutinen, 2002 http://www.cs.joensuu.fi/~ethno/articles/ethnocomputing_ICALT2002.pdf later, Phil On Dec 29, 2005, at 5:19 PM, Mia Kalish wrote: > Hi, Phil, >   > I found this paper, and I thought it would be really helpful to you > with your efforts to teach coding. >   > http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf >   > Apparently, Matti Tedre, one of the authors, runs an ethnocomputing > wiki, which I am still searching for. >   > Mia From jtucker at starband.net Fri Dec 30 18:16:26 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 13:16:26 -0500 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <95f1cfe91062a.43b51dc1@ou.edu> Message-ID: Osiyo Katherine, Since you've used both CNO's and Mia's sound syllabary. and can I assume you are an advanced speaker of Tsalagi? What do you think is the actual difference besides being able to find them? Do you think that new language learners might find Mia's version with the phonetics helpful, and advanced users studying the font might find the one with only the font and sound useful? I know their are examples of the sound in words and in the phonetics in the right column. Humm maybe its the simplicity, directness and speed of sound to font that makes Mia's example more usable. You can just focus on learning how the syllables are pronounced. In the CNO model your focus is on reading the examples and listening to the font sound, it's more work to a new learner who is focusing on learning the sounds only. What do you think about my speculations? I come from having just taken Cherokee I at CNO, so I'm a "newbie" or infant in my language learning. Wado Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 12:45 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners They just didn't know where to go on the Cherokee Nation website---the one on the CN website is better actually, but it's hard to find. Mia's is better in that more people will use it. ----- Original Message ----- From: "Mary S. Linn" Date: Friday, December 30, 2005 11:03 am Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > It looks like they took the one (with permission) from the CN > website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's > voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:34:31 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:34:31 -0700 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: People have been writing and writing about the materials I make, and suggesting other languages they can be made in. . . So here's the deal. If people what to have some in their own languages, we have the following options: 1. Record the numbers 1-100 in digital format and send it to me. If you put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. I can't process it. 2. Ditto for colors, shapes, and road signs (See http://LearningForPeople.us/8Days) 3. I will make the materials for you, zip them up and send you a copy. I would also like to put them on my site, especially to encourage others. 4. I am developing an online course (encouraged by Jan, thank you very much, Jan) on how to make the materials. I will provide the templates and the instruction. Participants will make their own. This should make people really happy, because now they won't be dependent on someone else. 5. If you have specialized materials, write to me and we can make new templates for them. I use a generalized form for the moment, but there is no reason why we can't make new ones. 6. If we need fonts, I can make those also. I think my 2nd online course will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I do. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Friday, December 30, 2005 10:27 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in Jan 2006 Phil and all, Kamehameha Schools Distance Learning language program online http://ksdl.ksbe.edu/kulaiwi/ Here there are eighteen Real audio language presentations. Very enjoyable "kumu" or teacher, and at Low bandwidth, I could see it with my Starband satellite uplink. I couldn't access the broadband however and see anything only hear. The lesson features call in question, and wonderful in context language vignettes, and it's live on TV for those calling in. ON the net they only have the recorded lessons, so it's not live on the net. Mia you could probably make another pronunciation flash movie from this audio, the font was English with two symbols which she described but were hard to see. I'm sure here will be written examples in the copious support materials and work book to download. I was fascinated by the vowel pronunciation presentation. ALSO....Oh below is another online class offered in the fall and it has font materials. It's not too expensive either 240 dollars. There are three levels of Beginning Hawaiian "Aha Pūnana Leo is proud to announce the start of Hawaiian Language classes on the web. In conjunction with its consortium partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will begin teaching classes in January 2006. Coursework is based on the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson and Kauanoe Kamanā." Lessons for the classes have been formatted for delivery on the Hawaiian Language intranet, Leokī. The Leokī client is free, as are the fonts, Hawaiian Keyboard and other resources students will need. Click here to learn more: http://www.ahapunanaleo.org/papa.htm Another online course http://ksdl.ksbe.edu/kulaiwi/ -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash Sent: Tuesday, October 25, 2005 4:11 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] ILAT update Thanks Jan for your willingness to share your work. I think your online course in Cherokee may be a first of this kind here in the US. Phil Quoting Jan Tucker : > Phil, I stared out on the H-AmIndian listserver and moved to ILAT > about a year ago, and am hooked now on the great information on > language revitalization. I'm working hard to find a way to do > something of value for language learners and teachers, and am > inspired by all that is posted here. Also impressed with what is > being done by those on this list. I can just take so much bad news > about language loss. This listserver has balanced my view of language > revitalization efforts and I've really enjoyed reading from the > varied voices, promoting language learning. > > I'm still working on my website between my day job and will have > something to share soon. I had to move to a new server, download a > new version of free courseware, and I'm testing it and revising a > demo Language Learning Resource Course for Cherokee. I'll share soon. > My goal is to get people started using online courseware for > supplementing other kinds of language learning and have a model for > how they can develop a course. They should be able to put up a course > that they completely control at minimum cost on their own website or > server. This is what I've done. Just have to perfect it before I show > it. > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 1:56 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] ILAT update > > > ILAT turns three! > > Indigenous Languages and Technology (ILAT) discussion list is an open > forum for community language specialists, linguists, scholars, and > students to discuss issues relating to the uses of technology in > language revitalization efforts. > > Current Number of Subscribers: 185 > > Country Subscribers > * ------- ----------- > * Australia 7 > * Bolivia 1 > * Canada 2 > * Fiji 1 > * Great Britain 3 > * Italy 1 > * Mexico 1 > * New Zealand 1 > * USA 168 > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > Discussions are most welcome here. > > Phil Cash Cash > University of Arizona > list mngr From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:38:00 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:38:00 -0700 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: Message-ID: Hi, Mary, Jan and Everyone, For people who have not seen the car game, in Flash we can have options. We can turn the phonetics on and off, or display them only on mouse click like we do the numerals in number practice. In number practice, you hear the sound and see the text when you move the mouse over, but you only see the numeral when you click the button. We have all these options, and more. We can make things that move. We can have people talking and moving, and demonstrating the ideas. . . there is no limit to what we can do. We are limited only by imagination, time, and that unfortunate need to make a choice. . . Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Friday, December 30, 2005 11:00 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners Mary, Thanks for sharing the feedback, what are the people saying and where, I'd like to read any posts with feedback? I noticed Mia's version is faster to produce the sound, and it has the phonetic along side the font. I see the benefits of just having the font and not having the phonetic for more advanced learners who study the font to sound directly. For new learners though it might be beneficial to have the phonetic and the speed. What do you think? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn Sent: Friday, December 30, 2005 12:04 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:43:26 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:43:26 -0700 Subject: Phil's really cool page Message-ID: Phil has a flute intro on his page. . . . great pics, too. http://www.u.arizona.edu/~cashcash -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 30 18:56:13 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 30 Dec 2005 11:56:13 -0700 Subject: Phil's really cool page In-Reply-To: <20051230184337.CF33CC395@listserv.arizona.edu> Message-ID: ah shucks...that ol page! i did that site long before i knew CSS (Cascading Style Sheets), time for an upgrade and better usablity. later, Phil Quoting Mia Kalish : > Phil has a flute intro on his page. . . . great pics, too. > > http://www.u.arizona.edu/~cashcash From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:59:38 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:59:38 -0700 Subject: Phil's really cool page In-Reply-To: <20051230115613.pk4g0g8ooowckowk@www.email.arizona.edu> Message-ID: You do a lot of work for this community, Phil, and I think we should take a moment to appreciate you from time to time! THANKS, PHIL!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Appreciatively, Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Friday, December 30, 2005 11:56 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phil's really cool page ah shucks...that ol page! i did that site long before i knew CSS (Cascading Style Sheets), time for an upgrade and better usablity. later, Phil Quoting Mia Kalish : > Phil has a flute intro on his page. . . . great pics, too. > > http://www.u.arizona.edu/~cashcash From keola at LEOKI.UHH.HAWAII.EDU Fri Dec 30 19:14:32 2005 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Fri, 30 Dec 2005 09:14:32 -1000 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: <20051230183444.143DFBABE@listserv.arizona.edu> Message-ID: Aloha kakou. Hawaiian language is well supported in UTF-8, we use the vowel-macron combination and a glottal which is represented by a single, open quote character. Our customized "HI" fonts have been around since 1992 or so, and are still used for Leoki as the FirstClass Client and server are still not Unicode compliant. Here's a page that explains it all: http://www.olelo.hawaii.edu/eng/resources/unicode.html Some activities in this class (mostly auto-correcting exercises) are WebCT-based and use UTF8 encoding in the web pages. Those that require student input by typing or recording audio are done on Leoki and require the use of our Hawaiian fonts and keyboard, which are provided free to the students. There is also a small Shockwave game that we wrote for the class but is publicly available; it contains all of the practice vocabulary found in the Na Kai 'Ewalu textbook. Its use does require the installation of the Hawaiian keyboard for Mac or Windows, but not the fonts. http://www.olelo.hawaii.edu/papakulanui/HAW101/ The classes that the 'Aha Punana Leo and we are now doing together have been taught for over three years online, in both for-credit and non-credit formats. If any has any questions regarding the classes and their evolution please feel free to contact me. Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ ======================================================================= Indigenous Languages and Technology ma Friday, December 30, 2005 ma 8:34 AM ua käkau ‘o -1000: >People have been writing and writing about the materials I make, and >suggesting other languages they can be made in. . . > > >So here's the deal. If people what to have some in their own languages, >we have the following options: >1. Record the numbers 1-100 in digital format and send it to me. If you >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. >I can't process it. >2. Ditto for colors, shapes, and road signs (See >http://LearningForPeople.us/8Days) >3. I will make the materials for you, zip them up and send you a copy. I >would also like to put them on my site, especially to encourage others. >4. I am developing an online course (encouraged by Jan, thank you very >much, Jan) on how to make the materials. I will provide the templates and >the instruction. Participants will make their own. This should make >people really happy, because now they won't be dependent on someone else. >5. If you have specialized materials, write to me and we can make new >templates for them. I use a generalized form for the moment, but there is >no reason why we can't make new ones. >6. If we need fonts, I can make those also. I think my 2nd online course >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I >do. > > >Mia > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker >Sent: Friday, December 30, 2005 10:27 AM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in >Jan 2006 > > >Phil and all, >Kamehameha Schools Distance Learning language program online >http://ksdl.ksbe.edu/kulaiwi/ > > >Here there are eighteen Real audio language presentations. Very enjoyable >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband >satellite uplink. I couldn't access the broadband however and see >anything only hear. The lesson features call in question, and wonderful >in context language vignettes, and it's live on TV for those calling in. >ON the net they only have the recorded lessons, so it's not live on the >net. > > >Mia you could probably make another pronunciation flash movie from this >audio, the font was English with two symbols which she described but were >hard to see. I'm sure here will be written examples in the copious >support materials and work book to download. I was fascinated by the >vowel pronunciation presentation. > > >ALSO....Oh below is another online class offered in the fall and it has >font materials. It's not too expensive either 240 dollars. There are >three levels of Beginning Hawaiian > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language >classes on the web. In conjunction with its consortium partner, Ka Haka >Ula O Keeliklani College of Hawaiian Language of the University of >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in >January 2006. Coursework is based on the textbook N Kai Ewalu, written >by William H. “Pila” Wilson and Kauanoe Kaman." > > >Lessons for the classes have been formatted for delivery on the Hawaiian >Language intranet, Leok. The Leok client is free, as are the fonts, >Hawaiian Keyboard and other resources students will need. Click here to >learn more: http://www.ahapunanaleo.org/papa.htm > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >Sent: Tuesday, October 25, 2005 4:11 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] ILAT update > > > > >Thanks Jan for your willingness to share your work. I think your online >course in Cherokee may be a first of this kind here in the US. > > >Phil > > >Quoting Jan Tucker : > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT >> about a year ago, and am hooked now on the great information on >> language revitalization. I'm working hard to find a way to do >> something of value for language learners and teachers, and am >> inspired by all that is posted here. Also impressed with what is >> being done by those on this list. I can just take so much bad news >> about language loss. This listserver has balanced my view of language >> revitalization efforts and I've really enjoyed reading from the >> varied voices, promoting language learning. >> >> I'm still working on my website between my day job and will have >> something to share soon. I had to move to a new server, download a >> new version of free courseware, and I'm testing it and revising a >> demo Language Learning Resource Course for Cherokee. I'll share soon. >> My goal is to get people started using online courseware for >> supplementing other kinds of language learning and have a model for >> how they can develop a course. They should be able to put up a course >> that they completely control at minimum cost on their own website or >> server. This is what I've done. Just have to perfect it before I show >> it. >> >> Jan >> >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >> Sent: Tuesday, October 25, 2005 1:56 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: [ILAT] ILAT update >> >> >> ILAT turns three! >> >> Indigenous Languages and Technology (ILAT) discussion list is an open >> forum for community language specialists, linguists, scholars, and >> students to discuss issues relating to the uses of technology in >> language revitalization efforts. >> >> Current Number of Subscribers: 185 >> >> Country Subscribers >> * ------- ----------- >> * Australia 7 >> * Bolivia 1 >> * Canada 2 >> * Fiji 1 >> * Great Britain 3 >> * Italy 1 >> * Mexico 1 >> * New Zealand 1 >> * USA 168 >> >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html >> >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! >> >> Discussions are most welcome here. >> >> Phil Cash Cash >> University of Arizona >> list mngr > > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 19:31:17 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 13:31:17 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: Wow! my imagination is fired! Wa'do Mia! ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:38 pm Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > Hi, Mary, Jan and Everyone, > > For people who have not seen the car game, in Flash we can have > options. We > can turn the phonetics on and off, or display them only on mouse > click like > we do the numerals in number practice. In number practice, you > hear the > sound and see the text when you move the mouse over, but you only > see the > numeral when you click the button. > > We have all these options, and more. We can make things that move. > We can > have people talking and moving, and demonstrating the ideas. . . > there is > no limit to what we can do. We are limited only by imagination, > time, and > that unfortunate need to make a choice. . . > > Mia > > > -----Original Message----- > From: Indigenous Languages and Technology [ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 11:00 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language > learners > > Mary, > > Thanks for sharing the feedback, what are the people saying and > where, I'd > like to read any posts with feedback? I noticed Mia's version is > faster to > produce the sound, and it has the phonetic along side the font. I > see the > benefits of just having the font and not having the phonetic for more > advanced learners who study the font to sound directly. For new > learnersthough it might be beneficial to have the phonetic and the > speed. What do > you think? > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn > Sent: Friday, December 30, 2005 12:04 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language > learners > > > It looks like they took the one (with permission) from the CN website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 20:04:50 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 14:04:50 -0600 Subject: Sequoyah's original syllabary/numerical system Message-ID: I would like to revitalize and create a chart with Sequoyah's original syllabary and number system that Cherokee Nation chose to abandon... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha Pūnana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language > of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson > and Kauanoe Kamanā." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leokī. The Leokī client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 20:10:25 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 14:10:25 -0600 Subject: Too Controversial... Message-ID: However, this would be too controversial if widely taught to non-Kituwas, and Sequoyah probably just rolled over in his grave... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha Pūnana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language > of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson > and Kauanoe Kamanā." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leokī. The Leokī client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From jtucker at starband.net Fri Dec 30 21:44:20 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 16:44:20 -0500 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Aloha Keola, what does kakou mean? I'm going to look closer at your resources, Mahalo [thank you, did I gee that right?]. May I post this reply to my website forum? This will let people who are interested and surf my way find you for further information. Your flash study program is awesome. I'm still trying it out. Phil, I will cite the ILAT server. So Hawaiian was the first online indigenous language then right? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy Sent: Friday, December 30, 2005 2:15 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal Aloha kakou. Hawaiian language is well supported in UTF-8, we use the vowel-macron combination and a glottal which is represented by a single, open quote character. Our customized "HI" fonts have been around since 1992 or so, and are still used for Leoki as the FirstClass Client and server are still not Unicode compliant. Here's a page that explains it all: http://www.olelo.hawaii.edu/eng/resources/unicode.html Some activities in this class (mostly auto-correcting exercises) are WebCT-based and use UTF8 encoding in the web pages. Those that require student input by typing or recording audio are done on Leoki and require the use of our Hawaiian fonts and keyboard, which are provided free to the students. There is also a small Shockwave game that we wrote for the class but is publicly available; it contains all of the practice vocabulary found in the Na Kai 'Ewalu textbook. Its use does require the installation of the Hawaiian keyboard for Mac or Windows, but not the fonts. http://www.olelo.hawaii.edu/papakulanui/HAW101/ The classes that the 'Aha Punana Leo and we are now doing together have been taught for over three years online, in both for-credit and non-credit formats. If any has any questions regarding the classes and their evolution please feel free to contact me. Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ ======================================================================= Indigenous Languages and Technology ma Friday, December 30, 2005 ma 8:34 AM ua käkau ‘o -1000: >People have been writing and writing about the materials I make, and >suggesting other languages they can be made in. . . > > >So here's the deal. If people what to have some in their own languages, >we have the following options: >1. Record the numbers 1-100 in digital format and send it to me. If you >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. >I can't process it. >2. Ditto for colors, shapes, and road signs (See >http://LearningForPeople.us/8Days) >3. I will make the materials for you, zip them up and send you a copy. I >would also like to put them on my site, especially to encourage others. >4. I am developing an online course (encouraged by Jan, thank you very >much, Jan) on how to make the materials. I will provide the templates and >the instruction. Participants will make their own. This should make >people really happy, because now they won't be dependent on someone else. >5. If you have specialized materials, write to me and we can make new >templates for them. I use a generalized form for the moment, but there is >no reason why we can't make new ones. >6. If we need fonts, I can make those also. I think my 2nd online course >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I >do. > > >Mia > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker >Sent: Friday, December 30, 2005 10:27 AM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in >Jan 2006 > > >Phil and all, >Kamehameha Schools Distance Learning language program online >http://ksdl.ksbe.edu/kulaiwi/ > > >Here there are eighteen Real audio language presentations. Very enjoyable >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband >satellite uplink. I couldn't access the broadband however and see >anything only hear. The lesson features call in question, and wonderful >in context language vignettes, and it's live on TV for those calling in. >ON the net they only have the recorded lessons, so it's not live on the >net. > > >Mia you could probably make another pronunciation flash movie from this >audio, the font was English with two symbols which she described but were >hard to see. I'm sure here will be written examples in the copious >support materials and work book to download. I was fascinated by the >vowel pronunciation presentation. > > >ALSO....Oh below is another online class offered in the fall and it has >font materials. It's not too expensive either 240 dollars. There are >three levels of Beginning Hawaiian > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language >classes on the web. In conjunction with its consortium partner, Ka Haka >Ula O Keeliklani College of Hawaiian Language of the University of >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in >January 2006. Coursework is based on the textbook N Kai Ewalu, written >by William H. “Pila” Wilson and Kauanoe Kaman." > > >Lessons for the classes have been formatted for delivery on the Hawaiian >Language intranet, Leok. The Leok client is free, as are the fonts, >Hawaiian Keyboard and other resources students will need. Click here to >learn more: http://www.ahapunanaleo.org/papa.htm > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >Sent: Tuesday, October 25, 2005 4:11 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] ILAT update > > > > >Thanks Jan for your willingness to share your work. I think your online >course in Cherokee may be a first of this kind here in the US. > > >Phil > > >Quoting Jan Tucker : > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT >> about a year ago, and am hooked now on the great information on >> language revitalization. I'm working hard to find a way to do >> something of value for language learners and teachers, and am >> inspired by all that is posted here. Also impressed with what is >> being done by those on this list. I can just take so much bad news >> about language loss. This listserver has balanced my view of language >> revitalization efforts and I've really enjoyed reading from the >> varied voices, promoting language learning. >> >> I'm still working on my website between my day job and will have >> something to share soon. I had to move to a new server, download a >> new version of free courseware, and I'm testing it and revising a >> demo Language Learning Resource Course for Cherokee. I'll share soon. >> My goal is to get people started using online courseware for >> supplementing other kinds of language learning and have a model for >> how they can develop a course. They should be able to put up a course >> that they completely control at minimum cost on their own website or >> server. This is what I've done. Just have to perfect it before I show >> it. >> >> Jan >> >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >> Sent: Tuesday, October 25, 2005 1:56 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: [ILAT] ILAT update >> >> >> ILAT turns three! >> >> Indigenous Languages and Technology (ILAT) discussion list is an open >> forum for community language specialists, linguists, scholars, and >> students to discuss issues relating to the uses of technology in >> language revitalization efforts. >> >> Current Number of Subscribers: 185 >> >> Country Subscribers >> * ------- ----------- >> * Australia 7 >> * Bolivia 1 >> * Canada 2 >> * Fiji 1 >> * Great Britain 3 >> * Italy 1 >> * Mexico 1 >> * New Zealand 1 >> * USA 168 >> >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html >> >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! >> >> Discussions are most welcome here. >> >> Phil Cash Cash >> University of Arizona >> list mngr > > From MiaKalish at LEARNINGFORPEOPLE.US Sat Dec 31 00:40:33 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 17:40:33 -0700 Subject: Too Controversial... In-Reply-To: Message-ID: I don't understand. . . what did I miss here? Anyone can build technology. Technology is just a form, like a container. People put their own stuff in it. . . like I put my words my way in my email . . . I think Sequoyah was very interested in education. In his time, 95% of the people in his Tribe(?)/Nation(?) were literate. I had a friend whose grandmother was on the Trail of Tears, and he knew a lot about the history. There are also lots of writings. The Tsalagi had a newspaper, and books. So what'd I miss here? -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 1:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Too Controversial... However, this would be too controversial if widely taught to non-Kituwas, and Sequoyah probably just rolled over in his grave... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha Pūnana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language > of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson > and Kauanoe Kamanā." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leokī. The Leokī client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From MiaKalish at LEARNINGFORPEOPLE.US Sat Dec 31 00:41:09 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 17:41:09 -0700 Subject: Sequoyah's original syllabary/numerical system In-Reply-To: <98a507d213ec3.43b53e82@ou.edu> Message-ID: OOOOOOHhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh. I read the emails out of sequence!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 1:05 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Sequoyah's original syllabary/numerical system I would like to revitalize and create a chart with Sequoyah's original syllabary and number system that Cherokee Nation chose to abandon... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha Pūnana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language > of the University of Hawaiʻi at Hilo, the ʻAha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook Nā Kai ʻEwalu, written by William H. “Pila” Wilson > and Kauanoe Kamanā." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leokī. The Leokī client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From cashcash at U.ARIZONA.EDU Sat Dec 31 05:16:52 2005 From: cashcash at U.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 30 Dec 2005 22:16:52 -0700 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Hi Jan, everybody, Yes, Hawaiian may very well be the first full-fledged indigenous online language course (North America?). I think it may be useful though to offer up an informal ILAT survey and get the skinny on who is offering what, where and how. It would be a useful information. But informally (at least for now) would could say "among the very first". ;-) Phil ILAT On Fri, 30 Dec 2005, Jan Tucker wrote: > Aloha Keola, what does kakou mean? > > I'm going to look closer at your > resources, Mahalo [thank you, did I gee that right?]. May I post this > reply to my website forum? This will let people who are interested and surf > my way find you for further information. Your flash study program is > awesome. > I'm still trying it out. > > Phil, I will cite the ILAT server. So Hawaiian was the first online > indigenous language then right? > > Jan > > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy > Sent: Friday, December 30, 2005 2:15 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > > > Aloha kakou. Hawaiian language is well supported in UTF-8, we use the > vowel-macron combination and a glottal which is represented by a single, > open quote character. Our customized "HI" fonts have been around since > 1992 or so, and are still used for Leoki as the FirstClass Client and > server are still not Unicode compliant. Here's a page that explains it all: > > http://www.olelo.hawaii.edu/eng/resources/unicode.html > > Some activities in this class (mostly auto-correcting exercises) are > WebCT-based and use UTF8 encoding in the web pages. Those that require > student input by typing or recording audio are done on Leoki and require > the use of our Hawaiian fonts and keyboard, which are provided free to the > students. > > There is also a small Shockwave game that we wrote for the class but is > publicly available; it contains all of the practice vocabulary found in > the Na Kai 'Ewalu textbook. Its use does require the installation of the > Hawaiian keyboard for Mac or Windows, but not the fonts. > > http://www.olelo.hawaii.edu/papakulanui/HAW101/ > > The classes that the 'Aha Punana Leo and we are now doing together have > been taught for over three years online, in both for-credit and non-credit > formats. If any has any questions regarding the classes and their > evolution please feel free to contact me. > > Keola > > > > ======================================================================== > Keola Donaghy > Assistant Professor of Hawaiian Studies > Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu > University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ > ======================================================================== > > > > Indigenous Languages and Technology ma Friday, > December 30, 2005 ma 8:34 AM ua käkau ‘o -1000: > >People have been writing and writing about the materials I make, and > >suggesting other languages they can be made in. . . > > > > > >So here's the deal. If people what to have some in their own languages, > >we have the following options: > >1. Record the numbers 1-100 in digital format and send it to me. If you > >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. > >I can't process it. > >2. Ditto for colors, shapes, and road signs (See > >http://LearningForPeople.us/8Days) > >3. I will make the materials for you, zip them up and send you a copy. I > >would also like to put them on my site, especially to encourage others. > >4. I am developing an online course (encouraged by Jan, thank you very > >much, Jan) on how to make the materials. I will provide the templates and > >the instruction. Participants will make their own. This should make > >people really happy, because now they won't be dependent on someone else. > >5. If you have specialized materials, write to me and we can make new > >templates for them. I use a generalized form for the moment, but there is > >no reason why we can't make new ones. > >6. If we need fonts, I can make those also. I think my 2nd online course > >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I > >do. > > > > > >Mia > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > >Sent: Friday, December 30, 2005 10:27 AM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in > >Jan 2006 > > > > > >Phil and all, > >Kamehameha Schools Distance Learning language program online > >http://ksdl.ksbe.edu/kulaiwi/ > > > > > >Here there are eighteen Real audio language presentations. Very enjoyable > >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband > >satellite uplink. I couldn't access the broadband however and see > >anything only hear. The lesson features call in question, and wonderful > >in context language vignettes, and it's live on TV for those calling in. > >ON the net they only have the recorded lessons, so it's not live on the > >net. > > > > > >Mia you could probably make another pronunciation flash movie from this > >audio, the font was English with two symbols which she described but were > >hard to see. I'm sure here will be written examples in the copious > >support materials and work book to download. I was fascinated by the > >vowel pronunciation presentation. > > > > > >ALSO....Oh below is another online class offered in the fall and it has > >font materials. It's not too expensive either 240 dollars. There are > >three levels of Beginning Hawaiian > > > > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language > >classes on the web. In conjunction with its consortium partner, Ka Haka > >Ula O Keeliklani College of Hawaiian Language of the University of > >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in > >January 2006. Coursework is based on the textbook N Kai Ewalu, written > >by William H. “Pila” Wilson and Kauanoe Kaman." > > > > > >Lessons for the classes have been formatted for delivery on the Hawaiian > >Language intranet, Leok. The Leok client is free, as are the fonts, > >Hawaiian Keyboard and other resources students will need. Click here to > >learn more: http://www.ahapunanaleo.org/papa.htm > > > > > > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >Sent: Tuesday, October 25, 2005 4:11 PM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] ILAT update > > > > > > > > > >Thanks Jan for your willingness to share your work. I think your online > >course in Cherokee may be a first of this kind here in the US. > > > > > >Phil > > > > > >Quoting Jan Tucker : > > > > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT > >> about a year ago, and am hooked now on the great information on > >> language revitalization. I'm working hard to find a way to do > >> something of value for language learners and teachers, and am > >> inspired by all that is posted here. Also impressed with what is > >> being done by those on this list. I can just take so much bad news > >> about language loss. This listserver has balanced my view of language > >> revitalization efforts and I've really enjoyed reading from the > >> varied voices, promoting language learning. > >> > >> I'm still working on my website between my day job and will have > >> something to share soon. I had to move to a new server, download a > >> new version of free courseware, and I'm testing it and revising a > >> demo Language Learning Resource Course for Cherokee. I'll share soon. > >> My goal is to get people started using online courseware for > >> supplementing other kinds of language learning and have a model for > >> how they can develop a course. They should be able to put up a course > >> that they completely control at minimum cost on their own website or > >> server. This is what I've done. Just have to perfect it before I show > >> it. > >> > >> Jan > >> > >> -----Original Message----- > >> From: Indigenous Languages and Technology > >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >> Sent: Tuesday, October 25, 2005 1:56 PM > >> To: ILAT at LISTSERV.ARIZONA.EDU > >> Subject: [ILAT] ILAT update > >> > >> > >> ILAT turns three! > >> > >> Indigenous Languages and Technology (ILAT) discussion list is an open > >> forum for community language specialists, linguists, scholars, and > >> students to discuss issues relating to the uses of technology in > >> language revitalization efforts. > >> > >> Current Number of Subscribers: 185 > >> > >> Country Subscribers > >> * ------- ----------- > >> * Australia 7 > >> * Bolivia 1 > >> * Canada 2 > >> * Fiji 1 > >> * Great Britain 3 > >> * Italy 1 > >> * Mexico 1 > >> * New Zealand 1 > >> * USA 168 > >> > >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > >> > >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > >> > >> Discussions are most welcome here. > >> > >> Phil Cash Cash > >> University of Arizona > >> list mngr > > > > > From jtucker at starband.net Sat Dec 31 05:59:16 2005 From: jtucker at starband.net (Jan Tucker) Date: Sat, 31 Dec 2005 00:59:16 -0500 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Phil Great idea, I'll do a survey post. Thanks for the idea and, It's best to ask like you said rather than assume. Think it would help to also post a survey on H-AmIndian Listserve too? jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Phillip E Cash Cash Sent: Saturday, December 31, 2005 12:17 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal Hi Jan, everybody, Yes, Hawaiian may very well be the first full-fledged indigenous online language course (North America?). I think it may be useful though to offer up an informal ILAT survey and get the skinny on who is offering what, where and how. It would be a useful information. But informally (at least for now) would could say "among the very first". ;-) Phil ILAT On Fri, 30 Dec 2005, Jan Tucker wrote: > Aloha Keola, what does kakou mean? > > I'm going to look closer at your > resources, Mahalo [thank you, did I gee that right?]. May I post this > reply to my website forum? This will let people who are interested and surf > my way find you for further information. Your flash study program is > awesome. > I'm still trying it out. > > Phil, I will cite the ILAT server. So Hawaiian was the first online > indigenous language then right? > > Jan > > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy > Sent: Friday, December 30, 2005 2:15 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > > > Aloha kakou. Hawaiian language is well supported in UTF-8, we use the > vowel-macron combination and a glottal which is represented by a single, > open quote character. Our customized "HI" fonts have been around since > 1992 or so, and are still used for Leoki as the FirstClass Client and > server are still not Unicode compliant. Here's a page that explains it all: > > http://www.olelo.hawaii.edu/eng/resources/unicode.html > > Some activities in this class (mostly auto-correcting exercises) are > WebCT-based and use UTF8 encoding in the web pages. Those that require > student input by typing or recording audio are done on Leoki and require > the use of our Hawaiian fonts and keyboard, which are provided free to the > students. > > There is also a small Shockwave game that we wrote for the class but is > publicly available; it contains all of the practice vocabulary found in > the Na Kai 'Ewalu textbook. Its use does require the installation of the > Hawaiian keyboard for Mac or Windows, but not the fonts. > > http://www.olelo.hawaii.edu/papakulanui/HAW101/ > > The classes that the 'Aha Punana Leo and we are now doing together have > been taught for over three years online, in both for-credit and non-credit > formats. If any has any questions regarding the classes and their > evolution please feel free to contact me. > > Keola > > > > ======================================================================== > Keola Donaghy > Assistant Professor of Hawaiian Studies > Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu > University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ > ======================================================================== > > > > Indigenous Languages and Technology ma Friday, > December 30, 2005 ma 8:34 AM ua käkau ‘o -1000: > >People have been writing and writing about the materials I make, and > >suggesting other languages they can be made in. . . > > > > > >So here's the deal. If people what to have some in their own languages, > >we have the following options: > >1. Record the numbers 1-100 in digital format and send it to me. If you > >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. > >I can't process it. > >2. Ditto for colors, shapes, and road signs (See > >http://LearningForPeople.us/8Days) > >3. I will make the materials for you, zip them up and send you a copy. I > >would also like to put them on my site, especially to encourage others. > >4. I am developing an online course (encouraged by Jan, thank you very > >much, Jan) on how to make the materials. I will provide the templates and > >the instruction. Participants will make their own. This should make > >people really happy, because now they won't be dependent on someone else. > >5. If you have specialized materials, write to me and we can make new > >templates for them. I use a generalized form for the moment, but there is > >no reason why we can't make new ones. > >6. If we need fonts, I can make those also. I think my 2nd online course > >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I > >do. > > > > > >Mia > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > >Sent: Friday, December 30, 2005 10:27 AM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in > >Jan 2006 > > > > > >Phil and all, > >Kamehameha Schools Distance Learning language program online > >http://ksdl.ksbe.edu/kulaiwi/ > > > > > >Here there are eighteen Real audio language presentations. Very enjoyable > >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband > >satellite uplink. I couldn't access the broadband however and see > >anything only hear. The lesson features call in question, and wonderful > >in context language vignettes, and it's live on TV for those calling in. > >ON the net they only have the recorded lessons, so it's not live on the > >net. > > > > > >Mia you could probably make another pronunciation flash movie from this > >audio, the font was English with two symbols which she described but were > >hard to see. I'm sure here will be written examples in the copious > >support materials and work book to download. I was fascinated by the > >vowel pronunciation presentation. > > > > > >ALSO....Oh below is another online class offered in the fall and it has > >font materials. It's not too expensive either 240 dollars. There are > >three levels of Beginning Hawaiian > > > > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language > >classes on the web. In conjunction with its consortium partner, Ka Haka > >Ula O Keeliklani College of Hawaiian Language of the University of > >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in > >January 2006. Coursework is based on the textbook N Kai Ewalu, written > >by William H. “Pila” Wilson and Kauanoe Kaman." > > > > > >Lessons for the classes have been formatted for delivery on the Hawaiian > >Language intranet, Leok. The Leok client is free, as are the fonts, > >Hawaiian Keyboard and other resources students will need. Click here to > >learn more: http://www.ahapunanaleo.org/papa.htm > > > > > > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >Sent: Tuesday, October 25, 2005 4:11 PM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] ILAT update > > > > > > > > > >Thanks Jan for your willingness to share your work. I think your online > >course in Cherokee may be a first of this kind here in the US. > > > > > >Phil > > > > > >Quoting Jan Tucker : > > > > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT > >> about a year ago, and am hooked now on the great information on > >> language revitalization. I'm working hard to find a way to do > >> something of value for language learners and teachers, and am > >> inspired by all that is posted here. Also impressed with what is > >> being done by those on this list. I can just take so much bad news > >> about language loss. This listserver has balanced my view of language > >> revitalization efforts and I've really enjoyed reading from the > >> varied voices, promoting language learning. > >> > >> I'm still working on my website between my day job and will have > >> something to share soon. I had to move to a new server, download a > >> new version of free courseware, and I'm testing it and revising a > >> demo Language Learning Resource Course for Cherokee. I'll share soon. > >> My goal is to get people started using online courseware for > >> supplementing other kinds of language learning and have a model for > >> how they can develop a course. They should be able to put up a course > >> that they completely control at minimum cost on their own website or > >> server. This is what I've done. Just have to perfect it before I show > >> it. > >> > >> Jan > >> > >> -----Original Message----- > >> From: Indigenous Languages and Technology > >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >> Sent: Tuesday, October 25, 2005 1:56 PM > >> To: ILAT at LISTSERV.ARIZONA.EDU > >> Subject: [ILAT] ILAT update > >> > >> > >> ILAT turns three! > >> > >> Indigenous Languages and Technology (ILAT) discussion list is an open > >> forum for community language specialists, linguists, scholars, and > >> students to discuss issues relating to the uses of technology in > >> language revitalization efforts. > >> > >> Current Number of Subscribers: 185 > >> > >> Country Subscribers > >> * ------- ----------- > >> * Australia 7 > >> * Bolivia 1 > >> * Canada 2 > >> * Fiji 1 > >> * Great Britain 3 > >> * Italy 1 > >> * Mexico 1 > >> * New Zealand 1 > >> * USA 168 > >> > >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > >> > >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > >> > >> Discussions are most welcome here. > >> > >> Phil Cash Cash > >> University of Arizona > >> list mngr > > > > > From jtucker at starband.net Sat Dec 31 06:37:40 2005 From: jtucker at starband.net (Jan Tucker) Date: Sat, 31 Dec 2005 01:37:40 -0500 Subject: Informal Survey of Indigenous Online or Distance Learning Language Programs Message-ID: Greetings Indigenous Distance Language Learning Providers, Consider this an informal request for you to share with ILAT the work you've done in teaching language from a distance. Tell us what you've been doing, and why, and when you got started teaching language from a distance. Share your methods and the technology you use for delivery. Please feel free to share any lessons learned, advice or insights. Thank you in advance for sharing, Jan Tucker Adjunct Professor Liberal Arts Lake City Community College Distance Learning Program Saint Leo University http://nativepeople.net/moodle -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Sat Dec 31 06:52:55 2005 From: phonosemantics at earthlink.net (jess tauber) Date: Sat, 31 Dec 2005 01:52:55 -0500 Subject: Informal Survey of Indigenous Online or Distance Learning Language Programs Message-ID: I for one would like to know more. Lack of funding means it is highly likely that I won't be able to afford many (any??) trips to Tierra del Fuego to help in the revitalization of Yahgan, which is now down to its last completely fluent speaker. At the same time, I've nearly finished digitally scanning almost all relevant documentation on the language (published and unpublished) for use in a set of webpages devoted to the language. There is also a Yahoo discussion list already set up. So there are plenty of materials available to do this, and the technology. With a small learning community on-the-ground equipment commitment would not have to be large, but organization and training would be vital. As for me, I'm ready to go (literally, figuratively, or both). Jess Tauber phonosemantics at earthlink.net From keola at LEOKI.UHH.HAWAII.EDU Sat Dec 31 19:01:55 2005 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Sat, 31 Dec 2005 09:01:55 -1000 Subject: Informal Survey of Indigenous Online or Distance Learning Language Pro In-Reply-To: Message-ID: Aloha Jan, here's an online version on a paper I delivered at the DigitalStream conference at CSU-Monterey Bay a few years ago. It describes the development of our online Hawaiian classes. While there have been some changes, they have mostly been administrative. One major difference in the class delivery is that the online class now takes twice as much time to cover the same amount of material as our online classes. What is covered in one semester on campus is now covered in two online. That change has resulted in a far higher retention rate. http://www2.hawaii.edu/~donaghy/eng/digitalstream2003.html Keola jtucker at starband.net ma Friday, December 30, 2005 ma 8:37 PM ua käkau ‘o -1000: >Consider this an informal request for you to share with ILAT the work >you've done in teaching language from a distance. > >Tell us what you've been doing, and why, and when you got started >teaching language from a distance. > >Share your methods and the technology you use for delivery. > >Please feel free to share any lessons learned, advice or insights. > ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ ======================================================================= From cashcash at EMAIL.ARIZONA.EDU Thu Dec 1 18:02:23 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 1 Dec 2005 11:02:23 -0700 Subject: Aliant Presents Mik'maq Language Book with Anti-bullying Message (fwd) Message-ID: Aliant Presents Mik'maq Language Book with Anti-bullying Message by Wire Services Wednesday, 30 November 2005 http://www.halifaxlive.com/content/view/220/2/ Aliant President and CEO Jay Forbes today presented school children of the Membertou First Nation, Cape Breton with a new Mik'maq language book - Jo'jo the Bully. Originally written in English by R.J. MacNeil, an Aliant employee in Sydney, the book was first published in 2003 and distributed to schools in Halifax. The book tells the story of a bully who has no friends because they do not want to hang around with somebody who does not respect others. Earlier this year, Aliant began working with Dr. Bernard Francis, Membertou's linguist, in the production of a Mik'maq version of the book. The book has also been translated into French. "I am very pleased with Aliant's involvement in this project. The translation of Jo'jo the Bully into Mik'maq will assist parents, teachers and law enforcement officers in dealing with bullying issues," said Jay Forbes, President and CEO of Aliant. "Here in Membertou, we are committed to providing a safe, secure environment," said Darren Googoo, Membertou Director of Education. "Initiatives such as this, with its strong commitment to anti-bullying will go a long way to helping stem violence and promote a strong message of respect." The inspiration to create this book grew from Aliant's partnership with the Halifax Regional, Cape Breton, Kentville and New Glasgow police departments to fight bullying by supporting anti-bullying hotlines. In Cape Breton, two Community Police Officers share responsibility in staffing the hotline (565-SAVE) seven days a week between 8am and 11 pm. From cashcash at EMAIL.ARIZONA.EDU Fri Dec 2 17:53:29 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Dec 2005 10:53:29 -0700 Subject: Revival for lost language (fwd) Message-ID: Revival for lost language 02 December 2005 By JUSTINE TURNER http://www.stuff.co.nz/stuff/0,2106,3499282a11,00.html Imagine being 75 years old and one of only 200 people in the world who can speak your language. [photo inset - EXCITED ABOUT REVIVAL: Alaskan elder Marie Olson, who holds a Tsimshian or drum, is in Hamilton to learn about revitalising her country's indigenous languages with Waikato University Spanish professor Jay Corwin who is wearing a Haida hat hand made by Mary Haldane. KELLY SCHICKER/Waikato Times] ?- That's the position of Alaskan tribal elder Marie Olson who has been brought to the World Indigenous People's Conference on Education in Hamilton by Waikato University Spanish professor Jay Corwin, in an attempt to stop an indigenous language of Alaska becoming extinct. The reason, Prof Corwin said, was because the world was looking at New Zealand as a leader in the immersion and revival of a native language. "We need to do this so we don't lose it forever," he said. "We are here to look at how Maori immersion is working. On television, signs, everywhere you go it's (Maori) there. New Zealand is where we want to be in 20 years." Prof Corwin has worked with the University of Alaska, to develop a programme in the indigenous language of the region called Lingit. The programme was designed to give people a qualification to teach the language. "The language is on the verge of extinction," said Prof Corwin. "There are only 200 really fluent speakers left and they're elderly people. The youngest is about 45, so this programme, which will certify people to teach the language, is really important." Once students are trained they need to learn how to teach the language to others, said Prof Corwin "and that's where New Zealand comes into play". Miss Olson said in the Alaska she grew up in, it had been forbidden for her culture to exist. "They rubbed out our language. Rubbed out social activities, it was uncomfortable," she said. "We were spat upon in public if people spoke our language. I'm relieved that the language programme has started. It's exciting." From cashcash at EMAIL.ARIZONA.EDU Sun Dec 4 23:40:48 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 4 Dec 2005 16:40:48 -0700 Subject: Keres teachers keep Acoma tradition alive (fwd) Message-ID: Friday, December 02, 2005 Keres teachers keep Acoma tradition alive http://www.cibolabeacon.com/articles/2005/12/02/news/news3.txt LAGUNA PUEBLO - Three daughters of Acoma Pueblo are teaching the younger generation the language of their ancestors in Cibola County. As the first teachers in the new Acoma-Keres Language Program, Marlene Vicenti, Cheryl Lowden and Josephine Yazzie pass on the traditional language to students at Cubero Elementary School and Laguna-Acoma High School. The language program grew out of a Memorandum of Agreement among the Pueblo of Acoma, the Grants/Cibola County School Board and the New Mexico Department of Education, which allowed the pueblo to recruit and certify its own instructors regardless of established state standards for public school teachers. The three women expressed great enthusiasm for the program during the interview at the high school, where they were joined by Gloria Hale, Director of Native American Education for the Grants/Cibola County School District. Vicente is from Acomita Village, where she has lived all her life. She attended the University of New Mexico for one year and became so homesick that she dropped out and returned home. Vicente then attended New Mexico State University-Grants campus where she earned an associate?s degree in early childhood education. ?Keres was my first language,? Vicente said. ?I was actually forced to learn English, but I love teaching our language to the kids.? Vicente is seeing the effect of learning the native language in the classroom. ?Most of the students have heard the language at home, but don?t know the meaning of what?s behind it. Now they can?t get enough of the language and I hate to see the classes end. These kids learn where they?re supposed to be,? she said. Yazzie grew up in McCartys with her grandparents, who spoke Keres at home. She went on to work for Amtrak for 25 years as a conductor?s assistant on the Southwest Chief, which ran from Los Angeles to Chicago. ?At first it was a big adventure, but as the years went by, I got homesick for Acoma,? she recalled. Later she worked for the Grants/Cibola County School District for 11 years as an educational assistant. ?The language program was ready when I was ready to come home and help our kids,? she said. ?Until I started teaching the language classes I didn?t realize how much knowledge needed to be brought back to the children.? Loudon teaches Keres at Cubero Elementary School in addition to part time teaching at LAHS. She is a native of Acoma Pueblo, but spent most of her childhood in Arizona where her father was a foreman for the Santa Fe Railroad. She grew up playing with Navajo kids, but at home her entire family spoke Keres. Her late grandfathers on both sides spoke the old, traditional form of Keres. Loudon dropped out of high school, but later earned her GED certificate and went on to get a Bachelor of Science degree at the University of New Mexico. She has a state teaching license in elementary education. Louden taught early childhood education at Acoma Head Start, fifth grade at Pine Hill School on the Navajo Reservation and second grade for the Zuni Public School system. She has a total of 25 years? experience as a classroom teacher and became involved in teaching the Keres language at the Acoma Language Retention summer camps, which were established in 1999. She found that the school district needed certified teachers and that eventually led her to the newly established Keres language program. Because the course integrates artistic and cultural elements such as traditional sewing and moccasin making, the students learn much more than language. ?All these elements make the students want to learn more about their history and culture. They develop a better comprehension of what our ceremonies and prayers mean,? Louden said. ?I really feel like I?ve come home,? she added. ?This program is so important because it helps the kids to build self esteem and identity. These students want to know who they are and the language and traditions really help them with that discovery.? The teachers said they have found that many of their students want to take the course more than once, but the necessity of accruing all required courses often prevents this. The Keres language course is an elective, so if a student requires an extra elective for graduation, he can take the course a second time. ?Often the students who have already taken the course act as mentors for the new kids,? Yazzie said. A pool of qualified teachers is being developed by the pueblo?s community-based education program. An evaluator from the Linguistics Institute for Native Americans at the University of New Mexico will assess the Keres language program in the near future. Hale pointed out that attempts are being made to establish language programs for all 22 Native American communities in New Mexico, which include the 19 pueblos, two Apache reservations and one Navajo community. Yazzie noted that, ?the students start to say that they?re proud to be from Acoma and that they have a better understanding of the clan system. This course starts a continuous learning process that the students will carry on to their lives in college, the workforce and their families.? By Diane Fowler From cashcash at EMAIL.ARIZONA.EDU Sun Dec 4 23:44:15 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 4 Dec 2005 16:44:15 -0700 Subject: Police raid Amazon to protect uncontacted Indians (fwd) Message-ID: Police raid Amazon to protect uncontacted Indians 02 Dec 2005 19:23:15 GMT Source: Reuters By Raymond Colitt http://www.alertnet.org/thenews/newsdesk/N02349469.htm BRASILIA, Brazil, Dec 2 (Reuters) - Brazilian police have arrested a gang of illegal land speculators accused of killing and displacing one of the Amazon's few remaining isolated Indian tribes, officials said on Friday. Federal police detained 29 people and expelled squatters who illegally occupied, logged and sold land inhabited by an unidentified Indian group near the River Aripuana on the border between the northwestern states of Mato Grosso and Amazonas. "There are no more intruders in the region," Marcos Antonio Farias, Federal Police chief in the Mato Grosso capital Cuiaba, told Reuters. Those arrested belonged to an association of landowners seeking to develop the area known as Rio Pardo into farmland. The territory has been earmarked but not officially declared an Indian reservation by the government. "This is an isolated Indian community with no contact to the outside world so we may never have definitive proof but there are strong indications that these criminals were seeking to exterminate them and take their land," Mario Lucio Avelar, Mato Grosso public prosecutor, told Reuters. During an expedition this year, the government's National Indian Foundation (Funai) officials found the squatters armed with guns and bombs, a Funai spokesman said. They also found instruments and makeshift shacks of the Indians. Almost nothing is known about the Indian community - neither the language they speak nor the tribe they belong to. Nobody has ever communicated with it but last month's Funai expedition sighted a few members. A cameraman, documenting the expedition, filmed the attempted contact with one Indian accompanied by two women, who was cutting a tree trunk in search of honey. After hesitating, the Indian put down his weapon but fled when the Funai guide held out his hand to greet him. Avelar said officials in the state's land registrar had participated in the land appropriation scheme by issuing false land titles in the area. Anthropologists have identified 30 groups of Indians that have made no lasting contact with the outside world. The government's policy is not to establish relations with such communities unless they are deemed to be in danger of extermination. Brazil's native Indians account for only 0.2 percent of the 180 million population. At least on paper, they hold 12 percent of the country's territory, an area larger than Germany and France together. Yet in practice the Indian territories often do not provide the necessary protection or well-being for their survival. In some cases land speculators and wildcat miners invade the territories. In other cases, corrupt Indian leaders sell the rights to use their natural resources. In April the government officially asked forgiveness from Brazil's Indians for centuries of suffering. From andrekar at NCIDC.ORG Mon Dec 5 18:54:24 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 5 Dec 2005 10:54:24 -0800 Subject: Conference Message-ID: CONFERENCE ON ENDANGERED LANGUAGES AND CULTURES OF NATIVE AMERICA Call for Papers Dates: The Conference on Endangered Languages and Cultures of Native America (2nd annual CELCNA conference) will be held March 31-April 2, 2006, on the University of Utah campus in Salt Lake City, Utah. Keynote speaker: Victor Golla. Call for papers: We invite papers dealing with any aspect of endangered Native American languages, in particular on documentation or revitalization. Native American participants are especially invited. Papers are 20 minutes each in length, with an additional 10 minutes for discussion. Deadline: ABSTRACTS MUST BE RECEIVED by Jan. 16, 2006. The program committee will attempt to provide notification of acceptance by Jan. 30 (by e-mail). Features to note: Session in Spanish (ponencias en espa?ol): One session will be set aside on Sunday morning, April 2, for papers in Spanish. Abstracts in Spanish (or English) can be submitted for consideration for this session. (Due to popular demand.) Posters: Abstracts are also invited for the poster session. This can include also demonstration of tools and toys for language documentation. Forum discussions: The program will include open discussion sessions dedicated to: (1) Discussion of training for documentation of endangered languages, and employment considerations for students dedicated to work with endangered languages. (2) Databasing and aids for language documentation. (3) Open forum to address matters that arise during the conference. Abstract submission guidelines: ? The abstract should be no more than 500 words in length. It should include the title of the paper and the name (or names) of the author/authors, together with the author?s/authors? affiliation. (If the paper is accepted, this abstract will be reproduced in conference materials to be distributed to other participants.) ? Abstracts should be submitted by e-mail. Submissions should be in Microsoft Word document, Rich Text Format (RTF), or Portable Document Format (PDF). If possible, avoid special fonts (or arrange with the organizers so they can be read). ? Please include with your abstract appropriate contact details, which include: contact author?s name, e-mail address for the period of time from January to April 2006, and a telephone contact number. ? Only one abstract per person may be submitted. (The only exception may be in instances where at least one of the papers has multiple authors.) ? Address: Please send abstracts to: lyle.campbell at linguistics.utah.edu (by Jan. 16, 2006). Accommodations: University Guest House, the official conference hotel ? 100 yards from the meeting venue (Officers? Club) and CAIL (Center for American Indian Languages). To book accommodations, please contact the Guest House directly (mention CELCNA for the conference booking): University Guest House University of Utah 110 South Fort Douglas Blvd. Salt Lake City, Utah 84113-5036 Toll free: 1-888-416-4075 (or 801-587-1000), Fax 801-587-1001 Website www.guesthouse.utah.edu (Please make reservations early, since rooms will be held for the conference only until early March.) Sponsors: The sponsors of this conference are: (1) Center for American Indian Languages (CAIL), University of Utah, (2) Smithsonian Institution Department of Anthropology of the National Museum of Natural History, (3) Department of Linguistics, U of Utah and (4) College of Humanities, University of Utah. Registration fee: $35 (students $20) [to cover cost of rooms, refreshments] Additional information: for further information contact: Zeb Pischnotte z.pischnotte at utah.edu, or for particular questions, write to Lyle Campbell at lyle.campbell at linguistics.utah.edu. If you need information not easily arranged via e-mail, please call: Tel. 801-587-0720 or 801-581-3441 during business hours (Mountain Standard Time), or Fax 801-585-7351. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4676 bytes Desc: not available URL: From andrekar at NCIDC.ORG Mon Dec 5 21:11:39 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 5 Dec 2005 13:11:39 -0800 Subject: M~{(!~}ori Language Message-ID: check out the following M?ori Native language website! http://www.tetaurawhiri.govt.nz/ .:. Andr? Cramblit: andre.p.cramblit.86 at alum.dartmouth.org is the Operations Director Northern California Indian Development Council NCIDC (http://www.ncidc.org) is a non-profit that meets the development needs of American Indians To subscribe to a news letter of interest to Natives send an email to: IndigenousNewsNetwork-subscribe at topica.com or go to: http://www.topica.com/lists/IndigenousNewsNetwork/subscribe/? location=listinfo -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 823 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Tue Dec 6 17:48:53 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 6 Dec 2005 10:48:53 -0700 Subject: Elders pass on songs in race to save languages (fwd) Message-ID: Elders pass on songs in race to save languages [photo inset - Sharing language through song: elder Denis Atkinson will help the newly formed Aboriginal Children's Choir, which nine-year-old Tara Atkinson hopes to join. Photo: Wayne Taylor] By Orietta Guerrera December 7, 2005 http://www.theage.com.au/news/national/elders-pass-on-songs-in-race-to-save-languages/2005/12/06/1133829596116.html# WHEN the Queen's baton relay travels through the Yarra Ranges in February next year, more than just the Commonwealth Games baton will pass hands. Through song, traditional Aboriginal languages ? many close to extinction ? will be transmitted from elders to a new generation. The Aboriginal Children's Choir was launched in Healesville yesterday, in the hope that languages such as the Wurundjeri people's Woiwurrung will not be lost forever. Aboriginal children, from prep to year 12, are being encouraged to join, with the choir's first performance scheduled for February 20, when the baton relay arrives in Healesville. But with local languages rarely spoken now, even among elders, the huge challenge of getting the song words on paper lies ahead. Wurundjeri elder Joy Murphy will work with the choir, writing songs in Woiwurrung for the children, while the Aboriginal Community Elders Services Choir also offered to help. Elders choir member Denis Atkinson said music had always been a way of sharing language, tradition and stories through the generations. "I think it's a great idea because we're able to keep a part of our language, even if it's only a little bit," he said. "Once you learn it by song, you've got it all the time." Tara Atkinson, nine, granddaughter of Yorta Yorta elders' spokesman Henry Atkinson, will be one of the first to join. Her mother, Colleen Atkinson, said she was thrilled that her daughter, who sings at home, could learn the traditional language, an opportunity she never had. "When my kids went to school and had the opportunity to learn a different language, I was really upset, because I thought, 'why aren't they learning their own language? Why are they learning Chinese or Japanese'?" she said. "I think it's great ? maybe she'll be able to teach me too." Ms Atkinson said her father was slowly remembering fragments of the language, which was often forbidden in colonial times. "I can remember Dad telling me stories about when his brother was at school, and whenever his brother spoke the language he'd get belted for it," she said. The choir, which will perform at several Games events, received a start-up grant from the Yarra Ranges Shire. Its acting musical director, Belinda Gillam, said Aborigines would be trained later for roles such as musical director and accompanist, "whether the accompanist will be a pianist as it is in traditional choirs, or someone playing didgeridoos or clapping sticks". From nflrc at HAWAII.EDU Wed Dec 7 01:53:00 2005 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Tue, 6 Dec 2005 15:53:00 -1000 Subject: Announcing our new NFLRC Publications & Professional Development opportunities Message-ID: Our apologies for any cross-postings . . . The National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa is pleased to announce its latest publications and its professional development opportunities for 2006. For more information, visit our website at http://nflrc.hawaii.edu NEW NFLRC PUBLICATIONS 1) LAS VOCES DE LAS MUJERES DE XELAJU (2 DVD set) Women's voices are infrequently heard in the male-dominated Spanish-speaking world. Yet the women interviewed in this DVD have much to share regarding their values and choices. Students of intermediate to advanced Spanish improve listening comprehension while they learn about Guatemalan culture by watching twenty Guatemalan women each answer the same seven questions. The repetition reinforces vocabulary and grammatical structures in a meaningful context. As students compare the women's answers and formulate their own responses, they develop critical thinking and writing skills. Students can work independently, in groups, or as a class. For more information or to order, visit the Voces website: http://nflrc.hawaii.edu/voces/ 2) TIM MURPHEY - BEST OF, VOLUME 1 (2 DVD set) By popular demand! This "best of" collection includes four Tim Murphey video presentations on two DVDs: NPRM - Near Peer Role Modeling Group Dynamics in the Language Classroom Juggling with Language Learning Theories Song and Music in Language Learning Dr. Murphey's information is invaluable and his enthusiasm infectious. For more information or to order, visit the NFLRC website: http://nflrc.hawaii.edu/publications.cfm 2006 PROFESSIONAL DEVELOPMENT OPPORTUNITIES 1) "CONVERSATION ANALYSIS & LANGUAGE LEARNING" SEMINAR (AUGUST 7-11, 2006) Conversation Analysis (CA) is increasingly adopted to examine second language interactions as sites for and evidence of L2 learning as a discursive practice. The purpose of the seminar is to further advance this ongoing effort. Topics will include: interactional competence as resource and under construction, interaction & cognition, interaction & grammar, interaction & learning, and membership categorization & social identity. The seminar does NOT offer an introduction to CA. Rather, it addresses itself to researchers with a background in CA whose work focuses on, or includes, CA as an approach to L2 learning. We hope to welcome veteran CA analysts as well as graduate students with relevant training. The maximum number of accepted participants will be 20. Our invited seminar leaders will be Gabriele Pallotti (University of Modena and Reggio Emilia) & Johannes Wagner (University of Southern Denmark). For more information or the online application form (deadline - April 30, 2006), visit our seminar website: http://nflrc.hawaii.edu/prodev/si06c/ 2) 2006 CALICO CONFERENCE (May 16-20, 2006) The NFLRC is pleased to be hosting and co-sponsoring the 2006 Computer Assisted Language Instruction Consortium (CALICO) Conference, its first time in Hawaii! The theme of this year's conference will be "Online Learning: Come Ride The Wave." CALICO 2006 will feature uses of cutting edge technologies in foreign language teaching and learning with a focus on collaboration. Workshops, presentations, and courseware showcase demonstrations will all present information of vital importance to anyone interested in the field of Computer-Assisted Language Learning. Come learn, share, and meet colleagues in this dynamic and quickly evolving field. For more information, visit the conference website at: http://calico1.modlang.txstate.edu/ ************************************************************************* N National Foreign Language Resource Center F University of Hawai'i L 1859 East-West Road, #106 R Honolulu HI 96822 C voice: (808) 956-9424, fax: (808) 956-5983 email: nflrc at hawaii.edu VISIT OUR WEBSITE! http://www.nflrc.hawaii.edu ************************************************************************* From cashcash at EMAIL.ARIZONA.EDU Fri Dec 9 18:25:43 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Dec 2005 11:25:43 -0700 Subject: Harjo: Who's making up Indian culture myths? (fwd) Message-ID: Harjo: Who's making up Indian culture myths? Posted: December 08, 2005 by: Suzan Shown Harjo / Indian Country Today http://www.indiancountry.com/content.cfm?id=1096412072 The one true thing we used to know about Indian culture myths was that they were born in the non-Indian imagination, but some of the newer ones are being invented by Native people. We learned from movies that Indians walk without making a sound - even in the woods on those crunchy, noisy leaves. We read in history books that Native peoples ceased to exist at the end of the 1800s and lots of people believe it, despite living evidence to the contrary. And, politicians declare that all Indians are casino-millionaires, but they can't explain away the pesky fact that Indians are the poorest people in the United States. The culture myth that Indians have no concept of ownership started off as a story about how easy it is to get something for nothing - as in the one about Indians selling Manhattan for $24 in beads - and morphed into a story about how there's enough land for everyone and Indians are just greedy, so non-Indians are justified in stealing it. Some Native writers are building on that culture myth and asserting that Indians don't even have a word for ''ownership.'' I would be surprised if there were any Native heritage languages without words that mean ''belong'' and ''mine'' and ''ours'' and ''yours'' and ''theirs.'' Another culture myth that seems to have come from Native, rather than non-Native, people is that Indians have no word for ''art.'' That cropped up in the early 1990s at a Native art conference, where you'd expect people to know better, and arose from an older one invented by anthropologists and archeologists: everything in Indian life is functional. There are all sorts of nuanced words in Native languages that mean art. Some stand for art combined with purpose, such as spiritual beauty; and some are stand-alone words for art for its own sake, such as drawing and design. It is odd that artists would have come up with such a loopy notion, when there is so much art in Indian life, past and present. Native artists would have to be ignorant about both their tribal art heritage and their traditional language in order to come up with that concept or to agree with it. I was appalled to see Native reporters on a panel at a national journalism conference a few years ago invent the culture myth that Indians have no word for ''news.'' No word for news? Native languages have many words for news, more than are found in the European languages. Some Native languages have words and phrases for emergency news, old news, news you can use, news that's being fact-checked and gossip that isn't news but the people believe it. Most Native nations have traditional positions and job titles for news gatherers and news reporters. In order for Native journalists to have invented this culture myth, they must not have spoken or understood their heritage languages or ever asked any of their Native language speakers anything about a tribal context for their chosen profession. Two popular and interlocking culture myths are that the Europeans are ''linear thinkers'' and Indians are ''circular thinkers.'' This is supposed to mean that European thought is rigid and analytical, while Native thought is natural and intuitive. Some have used linear thinking versus circular thinking to illustrate the difference between European and Native American cultures, but both linear thinking and circular thinking are too simplistic to describe or explain away whole peoples. They actually represent the same kind of thinking, except that the straight line never makes a point or connects with anything and the circle keeps covering the same ground over and over again. The linear and circular models are fine to describe one-track minds and the simple-minded. To represent complex thinkers - healers, philosophers, physicists, cartoonists and the like - you need to advance to spherical models, with interlocking satellites (think ecological interconnectedness), or to lines moving at different levels, angles, directions and rates of speed (think Einstein's parallel universes and theory of relativity). But, here is something I offer at the risk of creating a new culture myth and sending non-Indian linguists scrambling. It seems that we really have no word for ''mascot.'' That is, in the few Native American languages I've surveyed, there are no words or concepts for ''mascot.'' For my survey, I asked Native language experts if there is a word for mascot in their heritage language. ''There's no word in Tsistsistas [Cheyenne] for mascot,'' said Dr. Henrietta Mann, who is Cheyenne and a leading Native educator. ''The closest concept we have to 'mascot' is 'pet,' but that's not a traditional concept.'' Virginia Beavert, who is Yakama and is editing the Heritage University Yakama Language Dictionary, said that the ''Yakama people do not actually have a mascot.'' She described Coyote as culture hero, but not a mascot. ''Coyote 'Spilyay' made predictions to where certain kinds of roots, berries, medicines and other important survival foods were to grow to benefit the people. He was a trickster who made the laws.'' Dr. William Demmert, who is Tlingit (which means ''people'' or ''human beings'') of the Eagle/Wolf clan and a well-respected educator and language expert, said, ''I am not aware of any name for a mascot or pet - no such animal - animals would have been referred to as 'beings.''' Albert White Hat, whose nation is the Sicangu Lakota Oyate (Lakota Burnt Thigh Nation or Rosebud Sioux Tribe), is a Lakota language instructor at Sinte Gleska University. He said, ''I don't believe we have a concept of a mascot. We have different societies that use the name of an animal nation, like Elk Society. These societies are for any need or request of the tribe. They also compete in sports and other activities. The animal-nations they use[d] were their spiritual guides or inspirations.'' ''There is no name for mascot in Tewa,'' said Dr. Tessie Naranjo, who speaks Tewa and is from Kha P'o Owingeh (Singing Water Village or Santa Clara Pueblo). Dr. Ofelia Zepeda, who is Tohono O'odham and a professor of linguistics at the University of Arizona, answered the question about the existence of a word in her language for mascot with a resounding ''No.'' Jimmy Arterberry, who is a Numunu (meaning ''the people'' or Comanche) tribal culture and arts activist, answered in the same way. Bill Means, who is Oglala Lakota and one of my co-plaintiffs in the lawsuit against the name of the Washington football club, responded to an assertion by a non-Indian linguist that one mascot - ''Redskins'' - came from Indians. ''The word 'redskin' is strictly from the interpreter,'' said Means. ''The literal translation to Lakota would be 'Ha Luta' or 'Ha Sha,' which I have never heard used. After contacting several family members and one Lakota language expert from Oglala Lakota College, we have all come to the same conclusion: that the word 'redskin' can only be the word of the translator.'' This may be news to the National Football League, but we do have words for ''news'' and we don't have any for ''mascots.'' Suzan Shown Harjo, Cheyenne and Hodulgee Muscogee, is president of the Morning Star Institute in Washington, D.C. and a columnist for Indian Country Today. From cashcash at EMAIL.ARIZONA.EDU Fri Dec 9 18:31:15 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Dec 2005 11:31:15 -0700 Subject: Voice from another world (fwd) Message-ID: Voice from another world (Filed: 08/12/2005) http://www.telegraph.co.uk/arts/main.jhtml?xml=/arts/2005/12/08/bmboine08.xml&sSheet=/arts/2005/12/08/ixartleft.html Mari Boine's singing evokes images of ice floes and reindeer trails. She talks to Jane Cornwell In a recording studio on the outskirts of Oslo, Mari Boine sits forward on her chair and listens, head tilted, to her freshly recorded voice. [photo inset - Northern light: Mari Boine] Tremulous, ethereal and powerfully intimate, it swoops and wheels over a sonic landscape, carrying images of ice floes and reindeer trails, of snowbirds flying over the Arctic tundra. "Pretty good, huh?" she declares when the track ends, pleased with herself and the afternoon's collaborators - a young rap duo from Senegal and a Sioux Indian elder and spoken-word poet - who grin and nod their agreement. Scandinavia's premier Sami singer has, it seems, ensured the success of yet another project. This venture, an "indigenous soul" CD entitled One People, is, typically, just one among several she has on the go simultaneously. Last week the diminutive Boine, 49, sang backing vocals for a Sami storyteller-cum-historian from Oslo University. This week, she was the subject of a documentary shown on Norway's NRK television network, which has shortlisted her for their Greatest Norwegian of the Century competition (alongside King Olav V and the explorer Thor Heyerdahl ). She also is doing the soundtrack for a German film adaptation of Hansel and Gretel and - with her long-time electro-acoustic band - finishing her seventh album, Iddjagiedas ("In the Hand of the Night"), due out in March on Universal. Oh, and tonight Boine is in London for "Norwegian Voices", a concert intended to celebrate both the 100th anniversary of Norway's independence and the country's wealth of musical activity. Boine is the only Sami performer in an extensive line-up that also features jazz pianist Ketil Bj?rnstad, electronica outfit Supersilent and guitarist/composer Terje Rypdal - with whom she is duetting. "Norwegians should have woken up to the fact there are many, many Sami artists," she says with a sigh. "But I'm still the only one they seem to know." A chain of events has kept Boine in her country's mind: challenging its former prime minister to apologise to the Sami people on behalf of the Norwegian state; refusing to perform at the opening of the 1994 Winter Olympics in Lillehammer ("I wasn't going to be some exotic decoration"); singing at the royal wedding of Norway's Princess Martha Louise in 2002 ("that was different"); beating the likes of Sigur R?s to win the 2003 Nordic Music Prize - and buying a new riverboat with the prize money. Although based in Oslo, where her flat overlooks a park and the Akerselva river, the mother of two adult sons still calls Samiland home. Up there, in the region formerly known as Lapland, which runs across the northernmost reaches of Scandinavia, her indigenous ancestors once lived in harmony with the elements. They slept in open-topped tents on reindeer skins, believed in goddesses and shamans, beat sacred drums, and sang traditional chants called joiks. 'Then the Christian missionaries came. They told us our religion was from the devil. They banned our language, our songs." Boine's eyes flash. "We were made to feel ashamed of being Sami. So we started speaking Norwegian and singing Christian psalms." Boine grew up, painfully shy, in a Sami village. Her parents were pious, fearful, strict: "Dancing and singing with friends was out of the question. Girls were to be neither seen nor heard." It was only when she enrolled at a teacher-training college in the singer-songwriter-friendly '70s that she thought about becoming an artist. "I suddenly understood this brainwashing, this colonial suppression," she says. "Why, like among Native Americans, there is alcoholism and suicide. I became so furious that I forgot I was shy." She taught herself guitar, started writing songs. "It was like a wise old woman was whispering in my ear, urging me on," Boine grins. "Performing became my medicine." For a while she sang (Sami-language) protest songs to her own accompaniment. Then she began experimenting, blending the trancy, pentatonic joik form with jazz, world and rock elements, and later electronica. Her first international release, 1989's Gula Gula ("Listen, Listen"), made her a sort of unofficial Sami ambassador. Her third, 1993's Eagle Brother, won her a Norwegian Grammy. "The only time my father heard my music was when he saw me on the television," she says. "Two days later, he died of a heart attack." Boine collaborated with legendary jazz saxophonist Jan Garbarek, released an album of dance remixes, and became a heroine for eco-warriors, indigenous activists and the New Age movement. She helped give the Sami back their pride. "Things are better," she now says. "There is room for Sami culture and language in schools. But we still have a long way to go." She returns as often as she can to her house in her childhood village, from where - depending on the season - she goes fishing or berry-picking, or watches the Northern Lights whorl. Samiland offers challenges as well as inspiration. "The only way forward is to use the wisdom from the old world and find a meeting point with the modern. And that's what I'm trying to do with my music," she says, before putting on her coat and heading downtown, to watch the Senegalese rappers. 'Norwegian Voices' is at the Barbican, London EC2, at 7.30pm tonight. Tickets 020 7638 8891 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 14 15:28:03 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Dec 2005 08:28:03 -0700 Subject: Synchronized Multimedia Integration Language (fwd) Message-ID: 14 December 2005 Synchronized Multimedia Integration Language http://www.managinginformation.com/news/content_show_full.php?id=4549 The World Wide Web Consortium has released "Synchronized Multimedia Integration Language (SMIL 2.1)" as a W3C Recommendation. With SMIL (pronounced "smile"), authors create multimedia presentations and animations integrating streaming audio and video with graphics and text. Version 2.1 features include a new Mobile Profile and an Extended Mobile Profile with enhanced timing, layout and animation capabilities. "Today, W3C makes good on the promise of first class multimedia presentations for the mobile Web," said Chris Lilley (W3C). http://www.w3.org/TR/2005/REC-SMIL2-20051213/ http://www.w3.org/2005/12/smil-pressrelease.html.en http://www.w3.org/AudioVideo/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 14 15:52:46 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Dec 2005 08:52:46 -0700 Subject: The flapping in African languages creates a buzz (fwd) Message-ID: Tuesday, December 13, 2005 The flapping in African languages creates a buzz New consonant added to the phonetic alphabet By MICHAEL ERARD THE NEW YORK TIMES http://seattlepi.nwsource.com/national/251795_alphabet13.html For the first time in 12 years, the International Phonetic Association is amending its official alphabet. A sound called the labiodental flap will be granted its own letter, one that looks something like a v with a hook. The sound, a buzz sometimes capped by a faint pop, is present in more than 70 African languages. It is produced by the lower lip moving back and forward, flapping on the inside of the upper teeth. "The labiodental flap sound is as important as any other sound to speakers of languages that use it," said Peter Ladefoged, emeritus professor of linguistics at UCLA. "Think how Americans would protest if there were no way of transcribing the vowel in 'bird,' which in the usual U.S. pronunciation is almost as rare among the sounds of the world's languages as the labiodental flap." Until now, linguists have recorded the labiodental flap with made-up symbols, usually the letter v modified by accents. The venerable phonetic alphabet was established in 1886, and now, after slow increments of change, includes 28 symbols for vowels, 86 for consonants and 75 other marks for tone, stress, aspiration and other phonetic details. One of the most recent sounds to win a symbol was the bilabial click, used in two African languages. The labiodental flap is much more widely used but took longer to be recognized. One reason, said Ladefoged, is that clicks, often considered to be the most exotic of speech sounds, have been noticed by Europeans since the 17th century. They also occur in politically important languages such as Zulu and Xhosa. "None of this is true about labiodental flaps," Ladefoged said in an e-mail message. "Even now, some people think they are a minor effect in a few words in a few languages." Last spring, he encouraged Kenneth Olson, a linguist at SIL International who has studied the extensive use of the labiodental flap in Africa, to propose officially that the sound, first observed in 1907, have its own symbol. SIL International is a Christian organization based in Dallas that studies, documents and helps in developing lesser-known languages. Olson encountered the sound while conducting research in Congo and had performed extensive acoustic analysis to determine that the sound was, in fact, a flap, not a fricative consonant like the "f" of English. Nor did it involve a sharp intake of air like the clicks. The new symbol had been recommended by a fellow linguist, Geoff Pullum, who described it "as if a fishhook R had been slammed leftward into a lowercase v so hard its vertical had merged with the right leg of the v, and the dangly bit had been left hanging there like the drain pipe out of an upstairs toilet in a partially demolished building." In June, Olson received a note from the association, informing him that the proposal had been voted on and accepted. Mono speakers are pleased, Olson said. "The idea of an IPA symbol would offer some prestige to the language, that this oddity is valued by people around the world." Other language oddities wait for their moment. There is a bilabial trill in two Brazilian languages, Oro Win and Wari' (phonetics.ucla.edu/appendix/l anguages/orowin/orowin.html) and what Ladefoged called "hissing-hushing fricatives" of Ubykh, once spoken in Turkey (phonetic s.ucla.edu/appendix/languages /ubykh/ubykh.html). Olson plans to visit the Philippines to study a sound that speakers produce by sticking their tongues out of their mouths, a sound that outsiders ridicule. Olson says an official symbol might raise the status of the sound and the people who pronounce it, though perhaps not with the symbol from rock 'n' roll marketing he jokingly proposed -- the Rolling Stones' lips. From pasxapu at DAKOTACOM.NET Wed Dec 14 15:56:28 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 14 Dec 2005 08:56:28 -0700 Subject: Whistling language remains a mystery (fwd) Message-ID: Whistling language remains a mystery Friday, December 9, 2005 - by Natasha Rasheed http://www.ktuu.com/cms/templates/master.asp?articleid=2541&zoneid=1 Savoonga, Alaska - There are over 6,800 languages the world. Most are spoken, but some have a rather unique form of delivery, including whistling. More than 1,000 miles from Anchorage, in the village of Savoonga, which is located on Saint Lawrence Island, some claim an ancient form of communication still exists. ? At 89, Ora Gologergen is the oldest living woman in Savoonga. She has raised a family, seen her children grow and move away and now spends her days with old friends in a place she loves. Although Gologergen has never heard of using whistling as a form of communication, she believes one of her friends, another elder, may know about it. But it was not so. ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1032 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle2.jpg Type: image/jpeg Size: 21709 bytes Desc: not available URL: -------------- next part -------------- ?He doesn?t know about that, he never heard,? said Gologergen (right). ? Frustrated but determined, we pressed on. Billy Noongwook hadn?t heard of it. ? ?They haven?t told me that story,? said Noongwook. ? But finally, there was the possibility of a clue. ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 285 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle3.jpg Type: image/jpeg Size: 32887 bytes Desc: not available URL: -------------- next part -------------- ?That?s a code word, you know. Morse Code, we use, we use Morse Code,? said Jonathan Annogiyauk (left). ? Barbara Kogassagoon is another elder in the village and she learned to whistle Morse Code when she was a girl. ? ?If somebody spells my name when they whistle, I know that they want me,? said Kogassagoon. ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 338 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle4.jpg Type: image/jpeg Size: 36751 bytes Desc: not available URL: -------------- next part -------------- However, it's not something she uses anymore. Kogassagoon says it was never a recognized language that was frequently used throughout the village. ? Believing we had found an answer to the mystery of the whistling language, we returned to Anchorage. But then we met Yaari Kingeekuk and Marisa Jackson. Originally from Savoonga, Kingeekuk says when she was growing up, the language was used throughout the village and it?s not Morse Code. There is even a name for it: Kookameegeenuk. ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 508 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle6.jpg Type: image/jpeg Size: 25128 bytes Desc: not available URL: -------------- next part -------------- ?We use it to communicate when my friends or relatives were a distance away and I wanted to communicate with them,? said Kingeekuk. ? According to Kingeekuk, the language was used most frequently when the men were out hunting, to keep track of each other and communicate messages. ? Jackson? (pictured at left) also grew up in Savoonga and considers the language to be a big part of her daily life. She and Yaari use it often to keep track of each other when they go to the mall. ? -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 507 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 2541-1209whistle7.jpg Type: image/jpeg Size: 30144 bytes Desc: not available URL: -------------- next part -------------- ?She asked me what I was going to do tomorrow,? said? Jackson. ? ?She said she is going to be cooking,? said Kingeekuk (far right). ?I enjoy using it as a source of communication and I would think it would be really interesting to pass it on to a younger generations.? ? Passing on the whistling language is exactly what Yaari hopes to do with her children. She knows that the only way to keep it alive is to do just that. For what was once commonly used during her upbringing is now starting to fade away, with many of the secrets perhaps tucked under this small Bering Sea Island, where the snow covers questions that may never be answered about a language only a handful of people still know. ? -------------- next part -------------- A non-text attachment was scrubbed... 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Name: not available Type: text/enriched Size: 330 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 16 17:23:09 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Dec 2005 10:23:09 -0700 Subject: Speech Recognition Consumer Products Hit it Big in 2005 (fwd) Message-ID: Speech Recognition Consumer Products Hit it Big in 2005 Friday, December 16, 2005 http://www.indiacar.net/news/n19468.htm SUNNYVALE, Calif.-- Sensory, Inc., the world leader in embedded speech technologies, today announced that in 2005 the company achieved record revenues and profits due to its customers' success in releasing speech enabled products, with revenues increasing 70% over the preceding year. Customers such as Radica Games , Hasbro, Inc.'s Tiger Electronics and Innotech Systems have contributed to this outstanding year. "We are ecstatic to have so many customers flourishing in the marketplace," said Todd Mozer, Chairman and CEO of Sensory. "Thanks to their efforts Sensory has had an outstanding year, enabling us to fund many exciting new speech related R&D projects for the years to come." Market Dynamics Show Trends for High Tech and Speech Recognition Consumer Electronics The hot items on every kid's Christmas list this year are products like iPods and cell phones, products not designed primarily for children and certainly not priced for them. This phenomenon is called "age compression," where kids are more familiar with computers than many adults and are showing increasingly sophisticated tastes in toys. In an effort to stem this effect, many manufacturers are blurring the line between toys and consumer goods by integrating hi-tech features like speech and animatronics. In the February 17th online issue of the New York Times, David Riley of the NPD Group, a market research firm based in New York, said the shift is part of an effort by the $20 billion toy industry to reclaim dollars lost in recent years to high-tech products designed mostly for adults yet increasingly coveted by children. Radica Games has taken this approach with its Girl Tech(R) Password Journal(R), featuring a Sensory IC for speaker verification. According to Chief Executive Officer Pat Feely, "(Q3) was the highest level of sales in any quarter ever at Radica, and our earnings were strong as well, with an operating margin over 18%...It demonstrates that our strategy of focusing on electronic entertainment for casual gamers is the right strategy for today's tech-savvy consumers." Earlier this year, Mr. Feely was quoted on Forbes.com regarding Radica's financial performance, "Of particular note is the strength we are seeing from our newly introduced fourth version of the Girl Tech Password Journal." For the aging baby-boomers, the need for easier-to-use products is helping to drive demand for more speech I/O enabled interactions. This market segment has embraced products that don't require manual dexterity or good vision. Voice controlled home electronics, such as clocks, lighting and remote controls have taken off in the last several years. Products Featuring Sensory ICs Winning Sales Accolades Over the past six years, Toy Wishes magazine has accurately predicted the best-selling and most popular toys of the year, from the more than 150,000 toys on the market at any given time. One of this year's Hot Dozen Picks includes the former 1999 and 2000 Toy of The Year, Furby from Hasbro's Tiger Electronics. He's back and more fun than ever thanks to an advanced technology called "emoto-tronics." Sensory's RSC-4128 IC provides the "brains" for motor controls and voice recognition and synthesis, so Furby can communicate in his own language -- "Furbish" -- or in one of seven international languages while using facial expressions and synchronized body motions to display his emotions. According to the December 3rd, 2005 online issue of Australia's Sydney World Herald, "Barbie has lost her crown to Amazing Amanda, a doll with the ultimate accessory -- an electronic brain." Making the top ten lists for Christmas gifts from retailers like Woolworths and Hamsleys in the UK, as well as Wired Magazine's Top 100+ technophile's holiday wish list, Amazing Amanda is another product powered by Sensory's RSC-4128 IC. Playmates Holdings Limited (HKEx Stock Code: 635), parent company of Playmates Toys and makers of the doll, stated in their August 29th press release that "Amanda is the most technologically sophisticated and truly interactive doll and will add never before seen dimension to the traditional nurturing and caring play pattern. Amanda employs speaker independent voice recognition, lifelike animatronics and smart accessory recognition to create a new, magical play experience for little girls." Playmates sales were up over 6% from last year, despite a 6% downturn in the U.S. toy market according to the company's release. The Wall Street Journal recently proclaimed that the FamilyFun T.O.Y. Awards are "as coveted in the toy industry as the Oscar is in Hollywood." This competition relies on kid testers and an independent research firm to sift through the more than 500 toys submitted by nearly 200 companies to come up with the 21 best toys of the year. FURREAL FRIENDS SCAMPS: MY PLAYFUL PUP, from Hasbro's Tiger Electronics, features an RSC-4128 and was voted the favorite playmate for children aged 5-7. Requiring no training, Scamps comes out of the package knowing seven commands. And unlike the family dog, he'll actually listen -- literally sitting and speaking on command. Other consumer electronic companies like HOT from Taiwan, CyberWorkshops from Hong Kong, and Innotech in the US are seeing success designing household products featuring speech recognition. Speech-enabled remote controls, messaging systems, and clocks are selling well, and aggressive new products featuring Sensory's speech technologies are in the works. According to Len Novara, CEO of Innotech Systems, "Our first generation InVoca universal remote control has been a big success, selling many hundreds of thousands of units. We are now working on a line of products and enhanced universal remotes with the Sensory processors because we see the market for speech recognition consumer electronics really starting to open up." RSC Processor & Tools Provide Keys to Success with Speech Recognition Sensory's strategy is to offer industry-best embedded speech technologies at the lowest cost possible. This gives any consumer product, regardless of price or complexity, the potential to speak and hear. Sensory offers multiple options for introducing speech into consumer goods, from software-only solutions to a variety of integrated circuits. For mass production and access to all of Sensory's world-class speech technologies, the RSC-4128 IC is available in die and package form and is supported by a full suite of development tools including Sensory's patented Quick T2SI(TM) technology. For smaller scale projects, Sensory offers the VR Stamp(TM) Toolkit, which features an RSC-4128 chip that has been embedded onto an industry standard 40-pin DIP footprint module. Available online at retail outlets such as DigiKey (www.digikey.com), the VR Stamp Toolkit includes everything necessary to complete a basic speech recognition project for prototyping or production. Sensory also offers the SC-series of speech controllers for low-cost, synthesis-only applications. Source : http://www.theautochannel.com (12/15/2005) From cashcash at EMAIL.ARIZONA.EDU Tue Dec 20 16:52:27 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 20 Dec 2005 09:52:27 -0700 Subject: School's in for Indigenous culture (fwd) Message-ID: Monday, 19 December 2005, 10:48:21 AEDT http://abc.net.au/message/news/stories/ms_news_1533874.htm School's in for Indigenous culture Planning is under way to transform East Kalgoorlie Primary School into a specially designed Aboriginal school. Larry Hamilton from the Education Department says he expects East Kalgoorlie to lodge a formal request to allow it to become a Systemic Aboriginal School. Systemic Aboriginal Schools are designed to incorporate Indigenous culture and language into lesson plans and teaching methods. Mr Hamilton says if the plan is approved, East Kalgoorlie will become only the third Systemic Aboriginal School in the state, joining one in Bunbury and another in the Swan Valley. He says the idea has already gained support from the parents at the school. "There'll be Aboriginal perspectives brought in to each of the subjects and the way in which it's taught will acknowledge Aboriginal perspectives of things but essentially they'll be teaching the same curriculum and they'll be aimed at the same outcomes," he said. The school's principal, Donna Bridge, says changing to Systemic Aboriginal School status makes perfect sense as all of the children currently at the school are Aboriginal. She says to have formal recognition of this would be of great significance to parents and staff. "By trying to involve culture as part of the curriculum, I mean obviously we want it in all aspects of their learning program, but having a specific component that focuses on Indigenous culture for the kids would really show that we value it," she said. From phonosemantics at earthlink.net Tue Dec 20 19:53:15 2005 From: phonosemantics at earthlink.net (jess tauber) Date: Tue, 20 Dec 2005 14:53:15 -0500 Subject: Marantz pmd 670 vs. other makes/models? Message-ID: Hi. I've been looking into purchasing a good recorder for fieldwork- the Marantz pmd 670 has been discussed recently on various lists, but apparently it has its issues. Is there any consensus among folks here as to whether this would be adequate for the purposes of archive-quality records, and what if any recommendations would you make for accessories (mikes, etc.) as well as plugs for competitor's products if they are as good or better. Thanks. Jess Tauber phonosemantics at earthlink.net From thien at UNIMELB.EDU.AU Tue Dec 20 21:09:42 2005 From: thien at UNIMELB.EDU.AU (Nick Thieberger) Date: Wed, 21 Dec 2005 08:09:42 +1100 Subject: Marantz pmd 670 vs. other makes/models? In-Reply-To: <31546376.1135108395962.JavaMail.root@elwamui-milano.atl.sa.earthlink. net> Message-ID: I've used the PMD670 and think it is great. It is robust and not too heavy.The files are good although it won't record at the archival rate of 96/24. The mic we have here is a Rode NT-4, also proven to be up to carting around. We keep them both together in a pelcian case. I recently got a M-Audio microtrack, which records at 96/24, but appears to have some problems with the pre-amp. It is very portable, but also has the problem of relying on mains power (no replaceable batteries). A very good site for discussion of issues around digital recording is http://bartus.org/akustyk/rec.html http://linguistlist.org/issues/16/16-2710.html Also, the latest edition of the Language Archives Newsletter includes reviews of the following recording equipment: Roland Edirol R-1 3 , Mayah Flashman 5, Maycom Handheld II. This edition is available here: http://www.mpi.nl/LAN/ All the best, Nick Thieberger Pacific And Regional Archive for Digital Sources in Endangered Cultures (PARADISEC) On Wed, December 21, 2005 6:53 am, jess tauber wrote: > Hi. I've been looking into purchasing a good recorder for fieldwork- the > Marantz pmd 670 has been discussed recently on various lists, but > apparently it has its issues. Is there any consensus among folks here as > to whether this would be adequate for the purposes of archive-quality > records, and what if any recommendations would you make for accessories > (mikes, etc.) as well as plugs for competitor's products if they are as > good or better. Thanks. > > Jess Tauber > phonosemantics at earthlink.net > From cashcash at EMAIL.ARIZONA.EDU Wed Dec 21 16:20:44 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Dec 2005 09:20:44 -0700 Subject: Jana sings carols in Native voice (fwd) Message-ID: Jana sings carols in Native voice Posted: December 21, 2005 by: Jim Adams / Indian Country Today http://www.indiancountry.com/content.cfm?id=1096412104 ONEIDA NATION HOMELANDS, N.Y. - Reviewers across the country are taking note of a remarkable new CD that combines Native language restoration with seasonal pop and maybe even commercial appeal. The album ''American Indian Christmas,'' sung by pop star Jana, presents 10 of the most familiar Christmas songs - each in a different tribal tongue. From ''O Holy Night'' in Navajo to ''Amazing Grace'' in Jana's own Lumbee, the recording is bringing the sounds of Native languages to a wide audience. The idea is so simple and yet so fresh, it's a wonder it hasn't been tried before. The National Museum of the American Indian headed in the same direction last year with the well-received CD ''Beautiful Beyond,'' issued in conjunction with Smithsonian Folkways Records, of Christian hymns sung by different tribal groups. A sequel has been under consideration. In an interview with Indian Country Today, she described the time-consuming effort of finding translations. ''We had to call Germany,'' she said, to consult on one cut. The Lumbee version of ''Amazing Grace'' was a special labor of love, she said, because the language of that North Carolina nation, the largest tribe in the country without full federal recognition, is still in a process of recovery. The exotic twist on holiday standards has intrigued reviewers at the country's largest newspapers. In the wrap-up of seasonal releases, USA Today listed Jana's CD as the main entry in its ''World Music'' category. New York Daily News reviewer David Hinckley said the work by ''this sweet-voiced singer'' was ''strong from the first notes of 'O Holy Night,' which is sung in Navajo.'' The release comes at a peak of productivity for Jana, who first broke into the scene around 2000 with dance-mix singles released by Curb Records. Her version of ''Stairway to Heaven'' reached No. 8 on the Billboard dance charts, the first time a Native performer cracked that category. Jana later parted company with the major label, objecting to the way her solid rhythm and blues singing voice was underused and drowned out by the dance beat arrangements. Earlier this fall, she released her first full-length CD, ''Flash of a Firefly,'' on the independent Radikal Records label. But the Christmas project is not just a shrewd career move. Jana emphasizes its contribution to the ''language retention'' movement. ''The preservation of our languages is extremely important to the culture and vitality of our people,'' she wrote in the liner notes. The release, she said, should also bring attention to the original translators and performers of each song. The credits for ''Little Drummer Boy,'' for instance, go to Albert Cata, Frances Harney, Esther Martinez and the Tewa Indian Women's Choir. The Ojibwe ''Winter Wonderland'' is the work of well-known music journalist Kim Hall, of the Waadookodaading Ojibwe Immersion Charter School. The CD is also noteworthy for being possibly the first commercial CD to be issued in conjunction with a tribal enterprise. The Standing Stone label is a division of Four Directions Media, an Oneida Indian Nation company which also publishes Indian Country Today. Distribution is handled by the SOAR Corp., founded by Tom Bee, Lakota. From cashcash at EMAIL.ARIZONA.EDU Wed Dec 21 16:33:12 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Dec 2005 09:33:12 -0700 Subject: Teaching chief appointed to safeguard the future of Gaelic (fwd) Message-ID: Teaching chief appointed to safeguard the future of Gaelic DAVID ROSS, Highland Correspondent December 21 2005 http://www.theherald.co.uk/news/52900.html A leading educational figure has been appointed as the first chairman of the new statutory body established to safeguard the future of Gaelic. Matthew MacIver, chief executive of the General Teaching Council for Scotland, had been chosen as the chairman designate of Bord na Gaidhlig. Confusingly, the new Bord na Gaidhlig will replace a quango of the same name which was set up in April 2003 to pave the way for the executive's Gaelic language legislation. The present bord is expected to finish office in February. Mr MacIver, 59, is a native Gaelic speaker from Lewis. A former chairman of the Gaelic Broadcasting Committee, he also chaired the Gaelic teachers' action group which published proposals to ministers on how to solve the chronic shortage of Gaelic teachers. Mr MacIver will have a crucial role in implementing the 2005 act, overseeing Bord na Gaidhlig's tasks of developing a national Gaelic language plan; working with public bodies to develop local language plans; and leading the national and international promotion of the Gaelic language, culture and education. Peter Peacock, the education minister who has ministerial responsibility for Gaelic, said: "In Matthew MacIver, we have secured a passionate enthusiast for the Gaelic language with a long track record in public service who will work tirelessly to ensure the language will thrive in future. Matt's passion for Gaelic, his contacts and influence in the Gaelic community will prove invaluable." Mr MacIver said: "This is an exciting time for all of us in the Gaelic community but we also face substantial challenges. We have 58,000 speakers at present but there were encouraging signs in the last census that showed there was an increase in the very young. It is now up to the community to take advantage of the new statutory powers and ensure Gaelic becomes a thriving language once again." From cashcash at EMAIL.ARIZONA.EDU Thu Dec 22 17:51:56 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 22 Dec 2005 10:51:56 -0700 Subject: Nome congregation keeps native language alive in ministry (fwd) Message-ID: Nome congregation keeps native language alive in ministry http://www.wfn.org/2005/12/msg00192.html By Lilla Marigza NOME, Alaska (UMNS) - A familiar tune flows from a little church in one of the most remote areas of the United States. Nome is 539 miles north of Anchorage and accessible only by air. Outside the Community United Methodist Church, snow falls and doesn't melt for most of the year. Daylight sometimes lasts only a few hours. But the coldest of winter is a special time here. On this day the choir is practicing "O Come All Ye Faithful." Christmas is filled with familiar hymns sung in a language centuries old. The choir is keeping a threatened language alive. "To young people it's a very difficult language now," says 77-year-old Esther Bourdon, a Native Alaskan. She grew up speaking Inupiaq in Wales, an Inupiat village on the most western point of the Alaskan Seward Peninsula. Natives say that on a clear day you can see Russia from there. The Inupiat parishioners of the church sing their language in the Wales dialect. Spanning hundreds of years of Eskimo culture and tradition, the Inupiaq language is one of the most challenging in the world to learn. Few Native Alaskans know this ancestral tongue anymore. "They don't speak it. And here they were having a hard time trying to say words," Bourdon says. Inupiaq encompasses a family of dialects that is recognized in parts of Alaska, Canada, Greenland and Siberia. The Inupiat people are hunters and fishers who live in small communities that have a strong culture of storytelling and singing. The language often reflects the close ties within family and community and their connection to the land and wildlife. When Bureau of Indian Affairs schools were established by the U.S. government, the language was not allowed to be spoken, and the children learned English. The threat of severe disciplinary action persuaded them to disregard their native language. Inupiaq was reserved for speaking at home. Another factor that has endangered the culture was the Flu Epidemic of 1918. When it hit the area, many of the elders in Inupiat villages died and took the cultural stories, dances and songs with them. Bourdon says in her 50 years at this church, three pastors have embraced and learned to speak the language of some of Alaska's native people. The church has about 35 active members, about two-thirds of whom are native, but its total number of participants is double that size. When the Revs. John and Debbie Pitney were assigned to the Community United Methodist Church in 1981, they decided to learn as much of the language as they could. Half of the small congregation was native at the time. "Language is everything," John Pitney explains. "Language is the primary way that culture is passed on. We did our part to keep that going." He is currently on staff at First United Methodist Church in Eugene, Ore., where Debbie serves as senior pastor. "It is a rhythmic language to me," Pitney says. "Words and sounds are spoken further back in the throat, and I remember it being spoken fairly softly." The language centered on survival, he says. "It was the key. Everything about the Inupiat villages was about survival, and that was a fundamental value." For instance, he recalls that there are nearly 40 Inupiaq words to describe snow and its various qualities. The Pitneys say they were never fully conversant in the language, but John learned enough to translate several hymns, compiling a book that is used today by the church choir. After the Pitneys left Nome, the Rev. Bob Bowers published a second edition. The Rev. Lucile Barton is the current pastor of Community United Methodist Church. Barton says the congregation continues to refine the collection. "We sing the Doxology in Inupiaq most of the time, and Esther translates a portion of the Gospel reading each Sunday as well," Barton says. A California native, Barton continues to learn the language of the congregation she serves. "It's been a really learning, growing experience for me to live in this culture." Translating hymns into Inupiaq has not been easy, since it is primarily a spoken language that doesn't lend easily to printed text. "It has sounds that we don't use in English and you have to listen carefully and learn to repeat those sounds and also when it's written the words get very, very long," Barton notes. The hymnal collection has grown and been fine-tuned by church members. "We still find that there are songs where we are singing along and they'll go, 'Oh, that's not right.'" Barton would like to see more translated songs. "There are other songs that Esther and Polly (Koweluk, Esther's sister) and some of the others know, that we don't have written down, but we don't have very many people who can write (the language)." The current collection is compiled in a loose-leaf church hymnal. The Inupiaq choir is something special, and the people of Nome know it. The group is often asked to sing at special events and funerals of native Alaskans. Barton is the only non-native in the 10-person choir. Barton says it is an honor to sing at funerals, but it's also a reminder that the choir keeps a culture alive. "There have been a number of people during the six and a half years I have been here who have died, and I have looked at the group and wondered if we were going to be able to continue it. It's been really exciting to me to see some young people begin to participate in the choir and learn to sing these translated songs." *Marigza is a freelance producer in Nashville, Tenn. News media contact: Jan Snider or Fran Coode Walsh, Nashville, Tenn., (615) 742-5470 or newsdesk at umcom.org. From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 00:08:13 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 26 Dec 2005 17:08:13 -0700 Subject: Linguapax Awards 2006 (fwd msg) Message-ID: fwd to ILAT on behalf of D.Z. Osborn ~~~ FYI. The Linguapax awards nomination process is open. The awards are "awarded to linguists, researchers, professors and members of the civil society in acknowledgement of their outstanding work in the field linguistic diversity and/or multilingual education. Nominations of people having contributed to improve the linguistic situation of a community or country will be specially appreciated." [from the Linguapax website] ... DZO [fwd from the Linguist list] Date: 16-Nov-2005 From: Josep Cru Subject: Linguapax Award Dear colleagues, We are pleased to inform you that the call for candidates to the Linguapax awards 2006 is open. Kindly send your nominees to the secretariat of the Linguapax Institute (info at linguapax.org) before January 15 along with their short biographical note. As in previous occasions, the name of the prize-winner will be made public on February 21, coinciding with the International Mother Language Day. The Linguapax Awardee will be granted the amount of 3,000 ? [Euros]. For more information about the awards, please visit: http://www.linguapax.org/en/premisLPXang.html Best regards, Josep Cru Institut Linguapax Centre UNESCO de Catalunya From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 06:04:03 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 26 Dec 2005 23:04:03 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051214082803.xrghwkc8ss0kc0ss@www.email.arizona.edu> Message-ID: This is curious, because right now, streaming audio is a proprietary format, and not many people have readers. It also has the ugly behavior of loading after all the rest of the action has already happened. I think it's okay to have a language where you can specify simultaneity, but making it happen with streaming audio may be a whole 'nother kettle of fish. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Wednesday, December 14, 2005 8:28 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) 14 December 2005 Synchronized Multimedia Integration Language http://www.managinginformation.com/news/content_show_full.php?id=4549 The World Wide Web Consortium has released "Synchronized Multimedia Integration Language (SMIL 2.1)" as a W3C Recommendation. With SMIL (pronounced "smile"), authors create multimedia presentations and animations integrating streaming audio and video with graphics and text. Version 2.1 features include a new Mobile Profile and an Extended Mobile Profile with enhanced timing, layout and animation capabilities. "Today, W3C makes good on the promise of first class multimedia presentations for the mobile Web," said Chris Lilley (W3C). http://www.w3.org/TR/2005/REC-SMIL2-20051213/ http://www.w3.org/2005/12/smil-pressrelease.html.en http://www.w3.org/AudioVideo/ From susan.penfield at GMAIL.COM Tue Dec 27 16:42:59 2005 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 27 Dec 2005 09:42:59 -0700 Subject: LSA -- Jan 5-8 Message-ID: Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 16:49:53 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 09:49:53 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <39a679e20512270842o2b5b63cv740b535b1e974c46@mail.gmail.com> Message-ID: Hi, Sue & Everyone, I am going to be at the conference. I'm doing a workshop, maybe with one of my colleagues, on how to gather information to support the kinds of revitalization materials that keep languages off museum shelves and in the community (one of my friends from Wales dreamed up the "in the community and off the museum shelves" metaphor. I thought it was apt.) I/we are presenting Friday evening. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 9:43 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] LSA -- Jan 5-8 Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Tue Dec 27 17:09:05 2005 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 27 Dec 2005 10:09:05 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <20051227165004.5A1D3BD90@listserv.arizona.edu> Message-ID: Mia and all, I didn't actually intend to post to ILAT, but I'm glad I did. There are a number of good papers which will be presented (including Mia's I'm sure) at the LSA national meetings in Alburquerque in January (5-8). I hope many people will try to attend. The SSILA (Society for the Study of Indigenous Languages ) is being held in concert with LSA that weekend as well. Our 'special session' is aimed at showcasing community work and community language specialists in this national forum. Hope others can make it! Looking forward to seeing you there, Mia! Happy New Year to all! Susan On 12/27/05, Mia Kalish wrote: > > Hi, Sue & Everyone, > > > > I am going to be at the conference. I'm doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in the > community (one of my friends from Wales dreamed up the "in the community and > off the museum shelves" metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > > > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Tuesday, December 27, 2005 9:43 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* [ILAT] LSA -- Jan 5-8 > > > > Hi all, > Just to remind everyone of our special session -- I really hope we get > some attendance, given that we are the last on the list -- But I have heard > from a number of linguists who plan to stay and hear what we all have to > say. There are some guidelines for handouts on the LSA website under a link > for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm > > I have mentioned that part of our discussion would be devoted to how > documentation feeds into revitalization so I hope that you all give that > some thought/time. Otherwise, I'm just looking forward to an active > discussion and to finding out what everyone is up to these days! > Please forward this to any other participants -- I don't have Mary > Eunice's address or Brenda's...Thanks! > > Best Wishes for a Happy New Year and see you all soon! > Susan > > -- > Susan D. Penfield, Ph.D. > > Department of English > Affiliate faculty: Department of Linguistics > and the Second Language Acquisition and Teaching Program > American Indian Language Development Institute > Phone for messages: (520) 621-1836 > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 17:19:28 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 10:19:28 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <39a679e20512270909i19397784o211aa21659c9b7c2@mail.gmail.com> Message-ID: I'm glad you posted, too, Sue. It is nice to know what is going on in our community, and too often (to my mind) people think what they are doing isn't important enough to "bother" others with. But I LOVE knowing who is going to be there, what they are doing, what to plan for. And I love the excitement and anticipation of knowing I am going to see people who are often too far removed geographically to see at any other time. OBTW: I published my First, Yep, count 'em, 1, paper. It is Immersion multimedia for adult Chiricahua language learners, In New Review of Media and Hypermedia, December 2005 special issue, if anyone would like to read it. It is the theoretical basis for the software I make :-). Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 10:09 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] LSA -- Jan 5-8 Mia and all, I didn't actually intend to post to ILAT, but I'm glad I did. There are a number of good papers which will be presented (including Mia's I'm sure) at the LSA national meetings in Alburquerque in January (5-8). I hope many people will try to attend. The SSILA (Society for the Study of Indigenous Languages ) is being held in concert with LSA that weekend as well. Our 'special session' is aimed at showcasing community work and community language specialists in this national forum. Hope others can make it! Looking forward to seeing you there, Mia! Happy New Year to all! Susan On 12/27/05, Mia Kalish < MiaKalish at learningforpeople.us> wrote: Hi, Sue & Everyone, I am going to be at the conference. I'm doing a workshop, maybe with one of my colleagues, on how to gather information to support the kinds of revitalization materials that keep languages off museum shelves and in the community (one of my friends from Wales dreamed up the "in the community and off the museum shelves" metaphor. I thought it was apt.) I/we are presenting Friday evening. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, December 27, 2005 9:43 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] LSA -- Jan 5-8 Hi all, Just to remind everyone of our special session -- I really hope we get some attendance, given that we are the last on the list -- But I have heard from a number of linguists who plan to stay and hear what we all have to say. There are some guidelines for handouts on the LSA website under a link for 'paper guidelines' See http://www.lsadc.org/info/meet-annual.cfm I have mentioned that part of our discussion would be devoted to how documentation feeds into revitalization so I hope that you all give that some thought/time. Otherwise, I'm just looking forward to an active discussion and to finding out what everyone is up to these days! Please forward this to any other participants -- I don't have Mary Eunice's address or Brenda's...Thanks! Best Wishes for a Happy New Year and see you all soon! Susan -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:21:01 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:21:01 -0700 Subject: Call for Papers - Workshop on Indigenous Languages (fwd) Message-ID: Workshop on Indigenous Languages University of California, Santa Barbara April 21?April 22, 2006 http://orgs.sa.ucsb.edu/nailsg/ CALL FOR PAPERS The Linguistics Department at the University of California, Santa Barbara announces its ninth annual Workshop on American Indigenous Languages (WAIL), which provides a forum for the discussion of theoretical and descriptive studies of the indigenous languages of the Americas. Anonymous abstracts are invited for talks on any topic in linguistics. Talks will be 20 minutes, followed by 10 minutes for discussion. Abstracts should be 500 words or less (excluding examples and/or references) and can be submitted by hard copy or email. Individuals may submit abstracts for one single and one co-authored paper. Please indicate your source(s) and type(s) of data in the abstract (e.g. recordings, texts, conversational, elicited, narrative, etc.). For co-authored papers, please indicate who plans to present the paper as well as who will be in attendance. For email submissions: Include the abstract as an attachment. Please limit your abstracts to the following formats: PDF, RTF, or Microsoft Word document. Include the following information in the body of the email message: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper. Send email submissions to: wail at linguistics.ucsb.edu For hard copy submissions: Please send five copies of your abstract, along with a 3x5 card with: (1) your name; (2) affiliation; (3) mailing address; (4) phone number; (5) email address; (6) title of your paper. Send hard copy submissions to: Workshop on American Indigenous Languages Department of Linguistics, University of California, Santa Barbara, CA 93106 DEADLINE FOR RECEIPT OF ABSTRACTS: January 17, 2006 Notification of acceptance will be by email by February 15, 2005. About WAIL The annual Workshop on American Indigenous Languages (WAIL) at the University of California, Santa Barbara is presented by the Native American Indian Languages study group (NAIL), which has been meeting regularly in Santa Barbara since 1990 to discuss issues relating to Native American language and culture. The workshop is a forum for the discussion of theoretical and descriptive linguistic studies of indigenous languages of the Americas. WAIL is also sponsored by the UCSB Linguistics Department. Contact: wail at linguistics.ucsb.edu From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:31:21 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:31:21 -0700 Subject: NABE 2006 Indigenous Bilingual Education Pre-Conference Program (fwd) Message-ID: NABE 2006 Indigenous Bilingual Education Pre-Conference Program http://www.wnmu.org/ibe/ Wednesday, January 18, 2006 Phoenix Civic Plaza, Phoenix, AZ 8-5pm Breakfast 8:00-8:45 Opening Session 8:45-9:45 Dr. Richard Littlebear, President Chief Dull Knife College Luncheon 12:45-1:45 Carolyn Warner, Former Arizona State School Superintendent Closing Session 4:30-5:00 Dr. David Beaulieu-Director Center for Indian Education ASU Invited Guests: Governor Janet Napolitano Ernie Calderon, Arizona Board of Regents ( welcome address) Navajo Nation President, Joe Shirley Hopi Tribe, Wayne Taylor Jr. San Carlos Apache Tribe, Kathleen Wesley-Kitcheyan White Mountain Apache Tribe, Dallas Massey Sr. Nakota LaRance, ?Into the West? star and the World?s Jr. Champion Hoop Dancer Other tribal/civic dignitaries Overcoming Language Oppression to Creating Speakers Jennie DeGroat, Northern Arizona University, Flagstaff, AZ Integrating Native Cultural Knowledge into the Existing Science Curriculum for Grades 4th-6th Willard Sakiestewa Gilbert, Northern Arizona University, Flagstaff, AZ Thirty Years After: From Kohanga Reo to Wananaga George Ann Gregory, Ho Anumpoli! Albuquerque, NM Ovoohe ahatomone, ne?semoneeestse? (Listen First, Then Talk) Richard Littlebear, President Chief Dull Knife College Janice Littlebear, NBCT, Anchorage School District, Anchorage, AK Teaching Navajo Language Through Literature Louise Lockard, Northern Arizona University, Flagstaff, AZ Verna Clinton, Chinle Unified School District, Chinle, AZ Native Language Education: Partnerships for Alaska Patrick Marlow, ?Hishinlai?Kathy Sikorski, Alaska Native Language Center, U of Alaska, Fairbanks, AK Oscar and Sophie Alexie, Kuskokwim Campus, U of Alaska, Bethel, AK Lindsay Bell, Evelyn Yanez,School of Education, U of Alaska/Fairbanks, Fairbanks, AK, Joan Parker Webster, U of Alaska/Fairbanks, Fairbanks, AK Community-Based Language Planning and Revitalization: Lessons from the Native Language Shift and Retention Project Teresa L. McCarty, Arizona State University, Tempe, AZ Mary Eunice Romero, Arizona State University, Tempe, AZ Ofelia Zepeda, University of Arizona, Tucson, AZ Andrea Ramon, Ha:san Preparatory & Leadership Development School, Tucson, AZ James Sundust, Gila River Indian Community, Sacaton, AZ Empowering Native American Students with Disabilities through Culturally Dynamic Teacher-Made Materials Patricia Peterson, Northern Arizona University, Flagstaff, AZ Marie Max, Evangeline Bradley-Wilkinson, Colby Holland, Patricia Matthews, Northern Arizona University, Flagstaff, AZ Native Educators Research Project Jon Reyhner, Northern Arizona University, Flagstaff, AZ Anna Figueira, Arizona State University, Tempe, AZ A New Paradigm for Indigenous Language Learning: Learning an Indigenous Language as a Second Language Eunice Romero, Arizona State University, Tempe AZ Andrea Ramon, Ha:san Leadership & Preparatory School, Tucson, AZ A Culture, Tradition, and Language Curriculum That Meets Standards in Every Elementary School Subject Area Timothy Rush, University of Wyoming, Laramie, WY Veronica Miller, Wind River Tribal College, Ethete, WY Wilfred Ferris III A Workshop in Oral Language Development for Native Language Speakers Christine Sims University of New Mexico, Albuquerque, NM Donna Boynton, Acoma Language Retention Program Anne Ka-hee, Cochiti Language Program Accreditation of Aboriginal Language Teachers in Taiwan Chung-Han Tsay, Taiwan Aboriginal Foundation, Taipei, ROC Free to be Kanienkehaka: A Case Study of Educational Self-Determination at the Akwesasane Freedom School Louellyn White, University of Arizona, Tucson, AZ Tsehootsooi_ Dine_ Bi_o_lta_ Jennifer Wilson, Window Rock USD, Ft Defiance, AZ Florian Tom Johnson, Window Rock USD, Ft Defiance, AZ NABE 2006 Indigenous Bilingual Education SIG Institute Program Thursday, January 19, 2006 Hyatt Regency Hotel, Phoenix AZ 11:00-6:00pm 11:00-11:45 Keynote Address: Dr. Lily Wong Fillmore UC Berkeley and Dr. Christine Sims University of New Mexico/Ellis Room 5:00 ? 6:00 **IBE SIG Business Meeting/Ellis Room** Invited Guests: Governor Janet Napolitano Navajo Nation President, Joe Shirley Hopi Tribe, Wayne Taylor Jr. San Carlos Apache Tribe, Kathleen Wesley-Kitcheyan White Mountain Apache Tribe, Dallas Massey Sr. Nakota LaRance, ?Into the West? star and the World?s Jr. Champion Hoop Dancer Other tribal/civic dignitaries Promoting Family Literacy Through Creative Writing Judy Basham, Phoenix Union School District, Phoenix, AZ Challenges and Opportunities for Native Language Bilingual Education in Mexico, Guatemala and Ecuador Fausto Campos, Mixteco, Arizona State University, Tempe, AZ Piquinto Gregorio, Natuatl (Guerrero), Arizona State University, Tempe, AZ Gloria Reyes, Chi (Guatemala), Arizona State University, Tempe, AZ Luz Maria De La Torre, Kichwa, (Ecuador), Arizona State Univ., Tempe, AZ Using Storytelling for Learning and Teaching Indigenous Languages Jennie DeGroat, Northern Arizona University, Flagstaff, AZ Donna Boynton, Acoma Language and Teaching Andrea Ramon, Tohono O?odham Carolene White Yazzie Ronald Geronimo A Review & Analysis of the Research Literature on Native American Students William Demmert, Western Washington University, Bellingham, WA The Hopilavay Summer Institute Teacher Training 2005: Hopinaatuwpi Sheilah Nicholas, University of Arizona, AISP, PhD. Candidate, Tucson, AZ Dawa Taylor, Outreach Coordinator, The Hopilavayi Program, Kykotsmovi, AZ Develop a Language and Culture Curriculum Aligned with Standards in All Elementary School Subject Areas Timothy Rush, University of Wyoming, Laramie, WY Veronica Miller, Wind River Tribal College, Ethete, WY Wilfred Ferris III Culturally Relevant Curriculum in Hopi Elementary Schools Noreen Sakiestewa, Office of Hopi Education, Kykotsmovi, AZ Pamela Powell, Northern Arizona University, Flagstaff, AZ Noticing Language Structure in a University Immersion Classroom Hishinlai? ?Kathy R. Sikorski?, University of Alaska, Fairbanks, Fairbanks, AK Siri G. Tuttle, University of Alaska, Fairbanks, AK Situational Navajo:Teaching Dine Oral Language Development Verb-fuly Irene J. Silentman, Navajo Educator, Window Rock, AZ Revitalizing Indigenous Languages in an Era of Standardization: Challenges, Issues, and Perspectives Christine Sims, University of New Mexico, Albuquerque, NM Eunice Romero, Arizona State University, Tempe, AZ Math in Cultural Context: Lessons Learned from Yup?ik Eskimo Elders Joan P. Webster, University of Alaska, Fairbanks, AK Evelyn Yanez, Yup?ik Language Expert The American Indian Language Development Institute (AILDI): In Support of American Education & Linguistic Rights Ofelia Zepeda, University of Arizona, Tucson, AZ Regina Siqueros, University of Arizona, Tucson, AZ *** Friday, January 20th Heard Museum Cultural Event 6:30-8:30pm From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 17:58:56 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 10:58:56 -0700 Subject: Our dying languages (fwd) Message-ID: Our dying languages by: Mzati Nkolokosa, 12/23/2005, 5:29:16 AM http://www.nationmalawi.com/articles.asp?articleID=14312 They often shout their mantra, Angoni satha onse (the Ngoni still exist), in Chichewa because Ngoni is a culture without a language. ?Ngoni for all practical purposes is a dead language,? says Pascal Kishindo, an associate professor of linguistics at Chancellor College. The reasons are historical. The Ngoni left Zululand, among other reasons running away from Shaka Zulu?s wars, and moved to Malawi in two groups, on different routes, waging wars, losing and conquering people on the way and finally settled in Mzimba and Ntcheu. The majority of the people who came to Malawi, therefore, were those captured during wars and not necessarily Ngoni. Only the royal clan and a few others could speak Ngoni in Malawi. As a result, Ngoni was not an everyday language, it was not passed on to future generations and became a second or third language. ?When a language is not used everyday, it?s on its way out,? says Kishindo. Indeed Ngoni is out because only chants remain. These are recited by old people on important occasions like initiation and installation of chiefs, for example. Such old people are at Mpherembe in Mzimba and around Inkosi ya Makosi Gomani?s area in Ntcheu. Now there are efforts to revive the language. The Mzimba Heritage Association is running Ngoni classes throughout Mzimba so that Ngoni culture should not die because in the first place, a culture is conveyed through a language. This initiative was approved by Inkosi ya Makosi M?mbelwa and government. South Africa donated textbooks for the exercise a couple of years ago. One of the people involved is Aupson Ndabazake Thole, who works for Mzuzu Museum. He says one real challenge is that few Ngoni words still in use have been mixed up with Chitumbuka. Perhaps Ngoni is not so much of a worry because something is happening to resurrect it from the dead. It?s languages still in use like Chilomwe and Chitonga that should be guarded against gradual death. The danger, says Bright Molande of English Department at Chancellor College, is that a person can speak a language without owning it. Such people do not live their languages. A 1966 population census showed that Lomwe was the country?s second largest spoken language. Chichewa was number one, Yao came third with Tumbuka on fourth. Some have, as in every census, doubted the accuracy of the statistics, saying the enumerators simply asked the tribe of the respondents and assumed they could speak the language of their tribe. The real challenge is that while Tumbuka, for example, is spoken in Blantyre, Chilomwe, a language close to the commercial city, is rarely spoken there. While Chiyao becomes a language for a bus to Mangochi and Chisena for a bus to Nsanje, Chilomwe is never heard on public transport to Mulanje. ?It was very difficult to find people who speak Lomwe very freely at a market, for example,? says Kishindo of his 1999 study on Chilomwe in Thyolo and Mulanje. One sad observation, says Kishindo, is that it was old people who were interested while ?the young folks were annoyed?. History is part of the explanation. The Lomwe were the latest people to come to Malawi. Some as late as 1910. They ran away from oppressive rule of the Portuguese in neighbouring Mozambique and picked up humble jobs in tea estates in Thyolo and Mulanje, including Phalombe. ?It would be hypocritical of me if I don?t accept this,? says Ken Lipenga, an ardent speaker and researcher in Lomwe semantics. As a result, some Lomwe shied away from their ethnic identity and were reluctant to speak their language. ?It?s not surprising, therefore, that there has been a language shift from Chilomwe to Chichewa,? says Gregory Kamwendo in his contribution to A Democracy of Chameleons, a 2002 book on politics and culture in new Malawi. Lipenga accepts the shift but says Chilomwe is not developing characteristics of a dying language. ?Lomwe?s speak other languages in order to communicate with people outside the tribe,? says Lipenga, adding that among themselves in Phalombe, for example, they speak Chilomwe. But he realises the need to pass on the language to future generations, first by giving children Chilomwe names. ?My two children have Lomwe names,? says Lipenga. Perhaps, the worst setback to all languages in independent Malawi was the Malawi Congress Party?s 1968 convention which resolved that Chichewa be a national language. The introduction of one language was partly good for the sake of national unity. The problem was the selfish manner in which first President Dr. Hastings Kamuzu Banda imposed his language on the nation. Despite the nationalisation of Chichewa, Livingstonia Synod of the CCAP has been a custodian of Chitumbuka, for instance. The Synod uses Chitumbuka for worship. This has helped the Chitumbuka language to thrive. But the Synod is not a custodian of Tumbuka culture which is supposed to be carried by the language. It?s clear, therefore, that only people, owners of a culture, can promote a culture through its language. That?s what the Lomwe and other tribes have to do. Yet promoting a language requires a lot of political will and a number fanatics to despise all ridicule. The first political will in recent years was the introduction of several languages on MBC Radio One. But this is not enough. Still there are signs of hope. The suggested instruction of junior primary school pupils in the vernacular may help, confirms Alfred Mtenje, professor of linguistics at Chancellor College. However, Malawi has over 10 languages and it?s not yet known which ones will be used from the list of local languages which include Chichewa, Chiyao, Chitumbuka, Chisena, Chilomwe, Chingonde, Chinyakyusa, Chilambya, Chindali, Chisuku, Chinyika, Chitonga, Chisenga, Chingoni, Chimambwe and many more. Some of these languages are spoken by a few hundreds of people and may not be a medium of instruction. But for those that are on the danger of disappearing, there is need for a programme to collect information from old people because once they die it?s like a library has caught fire, books destroyed. Any preservation of a language, however, should come from the people themselves because the Chilomwe distinctiveness, for example, is very interesting to a linguist like Mtenje. But his feeling is that the Lomwe themselves should be interested in their culture and tradition ? folktales, rituals and initiation. A language, as we say, is a carrier of a culture. Therefore, to live a language is to live a culture. The instruction of junior pupils in mother tongues is perhaps a good, but bumpy starting point. Our children, and all of us, should not only speak but live our languages to preserve our cultures. This means Lomwe people should not only dance tchopa but should also sing Chilomwe songs. Likewise, Yao and their manganje, Ngoni and beni and so on. When we live our languages we shall use them daily, pass them on to future generations and make them preferable to others. That?s what all tribes in Malawi should be doing. This story was printed from The Malawi Nation website, http://www.nationmalawi.com From cashcash at EMAIL.ARIZONA.EDU Tue Dec 27 18:02:29 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Dec 2005 11:02:29 -0700 Subject: Kodiak residents bring lessons from Native culture conference (fwd) Message-ID: Kodiak residents bring lessons from Native culture conference NEW ZEALAND: More than 3,000 delegates attended the event. By KRISTEN INBODY Kodiak Daily Mirror (Published: December 27, 2005) http://www.adn.com/news/alaska/story/7315253p-7227056c.html KODIAK -- As painted Maoris landed in war canoes on the shores of Waikato River, they began a dance that left a group of Kodiak residents stunned, it was so perfectly in synch. "You could tell they practiced all the time," said April Laktonen Counceller, in New Zealand for a Native culture conference. The Maoris have been unusually successful at maintaining their language and culture. Their language is recognized as an official language of New Zealand, they are influential in the government, and their children grow up fluent in Maori. "It seems everything they do, they've got the golden touch," Counceller said. The Kodiak delegation attended the World Indigenous Peoples Conference on Education in Hamilton, New Zealand, in late November and early December, hoping to return home with ideas to mirror that success. "We wanted to learn how the Maori people preserve their language and culture and are economically successful," Counceller said. Seven locals involved in the Alutiiq language program attended the conference to make a presentation on collaborative leadership. The delegates aimed to represent a broad swath of the island, with Counceller, Alisha Drabek, Florence Pestrikoff, Julie Knagin, Mary Haakanson, Peggy Stoltenberg and Susan Malutin. More than 3,000 international delegates attended. Counceller said it was a morale boost to see people all over the world fighting the same battles to continue their cultures. "We ended up being able to learn from everyone, to get that worldwide perspective on indigenous people," Counceller said. "It felt really good to be around so many people trying to improve their community. It didn't matter if they were from an island in the South Pacific or an island in the North Pacific, like Kodiak," she said. If only a smattering of adults study a language, it will fade away, she said. Only if children are raised speaking a language will enough new speakers replace the older speakers. Kodiak Island has 35 fluent Alutiiq speakers. Their average age, 74, exceeds the life expectancy for Alaska Natives. "There's a lot of urgency to what we do," Counceller said. In the past year, several Alutiiq speakers have died. In a decade, they could all be gone. "We're fighting against the tide," Counceller said. She said that since the Native language evolved on Kodiak Island, it is the most perfect way to describe elements here and is worth maintaining. For Counceller, the most significant element of the conference was the language symposium. There she learned of a technique used to teach Arapaho astonishingly fast. One element of the Maoris' success is their preschools, which teach in the native language. Stoltenberg, a teacher in Old Harbor, said that in addition to touring the preschools, the group visited a Maori teacher training center. One of the teachers demonstrated the silent method, where instruction takes place only in the language being taught and uses different colored rods to illustrate words. "She had found success with that method teaching adults and children," Stoltenberg said. "People who learn that method learn it quickly." She was also impressed, and hopes to institute in Old Harbor, the way Maoris incorporate the language into every aspect of their lives. From MiaKalish at LEARNINGFORPEOPLE.US Tue Dec 27 18:29:19 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 27 Dec 2005 11:29:19 -0700 Subject: Kodiak residents bring lessons from Native culture conference (fwd) In-Reply-To: <20051227110229.ev2ck8okcwwoc0sc@www.email.arizona.edu> Message-ID: Do we have a "clearinghouse" of methods and approaches somewhere? I have been working in revitalization and extension for nearly 7 years now, and it seems that everyone invents their own approach and methodology. With languages in such dire shape, it seems that we, the concerned community, could put together an online collection of tools, with demos, theory and research support, and implementation guidelines and instructions so people can "pull them off the shelf" and begin applying them in their communities. Does anyone else feel the same way? Is there a repository somewhere that I am missing? Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Tuesday, December 27, 2005 11:02 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Kodiak residents bring lessons from Native culture conference (fwd) Kodiak residents bring lessons from Native culture conference NEW ZEALAND: More than 3,000 delegates attended the event. By KRISTEN INBODY Kodiak Daily Mirror (Published: December 27, 2005) http://www.adn.com/news/alaska/story/7315253p-7227056c.html KODIAK -- As painted Maoris landed in war canoes on the shores of Waikato River, they began a dance that left a group of Kodiak residents stunned, it was so perfectly in synch. "You could tell they practiced all the time," said April Laktonen Counceller, in New Zealand for a Native culture conference. The Maoris have been unusually successful at maintaining their language and culture. Their language is recognized as an official language of New Zealand, they are influential in the government, and their children grow up fluent in Maori. "It seems everything they do, they've got the golden touch," Counceller said. The Kodiak delegation attended the World Indigenous Peoples Conference on Education in Hamilton, New Zealand, in late November and early December, hoping to return home with ideas to mirror that success. "We wanted to learn how the Maori people preserve their language and culture and are economically successful," Counceller said. Seven locals involved in the Alutiiq language program attended the conference to make a presentation on collaborative leadership. The delegates aimed to represent a broad swath of the island, with Counceller, Alisha Drabek, Florence Pestrikoff, Julie Knagin, Mary Haakanson, Peggy Stoltenberg and Susan Malutin. More than 3,000 international delegates attended. Counceller said it was a morale boost to see people all over the world fighting the same battles to continue their cultures. "We ended up being able to learn from everyone, to get that worldwide perspective on indigenous people," Counceller said. "It felt really good to be around so many people trying to improve their community. It didn't matter if they were from an island in the South Pacific or an island in the North Pacific, like Kodiak," she said. If only a smattering of adults study a language, it will fade away, she said. Only if children are raised speaking a language will enough new speakers replace the older speakers. Kodiak Island has 35 fluent Alutiiq speakers. Their average age, 74, exceeds the life expectancy for Alaska Natives. "There's a lot of urgency to what we do," Counceller said. In the past year, several Alutiiq speakers have died. In a decade, they could all be gone. "We're fighting against the tide," Counceller said. She said that since the Native language evolved on Kodiak Island, it is the most perfect way to describe elements here and is worth maintaining. For Counceller, the most significant element of the conference was the language symposium. There she learned of a technique used to teach Arapaho astonishingly fast. One element of the Maoris' success is their preschools, which teach in the native language. Stoltenberg, a teacher in Old Harbor, said that in addition to touring the preschools, the group visited a Maori teacher training center. One of the teachers demonstrated the silent method, where instruction takes place only in the language being taught and uses different colored rods to illustrate words. "She had found success with that method teaching adults and children," Stoltenberg said. "People who learn that method learn it quickly." She was also impressed, and hopes to institute in Old Harbor, the way Maoris incorporate the language into every aspect of their lives. From pasxapu at DAKOTACOM.NET Wed Dec 28 16:51:55 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 09:51:55 -0700 Subject: Visual History (fwd) Message-ID: fyi, a nice article on video archiving is available at videosystems online magazine. check it out, phil cash cash ~~~ Visual History Historical organizations fight to preserve firsthand stories of the past using video and archiving technologies. By Tom Patrick McAuliffe Dec 1, 2005 12:00 PM http://www.videosystems.com/mag/video_visual_history/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 443 bytes Desc: not available URL: From pasxapu at DAKOTACOM.NET Wed Dec 28 17:11:28 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 10:11:28 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051227060411.36261B6EB@listserv.arizona.edu> Message-ID: Hi Mia, everybody, I offered a short SMIL workshop to an unsuspecting and patient group of tribal folks at the Great Basin Languages conference earlier this fall. The workshop generously failed because it was all about coding, but in principle ;-) one could code a movie (.mov, .rm) using only a plain text editor, a few media files (.jpeg, .wav, .bmp) and some imagination. the goal here was to allow the student to use a SMIL template as a reusable "learning object" and create a set of movies linking various media files. After this experience, I am back to the drawing board, but I am piecing together a tutorial that I may/will post to my webpage someday and have people test out. later, Phil Cash Cash On Dec 26, 2005, at 11:04 PM, Mia Kalish wrote: > This is curious, because right now, streaming audio is a proprietary > format, > and not many people have readers. It also has the ugly behavior of > loading > after all the rest of the action has already happened. > > I think it's okay to have a language where you can specify > simultaneity, but > making it happen with streaming audio may be a whole 'nother kettle of > fish. > > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of phil cash cash > Sent: Wednesday, December 14, 2005 8:28 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) > > 14 December 2005 > Synchronized Multimedia Integration Language > http://www.managinginformation.com/news/content_show_full.php?id=4549 > > The World Wide Web Consortium has released "Synchronized Multimedia > Integration Language (SMIL 2.1)" as a W3C Recommendation. > > With SMIL (pronounced "smile"), authors create multimedia presentations > and animations integrating streaming audio and video with graphics and > text. Version 2.1 features include a new Mobile Profile and an Extended > Mobile Profile with enhanced timing, layout and animation capabilities. > "Today, W3C makes good on the promise of first class multimedia > presentations for the mobile Web," said Chris Lilley (W3C). > > http://www.w3.org/TR/2005/REC-SMIL2-20051213/ > http://www.w3.org/2005/12/smil-pressrelease.html.en > http://www.w3.org/AudioVideo/ > From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 17:21:53 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 10:21:53 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: Message-ID: Hey, Phil! You know, I been there . . . but a long time ago (see, wisdom Does come with Crash-And-Burn opportunities ). I checked out the SMIL thing for Jan. The structural concept is difficult even for people who are used to the "secret structure" of tools for educational materials. Barthes is of enormous help here, because he talks about the form separate from the content. The forms that we have to use are those that have been easy to implement for people learning how to do it (the techies, I mean here, not the people who will ultimately use the product). I am proposing a different approach, one which has worked for me and others I have collaborated with. I have a new Cherokee syllabary for people, not entirely mine, but an example of how I would suggest facilitating materials development. Of course, I really like working with groups of people, so my approach wouldn't be very comfortable for people who like the approach where one person does it all. But I have been working in various languages for 7 years now, and I really think that the dynamics that comes with a group can generate the energy to make for a successful project. I will let y'all know when I have posted the new syllabary - typical of me, you can hear and see - and a brief description of who does what and how. (Why should be intuitively obvious ). Anon, really, just a few moments. . . Mia PS: Phil, will you be in ABQ next week? -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Wednesday, December 28, 2005 10:11 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Synchronized Multimedia Integration Language (fwd) Hi Mia, everybody, I offered a short SMIL workshop to an unsuspecting and patient group of tribal folks at the Great Basin Languages conference earlier this fall. The workshop generously failed because it was all about coding, but in principle ;-) one could code a movie (.mov, .rm) using only a plain text editor, a few media files (.jpeg, .wav, .bmp) and some imagination. the goal here was to allow the student to use a SMIL template as a reusable "learning object" and create a set of movies linking various media files. After this experience, I am back to the drawing board, but I am piecing together a tutorial that I may/will post to my webpage someday and have people test out. later, Phil Cash Cash On Dec 26, 2005, at 11:04 PM, Mia Kalish wrote: > This is curious, because right now, streaming audio is a proprietary > format, > and not many people have readers. It also has the ugly behavior of > loading > after all the rest of the action has already happened. > > I think it's okay to have a language where you can specify > simultaneity, but > making it happen with streaming audio may be a whole 'nother kettle of > fish. > > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of phil cash cash > Sent: Wednesday, December 14, 2005 8:28 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Synchronized Multimedia Integration Language (fwd) > > 14 December 2005 > Synchronized Multimedia Integration Language > http://www.managinginformation.com/news/content_show_full.php?id=4549 > > The World Wide Web Consortium has released "Synchronized Multimedia > Integration Language (SMIL 2.1)" as a W3C Recommendation. > > With SMIL (pronounced "smile"), authors create multimedia presentations > and animations integrating streaming audio and video with graphics and > text. Version 2.1 features include a new Mobile Profile and an Extended > Mobile Profile with enhanced timing, layout and animation capabilities. > "Today, W3C makes good on the promise of first class multimedia > presentations for the mobile Web," said Chris Lilley (W3C). > > http://www.w3.org/TR/2005/REC-SMIL2-20051213/ > http://www.w3.org/2005/12/smil-pressrelease.html.en > http://www.w3.org/AudioVideo/ > From andrekar at NCIDC.ORG Wed Dec 28 17:32:21 2005 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Wed, 28 Dec 2005 09:32:21 -0800 Subject: Karuk lang Message-ID: Karuk Language Resources on the Web - http://www.karuk.org/ Karuk Section of William Bright's Site - http://ncidc.org/bright/ karuk.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From pasxapu at DAKOTACOM.NET Wed Dec 28 17:43:35 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 28 Dec 2005 10:43:35 -0700 Subject: Synchronized Multimedia Integration Language (fwd) In-Reply-To: <20051228172204.0AE4BC351@listserv.arizona.edu> Message-ID: gee i wish but not this time maybe next time...phil On Dec 28, 2005, at 10:21 AM, Mia Kalish wrote: > PS: Phil, will you be in ABQ next week? From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 20:54:33 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 13:54:33 -0700 Subject: Tsa-la-gi syllabary Message-ID: Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Dec 28 21:13:44 2005 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 28 Dec 2005 16:13:44 -0500 Subject: Tsa-la-gi syllabary Message-ID: I enjoyed that. The pronunciations are not that much different from anishnawbehmowin. I passed it on to a friend who deals with language teaching. Megwetch. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Wednesday, December 28, 2005 3:54 PM Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. J So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 21:27:12 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 14:27:12 -0700 Subject: Tsa-la-gi syllabary In-Reply-To: <000f01c60bf3$96f70f50$d30d6d18@Nadjiwon> Message-ID: Why, Roland, thank you. I am so pleased you liked it. If your friend would like one - or something similar for anishnawbehmowin - if you send me the materials and some clues, I will make you one. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rolland Nadjiwon Sent: Wednesday, December 28, 2005 2:14 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Tsa-la-gi syllabary I enjoyed that. The pronunciations are not that much different from anishnawbehmowin. I passed it on to a friend who deals with language teaching. Megwetch. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Wednesday, December 28, 2005 3:54 PM Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 21:39:32 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 14:39:32 -0700 Subject: Tsa-la-gi syllabary In-Reply-To: Message-ID: Wow. Thanks! I bow humbly. (Actually, I am grinning from ear to ear because I love a job well done.) I don't know if people know we made it last night, with a little finishing early this morning. If you want one without the phonetics, make what you want and send it to me. Now that I have the basic movie, I can make lots of permutations and combinations. I saw some code in the documentation for your site that talked about to insert a Flash movie. Flash movies have to be linked to from your site somewhere, so how about I zip it up for you, and then you copy the code from my site, remembering to change the directories appropriately. Tell me what you think. I am sharing this with the list so people who have never done this before will have some idea about it. I am about to post number practice and a number game in . . . Spanish, English, Estonian & Welsh. If people would like to do some for their own languages, and they can record the sounds and send them to me, I can make them in 2-3 days. Language teachers, especially, should not hesitate to ask. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Saturday, January 28, 2006 2:25 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Tsa-la-gi syllabary Mia, the syllabary is awesome! I couldn't figure out how to "drop it into a web page though. so I couldn't see it till now. I would love to be able to put it on my site at native people.net, can you help? If not I'll just link to it from your site. I am impressed. Well done, I am so impressed. I can't wait to share it with other students. This is so cool. I saw this same kind of thing done for Dakota or Lakota language somewhere on the net. Awesome. What did the online Tsalagi teacher think of it? What would be really cool to do with this is to take out the phonetic and have it just the Tsalagi syllabary. After your dissertation that is,I don't want to take any more of your time, but I just love it. I could type up a syllabary without the phonetics. Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Wednesday, December 28, 2005 3:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Tsa-la-gi syllabary Hi, everyone, An interesting thing happened yesterday: Jan Tucker and I were talking about the asynchrony of the Tsa-la-gi syllabary and the recording of the sounds as an MP3. It seemed a reasonable idea to put them together so it was easier to relate the 85 sounds to the 85 symbols. :-) So here it is. http://learningforpeople.us/Tsa-la-gi.htm Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Wed Dec 28 23:45:34 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 28 Dec 2005 16:45:34 -0700 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: Hi, Everyone, The results of my Master's research was recently published. I am sending along the abstract because it might be useful for people engaged in materials design. I will send the materials to anyone who wants to use them to rerun the experiment, or just to see how they work. You can contact me for a pdf copy. Abstract Study investigated effects of context versus list word presentation, and moving versus static target presentation in a 2 x 2 between-subjects design using Athapascan revitalization materials developed in Macromedia FlashR for adult learning. The within-subjects factor was word type, presented in two randomized sets of four nouns, adjectives and verbs. Macromedia FlashR was chosen to simulate immersion learning. Twenty-three Native American adults from a local reservation and twenty adults from the University engaged 48 words for 15 minutes (average) of self-directed study. Macromedia FlashR immersion test materials presented 3 target choices for each of 8 text and 8 spoken presentations (graphemic and phonemic association tasks), and 8 words spoken in context (disambiguation task). Populations were similar enough to be combined; total percent correct was 77.64% (SD = 12.70%; range = 50-100%). Results indicate that immersion-style, multi-media materials offer strong support for revitalization efforts, especially where learners outnumber native speakers. Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, December, 2005, 181-203 Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From Katherine.M.Humphrey-1 at OU.EDU Thu Dec 29 16:44:54 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Thu, 29 Dec 2005 10:44:54 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Thu Dec 29 17:21:57 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 29 Dec 2005 10:21:57 -0700 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <8478d15a1617f.43b3be26@ou.edu> Message-ID: Hi, Katherine. We knew that the syllabary graphic was on the web site. We knew also that there was a recording of the sounds. These two were separate. So I put them together. Go to the page and check it out, tell me if it's the same. When you get the syllabary graphic, put your mouse over the letters. You will hear Anna's voice saying the sound. Click here, and it should come up in your browser: http://learningforpeople.us/SupportFiles/Syllabary.swf If you know of one that's already put together like this, will you send me the link? Thanks, Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Thursday, December 29, 2005 9:45 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners Wa'do Mia, did you know the syllabary sound chart with Anna's voice is also on CN website? Is there another syllabary movie that you are talking about? ----- Original Message ----- From: Mia Kalish Date: Wednesday, December 28, 2005 5:45 pm Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > Hi, Everyone, > > > > The results of my Master's research was recently published. I am > sendingalong the abstract because it might be useful for people > engaged in > materials design. I will send the materials to anyone who wants to > use them > to rerun the experiment, or just to see how they work. You can > contact me > for a pdf copy. > > > > Abstract > > Study investigated effects of context versus list word > presentation, and > moving versus static target presentation in a 2 x 2 between- > subjects design > using Athapascan revitalization materials developed in Macromedia > FlashR for > adult learning. The within-subjects factor was word type, > presented in two > randomized sets of four nouns, adjectives and verbs. Macromedia > FlashR was > chosen to simulate immersion learning. Twenty-three Native > American adults > from a local reservation and twenty adults from the University > engaged 48 > words for 15 minutes (average) of self-directed study. Macromedia > FlashRimmersion test materials presented 3 target choices for each > of 8 text and 8 > spoken presentations (graphemic and phonemic association tasks), > and 8 words > spoken in context (disambiguation task). Populations were similar > enough to > be combined; total percent correct was 77.64% (SD = 12.70%; range = > 50-100%). Results indicate that immersion-style, multi-media > materials offer > strong support for revitalization efforts, especially where learners > outnumber native speakers. > > > > > > Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > December, 2005, > 181-203 > > > > > > Best, > > Mia > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 00:19:27 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 29 Dec 2005 17:19:27 -0700 Subject: Programming out of the western model Message-ID: Hi, Phil, I found this paper, and I thought it would be really helpful to you with your efforts to teach coding. http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf Apparently, Matti Tedre, one of the authors, runs an ethnocomputing wiki, which I am still searching for. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Fri Dec 30 05:15:08 2005 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 30 Dec 2005 00:15:08 -0500 Subject: Programming out of the western model Message-ID: Mia ... thanks for the paper. I found it interesting. I can probably use some of it as examples and springboard for my Cultural Encounters classes. ------- wahjeh rolland nadjiwon ----- Original Message ----- From: Mia Kalish To: ILAT at LISTSERV.ARIZONA.EDU Sent: Thursday, December 29, 2005 7:19 PM Subject: [ILAT] Programming out of the western model Hi, Phil, I found this paper, and I thought it would be really helpful to you with your efforts to teach coding. http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf Apparently, Matti Tedre, one of the authors, runs an ethnocomputing wiki, which I am still searching for. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 15:43:35 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 08:43:35 -0700 Subject: www.ethnocomputing.org Message-ID: Hi, Everyone, Through a happy combination of coincidences on the event horizon, I have arrived at www.ethnocomputing.org . (Seems this is where I have been going all along, I just didn't know it. . . ). Anyway, given that it is the beginning of the New Year, I would like to share with you a wonderful slogan that is on the About_us page at the site: If it wasn't for Edison, we'd all be surfing the Net to the light of a candle. Isn't that Just Wonderful? I don't know what they call the literary form. Seems kind of Klein-bottle-ish to me! Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Fri Dec 30 16:13:53 2005 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Fri, 30 Dec 2005 10:13:53 -0600 Subject: LSA -- Jan 5-8 In-Reply-To: <20051227165004.5A1D3BD90@listserv.arizona.edu> Message-ID: Hi Susan and Mia, I probably won't be able to go to the whole session, but I will certainly get to some of it (I booked my flight back to Houston before I knew there would be events on Sunday afternoon). Mia I'll be at your workshop in the evening, I'm really looking forward to it. I'm writing a field methods textbook for linguistics students and have been trying to get input from community people involved in revitalisation and documentation projects about their experiences with linguists. I've talked to people in Australia but I don't have many contacts apart from linguists who are doing revitalisation work in the US. Also, if anyone would like to share any stories about what has worked and what hasn't, I'd be very interested to hear them. All the best, and Happy New Year! Claire Mia Kalish wrote: > Hi, Sue & Everyone, > > > > I am going to be at the conference. I?m doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in > the community (one of my friends from Wales dreamed up the ?in the > community and off the museum shelves? metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > From mona at ALLIESMEDIAART.COM Fri Dec 30 16:39:11 2005 From: mona at ALLIESMEDIAART.COM (Smith) Date: Fri, 30 Dec 2005 10:39:11 -0600 Subject: Art, Cultural Assumptions and Technology article -programming and culture Message-ID: To add an artful point of view to the discussion. Written by the former director of the Banff New Media Institute (now head of an art college in the east of Canada), Sara Diamond. -------------- next part -------------- A non-text attachment was scrubbed... Name: DiamondBanff.pdf Type: application/pdf Size: 203452 bytes Desc: not available URL: -------------- next part -------------- _________________________________ Allies: media/art - http://www.alliesmediaart.com movie samples "From the Sky" CD From pasxapu at DAKOTACOM.NET Fri Dec 30 16:46:44 2005 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Fri, 30 Dec 2005 09:46:44 -0700 Subject: Programming out of the western model In-Reply-To: <20051230001937.235F0BC05@listserv.arizona.edu> Message-ID: thanks Mia, i can share also Ethnocomputing a Multicultural View on Computer Science by Matti Tedre, Piet Kommers, Erkki Sutinen, 2002 http://www.cs.joensuu.fi/~ethno/articles/ethnocomputing_ICALT2002.pdf later, Phil On Dec 29, 2005, at 5:19 PM, Mia Kalish wrote: > Hi, Phil, > ? > I found this paper, and I thought it would be really helpful to you > with your efforts to teach coding. > ? > http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf > ? > Apparently, Matti Tedre, one of the authors, runs an ethnocomputing > wiki, which I am still searching for. > ? > Mia From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 16:52:24 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 09:52:24 -0700 Subject: LSA -- Jan 5-8 In-Reply-To: <43B55CC1.4050902@gmail.com> Message-ID: Looking forward to it, Claire! Nice to hear from you. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Friday, December 30, 2005 9:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] LSA -- Jan 5-8 Hi Susan and Mia, I probably won't be able to go to the whole session, but I will certainly get to some of it (I booked my flight back to Houston before I knew there would be events on Sunday afternoon). Mia I'll be at your workshop in the evening, I'm really looking forward to it. I'm writing a field methods textbook for linguistics students and have been trying to get input from community people involved in revitalisation and documentation projects about their experiences with linguists. I've talked to people in Australia but I don't have many contacts apart from linguists who are doing revitalisation work in the US. Also, if anyone would like to share any stories about what has worked and what hasn't, I'd be very interested to hear them. All the best, and Happy New Year! Claire Mia Kalish wrote: > Hi, Sue & Everyone, > > > > I am going to be at the conference. I'm doing a workshop, maybe with one > of my colleagues, on how to gather information to support the kinds of > revitalization materials that keep languages off museum shelves and in > the community (one of my friends from Wales dreamed up the "in the > community and off the museum shelves" metaphor. I thought it was apt.) > > > > I/we are presenting Friday evening. > > > > Mia > From mslinn at OU.EDU Fri Dec 30 17:03:32 2005 From: mslinn at OU.EDU (Mary S. Linn) Date: Fri, 30 Dec 2005 11:03:32 -0600 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <8478d15a1617f.43b3be26@ou.edu> Message-ID: It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From jtucker at starband.net Fri Dec 30 17:27:09 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 12:27:09 -0500 Subject: Hawaiian Language courses online now, Beginning in Jan 2006 In-Reply-To: <20051025131118.yjgg0ccg4csss0s0@www.email.arizona.edu> Message-ID: Phil and all, Kamehameha Schools Distance Learning language program online http://ksdl.ksbe.edu/kulaiwi/ Here there are eighteen Real audio language presentations. Very enjoyable "kumu" or teacher, and at Low bandwidth, I could see it with my Starband satellite uplink. I couldn't access the broadband however and see anything only hear. The lesson features call in question, and wonderful in context language vignettes, and it's live on TV for those calling in. ON the net they only have the recorded lessons, so it's not live on the net. Mia you could probably make another pronunciation flash movie from this audio, the font was English with two symbols which she described but were hard to see. I'm sure here will be written examples in the copious support materials and work book to download. I was fascinated by the vowel pronunciation presentation. ALSO....Oh below is another online class offered in the fall and it has font materials. It's not too expensive either 240 dollars. There are three levels of Beginning Hawaiian "Aha P?nana Leo is proud to announce the start of Hawaiian Language classes on the web. In conjunction with its consortium partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language of the University of Hawai?i at Hilo, the ?Aha Punana Leo will begin teaching classes in January 2006. Coursework is based on the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson and Kauanoe Kaman?." Lessons for the classes have been formatted for delivery on the Hawaiian Language intranet, Leok?. The Leok? client is free, as are the fonts, Hawaiian Keyboard and other resources students will need. Click here to learn more: http://www.ahapunanaleo.org/papa.htm Another online course http://ksdl.ksbe.edu/kulaiwi/ -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash Sent: Tuesday, October 25, 2005 4:11 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] ILAT update Thanks Jan for your willingness to share your work. I think your online course in Cherokee may be a first of this kind here in the US. Phil Quoting Jan Tucker : > Phil, I stared out on the H-AmIndian listserver and moved to ILAT > about a year ago, and am hooked now on the great information on > language revitalization. I'm working hard to find a way to do > something of value for language learners and teachers, and am > inspired by all that is posted here. Also impressed with what is > being done by those on this list. I can just take so much bad news > about language loss. This listserver has balanced my view of language > revitalization efforts and I've really enjoyed reading from the > varied voices, promoting language learning. > > I'm still working on my website between my day job and will have > something to share soon. I had to move to a new server, download a > new version of free courseware, and I'm testing it and revising a > demo Language Learning Resource Course for Cherokee. I'll share soon. > My goal is to get people started using online courseware for > supplementing other kinds of language learning and have a model for > how they can develop a course. They should be able to put up a course > that they completely control at minimum cost on their own website or > server. This is what I've done. Just have to perfect it before I show > it. > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 1:56 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] ILAT update > > > ILAT turns three! > > Indigenous Languages and Technology (ILAT) discussion list is an open > forum for community language specialists, linguists, scholars, and > students to discuss issues relating to the uses of technology in > language revitalization efforts. > > Current Number of Subscribers: 185 > > Country Subscribers > * ------- ----------- > * Australia 7 > * Bolivia 1 > * Canada 2 > * Fiji 1 > * Great Britain 3 > * Italy 1 > * Mexico 1 > * New Zealand 1 > * USA 168 > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > Discussions are most welcome here. > > Phil Cash Cash > University of Arizona > list mngr From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 17:45:05 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 11:45:05 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: They just didn't know where to go on the Cherokee Nation website---the one on the CN website is better actually, but it's hard to find. Mia's is better in that more people will use it. ----- Original Message ----- From: "Mary S. Linn" Date: Friday, December 30, 2005 11:03 am Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > It looks like they took the one (with permission) from the CN > website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's > voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 17:51:39 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 10:51:39 -0700 Subject: Art, Cultural Assumptions and Technology article -programming and culture In-Reply-To: Message-ID: Hi, Mona, I read this article with interest, and I have to say it is Not Fair in an interesting sort of way. As a life-long developer, I have noticed an uncritical expectation on the part of people who are less technologically skilled that those who they perceive as being more skilled are morally obligated to produce materials that work just the way they think they should. This is a theme that runs through the paper. Western developers build from their own worldviews. Well, yes. Only recently are people starting to write about Other Worldviews, Other Ways of Seeing and Knowing. As the awareness increases, changes are made in technology, as for example the new Maori interface. If people don't make a sound and say, This is what we want. . . and then, do something that shows what "we want" looks like, how will other people ever know? People can't make stuff for you if you're not there to participate in the development. The second theme in Not Fair is precisely this uncritical assessment. Humans "assume" that others see things from their perspective but reject it in favor of their own perspective. Lasa assumes that western developers see that others see things differently, but because of capitalistic greed, just persist in doing things their own way. I will grant you that there are a lot of lazy, uncreative people in technology who are there just for the job, but the people on the forefront are very creative, and love to do new, different things. It is unreasonable (Not Fair) to lump all technologists into a single, undifferentiated lump. This is just as bad as lumping "All Indians" together. A third Not Fair theme is her use of Greene's description as a theoretical framework. Choosing is not particular to technology or to tool designers. It is a characteristic of living, regardless of the creature. When my chicks eat, they choose one piece of grain or apple or lettuce over another. They cannot possibly eat all the grains and apple chunks and lettuce pieces. Language choice is the same. There is an infinite number of ways I could be saying this. Choices range from macro (which language) to micro (word choice) and have infinite variety in the middle level: which perspective do I take, who is my audience, what is my goal, and so on. So all things which we perceive on this earth will always be limited by choice. She says that "the visual aesthetics of tools tend toward binary, linear, rectangular aesthetics." I suppose this is true. People tend to use what they have to make new things, and one of the early things people who were developing computers had were paper and typewriters. Typewriters were modified to become early teletypes, and these changed and changed and changed, moving to portable devices, then to having monitors and eventually to the sophisticated visual technologies we have today. Things are "binary" partly because of the western, dichotomous form of argument, and also because clearly on and clearly off are very important when decisions are made in hardware. The Maybe Gate is extremely NOT to be desired. As for whether it is rectangular. . . I don't know that I agree. The 2-dimensional foci are perspectives - windows if you will - on huge "worlds". Operating systems, for example, are huge, dynamic, interacting communities. Different little parts have different responsibilities, and they do their jobs and send information around to others who need it, collecting what they need in the process. These communities reside in complex structures that are defined not by length and width and depth, but in terms of processes, which are themselves defined by time, intensity, frequency, priority, and more understandably, by their physical and logical characteristics and the kinds of things they can do. The things they do are of several kinds: things only the process or object can do; things that are shared with all comers; things that are shared with previously authorized comers; and, things that are shared via dynamical authorization systems. Yes it is true that to change the world you need a language. It is unfortunate that Lasa sees the requirement to be able to communicate with the tool as a deficiency. I don't know if this really counts as a "Not Fair" or whether it is part of the uncritical expectation that others will make it happen. Part of what you are hearing here is the result of my experience, what my sister Linda calls "The Do-Me Attitude", where people expect more experienced, more skilled, or better positioned people to "do [if for] me". Finally, Lasa talked about access to different kinds of knowledge. This has always been a double-edged sword. As long as there have been communities, there have been sacred knowledges. Israel revitalized its language from the sacred dialect held for many centuries by the Orthodox. What characterized (and still characterizes) the Orthodox is that their rituals and procedures restrict access to influences that might change them. Whatever we say about the Orthodox (Orthodox Jews stoned female soldiers during the 7 day war), without their way of being, we would not have Hebrew as a living language. It's true that every once in a while, we see conversions to Judaism, but in general, access to the sacred remains with the rebbis. It seems that focus on the sacred may be an old anthropological focus. What we need more today is focus on the kinds of extension that would make it possible to talk about secular things in Indigenous languages. For example, a year or two ago, I sent out an email to this list asking what people knew about Indigenous words for different kinds of science. There weren't many responses, and of those, few were actually able to address the extension question. That started me thinking, and I went back to Powell's original document on word collection. No where in that document is any suggestion that words for concepts of science, math, engineering and technology could be collected. This condition is more a fact (I think, because I really dislike Powell) of Powell's bias and sense of personal and ethnic superiority rather than a reflection of the cultural knowledge of the people. I guess I run on. . . it's a soapbox issue for me. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Smith Sent: Friday, December 30, 2005 9:39 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Art, Cultural Assumptions and Technology article -programming and culture To add an artful point of view to the discussion. Written by the former director of the Banff New Media Institute (now head of an art college in the east of Canada), Sara Diamond. From jtucker at starband.net Fri Dec 30 18:00:13 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 13:00:13 -0500 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: Message-ID: Mary, Thanks for sharing the feedback, what are the people saying and where, I'd like to read any posts with feedback? I noticed Mia's version is faster to produce the sound, and it has the phonetic along side the font. I see the benefits of just having the font and not having the phonetic for more advanced learners who study the font to sound directly. For new learners though it might be beneficial to have the phonetic and the speed. What do you think? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn Sent: Friday, December 30, 2005 12:04 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:07:24 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:07:24 -0700 Subject: Programming out of the western model In-Reply-To: <1d90fc3e140a602c0dfaf0e5d543ed5b@dakotacom.net> Message-ID: I liked this article a lot, Phil. Thanks. I clipped out a couple of philosophies, partly because I agree with them so much, and partly because they are so much in contrast with the Lasa article that Mona was wonderful enough to share with us. Ethnocomputing challenges the prevailing way of thinking that in order to keep up with the West, other cultures have to adapt to Western ways of thinking. Relying on constructivist theories, we argue that the universal theories of computing take different forms in different cultures, and that the European view on abstract ideas of computing is culturally bound, too. Studying ethnocomputing ? i.e. the computational ideas within a culture ? may lead to new findings that can be used both in developing the Western view of Computer Science and in improving Computer Science education in foreign cultures. I suppose we can live without the concept of "foreign cultures", since Matti and his co-authors are in Europe, but otherwise. . . Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Friday, December 30, 2005 9:47 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Programming out of the western model thanks Mia, i can share also Ethnocomputing a Multicultural View on Computer Science by Matti Tedre, Piet Kommers, Erkki Sutinen, 2002 http://www.cs.joensuu.fi/~ethno/articles/ethnocomputing_ICALT2002.pdf later, Phil On Dec 29, 2005, at 5:19 PM, Mia Kalish wrote: > Hi, Phil, > ? > I found this paper, and I thought it would be really helpful to you > with your efforts to teach coding. > ? > http://fie.engrng.pitt.edu/fie2003/papers/1561.pdf > ? > Apparently, Matti Tedre, one of the authors, runs an ethnocomputing > wiki, which I am still searching for. > ? > Mia From jtucker at starband.net Fri Dec 30 18:16:26 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 13:16:26 -0500 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: <95f1cfe91062a.43b51dc1@ou.edu> Message-ID: Osiyo Katherine, Since you've used both CNO's and Mia's sound syllabary. and can I assume you are an advanced speaker of Tsalagi? What do you think is the actual difference besides being able to find them? Do you think that new language learners might find Mia's version with the phonetics helpful, and advanced users studying the font might find the one with only the font and sound useful? I know their are examples of the sound in words and in the phonetics in the right column. Humm maybe its the simplicity, directness and speed of sound to font that makes Mia's example more usable. You can just focus on learning how the syllables are pronounced. In the CNO model your focus is on reading the examples and listening to the font sound, it's more work to a new learner who is focusing on learning the sounds only. What do you think about my speculations? I come from having just taken Cherokee I at CNO, so I'm a "newbie" or infant in my language learning. Wado Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 12:45 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners They just didn't know where to go on the Cherokee Nation website---the one on the CN website is better actually, but it's hard to find. Mia's is better in that more people will use it. ----- Original Message ----- From: "Mary S. Linn" Date: Friday, December 30, 2005 11:03 am Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > It looks like they took the one (with permission) from the CN > website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's > voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:34:31 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:34:31 -0700 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: People have been writing and writing about the materials I make, and suggesting other languages they can be made in. . . So here's the deal. If people what to have some in their own languages, we have the following options: 1. Record the numbers 1-100 in digital format and send it to me. If you put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. I can't process it. 2. Ditto for colors, shapes, and road signs (See http://LearningForPeople.us/8Days) 3. I will make the materials for you, zip them up and send you a copy. I would also like to put them on my site, especially to encourage others. 4. I am developing an online course (encouraged by Jan, thank you very much, Jan) on how to make the materials. I will provide the templates and the instruction. Participants will make their own. This should make people really happy, because now they won't be dependent on someone else. 5. If you have specialized materials, write to me and we can make new templates for them. I use a generalized form for the moment, but there is no reason why we can't make new ones. 6. If we need fonts, I can make those also. I think my 2nd online course will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I do. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Friday, December 30, 2005 10:27 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in Jan 2006 Phil and all, Kamehameha Schools Distance Learning language program online http://ksdl.ksbe.edu/kulaiwi/ Here there are eighteen Real audio language presentations. Very enjoyable "kumu" or teacher, and at Low bandwidth, I could see it with my Starband satellite uplink. I couldn't access the broadband however and see anything only hear. The lesson features call in question, and wonderful in context language vignettes, and it's live on TV for those calling in. ON the net they only have the recorded lessons, so it's not live on the net. Mia you could probably make another pronunciation flash movie from this audio, the font was English with two symbols which she described but were hard to see. I'm sure here will be written examples in the copious support materials and work book to download. I was fascinated by the vowel pronunciation presentation. ALSO....Oh below is another online class offered in the fall and it has font materials. It's not too expensive either 240 dollars. There are three levels of Beginning Hawaiian "Aha P?nana Leo is proud to announce the start of Hawaiian Language classes on the web. In conjunction with its consortium partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language of the University of Hawai?i at Hilo, the ?Aha Punana Leo will begin teaching classes in January 2006. Coursework is based on the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson and Kauanoe Kaman?." Lessons for the classes have been formatted for delivery on the Hawaiian Language intranet, Leok?. The Leok? client is free, as are the fonts, Hawaiian Keyboard and other resources students will need. Click here to learn more: http://www.ahapunanaleo.org/papa.htm Another online course http://ksdl.ksbe.edu/kulaiwi/ -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash Sent: Tuesday, October 25, 2005 4:11 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] ILAT update Thanks Jan for your willingness to share your work. I think your online course in Cherokee may be a first of this kind here in the US. Phil Quoting Jan Tucker : > Phil, I stared out on the H-AmIndian listserver and moved to ILAT > about a year ago, and am hooked now on the great information on > language revitalization. I'm working hard to find a way to do > something of value for language learners and teachers, and am > inspired by all that is posted here. Also impressed with what is > being done by those on this list. I can just take so much bad news > about language loss. This listserver has balanced my view of language > revitalization efforts and I've really enjoyed reading from the > varied voices, promoting language learning. > > I'm still working on my website between my day job and will have > something to share soon. I had to move to a new server, download a > new version of free courseware, and I'm testing it and revising a > demo Language Learning Resource Course for Cherokee. I'll share soon. > My goal is to get people started using online courseware for > supplementing other kinds of language learning and have a model for > how they can develop a course. They should be able to put up a course > that they completely control at minimum cost on their own website or > server. This is what I've done. Just have to perfect it before I show > it. > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 1:56 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] ILAT update > > > ILAT turns three! > > Indigenous Languages and Technology (ILAT) discussion list is an open > forum for community language specialists, linguists, scholars, and > students to discuss issues relating to the uses of technology in > language revitalization efforts. > > Current Number of Subscribers: 185 > > Country Subscribers > * ------- ----------- > * Australia 7 > * Bolivia 1 > * Canada 2 > * Fiji 1 > * Great Britain 3 > * Italy 1 > * Mexico 1 > * New Zealand 1 > * USA 168 > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > Discussions are most welcome here. > > Phil Cash Cash > University of Arizona > list mngr From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:38:00 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:38:00 -0700 Subject: Immersion multimedia for adult Chiricahua language learners In-Reply-To: Message-ID: Hi, Mary, Jan and Everyone, For people who have not seen the car game, in Flash we can have options. We can turn the phonetics on and off, or display them only on mouse click like we do the numerals in number practice. In number practice, you hear the sound and see the text when you move the mouse over, but you only see the numeral when you click the button. We have all these options, and more. We can make things that move. We can have people talking and moving, and demonstrating the ideas. . . there is no limit to what we can do. We are limited only by imagination, time, and that unfortunate need to make a choice. . . Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker Sent: Friday, December 30, 2005 11:00 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners Mary, Thanks for sharing the feedback, what are the people saying and where, I'd like to read any posts with feedback? I noticed Mia's version is faster to produce the sound, and it has the phonetic along side the font. I see the benefits of just having the font and not having the phonetic for more advanced learners who study the font to sound directly. For new learners though it might be beneficial to have the phonetic and the speed. What do you think? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn Sent: Friday, December 30, 2005 12:04 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners It looks like they took the one (with permission) from the CN website and made it more usable in some techy way that I don't understand. People were raving about how much better it is now. >Wa'do Mia, did you know the syllabary sound chart with Anna's voice >is also on CN website? Is there another syllabary movie that you >are talking about? > > > >----- Original Message ----- > >From: Mia Kalish > >Date: Wednesday, December 28, 2005 5:45 pm > >Subject: [ILAT] Immersion multimedia for adult Chiricahua language learners > > > Hi, Everyone, >> >> >> >> The results of my Master's research was recently published. I am >> sendingalong the abstract because it might be useful for people >> engaged in >> materials design. I will send the materials to anyone who wants to >> use them >> to rerun the experiment, or just to see how they work. You can >> contact me >> for a pdf copy. >> >> >> >> Abstract >> >> Study investigated effects of context versus list word >> presentation, and >> moving versus static target presentation in a 2 x 2 between- >> subjects design >> using Athapascan revitalization materials developed in Macromedia >> FlashR for >> adult learning. The within-subjects factor was word type, >> presented in two >> randomized sets of four nouns, adjectives and verbs. Macromedia >> FlashR was >> chosen to simulate immersion learning. Twenty-three Native >> American adults >> from a local reservation and twenty adults from the University >> engaged 48 >> words for 15 minutes (average) of self-directed study. Macromedia >> FlashRimmersion test materials presented 3 target choices for each >> of 8 text and 8 >> spoken presentations (graphemic and phonemic association tasks), >> and 8 words >> spoken in context (disambiguation task). Populations were similar >> enough to >> be combined; total percent correct was 77.64% (SD = 12.70%; range = >> 50-100%). Results indicate that immersion-style, multi-media >> materials offer >> strong support for revitalization efforts, especially where learners >> outnumber native speakers. >> >> >> >> >> >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, >> December, 2005, >> 181-203 >> >> >> >> >> >> Best, >> >> Mia >> >> -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:43:26 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:43:26 -0700 Subject: Phil's really cool page Message-ID: Phil has a flute intro on his page. . . . great pics, too. http://www.u.arizona.edu/~cashcash -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 30 18:56:13 2005 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 30 Dec 2005 11:56:13 -0700 Subject: Phil's really cool page In-Reply-To: <20051230184337.CF33CC395@listserv.arizona.edu> Message-ID: ah shucks...that ol page! i did that site long before i knew CSS (Cascading Style Sheets), time for an upgrade and better usablity. later, Phil Quoting Mia Kalish : > Phil has a flute intro on his page. . . . great pics, too. > > http://www.u.arizona.edu/~cashcash From MiaKalish at LEARNINGFORPEOPLE.US Fri Dec 30 18:59:38 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 11:59:38 -0700 Subject: Phil's really cool page In-Reply-To: <20051230115613.pk4g0g8ooowckowk@www.email.arizona.edu> Message-ID: You do a lot of work for this community, Phil, and I think we should take a moment to appreciate you from time to time! THANKS, PHIL!!!!!!!!!!!!!!!!!!!!!!!!!!!!! Appreciatively, Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Friday, December 30, 2005 11:56 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phil's really cool page ah shucks...that ol page! i did that site long before i knew CSS (Cascading Style Sheets), time for an upgrade and better usablity. later, Phil Quoting Mia Kalish : > Phil has a flute intro on his page. . . . great pics, too. > > http://www.u.arizona.edu/~cashcash From keola at LEOKI.UHH.HAWAII.EDU Fri Dec 30 19:14:32 2005 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Fri, 30 Dec 2005 09:14:32 -1000 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: <20051230183444.143DFBABE@listserv.arizona.edu> Message-ID: Aloha kakou. Hawaiian language is well supported in UTF-8, we use the vowel-macron combination and a glottal which is represented by a single, open quote character. Our customized "HI" fonts have been around since 1992 or so, and are still used for Leoki as the FirstClass Client and server are still not Unicode compliant. Here's a page that explains it all: http://www.olelo.hawaii.edu/eng/resources/unicode.html Some activities in this class (mostly auto-correcting exercises) are WebCT-based and use UTF8 encoding in the web pages. Those that require student input by typing or recording audio are done on Leoki and require the use of our Hawaiian fonts and keyboard, which are provided free to the students. There is also a small Shockwave game that we wrote for the class but is publicly available; it contains all of the practice vocabulary found in the Na Kai 'Ewalu textbook. Its use does require the installation of the Hawaiian keyboard for Mac or Windows, but not the fonts. http://www.olelo.hawaii.edu/papakulanui/HAW101/ The classes that the 'Aha Punana Leo and we are now doing together have been taught for over three years online, in both for-credit and non-credit formats. If any has any questions regarding the classes and their evolution please feel free to contact me. Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ ======================================================================= Indigenous Languages and Technology ma Friday, December 30, 2005 ma 8:34 AM ua k?kau ?o -1000: >People have been writing and writing about the materials I make, and >suggesting other languages they can be made in. . . > > >So here's the deal. If people what to have some in their own languages, >we have the following options: >1. Record the numbers 1-100 in digital format and send it to me. If you >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. >I can't process it. >2. Ditto for colors, shapes, and road signs (See >http://LearningForPeople.us/8Days) >3. I will make the materials for you, zip them up and send you a copy. I >would also like to put them on my site, especially to encourage others. >4. I am developing an online course (encouraged by Jan, thank you very >much, Jan) on how to make the materials. I will provide the templates and >the instruction. Participants will make their own. This should make >people really happy, because now they won't be dependent on someone else. >5. If you have specialized materials, write to me and we can make new >templates for them. I use a generalized form for the moment, but there is >no reason why we can't make new ones. >6. If we need fonts, I can make those also. I think my 2nd online course >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I >do. > > >Mia > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker >Sent: Friday, December 30, 2005 10:27 AM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in >Jan 2006 > > >Phil and all, >Kamehameha Schools Distance Learning language program online >http://ksdl.ksbe.edu/kulaiwi/ > > >Here there are eighteen Real audio language presentations. Very enjoyable >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband >satellite uplink. I couldn't access the broadband however and see >anything only hear. The lesson features call in question, and wonderful >in context language vignettes, and it's live on TV for those calling in. >ON the net they only have the recorded lessons, so it's not live on the >net. > > >Mia you could probably make another pronunciation flash movie from this >audio, the font was English with two symbols which she described but were >hard to see. I'm sure here will be written examples in the copious >support materials and work book to download. I was fascinated by the >vowel pronunciation presentation. > > >ALSO....Oh below is another online class offered in the fall and it has >font materials. It's not too expensive either 240 dollars. There are >three levels of Beginning Hawaiian > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language >classes on the web. In conjunction with its consortium partner, Ka Haka >Ula O Keeliklani College of Hawaiian Language of the University of >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in >January 2006. Coursework is based on the textbook N Kai Ewalu, written >by William H. ?Pila? Wilson and Kauanoe Kaman." > > >Lessons for the classes have been formatted for delivery on the Hawaiian >Language intranet, Leok. The Leok client is free, as are the fonts, >Hawaiian Keyboard and other resources students will need. Click here to >learn more: http://www.ahapunanaleo.org/papa.htm > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >Sent: Tuesday, October 25, 2005 4:11 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] ILAT update > > > > >Thanks Jan for your willingness to share your work. I think your online >course in Cherokee may be a first of this kind here in the US. > > >Phil > > >Quoting Jan Tucker : > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT >> about a year ago, and am hooked now on the great information on >> language revitalization. I'm working hard to find a way to do >> something of value for language learners and teachers, and am >> inspired by all that is posted here. Also impressed with what is >> being done by those on this list. I can just take so much bad news >> about language loss. This listserver has balanced my view of language >> revitalization efforts and I've really enjoyed reading from the >> varied voices, promoting language learning. >> >> I'm still working on my website between my day job and will have >> something to share soon. I had to move to a new server, download a >> new version of free courseware, and I'm testing it and revising a >> demo Language Learning Resource Course for Cherokee. I'll share soon. >> My goal is to get people started using online courseware for >> supplementing other kinds of language learning and have a model for >> how they can develop a course. They should be able to put up a course >> that they completely control at minimum cost on their own website or >> server. This is what I've done. Just have to perfect it before I show >> it. >> >> Jan >> >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >> Sent: Tuesday, October 25, 2005 1:56 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: [ILAT] ILAT update >> >> >> ILAT turns three! >> >> Indigenous Languages and Technology (ILAT) discussion list is an open >> forum for community language specialists, linguists, scholars, and >> students to discuss issues relating to the uses of technology in >> language revitalization efforts. >> >> Current Number of Subscribers: 185 >> >> Country Subscribers >> * ------- ----------- >> * Australia 7 >> * Bolivia 1 >> * Canada 2 >> * Fiji 1 >> * Great Britain 3 >> * Italy 1 >> * Mexico 1 >> * New Zealand 1 >> * USA 168 >> >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html >> >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! >> >> Discussions are most welcome here. >> >> Phil Cash Cash >> University of Arizona >> list mngr > > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 19:31:17 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 13:31:17 -0600 Subject: Immersion multimedia for adult Chiricahua language learners Message-ID: Wow! my imagination is fired! Wa'do Mia! ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:38 pm Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language learners > Hi, Mary, Jan and Everyone, > > For people who have not seen the car game, in Flash we can have > options. We > can turn the phonetics on and off, or display them only on mouse > click like > we do the numerals in number practice. In number practice, you > hear the > sound and see the text when you move the mouse over, but you only > see the > numeral when you click the button. > > We have all these options, and more. We can make things that move. > We can > have people talking and moving, and demonstrating the ideas. . . > there is > no limit to what we can do. We are limited only by imagination, > time, and > that unfortunate need to make a choice. . . > > Mia > > > -----Original Message----- > From: Indigenous Languages and Technology [ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 11:00 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language > learners > > Mary, > > Thanks for sharing the feedback, what are the people saying and > where, I'd > like to read any posts with feedback? I noticed Mia's version is > faster to > produce the sound, and it has the phonetic along side the font. I > see the > benefits of just having the font and not having the phonetic for more > advanced learners who study the font to sound directly. For new > learnersthough it might be beneficial to have the phonetic and the > speed. What do > you think? > > Jan > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mary S. Linn > Sent: Friday, December 30, 2005 12:04 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Immersion multimedia for adult Chiricahua language > learners > > > It looks like they took the one (with permission) from the CN website > and made it more usable in some techy way that I don't understand. > People were raving about how much better it is now. > > > >Wa'do Mia, did you know the syllabary sound chart with Anna's voice > >is also on CN website? Is there another syllabary movie that you > >are talking about? > > > > > > > >----- Original Message ----- > > > >From: Mia Kalish > > > >Date: Wednesday, December 28, 2005 5:45 pm > > > >Subject: [ILAT] Immersion multimedia for adult Chiricahua > language learners > > > > > Hi, Everyone, > >> > >> > >> > >> The results of my Master's research was recently published. I am > >> sendingalong the abstract because it might be useful for people > >> engaged in > >> materials design. I will send the materials to anyone who > wants to > >> use them > >> to rerun the experiment, or just to see how they work. You can > >> contact me > >> for a pdf copy. > >> > >> > >> > >> Abstract > >> > >> Study investigated effects of context versus list word > >> presentation, and > >> moving versus static target presentation in a 2 x 2 between- > >> subjects design > >> using Athapascan revitalization materials developed in Macromedia > >> FlashR for > >> adult learning. The within-subjects factor was word type, > >> presented in two > >> randomized sets of four nouns, adjectives and verbs. Macromedia > >> FlashR was > >> chosen to simulate immersion learning. Twenty-three Native > >> American adults > >> from a local reservation and twenty adults from the University > >> engaged 48 > >> words for 15 minutes (average) of self-directed study. Macromedia > >> FlashRimmersion test materials presented 3 target choices for each > >> of 8 text and 8 > >> spoken presentations (graphemic and phonemic association tasks), > >> and 8 words > >> spoken in context (disambiguation task). Populations were similar > >> enough to > >> be combined; total percent correct was 77.64% (SD = 12.70%; > range = > >> 50-100%). Results indicate that immersion-style, multi-media > >> materials offer > >> strong support for revitalization efforts, especially where > learners>> outnumber native speakers. > >> > >> > >> > >> > >> > >> Citation: New Review of Media and Hypermedia, Vo. 11, No. 2, > >> December, 2005, > >> 181-203 > >> > >> > >> > >> > >> > >> Best, > >> > >> Mia > >> > >> > > > -- > Mary S. Linn > Assistant Curator of Native American Languages > Assistant Professor of Anthropology > University of Oklahoma > > Native American Languages, 250G > Sam Noble Oklahoma Museum of Natural History > 2401 Chautauqua Avenue > Norman, Oklahoma 73072-7029 > (405) 325-7588 office > (405) 325-7699 fax > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 20:04:50 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 14:04:50 -0600 Subject: Sequoyah's original syllabary/numerical system Message-ID: I would like to revitalize and create a chart with Sequoyah's original syllabary and number system that Cherokee Nation chose to abandon... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha P?nana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language > of the University of Hawai?i at Hilo, the ?Aha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson > and Kauanoe Kaman?." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leok?. The Leok? client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From Katherine.M.Humphrey-1 at OU.EDU Fri Dec 30 20:10:25 2005 From: Katherine.M.Humphrey-1 at OU.EDU (Katherine M.Humphrey) Date: Fri, 30 Dec 2005 14:10:25 -0600 Subject: Too Controversial... Message-ID: However, this would be too controversial if widely taught to non-Kituwas, and Sequoyah probably just rolled over in his grave... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha P?nana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language > of the University of Hawai?i at Hilo, the ?Aha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson > and Kauanoe Kaman?." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leok?. The Leok? client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From jtucker at starband.net Fri Dec 30 21:44:20 2005 From: jtucker at starband.net (Jan Tucker) Date: Fri, 30 Dec 2005 16:44:20 -0500 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Aloha Keola, what does kakou mean? I'm going to look closer at your resources, Mahalo [thank you, did I gee that right?]. May I post this reply to my website forum? This will let people who are interested and surf my way find you for further information. Your flash study program is awesome. I'm still trying it out. Phil, I will cite the ILAT server. So Hawaiian was the first online indigenous language then right? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy Sent: Friday, December 30, 2005 2:15 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal Aloha kakou. Hawaiian language is well supported in UTF-8, we use the vowel-macron combination and a glottal which is represented by a single, open quote character. Our customized "HI" fonts have been around since 1992 or so, and are still used for Leoki as the FirstClass Client and server are still not Unicode compliant. Here's a page that explains it all: http://www.olelo.hawaii.edu/eng/resources/unicode.html Some activities in this class (mostly auto-correcting exercises) are WebCT-based and use UTF8 encoding in the web pages. Those that require student input by typing or recording audio are done on Leoki and require the use of our Hawaiian fonts and keyboard, which are provided free to the students. There is also a small Shockwave game that we wrote for the class but is publicly available; it contains all of the practice vocabulary found in the Na Kai 'Ewalu textbook. Its use does require the installation of the Hawaiian keyboard for Mac or Windows, but not the fonts. http://www.olelo.hawaii.edu/papakulanui/HAW101/ The classes that the 'Aha Punana Leo and we are now doing together have been taught for over three years online, in both for-credit and non-credit formats. If any has any questions regarding the classes and their evolution please feel free to contact me. Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ ======================================================================= Indigenous Languages and Technology ma Friday, December 30, 2005 ma 8:34 AM ua k?kau ?o -1000: >People have been writing and writing about the materials I make, and >suggesting other languages they can be made in. . . > > >So here's the deal. If people what to have some in their own languages, >we have the following options: >1. Record the numbers 1-100 in digital format and send it to me. If you >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. >I can't process it. >2. Ditto for colors, shapes, and road signs (See >http://LearningForPeople.us/8Days) >3. I will make the materials for you, zip them up and send you a copy. I >would also like to put them on my site, especially to encourage others. >4. I am developing an online course (encouraged by Jan, thank you very >much, Jan) on how to make the materials. I will provide the templates and >the instruction. Participants will make their own. This should make >people really happy, because now they won't be dependent on someone else. >5. If you have specialized materials, write to me and we can make new >templates for them. I use a generalized form for the moment, but there is >no reason why we can't make new ones. >6. If we need fonts, I can make those also. I think my 2nd online course >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I >do. > > >Mia > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker >Sent: Friday, December 30, 2005 10:27 AM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in >Jan 2006 > > >Phil and all, >Kamehameha Schools Distance Learning language program online >http://ksdl.ksbe.edu/kulaiwi/ > > >Here there are eighteen Real audio language presentations. Very enjoyable >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband >satellite uplink. I couldn't access the broadband however and see >anything only hear. The lesson features call in question, and wonderful >in context language vignettes, and it's live on TV for those calling in. >ON the net they only have the recorded lessons, so it's not live on the >net. > > >Mia you could probably make another pronunciation flash movie from this >audio, the font was English with two symbols which she described but were >hard to see. I'm sure here will be written examples in the copious >support materials and work book to download. I was fascinated by the >vowel pronunciation presentation. > > >ALSO....Oh below is another online class offered in the fall and it has >font materials. It's not too expensive either 240 dollars. There are >three levels of Beginning Hawaiian > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language >classes on the web. In conjunction with its consortium partner, Ka Haka >Ula O Keeliklani College of Hawaiian Language of the University of >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in >January 2006. Coursework is based on the textbook N Kai Ewalu, written >by William H. ?Pila? Wilson and Kauanoe Kaman." > > >Lessons for the classes have been formatted for delivery on the Hawaiian >Language intranet, Leok. The Leok client is free, as are the fonts, >Hawaiian Keyboard and other resources students will need. Click here to >learn more: http://www.ahapunanaleo.org/papa.htm > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > >-----Original Message----- >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >Sent: Tuesday, October 25, 2005 4:11 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] ILAT update > > > > >Thanks Jan for your willingness to share your work. I think your online >course in Cherokee may be a first of this kind here in the US. > > >Phil > > >Quoting Jan Tucker : > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT >> about a year ago, and am hooked now on the great information on >> language revitalization. I'm working hard to find a way to do >> something of value for language learners and teachers, and am >> inspired by all that is posted here. Also impressed with what is >> being done by those on this list. I can just take so much bad news >> about language loss. This listserver has balanced my view of language >> revitalization efforts and I've really enjoyed reading from the >> varied voices, promoting language learning. >> >> I'm still working on my website between my day job and will have >> something to share soon. I had to move to a new server, download a >> new version of free courseware, and I'm testing it and revising a >> demo Language Learning Resource Course for Cherokee. I'll share soon. >> My goal is to get people started using online courseware for >> supplementing other kinds of language learning and have a model for >> how they can develop a course. They should be able to put up a course >> that they completely control at minimum cost on their own website or >> server. This is what I've done. Just have to perfect it before I show >> it. >> >> Jan >> >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash >> Sent: Tuesday, October 25, 2005 1:56 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: [ILAT] ILAT update >> >> >> ILAT turns three! >> >> Indigenous Languages and Technology (ILAT) discussion list is an open >> forum for community language specialists, linguists, scholars, and >> students to discuss issues relating to the uses of technology in >> language revitalization efforts. >> >> Current Number of Subscribers: 185 >> >> Country Subscribers >> * ------- ----------- >> * Australia 7 >> * Bolivia 1 >> * Canada 2 >> * Fiji 1 >> * Great Britain 3 >> * Italy 1 >> * Mexico 1 >> * New Zealand 1 >> * USA 168 >> >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html >> >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! >> >> Discussions are most welcome here. >> >> Phil Cash Cash >> University of Arizona >> list mngr > > From MiaKalish at LEARNINGFORPEOPLE.US Sat Dec 31 00:40:33 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 17:40:33 -0700 Subject: Too Controversial... In-Reply-To: Message-ID: I don't understand. . . what did I miss here? Anyone can build technology. Technology is just a form, like a container. People put their own stuff in it. . . like I put my words my way in my email . . . I think Sequoyah was very interested in education. In his time, 95% of the people in his Tribe(?)/Nation(?) were literate. I had a friend whose grandmother was on the Trail of Tears, and he knew a lot about the history. There are also lots of writings. The Tsalagi had a newspaper, and books. So what'd I miss here? -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 1:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Too Controversial... However, this would be too controversial if widely taught to non-Kituwas, and Sequoyah probably just rolled over in his grave... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha P?nana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language > of the University of Hawai?i at Hilo, the ?Aha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson > and Kauanoe Kaman?." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leok?. The Leok? client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From MiaKalish at LEARNINGFORPEOPLE.US Sat Dec 31 00:41:09 2005 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 30 Dec 2005 17:41:09 -0700 Subject: Sequoyah's original syllabary/numerical system In-Reply-To: <98a507d213ec3.43b53e82@ou.edu> Message-ID: OOOOOOHhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh. I read the emails out of sequence!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Katherine M.Humphrey Sent: Friday, December 30, 2005 1:05 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Sequoyah's original syllabary/numerical system I would like to revitalize and create a chart with Sequoyah's original syllabary and number system that Cherokee Nation chose to abandon... ----- Original Message ----- From: Mia Kalish Date: Friday, December 30, 2005 12:34 pm Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > People have been writing and writing about the materials I make, > and suggesting other languages they can be made in. . . > > So here's the deal. If people what to have some in their own > languages, we have the following options: > 1. Record the numbers 1-100 in digital format and send it to me. > If you put it on the web as an MP3 or wav file, I can download. > Avoid RealAudio. I can't process it. > 2. Ditto for colors, shapes, and road signs (See > http://LearningForPeople.us/8Days) > 3. I will make the materials for you, zip them up and send you a > copy. I would also like to put them on my site, especially to > encourage others. > 4. I am developing an online course (encouraged by Jan, thank you > very much, Jan) on how to make the materials. I will provide the > templates and the instruction. Participants will make their own. > This should make people really happy, because now they won't be > dependent on someone else. > 5. If you have specialized materials, write to me and we can make > new templates for them. I use a generalized form for the moment, > but there is no reason why we can't make new ones. > 6. If we need fonts, I can make those also. I think my 2nd online > course will be about how to make fonts. Imagine a world of Ndn > fonts. . . :-) I do. > > Mia > > > > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > Sent: Friday, December 30, 2005 10:27 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language courses online now, > Beginning in Jan 2006 > > Phil and all, > Kamehameha Schools Distance Learning language program online > http://ksdl.ksbe.edu/kulaiwi/ > Here there are eighteen Real audio language presentations. Very > enjoyable "kumu" or teacher, and at Low bandwidth, I could see it > with my Starband satellite uplink. I couldn't access the broadband > however and see anything only hear. The lesson features call in > question, and wonderful in context language vignettes, and it's > live on TV for those calling in. ON the net they only have the > recorded lessons, so it's not live on the net. > > Mia you could probably make another pronunciation flash movie from > this audio, the font was English with two symbols which she > described but were hard to see. I'm sure here will be written > examples in the copious support materials and work book to > download. I was fascinated by the vowel pronunciation > presentation. > > ALSO....Oh below is another online class offered in the fall and > it has font materials. It's not too expensive either 240 dollars. > There are three levels of Beginning Hawaiian > > "Aha P?nana Leo is proud to announce the start of Hawaiian > Language classes on the web. In conjunction with its consortium > partner, Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language > of the University of Hawai?i at Hilo, the ?Aha Punana Leo will > begin teaching classes in January 2006. Coursework is based on > the textbook N? Kai ?Ewalu, written by William H. ?Pila? Wilson > and Kauanoe Kaman?." > > Lessons for the classes have been formatted for delivery on the > Hawaiian Language intranet, Leok?. The Leok? client is free, as > are the fonts, Hawaiian Keyboard and other resources students will > need. Click here to learn more: > http://www.ahapunanaleo.org/papa.htm > > > Another online course http://ksdl.ksbe.edu/kulaiwi/ > > -----Original Message----- > From: Indigenous Languages and Technology > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > Sent: Tuesday, October 25, 2005 4:11 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] ILAT update > > > Thanks Jan for your willingness to share your work. I think your > onlinecourse in Cherokee may be a first of this kind here in the US. > > Phil > > Quoting Jan Tucker : > > > Phil, I stared out on the H-AmIndian listserver and moved to > ILAT > > about a year ago, and am hooked now on the great information on > > language revitalization. I'm working hard to find a way to do > > something of value for language learners and teachers, and am > > inspired by all that is posted here. Also impressed with what is > > being done by those on this list. I can just take so much bad > news > > about language loss. This listserver has balanced my view of > language > > revitalization efforts and I've really enjoyed reading from the > > varied voices, promoting language learning. > > > > I'm still working on my website between my day job and will have > > something to share soon. I had to move to a new server, download > a > > new version of free courseware, and I'm testing it and revising > a > > demo Language Learning Resource Course for Cherokee. I'll share > soon. > > My goal is to get people started using online courseware for > > supplementing other kinds of language learning and have a model > for > > how they can develop a course. They should be able to put up a > course > > that they completely control at minimum cost on their own > website or > > server. This is what I've done. Just have to perfect it before I > show > > it. > > > > Jan > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > > Sent: Tuesday, October 25, 2005 1:56 PM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: [ILAT] ILAT update > > > > > > ILAT turns three! > > > > Indigenous Languages and Technology (ILAT) discussion list is an > open> forum for community language specialists, linguists, > scholars, and > > students to discuss issues relating to the uses of technology in > > language revitalization efforts. > > > > Current Number of Subscribers: 185 > > > > Country Subscribers > > * ------- ----------- > > * Australia 7 > > * Bolivia 1 > > * Canada 2 > > * Fiji 1 > > * Great Britain 3 > > * Italy 1 > > * Mexico 1 > > * New Zealand 1 > > * USA 168 > > > > ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > > LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > > > > qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > > > > Discussions are most welcome here. > > > > Phil Cash Cash > > University of Arizona > > list mngr > From cashcash at U.ARIZONA.EDU Sat Dec 31 05:16:52 2005 From: cashcash at U.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 30 Dec 2005 22:16:52 -0700 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Hi Jan, everybody, Yes, Hawaiian may very well be the first full-fledged indigenous online language course (North America?). I think it may be useful though to offer up an informal ILAT survey and get the skinny on who is offering what, where and how. It would be a useful information. But informally (at least for now) would could say "among the very first". ;-) Phil ILAT On Fri, 30 Dec 2005, Jan Tucker wrote: > Aloha Keola, what does kakou mean? > > I'm going to look closer at your > resources, Mahalo [thank you, did I gee that right?]. May I post this > reply to my website forum? This will let people who are interested and surf > my way find you for further information. Your flash study program is > awesome. > I'm still trying it out. > > Phil, I will cite the ILAT server. So Hawaiian was the first online > indigenous language then right? > > Jan > > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy > Sent: Friday, December 30, 2005 2:15 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > > > Aloha kakou. Hawaiian language is well supported in UTF-8, we use the > vowel-macron combination and a glottal which is represented by a single, > open quote character. Our customized "HI" fonts have been around since > 1992 or so, and are still used for Leoki as the FirstClass Client and > server are still not Unicode compliant. Here's a page that explains it all: > > http://www.olelo.hawaii.edu/eng/resources/unicode.html > > Some activities in this class (mostly auto-correcting exercises) are > WebCT-based and use UTF8 encoding in the web pages. Those that require > student input by typing or recording audio are done on Leoki and require > the use of our Hawaiian fonts and keyboard, which are provided free to the > students. > > There is also a small Shockwave game that we wrote for the class but is > publicly available; it contains all of the practice vocabulary found in > the Na Kai 'Ewalu textbook. Its use does require the installation of the > Hawaiian keyboard for Mac or Windows, but not the fonts. > > http://www.olelo.hawaii.edu/papakulanui/HAW101/ > > The classes that the 'Aha Punana Leo and we are now doing together have > been taught for over three years online, in both for-credit and non-credit > formats. If any has any questions regarding the classes and their > evolution please feel free to contact me. > > Keola > > > > ======================================================================== > Keola Donaghy > Assistant Professor of Hawaiian Studies > Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu > University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ > ======================================================================== > > > > Indigenous Languages and Technology ma Friday, > December 30, 2005 ma 8:34 AM ua k?kau ?o -1000: > >People have been writing and writing about the materials I make, and > >suggesting other languages they can be made in. . . > > > > > >So here's the deal. If people what to have some in their own languages, > >we have the following options: > >1. Record the numbers 1-100 in digital format and send it to me. If you > >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. > >I can't process it. > >2. Ditto for colors, shapes, and road signs (See > >http://LearningForPeople.us/8Days) > >3. I will make the materials for you, zip them up and send you a copy. I > >would also like to put them on my site, especially to encourage others. > >4. I am developing an online course (encouraged by Jan, thank you very > >much, Jan) on how to make the materials. I will provide the templates and > >the instruction. Participants will make their own. This should make > >people really happy, because now they won't be dependent on someone else. > >5. If you have specialized materials, write to me and we can make new > >templates for them. I use a generalized form for the moment, but there is > >no reason why we can't make new ones. > >6. If we need fonts, I can make those also. I think my 2nd online course > >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I > >do. > > > > > >Mia > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > >Sent: Friday, December 30, 2005 10:27 AM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in > >Jan 2006 > > > > > >Phil and all, > >Kamehameha Schools Distance Learning language program online > >http://ksdl.ksbe.edu/kulaiwi/ > > > > > >Here there are eighteen Real audio language presentations. Very enjoyable > >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband > >satellite uplink. I couldn't access the broadband however and see > >anything only hear. The lesson features call in question, and wonderful > >in context language vignettes, and it's live on TV for those calling in. > >ON the net they only have the recorded lessons, so it's not live on the > >net. > > > > > >Mia you could probably make another pronunciation flash movie from this > >audio, the font was English with two symbols which she described but were > >hard to see. I'm sure here will be written examples in the copious > >support materials and work book to download. I was fascinated by the > >vowel pronunciation presentation. > > > > > >ALSO....Oh below is another online class offered in the fall and it has > >font materials. It's not too expensive either 240 dollars. There are > >three levels of Beginning Hawaiian > > > > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language > >classes on the web. In conjunction with its consortium partner, Ka Haka > >Ula O Keeliklani College of Hawaiian Language of the University of > >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in > >January 2006. Coursework is based on the textbook N Kai Ewalu, written > >by William H. ?Pila? Wilson and Kauanoe Kaman." > > > > > >Lessons for the classes have been formatted for delivery on the Hawaiian > >Language intranet, Leok. The Leok client is free, as are the fonts, > >Hawaiian Keyboard and other resources students will need. Click here to > >learn more: http://www.ahapunanaleo.org/papa.htm > > > > > > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >Sent: Tuesday, October 25, 2005 4:11 PM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] ILAT update > > > > > > > > > >Thanks Jan for your willingness to share your work. I think your online > >course in Cherokee may be a first of this kind here in the US. > > > > > >Phil > > > > > >Quoting Jan Tucker : > > > > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT > >> about a year ago, and am hooked now on the great information on > >> language revitalization. I'm working hard to find a way to do > >> something of value for language learners and teachers, and am > >> inspired by all that is posted here. Also impressed with what is > >> being done by those on this list. I can just take so much bad news > >> about language loss. This listserver has balanced my view of language > >> revitalization efforts and I've really enjoyed reading from the > >> varied voices, promoting language learning. > >> > >> I'm still working on my website between my day job and will have > >> something to share soon. I had to move to a new server, download a > >> new version of free courseware, and I'm testing it and revising a > >> demo Language Learning Resource Course for Cherokee. I'll share soon. > >> My goal is to get people started using online courseware for > >> supplementing other kinds of language learning and have a model for > >> how they can develop a course. They should be able to put up a course > >> that they completely control at minimum cost on their own website or > >> server. This is what I've done. Just have to perfect it before I show > >> it. > >> > >> Jan > >> > >> -----Original Message----- > >> From: Indigenous Languages and Technology > >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >> Sent: Tuesday, October 25, 2005 1:56 PM > >> To: ILAT at LISTSERV.ARIZONA.EDU > >> Subject: [ILAT] ILAT update > >> > >> > >> ILAT turns three! > >> > >> Indigenous Languages and Technology (ILAT) discussion list is an open > >> forum for community language specialists, linguists, scholars, and > >> students to discuss issues relating to the uses of technology in > >> language revitalization efforts. > >> > >> Current Number of Subscribers: 185 > >> > >> Country Subscribers > >> * ------- ----------- > >> * Australia 7 > >> * Bolivia 1 > >> * Canada 2 > >> * Fiji 1 > >> * Great Britain 3 > >> * Italy 1 > >> * Mexico 1 > >> * New Zealand 1 > >> * USA 168 > >> > >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > >> > >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > >> > >> Discussions are most welcome here. > >> > >> Phil Cash Cash > >> University of Arizona > >> list mngr > > > > > From jtucker at starband.net Sat Dec 31 05:59:16 2005 From: jtucker at starband.net (Jan Tucker) Date: Sat, 31 Dec 2005 00:59:16 -0500 Subject: Hawaiian Language: Okay, here's the deal In-Reply-To: Message-ID: Phil Great idea, I'll do a survey post. Thanks for the idea and, It's best to ask like you said rather than assume. Think it would help to also post a survey on H-AmIndian Listserve too? jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Phillip E Cash Cash Sent: Saturday, December 31, 2005 12:17 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal Hi Jan, everybody, Yes, Hawaiian may very well be the first full-fledged indigenous online language course (North America?). I think it may be useful though to offer up an informal ILAT survey and get the skinny on who is offering what, where and how. It would be a useful information. But informally (at least for now) would could say "among the very first". ;-) Phil ILAT On Fri, 30 Dec 2005, Jan Tucker wrote: > Aloha Keola, what does kakou mean? > > I'm going to look closer at your > resources, Mahalo [thank you, did I gee that right?]. May I post this > reply to my website forum? This will let people who are interested and surf > my way find you for further information. Your flash study program is > awesome. > I'm still trying it out. > > Phil, I will cite the ILAT server. So Hawaiian was the first online > indigenous language then right? > > Jan > > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Keola Donaghy > Sent: Friday, December 30, 2005 2:15 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Hawaiian Language: Okay, here's the deal > > > Aloha kakou. Hawaiian language is well supported in UTF-8, we use the > vowel-macron combination and a glottal which is represented by a single, > open quote character. Our customized "HI" fonts have been around since > 1992 or so, and are still used for Leoki as the FirstClass Client and > server are still not Unicode compliant. Here's a page that explains it all: > > http://www.olelo.hawaii.edu/eng/resources/unicode.html > > Some activities in this class (mostly auto-correcting exercises) are > WebCT-based and use UTF8 encoding in the web pages. Those that require > student input by typing or recording audio are done on Leoki and require > the use of our Hawaiian fonts and keyboard, which are provided free to the > students. > > There is also a small Shockwave game that we wrote for the class but is > publicly available; it contains all of the practice vocabulary found in > the Na Kai 'Ewalu textbook. Its use does require the installation of the > Hawaiian keyboard for Mac or Windows, but not the fonts. > > http://www.olelo.hawaii.edu/papakulanui/HAW101/ > > The classes that the 'Aha Punana Leo and we are now doing together have > been taught for over three years online, in both for-credit and non-credit > formats. If any has any questions regarding the classes and their > evolution please feel free to contact me. > > Keola > > > > ======================================================================== > Keola Donaghy > Assistant Professor of Hawaiian Studies > Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu > University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ > ======================================================================== > > > > Indigenous Languages and Technology ma Friday, > December 30, 2005 ma 8:34 AM ua k?kau ?o -1000: > >People have been writing and writing about the materials I make, and > >suggesting other languages they can be made in. . . > > > > > >So here's the deal. If people what to have some in their own languages, > >we have the following options: > >1. Record the numbers 1-100 in digital format and send it to me. If you > >put it on the web as an MP3 or wav file, I can download. Avoid RealAudio. > >I can't process it. > >2. Ditto for colors, shapes, and road signs (See > >http://LearningForPeople.us/8Days) > >3. I will make the materials for you, zip them up and send you a copy. I > >would also like to put them on my site, especially to encourage others. > >4. I am developing an online course (encouraged by Jan, thank you very > >much, Jan) on how to make the materials. I will provide the templates and > >the instruction. Participants will make their own. This should make > >people really happy, because now they won't be dependent on someone else. > >5. If you have specialized materials, write to me and we can make new > >templates for them. I use a generalized form for the moment, but there is > >no reason why we can't make new ones. > >6. If we need fonts, I can make those also. I think my 2nd online course > >will be about how to make fonts. Imagine a world of Ndn fonts. . . :-) I > >do. > > > > > >Mia > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jan Tucker > >Sent: Friday, December 30, 2005 10:27 AM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] Hawaiian Language courses online now, Beginning in > >Jan 2006 > > > > > >Phil and all, > >Kamehameha Schools Distance Learning language program online > >http://ksdl.ksbe.edu/kulaiwi/ > > > > > >Here there are eighteen Real audio language presentations. Very enjoyable > >"kumu" or teacher, and at Low bandwidth, I could see it with my Starband > >satellite uplink. I couldn't access the broadband however and see > >anything only hear. The lesson features call in question, and wonderful > >in context language vignettes, and it's live on TV for those calling in. > >ON the net they only have the recorded lessons, so it's not live on the > >net. > > > > > >Mia you could probably make another pronunciation flash movie from this > >audio, the font was English with two symbols which she described but were > >hard to see. I'm sure here will be written examples in the copious > >support materials and work book to download. I was fascinated by the > >vowel pronunciation presentation. > > > > > >ALSO....Oh below is another online class offered in the fall and it has > >font materials. It's not too expensive either 240 dollars. There are > >three levels of Beginning Hawaiian > > > > > >"Aha Pnana Leo is proud to announce the start of Hawaiian Language > >classes on the web. In conjunction with its consortium partner, Ka Haka > >Ula O Keeliklani College of Hawaiian Language of the University of > >Hawaii at Hilo, the Aha Punana Leo will begin teaching classes in > >January 2006. Coursework is based on the textbook N Kai Ewalu, written > >by William H. ?Pila? Wilson and Kauanoe Kaman." > > > > > >Lessons for the classes have been formatted for delivery on the Hawaiian > >Language intranet, Leok. The Leok client is free, as are the fonts, > >Hawaiian Keyboard and other resources students will need. Click here to > >learn more: http://www.ahapunanaleo.org/papa.htm > > > > > > > > > >Another online course http://ksdl.ksbe.edu/kulaiwi/ > > > > > >-----Original Message----- > >From: Indigenous Languages and Technology > >[mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >Sent: Tuesday, October 25, 2005 4:11 PM > >To: ILAT at LISTSERV.ARIZONA.EDU > >Subject: Re: [ILAT] ILAT update > > > > > > > > > >Thanks Jan for your willingness to share your work. I think your online > >course in Cherokee may be a first of this kind here in the US. > > > > > >Phil > > > > > >Quoting Jan Tucker : > > > > > >> Phil, I stared out on the H-AmIndian listserver and moved to ILAT > >> about a year ago, and am hooked now on the great information on > >> language revitalization. I'm working hard to find a way to do > >> something of value for language learners and teachers, and am > >> inspired by all that is posted here. Also impressed with what is > >> being done by those on this list. I can just take so much bad news > >> about language loss. This listserver has balanced my view of language > >> revitalization efforts and I've really enjoyed reading from the > >> varied voices, promoting language learning. > >> > >> I'm still working on my website between my day job and will have > >> something to share soon. I had to move to a new server, download a > >> new version of free courseware, and I'm testing it and revising a > >> demo Language Learning Resource Course for Cherokee. I'll share soon. > >> My goal is to get people started using online courseware for > >> supplementing other kinds of language learning and have a model for > >> how they can develop a course. They should be able to put up a course > >> that they completely control at minimum cost on their own website or > >> server. This is what I've done. Just have to perfect it before I show > >> it. > >> > >> Jan > >> > >> -----Original Message----- > >> From: Indigenous Languages and Technology > >> [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of phil cash cash > >> Sent: Tuesday, October 25, 2005 1:56 PM > >> To: ILAT at LISTSERV.ARIZONA.EDU > >> Subject: [ILAT] ILAT update > >> > >> > >> ILAT turns three! > >> > >> Indigenous Languages and Technology (ILAT) discussion list is an open > >> forum for community language specialists, linguists, scholars, and > >> students to discuss issues relating to the uses of technology in > >> language revitalization efforts. > >> > >> Current Number of Subscribers: 185 > >> > >> Country Subscribers > >> * ------- ----------- > >> * Australia 7 > >> * Bolivia 1 > >> * Canada 2 > >> * Fiji 1 > >> * Great Britain 3 > >> * Italy 1 > >> * Mexico 1 > >> * New Zealand 1 > >> * USA 168 > >> > >> ILAT Webpage: http://projects.ltc.arizona.edu/gates/ilat.html > >> LinguaList Mirror: http://www.linguistlist.org/lists/get-lists.html > >> > >> qe'ciyeew'yew' (Thank you) for your continuing interest in ILAT! > >> > >> Discussions are most welcome here. > >> > >> Phil Cash Cash > >> University of Arizona > >> list mngr > > > > > From jtucker at starband.net Sat Dec 31 06:37:40 2005 From: jtucker at starband.net (Jan Tucker) Date: Sat, 31 Dec 2005 01:37:40 -0500 Subject: Informal Survey of Indigenous Online or Distance Learning Language Programs Message-ID: Greetings Indigenous Distance Language Learning Providers, Consider this an informal request for you to share with ILAT the work you've done in teaching language from a distance. Tell us what you've been doing, and why, and when you got started teaching language from a distance. Share your methods and the technology you use for delivery. Please feel free to share any lessons learned, advice or insights. Thank you in advance for sharing, Jan Tucker Adjunct Professor Liberal Arts Lake City Community College Distance Learning Program Saint Leo University http://nativepeople.net/moodle -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Sat Dec 31 06:52:55 2005 From: phonosemantics at earthlink.net (jess tauber) Date: Sat, 31 Dec 2005 01:52:55 -0500 Subject: Informal Survey of Indigenous Online or Distance Learning Language Programs Message-ID: I for one would like to know more. Lack of funding means it is highly likely that I won't be able to afford many (any??) trips to Tierra del Fuego to help in the revitalization of Yahgan, which is now down to its last completely fluent speaker. At the same time, I've nearly finished digitally scanning almost all relevant documentation on the language (published and unpublished) for use in a set of webpages devoted to the language. There is also a Yahoo discussion list already set up. So there are plenty of materials available to do this, and the technology. With a small learning community on-the-ground equipment commitment would not have to be large, but organization and training would be vital. As for me, I'm ready to go (literally, figuratively, or both). Jess Tauber phonosemantics at earthlink.net From keola at LEOKI.UHH.HAWAII.EDU Sat Dec 31 19:01:55 2005 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Sat, 31 Dec 2005 09:01:55 -1000 Subject: Informal Survey of Indigenous Online or Distance Learning Language Pro In-Reply-To: Message-ID: Aloha Jan, here's an online version on a paper I delivered at the DigitalStream conference at CSU-Monterey Bay a few years ago. It describes the development of our online Hawaiian classes. While there have been some changes, they have mostly been administrative. One major difference in the class delivery is that the online class now takes twice as much time to cover the same amount of material as our online classes. What is covered in one semester on campus is now covered in two online. That change has resulted in a far higher retention rate. http://www2.hawaii.edu/~donaghy/eng/digitalstream2003.html Keola jtucker at starband.net ma Friday, December 30, 2005 ma 8:37 PM ua k?kau ?o -1000: >Consider this an informal request for you to share with ILAT the work >you've done in teaching language from a distance. > >Tell us what you've been doing, and why, and when you got started >teaching language from a distance. > >Share your methods and the technology you use for delivery. > >Please feel free to share any lessons learned, advice or insights. > ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ =======================================================================