From coyotez at UOREGON.EDU Wed Feb 1 00:53:56 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Tue, 31 Jan 2006 16:53:56 -0800 Subject: Affordable digital recorder advice Message-ID: Hi all, Hey thanks for all of your advice. I do recognize the importance of getting the best equipment available, and as I am writing a Wennergren, I will add a few line-items to my budget. This money will be available next January if I am successful. For those of us who do not have $300 to blow on an audio recorder, and do not have significant budgets to fund such devices I think I can get by on what I can in the $100 range. I think Phil's proposal is great. I'll have to look into what all of that equipment will cost. So thanks, I appreciate all of your insight... Also, I am not doing linguistic work so I do not really need to capture every nuance. David Lewis University of Oregon Confederated Tribes of Grand Ronde From susan.penfield at GMAIL.COM Wed Feb 1 14:52:17 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Wed, 1 Feb 2006 07:52:17 -0700 Subject: Affordable digital recorder advice In-Reply-To: <200602010053.k110rvwo020153@smtp.uoregon.edu> Message-ID: All, What linguists need and what community members need are different in many ways. However I think it can be argued that community members are increasingly taking responsibility for collecting and working with language materials. David's plan to use grants to purchase equipment is really good -- folks in the community I work for are approaching the tribal council and also looking for grants. In the meantime, doing what David is doing -- recording with the best affordable stuff, is exactly right. It is at least wise to be aware of what is out there and of what to purchase once you get those grants!! I want to suggest that 'capturing every nuance' isn't very important for much of the work going on now -- But -- someday those recordings may take on even more importance than one could imagine ...So I will continue to suggest that 1) Don't wait to buy expensive equiptment to start recording but 2) DO know what to get when you have the chance to purchase and try to find a way to upgrade and improve all equipment -- as Phil suggests, recording itself is just part of the picture. Susan On 1/31/06, David Gene Lewis wrote: > > Hi all, > Hey thanks for all of your advice. I do recognize the importance of > getting the best equipment available, and as I am writing a > Wennergren, I will add a few line-items to my budget. This money will > be available next January if I am successful. > > For those of us who do not have $300 to blow on an audio recorder, and > do not have significant budgets to fund such devices I think I can > get by on what I can in the $100 range. I think Phil's proposal is > great. I'll have to look into what all of that equipment will cost. So > thanks, I appreciate all of your insight... > > Also, I am not doing linguistic work so I do not really need to > capture every nuance. > > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > -- 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 Wed Feb 1 19:46:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 1 Feb 2006 12:46:57 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: 1 February 2006 NATIONAL: NATIONAL INDIGENOUS LANGUAGES SURVEY REPORT 2005 Source: Senator Rod Kemp http://www.abc.net.au/message/news/stories/s1559821.htm The Minister for the Arts and Sport, Senator Rod Kemp, yesterday released the National Indigenous Languages Survey Report 2005 which provides an overview of the condition of Australia’s Indigenous languages. “Indigenous languages are a rich and important part of Australia’s Indigenous cultural heritage and the National Indigenous Languages Survey Report 2005 provides a valuable update on their status,” Senator Kemp said. The report analyses a national survey on the state of Australia’s Indigenous languages that was commissioned by the Australian Government in 2004. The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) conducted the survey, in conjunction with the Federation of Aboriginal and Torres Strait Islander Languages (FATSIL), and prepared the report. Senator Kemp said the report documents both the vitality and the vulnerability of Australia’s Indigenous languages. “It highlights areas that need assistance, recommends future directions for languages policy and highlights how the Australian Government's new whole-of-government approach can assist Indigenous communities protect and strengthen their languages,” Senator Kemp said. The National Indigenous Languages Survey Report 2005 highlights that: * Of an original estimated 250 known Australian Indigenous languages, only 18 languages are now considered ‘strong’ and have speakers in all age groups. * About 110 Indigenous languages are still spoken by older people but are endangered. * Words and phrases are still in use and there is community support in many parts of the country for reclamation and learning programs for many other languages which are no longer fully spoken. * Communities around Australia possess many of the elements required to keep Indigenous languages strong or to reclaim them. They have skilled and devoted language workers and teachers, excellent teaching materials, good documentation of languages and active community language centres. The National Indigenous Languages Survey Report 2005[1] online The Australian Government’s Maintenance of Indigenous Languages and Records program funds activities to retain and revive Australia’s Indigenous languages. It supports activities that help to maintain the strength of languages that are widely spoken and that preserve and revive endangered languages, where there a limited number of elderly speakers. Links: ------ [1] http://www.dcita.gov.au/indig/maintenance_indigenous_languages/publications.%3CBR%3E -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Wed Feb 1 23:51:28 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Wed, 1 Feb 2006 17:51:28 -0600 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <20060201124657.4ss0oo844cos4o0c@www.email.arizona.edu> Message-ID: The link included in that press release had some stray html in it. http://www.dcita.gov.au/indig/maintenance_indigenous_languages/publications will get you to the site. Claire From greg.dickson at KATHLANGCENTRE.ORG.AU Thu Feb 2 02:27:57 2006 From: greg.dickson at KATHLANGCENTRE.ORG.AU (Greg Dickson) Date: Thu, 2 Feb 2006 11:57:57 +0930 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <20060201124657.4ss0oo844cos4o0c@www.email.arizona.edu> Message-ID: > NATIONAL: National Indigenous Languages Survey Report 2005 > > Source: Senator Rod Kemp > http://www.abc.net.au/message/news/stories/s1559821.htm > > “Indigenous languages are a rich and important part of Australia’s > Indigenous cultural heritage and the National Indigenous Languages > Survey Report 2005 provides a valuable update on their status,” > Senator Kemp said. is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 838 bytes Desc: not available URL: From djcunlif at GLAM.AC.UK Thu Feb 2 09:14:17 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Thu, 2 Feb 2006 09:14:17 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'... Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales...? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Thu Feb 2 14:46:05 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 2 Feb 2006 07:46:05 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <0BA7EE4D4646E0409D458D347C508B7801989C72@MAILSERV1.uni.glam.ac.uk> Message-ID: We might suggest First Nations, which also has about it the recognition that the people speaking the language where the first to occupy a particular locale, and that the dominant language is one of colonization. We have to be careful about minoritizing the languages in the names we choose for them ("lesser-used, disadvantaged", as Daniel suggested) because this lowers their prestige in the eyes of people, both who use the languages and those who control the funding for documentation and revitalization efforts. I don't think anyone is saying that the languages of the people who were on this continent first are "part of our national heritage". Part of our problem here has been the establishment of the belief that the First Nations now exist only in the Smithsonian. Reports still come in about people who are surprised to find out that there still are "real, live American Indians". I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). So the languages are American Indian Heritage Languages, not U.S. Heritage Languages. American Indian People are independent nations, although because of the treaties, they have a complex connection with the U.S. Government. Languages are just the tip of the iceberg of a long history of Indian Agents stealing food and supplies, becoming rich in the process while the Indians died of cold and starvation. It is a long educational history of attempts to eradicate American Indian language, culture and history, replacing it with English and European ways of thinking. >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Cunliffe D J (Comp) Sent: Thursday, February 02, 2006 2:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'. Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales.? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Feb 2 19:44:44 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 2 Feb 2006 12:44:44 -0700 Subject: Fwd: Endangered Languages film at AAAS, Feb. 17th In-Reply-To: <3B93C79A-CEA0-434E-8CC8-66E7291FD769@swarthmore.edu> Message-ID: ---------- Forwarded message ---------- From: K. David Harrison dharris2 at swarthmore.edu Dear colleagues, This is to let you know about a screening of the forthcoming PBS documentary film "The Last Speakers", which features the problem of language endangerment and what scientists and native communities are doing about it. The film portrays work on endangered languages in Siberia, South Africa, Taiwan, the U.S. and elsewhere (for more info see www.ironboundfilms.com/ironsfire.html) The 1-hour film will be screened at the *American Association for the Advancement of Science *Annual Meeting in St. Louis, MO, on Friday, February 17, noon to 1:30, in the America's Center, Lobby Level Washington Room F. This is in association with the AAAS Career Fair, where young scientists and students learn about interesting science careers. Entry is free of charge. *After the film, I will participate in a Q & A session.* The AAAS Annual Meeting is also the largest annual gathering of science media, with crews from all over the US, as well as BBC, CBC, Netherlands, Australia, etc., so there should also be some interesting interactions with the media as well. Best wishes, David _______________________________________________ K. David Harrison, Ph.D. http://www.swarthmore.edu/SocSci/dharris2/ Visiting Assistant Professor, Linguistics Department Swarthmore College Swarthmore, PA 19081 USA tel. 610-690-5785 / fax. 610-328-7323 and Director of Research Living Tongues Institute for Endangered Languages www.livingtongues.org -- 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 hardman at UFL.EDU Fri Feb 3 01:54:51 2006 From: hardman at UFL.EDU (MJ Hardman) Date: Thu, 2 Feb 2006 20:54:51 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: <003201c62807$66fce650$6401a8c0@LFPMia> Message-ID: I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? MJ On 02/02/2006 9:46 AM, "Mia Kalish" wrote: > We might suggest First Nations, which also has about it the recognition that > the people speaking the language where the first to occupy a particular > locale, and that the dominant language is one of colonization. > > > > We have to be careful about minoritizing the languages in the names we choose > for them (³lesser-used, disadvantaged², as Daniel suggested) because this > lowers their prestige in the eyes of people, both who use the languages and > those who control the funding for documentation and revitalization efforts. > > > > I don¹t think anyone is saying that the languages of the people who were on > this continent first are ³part of our national heritage². Part of our problem > here has been the establishment of the belief that the First Nations now exist > only in the Smithsonian. Reports still come in about people who are surprised > to find out that there still are ³real, live American Indians². > > > > I see the issue as one of equity. We should speak the truth, which is NOT that > the country was discovered by Columbus who was the first person to see this > unoccupied land, but that millions of people lived here, had for millennia, > and that people from England, France and Spain came here, killed as many as > they could, destroyed the buffalo which had supplied food, clothing and > shelter, and spread disease by handing out blankets infected with smallpox. > (The Army did this deliberately, and documents still exist that document both > the intent and the action). > > > > So the languages are American Indian Heritage Languages, not U.S. Heritage > Languages. American Indian People are independent nations, although because of > the treaties, they have a complex connection with the U.S. Government. > Languages are just the tip of the iceberg of a long history of Indian Agents > stealing food and supplies, becoming rich in the process while the Indians > died of cold and starvation. It is a long educational history of attempts to > eradicate American Indian language, culture and history, replacing it with > English and European ways of thinking. > > > > From what we see on this list, the story here is not very different from the > stories in Canada, in Australia, in New Zealand, in the Soviet Union, in > short, anywhere where Indigenous people lived on land that had resources > someone else wanted for themselves. > > > > Mia > > > > > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Cunliffe D J (Comp) > Sent: Thursday, February 02, 2006 2:14 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 > (fwd) > > > > Hi All, > > > > Greg Dickson wrote: is it just me or does the word 'heritage' make it sound > like these languages are something to do with the past and therefore not so > relevant in 2006. Another sign our government is not taking them seriously and > waiting until they just 'go away'? > > > > I must admit that I have some issues with ³heritage² too ­ not so much in the > ³language x is part of our national heritage² context, but certainly in the ³x > is a heritage language² context. I tend to view ³heritage language² as an > American term ­ though I stand to be corrected on that. > > > > Of course this is all well and good, so long as you can think of a more > appropriate term, which is particularly problematic when you try to come up > with umbrella terms ­ ³regional or minority languages² anyone? How about > Œminority¹, Œlesser-used¹, Œdisadvantaged', Œthreatened¹, Œendangered¹, > Œindigenous¹, Œheritage¹, Œlocal', Œnon-state¹Š > > > > Of course all of these have different connotations and precise definitions not > easy ­ presumably when I am in England speaking English I am speaking an > indigenous language, when I am speaking English in WalesŠ? > > > > Be seeing you. > > > > Daniel. > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Fri Feb 3 03:26:44 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Thu, 2 Feb 2006 21:26:44 -0600 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <003201c62807$66fce650$6401a8c0@LFPMia> Message-ID: Heritage language is also used in Australia, but it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages. Mia Kalish wrote: > We might suggest First Nations, which also has about it the recognition > that the people speaking the language where the first to occupy a > particular locale, and that the dominant language is one of colonization. > Yes, but 'nation' is also a term with connotations, and in Aboriginal Australia there is a lot of tension between an 'Aboriginal' identity and a clan or group identity, particularly for younger people who may have multiple identities. 'First nations languages' in an Australian context would underplay an 'Aboriginal' identity. As I understand it, 'First Nations' languages in Canada is tied to a particular federation, and does not include all the Indigenous languages of Canada. > > I don’t think anyone is saying that the languages of the people who were > on this continent first are “part of our national heritage”. Part of our > problem here has been the establishment of the belief that the First > Nations now exist only in the Smithsonian. Reports still come in about > people who are surprised to find out that there still are “real, live > American Indians”. > I thought we were talking about Australia, and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. Claire From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 12:22:47 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 05:22:47 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: Message-ID: Okay by me, MJ. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of MJ Hardman Sent: Thursday, February 02, 2006 6:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? MJ On 02/02/2006 9:46 AM, "Mia Kalish" wrote: We might suggest First Nations, which also has about it the recognition that the people speaking the language where the first to occupy a particular locale, and that the dominant language is one of colonization. We have to be careful about minoritizing the languages in the names we choose for them ("lesser-used, disadvantaged", as Daniel suggested) because this lowers their prestige in the eyes of people, both who use the languages and those who control the funding for documentation and revitalization efforts. I don't think anyone is saying that the languages of the people who were on this continent first are "part of our national heritage". Part of our problem here has been the establishment of the belief that the First Nations now exist only in the Smithsonian. Reports still come in about people who are surprised to find out that there still are "real, live American Indians". I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). So the languages are American Indian Heritage Languages, not U.S. Heritage Languages. American Indian People are independent nations, although because of the treaties, they have a complex connection with the U.S. Government. Languages are just the tip of the iceberg of a long history of Indian Agents stealing food and supplies, becoming rich in the process while the Indians died of cold and starvation. It is a long educational history of attempts to eradicate American Indian language, culture and history, replacing it with English and European ways of thinking. >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Cunliffe D J (Comp) Sent: Thursday, February 02, 2006 2:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'. Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales.? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 13:18:16 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 06:18:16 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <43E2CD74.8060808@gmail.com> Message-ID: I think Daniel made a very good point about how the what is signified by "heritage language" (I tend to call this "the target") changes depending on where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). What I hear in this message is the idea that what is signified by the term chosen should be constant across all times, places, languages and speakers. Was there an objection to the fact that "in Australia, . . . it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages"? "Nation" has a lot of connotation here (in the U.S.), because the Tribes who have received federal recognition are independent Nations. There are no terms without connotations; Barthes wrote the book on this. The questions are really about how terms are chosen, applied, used, and referenced. There is a debate going on in one of my classes about the terms Latina/o and Chicana/o. The professor is white, from LA, and he thinks the terms that should be used are what is currently in the literature. The people in the class to whom the terms might apply are resisting this. They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. The professor is desperate for a "single term" to name "all these people". I, of course, am siding with them :-) I drew a line in the sand that essentially said that if you don't know Anzaldua inside and out, you probably shouldn't be participating in the debate. (Anzaldua discusses the issue in very fine detail, while others what a quick, simple label so they can get on with extracting and applying characteristics for the category). Maybe applying a generic term is an attempt to minimize . . . to hide, dismiss, make less important something that to many people is crucial. The window opened on this point when I tried to place "English" into a category. What's English in the US? For some people, it is the "Heritage Language," the language of their uncolonialized forebears. For others, it is the "Colonial Language," that which was forced upon them when the English colonized the North American continent, and beat out the French and Spanish for colonial "rights". (Might makes Right, you know). In the class I mentioned previously, we are reading a book about how identity is related to "length of time in the US". This is a particularly interesting view of US history, which customarily begins in whatever year that was when Columbus planted the flag for god and king - or was it Queen - Isabella of Spain. This particular version begins right after the Treaty of Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. What we see in the perception is that there was no 1848, there was no Treaty of GH, there was no time when this was Mexico. Mysteriously and miraculously, "The Border Was Established" (fanfare please); "Mexicans" became "immigrants", and now, people are studying "identity formation on the border" 'as if' that border had been cast in concrete at the time of the Big Bang. . . . And almost no one thinks this is weird. Almost no one looks at how the political changes - and scarily enough, attendant physical changes, in case no one has heard about some expensive, impractical idea to build a fence along the border to curtail traffic by all those "nasty immigrants" - to resume, how these political and physical changes affect the people. No one has asked, How does this change look in the eyes, minds and hearts of the people? It's more like, Quick! Apply this label, so we can get on about identifying the category. . . . so I guess in summary, there is a lot more to naming than picking a label. And I suspect if we scratch a little deeper, we will find the ideas of "who is human," popularized by Galton and cronies, informing the process, as for example in the battle we have had here about "Indian Mascots". Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Thursday, February 02, 2006 8:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Heritage language is also used in Australia, but it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages. Mia Kalish wrote: > We might suggest First Nations, which also has about it the recognition > that the people speaking the language where the first to occupy a > particular locale, and that the dominant language is one of colonization. > Yes, but 'nation' is also a term with connotations, and in Aboriginal Australia there is a lot of tension between an 'Aboriginal' identity and a clan or group identity, particularly for younger people who may have multiple identities. 'First nations languages' in an Australian context would underplay an 'Aboriginal' identity. As I understand it, 'First Nations' languages in Canada is tied to a particular federation, and does not include all the Indigenous languages of Canada. > > I don't think anyone is saying that the languages of the people who were > on this continent first are "part of our national heritage". Part of our > problem here has been the establishment of the belief that the First > Nations now exist only in the Smithsonian. Reports still come in about > people who are surprised to find out that there still are "real, live > American Indians". > I thought we were talking about Australia, and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. Claire From susan.penfield at GMAIL.COM Fri Feb 3 13:41:22 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Fri, 3 Feb 2006 06:41:22 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <43E2CD74.8060808@gmail.com> Message-ID: All, The term 'heritage language' seems to be most often used this way here too -- more to apply to languages of immigrants rather than to Indigenous languages. I'd like to hear from those on the list who were organizers of the Heritage Language Conference awhile back -- were there any discussions about the name going on there? Also, one positive sense that comes out of 'heritage' for me is the notion of something with deep roots and very treasured. --- I actually had not thought about it limiting things to the past, but rather in terms of protecting their value in the present and for the future ....Now I'm rethinking a bit... Best, Susan On 2/2/06, Anggarrgoon wrote: > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: > > We might suggest First Nations, which also has about it the recognition > > that the people speaking the language where the first to occupy a > > particular locale, and that the dominant language is one of > colonization. > > > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > > > > > I don't think anyone is saying that the languages of the people who were > > on this continent first are "part of our national heritage". Part of our > > problem here has been the establishment of the belief that the First > > Nations now exist only in the Smithsonian. Reports still come in about > > people who are surprised to find out that there still are "real, live > > American Indians". > > > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > -- 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 hardman at UFL.EDU Fri Feb 3 14:06:17 2006 From: hardman at UFL.EDU (MJ Hardman) Date: Fri, 3 Feb 2006 09:06:17 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: <001a01c628c4$4eb1e420$6401a8c0@LFPMia> Message-ID: We are currently involved in a large project to put online the materials from my old Aymara project (used to teach Aymara for 21 years) as a self-taught free-access course. We use the term 'heritage learner' to refer to those who parents or grandparents or ... spoke the language but they do not and they wish to recovery 'their heritage'. We are making sure that the material is accessible to 'heritage learners', i.e. that it can be easily accessed in internet cafes in the mountains and that the material is understandable. This seems a little different from the uses I've seen here. MJ On 02/03/2006 8:18 AM, "Mia Kalish" wrote: > I think Daniel made a very good point about how the what is signified by > "heritage language" (I tend to call this "the target") changes depending on > where you are standing. (English spoken in England is an Indigenous > Language, while in Wales it is not, and if England had colonized Wales, it > would be a Colonial Language). > > What I hear in this message is the idea that what is signified by the term > chosen should be constant across all times, places, languages and speakers. > Was there an objection to the fact that "in Australia, . . . it usually > refers to immigrant minority languages such as Greek, Italian, Lao and > Arabic, rather than to Indigenous languages"? > > "Nation" has a lot of connotation here (in the U.S.), because the Tribes who > have received federal recognition are independent Nations. There are no > terms without connotations; Barthes wrote the book on this. The questions > are really about how terms are chosen, applied, used, and referenced. > > There is a debate going on in one of my classes about the terms Latina/o and > Chicana/o. The professor is white, from LA, and he thinks the terms that > should be used are what is currently in the literature. The people in the > class to whom the terms might apply are resisting this. They think that for > people who are not in the culture to apply terms is inappropriate. They want > the right to name themselves, and they don't believe they should be > overridden. The professor is desperate for a "single term" to name "all > these people". I, of course, am siding with them :-) I drew a line in the > sand that essentially said that if you don't know Anzaldua inside and out, > you probably shouldn't be participating in the debate. (Anzaldua discusses > the issue in very fine detail, while others what a quick, simple label so > they can get on with extracting and applying characteristics for the > category). > > Maybe applying a generic term is an attempt to minimize . . . to hide, > dismiss, make less important something that to many people is crucial. The > window opened on this point when I tried to place "English" into a category. > What's English in the US? For some people, it is the "Heritage Language," > the language of their uncolonialized forebears. For others, it is the > "Colonial Language," that which was forced upon them when the English > colonized the North American continent, and beat out the French and Spanish > for colonial "rights". (Might makes Right, you know). > > In the class I mentioned previously, we are reading a book about how > identity is related to "length of time in the US". This is a particularly > interesting view of US history, which customarily begins in whatever year > that was when Columbus planted the flag for god and king - or was it Queen - > Isabella of Spain. This particular version begins right after the Treaty of > Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. > What we see in the perception is that there was no 1848, there was no Treaty > of GH, there was no time when this was Mexico. Mysteriously and > miraculously, "The Border Was Established" (fanfare please); "Mexicans" > became "immigrants", and now, people are studying "identity formation on the > border" 'as if' that border had been cast in concrete at the time of the Big > Bang. . . . And almost no one thinks this is weird. Almost no one looks at > how the political changes - and scarily enough, attendant physical changes, > in case no one has heard about some expensive, impractical idea to build a > fence along the border to curtail traffic by all those "nasty immigrants" - > to resume, how these political and physical changes affect the people. No > one has asked, How does this change look in the eyes, minds and hearts of > the people? It's more like, Quick! Apply this label, so we can get on about > identifying the category. > > . . . so I guess in summary, there is a lot more to naming than picking a > label. And I suspect if we scratch a little deeper, we will find the ideas > of "who is human," popularized by Galton and cronies, informing the process, > as for example in the battle we have had here about "Indian Mascots". > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Thursday, February 02, 2006 8:27 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report > 2005 (fwd) > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: >> We might suggest First Nations, which also has about it the recognition >> that the people speaking the language where the first to occupy a >> particular locale, and that the dominant language is one of colonization. >> > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > >> >> I don't think anyone is saying that the languages of the people who were >> on this continent first are "part of our national heritage". Part of our >> problem here has been the establishment of the belief that the First >> Nations now exist only in the Smithsonian. Reports still come in about >> people who are surprised to find out that there still are "real, live >> American Indians". >> > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > From djcunlif at GLAM.AC.UK Fri Feb 3 14:45:04 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Fri, 3 Feb 2006 14:45:04 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 Message-ID: Doh - managed to send this to an individual and not the list - wondered where it had gone! Hi All, I agree with Claire that "First Nations" is also problematic (and again a term I would personally associate with American use). Not only is the concept of "nation" a tricky one, the idea of "first" is difficult! There is also often not a neat mapping between nations and languages. I think this discussion all points to the very local nature of some of these terms and definitions. A lot of these seem to work reasonably well in their local context, but become problematic when we try to apply them to other contexts or to group them under some common term. Mia also raises the interesting point - what do we call the other language - dominant, state, official, colonial, majority, not-regional, non-endangered, non-heritage, subsequent nation... Again there are a lot of different concepts here, some referring to legal status, some to numbers of speakers, some with reference to a particular geographical region, and so on. Languages such as Romani pose some interesting challenges with regards to attaching labels (hmmm... back to labellers again!). --Mia wrote-- I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). -- As the risk of being slightly mischievous - surely everyone knows that America was discovered by the Welsh prince Madoc (Madog or Madawg) ap Owain Gwynedd in 1170 (http://en.wikipedia.org/wiki/Prince_Madog). Also it wasn't just the English I'm sure there were some Scots, Welsh and Irish in there somewhere too (why are we always singled out?!) of course plenty of other European nations followed, in fact I heard somewhere that it was Dutch trappers who introduced scalping into America (might be untrue). Also I'm pretty sure that the smallpox blankets were handed out by subsequent nation Americans after the American War of Independence. --Mia wrote-- >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. -- Of course, most of these were only the most recent waves of colonisation - lets not forget the Romans, Vikings, Danes, Angles, Saxons, Normans - and that's just in my small corner of the world! Anyone care to pick a first nation out of that mess? I guess this raises the topic of Post-Colonial theory - I know it exists, but I am not at all familiar with it - can anyone shed any light, or point me to some good sources that can be understood by someone whose background is computing? --Claire wrote-- ... and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. -- I agree - I don't have an issue with a language being part of a nations heritage either (but that might just be a British cultural disposition towards heritage!) but somehow "heritage language" does suggest "museum piece" to me, rather than "living language" --MJ wrote-- I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? -- Fine by me. Be seeing you, Daniel. From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 14:48:28 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 07:48:28 -0700 Subject: New Subject: LightScribe In-Reply-To: Message-ID: Hi, All, This is probably apropos of nothing at all, but I got a new LightScribe drive. We went to the Permian Basin Bilingual Education/ESL Multicultural Conference last week-end, and showed both 8 Days and the technology. People liked it a lot (more than 50 people came to our 2 presentations). People wanted the materials to take home and use in their classrooms, and I had been seeing the LightScribe ad around Christmas time, so I decided to check it out. I have an HP Pavilion zd8000, which is LightScribe ready. Turns out, it just doesn't have the right drive. . . so, I was "forced" to get one. I ordered the version that came in a case, since screws, drivers and connectors bother me on a deep level, even when they work nicely for me. I got a BenQ dw1655, because it seemed like the best choice, with its special writing software, cool DVD writer suite (Nero), and the Firewire/USB 2.0 case . . . The Firewire cable doesn't work on my machine, but that is a tiny little aggravation. I plugged the new drive - in its remarkably sturdy aluminum case - in, turned it on, and Viola! There was an orchestra of opportunity! Off to design a face. Will keep you posted. Now I will have very sharp, professional looking CDs to send to the people who asked for them. Very nice. Mia From jtucker at starband.net Fri Feb 3 15:20:28 2006 From: jtucker at starband.net (Jan Tucker) Date: Fri, 3 Feb 2006 10:20:28 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: Message-ID: Dr. Hardman, I've been working on similar project for providing free access to language or culture teaching resources for indigenous instructors and learners. I've been working on a model online supplementary course to go with what is being taught synchronously and free by the Western Band Cherokee Nation. What I have is a low cost all public domain course building tools and materials. Indigenous teachers and those creating teaching materials for indigenous populations are invited to build a course on my site, and take it with them when they are ready to build their own website and download the free courseware delivery programs. My goal is to make a place for others to experiment and learn about online learning resources, and create portable teaching materials, and courses that can be moved and taken home by individual communities of teachers, or as you put it "heritage learners". A place to build a course and teach it, all free. My current financial investment is a hosting service, a domain name ($150 a year), and of course lots of learning time. Could you share a little more about what you are using for courseware and at what stage you are in getting your work online? Do you have a date you expect to have something ready to view? If you'd like to take a look at the experimental site here is a link http://nativepeople.net/moodle see Cherokee 1 link at bottom of page for the in development model course. Jan Tucker Adjunct Professor Lake City Community College Saint Leo University -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of MJ Hardman Sent: Friday, February 03, 2006 9:06 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 We are currently involved in a large project to put online the materials from my old Aymara project (used to teach Aymara for 21 years) as a self-taught free-access course. We use the term 'heritage learner' to refer to those who parents or grandparents or ... spoke the language but they do not and they wish to recovery 'their heritage'. We are making sure that the material is accessible to 'heritage learners', i.e. that it can be easily accessed in internet cafes in the mountains and that the material is understandable. This seems a little different from the uses I've seen here. MJ On 02/03/2006 8:18 AM, "Mia Kalish" wrote: > I think Daniel made a very good point about how the what is signified by > "heritage language" (I tend to call this "the target") changes depending on > where you are standing. (English spoken in England is an Indigenous > Language, while in Wales it is not, and if England had colonized Wales, it > would be a Colonial Language). > > What I hear in this message is the idea that what is signified by the term > chosen should be constant across all times, places, languages and speakers. > Was there an objection to the fact that "in Australia, . . . it usually > refers to immigrant minority languages such as Greek, Italian, Lao and > Arabic, rather than to Indigenous languages"? > > "Nation" has a lot of connotation here (in the U.S.), because the Tribes who > have received federal recognition are independent Nations. There are no > terms without connotations; Barthes wrote the book on this. The questions > are really about how terms are chosen, applied, used, and referenced. > > There is a debate going on in one of my classes about the terms Latina/o and > Chicana/o. The professor is white, from LA, and he thinks the terms that > should be used are what is currently in the literature. The people in the > class to whom the terms might apply are resisting this. They think that for > people who are not in the culture to apply terms is inappropriate. They want > the right to name themselves, and they don't believe they should be > overridden. The professor is desperate for a "single term" to name "all > these people". I, of course, am siding with them :-) I drew a line in the > sand that essentially said that if you don't know Anzaldua inside and out, > you probably shouldn't be participating in the debate. (Anzaldua discusses > the issue in very fine detail, while others what a quick, simple label so > they can get on with extracting and applying characteristics for the > category). > > Maybe applying a generic term is an attempt to minimize . . . to hide, > dismiss, make less important something that to many people is crucial. The > window opened on this point when I tried to place "English" into a category. > What's English in the US? For some people, it is the "Heritage Language," > the language of their uncolonialized forebears. For others, it is the > "Colonial Language," that which was forced upon them when the English > colonized the North American continent, and beat out the French and Spanish > for colonial "rights". (Might makes Right, you know). > > In the class I mentioned previously, we are reading a book about how > identity is related to "length of time in the US". This is a particularly > interesting view of US history, which customarily begins in whatever year > that was when Columbus planted the flag for god and king - or was it Queen - > Isabella of Spain. This particular version begins right after the Treaty of > Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. > What we see in the perception is that there was no 1848, there was no Treaty > of GH, there was no time when this was Mexico. Mysteriously and > miraculously, "The Border Was Established" (fanfare please); "Mexicans" > became "immigrants", and now, people are studying "identity formation on the > border" 'as if' that border had been cast in concrete at the time of the Big > Bang. . . . And almost no one thinks this is weird. Almost no one looks at > how the political changes - and scarily enough, attendant physical changes, > in case no one has heard about some expensive, impractical idea to build a > fence along the border to curtail traffic by all those "nasty immigrants" - > to resume, how these political and physical changes affect the people. No > one has asked, How does this change look in the eyes, minds and hearts of > the people? It's more like, Quick! Apply this label, so we can get on about > identifying the category. > > . . . so I guess in summary, there is a lot more to naming than picking a > label. And I suspect if we scratch a little deeper, we will find the ideas > of "who is human," popularized by Galton and cronies, informing the process, > as for example in the battle we have had here about "Indian Mascots". > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Thursday, February 02, 2006 8:27 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report > 2005 (fwd) > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: >> We might suggest First Nations, which also has about it the recognition >> that the people speaking the language where the first to occupy a >> particular locale, and that the dominant language is one of colonization. >> > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > >> >> I don't think anyone is saying that the languages of the people who were >> on this continent first are "part of our national heritage". Part of our >> problem here has been the establishment of the belief that the First >> Nations now exist only in the Smithsonian. Reports still come in about >> people who are surprised to find out that there still are "real, live >> American Indians". >> > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > From djcunlif at GLAM.AC.UK Fri Feb 3 16:47:25 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Fri, 3 Feb 2006 16:47:25 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: Hello All, --Mia wrote-- where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). -- But again, this is problematic, particularly when language gets tied into national identity. Most Welsh people are not Welsh speakers, English is the "native tongue" of most Welsh people. Suggesting that this makes them less Welsh is a very dangerous game to play - for many reasons. Does there come a point when English should be considered an indigenous language of Wales, or a non-colonial language (does the language perhaps become assimilated and naturalised)? If we look into history to decide how a language should be labelled, how far back do we go? --Mia wrote-- They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. -- Again it all comes down to perspectives - presumably the label "colonist" would work quite nicely ;-) It's also important not to loose sight of the positive aspects of labelling, whether this is an assertion of identity, or recognition of legal entitlement and so on. For example, the sense of "minority or regional" in the European Charter for Regional or Minority Languages is limited to "indigenous" languages, and recognition under the charter is very significant as it imposes obligations on the state to support that language. The inclusion of Cornish under the UK governments ratification of the charter was seen as very significant for the language. In this sense at least being labelled minority (or regional?) can be seen as a positive rather than a negative. I guess the issue with "heritage" comes down to whether you view it as a positive or a negative, where languages are able to use it as a positive then why not. My own context makes me interpret it as a negative. --Mia-- as for example in the battle we have had here about "Indian Mascots". -- First nation mascots? Daniel. From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 17:36:47 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 10:36:47 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <0BA7EE4D4646E0409D458D347C508B7801989F9F@MAILSERV1.uni.glam.ac.uk> Message-ID: Hello All, --Mia wrote-- where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). -- . . . then Daniel . . . But again, this is problematic, particularly when language gets tied into national identity. Most Welsh people are not Welsh speakers, English is the "native tongue" of most Welsh people. Suggesting that this makes them less Welsh is a very dangerous game to play - for many reasons. Does there come a point when English should be considered an indigenous language of Wales, or a non-colonial language (does the language perhaps become assimilated and naturalised)? If we look into history to decide how a language should be labelled, how far back do we go? . . . . Ahhh, a perfect example of Barthes: Where in the explicit statement is the suggestion that having English as a "native tongue" makes them "less Welsh"? That's the kind of thing people don't talk about when they consider language. Lilly Wong Fillmore, in her address to the Colorada ABE conference said that for many people, English is not a language but an ideology. She said that if people - and she was talking about here in the US, but I wouldn't be surprised if it were true elsewhere - that speaking English is a sign of loyalty. People who don't speak it haven't given up their old loyalties to pledge their loyalty to "America". People who don't speak English are treated as "interlopers". --Mia wrote-- They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. -- . . . then Daniel . . . Again it all comes down to perspectives - presumably the label "colonist" would work quite nicely ;-) It's also important not to loose sight of the positive aspects of labelling, whether this is an assertion of identity, or recognition of legal entitlement and so on. For example, the sense of "minority or regional" in the European Charter for Regional or Minority Languages is limited to "indigenous" languages, and recognition under the charter is very significant as it imposes obligations on the state to support that language. The inclusion of Cornish under the UK governments ratification of the charter was seen as very significant for the language. In this sense at least being labelled minority (or regional?) can be seen as a positive rather than a negative. I guess the issue with "heritage" comes down to whether you view it as a positive or a negative, where languages are able to use it as a positive then why not. My own context makes me interpret it as a negative. . . . . Yes, from this example, it is easy to see the "positive" benefits of labeling. I like the version that says, "LightScribe enabled", and "FireWire enabled", also things like "Poison", "Radiation" and things like that. Teresa McCarty talks about a process called "minoritizing", where People are transformed into minorities through the combination of perspective and language. But the whole issue is very complicated, and deserves much more discussion and consideration than it is usually accorded. I really like Fauconnier & Turner's analytical structure for looking at the relation between concepts and the ideas and words that compose them. Here's also where Fodor stands orthogonal to Barthes: Fodor sees these kinds of things as "modular," having transformed via an alchemy that has obliterated the original inputs. F&T see the things as decomposable down to their original roots. . . . and what you see are all the components that were necessary to create the final result. It is again a kind of sequence of chemical reactions, except done on words instead of atoms, elements and compounds. Barthes recognizes that signified and signifier vary by culture, and produce a sign, that also varies by culture. And "culture" includes disciplines, as we can demonstrate by using the sign O-b-j-e-c-t. In law, it is a verb; in common parlance, it is a noun or a verb; and in computer science, it is a complex structure with properties, methods and procedures, extensible, sharable, and sometimes, modifiable. Actually, you could say it was the poster child for post-structuralism. --Mia-- as for example in the battle we have had here about "Indian Mascots". -- . . . then Daniel . . . First nation mascots? . . . . Mmmmm. People had it that having people dress up as American Indians, make and sell all kinds of memorabilia (we would call them "kitsch"), etc., etc., was "honoring" them. The Native People didn't see it that way. They complained. Funny how the people who were doing the "honoring" refused to respect the Native People's wishes. . . . Daniel. From cashcash at EMAIL.ARIZONA.EDU Fri Feb 3 21:45:13 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 3 Feb 2006 14:45:13 -0700 Subject: Request for Proposals, 2006 (fwd msg) Message-ID: fwd from heritage-list at Majordomo.umd.edu ~~~ Request for Proposals, 2006 Endangered Language Fund The Endangered Language Fund provides grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Work which has immediate applicability to one group and more distant application to the other will also be considered. Publishing subventions are a low priority, although they will be considered. Proposals can originate in any country. The language involved must be in danger of disappearing within a generation or two. Endangerment is a continuum, and the location on the continuum is one factor in our funding decisions. Eligible expenses include consultant fees, tapes, films, travel, etc. Overhead is not allowed. Grants are normally for a one year period, though extensions may be applied for. We expect grants in this round to be less than $4,000 in size, and to average about $2,000. HOW TO APPLY There is no form, but the information requested below should be printed (on one side only) and FOUR COPIES sent to our new address: The Endangered Language Fund 300 George Street, Suite 900 New Haven, CT 06511 This address is valid both for regular mail and for express mail services. Applications must be mailed in. No e-mail or fax applications will be accepted. Please note that regular mail, especially from abroad, can take up to four weeks. If you have any questions, please write to the same address or email to: elfhaskins.yale.edu REQUIRED INFORMATION: COVER PAGE: The first page should contain: TITLE OF THE PROJECT NAME OF LANGUAGE AND COUNTRY IN WHICH IT IS SPOKEN NAME OF PRIMARY RESEARCHER ADDRESS OF PRIMARY RESEARCHER (include phone and email if possible.) PLACE AND DATE OF BIRTH PRESENT POSITION, EDUCATION, AND NATIVE LANGUAGE(S). PREVIOUS EXPERIENCE AND/OR PUBLICATIONS THAT ARE RELEVANT. Include the same information for collaborating researchers if any. This information may continue on the next page. DESCRIPTION OF THE PROJECT: Beginning on a separate page, provide a description of the project. This should normally take two pages, single spaced, but the maximum is five pages. Be detailed about the type of material that is to be collected and/or produced, and the value it will have to the native community (including relatives and descendants who do not speak the language) and to linguistic science. Give a brief description of the state of endangerment of the language in question. BUDGET: On a separate page, prepare an itemized budget that lists expected costs for the project. Estimates are acceptable, but they must be realistic. Please translate the amounts into US dollars. List other sources of support you are currently receiving or expect to receive and other applications that relate to the current one. LETTER OF SUPPORT: Two letters of support are recommended, but not required. Note that these letters, if sent separately, must arrive on or before the deadline (April 20th, 2006) in order to be considered. If more than two letters are sent, only the first two received will be read. LIMIT TO ONE PROPOSAL A researcher can be primary researcher on only one proposal. DEADLINE Applications must be received by APRIL 20th, 2006. Decisions will be delivered by the end of May, 2006. ACKNOWLEDGMENT OF RECEIPT Receipt of application will be made by email if an email address is given. Otherwise, the applicant must include a self-addressed post-card in order to receive the acknowledgment. IF A GRANT IS AWARDED Before receiving any funds, university-based applicants must show that they have met the requirements of their university's human subjects' committee. Tribal- or other- based applicants must provide equivalent assurance that proper protocols are being used. If a grant is made and accepted, the recipient is required to provide the Endangered Language Fund with a short formal report of the project and to provide the Fund with copies of all audio and video recordings made with ELF funds, accompanying transcriptions, as well as publications resulting from materials obtained with the assistance of the grant. FURTHER ENQUIRIES can be made to: The Endangered Language Fund 300 George Street, Suite 900 New Haven, CT 06511 USA Tel: 203-865-6163 FAX: 203-865-8963 elfhaskins.yale.edu http://www.ling.yale.edu/~elf  -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 6 20:01:21 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 6 Feb 2006 13:01:21 -0700 Subject: Ancient Tongue Linked to Aztec Past (fwd) Message-ID: http://www.latimes.com/news/education/la-me-nahuatl5feb05,0,3957607.story?coll=la-news-learning[1] _From the Los Angeles Times_ ANCIENT TONGUE LINKED TO AZTEC PAST A Santa Ana man teaches classes in Nahuatl, keeping alive a language that lets many students connect with their heritage. By Jennifer Delson Times Staff Writer February 5, 2006 For 15 years, David Vazquez has awakened each morning at 5:30 to clean the pews and the patio at the Episcopal Church of the Messiah in Santa Ana. His wife, Rosa, brings him lunch. When the musicians don't show up on Sundays for the Spanish-language service, Vazquez plays the guitar. For Good Friday, he weaves religious figures out of palm leaves and makes church decorations for Day of the Dead. But what has attracted attention among Mexican Americans seeking to learn more about their heritage is his second, unpaid job. He teaches his native Nahuatl, a language spoken by the Aztecs and still spoken in parts of central Mexico. An estimated 1 million people, including more than 25,000 Mexican immigrants in the United States, speak some form of Nahuatl (NAH-wa-tl, with the "l" nearly silent). It varies in pronunciation from region to region. For Vazquez and his students, learning the language is a way to link themselves to Mexico's core. "Promoting this language helps preserve my culture," he said. "This is our mother tongue and offers a direct route to express yourself and understand the culture." More Mexican Americans in Southern California are learning the language "as a journey to their past," said Lupe Lopez, executive director of the Indigenous Peoples Alliance, a cultural rights organization in Anaheim that offers the classes. Books are being published in Nahuatl and classes are offered throughout Southern California, she said. Vazquez, who has little formal education, spends hours each day studying at home and teaching the language at local community centers and colleges. He has made more than 250 large posters to teach people such common phrases as "how are you?" The posters include the phrases in English, Spanish and Nahuatl. A modest man who wears a long ponytail and uses words sparingly, Vazquez is "a real Renaissance man," said Rev. Brad Karelius, who welcomed the Mexican immigrant to the Santa Ana church in 1989. "I've seen what he can do in art, poetry and language. I know for him, [the church] is just a day job." Vazquez lives in Santa Ana, but has big ideas that frequently take him back to his hometown about 120 miles southwest of Mexico City, where Nahuatl is commonly spoken. With money he has saved, he has built a nine-bedroom house there and has plans for a Nahuatl learning center nearby. He hopes the center, with the support of villagers, will not only promote the understanding and use of Nahuatl, but also provide a place for him to promote an entirely new Nahuatl alphabet he has developed. The center would be located on 20 acres spanning two towns and communally owned by villagers. Speaking in telephone interviews, officials of the two towns said they are raising about $10,000 for construction costs. "There are many communities that are losing their ties to Nahuatl," said Gaudencio Cruz Aguilar, one of the local officials. "This is very important for us and we think an alphabet will reinforce the language." Groundbreaking is set for May 13. "This is a project that really comes from my heart," said Vazquez. "We will be able to teach people a letter system that has not been imposed on us from outside." Despite local enthusiasm, the project faces many hurdles, in part because outsiders question the need for a new alphabet. "It's a very radical idea to remake a language. I think it will be very hard to teach it," said Juan Jose Gonzalez Medina, a representative of the Puebla State Cultural Secretariat. John Schwaller, a professor of Nahuatl and Latin American history and literature at the University of Minnesota-Morris, said there have been other attempts to create a Nahuatl alphabet, but none have stuck. "A Nahuatl speaker has access to millions of written documents in European characters. If they learn a different orthography, that wonderful cultural legacy is closed off to them," Schwaller said. Meanwhile, Vazquez is teaching classes at El Modena Community Center in Orange. The two-hour classes, given in Spanish, are a tongue-twisting experience for students repeating Nahuatl words. There are 12 ways to say hello, and five ways to say "to eat," Vazquez said. Because there are regional dialects, students must learn six ways to say "I." Janet Mendez, a 25-year-old county employee, was among two dozen beginning students on a recent Tuesday night who could not say more than a few sentences. The struggle to learn more is worth it, she said. "I feel this is the only way to reclaim our culture, to speak this language even if it is only a little bit," she said. "It's great that he is here, because there's not too many places where you can hear this language." Links: ------ [1] http://www.latimes.com/news/education/la-me-nahuatl5feb05,0,3957607.story?coll=la-news-learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From pasxapu at DAKOTACOM.NET Mon Feb 6 20:05:06 2006 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Mon, 6 Feb 2006 12:05:06 -0800 Subject: American Indian charter school in Ore. curbs dropout rate (fwd) Message-ID: American Indian charter school in Ore. curbs dropout rate 10:31 AM PST on Monday, February 6, 2006 By KATHY ANEY, AP Contributor MISSION, Ore. -- Upon first glance, it looks like a typical public school classroom. A dozen teenage students lean over their desks and ponder test questions while their teacher, Mary Green, grades papers at her desk. File photo Look closer and you notice some intriguing differences. President Bush smiles from a poster on the wall, not unusual until you read the text below -- "wanichi Push" -- which is President Bush in the Umatilla Indian language. The word joins a host of other vocabulary words including "yulama" (cheerleaders) and "tipawalukwilkiwilama" (football team). Nearby, Syreeta Thompson raises her head from her paper as the baby in a carrier at her feet starts crying. Syreeta picks up the infant, rummages for a bottle and starts feeding it. The baby is actually a life-size doll that cries periodically to indicate when she's stressed. Syreeta must figure out what's wrong and respond by feeding, diapering or rocking her. While the program is common in high schools to impress upon students how much is involved in caring for infants, this doll is a little different than the typical model. It's American Indian. Outside the classroom, in the hallway, vivid posters recount historical events -- not the American Revolution or the Battle of the Bulge, rather the Battle of Little Bighorn, the Indian Removal Act of 1830 and other events especially important in American Indian circles. The Nixyaawii Charter School emphasizes American Indian language and culture. Students study native tongues, choosing to learn either Nez Perce, Walla Walla or Cayuse dialects. Most of the school's 65 students are American Indian. Chartered in July 2004, the school sought to turn around a horrendously high dropout rate among American Indian students and to bring native languages and culture back from the brink. Principal Annie Tester, a multi-tasker extraordinaire, scrambled to pull a curriculum together and develop a plan of operation before the school's doors opened. "There was nothing in place," she said, remembering that she went without pay for two months because the school had no one to take care of the books. "It's pretty daunting to open up a new school." Over time, the school invented itself. Tester watched with fascination as the year progressed, systems were put in place and students responded to the school's unique curriculum. By the end of Nixyaawii's maiden year, Tester was encouraged. Student dropout rates were down, grades were up and attendance statistics showed radical improvement. Tester says attendance is key. "We call. We pick them up," she said. "They don't fall through the cracks." Graduation was an emotional affair. Three chiefs led a procession of six graduates into the gym, which was filled to capacity. Many in the audience brushed tears away as they listened to each student speak. "You could feel the pride," Tester said. "The walls of the gym expanded with the pride." This year, Tester's days are a blur of activity as she visits with students and staff, grades papers, crunches numbers, delivers lunches and hustles to complete a thousand other things that are part of life as a small school principal. But the systems are in place, curriculum is coming together and the school shines brightly for other tribes who might want to follow suit. The Warm Springs Indian Reservation has watched Nixyaawii's progress with interest and appears headed down the same path. The last installment of the initial Oregon Department of Education startup grant of $350,000 has been paid, but the school's financial footing seems solid. Nixyaawii had a carry-over of more than $100,000 this year. Tester gets emotional when she thinks about her students and the strong bonds that continue to strengthen. "They trust you if you earn their trust," Tester said. "It takes a while to build that." Online at: http://www.kgw.com/education/localeducation/stories/ kgw_020606_edu_nixyaawi_charter_school.780beec9.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Tue Feb 7 18:53:38 2006 From: dzo at BISHARAT.NET (Don Osborn) Date: Tue, 7 Feb 2006 18:53:38 -0000 Subject: Fwd: "Curse hangs over African languages in Senegal" Message-ID: FYI... --- In AfricanLanguages at yahoogroups.com, "Donald Z. Osborn" wrote: FYI, this item was seen at http://www.redorbit.com/news/international/370823/curse_hangs_over_african_languages_in_senegal/index.html (Google also pulls up some other sites with the article). This article is quite good, touching on several issues and mentioning the Year of African Languages." DZO Curse hangs over African languages in Senegal By Daniel Flynn DJIBONKOR, Senegal -- Legend has it that the Bainouk people of southern Senegal were cursed by a tyrannical king, who with his dying breath condemned them to wander in poverty forever. Today, the Bainouk eke out a meager existence from agriculture in the forests of the lush Casamance region, their ancient language and lifestyle under threat from the encroaching modern world. "If we speak our language no one can understand us, so we use Diola if we go into town," said 60-year-old Jacques Sanya, referring to the Diola language commonly spoken in the region. Seated in front of his mud hut weaving a reed basket, Sanya laughs at the mention of the curse. "Our parents just told us they left Guinea to come here ... Now we cultivate crops and make baskets to earn some money." There are an estimated 1,000 speakers of Bainouk scattered in villages in Casamance -- a labyrinth of tiny inlets and creeks sheltering dozens of other ethnicities and languages. In the freshly painted village schoolhouse in Djibonkor, Bainouk is not taught. It is a familiar story in Africa, home to a third of the world's more than 6,000 languages. "Here we speak French in school. We also study English and Spanish ... We do not use Bainouk," said Lilian, 12. Linguists say many African languages are dying because speakers believe foreign tongues are more useful. To prepare students for business, linguistics departments in West African colleges usually teach French or English. "It's like throwing a Picasso down the toilet if you just allow a language to die. A wonderful culture would die with it," said Roger Blench, an expert on African languages. "It's a story about globalization ... Should the whole world be eating McDonald's and drinking Coca-Cola?" he asked. "DOOMED TO DISAPPEAR" Senegalese student Serge Sagna has returned to his isolated village of Essyl -- some 10 miles southwest of the regional capital Ziguinchor at the end of a dirt track -- to study the Bandial language, one of the Diola tongues. With a fierce history of independence, the Diola peoples of Casamance resisted the onslaught of Mandinka-speaking tribes from the Sahara. Unlike the rest of Senegal, they also maintained Christian and animist beliefs in the face of Islam. But with trade, mass media and tourism reaching ever deeper into Casamance's quiet palm groves and mangroves, languages like Bandial are under threat. "It's a language which is doomed to disappear maybe in two generations," said Sagna, adding that some parents in the village have already stopped teaching their children Bandial. "People from our villages used to be self-reliant. They used to cultivate their rice; they used to depend on their own production," he said. "Now, people go away to the city and when they come back, they come back with a different language." Senegal's national tongue Wolof has become one of Africa's "killer languages," like Hausa in west and central Africa or Swahili in the east of the continent. Wolof is spoken by around 40 percent of Senegal's 11 million people as their mother tongue, and by around the same number as a second language. Its success threatens the roughly 30 indigenous languages spoken in the country. "Wolof has more prestige than our language, because it is associated with fashion, with hip hop (music)," said Sagna, who is doing a doctorate on Bandial at London's School of Oriental and African Studies. Locally produced hip hop and rap music in Wolof have grown in popularity in the former French colony since the early 1990s. "Intellectual people choose to speak French and those who want to look cool speak Wolof," Sagna said. YEAR OF AFRICAN LANGUAGES The United Nation's Educational, Scientific and Cultural Organization (UNESCO) says one world language disappears on average every two weeks. To draw attention to the problem, the African Union has designated 2006 the year of African languages. While experts recognize languages such as Bandial will never be widely spoken, they can at least be saved from extinction. "The first step is the media: There should be more broadcasts in vernacular languages. Where this has been tried, as in northern Ghana, this has had a good effect," said Blench. Education is the other key step. Governments must encourage the use of indigenous languages in schools, experts say. Last year, South Africa embarked on a shake-up of its schools system to enable students to be educated in any of the country's 11 official languages -- an effort to develop indigenous languages which were suppressed under apartheid rule. Ethnologue, a language database, says less than 1 percent of Bandial's 10,000 speakers are literate in their language. Eighty percent of African languages have no orthograpy. "I can speak Diola but I cannot write it even though it is my mother tongue," said Michel Diatta, 21, from the western Casamance village of Kabrousse. "If I could meet someone who knew how to write Diola, I would love to learn." For Sagna, there is a clear personal motivation for fighting to preserve his mother tongue. "When I speak Diola, I am more relaxed: I am at home. When I speak English or French, I just don't relate to some things. And he believes a deliberate effort is needed to save the language, which has 10 words for the local staple rice. "You have to be a missionary! You have to make the same effort missionaries made to bring French here," Sagna said. Source: REUTERS --- End forwarded message --- From dzo at BISHARAT.NET Tue Feb 7 18:55:17 2006 From: dzo at BISHARAT.NET (Don Osborn) Date: Tue, 7 Feb 2006 18:55:17 -0000 Subject: Fwd: "Experts Worried As 16 Local Languages Are About to Vanish" (Kenya) Message-ID: FYI... --- In AfricanLanguages at yahoogroups.com, "Donald Z. Osborn" wrote: The following article from the Nairobi paper The Nation was seen on AllAfrica.com at http://allafrica.com/stories/200602010868.html . It's another excellent discussion of aspects of the situation of African languages, including the role of colonial policies and neglect of current governments. DZO Experts Worried As 16 Local Languages Are About to Vanish The Nation (Nairobi) http://www.nationmedia.com/dailynation/ February 2, 2006 Posted to the web February 1, 2006 Ken Opala Nairobi On September 10, 1953, a Mr Ojambo arap Kishero wrote to the Bungoma district officer asking for a licence to hold a meeting that would help trace Bong'om people's history. For, he claimed, they were "losing their language". He copied the letter to the local district education officer and the "Nyanza district commissioner" Eliud Mahihu, then a PC, congratulates Kurume Lenapir following his appointment as chief of the El Molo ethnic group. At the time, the Bong'om tribe had only 39 educated people - 15 men, six women and 18 girls. "Sir," he wrote, "fearing that their language is disappearing, the Kony-Bok-Bongoma-Sabiny students have suggested they should lose no time to meet and research their language. " The Kony or El Kony are the people whose name has been corrupted into "Elgon", sometimes called Terik, Bok and Sabiny and, in Uganda, Walagu of Sebeei. In his reply, the DEO, while stating the official policy of promoting vernacular languages, said "textbooks would be produced only if it was commercially viable. The case cited was not," he said. In a letter to Bungoma DO, the Nyanza DC, a Mr E.J.A. Leslie, declared: "There is great need to preserve the folklore and history of all tribes, whether traditional or based on research." "But there is the obvious danger of their misuse and of false claims." This was during a period of heightened natonalist politics. The DC's fear was that, once given state recognition, the small tribes would move fast to stake claims to political leadership. Rather than focus on small dialects, the colonial administration decided to promote Kibukusu as the medium of communication among surrounding tribes. The Bukusu elite - among them a Mr J. J. Musundi - were called upon to craft the "Bukusu Orthography". Examinations, such as the Competitive Entrance, were translated into Bukusu. Rally and truly, the move sounded the death-knell to the Bong'om tongue, though it is the people's name that has given us the term Bungoma. There was little focus on vernacular languages, says Dr P. Kurgatt, an assistant professor of English at the United States International University. If a language helped to serve colonial interests, the colonialists would promote it. But they preferred that people speak in the preferred language of the colonialists. Now, more than half a century later, Unesco classifies Bong'om (also known as Ngoma, Ng'oma, Ong'om and Bong'omek) among 16 Kenyan languages that are either extinct or moribund or endangered. They are listed among Africa's 300 languages consigned to extinction. A language is endangered if it is no longer learned by children or, at least, by a large part of the children of that community, according to the Unesco Atlas of the World's Languages in Danger of Disappearing, published in 2001. The key factor is the number of speakers of a language. Those languages spoken by large groups are unlikely to be endangered. Small languages are threatened by the more aggressive surrounding languages. Unesco has thus declared 2006 the Year of African Languages, to promote the use of vernacular languages - what are claimed to be "mother tongues". An El Molo teaches her children how to slaughter a goat. The El Molo is one of the languages facing extinction, says Unesco. "It seems remarkable and rather strange that, in contrast to the great concern shown by many people for animal and plant species threatened by extinction, there are, with relative few exceptions, few organised groups concerned about the fact that about half of humanity's most precious commodities - language diversity - are also threatened by extinction," says Unesco. According to Dr Kurgatt, Africa has an estimated 2,000 languages, almost a third of the world's linguistic heritage. Even with the emergence of new languages, such as Sheng (initially, a distortion of Swahili and English but now a murky concoction), the future of Africa's linguistic heritage is ominous. Six Kenyan languages are extinct, five are "seriously endangered", at least three are "endangered", and a host of others are "potentially" endangered, according to the Atlas. The Suba language is either "extinct" or "moribund", according to it. Endangered languages include Boni, Kore, Segeju and Dahalo at the coast; Kinare, Sogoo, Lorkoti and Yaaku in the central parts; El Molo, Burji, Oropom in the north; Ongamo, Sogoo and Omotik in the south;, and Bong'om, Terik and Suba in the west. El Molo, with only 300 speakers, is classified also "extinct". In Tanzania, seven languages are threatened and in Uganda six are either extinct or endangered. Nigeria, the Sudan, Ethiopia, and Kenya, in that order, are countries with the highest incidence of disappearing languages. Yet the question is: Does it matter if Africa's indigenous languages are dying out? Yes. As Dr Kurgatt says, language "is the carrier of a people's culture". In other words, a people is recognisable as such only if it has a distinct language. "If you lose a language, you have lost the worldview," says Dr Kurgatt. He is one of two Kenyan scholars expected to give keynote speeches at an international conference in London next month to focus on Africa's linguistic diversity. Unesco says languages highlight the roots, philosophy, culture, heritage and communication of a tribe or ethnic community - or a speech community. Vernacular, or mother tongue, helps people to trace their ancestral roots, cultures, heritage and traditions. And this helps promote unity among a community. Indeed, evidence shows that people understand things better if taught in their first language. Dialects die once exposed to more ascendant and prevailing languages in their surroundings. The aggressive languages could be either foreign or local. But even they could die if exposed to harsh conditions, for instance, if the neighbouring communities are intolerant,as happened to the El Molo of northern Kenya. In Africa, English and French are perceived languages of prestige and well-being. People incapable of understanding them are labelled "primitive" and given low esteem. Thus, foreign languages appear to have leverage over local ones, in terms of academic instruction and general communication. At a more localised level, the Suba and the Terik languages have definitely been suppressed by the dominant and assertive Luo and the Nandi, respectively. The Terik were initially a Bantu, belonging to the Luhya cluster. But they were assimilated into the larger Kalenjin and are now regarded Nilotic. According to Unesco, a majority of the group lives in the southern Nandi District and northern Kisumu. A smaller number is found in neighbouring Vihiga District. The rest are distributed in Turbo, Uasin Gishu and Aldai. Documents in the Kenya National Archives indicate that the Terik migrated to Nandi in search of employment. By the 1950s, they were so many. Because of their expanding population, they started encroaching on forests. The local Nandi were getting concerned. In April, 1961, Kemeloi sub-chief S.K Cheror exhorted his people against selling land to the Luhya. He even took to court those who defied his order. Earlier, in June, 1959, a meeting at Koiparak, Nandi, resolved that the Teriki found to be "outright" should be "absorbed into the Nandi tribe", according to the minutes of a meeting of June 23, 1959, attended by Nandi colonial DC R. H. Symes-Thompson. Owing to scarcity of land in Luhyaland, the Terik could hardly return to Nyang'ori in what is now Kaimosi. Yet, why the Nandi demanded assimilation of the Teriki is perplexing. According to Dr Kurgatt, African cultures are hardly hegemonic. "Apart from the Zulu of South Africa, African cultures don't force conversion of weaker cultures". In the case of the Suba, Bong'om and many others, assimilation was spontaneous. The Suba are a Bantu group said to have originated in Buganda and Busoga - and perhaps, ultimately - in the in Congo, but which has been swallowed by the the more assertive and numerically superior Luo. In Tanzania, the Suba speak Kiswahili. According to Unesco, the Suba language has six dialects in Kenya alone: Olwivwang'ano in Mfang'ano, Rusinga, Takawiri, Kibwogi, Ragwe and Kisegi; Ekikune in Kaksingri; Ekingoe in Ngere; Ekigase in Gwassi; Ekisuuna in Migori; and Olumuulu in Muhuru Bay. Some Suba people are bilingual - speaking Dholuo equally well. But most have lost the ability to speak Lusuba. It is said that Suba parents make a deliberate choice not to pass Lusuba to children, preferring the languages that offer socio-economic and political gains. Although the Bong'om people are Nilotic and related to the Kalenjin and some Sudanese tribes, they now speak Kibukusu (a Bantu tongue). In fact, seven out of 10 people of the Bong'om tribe speak Kibukusu, thanks to intermarriage and influence by the widely-spoken Bukusu, a Luhya sub-tribe. They are found in the southwest and the northwest of Bungoma town, mainly around the hills of Kapchai, Webuye, South Malakisi, Sang'alo and North Kabras. They are also scattered in settlements in Luhya-speaking areas. In the 1970s, the population was 2,500, which went up 30,000 in 1994. The Ongamo (also known as Ngasa, Shaka, Ongg'amo, Ongg'amoni) is affiliated to the Nilotic Teso and some eastern Sudanese languages. The Boni are found in the silvan hinterland behind Lamu and Tana River districts. It is said that at least 11 villages are habited by Boni speakers. In Sociolinguistic Surveys in Selected Kenyan Languages, a report published in 1986, Art Rilling says that the Boni are eastern Cushites closely related to the Somali. Some linguistics have indicated that among the Boni, while the literacy rate in their first language is between 10 and 30 per cent, literacy in the second language is between 50 and 75 per cent. El Molo is a Maasai phrase meaning "those who make a living from sources other than cattle". They are said to be the smallest ethnic group in Kenya, numbering less than 300. However, the "pure" El Molo could number no more than a few dozen. Others are products of intermarriage with the Samburu and Turkana. Although the predicament facing African languages appears to transfix the world at this moment, nonetheless the threat is historic. Many known languages have died, including Latin, ancient Greek and Sanskrit. Yet, these three have been kept alive through writing and for liturgical purposes. But Dr Kurgatt says "all is not gloom" in respect to Africa's linguistic heritage. "We can salvage our languages through concerted efforts." In Kenya, the problem is that the Government has never given even a single thought to conserving the mother tongues. --- End forwarded message --- From mona at alliesmediaart.com Tue Feb 7 19:14:48 2006 From: mona at alliesmediaart.com (MSmith) Date: Tue, 7 Feb 2006 13:14:48 -0600 Subject: Stories in Song and Sound from Native North America available online now Message-ID: "From the Sky," Georgia Wettlin-Larsen vocals (Smithsonian Folkways, Northern Exposure), many languages. Now available on ITUNES and many other download services (Yahoo Music, Best Buy, etc.) The dream is that people will find their language, download the song and use it in teaching. There is also a draft activity pack with coloring pages, activities and more for parents and teacher that accompanies the CD. It's available free at http://www.alliesmediaart.com. All tech. glitches in song ordering and the like have been worked out. The song downloaded is the song chosen. Each song is a story told in a language of Native North America and illustrated through sound effects. It's fun to have children who don't know the language of the song listen and then tell the story. Could work nicely in art and writing classes. Best wishes to all. From sdp at U.ARIZONA.EDU Thu Feb 9 14:26:31 2006 From: sdp at U.ARIZONA.EDU (Susan Penfield) Date: Thu, 9 Feb 2006 09:26:31 -0500 Subject: A washingtonpost.com article from: sdp@u.arizona.edu Message-ID: You have been sent this message from sdp at u.arizona.edu as a courtesy of washingtonpost.com Personal Message: Ofelia Zepeda's poetry Poet's Choice By Robert Pinsky There's a theory that American poetry resembles jazz. Both arts create innovations that, adapted to tamer forms, enrich popular arts: jazz harmonies in pop music, fragmented narrative structures in the movies that recall modernist poetry. My mother used to say, "Bury me with a band," On the... It... To view the entire article, go to http://www.washingtonpost.com/wp-dyn/content/article/2006/02/02/AR2006020201835.html?referrer=emailarticle Would you like to send this article to a friend? Go to http://www.washingtonpost.com/ac2/wp-dyn/emailafriend?contentId=AR2006020201835&sent=no&referrer=emailarticle Want the latest news in your inbox? Check out washingtonpost.com's e-mail newsletters: http://www.washingtonpost.com/ac2/wp-dyn?node=admin/email&referrer=emailarticle Washingtonpost.Newsweek Interactive c/o E-mail Customer Care 1515 N. Courthouse Road Arlington, VA 22201 � 2004 The Washington Post Company From andrekar at NCIDC.ORG Thu Feb 9 19:02:44 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 9 Feb 2006 11:02:44 -0800 Subject: Trash Talk (language) Message-ID: Yup'ik trash talk Nelson Island group tells how it's cleaning up the Bush By ALEX deMARBAN, Anchorage Daily News Published: February 9, 2006 Encroaching rivers and melting permafrost are threatening the villages around Nelson Island, but one thing the people won't lose is their language, culture and traditions, said Andrew George of Nightmute. "If we lose this, we lose our way of life," George, 79, told a crowded room of Yup'ik speakers from Western Alaska on Wednesday. He spoke confidently -- without a microphone -- in the lyrical tones of his own language. During his talk at the Egan Center, a handful of English-speakers, as if suddenly transported to a foreign country, wore headsets and followed an interpreter. You can read the full story online at: http://www.adn.com/news/alaska/story/7431884p-7342767c.html From susan.penfield at GMAIL.COM Fri Feb 10 00:36:21 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Feb 2006 17:36:21 -0700 Subject: E-mail-A-Friend: Coeur d'Alene elder dies at 104Posted on Feb. 9 Message-ID: Story: Coeur d'Alene elder dies at 104Posted on Feb. 9 PLUMMER, Idaho - Ann Antelope Samuels, the eldest member of the Coeur d'Alene Tribe of Indians, has died at the age of 104, the tribe said in a news release. She died last Saturday and funeral services are planned for Saturday in the northern Idaho town of DeSmet. She will be buried in Tekoa, Wash. For more of this story, click on or type the URL below: http://missoulian.com/articles/2006/02/09/breaker/doc43ebcf361aa00570714915.txt -------------------------------------------------------------------- This e-mail contains information for the purpose of tracking abuse. If you believe this email is offensive or may be considered spam, please visit the website http://abuse.townnews.com and create an incident report. From this site you can also block messages like this from sending to your email address. Please retain this Mail-ID [db603aeb12fb62d6df6f89b19a1409d1], it's needed to view information associated with this message. Click the link below to view the incident. http://abuse.townnews.com/?MailID=db603aeb12fb62d6df6f89b19a1409d1 Read the acceptable use policy: http://systems.townnews.com/public/aup/ -------------------------------------------------------------------- From susan.penfield at GMAIL.COM Fri Feb 10 00:39:01 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Feb 2006 17:39:01 -0700 Subject: Fwd: [ILAT] E-mail-A-Friend: Coeur d'Alene elder dies at 104Posted on Feb. 9 In-Reply-To: <200602100036.k1A0aMoW004286@web2.systems.townnews.com> Message-ID: Apologies for any cross posts.. ---------- Forwarded message ---------- From: Susan Penfield Date: Feb 9, 2006 5:36 Story: Coeur d'Alene elder dies at 104Posted on Feb. 9 PLUMMER, Idaho - Ann Antelope Samuels, the eldest member of the Coeur d'Alene Tribe of Indians, has died at the age of 104, the tribe said in a news release. She died last Saturday and funeral services are planned for Saturday in the northern Idaho town of DeSmet. She will be buried in Tekoa, Wash. For more of this story, click on or type the URL below: http://missoulian.com/articles/2006/02/09/breaker/doc43ebcf361aa00570714915.txt -------------------------------------------------------------------- This e-mail contains information for the purpose of tracking abuse. If you believe this email is offensive or may be considered spam, please visit the website http://abuse.townnews.com and create an incident report. From this site you can also block messages like this from sending to your email address. Please retain this Mail-ID [db603aeb12fb62d6df6f89b19a1409d1], it's needed to view information associated with this message. Click the link below to view the incident. http://abuse.townnews.com/?MailID=db603aeb12fb62d6df6f89b19a1409d1 Read the acceptable use policy: http://systems.townnews.com/public/aup/ -------------------------------------------------------------------- -- 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 andrekar at NCIDC.ORG Fri Feb 10 17:56:11 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 10 Feb 2006 09:56:11 -0800 Subject: Teaching Indigenous Languages Message-ID: http://jan.ucc.nau.edu/~jar/TIL.html This web site is an outgrowth of a series of annual conferences started in 1994 at Northern Arizona University focusing on the linguistic, educational, social, and political issues related to the survival of the endangered Indigenous languages of the world. The first two conferences were funded by the U.S. Department of Education's Office of Bilingual Education and Minority Languages Affairs (as of 2002 Office of English Language Acquisition) to help achieve the goals of the Native American Languages Act of 1990, which makes it government policy to promote, protect, and preserve the Indigenous languages of the United States. The Twelfth Annual Conference was held in Victoria, British Columbia, on June 2-5, 2005. The 2006 conference is scheduled for May 18-21, 2006, in Buffalo, New York. It is being hosted by Buffalo State College's School of Education and co-hosted by the Seneca Nation of Indians. At the heart of this site are 97 full text papers from the 1997 through 2003 Stabilizing Indigenous Languages conferences as well as the 2000 Learn in Beauty and 1989 Native American Language Issues conferences .:. 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 -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 18:29:22 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 11:29:22 -0700 Subject: Language Planning Challenges and Prospects in Native American Communities and Schools (fwd link) Message-ID: Language Planning Challenges and Prospects in Native American Communities and Schools by Mary Eunice Romero Little and Teresa L. McCarty, Feb 2006 Find this document on the web at: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0602-105-LPRU.pdf CONTACT: Mary Eunice Romero Little Assistant Professor Arizona State University (480) 965-3133 m.eunice at asu.edu Alex Molnar, Professor and Director Education Policy Studies Laboratory (480) 965-1886 epsl at asu.edu http://edpolicylab.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 19:06:04 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 12:06:04 -0700 Subject: Playing a New Video Game, Italian Style (fwd) Message-ID: ILAT note: I thought this new article might be of interest. Though it does not directly address the topic of this listserv the potential exists for something innovatively similar to be done for an endangered indigenous language.  Phil ~~~ Playing a New Video Game, Italian Style 02/08/06 http://www.usc.edu/uscnews/stories/12037.html An interactive project developed at the USC College Language Center allows students to travel in a virtual world while enriching their linguistic skills. By Kirsten Holguin Screenshot of the Virtual Italian Experience game in development. Photo/USC College Language Center Sitting in a small _caffeteria_ in Milan, Italy, the first-year Italian language student finishes her cappuccino. Only when she gets the _conto_ does she realize she doesn’t have enough euros to pay. Luckily, the USC College student knows what to do. With a few clicks of a mouse, she takes a quiz, aces it and watches as virtual money fills the account on the screen in front of her. That, of course, is the beauty of a video game. Thanks to the Virtual Italian Experience (VIE) video game now in development at the USC College Language Center, students soon will be regularly taking such computer-generated trips to Italy without leaving campus. As players progress from a classroom on the University Park campus to a tour of Italy, the game is designed to engage students and enrich their learning of language and culture. “The game speaks to every type of learning style, and that’s what I like most about it,” said Edie Glaser, VIE project manager and Language Center administrative manager, who first envisioned the game. The VIE game, now 25 percent complete, also marks what may be a first in the use of creative technologies to improve college language instruction. To her knowledge, Glaser said, USC is the first to develop a virtual learning environment for use in a foreign-language curriculum. Through a number of features, the game emphasizes intricate linguistic skills along with cultural awareness. The creators hope that after playing the game, students will be able to discuss Italian politics and Italy’s role in Europe, talk about contemporary Italian society and discuss the Italian diaspora around the world. At about the same time that Glaser first envisioned the plan for VIE, Francesca Italiano, director of the College’s Italian language program, completed writing the beginning Italian textbook, “Allegro!” Her first textbook, “Crescendo!” (Heinle, 1994), has been the most widely used intermediate Italian text in the English-speaking world. In 2002, Italiano began working with Glaser and Dan Bayer, executive director of the Language Center, agreeing to use the content in “Allegro!” for VIE. In short order, Glaser hired a graduate screenwriting student from the USC School of Cinema-Television, an avid gamer and computer science student from the USC Viterbi School of Engineering and a native Italian teacher, Paola Matteucci, from the College to work on the project. Since then, a number of students have taken part in designing the game. USC College graduate student Brooke Carlson is one. After learning Italian and studying in Verona as part of his coursework, he now helps the VIE team with programming, entering XML code into a Flash interface and adding content to the grammar section. Recent College graduate Patrick Reynolds is the backbone of the Flash design and programming. With funding from a two-year National Endowment for the Humanities (NEH) grant, the VIE team plans to complete the game by June 2007. Getting the NEH grant was a long shot, but it vindicated the team’s efforts, Bayer said. “Language programs do not usually receive grants from the NEH, but our proposal showed how the game, combined with classroom experience, will advance learning about contemporary Italian culture and society,” he said. Bayer estimated that it would have cost about $1 million for a software company to create a game like VIE. The Language Center developed the interactive concept outline for VIE for one-tenth of that amount, he said. This spring, students, staff and faculty with backgrounds in Italian, 3-D modeling, animation and video-game design are pitching in to help develop and beta test VIE. When the game is finished in 2007, Prentice-Hall has first right of refusal to publish and market VIE to universities across the country. USC students will always have free access to the Virtual Italian Experience. Italian students will be able to connect to the game via a downloadable application. “At USC College, we want to make the learning experiences of our students as meaningful as possible. Sometimes this means looking in unexpected places for solutions,” Bayer said. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 24416 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 19:18:10 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 12:18:10 -0700 Subject: Book Review (fwd) Message-ID: Book Review Thursday, 9 February 2006 The National Indigenous Times, Australia http://www.nit.com.au/thearts/story.aspx?id=6473 Blank Ink Press, have released their seventh and eighth books onto the growing Aboriginal market - River Girl and Turtle Egg Day. Turtle Day is a charming story about a young girl, Wowan who spends the day with her Gran learning how to catch bush tucker. The story is written by Ruth Thompson, who grew up in what’s now known as the Atherton Tablelands. Ruth passed away before the book was published, but her family wanted to share the story. It’s a great book - the language is real and so are the lessons. Gran talks ‘old blackfella way’ while young Wowan talks ‘young blackfella way. The book acknowledges the cultural differences between young and old Aboriginal people, but at the same time promotes the passing on of traditional knowledge to younger generations - in effect it’s a classic Aboriginal kids tale. The illustrations include art from Bindi Waugh, the 2003 NAIDOC Artist of the Year and there’s plenty of Aboriginal words sprinkled throughout (including their meanings) along with an illustrated Mamu language index at the back that explains the traditional words for all sorts of bush tucker and other animals, such as fish, prawns, cassowary, dog and turtle. Turtle Egg Day is a delightful book and Waugh’s illustrations are beautiful. It’s the perfect book for a mum and dad - and especially a gran or Nan - to read to a little one. Recommended for kids aged 4 to 8, Turtle Egg Day retails for $15 and is worth every cent. It’s available in good bookshops, or from NIT’s Online Bookstore at www.nit.com.au/shop River Girl is the autobiography of Glenda Andrew, who grew up around the mighty Murray River. Glenda is the granddaughter of the nation’s most famous Aboriginal pastor, Sir Doug Nicholls. She tells the tale of growing up with a famous grandpa on one side, and the traditional Nan Karpany on the other. The book is packed with illustrations and photos and will definitely strike a chord with anyone who’s ever spent anytime around the Murray. The book traces Glenda’s recollections of everything from the growing struggle for Indigenous rights - and her family’s role in it - to a modern Aboriginal upbringing in a changing nation. The book is created in a very unusual style - pictures and line drawings are on virtually every page and it breaks the story up very nicely. Easy to read and a fascinating insight into one of the nation’s most prominent Aboriginal families living in a magical part of Australia. River Girl by Glenda Andrew retails for $18 and is available in good bookstores, or in NIT’s Online Bookstore at www.nit.com.au/shop About the publishers Black Ink Press is a community-based Indigenous writing, illustrating and publishing project based in Townsville in North Queensland. It trains and mentors emerging writers and artists in order to create contemporary illustrated books especially for young Indigenous readers. It supports Australian Indigenous languages. Black Ink Press is part of CCDEU (Congress Community Development and Education Unit Ltd). You can find out more about Black Ink Press by visiting their website, www.blackinkpress.com.au or phoning 07 4773 5077. www.nit.com.au -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at U.ARIZONA.EDU Wed Feb 15 22:44:33 2006 From: cashcash at U.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Feb 2006 15:44:33 -0700 Subject: Hidden language finally charted (fwd link) Message-ID: Hidden language finally charted http://www.vagazette.com/news/va-news3_021506feb15,0,4627416.story?coll=va-news From mona at alliesmediaart.com Fri Feb 17 16:27:09 2006 From: mona at alliesmediaart.com (MSmith) Date: Fri, 17 Feb 2006 10:27:09 -0600 Subject: Linguistic diversity on the Internet... Message-ID: > From the Scout Report > > *Measuring Linguistic Diversity on the Internet [pdf]* > > http://unesdoc.unesco.org/images/0014/001421/142186e.pdf > > From online dating to scholarly collaborations, the web facilitates > millions of interactions between distant groups of people every day. > One question recently posed by the United Nations Educational, > Scientific and Cultural Organization (UNESCO) was this: What languages > are being used in all of this online activity? A good question to be > sure, and this important document is the result of their lengthy > inquiry. Published near the end of 2005, this 106-page paper contains > a number of important findings about the nature of researching > linguistic diversity on the internet. The paper includes sections on > the usage of Asian and African languages on the internet, along with > an investigation into linguistic bias authored by John Paolillo. The > report is rounded out by a very thorough bibliography that will be of > great use to those with a detailed interest in this area. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Fri Feb 17 17:44:03 2006 From: dzo at BISHARAT.NET (d_z_o) Date: Fri, 17 Feb 2006 17:44:03 -0000 Subject: 7th International Mother Language Day, 21 Feb. 2006 Message-ID: FYI, from http://portal.unesco.org/education/en/ev.php-URL_ID=45647&URL_DO=DO_TOPIC&URL_SECTION=201.html DZO International Mother Language Day (21 February 2006) The world's nearly 6,000 languages will be celebrated on International Mother Language Day, an event aimed at promoting linguistic diversity and multilingual education. Ensuring that these languages can continue in use alongside the major international languages of communication is a genuine challenge to countries worldwide. Today, about half of the 6,000 or so languages spoken in the world are under threat This year's theme will be devoted to the topic of languages and cyberspace. From iackerman at ROSETTASTONE.COM Fri Feb 17 18:54:13 2006 From: iackerman at ROSETTASTONE.COM (Ilse Ackerman) Date: Fri, 17 Feb 2006 13:54:13 -0500 Subject: Rosetta Stone endangered language internship Message-ID: An HTML attachment was scrubbed... URL: From anguksuar at YAHOO.COM Sun Feb 19 15:54:53 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sun, 19 Feb 2006 07:54:53 -0800 Subject: Nat.language presidential address & ACILS conf In-Reply-To: Message-ID: This morning (Sunday Feb 19) on NPR: a friend here in Minneapolis just phoned me to let me know that ACILS (Advocates for California Indigenous Language Survival) had a spot on the Sunday morning show on NPR talking about the Language is Life conference next month! I missed it -I was busy almost burning (I mean, carmelizing...then you get to charge extra) my breakfast. But it should be available on NPR's web archive- I haven't checked yet. Go ACILS! peace Anguksuar (Richard LaFortune) on an unrelated note, I bumped into this note on a blog this morning, which I hadn't heard at the time of his inauguration: http://docnagel.blogspot.com/2006/01/bolivias-new-president.html "I just heard on NPR that Morales' inauguration featured several indigenous languages, and he was wearing an alpaca garment. I think that's the coolest thing about it. Imagine the odds of an indigenous person being elected President of the United States!" __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From language-labs at UCHICAGO.EDU Mon Feb 20 17:29:26 2006 From: language-labs at UCHICAGO.EDU (Language Laboratories and Archives) Date: Mon, 20 Feb 2006 11:29:26 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: I'm not sure how much I believe this, but it is certainly interesting. (The pottery is from South America.) Barbara Need Manager (SS4), Computer Support, Archivist >LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >Editor for this issue: Amy Renaud >================================================================ > >To post to LINGUIST, use our convenient web form at >http://linguistlist.org/LL/posttolinguist.html. > > >===========================Directory============================== > >1) >Date: 19-Feb-2006 >From: Mike Matloff < michelhoo at yahoo.com > >Subject: 6500-year-old voices recorded in pottery! > > >-------------------------Message 1 ---------------------------------- >Date: Mon, 20 Feb 2006 07:35:55 >From: Mike Matloff < michelhoo at yahoo.com > >Subject: 6500-year-old voices recorded in pottery! > > > >Description from The Raw Feed (http://www.therawfeed.com): > >'Belgian researchers have been able to use computer scans of the grooves in >6,500-year-old pottery to extract sounds -- including talking and laughter >-- made by the vibrations of the tools used to make the pottery.' > >Here's the link to the video: >http://www.zalea.org/article.php3?id_article=496 > >It's only available in French right now, but even if you don't speak French >I think you can get the general gist and hear the 'playback'! > >Mike > > >Linguistic Field(s): Anthropological Linguistics > General Linguistics > > > > >----------------------------------------------------------- >LINGUIST List: Vol-17-552 From jpbeck at UCHICAGO.EDU Mon Feb 20 18:01:23 2006 From: jpbeck at UCHICAGO.EDU (Joshua Beck) Date: Mon, 20 Feb 2006 12:01:23 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: Message-ID: Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 20 18:20:27 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 20 Feb 2006 11:20:27 -0700 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <6.2.1.2.2.20060220120048.043732c0@imap.uchicago.edu> Message-ID: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu From phonosemantics at earthlink.net Mon Feb 20 18:21:52 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Mon, 20 Feb 2006 13:21:52 -0500 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: Sometimes late at night the muffled whine of my disk drive sounds just like motherese (implying what, Immaculate Contraption??). So what's next, Harry Pottery? Jess Tauber From sophiadianas at YAHOO.COM Mon Feb 20 18:35:29 2006 From: sophiadianas at YAHOO.COM (Sophia Stevenson) Date: Mon, 20 Feb 2006 10:35:29 -0800 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <001b01c6364a$578ebd50$6401a8c0@LFPMia> Message-ID: It's not the recording that's in French, it's the video discussing the find that's in French... The recording played in the video is supposedly in Latin, from a vase fired in Pompeii. Having taken a few years of Latin, and after hearing that recording, I find this quite hard to believe. But if that isn't enough, the method of recording using a stylus wasn't used until 1877, when Edison recorded "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... (I believe it was tinfoil, actually.) The chances that somebody's vocal vibrations passed into the instrument used to decorate the pottery, and that these vibrations survived through any type of glazing (as was the custom of the period), are incredibly slim. Still, it's a neat concept! Makes a good story too... Sophia Stevenson University of Quebec At Montreal Mia Kalish wrote: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu --------------------------------- Yahoo! Autos. Looking for a sweet ride? Get pricing, reviews, & more on new and used cars. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 20 18:50:45 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 20 Feb 2006 11:50:45 -0700 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <20060220183529.8718.qmail@web54613.mail.yahoo.com> Message-ID: I suppose some enterprising grad student could try it. . . :-) Wouldn't that make an interesting semester project! _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Sophia Stevenson Sent: Monday, February 20, 2006 11:35 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! It's not the recording that's in French, it's the video discussing the find that's in French... The recording played in the video is supposedly in Latin, from a vase fired in Pompeii. Having taken a few years of Latin, and after hearing that recording, I find this quite hard to believe. But if that isn't enough, the method of recording using a stylus wasn't used until 1877, when Edison recorded "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... (I believe it was tinfoil, actually.) The chances that somebody's vocal vibrations passed into the instrument used to decorate the pottery, and that these vibrations survived through any type of glazing (as was the custom of the period), are incredibly slim. Still, it's a neat concept! Makes a good story too... Sophia Stevenson University of Quebec At Montreal Mia Kalish wrote: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivatin g possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> Genera l Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu _____ Yahoo! Autos. Looking for a sweet ride? Get pricing, reviews, & more on new and used cars. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 19:28:06 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 12:28:06 -0700 Subject: Haunting songs of life and death reveal a fading world (fwd) Message-ID: HAUNTING SONGS OF LIFE AND DEATH REVEAL A FADING WORLD Nicolas Rothwell 18feb06 http://www.theaustralian.news.com.au/common/story_page/0,5744,18146439%255E5001986,00.html SONGS, DREAMINGS AND GHOSTS: THE WANGGA OF NORTH AUSTRALIA _ By Allan Marett, Wesleyan University Press, 292pp, $27.50_ A GENERATION ago, when musicologist Allan Marett was beginning his fieldwork on the Aboriginal song-cycles of northern Australia, he was asked an intriguing question by a young indigenous man. Why was traditional Aboriginal music - music of endless subtlety and beauty - not as highly valued as the Aboriginal paintings that Australians have come to view as potent emblems of national identity? This book is Marett's attempt to provide an answer and to redress that imbalance. The most profound and detailed study of an indigenous musical genre yet attempted, it has been two decades in the making, and even before publication acquired a kind of legendary status among the small circle of experts addicted to the sounds of indigenous song. It is a specialist volume, yet it is written with a clear, cool passion. It sets out the overwhelming evidence for the finesse and compositional craft of the Top End's song cycles and brings the master-singers of the region and their beliefs and experiences to vivid life. It deserves the widest possible attention, not just because Marett is the doyen of Australian ethnomusicologists, and this is his masterwork, but because the art form he seeks to anatomise is dying. Aboriginal song is, of course, elusive: in its traditional form, it is sung in language, it is brief, coded, meshed with dance. It tends to be ceremonial in nature, and this has kept outsiders from disseminating its splendours to the wider world. For what do everyday Australians know, in truth, about indigenous music, other than the noise of the didge and the guitar chords of Treaty? Marett turns his attention on the Aboriginal songmen of the Daly region, who live today gathered in the remote community of Wadeye, close to the Bonaparte Gulf, and at Belyuen, on the Cox peninsula opposite Darwin. Their key song cycles, the Wangga, take the form of sharp, jewel-like chants, accompanied by clap-stick and didgeridoo. Poetic in the extreme, filled with rhythms that summon up, like Western leitmotifs, whole worlds of association, these are musical slivers that make up a dictionary of the singer's world. Their core is religious: the Wangga are sung at times when the living and the dead draw together. They are often learned in dreams; and they plunge deep into the entwined fabric of the traditional domain. Marett picks apart several songs and unfurls the aspects of life they express: "The essential interconnectedness of the living and the dead through ceremony; the mutual responsibilities of the living to look after each other in everyday affairs; the exigencies of everyday life; and the intimate relationship that the living and the dead maintain with a sentient landscape". The world revealed is one of infinitely varied songs and rhythms, swift, succinct, full of conviction. Marett gives his readers a glimpse of the urgency with which these themes are perfected and performed: there are vignettes where he is scolded for using the wrong words in a practice singing session; at one point he turns in amazement from his chapter-length analysis of a single, minute-long snatch of music, staggered by the amount of submerged information it contains. In his field years Marett became very close to several great song-masters from Belyuen, and he was planning to devote himself to the study of one of these figures, Bobby Lambudju Lane, a man at once gentle and voluble, Western-trained, literate, a fluent speaker of English and of his own traditional languages. Lane "had the rare capacity to speak the texts of songs and give their translations the moment he had finished singing". He was, in short, the Homer of Wangga song, the man at the end of the tradition who could fix and read the music's mobile shards. But Lane died at 52, and, as Marett says bluntly, even though other singers have taken up his duties, "the tradition will probably never recover from this blow". Much of Marett's book is devoted to examinations of Lane's work, above all a haunting, evanescent song from Badjalarr, a low-lying sandy islet that has become, in the imagination of the Belyuen people, a far-off, generalised land of the dead, although on our maps it is merely North Peron Island, a favourite weekend sports-fishing haunt for Darwin's boat-going class. Lane's death has been duplicated many times across the north: the old songmen are dying in the Kimberley and in Arnhem Land, a curtain of silence and mass-consumption music is coming down. Hence the vital importance of this book as a guide to the power and fluidity of a traditional form. Marett covers much ground: he shows how singers shift their songs to explain their relationship to country; how melodies relate to certain ancestor figures; how songs and dances set out social themes. An astonishing idea lurks glinting in the closing pages of his work as he considers the depth and scale of the musical system being uncovered. Like many music scholars, he is intrigued by the ultimate questions: where did the music come from and what connections may exist between Aboriginal and Southeast Asian traditions? The role of the Macassan traders who visited north Australia in contact times may well have been critical in spreading musical models. But, more broadly, Marett speculates that deeper study could well reveal "something startling" about north Australian music, namely that it forms a continuum, in its rhythmic organisation, with the music of the Middle East, Southeast Asia, India and Indonesia. Such elusive, attractive ideas: but how can they be tested when the material is dying out? Marett is centrally involved in a new recording project, which is strongly supported by the surviving traditional songmen of the north. "My own experience," he says briskly, "is that most Aboriginal communities, at least in the north of Australia, want their music to be more widely disseminated and better understood." At the recent Garma culture conference in northeast Arnhem Land, a clarion call was sent out in headline words: "Indigenous songs should be a deeply valued part of the Australian cultural heritage. They represent the great classical music of this land. These ancient traditions were once everywhere in Australia, and now survive as living traditions only in several regions. Many of these are now in danger of being lost forever. Indigenous performances are one of the most rich and beautiful forms of artistic expression, and yet they remain unheard and invisible." It is this trend of eclipse and cultural extinction, tragically immediate and fast-advancing, that Marett's meticulous, pioneering work - at once tribute and testament - has been written to resist.    © The Australian -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 19:47:40 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 12:47:40 -0700 Subject: Speaking up for languages (fwd) Message-ID: Speaking up for languages By Christopher Scanlon February 20, 2006 http://www.theage.com.au/news/opinion/speaking-up-for-languages/2006/02/19/1140283943941.html# There is a crisis washing over the world's estimated 6000 languages. At present rates of extinction, it is predicted that 90 per cent of the world's languages will be gone by the turn of next century. That's some 5400 languages gone. Declining linguistic diversity is not a new phenomenon. Throughout history, languages have died out and been replaced by other languages, meaning the overall number of languages tended to remain reasonably stable. This is no longer the case. The rate of language death has been steadily accelerating to the point where the rate of extinction is now outpacing the rate at which languages are replaced. Depending on how "language" and "dialects" are defined, the number of languages is half of what it was 500 years ago. Should we be concerned about the loss of diversity of the world's languages? After all, minority languages are, by definition, spoken by relatively few people. It might even be argued that fewer languages would be a good thing, an opportunity to cast off the curse and confusion of Babel. If we all spoke the same language, there would potentially be less chance of confusion and greater understanding between the world's different cultures. And when considered against the backdrop of social and political strife - terrorism, war, political persecution and oppression, global poverty and the environmental crisis - concern with the loss of languages might seem a luxury, of interest only to a handful of linguists and language specialists. Matters are, however, more complex. The loss of languages is not separate from, but reflects larger shifts in power and inequality. Take something as basic as access to health services, for instance. Anthropologist Luisa Maffi tells a story about visiting a group of indigenous people in South America in the early 1990s who were receiving health care from the Mexican health services. The people presenting themselves for care were suffering from a variety of common complaints such as coughs and colds - ailments that they would have had to have dealt with before the arrival of state health services. When asked how they had dealt with these complaints in the past, the people replied that they'd used plant medicines. But when prompted, they were no longer able to recall which plants were appropriate for what symptoms. They had lost the knowledge of such medicines, and could barely summon up the words for them. The destruction of language has been a tool of assimilation, a means by which colonial powers forcibly broke down communities and imposed their rule. In 1887, the United States Commissioner of Indian Affairs, J. D. Atkins, identified linguistic difference as the root of tribal affiliation and therefore a barrier to integrating native Americans into the national community. "The difference in language," Atkinson claimed, "barred intercourse and a proper understanding each of the other's motives and intentions." He advocated the establishment of compulsory schooling for children to ensure that their "barbarous dialects be blotted out and the English language substituted". In other cases, languages have been casualties of less direct, but no less disastrous processes. Over the past 10 to 15 years, for example, the attention of some linguists has turned to the impact of environmental degradation in the destruction of the world's languages. Where people are forced off their land because of logging activities, over-fishing, pollution, or the construction of a dam, and move into larger urban centres, their communities often get broken up and their distinctive culture and language lost. The loss of such languages can compound the environmental problems. Displaced communities often built up deep reservoirs of knowledge about the land and ecosystem within which they lived and worked, developing names for plant and animal species along with intimate understandings of how ecosystems work. With the loss of language, that knowledge is lost, making it more difficult to manage natural ecosystems. A vicious circle is thereby set in train: environmental degradation destroys languages and the knowledge they contain. Bringing back threatened languages from the brink of extinction is not always a straightforward process. In most cases, efforts to bring languages back from extinction are starved of resources and lack official support or infrastructure. Furthermore, it should not be automatically assumed that speakers of minority languages necessarily want to speak their mother tongue. In some cases, speakers of minority languages actively choose to forgo their mother tongue because other languages - particularly so-called global languages such as Mandarin and English - offer social and economic mobility and promises of a higher standard of living. This is understandable. Putting the burden of persevering languages onto the poor and marginal is as unfair as it is unrealistic. Unless linguistic diversity is valued and nurtured as part of broader efforts to redress social and economic inequalities, the outlook for the majority of the world's languages is bleak. UNESCO's International Mother Tongue Day, which seeks to promote and raise awareness about the value of language diversity and to invite reflection on the dangers of declining linguistic diversity, is held tomorrow. Christopher Scanlon is a co-editor of Arena magazine (www.arena.org.au) and a researcher in University's Globalism Institute. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 20:02:39 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 13:02:39 -0700 Subject: Call for Papers (fwd) Message-ID: Call for Papers Deadline:  31 March 2006 The DTS-L (Digital Tools Summit for Linguistics, http://www.ku.edu/pri/DTSL/) is a one-time workshop on digital tools and cyberinfrastructure development in linguistics, for language software engineers and computational linguists, as well as linguists. The workshop aims to facilitate new interdisciplinary collaboration to design and create digital tools specifically for linguistic analysis, and thereby stimulate new funding initiatives. During the workshop, participants will prioritize and draft tools and data structures. They will work largely in interest groups (e.g. in data annotation, migration, visualization, and resource interoperation) and for each interest area will prepare design sketches of and implementation plans for at least one tool. We particularly want to address the needs of non-technologically-oriented language researchers, simulating the development of truly useful, stable, cross-platform, open-source tools that are both small (e.g. Unicode conversion scripts) and large (e.g. a modular suite of linguistic data-analysis tools) in scope. The Summit will take place June 22-23, 2006 at Michigan State University, in association with both the summer Linguistic Society of America meeting (http://www.lsadc.org/info/meet-summer06-cfp.cfm) and the E-MELD [Electronic Metastructures for Endangered Language Data] meeting ("Tools and Standards: The State of the Art," http://emeld.org/workshop/2006/); DTS-L and E-MELD will meet together on the morning of 22 June. We encourage submissions from Indigenous/First Nations language workers and graduate students, for whom a limited number of travel and housing subsidies will be available, pending funding. Selection Participants will not submit abstracts or make individual oral presentations of their own projects. Instead, since this summit is based on discussions in small working groups, participants are requested to submit one-page issue statements, which will form the basis for the working group themes for the first conference day. In these issue statements, we urge applicants to present one issue or idea which would serve to improve linguistic scholarship. Submissions should consider and explicate one or more of the following issues: 1. What are the most pressing needs among possible cyberinfrastructure and/or digital tools for linguistics? 2. What are some enduring challenges in creating cyberinfrastructure and/or digital tools for linguistics? 3. Which existing resources can be leveraged to create digital tools for linguistics? 4. How can documentation tools make language resources (e.g. text, lexical or morphological corpora) more readily available for historical, typological, and other theoretical analyses?  Each issue paper must be accompanied by a short (half page or less) biography. Submissions address:      pri at ku.edu Deadline:            Issue statements and biographies are due on 31 March 2006. Length.             Issue statements: one page. Biographies: one half-page. -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at UOREGON.EDU Mon Feb 20 21:57:29 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Mon, 20 Feb 2006 13:57:29 -0800 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: What is interesting is how quickly Hollywood picked up on this research. I remember watching an episode of CSI a few weeks ago where they "heard" a conversation from a piece of pottery, between two people that were engaged in a murder plot while making the pottery. I think it was CSI Miami? or Las Vegas? But this is interesting, scientific theory and application entering popular culture without much delay. When was this discovered? David Lewis University of Oregon Confederated Tribes of Grand Ronde From susan.penfield at GMAIL.COM Tue Feb 21 14:10:18 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 21 Feb 2006 07:10:18 -0700 Subject: Fwd: CFP: Resource-Scarce Language Engineering In-Reply-To: <20060220221821.6rhk9pko44kk4404@www.email.arizona.edu> Message-ID: This might be of interest ....(forward from Rudy Troike) ----- Forwarded message from Carlos.Areces at loria.fr ----- Date: Mon, 20 Feb 2006 17:01:37 +0100 From: Carlos Areces Reply-To: Carlos Areces Subject: CFP: Resource-Scarce Language Engineering To: Carlos.Areces at loria.fr 2ND CALL FOR PAPERS (20 February, 2006) Resource-Scarce Language Engineering http://altiplano.emich.edu/resource_scarce/ 31 July - 4 August, 2006 organized as part of the European Summer School on Logic, Language and Information ESSLLI 2006 http://esslli2006.lcc.uma.es/ 31 July - 11 August, 2006 in Málaga Workshop Organizer: Edward Garrett Workshop Purpose: This workshop will bring together scientists from academia and industry, as well as advanced PhD students, to present and discuss research on the theoretical and practical challenges of engineering resource-scarce languages. We intend to provide an inclusive forum for exchanging ideas on a broad range of topics in areas represented by ESSLLI, including basic text processing, speech analysis, and machine translation. Workshop Topics: Seen through one lens, "resource-scarce languages" are languages for which few digital resources exist; and thus, languages whose computerization poses unique challenges. Through another lens, "resource-scarce languages" are languages with limited financial, political, and legal resources, languages that lack the clout or global importance of the world's major languages. In spite of these challenges, resource-scarce languages and their speakers are not being ignored. Individuals, governments, and companies alike are busy developing technologies and tools to support such languages. They are driven by a variety of motivations - from the desire among academics and community activists to preserve or revitalize endangered or threatened languages - to the desire by governments to promote minority languages - to the need by other governments to detect hostile chatter in diverse tongues - to the strategy of some companies to enhance their stature in emerging markets such as China and South America. Recognizing the above trend, this workshop will serve as a forum for the discussion of academic and industrial research on resource- scarce language engineering. Possible topics include but are not limited to: - multilingual text processing and the Unicode Standard - machine translation and speech recognition with minimal training data - rapid portability of existing language technologies to new languages - the use of multilingual resources for monolingual annotation - the annotation of new language data on the basis of knowledge of related languages - coping with data of inconsistent or uneven quality or coverage In addition, there will be a shared task on a specific resource- scarce language - Tibetan (details to be announced separately). Submission Details: Authors are invited to submit a paper describing completed work in the area of the workshop. Each submission will be read by at least two members of the program committee, and will be evaluated according to its scientific merit, its relevance to the workshop, and the degree to which its ideas are expressed fully yet concisely. Submissions of any length will be accepted, but acceptable formats are limited to postscript and pdf. Papers sent in other formats will be subject to immediate disposal. Please send your submission electronically to by the deadline listed below. Accepted papers will appear in the workshop proceedings published by ESSLLI. Workshop Format: This workshop is part of ESSLLI and is open to all ESSLLI participants. It will consist of five 90-minute sessions held over five consecutive days in the first week of ESSLLI. There will be at least 2-3 slots for paper presentation and discussion plus one invited talk per session. On the first day the workshop organizer will give a general introduction to the topic. Invited Speakers: Tom Emerson, Basis Technology Corporation John Goldsmith, University of Chicago Rada Mihalcea, University of North Texas Richard Sproat, University of Illinois at Urbana-Champaign Cathy Wissink, Microsoft Corporation Workshop Programme Committee: Deborah Anderson, University of California, Berkeley Emily Bender, University of Washington Steven Bird, University of Melbourne Alan W. Black, Carnegie Mellon University Sean Fulop, California State University, Fresno Andrew Hardie, Lancaster University Baden Hughes, University of Melbourne William Lewis, University of Washington Steven Loomis, IBM Joel Martin, National Research Council, Canada Mike Maxwell, University of Maryland Tony McEnery, Lancaster University Manuela Noske, Microsoft Corporation Charles Schafer, Johns Hopkins University Tanja Schultz, Carnegie Mellon University Important Dates: Submissions : April 7, 2006 Notification : April 28, 2006 Full paper deadline: May 19, 2006 Final program : June 30, 2006 Workshop Dates : July 31 - August 4, 2006 Local Arrangements: All workshop participants including the presenters will be required to register for ESSLLI. The registration fee for authors presenting a paper will correspond to the early student/workshop speaker registration fee. Moreover, a number of additional fee waiver grants might be made available by the local organizing committee on a competitive basis and workshop participants are eligible to apply for those. There will be no reimbursement for travel costs or accommodation. Workshop speakers who have difficulty in finding funding should contact the local organizing committee to ask for the possibilities of a grant. Further Information: About the workshop: http://altiplano.emich.edu/resource_scarce/ About ESSLLI: http://esslli2006.lcc.uma.es/ -- Carlos Eduardo Areces INRIA Lorraine INRIA Lorraine. 615, rue du Jardin Botanique 54602 Villers les Nancy Cedex, France phone : +33 (0)3 83 58 17 90 fax : +33 (0)3 83 41 30 79 e-mail : carlos.areces at loria.fr www : http://www.loria.fr/~areces visit : http://hylo.loria.fr -> The Hybrid Logic's Home Page ----- End forwarded message ----- -- 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 anggarrgoon at gmail.com Tue Feb 21 16:01:23 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Tue, 21 Feb 2006 10:01:23 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <20060220183529.8718.qmail@web54613.mail.yahoo.com> Message-ID: I assume that we know, incidentally, that the vase was made on a wheel and isn't corded ware? Claire Sophia Stevenson wrote: > It's not the recording that's in French, it's the video discussing the > find that's in French... The recording played in the video is supposedly > in Latin, from a vase fired in Pompeii. > > Having taken a few years of Latin, and after hearing that recording, I > find this quite hard to believe. But if that isn't enough, the method of > recording using a stylus wasn't used until 1877, when Edison recorded > "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... > (I believe it was tinfoil, actually.) The chances that somebody's vocal > vibrations passed into the instrument used to decorate the pottery, and > that these vibrations survived through any type of glazing (as was the > custom of the period), are incredibly slim. > > Still, it's a neat concept! Makes a good story too... > > Sophia Stevenson > University of Quebec At Montreal From andrekar at NCIDC.ORG Tue Feb 21 19:05:29 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 21 Feb 2006 11:05:29 -0800 Subject: Buffy & The Pequots Message-ID: Mashantucket Pequots Plan Language Conference February 21, 2006 By RICK GREEN, Courant Staff Writer http://www.courant.com/news/local/hc- ctpequotlanguage.artfeb21,0,4392493\ .story Singer and activist Buffy Sainte-Marie highlights a three-day conference on "Revitalizing Algonquian Languages" that will begin Wednesday and is sponsored by the Mashantucket Pequot Tribal Nation. The conference, which takes place at the Mashantucket Pequot Museum and Research Center on the tribal reservation near Ledyard, features more than two dozen presenters from Indian tribes and academia, as well as the screening of the PBS documentary "The Last Speakers." Sainte-Marie, a Cree Indian whose Cradleboard Teaching Project educates schoolchildren about native culture and history, will appear Thursday at 3:30 p.m. In addition to her recording and television career, Sainte-Marie has a doctorate in fine arts from the University of Massachusetts. Mashantucket Pequot Tribal Council Secretary Charlene Jones said the 3-year-old conference brings together "tribal representatives, scholars and writers from across the continent on this crucial subject. Each conference has helped to advance the understanding of the strength that tribal languages bring to our living cultures." The museum owns two essential documents in studying lost native language - early editions of a Bible translated into an Algonquian dialect. Museum research director Kevin McBride said other tribes have recovered languages no longer spoken, but it requires a significant commitment from the tribal community. Reviving a language can provide immense insight into a tribe's history, he said. "The language of a people really helps inform you about many things about them," McBride said. There are no living fluent speakers of the Algonquian dialects once spoken by Indians in Connecticut, but New England tribes are working to revive the languages. Jessie Little Doe Baird, a Mashpee Wampanoag tribal member and co-founder of the Wopanaak Language Reclamation Project, will speak Wednesday at 9 a.m. about efforts to revive the Wampanoag dialect. The fee for the three-day conference is $125, $85 for students and senior citizens, including breakfast and lunch each day. For more information, contact 860-396-2167 or dgregoire at mptn.org. From andrekar at NCIDC.ORG Wed Feb 22 00:35:23 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 21 Feb 2006 16:35:23 -0800 Subject: Conference Message-ID: On the occasion of the sixth International Mother Language Day, celebrated 21 February, UNESCO is organizing a conference on linguistic diversity*. Participants will include: Vigdís Finnbogadóttir, former President of the Republic of Iceland and Goodwill Ambassador of the Organization, Adama Samassekou, President of the African Academy of Languages, Vittorio Bo, President of Codice (Italy) and Daniel Prado, Director of the Terminology and Language Industries Department of the Latin Union (Room IV, from 10 am to 6 pm). The conference will be opened by UNESCO Director-General Koïchiro Matsuura, Musa Bin Jaafar Bin Hassan, President of the General Conference, and Zhang Xinsheng, President of the Executive Board of the Organization. Vigdís Finnbogadóttir will discuss the impact of the disappearance of languages, which is the subject of a documentary film, In Languages We Live – Voices of the World (Denmark 2005), made at her initiative. Directed by Billeskov Jansen and Signe Byrge Sørensen, the film treats the issue through a number of individual stories. The documentary film screening will be followed by the presentation of a number of initiatives for the protection of linguistic diversity. Vittorio Bo will talk about the City of the Word project for a museum dedicated to languages soon be established in Italy. This project is an initiative of Codice, an association which creates and manages cultural research projects (_http://www.codicecultura.it_). Adama Samassekou will present the activities of the African Academy of Languages, which was recently instituted as an organ of the African Union (AU), entrusted with developing continent-wide programmes (_http://www.acalan.org_). The AU has proclaimed 2006 as the Year of African languages. Daniel Prado will present the results of the survey about multilingualism recently carried out by the Latin Union, an institution dedicated to the promotion of the common heritage and identities of the Latin world (_http://www.unilat.org_). International Mother Language Day is celebrated every year on 21 February to promote the recognition and practice of the mother languages of the world, and especially those of minorities. It was proclaimed in 1999 during the 30th session of UNESCO General Conference. From conathan at CALMAIL.BERKELEY.EDU Wed Feb 22 20:04:30 2006 From: conathan at CALMAIL.BERKELEY.EDU (Lisa Conathan) Date: Wed, 22 Feb 2006 15:04:30 -0500 Subject: cultural heritage materials in archives Message-ID: To the ILAT list: I am researching the ways in which early 20th century ethnographic and linguistic field notes are used in Native American communities and would be interested to hear stories or accounts of Native American people using cultural heritage materials (documents and recordings) in archives. If you have a story to share, please contact me off list (conathan at berkeley.edu). I am particularly interested in: -people discovering notes from interviews with their ancestors -people who learned a song or story by using archival materials -people who learned something about their language by using archival materials -how people might have used technology to find out about or access archival materials -what it is like to interact with the staff of the archives -what it is like to request copies of materials -how archival material is being used in (formal or informal) education -references to any publications that address these issues Thank you in advance for any contributions. Lisa Conathan Postdoctoral Scholar University of California, Berkeley conathan at berkeley.edu From nflrc at HAWAII.EDU Thu Feb 23 21:48:07 2006 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Thu, 23 Feb 2006 11:48:07 -1000 Subject: Conversation Analysis & Language Learning Seminar in Hawaii (application deadline - April 30) Message-ID: The National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa in Honolulu will be holding a special Conversation Analysis seminar in August. Please read the following for more details. The application deadline is April 30, 2006. "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/ ************************************************************************* 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 lguerrero at CAPOMO.USON.MX Fri Feb 24 15:44:09 2006 From: lguerrero at CAPOMO.USON.MX (Lilian Guerrero) Date: Fri, 24 Feb 2006 15:44:09 +0000 Subject: CALL for papers: IX Encuentro Internacional de Linguistica en el Noroeste Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CALL FOR PAPERS IX ENCUENTRO.doc Type: application/octet-stream Size: 31744 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Feb 24 17:28:18 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 24 Feb 2006 10:28:18 -0700 Subject: New grants to ENRICH indigenous heritage and culture (fwd) Message-ID: Saturday February 25, 2006 New grants to ENRICH indigenous heritage and culture 24-February-06 by Edited announcement http://www.wabusinessnews.com.au/en-story.php?/1/35146/New-grants-to-ENRICH-indigenous-heritage-and-culture Australian community groups have the chance to share in $100,000 in grants for innovative projects which promote reconciliation and respect for indigenous heritage and culture. Indigenous Affairs minister Sheila McHale said individual grants of up to $5,000 were available through the Department of Indigenous Affairs' ENRICH program. "The ENRICH program encourages reconciliation through deepened understanding and awareness of the heritage and culture of indigenous people," Ms McHale said. The minister said the second round of ENRICH Grants for Reconciliation and Heritage provided a unique opportunity for local community groups to strengthen bonds between indigenous and non-indigenous people. "Communities have the chance to create valuable grass-roots projects to further reconciliation and protect WA's rich indigenous history in their local area," she said. Ms McHale said past grants had funded projects as diverse as producing books in Aboriginal language, the creation of a meeting place, a traditional camp dance and a walk trail. "I encourage all community groups to consider submitting a project that will enhance WA's unique history," she said. From mona at alliesmediaart.com Fri Feb 24 21:56:36 2006 From: mona at alliesmediaart.com (MSmith) Date: Fri, 24 Feb 2006 15:56:36 -0600 Subject: grant Message-ID: > > >15) Global Call for Nominations of Innovators Using > Technology to Benefit Humanity > > Deadline: April 3, 2006 > > The Tech Museum Awards ( http://www.techawards.org/ ) > program honors and awards innovators from around the world > who use technology to benefit humanity in the categories > of education, equality, economic development, environment, > and health. The awards are a program of the Tech Museum of > Innovation ( http://www.thetech.org/ ) in San Jose, > California. > > Individuals, nonprofit organizations, and companies are > eligible to enter the competition, and self-nominations > are accepted and encouraged. > > Each year, twenty-five laureates are honored at a gala > dinner, invited to participate in press and media cover- > age, and introduced to a network of influential advisors. > The awards celebration will be held at the Tech Museum of > Innovation on November 15, 2006. One laureate in each > category will be granted a $50,000 cash prize. > > Program details, including judging criteria, can be found > at the Tech Museum Awards Web site. > > RFP Link: > http://fconline.fdncenter.org/pnd/10001076/techawards > > For additional RFPs in Science/Technology, visit: > http://fdncenter.org/pnd/rfp/cat_science.jhtml > From andrekar at NCIDC.ORG Fri Feb 24 23:08:18 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 24 Feb 2006 15:08:18 -0800 Subject: Heritage Language Message-ID: ACQUIRING HERITAGE LANGUAGE HELPS NATIVE STUDENTS ACHIEVE ACADEMICALLY, STUDY SAYS Find this document on the web at: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0602-105-LPRU.pdf CONTACT: Mary Eunice Romero Little Assistant Professor Arizona State University (480) 965-3133 m.eunice @ asu.edu (take out spaces) Alex Molnar, Professor and Director Education Policy Studies Laboratory (480) 965-1886 epsl @ asu.edu (take out spaces) http://edpolicylab.org From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 16:40:12 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 09:40:12 -0700 Subject: Linguistic Matls IN the language of study Message-ID: Hi, Does anyone know of any cases where the results of linguistic study of Indigenous language have been codified IN the language of study? That would be a grammar actually written in, for example, Navajo or Jicarilla, rather than in English, Spanish, Dutch, Russian, etc? Thanks for your help. I am currently writing in my dissertation that there are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? Quecha? Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From anguksuar at YAHOO.COM Sat Feb 25 16:55:13 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sat, 25 Feb 2006 08:55:13 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: while this response doesn't specifically pertain to grammars, a colleague of mine (we worked on a successful ANA proposal) did a site follow up for strategic long range planning with the grantees. The immersion program staff began the day long process in English, but the discussion morphed into Ojibwe, and the actual final long range document (a rather complex federal level template) is in the First Language :) -Richard LaFortune --- Mia Kalish wrote: > Hi, > > > > Does anyone know of any cases where the results of > linguistic study of > Indigenous language have been codified IN the > language of study? That would > be a grammar actually written in, for example, > Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my > dissertation that there > are no known cases. . . . I've never seen one, but > maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 17:00:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 10:00:19 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <20060225165513.22238.qmail@web31114.mail.mud.yahoo.com> Message-ID: Very cool. !!!!!!!!!!!!!!!! Is there something I could use as a citation? Something you published? Filed? Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard LaFortune Sent: Saturday, February 25, 2006 9:55 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study while this response doesn't specifically pertain to grammars, a colleague of mine (we worked on a successful ANA proposal) did a site follow up for strategic long range planning with the grantees. The immersion program staff began the day long process in English, but the discussion morphed into Ojibwe, and the actual final long range document (a rather complex federal level template) is in the First Language :) -Richard LaFortune --- Mia Kalish wrote: > Hi, > > > > Does anyone know of any cases where the results of > linguistic study of > Indigenous language have been codified IN the > language of study? That would > be a grammar actually written in, for example, > Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my > dissertation that there > are no known cases. . . . I've never seen one, but > maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From coyotez at UOREGON.EDU Sat Feb 25 17:19:46 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Sat, 25 Feb 2006 09:19:46 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: Mia, When I was in Alice Springs Australia the Arrente people were moving that direction. I have no references for you but they were producing in 1998 dual English and aboriginal language texts, with english on one half of the page and Arrente on the other half. I don't know the true spelling of the Arrente/Arrende. David ------------------- > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > David Lewis University of Oregon Confederated Tribes of Grand Ronde From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 17:25:26 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 10:25:26 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602251722.k1PHMYv5023029@smtp.uoregon.edu> Message-ID: Thanks, maybe I'll just use these emails from the ILAT list. I'll put it as "historically there are no . . . but Indigenous People are beginning to produce contemporary linguistic documents in their own languages". Thanks so much for the help. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of David Gene Lewis Sent: Saturday, February 25, 2006 10:20 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Mia, When I was in Alice Springs Australia the Arrente people were moving that direction. I have no references for you but they were producing in 1998 dual English and aboriginal language texts, with english on one half of the page and Arrente on the other half. I don't know the true spelling of the Arrente/Arrende. David ------------------- > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > David Lewis University of Oregon Confederated Tribes of Grand Ronde From anguksuar at YAHOO.COM Sat Feb 25 17:41:43 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sat, 25 Feb 2006 09:41:43 -0800 Subject: long range plan In-Reply-To: <001201c63a2c$fa0dd3a0$0200a8c0@LFPMia> Message-ID: I'll have to check with the tribal community Mia- if you're willing to be patient for a bit, we might be able to convince them to share it. -R --- Mia Kalish wrote: > Very cool. !!!!!!!!!!!!!!!! > > Is there something I could use as a citation? > Something you published? > Filed? > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Saturday, February 25, 2006 9:55 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language > of study > > while this response doesn't specifically pertain to > grammars, a colleague of mine (we worked on a > successful ANA proposal) did a site follow up for > strategic long range planning with the grantees. > The > immersion program staff began the day long process > in > English, but the discussion morphed into Ojibwe, and > the actual final long range document (a rather > complex > federal level template) is in the First Language :) > -Richard LaFortune > > --- Mia Kalish > wrote: > > > Hi, > > > > > > > > Does anyone know of any cases where the results of > > linguistic study of > > Indigenous language have been codified IN the > > language of study? That would > > be a grammar actually written in, for example, > > Navajo or Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my > > dissertation that there > > are no known cases. . . . I've never seen one, but > > maybe in Maori? Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam > protection around > http://mail.yahoo.com > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From hsoreng at EMAIL.ARIZONA.EDU Sat Feb 25 17:51:43 2006 From: hsoreng at EMAIL.ARIZONA.EDU (Hannah Soreng) Date: Sat, 25 Feb 2006 10:51:43 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. The cretids, the grammatical descriptions, the language examples, the explanations of precise meaning, etc are in Quichua. There are just a few bare words of Spanish. Quechua has a much larger base of speakers, but it's still pretty unusual. The book is called : Caimi ?ucanchic -- Shimiyuc-panca 1982. Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del Ecuador ILL-CIEI There are more than a dozen people listed as, roughly, "knowers", "writers", and "drawers". Hope that's useful. Hannah Soreng Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia From dzo at BISHARAT.NET Sat Feb 25 17:48:31 2006 From: dzo at BISHARAT.NET (d_z_o) Date: Sat, 25 Feb 2006 17:48:31 -0000 Subject: Linguistic Matls IN the language of study Message-ID: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > From susan.penfield at GMAIL.COM Sat Feb 25 18:15:24 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 25 Feb 2006 11:15:24 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: Message-ID: All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: > > Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a > grammar of Pular in Pular. I know I saw a monolingual dictionary in > Pular, done by a grad student in linguistics, typed and stenciled a > few years earlier (I regret that I couldn't get a copy and hope that > there is at least one still extant! Unfortunately don't have the > reference handy). > > There may be more of such materials in some major languages of > Africa - there is a university in SW Nigeria for instance where one > can write theses in Yoruba, and it wouldn't surprise me if one has > pertained to the language itself. This should be possible to verify > if of interest. > > One last point is tangential, but when studying Chinese, I got the > impression that the grammar as presented conformed to Western > categories, whereas in a few instances I thought the feature of > Chinese in question was more similar to an African language I know > (one example is "present - past" vs. "accomplished - > nonaccomplished" in verb tenses - the latter of which helped me > understand the use of "le" better than the attempts to explain in > terms of present & past). This in turn made me wonder if the Chinese > materials in Chinese use original Chinese categories or whether they > too conform to Western categories but in translation. So that might > be another level of analysis beneath the language of presentation > (but certainly you've thought of that already). > > Don > > > Quoting Mia Kalish : > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic > study of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or > Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation > that there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > -- 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 Sat Feb 25 18:21:23 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:21:23 -0700 Subject: long range plan In-Reply-To: <20060225174143.60616.qmail@web31102.mail.mud.yahoo.com> Message-ID: That would be grand, Richard. I am drafting the 1st 3 chapters of my dissertation, but it won't be finished until fall, so I have time. I think having something on the Federal level that is in a 1st Language is a major breakthrough. No matter what they decide, they are to be congratulated. :-) Let me know what they say . . . Wado (I have mastered this Tsalagi word!) & ixéhe Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard LaFortune Sent: Saturday, February 25, 2006 10:42 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] long range plan I'll have to check with the tribal community Mia- if you're willing to be patient for a bit, we might be able to convince them to share it. -R --- Mia Kalish wrote: > Very cool. !!!!!!!!!!!!!!!! > > Is there something I could use as a citation? > Something you published? > Filed? > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Saturday, February 25, 2006 9:55 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language > of study > > while this response doesn't specifically pertain to > grammars, a colleague of mine (we worked on a > successful ANA proposal) did a site follow up for > strategic long range planning with the grantees. > The > immersion program staff began the day long process > in > English, but the discussion morphed into Ojibwe, and > the actual final long range document (a rather > complex > federal level template) is in the First Language :) > -Richard LaFortune > > --- Mia Kalish > wrote: > > > Hi, > > > > > > > > Does anyone know of any cases where the results of > > linguistic study of > > Indigenous language have been codified IN the > > language of study? That would > > be a grammar actually written in, for example, > > Navajo or Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my > > dissertation that there > > are no known cases. . . . I've never seen one, but > > maybe in Maori? Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam > protection around > http://mail.yahoo.com > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From delancey at UOREGON.EDU Sat Feb 25 18:23:28 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Sat, 25 Feb 2006 10:23:28 -0800 Subject: nili: NILI Summer Institute Message-ID: NILI's Summer Institute will be held July 5-21, 2006 at the University of Oregon in Eugene. We are excited and honored to have Professor Leanne Hinton joining us this year. Dr. Hinton (Linguistics, UC-Berkeley) was instrumental in developing the California Master-Apprentice Program in 1993, and is bringing that expertise and experience to NILI for a workshop, July 6-8, in the Master-Apprentice method of language learning. We also anticipate the usual courses in teaching methods & materials development, applied linguistics for NW languages, computers for language teaching, and language classes (in the past these have included Northern Paiute, Klamath, Sahaptin, or Chinuk Wawa). Let us know if you're interested in attending! Please mention (1) what language you have been studying and/or teaching, (2) what age/proficiency levels you teach, (3) whether you would be taking the Intro or Advanced Linguistics course, (4) your level of computer/technology experience, and (5) any special needs, or any suggestions for us, especially if you've attended in the past. See mail, fax, email, or voicemail below. Costs and registration info will follow soon. Hope to see you in Eugene! Jesse Blackburn Morrow Assistant to the Director Northwest Indian Language Institute 1290 University of Oregon Eugene, OR 97403 nwili at uoregon.edu voicemail: 541.346.3199 fax: 541.346.5961 http://babel.uoregon.edu/nili/ From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:29:03 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:29:03 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <39a679e20602251015t752b0b43q3ad5a9ceede33c73@mail.gmail.com> Message-ID: People are always having conferences on uses of technology for Indigenous languages. Most of them are too far away for me to go . . . until I get a faculty position . . . But imagine if people didn't have to choose a single sequence. Imagine if they could have it any way they want . . . by category, pronoun (1, 2, 3, 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is usually available in English - and the Hopi - dictionary. It's not very hard to plop it into an Access or MS SQL data base. They both support Indigenous fonts of the type where the characters are in the effective sort range. Then people could search. I have a copy of the Carolinian dictionary. It would be cool to have this, but first, it would have to be scanned . . . sigh. But I agree with Sue that we need to talk about this more. Here is a little passage from a conference paper I did in 2001. . . Gee, I sure haven't changed much :-) When faced with a linguistic ontology quite different from that of European languages, John Peabody Harrington approached the issue apparently prosaically and without a sense of ideological misunderstandings that would follow from his mapping. "There are many 'parts of speech'," he says, "each of which behaves differently, and for which we have in English no satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This normalization results in a loss of the data that would otherwise have defined the true nature of the Tewa language and simultaneously requires the "invention" of linguistic structures and rules that are not present in Tewa, but are essential to establishing the (supposed) integrity of the linguistic representation (Kalish, 2001). _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:15 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > -- 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 Sat Feb 25 18:38:33 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:38:33 -0700 Subject: A Not-quite Pome as a Thank You Message-ID: Everyone has been so nice this morning. Thanks Richard, and Gene and Hannah and Don, for your wonderful references. :-) here is a kind of lyric poem-play for everyone. A One-act Play Language lives as a spirit inside a people... all of whom are joined by a common understanding, a "group knowledge" if you will. One day, a herald comes with a trumpet and a parchment. He says that from that day forth, all the people may speak only from the left side of their brains... for it has been determined that this is the side closest to "god" and therefore the "best" . . . And language can no longer move about, for it has lost its feet, and it can no longer feel, for it has lost its hands and its heart, language can no longer sound happy or sad, no longer offer solace for woe or companionship in joy and gladness, for it has lost its voice. Language can now only run in circles, for it has too much energy for its task, and it can only consider "disembodied" information, and has no way of validating it, for it has lost its "body of knowledge". And language becomes lonely and dispirited. It lives alone in the minds of those who are left, unable to reach its companions. And having lost its connection with others, it begins to lose its connection with itself, for it has lost its balance and its joy. ... And alone, it dies. (Kalish, 2002) Feel free to copy it as much as you like, and share it with everyone you like. I wrote it a long time ago, and posted it in the Relational Languaging discussion group that was hosted by my friend Dan Moonhawk Alford. Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:42:32 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:42:32 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <20060225105143.ukg4gwsw4s0cg40k@www.email.arizona.edu> Message-ID: Hi, Hannah, I was wondering about the ? marks. In position, they look like they should be accented o's; in older Athapascan texts, ? refers to a glottal stop. Were the words actually written with the ? marks? Thanks, Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Hannah Soreng Sent: Saturday, February 25, 2006 10:52 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. The cretids, the grammatical descriptions, the language examples, the explanations of precise meaning, etc are in Quichua. There are just a few bare words of Spanish. Quechua has a much larger base of speakers, but it's still pretty unusual. The book is called : Caimi ?ucanchic -- Shimiyuc-panca 1982. Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del Ecuador ILL-CIEI There are more than a dozen people listed as, roughly, "knowers", "writers", and "drawers". Hope that's useful. Hannah Soreng Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia From susan.penfield at GMAIL.COM Sat Feb 25 18:45:42 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 25 Feb 2006 11:45:42 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <001801c63a39$5eddaa10$0200a8c0@LFPMia> Message-ID: Mia, Sure a searchable data base is a workable option. Guess I'm thinking in eventual hard copy results...and a data base option that is more usable by community members. There is a Zuni dictionary done this way but I haven't had a chance to look at it... (Thanks to Jane and Ken Hill for this reference!) Bena:we Dana:we Word Categories. Developed by Wilfred Eriacho, Sr. Edited by Wilfred Eriacho, Sr. and Rena Gonzales. Illustrated by Eldred Sanchez. Published by Zuni Public School District No. 89 - 1998. Nice quote from your paper! Best, Susan On 2/25/06, Mia Kalish wrote: > > People are always having conferences on uses of technology for Indigenous > languages. Most of them are too far away for me to go . . . until I get a > faculty position . . . > > > > But imagine if people didn't have to choose a single sequence. Imagine if > they could have it any way they want . . . by category, pronoun (1, 2, 3, > 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is > usually available in English – and the Hopi – dictionary. It's not very hard > to plop it into an Access or MS SQL data base. They both support Indigenous > fonts of the type where the characters are in the effective sort range. > > > > Then people could search. I have a copy of the Carolinian dictionary. It > would be cool to have this, but first, it would have to be scanned . . . > sigh. > > > > But I agree with Sue that we need to talk about this more. Here is a > little passage from a conference paper I did in 2001. . . Gee, I sure > haven't changed much J > > > > When faced with a linguistic ontology quite different from that of > European languages, John Peabody Harrington approached the issue apparently > prosaically and without a sense of ideological misunderstandings that would > follow from his mapping. "There are many 'parts of speech'," he says, "each > of which behaves differently, and for which we have in English no > satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' > 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This > normalization results in a loss of the data that would otherwise have > defined the true nature of the Tewa language and simultaneously requires the > "invention" of linguistic structures and rules that are not present in Tewa, > but are essential to establishing the (supposed) integrity of the linguistic > representation (Kalish, 2001). > > > > > > > > > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Saturday, February 25, 2006 11:15 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Linguistic Matls IN the language of study > > > > All, > I think the whole question of categories is something worth discussing. > The Mohave and Chemehuevi communities I am working with repeatedly requests > dictionaries organized by theme (or concept). Ideally, though much more > difficult for languages with few remaining speakers I think, the themes > would be determined by speakers (and not representative of English). For > instance, what would speakers include under a category like 'living things' > ? I'm just guessing here, but I can imagine that it might include things > that English speakers don't consider 'living' -- > > The importance of this is two-fold. 1) it captures traditional categories > --hence adds to language documentation and 2) it is a more user-friendly > presentation for community members to access. I'm looking at a new software > that essentially creates a Thesaurus of this type. > > Other thoughts? > Susan > > On 2/25/06, *d_z_o* wrote: > > Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a > grammar of Pular in Pular. I know I saw a monolingual dictionary in > Pular, done by a grad student in linguistics, typed and stenciled a > few years earlier (I regret that I couldn't get a copy and hope that > there is at least one still extant! Unfortunately don't have the > reference handy). > > There may be more of such materials in some major languages of > Africa - there is a university in SW Nigeria for instance where one > can write theses in Yoruba, and it wouldn't surprise me if one has > pertained to the language itself. This should be possible to verify > if of interest. > > One last point is tangential, but when studying Chinese, I got the > impression that the grammar as presented conformed to Western > categories, whereas in a few instances I thought the feature of > Chinese in question was more similar to an African language I know > (one example is "present - past" vs. "accomplished - > nonaccomplished" in verb tenses - the latter of which helped me > understand the use of "le" better than the attempts to explain in > terms of present & past). This in turn made me wonder if the Chinese > materials in Chinese use original Chinese categories or whether they > too conform to Western categories but in translation. So that might > be another level of analysis beneath the language of presentation > (but certainly you've thought of that already). > > Don > > > Quoting Mia Kalish : > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic > study of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or > Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation > that there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > > > -- > 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 Sat Feb 25 18:48:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:48:13 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: Message-ID: Hi, Don, I have a Chinese friend. I will ask her about the dictionaries. She's an ESL teacher. Perhaps. . . -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of d_z_o Sent: Saturday, February 25, 2006 10:49 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > From hsoreng at EMAIL.ARIZONA.EDU Sat Feb 25 18:53:32 2006 From: hsoreng at EMAIL.ARIZONA.EDU (Hannah Soreng) Date: Sat, 25 Feb 2006 11:53:32 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <002801c63a3b$40571c50$0200a8c0@LFPMia> Message-ID: Oops sorry. That was failed ASCII. A friend promised me that it would work. The one in the title is N with a tilde ~ as in Spanish. The others are accented o's. Quoting Mia Kalish : > Hi, Hannah, > > I was wondering about the ? marks. In position, they look like they should > be accented o's; in older Athapascan texts, ? refers to a glottal stop. > > Were the words actually written with the ? marks? > > Thanks, > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Hannah Soreng > Sent: Saturday, February 25, 2006 10:52 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. > The > cretids, the grammatical descriptions, the language examples, the > explanations > of precise meaning, etc are in Quichua. There are just a few bare words of > Spanish. Quechua has a much larger base of speakers, but it's still pretty > unusual. > > The book is called : > Caimi ?ucanchic -- Shimiyuc-panca > 1982. > Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del > Ecuador > ILL-CIEI > > There are more than a dozen people listed as, roughly, "knowers", > "writers", and > "drawers". > > Hope that's useful. > > Hannah Soreng > > > Quoting Mia Kalish : > >> Hi, >> >> >> >> Does anyone know of any cases where the results of linguistic study of >> Indigenous language have been codified IN the language of study? That > would >> be a grammar actually written in, for example, Navajo or Jicarilla, rather >> than in English, Spanish, Dutch, Russian, etc? >> >> >> >> Thanks for your help. I am currently writing in my dissertation that there >> are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? >> Quecha? >> >> >> > >> Mia From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:53:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:53:10 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <39a679e20602251045o7a604c02leb6990b501681b2e@mail.gmail.com> Message-ID: I guess as a techie I always assume that people assume that anything that's in a database can be printed. And it can be printed in any format, sequence, or category. Maybe most people are familiar with those online databases where you put in one word or sentence, and get one back. My Apache dictionary looks like an Excel spreadsheet, and I can sort it any way I like. I can write it to FlashPaper and print it - which, incidentally, is one of the reasons I have FlashPaper. I don't have to worry about whether people have the fonts installed. If people want to learn more about this, I can send you a copy of the dictionary, and the fonts, with installation instructions for people who need them. Excel spreadsheets are directly importable to Access and MySQL. Tables can be defined to use particular fonts so you don't lose the sort sequence. Then, with the database, you can format your reports however you like . . . pages and pages and pages of beautifully scripted paper. Thanks for the compliment. . . . Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:46 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Mia, Sure a searchable data base is a workable option. Guess I'm thinking in eventual hard copy results...and a data base option that is more usable by community members. There is a Zuni dictionary done this way but I haven't had a chance to look at it... (Thanks to Jane and Ken Hill for this reference!) Bena:we Dana:we Word Categories. Developed by Wilfred Eriacho, Sr. Edited by Wilfred Eriacho, Sr. and Rena Gonzales. Illustrated by Eldred Sanchez. Published by Zuni Public School District No. 89 - 1998. Nice quote from your paper! Best, Susan On 2/25/06, Mia Kalish < MiaKalish at learningforpeople.us > wrote: People are always having conferences on uses of technology for Indigenous languages. Most of them are too far away for me to go . . . until I get a faculty position . . . But imagine if people didn't have to choose a single sequence. Imagine if they could have it any way they want . . . by category, pronoun (1, 2, 3, 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is usually available in English - and the Hopi - dictionary. It's not very hard to plop it into an Access or MS SQL data base. They both support Indigenous fonts of the type where the characters are in the effective sort range. Then people could search. I have a copy of the Carolinian dictionary. It would be cool to have this, but first, it would have to be scanned . . . sigh. But I agree with Sue that we need to talk about this more. Here is a little passage from a conference paper I did in 2001. . . Gee, I sure haven't changed much :-) When faced with a linguistic ontology quite different from that of European languages, John Peabody Harrington approached the issue apparently prosaically and without a sense of ideological misunderstandings that would follow from his mapping. "There are many 'parts of speech'," he says, "each of which behaves differently, and for which we have in English no satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This normalization results in a loss of the data that would otherwise have defined the true nature of the Tewa language and simultaneously requires the "invention" of linguistic structures and rules that are not present in Tewa, but are essential to establishing the (supposed) integrity of the linguistic representation (Kalish, 2001). _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:15 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > -- 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 coyotez at UOREGON.EDU Sat Feb 25 23:19:39 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Sat, 25 Feb 2006 15:19:39 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602251722.k1PHMYv5023029@smtp.uoregon.edu> Message-ID: Mia, here is a webpage that links to the Arrernte australian people I mentioned below http://www.aboriginalart.com.au/culture/arrernte.html also some of their language materials online http://www.aboriginalart.com.au/culture/arrernte4.html David ------------------- > Mia, > When I was in Alice Springs Australia the Arrente people were moving > that direction. I have no references for you but they were producing > in 1998 dual English and aboriginal language texts, with english on > one half of the page and Arrente on the other half. I don't know the > true spelling of the Arrente/Arrende. > David > > ------------------- > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic study > of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or Jicarilla, > rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation that > there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > David Lewis University of Oregon Confederated Tribes of Grand Ronde From thien at UNIMELB.EDU.AU Sun Feb 26 00:39:37 2006 From: thien at UNIMELB.EDU.AU (Nick Thieberger) Date: Sun, 26 Feb 2006 11:39:37 +1100 Subject: Linguistic Matls IN the language of study In-Reply-To: <001301c63a30$7bb5c8b0$0200a8c0@LFPMia> Message-ID: Terry Crowley's grammar of Bislama (ok, not an indigenous language but the national creole/pidgin language of Vanuatu) was originally written in Bislama for use in University of the South Pacific courses. An English version has been produced by U.Hawai'i Press. On Sun, February 26, 2006 4:25 am, Mia Kalish wrote: > Thanks, maybe I'll just use these emails from the ILAT list. I'll put it > as > "historically there are no . . . but Indigenous People are beginning to > produce contemporary linguistic documents in their own languages". > > Thanks so much for the help. > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of David Gene Lewis > Sent: Saturday, February 25, 2006 10:20 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > Mia, > When I was in Alice Springs Australia the Arrente people were moving > that direction. I have no references for you but they were producing > in 1998 dual English and aboriginal language texts, with english on > one half of the page and Arrente on the other half. I don't know the > true spelling of the Arrente/Arrende. > David > > ------------------- >> Hi, >> >> >> >> Does anyone know of any cases where the results of linguistic study > of >> Indigenous language have been codified IN the language of study? > That would >> be a grammar actually written in, for example, Navajo or Jicarilla, > rather >> than in English, Spanish, Dutch, Russian, etc? >> >> >> >> Thanks for your help. I am currently writing in my dissertation that > there >> are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? >> Quecha? >> >> >> >> Mia >> >> >> >> >> >> > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > From rtroike at EMAIL.ARIZONA.EDU Sun Feb 26 08:46:09 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sun, 26 Feb 2006 01:46:09 -0700 Subject: Studies written in indigenous languages In-Reply-To: Message-ID: Mia, First a note to the wise: 90% of tonight's digest was composed of copies of previous notes sent because people did not delete the notes they were responding to, and sometimes these get three and four deep. It would save a lot of space in the inbox if the original note were deleted when making the response (and particularly the note to which the original note is a response!). I think that there have been a number of grammatical sketches, dictionaries, and the like produced as contributions to bilingual programs in Guatemala, Mexico, and Peru. It is hard to dig them out, since they are just locally produced and distributed, but they do exist. Also, I know that Paul Platero talked about submitting his dissertation on Navajo at MIT in Navajo, but I'm not sure whether he went through with it. However, he did initiate the Navajo Language Review, which we sponsored at the Center for Applied Linguistics when I was Director, and it contained a number of articles on Navajo written in Navajo. In addition, there was a lot of material on teaching Navajo produced by the Title VII Materials Development Center at the University of New Mexico. It is sad that knowledge of all of this fine work has disappeared into the sand, and been forgotten. Rudy Troike From susan.penfield at GMAIL.COM Sun Feb 26 15:29:14 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 26 Feb 2006 08:29:14 -0700 Subject: Software Message-ID: Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 Sun Feb 26 16:12:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 09:12:13 -0700 Subject: Studies written in indigenous languages In-Reply-To: <20060226014609.poric60cg0ckgwk0@www.email.arizona.edu> Message-ID: Hi, Rudy, Pardon me for being perhaps a moron, but are you saying that all the Title VII materials are gone? They are not even in the UNM library? It is interesting to me that you describe these dictionaries and grammatical sketches as "contributions to bilingual programs". D'Ambrosio made this intriguing statement that without history, knowledge is deprived of status. I think of all the dictionaries we have in English that stand on their own, that are the subject of Focus, by which I mean shining light on, studying, and talking about. I think if we are going to do anything serious about revitalization we have to unearth these things and make them objects-to-think-with (Papert). I am 3.5 hours south of UNM, so I could go up there and see what could be unearthed. I have wonderful scanner software that might be trained to recognize Navajo. I'll write to them and see. . . . I also remember reading some things by Paul Platero. A web search shows that he published some things with Ken Hale. I lived in Boston for a substantial chunk of my life, so I know MIT pretty well. I lost track of Platero at Prescott College, but I did find Ted Fernald. And Gary Witherspoon still seems to be around. I loved his book, Language and Art in the Navajo Universe. :-) Thanks so much, Rudy. I always learn so much from your posts. Mia From MiaKalish at LEARNINGFORPEOPLE.US Sun Feb 26 16:45:45 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 09:45:45 -0700 Subject: Software In-Reply-To: <39a679e20602260729h6f2ef7b4wc3ce570c6126a947@mail.gmail.com> Message-ID: Hi, Sue, I checked the page out that you gave me. . . . :-) Yesterday, we had a discussion about creating materials for Communities to use . . . and, I'm not sure this is it, at least, not as a final output. I think that if it has an export function, that it could be really useful for the middle-level data collection that would then be used to create the Community materials. My first observation of the site was that it looked very much like the search and retrieval system our library uses here at NMSU. These systems are an outgrowth of the Retrieve/Browse paradigm of early computer systems when there really was a space/functionality constraint. (My first invoice/cash application had 32K of computer memory. That's 1/100th of what I have today on this laptop; which I don't have to share). First, I searched for one of my favorite polysemic words, "object", and didn't find anything. Then, I read that the words were about the Southwest, so I searched for "cactus". "Cactus" showed up at the top of the retrieved list which then went on to show such things as California Redwoods. Every once in a very great while I find this kind of option useful, but usually only to confirm the bad news, that what I was looking for isn't there. I thought perhaps the alphabetic listing might be useful for helping people correct spelling errors, so I went back and looked for "cactus". I didn't find anything, which surprised me. This means that the application is using a database that supports browse after keyed access. IBM's DB2 used to have that facility. . . . Most non-commercial applications aren't coded this way; this kind of functionality is useful when you have multiple items coded under an identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, Cactus:Rainbow. But it doesn't appear to be working that way . . . . back soon . . . I put in "cactus" again and selected the "Each term followed by its relationships" radio button. Again, I got the StartKey:Browse List configuration. Interestingly enough, you can input "c" and get a list of items beginning with that letter. You can input "ce" and get the list commencing with "ce". . . but if you input "cectus", you get item not found. . . . I wondered if the function was perhaps dependent on input string length. I input "cec" and again got a Not Found. I have some issues with the list of metadata types. These are all highly abstracted, culturally embedded terms. I'll bet there is only one entry for "preferred term". . . Having spent several to many years in an institution that is famous for its critical pedagogy, I have to has, Preferred By WHOM? It also is limited in that to make the categories work for different disciplines, you have to identify each one of them as a language. Lastly, I tracked through these categories long enough to realize that the relationships form a Network. Both the search keys and the outputs are all terms. I did find a place where there was a description. I found it kind of frustrating because I felt like I was "always on the road" never "at the Inn". In other words, I was always searching, always searching, and because the responses were so broad, and crossed so many categories, I never felt like I was done. PT - Preferred Term SY - Synonym BT - Broader Term NT - Narrower Term FR - Functionally Related CR - Conceptually Related TR - Temporally Related PS - Physically/Spatially Related You mentioned that this was pretty easy to use. . . there is a kind of Rule of Interaction in Computer Science that says that the easier something is to assemble on the front end, the less sophisticated the functionality will be on the back end. I was a bit worried that there was a Search Everywhere option, that allowed you to go to Google. IMHO, this is an hypertext application without the graphics and sophisticated search engine tools. It probably doesn't even allow you to embed special fonts for languages that require characters other than those supported even by Unicode. (like Athapascan languages). Given the sophistication of today's technologies, I don't think users will want this for anything more than the mid-level interface tool . . . A final, final note: This is very Modern (one view, one meaning) as opposed to PostModern (many voices) and PostStructuralist (lots of pieces, diachronic component). It seems you might like a Wiki better. . . it gives you places for people to participate. The people I have worked with always seem to think there is only one word for something in their language, and one way to say that word. The battles that ensue around this idea tend to halt revitalization rather than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . . no pictures? All Text? _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 8:29 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Software Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 Sun Feb 26 17:59:02 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 26 Feb 2006 10:59:02 -0700 Subject: Software In-Reply-To: <004101c63af4$19345890$0200a8c0@LFPMia> Message-ID: Thanks for the detailed reply, Mia.. I goofed by not explaining that this was not fully set up (which is why you couldn't find a number of things) -- and sound can be attached..and more. But, clearly, I will consider your comments -- and I have been considering a Wiki too.. Best, Susan On 2/26/06, Mia Kalish wrote: > > Hi, Sue, > > > > I checked the page out that you gave me. . . . J > > > > Yesterday, we had a discussion about creating materials for Communities to > use . . . and, I'm not sure this is it, at least, not as a final output. I > think that if it has an export function, that it could be really useful for > the middle-level data collection that would then be used to create the > Community materials. > > > > My first observation of the site was that it looked very much like the > search and retrieval system our library uses here at NMSU. These systems are > an outgrowth of the Retrieve/Browse paradigm of early computer systems when > there really was a space/functionality constraint. (My first invoice/cash > application had 32K of computer memory. That's 1/100th of what I have > today on this laptop; which I don't have to share). > > > > First, I searched for one of my favorite polysemic words, "object", and > didn't find anything. > > > > Then, I read that the words were about the Southwest, so I searched for > "cactus". "Cactus" showed up at the top of the retrieved list which then > went on to show such things as California Redwoods. Every once in a very > great while I find this kind of option useful, but usually only to confirm > the bad news, that what I was looking for isn't there. I thought perhaps the > alphabetic listing might be useful for helping people correct spelling > errors, so I went back and looked for "cactus". I didn't find anything, > which surprised me. This means that the application is using a database that > supports browse after keyed access. IBM's DB2 used to have that facility. . > . . Most non-commercial applications aren't coded this way; this kind of > functionality is useful when you have multiple items coded under an > identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, > and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, > Cactus:Rainbow. But it doesn't appear to be working that way . . . . back > soon . . . I put in "cactus" again and selected the "Each term followed by > its relationships" radio button. Again, I got the StartKey:Browse List > configuration. > > > > Interestingly enough, you can input "c" and get a list of items beginning > with that letter. You can input "ce" and get the list commencing with "ce". > . . but if you input "cectus", you get item not found. . . . I wondered if > the function was perhaps dependent on input string length. I input "cec" and > again got a Not Found. > > > > > > > > I have some issues with the list of metadata types. These are all highly > abstracted, culturally embedded terms. I'll bet there is only one entry for > "preferred term". . . Having spent several to many years in an institution > that is famous for its critical pedagogy, I have to has, Preferred By WHOM? > It also is limited in that to make the categories work for different > disciplines, you have to identify each one of them as a language. Lastly, I > tracked through these categories long enough to realize that the > relationships form a Network. Both the search keys and the outputs are all > terms. I did find a place where there was a description. I found it kind of > frustrating because I felt like I was "always on the road" never "at the > Inn". In other words, I was always searching, always searching, and because > the responses were so broad, and crossed so many categories, I never felt > like I was done. > > > > PT – Preferred Term > SY – Synonym > BT – Broader Term > NT – Narrower Term > FR – Functionally Related > CR – Conceptually Related > TR – Temporally Related > PS – Physically/Spatially Related > > > > You mentioned that this was pretty easy to use. . . there is a kind of > Rule of Interaction in Computer Science that says that the easier something > is to assemble on the front end, the less sophisticated the functionality > will be on the back end. I was a bit worried that there was a Search > Everywhere option, that allowed you to go to Google. IMHO, this is an > hypertext application without the graphics and sophisticated search engine > tools. It probably doesn't even allow you to embed special fonts for > languages that require characters other than those supported even by > Unicode. (like Athapascan languages). Given the sophistication of today's > technologies, I don't think users will want this for anything more than the > mid-level interface tool . . . > > > > A final, final note: This is very Modern (one view, one meaning) as > opposed to PostModern (many voices) and PostStructuralist (lots of pieces, > diachronic component). > > > > It seems you might like a Wiki better. . . it gives you places for people > to participate. The people I have worked with always seem to think there is > only one word for something in their language, and one way to say that word. > The battles that ensue around this idea tend to halt revitalization rather > than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . > . no pictures? All Text? > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Sunday, February 26, 2006 8:29 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* [ILAT] Software > > > > Hi, > Yesterday I mentioned that I have been looking at a new software which > might be usable > for creating thematic dictionaries (a very user-friendly option) . I would > like some others to take a look > to see what they think of it . Check out www.swt.arizona.edu. > Best, > 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 Sun Feb 26 18:07:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 11:07:13 -0700 Subject: Software In-Reply-To: <39a679e20602260959q77754558w89988723b7075cdb@mail.gmail.com> Message-ID: I have been using Wikipedia a lot lately. Sometimes, the information is pretty static, like the discussions on Postmodernism and Poststructuralism. Other times, the battle has been engaged, like for Object-Oriented Programming (OOP) and Object-Oriented Programming Languages (LOOP). There is a presentation page, and a discussion page, and an edits page. And there are lots of inputs . . . I really like that . . . but perhaps being a Postmodern Poststructuralist with a taste for Hopper and Gibbs and a propensity for developing in a plethora of languages would influence my choices a bit :-) Tell us what other things you are going to add . . . Mia :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 10:59 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Software Thanks for the detailed reply, Mia.. I goofed by not explaining that this was not fully set up (which is why you couldn't find a number of things) -- and sound can be attached..and more. But, clearly, I will consider your comments -- and I have been considering a Wiki too.. Best, Susan On 2/26/06, Mia Kalish wrote: Hi, Sue, I checked the page out that you gave me. . . . :-) Yesterday, we had a discussion about creating materials for Communities to use . . . and, I'm not sure this is it, at least, not as a final output. I think that if it has an export function, that it could be really useful for the middle-level data collection that would then be used to create the Community materials. My first observation of the site was that it looked very much like the search and retrieval system our library uses here at NMSU. These systems are an outgrowth of the Retrieve/Browse paradigm of early computer systems when there really was a space/functionality constraint. (My first invoice/cash application had 32K of computer memory. That's 1/100th of what I have today on this laptop; which I don't have to share). First, I searched for one of my favorite polysemic words, "object", and didn't find anything. Then, I read that the words were about the Southwest, so I searched for "cactus". "Cactus" showed up at the top of the retrieved list which then went on to show such things as California Redwoods. Every once in a very great while I find this kind of option useful, but usually only to confirm the bad news, that what I was looking for isn't there. I thought perhaps the alphabetic listing might be useful for helping people correct spelling errors, so I went back and looked for "cactus". I didn't find anything, which surprised me. This means that the application is using a database that supports browse after keyed access. IBM's DB2 used to have that facility. . . . Most non-commercial applications aren't coded this way; this kind of functionality is useful when you have multiple items coded under an identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, Cactus:Rainbow. But it doesn't appear to be working that way . . . . back soon . . . I put in "cactus" again and selected the "Each term followed by its relationships" radio button. Again, I got the StartKey:Browse List configuration. Interestingly enough, you can input "c" and get a list of items beginning with that letter. You can input "ce" and get the list commencing with "ce". . . but if you input "cectus", you get item not found. . . . I wondered if the function was perhaps dependent on input string length. I input "cec" and again got a Not Found. I have some issues with the list of metadata types. These are all highly abstracted, culturally embedded terms. I'll bet there is only one entry for "preferred term". . . Having spent several to many years in an institution that is famous for its critical pedagogy, I have to has, Preferred By WHOM? It also is limited in that to make the categories work for different disciplines, you have to identify each one of them as a language. Lastly, I tracked through these categories long enough to realize that the relationships form a Network. Both the search keys and the outputs are all terms. I did find a place where there was a description. I found it kind of frustrating because I felt like I was "always on the road" never "at the Inn". In other words, I was always searching, always searching, and because the responses were so broad, and crossed so many categories, I never felt like I was done. PT - Preferred Term SY - Synonym BT - Broader Term NT - Narrower Term FR - Functionally Related CR - Conceptually Related TR - Temporally Related PS - Physically/Spatially Related You mentioned that this was pretty easy to use. . . there is a kind of Rule of Interaction in Computer Science that says that the easier something is to assemble on the front end, the less sophisticated the functionality will be on the back end. I was a bit worried that there was a Search Everywhere option, that allowed you to go to Google. IMHO, this is an hypertext application without the graphics and sophisticated search engine tools. It probably doesn't even allow you to embed special fonts for languages that require characters other than those supported even by Unicode. (like Athapascan languages). Given the sophistication of today's technologies, I don't think users will want this for anything more than the mid-level interface tool . . . A final, final note: This is very Modern (one view, one meaning) as opposed to PostModern (many voices) and PostStructuralist (lots of pieces, diachronic component). It seems you might like a Wiki better. . . it gives you places for people to participate. The people I have worked with always seem to think there is only one word for something in their language, and one way to say that word. The battles that ensue around this idea tend to halt revitalization rather than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . . no pictures? All Text? _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 8:29 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Software Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 john.bowden at ANU.EDU.AU Mon Feb 27 00:13:29 2006 From: john.bowden at ANU.EDU.AU (John Bowden) Date: Mon, 27 Feb 2006 11:13:29 +1100 Subject: Linguistic Matls IN the language of study In-Reply-To: <46996.220.237.49.170.1140914377.squirrel@webmail.unimelb.e du.au> Message-ID: Hi to everyone I know of a dissertation being written at the University of the South Pacific, about the Fijian language, in Fijian.. .Can't recall the woman's name off the top of my head, but Paul Geraghty in Fiji would know about it. Tetum in East Timor is another interesting case, having just become the national language of the world's newest country, but which would have been one of many minority languages in Indonesia before Indonesian occupation ended. The new National Linguistics Institute in East Timor has been instrumental in producing a lot of materials in Tetum about Tetum, as has the Ministry of Education. More on the National Linguistics Institute can be found at http://www.shlrc.mq.edu.au/~leccles/ Hope some of that is useful John At 11:39 AM 26/02/2006, you wrote: >Terry Crowley's grammar of Bislama (ok, not an indigenous language but the >national creole/pidgin language of Vanuatu) was originally written in >Bislama for use in University of the South Pacific courses. An English >version has been produced by U.Hawai'i Press. > >On Sun, February 26, 2006 4:25 am, Mia Kalish wrote: > > Thanks, maybe I'll just use these emails from the ILAT list. I'll put it > > as > > "historically there are no . . . but Indigenous People are beginning to > > produce contemporary linguistic documents in their own languages". > > > > Thanks so much for the help. > > Mia > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > > On Behalf Of David Gene Lewis > > Sent: Saturday, February 25, 2006 10:20 AM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > > > Mia, > > When I was in Alice Springs Australia the Arrente people were moving > > that direction. I have no references for you but they were producing > > in 1998 dual English and aboriginal language texts, with english on > > one half of the page and Arrente on the other half. I don't know the > > true spelling of the Arrente/Arrende. > > David > > > > ------------------- > >> Hi, > >> > >> > >> > >> Does anyone know of any cases where the results of linguistic study > > of > >> Indigenous language have been codified IN the language of study? > > That would > >> be a grammar actually written in, for example, Navajo or Jicarilla, > > rather > >> than in English, Spanish, Dutch, Russian, etc? > >> > >> > >> > >> Thanks for your help. I am currently writing in my dissertation that > > there > >> are no known cases. . . . I've never seen one, but maybe in Maori? > > Hawaiian? > >> Quecha? > >> > >> > >> > >> Mia > >> > >> > >> > >> > >> > >> > > David Lewis > > University of Oregon > > Confederated Tribes of Grand Ronde > > From anggarrgoon at gmail.com Mon Feb 27 17:14:50 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Mon, 27 Feb 2006 11:14:50 -0600 Subject: Linguistic Matls IN the language of study In-Reply-To: <6.0.1.1.0.20060227110908.01c7de90@mail.coombs.anu.edu.au> Message-ID: I'd like to second the plea for post trimming. Isn't there a Hawai'ian grammar in Hawai'ian - I thought I'd seen it. And there are some language materials in Yolngu Matha in progress, including a translation of the Northern Territory Indigenous languages curriculum into Djambarrpuyngu. Claire From gforger at EMAIL.ARIZONA.EDU Mon Feb 27 17:20:11 2006 From: gforger at EMAIL.ARIZONA.EDU (Garry Forger) Date: Mon, 27 Feb 2006 10:20:11 -0700 Subject: Software In-Reply-To: <39a679e20602260729h6f2ef7b4wc3ce570c6126a947@mail.gmail.com> Message-ID: Let me add some information to the post Sue Penfield made, with the link to the Southwest Thesaurus http://www.swt.arizona.edu . We had a small grant to create this several years ago, unfortunately we have not been updating this but it is still on the web. The software that was used is called Multites http://www.multites.com/ and is commercially available. I think you can download a trial version from their website. There is a short paper on this project at http://ltc.arizona.edu/swtpdf.pdf I had mentioned this to Sue because she was telling me that having a dictionary that is sorted alphabetically was not the best solution for some groups. With this software you can have terms sorted alphabetically, but you can sort by other creteria, such as relationships between terms, terms listed by associated areas such as Geographic Area or Fuana as examples from our thesaurus. The categories would be determined when you are creating the thesaurus and would be unique to whatever works for your set of terms. The software also has multiple language possiblities so that you could relate terms to each other that are in several languages. This has not been done for our project but the software enables this if you want to use it. I hope this information is helpful. Garry Forger Susan Penfield wrote: > Hi, > Yesterday I mentioned that I have been looking at a new software which > might be usable > for creating thematic dictionaries (a very user-friendly option) . I > would like some others to take a look > to see what they think of it . Check out www.swt.arizona.edu > . > Best, > 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 -- ___________________________________________ Garry J. Forger, MLS, MWS (Santa Cruz Watershed) Development and Grants Management Officer for Learning Technologies The University of Arizona gforger at email.arizona.edu 520-626-3918 Fax 520-626-8220 From coyotez at UOREGON.EDU Mon Feb 27 17:21:43 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Mon, 27 Feb 2006 09:21:43 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <4403338A.4030901@gmail.com> Message-ID: I keep thinking that some of the early studies or efforts may have produced some language materials. Were there language materials produced for Cherokee? Didn't they produce their own script and were their language tools in that script? Also from the Northwest, where does Duployan fit in? It was an early script used for Chinook Jargon. There was many journals that contained the script. Was it ever used as a teaching tool? David Lewis University of Oregon Confederated Tribes of Grand Ronde From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 17:37:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 10:37:10 -0700 Subject: Software In-Reply-To: <440334CB.7050005@email.arizona.edu> Message-ID: >I had mentioned this to Sue because she was telling me that having a >dictionary that is sorted alphabetically was not the best solution for >some groups. With this software you can have terms sorted >alphabetically, but you can sort by other creteria, such as >relationships between terms, terms listed by associated areas such as >Geographic Area or Fuana as examples from our thesaurus. Hi, Garry, How are you? It's been a long time :-) One of the major language problems that some of us have is how to order polysynthetic languages. Athapascan has prefixes and embedded enclitics, so sort issues are very complex. English has very few of these, and most of the technological support is tightly coupled with English morphology. Mia From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 17:38:52 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 10:38:52 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602271721.k1RHLh7Q021471@smtp.uoregon.edu> Message-ID: I don't know about the Tsalagi, but Katherine is on this list. Perhaps she will see our interest and respond. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of David Gene Lewis Sent: Monday, February 27, 2006 10:22 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study I keep thinking that some of the early studies or efforts may have produced some language materials. Were there language materials produced for Cherokee? Didn't they produce their own script and were their language tools in that script? Also from the Northwest, where does Duployan fit in? It was an early script used for Chinook Jargon. There was many journals that contained the script. Was it ever used as a teaching tool? David Lewis University of Oregon Confederated Tribes of Grand Ronde From cashcash at EMAIL.ARIZONA.EDU Mon Feb 27 19:15:52 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Feb 2006 12:15:52 -0700 Subject: Mass to be given in indigenous languages (fwd) Message-ID: MASS TO BE GIVEN IN INDIGENOUS LANGUAGES Wire services El Universal Viernes 24 de febrero de 2006 Miami Herald, página 1 http://www.eluniversal.com.mx/miami/17128.html SAN CRISTÓBAL DE LAS CASAS, Chiapas - Mexican prelates were reviewing translations of the texts of the Catholic Mass into four indigenous languages of the southern state of Chiapas and will send them on to the Vatican for its approval, Bishop Felipe Arizmendi said. The bishops to date have translated the texts of the Mass into Tzotzil, Tzeltal, Chol and Tojolabal, four main languages of Chiapas that are spoken by some 1 million of Mexico´s 13 million Indians, said Arizmendi, head of the Indian Pastoral Mission of the Mexican Episcopate. Arizmendi said the Catholic Church must not continue its practice of imposing Spanish on indigenous communities, adding that it is necessary to bring them the "word of God" in their own languages. The bishop said 56 indigenous languages are spoken in Mexico, but "there is only one approved translation of the Catholic ceremonies into an indigenous language, and that´s Tarahumara way up in the northern highlands, but it hasn´t been officially approved by the Vatican." He said the Catholic Church has not valued indigenous tongues, contrasting that neglect with efforts by Protestants to reach out to the indigenous in Mexico. "Protestant brothers have made translations into almost all of the 56 indigenous languages that there are in Mexico, while Catholic Bibles have only been translated into Tzeltal and another into Tzotzil, but that was in collaboration with the Protestants," Arizmendi said. © Copyright El Universal-El Universal Online -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 27 19:26:04 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Feb 2006 12:26:04 -0700 Subject: Translating modern jargon into ancient languages (fwd) Message-ID: February 26, 2006 TRANSLATING MODERN JARGON INTO ANCIENT LANGUAGES BY BOB WEBER http://cnews.canoe.ca/CNEWS/Features/2006/02/26/1463664-cp.html INUVIK, N.W.T. (CP) - She sits at the back of the hall, listening to experts from far away talking in a language not her own about the fate of the bush she has roamed all her life. Elizabeth Greenland, 86, is desperate to understand what a proposed $7-billion natural gas pipeline and energy development could do to the Mackenzie Delta homeland she loves. In the past, she couldn't, her English being unequal to the technical terms and bureaucratese beloved of such hearings. But now, thanks to sustained efforts to adapt the languages of hunters to the concepts of technocrats, Greenland is figuring things out. "I can't understand the hard words," she says as she holds an earpiece offering simultaneous translation. "I didn't even know what's going on. I didn't know nothing about it. "Now I hear those girls talking in my language. Now I know what's going on." "Those girls" are a dedicated group of women - and at least one man - who are determined that nobody in their communities will be left out of hearings on the Mackenzie Valley energy proposal because of language barriers. "We want our people to know," says Mary Teyna of Fort McPherson, N.W.T., a native Gwich'In speaker. "We want our people to have the information." Teyna and her colleagues Robert Kuptana, Rosie Albert, Agnes White, Emma Robert and Bertha Francis work from 9 a.m. to as late as 10 p.m., interpreting the testimony of company and government officials, as well as regular citizens, into Gwich'In and Inuvialuktun. When they're not doing that, they often appear at community events or on local radio shows. At a recent hearing in Fort McPherson, Francis even helped out with the catering. Concerned there wouldn't be enough to feed supper to everyone at the meeting - McPherson has no restaurant - Francis got up at 7 a.m. and whipped up a savoury vat of caribou-head soup. The hardest part is finding ways to explain concepts that have no aboriginal equivalents. How do you explain "sustainable development" to someone who doesn't know there's another kind? "There are things that are so new that we don't even have any terms for the language they use in the hearings," said Kuptana, an Inuvialuktun speaker, who learned English as a boy when his parents were sent to Edmonton to be treated for tuberculosis. "There's a lot of terms that the oil companies have that we don't," says Teyna. "We have to really be descriptive." "Footprint," for example, becomes "They leave a mark there." Abstract concepts are made concrete and the strange is made familiar. "Development threshold" is related to over-hunting. The word used for oil and gas pipeline is the same one used for stovepipe. New terms are derived at workshops held by the Mackenzie Valley Environmental Impact Review Board in Yellowknife. Every year, translators from across the N.W.T. gather to discuss concepts likely to come up in energy development, mining or environmental assessment. The goal, says board director Vern Christensen, is not so much to come up with new words as to make sure interpreters have the same understanding of what the English words mean. The actual translation is likely to vary according to context and local dialect. After four such annual conferences, the board has compiled a widely used glossary of terms that translates back and forth between English and Gwich'In, North Slavey, South Slavey, Chipewyan and Dogrib. "It's vital for successful environmental assessment," Christensen says. "The board is not going to get the quality communication if they don't have the opportunity that goes with having good translation." Translators, however, are aging. All those working the Inuvik hearings are at least in their 60s, and the slow fade of some aboriginal languages makes recruiting new interpreters difficult. "(Current translators) are nervous about retiring," Christensen says. "Language retention in the communities is a huge issue all over the North." For now, however, the interpretation is good hands. Feisty, funny women like Bertha Francis have plenty of talk in them yet. But as she heads into another long day of untangling the jargon of technical experts and consultants, she can't help making a little wish. "Why can't the white man just talk like us? It would make things so much easier." - INUVIK, N.W.T. (CP) - A few terms commonly used in environmental assessments of mining and energy developments in the North, retranslated into English from their aboriginal equivalents: Crown land - Land that is not settled, the federal government is the boss of it (Gwich'In) Environmental assessment - Rules to prevent damage (Dogrib) Ore - Good rock (Chipewyan) Gold - Expensive rock (Gwich'In) Risk analysis - Thinking maybe (South Slavey) Acid rain - Rain water with bad medicine (Chipewyan) Fragmentation - The land changed (Gwich'In) Monitoring agency - The ones who watch (Gwich'In) Mineral rights - We are the boss of what is under the ground (Gwich'In) Expert adviser - Person expressing their wisdom (South Slavey) Development proposal - Agreement is made to create jobs (Dogrib) Source - Glossary of Terms, the Mackenzie Valley Environmental Impact Review Board -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 19:47:48 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 12:47:48 -0700 Subject: Mass to be given in indigenous languages (fwd) In-Reply-To: <20060227121552.tepco8cs04wos0cs@www.email.arizona.edu> Message-ID: Has anyone wondered yet why materials in Indigenous languages would be sent to the Pope? Are these people SERIOUS?!!!!!!!!!!! . . . and think of that! All this time I didn’t know the Pope was a language maven. Thanks Phil. How’s Idaho? PS: I also wonder how they moved concepts like “transubstantiation” into Tzotsil, Tzeltal, Chol and Tojolabal. _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, February 27, 2006 12:16 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Mass to be given in indigenous languages (fwd) Mass to be given in indigenous languages Wire services El Universal Viernes 24 de febrero de 2006 Miami Herald, página 1 http://www.eluniversal.com.mx/miami/17128.html SAN CRISTÓBAL DE LAS CASAS, Chiapas - Mexican prelates were reviewing translations of the texts of the Catholic Mass into four indigenous languages of the southern state of Chiapas and will send them on to the Vatican for its approval, Bishop Felipe Arizmendi said. The bishops to date have translated the texts of the Mass into Tzotzil, Tzeltal, Chol and Tojolabal, four main languages of Chiapas that are spoken by some 1 million of Mexico´s 13 million Indians, said Arizmendi, head of the Indian Pastoral Mission of the Mexican Episcopate. Arizmendi said the Catholic Church must not continue its practice of imposing Spanish on indigenous communities, adding that it is necessary to bring them the "word of God" in their own languages. The bishop said 56 indigenous languages are spoken in Mexico, but "there is only one approved translation of the Catholic ceremonies into an indigenous language, and that´s Tarahumara way up in the northern highlands, but it hasn´t been officially approved by the Vatican." He said the Catholic Church has not valued indigenous tongues, contrasting that neglect with efforts by Protestants to reach out to the indigenous in Mexico. "Protestant brothers have made translations into almost all of the 56 indigenous languages that there are in Mexico, while Catholic Bibles have only been translated into Tzeltal and another into Tzotzil, but that was in collaboration with the Protestants," Arizmendi said. © Copyright El Universal-El Universal Online -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Mon Feb 27 22:27:09 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Mon, 27 Feb 2006 17:27:09 -0500 Subject: Mass to be given in indigenous languages (fwd) Message-ID: Yahgan has three 19th C. translations of New Testament texts (Gospels of Luke, John, and Acts of the Apostles), the Lord's Prayer, and morning and evening prayers. I've been analyzing the style with an eye towards doing others- the sole (no pun intended) missionary currently working with the Yahgans has posted up some of the materials I sent him on his webpages, but none are currently being actively used. But you've given me a lot to think about.... Jess Tauber From andrekar at NCIDC.ORG Tue Feb 28 16:38:11 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 28 Feb 2006 08:38:11 -0800 Subject: Language Conferences Message-ID: http://jan.ucc.nau.edu/~jar/Conf.html .:. 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 Conferences Links to Upcoming Indigenous Education and Language Conferences 2nd Annual Sahaptian Conference Sponsored by the Northwest Indian Language Institute and Heritage University February 24-26, 2006, Toppenish, Washington Georgetown University Round Table on Languages and Linguistics 2006 Endangered and Minority Languages and Language Varieties: Defining, Documenting, and Developing March 3-5, 2006, Washington, DC 2006 Yuman Family Language Summit Yuma Convention Center, Yuma, AZ, March 10-12, 2006 7th Biennial Language Is Life Conference for California Indian Languages Marin Headlands Institute, Sausalito, CA, March 24-26, 2006 Conference on Endangered Languages and Cultures of Native America (2nd annual CELCNA conference) March 31-April 2, 2006, University of Utah, Salt Lake City, Utah For more information contact Zeb Pischnotte z.pischnotte at utah.edu or Lyle Campbell lyle.campbell at linguistics.utah.edu. 12th Annual Anishinaabemowin Teg Language Conference Sault Ste. Marie, Michigan, March 30, 31, April 1 & 2, 2006 Third Oxford-Kobe Linguistics Seminar on "The Linguistics of Endangered Languages" Kobe, Japan, April 2-5, 2006 Global Convention on Language Issues and Bilingual Education Singapore, April 8-9, 2006 American Indian Education Conference Full Circle: Embracing Our Traditions and Values in Education, Fresno, CA, April 13-15, 2006 Giving the Gift of Language II A Symposia and Teacher Training Workshop for Native Language Instruction and Acquisition Missoula, MT, April 24-27, 2006 Indigenous Issues and Voices in Educational Research and Assessment (RACE 2006) Tempe, AZ, April 27-29, 2006 Celebrating the Circles of Knowledge: Mind, Body, Spirit, and Emotions of Research Aboriginal Education Research Forum, Winnipeg, Manitoba, Canada, May 31, June 1-2, 2006 2006 Stabilizing Indigenous Languages Conference May 18-21, 2006, Buffalo, New York. A Symposium of the 52nd International Congress of Americanists The Languages of Central America Caribbean Coast: Articulating Society, Culture in the Present, Past and Future Sevilla (Spain), July 17-21, 2006 16th Navajo Studies Conference Albuquerque, New Mexico, November 1-4, 2006 2007 Conference of the International Society for Language Studies Honolulu, Hawaii, USA, April 2-4, 2007 Other Conference Calendars NCELA Conference Calendar -------------- next part -------------- An HTML attachment was scrubbed... URL: From delancey at UOREGON.EDU Tue Feb 28 21:14:21 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Tue, 28 Feb 2006 13:14:21 -0800 Subject: Sahaptin Conference--rescheduled to March 10-12! Message-ID: André's very nice list of upcoming conferences had the old dates for the 2nd Annual Sahaptian Conference. The conference, hosted by the Northwest Indian Language Institute (NILI) and Heritage University, will be March 10-12, in Toppenish Washington. We invite teachers and learners of all Sahaptin and Nez Perce dialects to join us for workshops, discussions, and presentations focusing on: -language curriculum development and activity sharing -teaching methods and activities -Sahaptian language and linguistics -useful technology in language revitalization and teaching For more information or to register, please email us at nwili at uoregon.edu From coyotez at UOREGON.EDU Wed Feb 1 00:53:56 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Tue, 31 Jan 2006 16:53:56 -0800 Subject: Affordable digital recorder advice Message-ID: Hi all, Hey thanks for all of your advice. I do recognize the importance of getting the best equipment available, and as I am writing a Wennergren, I will add a few line-items to my budget. This money will be available next January if I am successful. For those of us who do not have $300 to blow on an audio recorder, and do not have significant budgets to fund such devices I think I can get by on what I can in the $100 range. I think Phil's proposal is great. I'll have to look into what all of that equipment will cost. So thanks, I appreciate all of your insight... Also, I am not doing linguistic work so I do not really need to capture every nuance. David Lewis University of Oregon Confederated Tribes of Grand Ronde From susan.penfield at GMAIL.COM Wed Feb 1 14:52:17 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Wed, 1 Feb 2006 07:52:17 -0700 Subject: Affordable digital recorder advice In-Reply-To: <200602010053.k110rvwo020153@smtp.uoregon.edu> Message-ID: All, What linguists need and what community members need are different in many ways. However I think it can be argued that community members are increasingly taking responsibility for collecting and working with language materials. David's plan to use grants to purchase equipment is really good -- folks in the community I work for are approaching the tribal council and also looking for grants. In the meantime, doing what David is doing -- recording with the best affordable stuff, is exactly right. It is at least wise to be aware of what is out there and of what to purchase once you get those grants!! I want to suggest that 'capturing every nuance' isn't very important for much of the work going on now -- But -- someday those recordings may take on even more importance than one could imagine ...So I will continue to suggest that 1) Don't wait to buy expensive equiptment to start recording but 2) DO know what to get when you have the chance to purchase and try to find a way to upgrade and improve all equipment -- as Phil suggests, recording itself is just part of the picture. Susan On 1/31/06, David Gene Lewis wrote: > > Hi all, > Hey thanks for all of your advice. I do recognize the importance of > getting the best equipment available, and as I am writing a > Wennergren, I will add a few line-items to my budget. This money will > be available next January if I am successful. > > For those of us who do not have $300 to blow on an audio recorder, and > do not have significant budgets to fund such devices I think I can > get by on what I can in the $100 range. I think Phil's proposal is > great. I'll have to look into what all of that equipment will cost. So > thanks, I appreciate all of your insight... > > Also, I am not doing linguistic work so I do not really need to > capture every nuance. > > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > -- 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 Wed Feb 1 19:46:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 1 Feb 2006 12:46:57 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: 1?February?2006 NATIONAL: NATIONAL INDIGENOUS LANGUAGES SURVEY REPORT 2005 Source: Senator Rod Kemp http://www.abc.net.au/message/news/stories/s1559821.htm The Minister for the Arts and Sport, Senator Rod Kemp, yesterday released the National Indigenous Languages Survey Report 2005 which provides an overview of the condition of Australia?s Indigenous languages. ?Indigenous languages are a rich and important part of Australia?s Indigenous cultural heritage and the National Indigenous Languages Survey Report 2005 provides a valuable update on their status,? Senator Kemp said. The report analyses a national survey on the state of Australia?s Indigenous languages that was commissioned by the Australian Government in 2004. The Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) conducted the survey, in conjunction with the Federation of Aboriginal and Torres Strait Islander Languages (FATSIL), and prepared the report. Senator Kemp said the report documents both the vitality and the vulnerability of Australia?s Indigenous languages. ?It highlights areas that need assistance, recommends future directions for languages policy and highlights how the Australian Government's new whole-of-government approach can assist Indigenous communities protect and strengthen their languages,? Senator Kemp said. The National Indigenous Languages Survey Report 2005 highlights that: * Of an original estimated 250 known Australian Indigenous languages, only 18 languages are now considered ?strong? and have speakers in all age groups. * About 110 Indigenous languages are still spoken by older people but are endangered. * Words and phrases are still in use and there is community support in many parts of the country for reclamation and learning programs for many other languages which are no longer fully spoken. * Communities around Australia possess many of the elements required to keep Indigenous languages strong or to reclaim them. They have skilled and devoted language workers and teachers, excellent teaching materials, good documentation of languages and active community language centres. The National Indigenous Languages Survey Report 2005[1] online The Australian Government?s Maintenance of Indigenous Languages and Records program funds activities to retain and revive Australia?s Indigenous languages. It supports activities that help to maintain the strength of languages that are widely spoken and that preserve and revive endangered languages, where there a limited number of elderly speakers. Links: ------ [1] http://www.dcita.gov.au/indig/maintenance_indigenous_languages/publications.%3CBR%3E -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Wed Feb 1 23:51:28 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Wed, 1 Feb 2006 17:51:28 -0600 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <20060201124657.4ss0oo844cos4o0c@www.email.arizona.edu> Message-ID: The link included in that press release had some stray html in it. http://www.dcita.gov.au/indig/maintenance_indigenous_languages/publications will get you to the site. Claire From greg.dickson at KATHLANGCENTRE.ORG.AU Thu Feb 2 02:27:57 2006 From: greg.dickson at KATHLANGCENTRE.ORG.AU (Greg Dickson) Date: Thu, 2 Feb 2006 11:57:57 +0930 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <20060201124657.4ss0oo844cos4o0c@www.email.arizona.edu> Message-ID: > NATIONAL: National Indigenous Languages Survey Report 2005 > > Source: Senator Rod Kemp > http://www.abc.net.au/message/news/stories/s1559821.htm > > ?Indigenous languages are a rich and important part of Australia?s > Indigenous cultural heritage and the National Indigenous Languages > Survey Report 2005 provides a valuable update on their status,? > Senator Kemp said. is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 838 bytes Desc: not available URL: From djcunlif at GLAM.AC.UK Thu Feb 2 09:14:17 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Thu, 2 Feb 2006 09:14:17 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'... Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales...? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Thu Feb 2 14:46:05 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 2 Feb 2006 07:46:05 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <0BA7EE4D4646E0409D458D347C508B7801989C72@MAILSERV1.uni.glam.ac.uk> Message-ID: We might suggest First Nations, which also has about it the recognition that the people speaking the language where the first to occupy a particular locale, and that the dominant language is one of colonization. We have to be careful about minoritizing the languages in the names we choose for them ("lesser-used, disadvantaged", as Daniel suggested) because this lowers their prestige in the eyes of people, both who use the languages and those who control the funding for documentation and revitalization efforts. I don't think anyone is saying that the languages of the people who were on this continent first are "part of our national heritage". Part of our problem here has been the establishment of the belief that the First Nations now exist only in the Smithsonian. Reports still come in about people who are surprised to find out that there still are "real, live American Indians". I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). So the languages are American Indian Heritage Languages, not U.S. Heritage Languages. American Indian People are independent nations, although because of the treaties, they have a complex connection with the U.S. Government. Languages are just the tip of the iceberg of a long history of Indian Agents stealing food and supplies, becoming rich in the process while the Indians died of cold and starvation. It is a long educational history of attempts to eradicate American Indian language, culture and history, replacing it with English and European ways of thinking. >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Cunliffe D J (Comp) Sent: Thursday, February 02, 2006 2:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'. Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales.? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Feb 2 19:44:44 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 2 Feb 2006 12:44:44 -0700 Subject: Fwd: Endangered Languages film at AAAS, Feb. 17th In-Reply-To: <3B93C79A-CEA0-434E-8CC8-66E7291FD769@swarthmore.edu> Message-ID: ---------- Forwarded message ---------- From: K. David Harrison dharris2 at swarthmore.edu Dear colleagues, This is to let you know about a screening of the forthcoming PBS documentary film "The Last Speakers", which features the problem of language endangerment and what scientists and native communities are doing about it. The film portrays work on endangered languages in Siberia, South Africa, Taiwan, the U.S. and elsewhere (for more info see www.ironboundfilms.com/ironsfire.html) The 1-hour film will be screened at the *American Association for the Advancement of Science *Annual Meeting in St. Louis, MO, on Friday, February 17, noon to 1:30, in the America's Center, Lobby Level Washington Room F. This is in association with the AAAS Career Fair, where young scientists and students learn about interesting science careers. Entry is free of charge. *After the film, I will participate in a Q & A session.* The AAAS Annual Meeting is also the largest annual gathering of science media, with crews from all over the US, as well as BBC, CBC, Netherlands, Australia, etc., so there should also be some interesting interactions with the media as well. Best wishes, David _______________________________________________ K. David Harrison, Ph.D. http://www.swarthmore.edu/SocSci/dharris2/ Visiting Assistant Professor, Linguistics Department Swarthmore College Swarthmore, PA 19081 USA tel. 610-690-5785 / fax. 610-328-7323 and Director of Research Living Tongues Institute for Endangered Languages www.livingtongues.org -- 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 hardman at UFL.EDU Fri Feb 3 01:54:51 2006 From: hardman at UFL.EDU (MJ Hardman) Date: Thu, 2 Feb 2006 20:54:51 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: <003201c62807$66fce650$6401a8c0@LFPMia> Message-ID: I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? MJ On 02/02/2006 9:46 AM, "Mia Kalish" wrote: > We might suggest First Nations, which also has about it the recognition that > the people speaking the language where the first to occupy a particular > locale, and that the dominant language is one of colonization. > > > > We have to be careful about minoritizing the languages in the names we choose > for them (?lesser-used, disadvantaged?, as Daniel suggested) because this > lowers their prestige in the eyes of people, both who use the languages and > those who control the funding for documentation and revitalization efforts. > > > > I don?t think anyone is saying that the languages of the people who were on > this continent first are ?part of our national heritage?. Part of our problem > here has been the establishment of the belief that the First Nations now exist > only in the Smithsonian. Reports still come in about people who are surprised > to find out that there still are ?real, live American Indians?. > > > > I see the issue as one of equity. We should speak the truth, which is NOT that > the country was discovered by Columbus who was the first person to see this > unoccupied land, but that millions of people lived here, had for millennia, > and that people from England, France and Spain came here, killed as many as > they could, destroyed the buffalo which had supplied food, clothing and > shelter, and spread disease by handing out blankets infected with smallpox. > (The Army did this deliberately, and documents still exist that document both > the intent and the action). > > > > So the languages are American Indian Heritage Languages, not U.S. Heritage > Languages. American Indian People are independent nations, although because of > the treaties, they have a complex connection with the U.S. Government. > Languages are just the tip of the iceberg of a long history of Indian Agents > stealing food and supplies, becoming rich in the process while the Indians > died of cold and starvation. It is a long educational history of attempts to > eradicate American Indian language, culture and history, replacing it with > English and European ways of thinking. > > > > From what we see on this list, the story here is not very different from the > stories in Canada, in Australia, in New Zealand, in the Soviet Union, in > short, anywhere where Indigenous people lived on land that had resources > someone else wanted for themselves. > > > > Mia > > > > > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Cunliffe D J (Comp) > Sent: Thursday, February 02, 2006 2:14 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 > (fwd) > > > > Hi All, > > > > Greg Dickson wrote: is it just me or does the word 'heritage' make it sound > like these languages are something to do with the past and therefore not so > relevant in 2006. Another sign our government is not taking them seriously and > waiting until they just 'go away'? > > > > I must admit that I have some issues with ?heritage? too ? not so much in the > ?language x is part of our national heritage? context, but certainly in the ?x > is a heritage language? context. I tend to view ?heritage language? as an > American term ? though I stand to be corrected on that. > > > > Of course this is all well and good, so long as you can think of a more > appropriate term, which is particularly problematic when you try to come up > with umbrella terms ? ?regional or minority languages? anyone? How about > ?minority?, ?lesser-used?, ?disadvantaged', ?threatened?, ?endangered?, > ?indigenous?, ?heritage?, ?local', ?non-state?? > > > > Of course all of these have different connotations and precise definitions not > easy ? presumably when I am in England speaking English I am speaking an > indigenous language, when I am speaking English in Wales?? > > > > Be seeing you. > > > > Daniel. > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Fri Feb 3 03:26:44 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Thu, 2 Feb 2006 21:26:44 -0600 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <003201c62807$66fce650$6401a8c0@LFPMia> Message-ID: Heritage language is also used in Australia, but it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages. Mia Kalish wrote: > We might suggest First Nations, which also has about it the recognition > that the people speaking the language where the first to occupy a > particular locale, and that the dominant language is one of colonization. > Yes, but 'nation' is also a term with connotations, and in Aboriginal Australia there is a lot of tension between an 'Aboriginal' identity and a clan or group identity, particularly for younger people who may have multiple identities. 'First nations languages' in an Australian context would underplay an 'Aboriginal' identity. As I understand it, 'First Nations' languages in Canada is tied to a particular federation, and does not include all the Indigenous languages of Canada. > > I don?t think anyone is saying that the languages of the people who were > on this continent first are ?part of our national heritage?. Part of our > problem here has been the establishment of the belief that the First > Nations now exist only in the Smithsonian. Reports still come in about > people who are surprised to find out that there still are ?real, live > American Indians?. > I thought we were talking about Australia, and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. Claire From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 12:22:47 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 05:22:47 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: Message-ID: Okay by me, MJ. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of MJ Hardman Sent: Thursday, February 02, 2006 6:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? MJ On 02/02/2006 9:46 AM, "Mia Kalish" wrote: We might suggest First Nations, which also has about it the recognition that the people speaking the language where the first to occupy a particular locale, and that the dominant language is one of colonization. We have to be careful about minoritizing the languages in the names we choose for them ("lesser-used, disadvantaged", as Daniel suggested) because this lowers their prestige in the eyes of people, both who use the languages and those who control the funding for documentation and revitalization efforts. I don't think anyone is saying that the languages of the people who were on this continent first are "part of our national heritage". Part of our problem here has been the establishment of the belief that the First Nations now exist only in the Smithsonian. Reports still come in about people who are surprised to find out that there still are "real, live American Indians". I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). So the languages are American Indian Heritage Languages, not U.S. Heritage Languages. American Indian People are independent nations, although because of the treaties, they have a complex connection with the U.S. Government. Languages are just the tip of the iceberg of a long history of Indian Agents stealing food and supplies, becoming rich in the process while the Indians died of cold and starvation. It is a long educational history of attempts to eradicate American Indian language, culture and history, replacing it with English and European ways of thinking. >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Cunliffe D J (Comp) Sent: Thursday, February 02, 2006 2:14 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Hi All, Greg Dickson wrote: is it just me or does the word 'heritage' make it sound like these languages are something to do with the past and therefore not so relevant in 2006. Another sign our government is not taking them seriously and waiting until they just 'go away'? I must admit that I have some issues with "heritage" too - not so much in the "language x is part of our national heritage" context, but certainly in the "x is a heritage language" context. I tend to view "heritage language" as an American term - though I stand to be corrected on that. Of course this is all well and good, so long as you can think of a more appropriate term, which is particularly problematic when you try to come up with umbrella terms - "regional or minority languages" anyone? How about 'minority', 'lesser-used', 'disadvantaged', 'threatened', 'endangered', 'indigenous', 'heritage', 'local', 'non-state'. Of course all of these have different connotations and precise definitions not easy - presumably when I am in England speaking English I am speaking an indigenous language, when I am speaking English in Wales.? Be seeing you. Daniel. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 13:18:16 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 06:18:16 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <43E2CD74.8060808@gmail.com> Message-ID: I think Daniel made a very good point about how the what is signified by "heritage language" (I tend to call this "the target") changes depending on where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). What I hear in this message is the idea that what is signified by the term chosen should be constant across all times, places, languages and speakers. Was there an objection to the fact that "in Australia, . . . it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages"? "Nation" has a lot of connotation here (in the U.S.), because the Tribes who have received federal recognition are independent Nations. There are no terms without connotations; Barthes wrote the book on this. The questions are really about how terms are chosen, applied, used, and referenced. There is a debate going on in one of my classes about the terms Latina/o and Chicana/o. The professor is white, from LA, and he thinks the terms that should be used are what is currently in the literature. The people in the class to whom the terms might apply are resisting this. They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. The professor is desperate for a "single term" to name "all these people". I, of course, am siding with them :-) I drew a line in the sand that essentially said that if you don't know Anzaldua inside and out, you probably shouldn't be participating in the debate. (Anzaldua discusses the issue in very fine detail, while others what a quick, simple label so they can get on with extracting and applying characteristics for the category). Maybe applying a generic term is an attempt to minimize . . . to hide, dismiss, make less important something that to many people is crucial. The window opened on this point when I tried to place "English" into a category. What's English in the US? For some people, it is the "Heritage Language," the language of their uncolonialized forebears. For others, it is the "Colonial Language," that which was forced upon them when the English colonized the North American continent, and beat out the French and Spanish for colonial "rights". (Might makes Right, you know). In the class I mentioned previously, we are reading a book about how identity is related to "length of time in the US". This is a particularly interesting view of US history, which customarily begins in whatever year that was when Columbus planted the flag for god and king - or was it Queen - Isabella of Spain. This particular version begins right after the Treaty of Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. What we see in the perception is that there was no 1848, there was no Treaty of GH, there was no time when this was Mexico. Mysteriously and miraculously, "The Border Was Established" (fanfare please); "Mexicans" became "immigrants", and now, people are studying "identity formation on the border" 'as if' that border had been cast in concrete at the time of the Big Bang. . . . And almost no one thinks this is weird. Almost no one looks at how the political changes - and scarily enough, attendant physical changes, in case no one has heard about some expensive, impractical idea to build a fence along the border to curtail traffic by all those "nasty immigrants" - to resume, how these political and physical changes affect the people. No one has asked, How does this change look in the eyes, minds and hearts of the people? It's more like, Quick! Apply this label, so we can get on about identifying the category. . . . so I guess in summary, there is a lot more to naming than picking a label. And I suspect if we scratch a little deeper, we will find the ideas of "who is human," popularized by Galton and cronies, informing the process, as for example in the battle we have had here about "Indian Mascots". Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Thursday, February 02, 2006 8:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Heritage language is also used in Australia, but it usually refers to immigrant minority languages such as Greek, Italian, Lao and Arabic, rather than to Indigenous languages. Mia Kalish wrote: > We might suggest First Nations, which also has about it the recognition > that the people speaking the language where the first to occupy a > particular locale, and that the dominant language is one of colonization. > Yes, but 'nation' is also a term with connotations, and in Aboriginal Australia there is a lot of tension between an 'Aboriginal' identity and a clan or group identity, particularly for younger people who may have multiple identities. 'First nations languages' in an Australian context would underplay an 'Aboriginal' identity. As I understand it, 'First Nations' languages in Canada is tied to a particular federation, and does not include all the Indigenous languages of Canada. > > I don't think anyone is saying that the languages of the people who were > on this continent first are "part of our national heritage". Part of our > problem here has been the establishment of the belief that the First > Nations now exist only in the Smithsonian. Reports still come in about > people who are surprised to find out that there still are "real, live > American Indians". > I thought we were talking about Australia, and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. Claire From susan.penfield at GMAIL.COM Fri Feb 3 13:41:22 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Fri, 3 Feb 2006 06:41:22 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <43E2CD74.8060808@gmail.com> Message-ID: All, The term 'heritage language' seems to be most often used this way here too -- more to apply to languages of immigrants rather than to Indigenous languages. I'd like to hear from those on the list who were organizers of the Heritage Language Conference awhile back -- were there any discussions about the name going on there? Also, one positive sense that comes out of 'heritage' for me is the notion of something with deep roots and very treasured. --- I actually had not thought about it limiting things to the past, but rather in terms of protecting their value in the present and for the future ....Now I'm rethinking a bit... Best, Susan On 2/2/06, Anggarrgoon wrote: > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: > > We might suggest First Nations, which also has about it the recognition > > that the people speaking the language where the first to occupy a > > particular locale, and that the dominant language is one of > colonization. > > > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > > > > > I don't think anyone is saying that the languages of the people who were > > on this continent first are "part of our national heritage". Part of our > > problem here has been the establishment of the belief that the First > > Nations now exist only in the Smithsonian. Reports still come in about > > people who are surprised to find out that there still are "real, live > > American Indians". > > > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > -- 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 hardman at UFL.EDU Fri Feb 3 14:06:17 2006 From: hardman at UFL.EDU (MJ Hardman) Date: Fri, 3 Feb 2006 09:06:17 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: <001a01c628c4$4eb1e420$6401a8c0@LFPMia> Message-ID: We are currently involved in a large project to put online the materials from my old Aymara project (used to teach Aymara for 21 years) as a self-taught free-access course. We use the term 'heritage learner' to refer to those who parents or grandparents or ... spoke the language but they do not and they wish to recovery 'their heritage'. We are making sure that the material is accessible to 'heritage learners', i.e. that it can be easily accessed in internet cafes in the mountains and that the material is understandable. This seems a little different from the uses I've seen here. MJ On 02/03/2006 8:18 AM, "Mia Kalish" wrote: > I think Daniel made a very good point about how the what is signified by > "heritage language" (I tend to call this "the target") changes depending on > where you are standing. (English spoken in England is an Indigenous > Language, while in Wales it is not, and if England had colonized Wales, it > would be a Colonial Language). > > What I hear in this message is the idea that what is signified by the term > chosen should be constant across all times, places, languages and speakers. > Was there an objection to the fact that "in Australia, . . . it usually > refers to immigrant minority languages such as Greek, Italian, Lao and > Arabic, rather than to Indigenous languages"? > > "Nation" has a lot of connotation here (in the U.S.), because the Tribes who > have received federal recognition are independent Nations. There are no > terms without connotations; Barthes wrote the book on this. The questions > are really about how terms are chosen, applied, used, and referenced. > > There is a debate going on in one of my classes about the terms Latina/o and > Chicana/o. The professor is white, from LA, and he thinks the terms that > should be used are what is currently in the literature. The people in the > class to whom the terms might apply are resisting this. They think that for > people who are not in the culture to apply terms is inappropriate. They want > the right to name themselves, and they don't believe they should be > overridden. The professor is desperate for a "single term" to name "all > these people". I, of course, am siding with them :-) I drew a line in the > sand that essentially said that if you don't know Anzaldua inside and out, > you probably shouldn't be participating in the debate. (Anzaldua discusses > the issue in very fine detail, while others what a quick, simple label so > they can get on with extracting and applying characteristics for the > category). > > Maybe applying a generic term is an attempt to minimize . . . to hide, > dismiss, make less important something that to many people is crucial. The > window opened on this point when I tried to place "English" into a category. > What's English in the US? For some people, it is the "Heritage Language," > the language of their uncolonialized forebears. For others, it is the > "Colonial Language," that which was forced upon them when the English > colonized the North American continent, and beat out the French and Spanish > for colonial "rights". (Might makes Right, you know). > > In the class I mentioned previously, we are reading a book about how > identity is related to "length of time in the US". This is a particularly > interesting view of US history, which customarily begins in whatever year > that was when Columbus planted the flag for god and king - or was it Queen - > Isabella of Spain. This particular version begins right after the Treaty of > Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. > What we see in the perception is that there was no 1848, there was no Treaty > of GH, there was no time when this was Mexico. Mysteriously and > miraculously, "The Border Was Established" (fanfare please); "Mexicans" > became "immigrants", and now, people are studying "identity formation on the > border" 'as if' that border had been cast in concrete at the time of the Big > Bang. . . . And almost no one thinks this is weird. Almost no one looks at > how the political changes - and scarily enough, attendant physical changes, > in case no one has heard about some expensive, impractical idea to build a > fence along the border to curtail traffic by all those "nasty immigrants" - > to resume, how these political and physical changes affect the people. No > one has asked, How does this change look in the eyes, minds and hearts of > the people? It's more like, Quick! Apply this label, so we can get on about > identifying the category. > > . . . so I guess in summary, there is a lot more to naming than picking a > label. And I suspect if we scratch a little deeper, we will find the ideas > of "who is human," popularized by Galton and cronies, informing the process, > as for example in the battle we have had here about "Indian Mascots". > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Thursday, February 02, 2006 8:27 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report > 2005 (fwd) > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: >> We might suggest First Nations, which also has about it the recognition >> that the people speaking the language where the first to occupy a >> particular locale, and that the dominant language is one of colonization. >> > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > >> >> I don't think anyone is saying that the languages of the people who were >> on this continent first are "part of our national heritage". Part of our >> problem here has been the establishment of the belief that the First >> Nations now exist only in the Smithsonian. Reports still come in about >> people who are surprised to find out that there still are "real, live >> American Indians". >> > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > From djcunlif at GLAM.AC.UK Fri Feb 3 14:45:04 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Fri, 3 Feb 2006 14:45:04 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 Message-ID: Doh - managed to send this to an individual and not the list - wondered where it had gone! Hi All, I agree with Claire that "First Nations" is also problematic (and again a term I would personally associate with American use). Not only is the concept of "nation" a tricky one, the idea of "first" is difficult! There is also often not a neat mapping between nations and languages. I think this discussion all points to the very local nature of some of these terms and definitions. A lot of these seem to work reasonably well in their local context, but become problematic when we try to apply them to other contexts or to group them under some common term. Mia also raises the interesting point - what do we call the other language - dominant, state, official, colonial, majority, not-regional, non-endangered, non-heritage, subsequent nation... Again there are a lot of different concepts here, some referring to legal status, some to numbers of speakers, some with reference to a particular geographical region, and so on. Languages such as Romani pose some interesting challenges with regards to attaching labels (hmmm... back to labellers again!). --Mia wrote-- I see the issue as one of equity. We should speak the truth, which is NOT that the country was discovered by Columbus who was the first person to see this unoccupied land, but that millions of people lived here, had for millennia, and that people from England, France and Spain came here, killed as many as they could, destroyed the buffalo which had supplied food, clothing and shelter, and spread disease by handing out blankets infected with smallpox. (The Army did this deliberately, and documents still exist that document both the intent and the action). -- As the risk of being slightly mischievous - surely everyone knows that America was discovered by the Welsh prince Madoc (Madog or Madawg) ap Owain Gwynedd in 1170 (http://en.wikipedia.org/wiki/Prince_Madog). Also it wasn't just the English I'm sure there were some Scots, Welsh and Irish in there somewhere too (why are we always singled out?!) of course plenty of other European nations followed, in fact I heard somewhere that it was Dutch trappers who introduced scalping into America (might be untrue). Also I'm pretty sure that the smallpox blankets were handed out by subsequent nation Americans after the American War of Independence. --Mia wrote-- >From what we see on this list, the story here is not very different from the stories in Canada, in Australia, in New Zealand, in the Soviet Union, in short, anywhere where Indigenous people lived on land that had resources someone else wanted for themselves. -- Of course, most of these were only the most recent waves of colonisation - lets not forget the Romans, Vikings, Danes, Angles, Saxons, Normans - and that's just in my small corner of the world! Anyone care to pick a first nation out of that mess? I guess this raises the topic of Post-Colonial theory - I know it exists, but I am not at all familiar with it - can anyone shed any light, or point me to some good sources that can be understood by someone whose background is computing? --Claire wrote-- ... and I don't have a problem with the phrase that Kemp used about Aboriginal languages being part of our heritage. I took it as meaning that they are part of the ingredients in the 'cultural melting pot' that contributed to what Australian society is today. That is true, and it's all too often forgotten. -- I agree - I don't have an issue with a language being part of a nations heritage either (but that might just be a British cultural disposition towards heritage!) but somehow "heritage language" does suggest "museum piece" to me, rather than "living language" --MJ wrote-- I am teaching a course on language and violence, which, of course, includes a lot of looking at naming. Mia, Greg and Daniel, may I share this with my class? -- Fine by me. Be seeing you, Daniel. From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 14:48:28 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 07:48:28 -0700 Subject: New Subject: LightScribe In-Reply-To: Message-ID: Hi, All, This is probably apropos of nothing at all, but I got a new LightScribe drive. We went to the Permian Basin Bilingual Education/ESL Multicultural Conference last week-end, and showed both 8 Days and the technology. People liked it a lot (more than 50 people came to our 2 presentations). People wanted the materials to take home and use in their classrooms, and I had been seeing the LightScribe ad around Christmas time, so I decided to check it out. I have an HP Pavilion zd8000, which is LightScribe ready. Turns out, it just doesn't have the right drive. . . so, I was "forced" to get one. I ordered the version that came in a case, since screws, drivers and connectors bother me on a deep level, even when they work nicely for me. I got a BenQ dw1655, because it seemed like the best choice, with its special writing software, cool DVD writer suite (Nero), and the Firewire/USB 2.0 case . . . The Firewire cable doesn't work on my machine, but that is a tiny little aggravation. I plugged the new drive - in its remarkably sturdy aluminum case - in, turned it on, and Viola! There was an orchestra of opportunity! Off to design a face. Will keep you posted. Now I will have very sharp, professional looking CDs to send to the people who asked for them. Very nice. Mia From jtucker at starband.net Fri Feb 3 15:20:28 2006 From: jtucker at starband.net (Jan Tucker) Date: Fri, 3 Feb 2006 10:20:28 -0500 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 In-Reply-To: Message-ID: Dr. Hardman, I've been working on similar project for providing free access to language or culture teaching resources for indigenous instructors and learners. I've been working on a model online supplementary course to go with what is being taught synchronously and free by the Western Band Cherokee Nation. What I have is a low cost all public domain course building tools and materials. Indigenous teachers and those creating teaching materials for indigenous populations are invited to build a course on my site, and take it with them when they are ready to build their own website and download the free courseware delivery programs. My goal is to make a place for others to experiment and learn about online learning resources, and create portable teaching materials, and courses that can be moved and taken home by individual communities of teachers, or as you put it "heritage learners". A place to build a course and teach it, all free. My current financial investment is a hosting service, a domain name ($150 a year), and of course lots of learning time. Could you share a little more about what you are using for courseware and at what stage you are in getting your work online? Do you have a date you expect to have something ready to view? If you'd like to take a look at the experimental site here is a link http://nativepeople.net/moodle see Cherokee 1 link at bottom of page for the in development model course. Jan Tucker Adjunct Professor Lake City Community College Saint Leo University -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of MJ Hardman Sent: Friday, February 03, 2006 9:06 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report 2005 We are currently involved in a large project to put online the materials from my old Aymara project (used to teach Aymara for 21 years) as a self-taught free-access course. We use the term 'heritage learner' to refer to those who parents or grandparents or ... spoke the language but they do not and they wish to recovery 'their heritage'. We are making sure that the material is accessible to 'heritage learners', i.e. that it can be easily accessed in internet cafes in the mountains and that the material is understandable. This seems a little different from the uses I've seen here. MJ On 02/03/2006 8:18 AM, "Mia Kalish" wrote: > I think Daniel made a very good point about how the what is signified by > "heritage language" (I tend to call this "the target") changes depending on > where you are standing. (English spoken in England is an Indigenous > Language, while in Wales it is not, and if England had colonized Wales, it > would be a Colonial Language). > > What I hear in this message is the idea that what is signified by the term > chosen should be constant across all times, places, languages and speakers. > Was there an objection to the fact that "in Australia, . . . it usually > refers to immigrant minority languages such as Greek, Italian, Lao and > Arabic, rather than to Indigenous languages"? > > "Nation" has a lot of connotation here (in the U.S.), because the Tribes who > have received federal recognition are independent Nations. There are no > terms without connotations; Barthes wrote the book on this. The questions > are really about how terms are chosen, applied, used, and referenced. > > There is a debate going on in one of my classes about the terms Latina/o and > Chicana/o. The professor is white, from LA, and he thinks the terms that > should be used are what is currently in the literature. The people in the > class to whom the terms might apply are resisting this. They think that for > people who are not in the culture to apply terms is inappropriate. They want > the right to name themselves, and they don't believe they should be > overridden. The professor is desperate for a "single term" to name "all > these people". I, of course, am siding with them :-) I drew a line in the > sand that essentially said that if you don't know Anzaldua inside and out, > you probably shouldn't be participating in the debate. (Anzaldua discusses > the issue in very fine detail, while others what a quick, simple label so > they can get on with extracting and applying characteristics for the > category). > > Maybe applying a generic term is an attempt to minimize . . . to hide, > dismiss, make less important something that to many people is crucial. The > window opened on this point when I tried to place "English" into a category. > What's English in the US? For some people, it is the "Heritage Language," > the language of their uncolonialized forebears. For others, it is the > "Colonial Language," that which was forced upon them when the English > colonized the North American continent, and beat out the French and Spanish > for colonial "rights". (Might makes Right, you know). > > In the class I mentioned previously, we are reading a book about how > identity is related to "length of time in the US". This is a particularly > interesting view of US history, which customarily begins in whatever year > that was when Columbus planted the flag for god and king - or was it Queen - > Isabella of Spain. This particular version begins right after the Treaty of > Guadalupe Hidalgo in 1848, when the US snatched the Southwest from Mexico. > What we see in the perception is that there was no 1848, there was no Treaty > of GH, there was no time when this was Mexico. Mysteriously and > miraculously, "The Border Was Established" (fanfare please); "Mexicans" > became "immigrants", and now, people are studying "identity formation on the > border" 'as if' that border had been cast in concrete at the time of the Big > Bang. . . . And almost no one thinks this is weird. Almost no one looks at > how the political changes - and scarily enough, attendant physical changes, > in case no one has heard about some expensive, impractical idea to build a > fence along the border to curtail traffic by all those "nasty immigrants" - > to resume, how these political and physical changes affect the people. No > one has asked, How does this change look in the eyes, minds and hearts of > the people? It's more like, Quick! Apply this label, so we can get on about > identifying the category. > > . . . so I guess in summary, there is a lot more to naming than picking a > label. And I suspect if we scratch a little deeper, we will find the ideas > of "who is human," popularized by Galton and cronies, informing the process, > as for example in the battle we have had here about "Indian Mascots". > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Thursday, February 02, 2006 8:27 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] NATIONAL: National Indigenous Languages Survey Report > 2005 (fwd) > > Heritage language is also used in Australia, but it usually refers to > immigrant minority languages such as Greek, Italian, Lao and Arabic, > rather than to Indigenous languages. > > Mia Kalish wrote: >> We might suggest First Nations, which also has about it the recognition >> that the people speaking the language where the first to occupy a >> particular locale, and that the dominant language is one of colonization. >> > > Yes, but 'nation' is also a term with connotations, and in Aboriginal > Australia there is a lot of tension between an 'Aboriginal' identity and > a clan or group identity, particularly for younger people who may have > multiple identities. 'First nations languages' in an Australian context > would underplay an 'Aboriginal' identity. As I understand it, 'First > Nations' languages in Canada is tied to a particular federation, and > does not include all the Indigenous languages of Canada. > >> >> I don't think anyone is saying that the languages of the people who were >> on this continent first are "part of our national heritage". Part of our >> problem here has been the establishment of the belief that the First >> Nations now exist only in the Smithsonian. Reports still come in about >> people who are surprised to find out that there still are "real, live >> American Indians". >> > > I thought we were talking about Australia, and I don't have a problem > with the phrase that Kemp used about Aboriginal languages being part of > our heritage. I took it as meaning that they are part of the ingredients > in the 'cultural melting pot' that contributed to what Australian > society is today. That is true, and it's all too often forgotten. > > Claire > From djcunlif at GLAM.AC.UK Fri Feb 3 16:47:25 2006 From: djcunlif at GLAM.AC.UK (Cunliffe D J (Comp)) Date: Fri, 3 Feb 2006 16:47:25 -0000 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) Message-ID: Hello All, --Mia wrote-- where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). -- But again, this is problematic, particularly when language gets tied into national identity. Most Welsh people are not Welsh speakers, English is the "native tongue" of most Welsh people. Suggesting that this makes them less Welsh is a very dangerous game to play - for many reasons. Does there come a point when English should be considered an indigenous language of Wales, or a non-colonial language (does the language perhaps become assimilated and naturalised)? If we look into history to decide how a language should be labelled, how far back do we go? --Mia wrote-- They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. -- Again it all comes down to perspectives - presumably the label "colonist" would work quite nicely ;-) It's also important not to loose sight of the positive aspects of labelling, whether this is an assertion of identity, or recognition of legal entitlement and so on. For example, the sense of "minority or regional" in the European Charter for Regional or Minority Languages is limited to "indigenous" languages, and recognition under the charter is very significant as it imposes obligations on the state to support that language. The inclusion of Cornish under the UK governments ratification of the charter was seen as very significant for the language. In this sense at least being labelled minority (or regional?) can be seen as a positive rather than a negative. I guess the issue with "heritage" comes down to whether you view it as a positive or a negative, where languages are able to use it as a positive then why not. My own context makes me interpret it as a negative. --Mia-- as for example in the battle we have had here about "Indian Mascots". -- First nation mascots? Daniel. From MiaKalish at LEARNINGFORPEOPLE.US Fri Feb 3 17:36:47 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 3 Feb 2006 10:36:47 -0700 Subject: NATIONAL: National Indigenous Languages Survey Report 2005 (fwd) In-Reply-To: <0BA7EE4D4646E0409D458D347C508B7801989F9F@MAILSERV1.uni.glam.ac.uk> Message-ID: Hello All, --Mia wrote-- where you are standing. (English spoken in England is an Indigenous Language, while in Wales it is not, and if England had colonized Wales, it would be a Colonial Language). -- . . . then Daniel . . . But again, this is problematic, particularly when language gets tied into national identity. Most Welsh people are not Welsh speakers, English is the "native tongue" of most Welsh people. Suggesting that this makes them less Welsh is a very dangerous game to play - for many reasons. Does there come a point when English should be considered an indigenous language of Wales, or a non-colonial language (does the language perhaps become assimilated and naturalised)? If we look into history to decide how a language should be labelled, how far back do we go? . . . . Ahhh, a perfect example of Barthes: Where in the explicit statement is the suggestion that having English as a "native tongue" makes them "less Welsh"? That's the kind of thing people don't talk about when they consider language. Lilly Wong Fillmore, in her address to the Colorada ABE conference said that for many people, English is not a language but an ideology. She said that if people - and she was talking about here in the US, but I wouldn't be surprised if it were true elsewhere - that speaking English is a sign of loyalty. People who don't speak it haven't given up their old loyalties to pledge their loyalty to "America". People who don't speak English are treated as "interlopers". --Mia wrote-- They think that for people who are not in the culture to apply terms is inappropriate. They want the right to name themselves, and they don't believe they should be overridden. -- . . . then Daniel . . . Again it all comes down to perspectives - presumably the label "colonist" would work quite nicely ;-) It's also important not to loose sight of the positive aspects of labelling, whether this is an assertion of identity, or recognition of legal entitlement and so on. For example, the sense of "minority or regional" in the European Charter for Regional or Minority Languages is limited to "indigenous" languages, and recognition under the charter is very significant as it imposes obligations on the state to support that language. The inclusion of Cornish under the UK governments ratification of the charter was seen as very significant for the language. In this sense at least being labelled minority (or regional?) can be seen as a positive rather than a negative. I guess the issue with "heritage" comes down to whether you view it as a positive or a negative, where languages are able to use it as a positive then why not. My own context makes me interpret it as a negative. . . . . Yes, from this example, it is easy to see the "positive" benefits of labeling. I like the version that says, "LightScribe enabled", and "FireWire enabled", also things like "Poison", "Radiation" and things like that. Teresa McCarty talks about a process called "minoritizing", where People are transformed into minorities through the combination of perspective and language. But the whole issue is very complicated, and deserves much more discussion and consideration than it is usually accorded. I really like Fauconnier & Turner's analytical structure for looking at the relation between concepts and the ideas and words that compose them. Here's also where Fodor stands orthogonal to Barthes: Fodor sees these kinds of things as "modular," having transformed via an alchemy that has obliterated the original inputs. F&T see the things as decomposable down to their original roots. . . . and what you see are all the components that were necessary to create the final result. It is again a kind of sequence of chemical reactions, except done on words instead of atoms, elements and compounds. Barthes recognizes that signified and signifier vary by culture, and produce a sign, that also varies by culture. And "culture" includes disciplines, as we can demonstrate by using the sign O-b-j-e-c-t. In law, it is a verb; in common parlance, it is a noun or a verb; and in computer science, it is a complex structure with properties, methods and procedures, extensible, sharable, and sometimes, modifiable. Actually, you could say it was the poster child for post-structuralism. --Mia-- as for example in the battle we have had here about "Indian Mascots". -- . . . then Daniel . . . First nation mascots? . . . . Mmmmm. People had it that having people dress up as American Indians, make and sell all kinds of memorabilia (we would call them "kitsch"), etc., etc., was "honoring" them. The Native People didn't see it that way. They complained. Funny how the people who were doing the "honoring" refused to respect the Native People's wishes. . . . Daniel. From cashcash at EMAIL.ARIZONA.EDU Fri Feb 3 21:45:13 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 3 Feb 2006 14:45:13 -0700 Subject: Request for Proposals, 2006 (fwd msg) Message-ID: fwd from heritage-list at Majordomo.umd.edu ~~~ Request for Proposals, 2006 Endangered Language Fund The Endangered Language Fund provides grants for language maintenance and linguistic field work. The work most likely to be funded is that which serves both the native community and the field of linguistics. Work which has immediate applicability to one group and more distant application to the other will also be considered. Publishing subventions are a low priority, although they will be considered. Proposals can originate in any country. The language involved must be in danger of disappearing within a generation or two. Endangerment is a continuum, and the location on the continuum is one factor in our funding decisions. Eligible expenses include consultant fees, tapes, films, travel, etc. Overhead is not allowed. Grants are normally for a one year period, though extensions may be applied for. We expect grants in this round to be less than $4,000 in size, and to average about $2,000. HOW TO APPLY There is no form, but the information requested below should be printed (on one side only) and FOUR COPIES sent to our new address: The Endangered Language Fund 300 George Street, Suite 900 New Haven, CT 06511 This address is valid both for regular mail and for express mail services. Applications must be mailed in. No e-mail or fax applications will be accepted. Please note that regular mail, especially from abroad, can take up to four weeks. If you have any questions, please write to the same address or email to: elfhaskins.yale.edu REQUIRED INFORMATION: COVER PAGE: The first page should contain: TITLE OF THE PROJECT NAME OF LANGUAGE AND COUNTRY IN WHICH IT IS SPOKEN NAME OF PRIMARY RESEARCHER ADDRESS OF PRIMARY RESEARCHER (include phone and email if possible.) PLACE AND DATE OF BIRTH PRESENT POSITION, EDUCATION, AND NATIVE LANGUAGE(S). PREVIOUS EXPERIENCE AND/OR PUBLICATIONS THAT ARE RELEVANT. Include the same information for collaborating researchers if any. This information may continue on the next page. DESCRIPTION OF THE PROJECT: Beginning on a separate page, provide a description of the project. This should normally take two pages, single spaced, but the maximum is five pages. Be detailed about the type of material that is to be collected and/or produced, and the value it will have to the native community (including relatives and descendants who do not speak the language) and to linguistic science. Give a brief description of the state of endangerment of the language in question. BUDGET: On a separate page, prepare an itemized budget that lists expected costs for the project. Estimates are acceptable, but they must be realistic. Please translate the amounts into US dollars. List other sources of support you are currently receiving or expect to receive and other applications that relate to the current one. LETTER OF SUPPORT: Two letters of support are recommended, but not required. Note that these letters, if sent separately, must arrive on or before the deadline (April 20th, 2006) in order to be considered. If more than two letters are sent, only the first two received will be read. LIMIT TO ONE PROPOSAL A researcher can be primary researcher on only one proposal. DEADLINE Applications must be received by APRIL 20th, 2006. Decisions will be delivered by the end of May, 2006. ACKNOWLEDGMENT OF RECEIPT Receipt of application will be made by email if an email address is given. Otherwise, the applicant must include a self-addressed post-card in order to receive the acknowledgment. IF A GRANT IS AWARDED Before receiving any funds, university-based applicants must show that they have met the requirements of their university's human subjects' committee. Tribal- or other- based applicants must provide equivalent assurance that proper protocols are being used. If a grant is made and accepted, the recipient is required to provide the Endangered Language Fund with a short formal report of the project and to provide the Fund with copies of all audio and video recordings made with ELF funds, accompanying transcriptions, as well as publications resulting from materials obtained with the assistance of the grant. FURTHER ENQUIRIES can be made to: The Endangered Language Fund 300 George Street, Suite 900 New Haven, CT 06511 USA Tel: 203-865-6163 FAX: 203-865-8963 elfhaskins.yale.edu http://www.ling.yale.edu/~elf? -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 6 20:01:21 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 6 Feb 2006 13:01:21 -0700 Subject: Ancient Tongue Linked to Aztec Past (fwd) Message-ID: http://www.latimes.com/news/education/la-me-nahuatl5feb05,0,3957607.story?coll=la-news-learning[1] _From the Los Angeles Times_ ANCIENT TONGUE LINKED TO AZTEC PAST A Santa Ana man teaches classes in Nahuatl, keeping alive a language that lets many students connect with their heritage. By Jennifer Delson Times Staff Writer February 5, 2006 For 15 years, David Vazquez has awakened each morning at 5:30 to clean the pews and the patio at the Episcopal Church of the Messiah in Santa Ana. His wife, Rosa, brings him lunch. When the musicians don't show up on Sundays for the Spanish-language service, Vazquez plays the guitar. For Good Friday, he weaves religious figures out of palm leaves and makes church decorations for Day of the Dead. But what has attracted attention among Mexican Americans seeking to learn more about their heritage is his second, unpaid job. He teaches his native Nahuatl, a language spoken by the Aztecs and still spoken in parts of central Mexico. An estimated 1 million people, including more than 25,000 Mexican immigrants in the United States, speak some form of Nahuatl (NAH-wa-tl, with the "l" nearly silent). It varies in pronunciation from region to region. For Vazquez and his students, learning the language is a way to link themselves to Mexico's core. "Promoting this language helps preserve my culture," he said. "This is our mother tongue and offers a direct route to express yourself and understand the culture." More Mexican Americans in Southern California are learning the language "as a journey to their past," said Lupe Lopez, executive director of the Indigenous Peoples Alliance, a cultural rights organization in Anaheim that offers the classes. Books are being published in Nahuatl and classes are offered throughout Southern California, she said. Vazquez, who has little formal education, spends hours each day studying at home and teaching the language at local community centers and colleges. He has made more than 250 large posters to teach people such common phrases as "how are you?" The posters include the phrases in English, Spanish and Nahuatl. A modest man who wears a long ponytail and uses words sparingly, Vazquez is "a real Renaissance man," said Rev. Brad Karelius, who welcomed the Mexican immigrant to the Santa Ana church in 1989. "I've seen what he can do in art, poetry and language. I know for him, [the church] is just a day job." Vazquez lives in Santa Ana, but has big ideas that frequently take him back to his hometown about 120 miles southwest of Mexico City, where Nahuatl is commonly spoken. With money he has saved, he has built a nine-bedroom house there and has plans for a Nahuatl learning center nearby. He hopes the center, with the support of villagers, will not only promote the understanding and use of Nahuatl, but also provide a place for him to promote an entirely new Nahuatl alphabet he has developed. The center would be located on 20 acres spanning two towns and communally owned by villagers. Speaking in telephone interviews, officials of the two towns said they are raising about $10,000 for construction costs. "There are many communities that are losing their ties to Nahuatl," said Gaudencio Cruz Aguilar, one of the local officials. "This is very important for us and we think an alphabet will reinforce the language." Groundbreaking is set for May 13. "This is a project that really comes from my heart," said Vazquez. "We will be able to teach people a letter system that has not been imposed on us from outside." Despite local enthusiasm, the project faces many hurdles, in part because outsiders question the need for a new alphabet. "It's a very radical idea to remake a language. I think it will be very hard to teach it," said Juan Jose Gonzalez Medina, a representative of the Puebla State Cultural Secretariat. John Schwaller, a professor of Nahuatl and Latin American history and literature at the University of Minnesota-Morris, said there have been other attempts to create a Nahuatl alphabet, but none have stuck. "A Nahuatl speaker has access to millions of written documents in European characters. If they learn a different orthography, that wonderful cultural legacy is closed off to them," Schwaller said. Meanwhile, Vazquez is teaching classes at El Modena Community Center in Orange. The two-hour classes, given in Spanish, are a tongue-twisting experience for students repeating Nahuatl words. There are 12 ways to say hello, and five ways to say "to eat," Vazquez said. Because there are regional dialects, students must learn six ways to say "I." Janet Mendez, a 25-year-old county employee, was among two dozen beginning students on a recent Tuesday night who could not say more than a few sentences. The struggle to learn more is worth it, she said. "I feel this is the only way to reclaim our culture, to speak this language even if it is only a little bit," she said. "It's great that he is here, because there's not too many places where you can hear this language." Links: ------ [1] http://www.latimes.com/news/education/la-me-nahuatl5feb05,0,3957607.story?coll=la-news-learning -------------- next part -------------- An HTML attachment was scrubbed... URL: From pasxapu at DAKOTACOM.NET Mon Feb 6 20:05:06 2006 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Mon, 6 Feb 2006 12:05:06 -0800 Subject: American Indian charter school in Ore. curbs dropout rate (fwd) Message-ID: American Indian charter school in Ore. curbs dropout rate 10:31 AM PST on Monday, February 6, 2006 By KATHY ANEY, AP Contributor MISSION, Ore. -- Upon first glance, it looks like a typical public school classroom. A dozen teenage students lean over their desks and ponder test questions while their teacher, Mary Green, grades papers at her desk. File photo Look closer and you notice some intriguing differences. President Bush smiles from a poster on the wall, not unusual until you read the text below -- "wanichi Push" -- which is President Bush in the Umatilla Indian language. The word joins a host of other vocabulary words including "yulama" (cheerleaders) and "tipawalukwilkiwilama" (football team). Nearby, Syreeta Thompson raises her head from her paper as the baby in a carrier at her feet starts crying. Syreeta picks up the infant, rummages for a bottle and starts feeding it. The baby is actually a life-size doll that cries periodically to indicate when she's stressed. Syreeta must figure out what's wrong and respond by feeding, diapering or rocking her. While the program is common in high schools to impress upon students how much is involved in caring for infants, this doll is a little different than the typical model. It's American Indian. Outside the classroom, in the hallway, vivid posters recount historical events -- not the American Revolution or the Battle of the Bulge, rather the Battle of Little Bighorn, the Indian Removal Act of 1830 and other events especially important in American Indian circles. The Nixyaawii Charter School emphasizes American Indian language and culture. Students study native tongues, choosing to learn either Nez Perce, Walla Walla or Cayuse dialects. Most of the school's 65 students are American Indian. Chartered in July 2004, the school sought to turn around a horrendously high dropout rate among American Indian students and to bring native languages and culture back from the brink. Principal Annie Tester, a multi-tasker extraordinaire, scrambled to pull a curriculum together and develop a plan of operation before the school's doors opened. "There was nothing in place," she said, remembering that she went without pay for two months because the school had no one to take care of the books. "It's pretty daunting to open up a new school." Over time, the school invented itself. Tester watched with fascination as the year progressed, systems were put in place and students responded to the school's unique curriculum. By the end of Nixyaawii's maiden year, Tester was encouraged. Student dropout rates were down, grades were up and attendance statistics showed radical improvement. Tester says attendance is key. "We call. We pick them up," she said. "They don't fall through the cracks." Graduation was an emotional affair. Three chiefs led a procession of six graduates into the gym, which was filled to capacity. Many in the audience brushed tears away as they listened to each student speak. "You could feel the pride," Tester said. "The walls of the gym expanded with the pride." This year, Tester's days are a blur of activity as she visits with students and staff, grades papers, crunches numbers, delivers lunches and hustles to complete a thousand other things that are part of life as a small school principal. But the systems are in place, curriculum is coming together and the school shines brightly for other tribes who might want to follow suit. The Warm Springs Indian Reservation has watched Nixyaawii's progress with interest and appears headed down the same path. The last installment of the initial Oregon Department of Education startup grant of $350,000 has been paid, but the school's financial footing seems solid. Nixyaawii had a carry-over of more than $100,000 this year. Tester gets emotional when she thinks about her students and the strong bonds that continue to strengthen. "They trust you if you earn their trust," Tester said. "It takes a while to build that." Online at: http://www.kgw.com/education/localeducation/stories/ kgw_020606_edu_nixyaawi_charter_school.780beec9.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Tue Feb 7 18:53:38 2006 From: dzo at BISHARAT.NET (Don Osborn) Date: Tue, 7 Feb 2006 18:53:38 -0000 Subject: Fwd: "Curse hangs over African languages in Senegal" Message-ID: FYI... --- In AfricanLanguages at yahoogroups.com, "Donald Z. Osborn" wrote: FYI, this item was seen at http://www.redorbit.com/news/international/370823/curse_hangs_over_african_languages_in_senegal/index.html (Google also pulls up some other sites with the article). This article is quite good, touching on several issues and mentioning the Year of African Languages." DZO Curse hangs over African languages in Senegal By Daniel Flynn DJIBONKOR, Senegal -- Legend has it that the Bainouk people of southern Senegal were cursed by a tyrannical king, who with his dying breath condemned them to wander in poverty forever. Today, the Bainouk eke out a meager existence from agriculture in the forests of the lush Casamance region, their ancient language and lifestyle under threat from the encroaching modern world. "If we speak our language no one can understand us, so we use Diola if we go into town," said 60-year-old Jacques Sanya, referring to the Diola language commonly spoken in the region. Seated in front of his mud hut weaving a reed basket, Sanya laughs at the mention of the curse. "Our parents just told us they left Guinea to come here ... Now we cultivate crops and make baskets to earn some money." There are an estimated 1,000 speakers of Bainouk scattered in villages in Casamance -- a labyrinth of tiny inlets and creeks sheltering dozens of other ethnicities and languages. In the freshly painted village schoolhouse in Djibonkor, Bainouk is not taught. It is a familiar story in Africa, home to a third of the world's more than 6,000 languages. "Here we speak French in school. We also study English and Spanish ... We do not use Bainouk," said Lilian, 12. Linguists say many African languages are dying because speakers believe foreign tongues are more useful. To prepare students for business, linguistics departments in West African colleges usually teach French or English. "It's like throwing a Picasso down the toilet if you just allow a language to die. A wonderful culture would die with it," said Roger Blench, an expert on African languages. "It's a story about globalization ... Should the whole world be eating McDonald's and drinking Coca-Cola?" he asked. "DOOMED TO DISAPPEAR" Senegalese student Serge Sagna has returned to his isolated village of Essyl -- some 10 miles southwest of the regional capital Ziguinchor at the end of a dirt track -- to study the Bandial language, one of the Diola tongues. With a fierce history of independence, the Diola peoples of Casamance resisted the onslaught of Mandinka-speaking tribes from the Sahara. Unlike the rest of Senegal, they also maintained Christian and animist beliefs in the face of Islam. But with trade, mass media and tourism reaching ever deeper into Casamance's quiet palm groves and mangroves, languages like Bandial are under threat. "It's a language which is doomed to disappear maybe in two generations," said Sagna, adding that some parents in the village have already stopped teaching their children Bandial. "People from our villages used to be self-reliant. They used to cultivate their rice; they used to depend on their own production," he said. "Now, people go away to the city and when they come back, they come back with a different language." Senegal's national tongue Wolof has become one of Africa's "killer languages," like Hausa in west and central Africa or Swahili in the east of the continent. Wolof is spoken by around 40 percent of Senegal's 11 million people as their mother tongue, and by around the same number as a second language. Its success threatens the roughly 30 indigenous languages spoken in the country. "Wolof has more prestige than our language, because it is associated with fashion, with hip hop (music)," said Sagna, who is doing a doctorate on Bandial at London's School of Oriental and African Studies. Locally produced hip hop and rap music in Wolof have grown in popularity in the former French colony since the early 1990s. "Intellectual people choose to speak French and those who want to look cool speak Wolof," Sagna said. YEAR OF AFRICAN LANGUAGES The United Nation's Educational, Scientific and Cultural Organization (UNESCO) says one world language disappears on average every two weeks. To draw attention to the problem, the African Union has designated 2006 the year of African languages. While experts recognize languages such as Bandial will never be widely spoken, they can at least be saved from extinction. "The first step is the media: There should be more broadcasts in vernacular languages. Where this has been tried, as in northern Ghana, this has had a good effect," said Blench. Education is the other key step. Governments must encourage the use of indigenous languages in schools, experts say. Last year, South Africa embarked on a shake-up of its schools system to enable students to be educated in any of the country's 11 official languages -- an effort to develop indigenous languages which were suppressed under apartheid rule. Ethnologue, a language database, says less than 1 percent of Bandial's 10,000 speakers are literate in their language. Eighty percent of African languages have no orthograpy. "I can speak Diola but I cannot write it even though it is my mother tongue," said Michel Diatta, 21, from the western Casamance village of Kabrousse. "If I could meet someone who knew how to write Diola, I would love to learn." For Sagna, there is a clear personal motivation for fighting to preserve his mother tongue. "When I speak Diola, I am more relaxed: I am at home. When I speak English or French, I just don't relate to some things. And he believes a deliberate effort is needed to save the language, which has 10 words for the local staple rice. "You have to be a missionary! You have to make the same effort missionaries made to bring French here," Sagna said. Source: REUTERS --- End forwarded message --- From dzo at BISHARAT.NET Tue Feb 7 18:55:17 2006 From: dzo at BISHARAT.NET (Don Osborn) Date: Tue, 7 Feb 2006 18:55:17 -0000 Subject: Fwd: "Experts Worried As 16 Local Languages Are About to Vanish" (Kenya) Message-ID: FYI... --- In AfricanLanguages at yahoogroups.com, "Donald Z. Osborn" wrote: The following article from the Nairobi paper The Nation was seen on AllAfrica.com at http://allafrica.com/stories/200602010868.html . It's another excellent discussion of aspects of the situation of African languages, including the role of colonial policies and neglect of current governments. DZO Experts Worried As 16 Local Languages Are About to Vanish The Nation (Nairobi) http://www.nationmedia.com/dailynation/ February 2, 2006 Posted to the web February 1, 2006 Ken Opala Nairobi On September 10, 1953, a Mr Ojambo arap Kishero wrote to the Bungoma district officer asking for a licence to hold a meeting that would help trace Bong'om people's history. For, he claimed, they were "losing their language". He copied the letter to the local district education officer and the "Nyanza district commissioner" Eliud Mahihu, then a PC, congratulates Kurume Lenapir following his appointment as chief of the El Molo ethnic group. At the time, the Bong'om tribe had only 39 educated people - 15 men, six women and 18 girls. "Sir," he wrote, "fearing that their language is disappearing, the Kony-Bok-Bongoma-Sabiny students have suggested they should lose no time to meet and research their language. " The Kony or El Kony are the people whose name has been corrupted into "Elgon", sometimes called Terik, Bok and Sabiny and, in Uganda, Walagu of Sebeei. In his reply, the DEO, while stating the official policy of promoting vernacular languages, said "textbooks would be produced only if it was commercially viable. The case cited was not," he said. In a letter to Bungoma DO, the Nyanza DC, a Mr E.J.A. Leslie, declared: "There is great need to preserve the folklore and history of all tribes, whether traditional or based on research." "But there is the obvious danger of their misuse and of false claims." This was during a period of heightened natonalist politics. The DC's fear was that, once given state recognition, the small tribes would move fast to stake claims to political leadership. Rather than focus on small dialects, the colonial administration decided to promote Kibukusu as the medium of communication among surrounding tribes. The Bukusu elite - among them a Mr J. J. Musundi - were called upon to craft the "Bukusu Orthography". Examinations, such as the Competitive Entrance, were translated into Bukusu. Rally and truly, the move sounded the death-knell to the Bong'om tongue, though it is the people's name that has given us the term Bungoma. There was little focus on vernacular languages, says Dr P. Kurgatt, an assistant professor of English at the United States International University. If a language helped to serve colonial interests, the colonialists would promote it. But they preferred that people speak in the preferred language of the colonialists. Now, more than half a century later, Unesco classifies Bong'om (also known as Ngoma, Ng'oma, Ong'om and Bong'omek) among 16 Kenyan languages that are either extinct or moribund or endangered. They are listed among Africa's 300 languages consigned to extinction. A language is endangered if it is no longer learned by children or, at least, by a large part of the children of that community, according to the Unesco Atlas of the World's Languages in Danger of Disappearing, published in 2001. The key factor is the number of speakers of a language. Those languages spoken by large groups are unlikely to be endangered. Small languages are threatened by the more aggressive surrounding languages. Unesco has thus declared 2006 the Year of African Languages, to promote the use of vernacular languages - what are claimed to be "mother tongues". An El Molo teaches her children how to slaughter a goat. The El Molo is one of the languages facing extinction, says Unesco. "It seems remarkable and rather strange that, in contrast to the great concern shown by many people for animal and plant species threatened by extinction, there are, with relative few exceptions, few organised groups concerned about the fact that about half of humanity's most precious commodities - language diversity - are also threatened by extinction," says Unesco. According to Dr Kurgatt, Africa has an estimated 2,000 languages, almost a third of the world's linguistic heritage. Even with the emergence of new languages, such as Sheng (initially, a distortion of Swahili and English but now a murky concoction), the future of Africa's linguistic heritage is ominous. Six Kenyan languages are extinct, five are "seriously endangered", at least three are "endangered", and a host of others are "potentially" endangered, according to the Atlas. The Suba language is either "extinct" or "moribund", according to it. Endangered languages include Boni, Kore, Segeju and Dahalo at the coast; Kinare, Sogoo, Lorkoti and Yaaku in the central parts; El Molo, Burji, Oropom in the north; Ongamo, Sogoo and Omotik in the south;, and Bong'om, Terik and Suba in the west. El Molo, with only 300 speakers, is classified also "extinct". In Tanzania, seven languages are threatened and in Uganda six are either extinct or endangered. Nigeria, the Sudan, Ethiopia, and Kenya, in that order, are countries with the highest incidence of disappearing languages. Yet the question is: Does it matter if Africa's indigenous languages are dying out? Yes. As Dr Kurgatt says, language "is the carrier of a people's culture". In other words, a people is recognisable as such only if it has a distinct language. "If you lose a language, you have lost the worldview," says Dr Kurgatt. He is one of two Kenyan scholars expected to give keynote speeches at an international conference in London next month to focus on Africa's linguistic diversity. Unesco says languages highlight the roots, philosophy, culture, heritage and communication of a tribe or ethnic community - or a speech community. Vernacular, or mother tongue, helps people to trace their ancestral roots, cultures, heritage and traditions. And this helps promote unity among a community. Indeed, evidence shows that people understand things better if taught in their first language. Dialects die once exposed to more ascendant and prevailing languages in their surroundings. The aggressive languages could be either foreign or local. But even they could die if exposed to harsh conditions, for instance, if the neighbouring communities are intolerant,as happened to the El Molo of northern Kenya. In Africa, English and French are perceived languages of prestige and well-being. People incapable of understanding them are labelled "primitive" and given low esteem. Thus, foreign languages appear to have leverage over local ones, in terms of academic instruction and general communication. At a more localised level, the Suba and the Terik languages have definitely been suppressed by the dominant and assertive Luo and the Nandi, respectively. The Terik were initially a Bantu, belonging to the Luhya cluster. But they were assimilated into the larger Kalenjin and are now regarded Nilotic. According to Unesco, a majority of the group lives in the southern Nandi District and northern Kisumu. A smaller number is found in neighbouring Vihiga District. The rest are distributed in Turbo, Uasin Gishu and Aldai. Documents in the Kenya National Archives indicate that the Terik migrated to Nandi in search of employment. By the 1950s, they were so many. Because of their expanding population, they started encroaching on forests. The local Nandi were getting concerned. In April, 1961, Kemeloi sub-chief S.K Cheror exhorted his people against selling land to the Luhya. He even took to court those who defied his order. Earlier, in June, 1959, a meeting at Koiparak, Nandi, resolved that the Teriki found to be "outright" should be "absorbed into the Nandi tribe", according to the minutes of a meeting of June 23, 1959, attended by Nandi colonial DC R. H. Symes-Thompson. Owing to scarcity of land in Luhyaland, the Terik could hardly return to Nyang'ori in what is now Kaimosi. Yet, why the Nandi demanded assimilation of the Teriki is perplexing. According to Dr Kurgatt, African cultures are hardly hegemonic. "Apart from the Zulu of South Africa, African cultures don't force conversion of weaker cultures". In the case of the Suba, Bong'om and many others, assimilation was spontaneous. The Suba are a Bantu group said to have originated in Buganda and Busoga - and perhaps, ultimately - in the in Congo, but which has been swallowed by the the more assertive and numerically superior Luo. In Tanzania, the Suba speak Kiswahili. According to Unesco, the Suba language has six dialects in Kenya alone: Olwivwang'ano in Mfang'ano, Rusinga, Takawiri, Kibwogi, Ragwe and Kisegi; Ekikune in Kaksingri; Ekingoe in Ngere; Ekigase in Gwassi; Ekisuuna in Migori; and Olumuulu in Muhuru Bay. Some Suba people are bilingual - speaking Dholuo equally well. But most have lost the ability to speak Lusuba. It is said that Suba parents make a deliberate choice not to pass Lusuba to children, preferring the languages that offer socio-economic and political gains. Although the Bong'om people are Nilotic and related to the Kalenjin and some Sudanese tribes, they now speak Kibukusu (a Bantu tongue). In fact, seven out of 10 people of the Bong'om tribe speak Kibukusu, thanks to intermarriage and influence by the widely-spoken Bukusu, a Luhya sub-tribe. They are found in the southwest and the northwest of Bungoma town, mainly around the hills of Kapchai, Webuye, South Malakisi, Sang'alo and North Kabras. They are also scattered in settlements in Luhya-speaking areas. In the 1970s, the population was 2,500, which went up 30,000 in 1994. The Ongamo (also known as Ngasa, Shaka, Ongg'amo, Ongg'amoni) is affiliated to the Nilotic Teso and some eastern Sudanese languages. The Boni are found in the silvan hinterland behind Lamu and Tana River districts. It is said that at least 11 villages are habited by Boni speakers. In Sociolinguistic Surveys in Selected Kenyan Languages, a report published in 1986, Art Rilling says that the Boni are eastern Cushites closely related to the Somali. Some linguistics have indicated that among the Boni, while the literacy rate in their first language is between 10 and 30 per cent, literacy in the second language is between 50 and 75 per cent. El Molo is a Maasai phrase meaning "those who make a living from sources other than cattle". They are said to be the smallest ethnic group in Kenya, numbering less than 300. However, the "pure" El Molo could number no more than a few dozen. Others are products of intermarriage with the Samburu and Turkana. Although the predicament facing African languages appears to transfix the world at this moment, nonetheless the threat is historic. Many known languages have died, including Latin, ancient Greek and Sanskrit. Yet, these three have been kept alive through writing and for liturgical purposes. But Dr Kurgatt says "all is not gloom" in respect to Africa's linguistic heritage. "We can salvage our languages through concerted efforts." In Kenya, the problem is that the Government has never given even a single thought to conserving the mother tongues. --- End forwarded message --- From mona at alliesmediaart.com Tue Feb 7 19:14:48 2006 From: mona at alliesmediaart.com (MSmith) Date: Tue, 7 Feb 2006 13:14:48 -0600 Subject: Stories in Song and Sound from Native North America available online now Message-ID: "From the Sky," Georgia Wettlin-Larsen vocals (Smithsonian Folkways, Northern Exposure), many languages. Now available on ITUNES and many other download services (Yahoo Music, Best Buy, etc.) The dream is that people will find their language, download the song and use it in teaching. There is also a draft activity pack with coloring pages, activities and more for parents and teacher that accompanies the CD. It's available free at http://www.alliesmediaart.com. All tech. glitches in song ordering and the like have been worked out. The song downloaded is the song chosen. Each song is a story told in a language of Native North America and illustrated through sound effects. It's fun to have children who don't know the language of the song listen and then tell the story. Could work nicely in art and writing classes. Best wishes to all. From sdp at U.ARIZONA.EDU Thu Feb 9 14:26:31 2006 From: sdp at U.ARIZONA.EDU (Susan Penfield) Date: Thu, 9 Feb 2006 09:26:31 -0500 Subject: A washingtonpost.com article from: sdp@u.arizona.edu Message-ID: You have been sent this message from sdp at u.arizona.edu as a courtesy of washingtonpost.com Personal Message: Ofelia Zepeda's poetry Poet's Choice By Robert Pinsky There's a theory that American poetry resembles jazz. Both arts create innovations that, adapted to tamer forms, enrich popular arts: jazz harmonies in pop music, fragmented narrative structures in the movies that recall modernist poetry. My mother used to say, "Bury me with a band," On the... It... To view the entire article, go to http://www.washingtonpost.com/wp-dyn/content/article/2006/02/02/AR2006020201835.html?referrer=emailarticle Would you like to send this article to a friend? Go to http://www.washingtonpost.com/ac2/wp-dyn/emailafriend?contentId=AR2006020201835&sent=no&referrer=emailarticle Want the latest news in your inbox? Check out washingtonpost.com's e-mail newsletters: http://www.washingtonpost.com/ac2/wp-dyn?node=admin/email&referrer=emailarticle Washingtonpost.Newsweek Interactive c/o E-mail Customer Care 1515 N. Courthouse Road Arlington, VA 22201 ? 2004 The Washington Post Company From andrekar at NCIDC.ORG Thu Feb 9 19:02:44 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 9 Feb 2006 11:02:44 -0800 Subject: Trash Talk (language) Message-ID: Yup'ik trash talk Nelson Island group tells how it's cleaning up the Bush By ALEX deMARBAN, Anchorage Daily News Published: February 9, 2006 Encroaching rivers and melting permafrost are threatening the villages around Nelson Island, but one thing the people won't lose is their language, culture and traditions, said Andrew George of Nightmute. "If we lose this, we lose our way of life," George, 79, told a crowded room of Yup'ik speakers from Western Alaska on Wednesday. He spoke confidently -- without a microphone -- in the lyrical tones of his own language. During his talk at the Egan Center, a handful of English-speakers, as if suddenly transported to a foreign country, wore headsets and followed an interpreter. You can read the full story online at: http://www.adn.com/news/alaska/story/7431884p-7342767c.html From susan.penfield at GMAIL.COM Fri Feb 10 00:36:21 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Feb 2006 17:36:21 -0700 Subject: E-mail-A-Friend: Coeur d'Alene elder dies at 104Posted on Feb. 9 Message-ID: Story: Coeur d'Alene elder dies at 104Posted on Feb. 9 PLUMMER, Idaho - Ann Antelope Samuels, the eldest member of the Coeur d'Alene Tribe of Indians, has died at the age of 104, the tribe said in a news release. She died last Saturday and funeral services are planned for Saturday in the northern Idaho town of DeSmet. She will be buried in Tekoa, Wash. For more of this story, click on or type the URL below: http://missoulian.com/articles/2006/02/09/breaker/doc43ebcf361aa00570714915.txt -------------------------------------------------------------------- This e-mail contains information for the purpose of tracking abuse. If you believe this email is offensive or may be considered spam, please visit the website http://abuse.townnews.com and create an incident report. From this site you can also block messages like this from sending to your email address. Please retain this Mail-ID [db603aeb12fb62d6df6f89b19a1409d1], it's needed to view information associated with this message. Click the link below to view the incident. http://abuse.townnews.com/?MailID=db603aeb12fb62d6df6f89b19a1409d1 Read the acceptable use policy: http://systems.townnews.com/public/aup/ -------------------------------------------------------------------- From susan.penfield at GMAIL.COM Fri Feb 10 00:39:01 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Feb 2006 17:39:01 -0700 Subject: Fwd: [ILAT] E-mail-A-Friend: Coeur d'Alene elder dies at 104Posted on Feb. 9 In-Reply-To: <200602100036.k1A0aMoW004286@web2.systems.townnews.com> Message-ID: Apologies for any cross posts.. ---------- Forwarded message ---------- From: Susan Penfield Date: Feb 9, 2006 5:36 Story: Coeur d'Alene elder dies at 104Posted on Feb. 9 PLUMMER, Idaho - Ann Antelope Samuels, the eldest member of the Coeur d'Alene Tribe of Indians, has died at the age of 104, the tribe said in a news release. She died last Saturday and funeral services are planned for Saturday in the northern Idaho town of DeSmet. She will be buried in Tekoa, Wash. For more of this story, click on or type the URL below: http://missoulian.com/articles/2006/02/09/breaker/doc43ebcf361aa00570714915.txt -------------------------------------------------------------------- This e-mail contains information for the purpose of tracking abuse. If you believe this email is offensive or may be considered spam, please visit the website http://abuse.townnews.com and create an incident report. From this site you can also block messages like this from sending to your email address. Please retain this Mail-ID [db603aeb12fb62d6df6f89b19a1409d1], it's needed to view information associated with this message. Click the link below to view the incident. http://abuse.townnews.com/?MailID=db603aeb12fb62d6df6f89b19a1409d1 Read the acceptable use policy: http://systems.townnews.com/public/aup/ -------------------------------------------------------------------- -- 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 andrekar at NCIDC.ORG Fri Feb 10 17:56:11 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 10 Feb 2006 09:56:11 -0800 Subject: Teaching Indigenous Languages Message-ID: http://jan.ucc.nau.edu/~jar/TIL.html This web site is an outgrowth of a series of annual conferences started in 1994 at Northern Arizona University focusing on the linguistic, educational, social, and political issues related to the survival of the endangered Indigenous languages of the world. The first two conferences were funded by the U.S. Department of Education's Office of Bilingual Education and Minority Languages Affairs (as of 2002 Office of English Language Acquisition) to help achieve the goals of the Native American Languages Act of 1990, which makes it government policy to promote, protect, and preserve the Indigenous languages of the United States. The Twelfth Annual Conference was held in Victoria, British Columbia, on June 2-5, 2005. The 2006 conference is scheduled for May 18-21, 2006, in Buffalo, New York. It is being hosted by Buffalo State College's School of Education and co-hosted by the Seneca Nation of Indians. At the heart of this site are 97 full text papers from the 1997 through 2003 Stabilizing Indigenous Languages conferences as well as the 2000 Learn in Beauty and 1989 Native American Language Issues conferences .:. 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 -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 18:29:22 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 11:29:22 -0700 Subject: Language Planning Challenges and Prospects in Native American Communities and Schools (fwd link) Message-ID: Language Planning Challenges and Prospects in Native American Communities and Schools by Mary Eunice Romero Little and Teresa L. McCarty, Feb 2006 Find this document on the web at: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0602-105-LPRU.pdf CONTACT: Mary Eunice Romero Little Assistant Professor Arizona State University (480) 965-3133 m.eunice at asu.edu Alex Molnar, Professor and Director Education Policy Studies Laboratory (480) 965-1886 epsl at asu.edu http://edpolicylab.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 19:06:04 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 12:06:04 -0700 Subject: Playing a New Video Game, Italian Style (fwd) Message-ID: ILAT note: I thought this new article might be of interest. Though it does not directly address the topic of this listserv the potential exists for something innovatively similar to be done for an endangered indigenous language.? Phil ~~~ Playing a New Video Game, Italian Style 02/08/06 http://www.usc.edu/uscnews/stories/12037.html An interactive project developed at the USC College Language Center allows students to travel in a virtual world while enriching their linguistic skills. By Kirsten Holguin Screenshot of the Virtual Italian Experience game in development. Photo/USC College Language Center Sitting in a small _caffeteria_ in Milan, Italy, the first-year Italian language student finishes her cappuccino. Only when she gets the _conto_ does she realize she doesn?t have enough euros to pay. Luckily, the USC College student knows what to do. With a few clicks of a mouse, she takes a quiz, aces it and watches as virtual money fills the account on the screen in front of her. That, of course, is the beauty of a video game. Thanks to the Virtual Italian Experience (VIE) video game now in development at the USC College Language Center, students soon will be regularly taking such computer-generated trips to Italy without leaving campus. As players progress from a classroom on the University Park campus to a tour of Italy, the game is designed to engage students and enrich their learning of language and culture. ?The game speaks to every type of learning style, and that?s what I like most about it,? said Edie Glaser, VIE project manager and Language Center administrative manager, who first envisioned the game. The VIE game, now 25 percent complete, also marks what may be a first in the use of creative technologies to improve college language instruction. To her knowledge, Glaser said, USC is the first to develop a virtual learning environment for use in a foreign-language curriculum. Through a number of features, the game emphasizes intricate linguistic skills along with cultural awareness. The creators hope that after playing the game, students will be able to discuss Italian politics and Italy?s role in Europe, talk about contemporary Italian society and discuss the Italian diaspora around the world. At about the same time that Glaser first envisioned the plan for VIE, Francesca Italiano, director of the College?s Italian language program, completed writing the beginning Italian textbook, ?Allegro!? Her first textbook, ?Crescendo!? (Heinle, 1994), has been the most widely used intermediate Italian text in the English-speaking world. In 2002, Italiano began working with Glaser and Dan Bayer, executive director of the Language Center, agreeing to use the content in ?Allegro!? for VIE. In short order, Glaser hired a graduate screenwriting student from the USC School of Cinema-Television, an avid gamer and computer science student from the USC Viterbi School of Engineering and a native Italian teacher, Paola Matteucci, from the College to work on the project. Since then, a number of students have taken part in designing the game. USC College graduate student Brooke Carlson is one. After learning Italian and studying in Verona as part of his coursework, he now helps the VIE team with programming, entering XML code into a Flash interface and adding content to the grammar section. Recent College graduate Patrick Reynolds is the backbone of the Flash design and programming. With funding from a two-year National Endowment for the Humanities (NEH) grant, the VIE team plans to complete the game by June 2007. Getting the NEH grant was a long shot, but it vindicated the team?s efforts, Bayer said. ?Language programs do not usually receive grants from the NEH, but our proposal showed how the game, combined with classroom experience, will advance learning about contemporary Italian culture and society,? he said. Bayer estimated that it would have cost about $1 million for a software company to create a game like VIE. The Language Center developed the interactive concept outline for VIE for one-tenth of that amount, he said. This spring, students, staff and faculty with backgrounds in Italian, 3-D modeling, animation and video-game design are pitching in to help develop and beta test VIE. When the game is finished in 2007, Prentice-Hall has first right of refusal to publish and market VIE to universities across the country. USC students will always have free access to the Virtual Italian Experience. Italian students will be able to connect to the game via a downloadable application. ?At USC College, we want to make the learning experiences of our students as meaningful as possible. Sometimes this means looking in unexpected places for solutions,? Bayer said. -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 24416 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 13 19:18:10 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Feb 2006 12:18:10 -0700 Subject: Book Review (fwd) Message-ID: Book Review Thursday, 9 February 2006 The National Indigenous Times, Australia http://www.nit.com.au/thearts/story.aspx?id=6473 Blank Ink Press, have released their seventh and eighth books onto the growing Aboriginal market - River Girl and Turtle Egg Day. Turtle Day is a charming story about a young girl, Wowan who spends the day with her Gran learning how to catch bush tucker. The story is written by Ruth Thompson, who grew up in what?s now known as the Atherton Tablelands. Ruth passed away before the book was published, but her family wanted to share the story. It?s a great book - the language is real and so are the lessons. Gran talks ?old blackfella way? while young Wowan talks ?young blackfella way. The book acknowledges the cultural differences between young and old Aboriginal people, but at the same time promotes the passing on of traditional knowledge to younger generations - in effect it?s a classic Aboriginal kids tale. The illustrations include art from Bindi Waugh, the 2003 NAIDOC Artist of the Year and there?s plenty of Aboriginal words sprinkled throughout (including their meanings) along with an illustrated Mamu language index at the back that explains the traditional words for all sorts of bush tucker and other animals, such as fish, prawns, cassowary, dog and turtle. Turtle Egg Day is a delightful book and Waugh?s illustrations are beautiful. It?s the perfect book for a mum and dad - and especially a gran or Nan - to read to a little one. Recommended for kids aged 4 to 8, Turtle Egg Day retails for $15 and is worth every cent. It?s available in good bookshops, or from NIT?s Online Bookstore at www.nit.com.au/shop River Girl is the autobiography of Glenda Andrew, who grew up around the mighty Murray River. Glenda is the granddaughter of the nation?s most famous Aboriginal pastor, Sir Doug Nicholls. She tells the tale of growing up with a famous grandpa on one side, and the traditional Nan Karpany on the other. The book is packed with illustrations and photos and will definitely strike a chord with anyone who?s ever spent anytime around the Murray. The book traces Glenda?s recollections of everything from the growing struggle for Indigenous rights - and her family?s role in it - to a modern Aboriginal upbringing in a changing nation. The book is created in a very unusual style - pictures and line drawings are on virtually every page and it breaks the story up very nicely. Easy to read and a fascinating insight into one of the nation?s most prominent Aboriginal families living in a magical part of Australia. River Girl by Glenda Andrew retails for $18 and is available in good bookstores, or in NIT?s Online Bookstore at www.nit.com.au/shop About the publishers Black Ink Press is a community-based Indigenous writing, illustrating and publishing project based in Townsville in North Queensland. It trains and mentors emerging writers and artists in order to create contemporary illustrated books especially for young Indigenous readers. It supports Australian Indigenous languages. Black Ink Press is part of CCDEU (Congress Community Development and Education Unit Ltd). You can find out more about Black Ink Press by visiting their website, www.blackinkpress.com.au or phoning 07 4773 5077. www.nit.com.au -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at U.ARIZONA.EDU Wed Feb 15 22:44:33 2006 From: cashcash at U.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Feb 2006 15:44:33 -0700 Subject: Hidden language finally charted (fwd link) Message-ID: Hidden language finally charted http://www.vagazette.com/news/va-news3_021506feb15,0,4627416.story?coll=va-news From mona at alliesmediaart.com Fri Feb 17 16:27:09 2006 From: mona at alliesmediaart.com (MSmith) Date: Fri, 17 Feb 2006 10:27:09 -0600 Subject: Linguistic diversity on the Internet... Message-ID: > From the Scout Report > > *Measuring Linguistic Diversity on the Internet [pdf]* > > http://unesdoc.unesco.org/images/0014/001421/142186e.pdf > > From online dating to scholarly collaborations, the web facilitates > millions of interactions between distant groups of people every day. > One question recently posed by the United Nations Educational, > Scientific and Cultural Organization (UNESCO) was this: What languages > are being used in all of this online activity? A good question to be > sure, and this important document is the result of their lengthy > inquiry. Published near the end of 2005, this 106-page paper contains > a number of important findings about the nature of researching > linguistic diversity on the internet. The paper includes sections on > the usage of Asian and African languages on the internet, along with > an investigation into linguistic bias authored by John Paolillo. The > report is rounded out by a very thorough bibliography that will be of > great use to those with a detailed interest in this area. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Fri Feb 17 17:44:03 2006 From: dzo at BISHARAT.NET (d_z_o) Date: Fri, 17 Feb 2006 17:44:03 -0000 Subject: 7th International Mother Language Day, 21 Feb. 2006 Message-ID: FYI, from http://portal.unesco.org/education/en/ev.php-URL_ID=45647&URL_DO=DO_TOPIC&URL_SECTION=201.html DZO International Mother Language Day (21 February 2006) The world's nearly 6,000 languages will be celebrated on International Mother Language Day, an event aimed at promoting linguistic diversity and multilingual education. Ensuring that these languages can continue in use alongside the major international languages of communication is a genuine challenge to countries worldwide. Today, about half of the 6,000 or so languages spoken in the world are under threat This year's theme will be devoted to the topic of languages and cyberspace. From iackerman at ROSETTASTONE.COM Fri Feb 17 18:54:13 2006 From: iackerman at ROSETTASTONE.COM (Ilse Ackerman) Date: Fri, 17 Feb 2006 13:54:13 -0500 Subject: Rosetta Stone endangered language internship Message-ID: An HTML attachment was scrubbed... URL: From anguksuar at YAHOO.COM Sun Feb 19 15:54:53 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sun, 19 Feb 2006 07:54:53 -0800 Subject: Nat.language presidential address & ACILS conf In-Reply-To: Message-ID: This morning (Sunday Feb 19) on NPR: a friend here in Minneapolis just phoned me to let me know that ACILS (Advocates for California Indigenous Language Survival) had a spot on the Sunday morning show on NPR talking about the Language is Life conference next month! I missed it -I was busy almost burning (I mean, carmelizing...then you get to charge extra) my breakfast. But it should be available on NPR's web archive- I haven't checked yet. Go ACILS! peace Anguksuar (Richard LaFortune) on an unrelated note, I bumped into this note on a blog this morning, which I hadn't heard at the time of his inauguration: http://docnagel.blogspot.com/2006/01/bolivias-new-president.html "I just heard on NPR that Morales' inauguration featured several indigenous languages, and he was wearing an alpaca garment. I think that's the coolest thing about it. Imagine the odds of an indigenous person being elected President of the United States!" __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From language-labs at UCHICAGO.EDU Mon Feb 20 17:29:26 2006 From: language-labs at UCHICAGO.EDU (Language Laboratories and Archives) Date: Mon, 20 Feb 2006 11:29:26 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: I'm not sure how much I believe this, but it is certainly interesting. (The pottery is from South America.) Barbara Need Manager (SS4), Computer Support, Archivist >LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >Editor for this issue: Amy Renaud >================================================================ > >To post to LINGUIST, use our convenient web form at >http://linguistlist.org/LL/posttolinguist.html. > > >===========================Directory============================== > >1) >Date: 19-Feb-2006 >From: Mike Matloff < michelhoo at yahoo.com > >Subject: 6500-year-old voices recorded in pottery! > > >-------------------------Message 1 ---------------------------------- >Date: Mon, 20 Feb 2006 07:35:55 >From: Mike Matloff < michelhoo at yahoo.com > >Subject: 6500-year-old voices recorded in pottery! > > > >Description from The Raw Feed (http://www.therawfeed.com): > >'Belgian researchers have been able to use computer scans of the grooves in >6,500-year-old pottery to extract sounds -- including talking and laughter >-- made by the vibrations of the tools used to make the pottery.' > >Here's the link to the video: >http://www.zalea.org/article.php3?id_article=496 > >It's only available in French right now, but even if you don't speak French >I think you can get the general gist and hear the 'playback'! > >Mike > > >Linguistic Field(s): Anthropological Linguistics > General Linguistics > > > > >----------------------------------------------------------- >LINGUIST List: Vol-17-552 From jpbeck at UCHICAGO.EDU Mon Feb 20 18:01:23 2006 From: jpbeck at UCHICAGO.EDU (Joshua Beck) Date: Mon, 20 Feb 2006 12:01:23 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: Message-ID: Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 20 18:20:27 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 20 Feb 2006 11:20:27 -0700 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <6.2.1.2.2.20060220120048.043732c0@imap.uchicago.edu> Message-ID: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu From phonosemantics at earthlink.net Mon Feb 20 18:21:52 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Mon, 20 Feb 2006 13:21:52 -0500 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: Sometimes late at night the muffled whine of my disk drive sounds just like motherese (implying what, Immaculate Contraption??). So what's next, Harry Pottery? Jess Tauber From sophiadianas at YAHOO.COM Mon Feb 20 18:35:29 2006 From: sophiadianas at YAHOO.COM (Sophia Stevenson) Date: Mon, 20 Feb 2006 10:35:29 -0800 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <001b01c6364a$578ebd50$6401a8c0@LFPMia> Message-ID: It's not the recording that's in French, it's the video discussing the find that's in French... The recording played in the video is supposedly in Latin, from a vase fired in Pompeii. Having taken a few years of Latin, and after hearing that recording, I find this quite hard to believe. But if that isn't enough, the method of recording using a stylus wasn't used until 1877, when Edison recorded "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... (I believe it was tinfoil, actually.) The chances that somebody's vocal vibrations passed into the instrument used to decorate the pottery, and that these vibrations survived through any type of glazing (as was the custom of the period), are incredibly slim. Still, it's a neat concept! Makes a good story too... Sophia Stevenson University of Quebec At Montreal Mia Kalish wrote: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivating possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> General Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu --------------------------------- Yahoo! Autos. Looking for a sweet ride? Get pricing, reviews, & more on new and used cars. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 20 18:50:45 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 20 Feb 2006 11:50:45 -0700 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <20060220183529.8718.qmail@web54613.mail.yahoo.com> Message-ID: I suppose some enterprising grad student could try it. . . :-) Wouldn't that make an interesting semester project! _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Sophia Stevenson Sent: Monday, February 20, 2006 11:35 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! It's not the recording that's in French, it's the video discussing the find that's in French... The recording played in the video is supposedly in Latin, from a vase fired in Pompeii. Having taken a few years of Latin, and after hearing that recording, I find this quite hard to believe. But if that isn't enough, the method of recording using a stylus wasn't used until 1877, when Edison recorded "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... (I believe it was tinfoil, actually.) The chances that somebody's vocal vibrations passed into the instrument used to decorate the pottery, and that these vibrations survived through any type of glazing (as was the custom of the period), are incredibly slim. Still, it's a neat concept! Makes a good story too... Sophia Stevenson University of Quebec At Montreal Mia Kalish wrote: Actually, I think the article references the process of early recording, where a stylus like device vibrated and made little holes or dents in the recording medium. So it's the same principle. Now, whether it's "French" is really a stretch. English, which I know a bit about, has changed a lot I the few thousand years we have been watching it. "French" would have had to change a great deal more in 6,500. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Joshua Beck Sent: Monday, February 20, 2006 11:01 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Boy, this is a tough one to believe, although who knows...it's a captivatin g possibility! At 11:29 AM 2/20/2006, you wrote: >I'm not sure how much I believe this, but it is certainly interesting. >(The pottery is from South America.) > >Barbara Need >Manager (SS4), Computer Support, Archivist > > >>LINGUIST List: Vol-17-552. Mon Feb 20 2006. ISSN: 1068 - 4875. >>Editor for this issue: Amy Renaud >>================================================================ >> >>To post to LINGUIST, use our convenient web form at >>http://linguistlist.org/LL/posttolinguist.html. >> >> >>===========================Directory============================== >> >>1) >>Date: 19-Feb-2006 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >>-------------------------Message 1 ---------------------------------- >>Date: Mon, 20 Feb 2006 07:35:55 >>From: Mike Matloff < michelhoo at yahoo.com > >>Subject: 6500-year-old voices recorded in pottery! >> >> >> >>Description from The Raw Feed (http://www.therawfeed.com): >> >>'Belgian researchers have been able to use computer scans of the grooves in >>6,500-year-old pottery to extract sounds -- including talking and laughter >>-- made by the vibrations of the tools used to make the pottery.' >> >>Here's the link to the video: >>http://www.zalea.org/article.php3?id_article=496 >> >>It's only available in French right now, but even if you don't speak French >>I think you can get the general gist and hear the 'playback'! >> >>Mike >> >> >>Linguistic Field(s): Anthropological Linguistics >> Genera l Linguistics >> >> >> >> >>----------------------------------------------------------- >>LINGUIST List: Vol-17-552 Josh Beck Program Manager & Student Affairs Administrator Center for Latin American Studies University of Chicago 5848 South University Avenue Chicago, IL 60637 tel. (773) 702-8420 fax (773) 702-1755 http://clas.uchicago.edu _____ Yahoo! Autos. Looking for a sweet ride? Get pricing, reviews, & more on new and used cars. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 19:28:06 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 12:28:06 -0700 Subject: Haunting songs of life and death reveal a fading world (fwd) Message-ID: HAUNTING SONGS OF LIFE AND DEATH REVEAL A FADING WORLD Nicolas Rothwell 18feb06 http://www.theaustralian.news.com.au/common/story_page/0,5744,18146439%255E5001986,00.html SONGS, DREAMINGS AND GHOSTS: THE WANGGA OF NORTH AUSTRALIA _ By Allan Marett, Wesleyan University Press, 292pp, $27.50_ A GENERATION ago, when musicologist Allan Marett was beginning his fieldwork on the Aboriginal song-cycles of northern Australia, he was asked an intriguing question by a young indigenous man. Why was traditional Aboriginal music - music of endless subtlety and beauty - not as highly valued as the Aboriginal paintings that Australians have come to view as potent emblems of national identity? This book is Marett's attempt to provide an answer and to redress that imbalance. The most profound and detailed study of an indigenous musical genre yet attempted, it has been two decades in the making, and even before publication acquired a kind of legendary status among the small circle of experts addicted to the sounds of indigenous song. It is a specialist volume, yet it is written with a clear, cool passion. It sets out the overwhelming evidence for the finesse and compositional craft of the Top End's song cycles and brings the master-singers of the region and their beliefs and experiences to vivid life. It deserves the widest possible attention, not just because Marett is the doyen of Australian ethnomusicologists, and this is his masterwork, but because the art form he seeks to anatomise is dying. Aboriginal song is, of course, elusive: in its traditional form, it is sung in language, it is brief, coded, meshed with dance. It tends to be ceremonial in nature, and this has kept outsiders from disseminating its splendours to the wider world. For what do everyday Australians know, in truth, about indigenous music, other than the noise of the didge and the guitar chords of Treaty? Marett turns his attention on the Aboriginal songmen of the Daly region, who live today gathered in the remote community of Wadeye, close to the Bonaparte Gulf, and at Belyuen, on the Cox peninsula opposite Darwin. Their key song cycles, the Wangga, take the form of sharp, jewel-like chants, accompanied by clap-stick and didgeridoo. Poetic in the extreme, filled with rhythms that summon up, like Western leitmotifs, whole worlds of association, these are musical slivers that make up a dictionary of the singer's world. Their core is religious: the Wangga are sung at times when the living and the dead draw together. They are often learned in dreams; and they plunge deep into the entwined fabric of the traditional domain. Marett picks apart several songs and unfurls the aspects of life they express: "The essential interconnectedness of the living and the dead through ceremony; the mutual responsibilities of the living to look after each other in everyday affairs; the exigencies of everyday life; and the intimate relationship that the living and the dead maintain with a sentient landscape". The world revealed is one of infinitely varied songs and rhythms, swift, succinct, full of conviction. Marett gives his readers a glimpse of the urgency with which these themes are perfected and performed: there are vignettes where he is scolded for using the wrong words in a practice singing session; at one point he turns in amazement from his chapter-length analysis of a single, minute-long snatch of music, staggered by the amount of submerged information it contains. In his field years Marett became very close to several great song-masters from Belyuen, and he was planning to devote himself to the study of one of these figures, Bobby Lambudju Lane, a man at once gentle and voluble, Western-trained, literate, a fluent speaker of English and of his own traditional languages. Lane "had the rare capacity to speak the texts of songs and give their translations the moment he had finished singing". He was, in short, the Homer of Wangga song, the man at the end of the tradition who could fix and read the music's mobile shards. But Lane died at 52, and, as Marett says bluntly, even though other singers have taken up his duties, "the tradition will probably never recover from this blow". Much of Marett's book is devoted to examinations of Lane's work, above all a haunting, evanescent song from Badjalarr, a low-lying sandy islet that has become, in the imagination of the Belyuen people, a far-off, generalised land of the dead, although on our maps it is merely North Peron Island, a favourite weekend sports-fishing haunt for Darwin's boat-going class. Lane's death has been duplicated many times across the north: the old songmen are dying in the Kimberley and in Arnhem Land, a curtain of silence and mass-consumption music is coming down. Hence the vital importance of this book as a guide to the power and fluidity of a traditional form. Marett covers much ground: he shows how singers shift their songs to explain their relationship to country; how melodies relate to certain ancestor figures; how songs and dances set out social themes. An astonishing idea lurks glinting in the closing pages of his work as he considers the depth and scale of the musical system being uncovered. Like many music scholars, he is intrigued by the ultimate questions: where did the music come from and what connections may exist between Aboriginal and Southeast Asian traditions? The role of the Macassan traders who visited north Australia in contact times may well have been critical in spreading musical models. But, more broadly, Marett speculates that deeper study could well reveal "something startling" about north Australian music, namely that it forms a continuum, in its rhythmic organisation, with the music of the Middle East, Southeast Asia, India and Indonesia. Such elusive, attractive ideas: but how can they be tested when the material is dying out? Marett is centrally involved in a new recording project, which is strongly supported by the surviving traditional songmen of the north. "My own experience," he says briskly, "is that most Aboriginal communities, at least in the north of Australia, want their music to be more widely disseminated and better understood." At the recent Garma culture conference in northeast Arnhem Land, a clarion call was sent out in headline words: "Indigenous songs should be a deeply valued part of the Australian cultural heritage. They represent the great classical music of this land. These ancient traditions were once everywhere in Australia, and now survive as living traditions only in several regions. Many of these are now in danger of being lost forever. Indigenous performances are one of the most rich and beautiful forms of artistic expression, and yet they remain unheard and invisible." It is this trend of eclipse and cultural extinction, tragically immediate and fast-advancing, that Marett's meticulous, pioneering work - at once tribute and testament - has been written to resist. ?? ? The Australian -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 19:47:40 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 12:47:40 -0700 Subject: Speaking up for languages (fwd) Message-ID: Speaking up for languages By Christopher Scanlon February 20, 2006 http://www.theage.com.au/news/opinion/speaking-up-for-languages/2006/02/19/1140283943941.html# There is a crisis washing over the world's estimated 6000 languages. At present rates of extinction, it is predicted that 90 per cent of the world's languages will be gone by the turn of next century. That's some 5400 languages gone. Declining linguistic diversity is not a new phenomenon. Throughout history, languages have died out and been replaced by other languages, meaning the overall number of languages tended to remain reasonably stable. This is no longer the case. The rate of language death has been steadily accelerating to the point where the rate of extinction is now outpacing the rate at which languages are replaced. Depending on how "language" and "dialects" are defined, the number of languages is half of what it was 500 years ago. Should we be concerned about the loss of diversity of the world's languages? After all, minority languages are, by definition, spoken by relatively few people. It might even be argued that fewer languages would be a good thing, an opportunity to cast off the curse and confusion of Babel. If we all spoke the same language, there would potentially be less chance of confusion and greater understanding between the world's different cultures. And when considered against the backdrop of social and political strife - terrorism, war, political persecution and oppression, global poverty and the environmental crisis - concern with the loss of languages might seem a luxury, of interest only to a handful of linguists and language specialists. Matters are, however, more complex. The loss of languages is not separate from, but reflects larger shifts in power and inequality. Take something as basic as access to health services, for instance. Anthropologist Luisa Maffi tells a story about visiting a group of indigenous people in South America in the early 1990s who were receiving health care from the Mexican health services. The people presenting themselves for care were suffering from a variety of common complaints such as coughs and colds - ailments that they would have had to have dealt with before the arrival of state health services. When asked how they had dealt with these complaints in the past, the people replied that they'd used plant medicines. But when prompted, they were no longer able to recall which plants were appropriate for what symptoms. They had lost the knowledge of such medicines, and could barely summon up the words for them. The destruction of language has been a tool of assimilation, a means by which colonial powers forcibly broke down communities and imposed their rule. In 1887, the United States Commissioner of Indian Affairs, J. D. Atkins, identified linguistic difference as the root of tribal affiliation and therefore a barrier to integrating native Americans into the national community. "The difference in language," Atkinson claimed, "barred intercourse and a proper understanding each of the other's motives and intentions." He advocated the establishment of compulsory schooling for children to ensure that their "barbarous dialects be blotted out and the English language substituted". In other cases, languages have been casualties of less direct, but no less disastrous processes. Over the past 10 to 15 years, for example, the attention of some linguists has turned to the impact of environmental degradation in the destruction of the world's languages. Where people are forced off their land because of logging activities, over-fishing, pollution, or the construction of a dam, and move into larger urban centres, their communities often get broken up and their distinctive culture and language lost. The loss of such languages can compound the environmental problems. Displaced communities often built up deep reservoirs of knowledge about the land and ecosystem within which they lived and worked, developing names for plant and animal species along with intimate understandings of how ecosystems work. With the loss of language, that knowledge is lost, making it more difficult to manage natural ecosystems. A vicious circle is thereby set in train: environmental degradation destroys languages and the knowledge they contain. Bringing back threatened languages from the brink of extinction is not always a straightforward process. In most cases, efforts to bring languages back from extinction are starved of resources and lack official support or infrastructure. Furthermore, it should not be automatically assumed that speakers of minority languages necessarily want to speak their mother tongue. In some cases, speakers of minority languages actively choose to forgo their mother tongue because other languages - particularly so-called global languages such as Mandarin and English - offer social and economic mobility and promises of a higher standard of living. This is understandable. Putting the burden of persevering languages onto the poor and marginal is as unfair as it is unrealistic. Unless linguistic diversity is valued and nurtured as part of broader efforts to redress social and economic inequalities, the outlook for the majority of the world's languages is bleak. UNESCO's International Mother Tongue Day, which seeks to promote and raise awareness about the value of language diversity and to invite reflection on the dangers of declining linguistic diversity, is held tomorrow. Christopher Scanlon is a co-editor of Arena magazine (www.arena.org.au) and a researcher in University's Globalism Institute. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 20 20:02:39 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Feb 2006 13:02:39 -0700 Subject: Call for Papers (fwd) Message-ID: Call for Papers Deadline:? 31 March 2006 The DTS-L (Digital Tools Summit for Linguistics, http://www.ku.edu/pri/DTSL/) is a one-time workshop on digital tools and cyberinfrastructure development in linguistics, for language software engineers and computational linguists, as well as linguists. The workshop aims to facilitate new interdisciplinary collaboration to design and create digital tools specifically for linguistic analysis, and thereby stimulate new funding initiatives. During the workshop, participants will prioritize and draft tools and data structures. They will work largely in interest groups (e.g. in data annotation, migration, visualization, and resource interoperation) and for each interest area will prepare design sketches of and implementation plans for at least one tool. We particularly want to address the needs of non-technologically-oriented language researchers, simulating the development of truly useful, stable, cross-platform, open-source tools that are both small (e.g. Unicode conversion scripts) and large (e.g. a modular suite of linguistic data-analysis tools) in scope. The Summit will take place June 22-23, 2006 at Michigan State University, in association with both the summer Linguistic Society of America meeting (http://www.lsadc.org/info/meet-summer06-cfp.cfm) and the E-MELD [Electronic Metastructures for Endangered Language Data] meeting ("Tools and Standards: The State of the Art," http://emeld.org/workshop/2006/); DTS-L and E-MELD will meet together on the morning of 22 June. We encourage submissions from Indigenous/First Nations language workers and graduate students, for whom a limited number of travel and housing subsidies will be available, pending funding. Selection Participants will not submit abstracts or make individual oral presentations of their own projects. Instead, since this summit is based on discussions in small working groups, participants are requested to submit one-page issue statements, which will form the basis for the working group themes for the first conference day. In these issue statements, we urge applicants to present one issue or idea which would serve to improve linguistic scholarship. Submissions should consider and explicate one or more of the following issues: 1. What are the most pressing needs among possible cyberinfrastructure and/or digital tools for linguistics? 2. What are some enduring challenges in creating cyberinfrastructure and/or digital tools for linguistics? 3. Which existing resources can be leveraged to create digital tools for linguistics? 4. How can documentation tools make language resources (e.g. text, lexical or morphological corpora) more readily available for historical, typological, and other theoretical analyses?? Each issue paper must be accompanied by a short (half page or less) biography. Submissions address: ??? ?pri at ku.edu Deadline:?? ??? ??? ?Issue statements and biographies are due on 31 March 2006. Length. ?? ??? ??? ?Issue statements: one page. Biographies: one half-page. -------------- next part -------------- An HTML attachment was scrubbed... URL: From coyotez at UOREGON.EDU Mon Feb 20 21:57:29 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Mon, 20 Feb 2006 13:57:29 -0800 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! Message-ID: What is interesting is how quickly Hollywood picked up on this research. I remember watching an episode of CSI a few weeks ago where they "heard" a conversation from a piece of pottery, between two people that were engaged in a murder plot while making the pottery. I think it was CSI Miami? or Las Vegas? But this is interesting, scientific theory and application entering popular culture without much delay. When was this discovered? David Lewis University of Oregon Confederated Tribes of Grand Ronde From susan.penfield at GMAIL.COM Tue Feb 21 14:10:18 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 21 Feb 2006 07:10:18 -0700 Subject: Fwd: CFP: Resource-Scarce Language Engineering In-Reply-To: <20060220221821.6rhk9pko44kk4404@www.email.arizona.edu> Message-ID: This might be of interest ....(forward from Rudy Troike) ----- Forwarded message from Carlos.Areces at loria.fr ----- Date: Mon, 20 Feb 2006 17:01:37 +0100 From: Carlos Areces Reply-To: Carlos Areces Subject: CFP: Resource-Scarce Language Engineering To: Carlos.Areces at loria.fr 2ND CALL FOR PAPERS (20 February, 2006) Resource-Scarce Language Engineering http://altiplano.emich.edu/resource_scarce/ 31 July - 4 August, 2006 organized as part of the European Summer School on Logic, Language and Information ESSLLI 2006 http://esslli2006.lcc.uma.es/ 31 July - 11 August, 2006 in M?laga Workshop Organizer: Edward Garrett Workshop Purpose: This workshop will bring together scientists from academia and industry, as well as advanced PhD students, to present and discuss research on the theoretical and practical challenges of engineering resource-scarce languages. We intend to provide an inclusive forum for exchanging ideas on a broad range of topics in areas represented by ESSLLI, including basic text processing, speech analysis, and machine translation. Workshop Topics: Seen through one lens, "resource-scarce languages" are languages for which few digital resources exist; and thus, languages whose computerization poses unique challenges. Through another lens, "resource-scarce languages" are languages with limited financial, political, and legal resources, languages that lack the clout or global importance of the world's major languages. In spite of these challenges, resource-scarce languages and their speakers are not being ignored. Individuals, governments, and companies alike are busy developing technologies and tools to support such languages. They are driven by a variety of motivations - from the desire among academics and community activists to preserve or revitalize endangered or threatened languages - to the desire by governments to promote minority languages - to the need by other governments to detect hostile chatter in diverse tongues - to the strategy of some companies to enhance their stature in emerging markets such as China and South America. Recognizing the above trend, this workshop will serve as a forum for the discussion of academic and industrial research on resource- scarce language engineering. Possible topics include but are not limited to: - multilingual text processing and the Unicode Standard - machine translation and speech recognition with minimal training data - rapid portability of existing language technologies to new languages - the use of multilingual resources for monolingual annotation - the annotation of new language data on the basis of knowledge of related languages - coping with data of inconsistent or uneven quality or coverage In addition, there will be a shared task on a specific resource- scarce language - Tibetan (details to be announced separately). Submission Details: Authors are invited to submit a paper describing completed work in the area of the workshop. Each submission will be read by at least two members of the program committee, and will be evaluated according to its scientific merit, its relevance to the workshop, and the degree to which its ideas are expressed fully yet concisely. Submissions of any length will be accepted, but acceptable formats are limited to postscript and pdf. Papers sent in other formats will be subject to immediate disposal. Please send your submission electronically to by the deadline listed below. Accepted papers will appear in the workshop proceedings published by ESSLLI. Workshop Format: This workshop is part of ESSLLI and is open to all ESSLLI participants. It will consist of five 90-minute sessions held over five consecutive days in the first week of ESSLLI. There will be at least 2-3 slots for paper presentation and discussion plus one invited talk per session. On the first day the workshop organizer will give a general introduction to the topic. Invited Speakers: Tom Emerson, Basis Technology Corporation John Goldsmith, University of Chicago Rada Mihalcea, University of North Texas Richard Sproat, University of Illinois at Urbana-Champaign Cathy Wissink, Microsoft Corporation Workshop Programme Committee: Deborah Anderson, University of California, Berkeley Emily Bender, University of Washington Steven Bird, University of Melbourne Alan W. Black, Carnegie Mellon University Sean Fulop, California State University, Fresno Andrew Hardie, Lancaster University Baden Hughes, University of Melbourne William Lewis, University of Washington Steven Loomis, IBM Joel Martin, National Research Council, Canada Mike Maxwell, University of Maryland Tony McEnery, Lancaster University Manuela Noske, Microsoft Corporation Charles Schafer, Johns Hopkins University Tanja Schultz, Carnegie Mellon University Important Dates: Submissions : April 7, 2006 Notification : April 28, 2006 Full paper deadline: May 19, 2006 Final program : June 30, 2006 Workshop Dates : July 31 - August 4, 2006 Local Arrangements: All workshop participants including the presenters will be required to register for ESSLLI. The registration fee for authors presenting a paper will correspond to the early student/workshop speaker registration fee. Moreover, a number of additional fee waiver grants might be made available by the local organizing committee on a competitive basis and workshop participants are eligible to apply for those. There will be no reimbursement for travel costs or accommodation. Workshop speakers who have difficulty in finding funding should contact the local organizing committee to ask for the possibilities of a grant. Further Information: About the workshop: http://altiplano.emich.edu/resource_scarce/ About ESSLLI: http://esslli2006.lcc.uma.es/ -- Carlos Eduardo Areces INRIA Lorraine INRIA Lorraine. 615, rue du Jardin Botanique 54602 Villers les Nancy Cedex, France phone : +33 (0)3 83 58 17 90 fax : +33 (0)3 83 41 30 79 e-mail : carlos.areces at loria.fr www : http://www.loria.fr/~areces visit : http://hylo.loria.fr -> The Hybrid Logic's Home Page ----- End forwarded message ----- -- 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 anggarrgoon at gmail.com Tue Feb 21 16:01:23 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Tue, 21 Feb 2006 10:01:23 -0600 Subject: Fwd: 17.552, Media: 6500-year-old voices recorded in pottery! In-Reply-To: <20060220183529.8718.qmail@web54613.mail.yahoo.com> Message-ID: I assume that we know, incidentally, that the vase was made on a wheel and isn't corded ware? Claire Sophia Stevenson wrote: > It's not the recording that's in French, it's the video discussing the > find that's in French... The recording played in the video is supposedly > in Latin, from a vase fired in Pompeii. > > Having taken a few years of Latin, and after hearing that recording, I > find this quite hard to believe. But if that isn't enough, the method of > recording using a stylus wasn't used until 1877, when Edison recorded > "Mary Had a Little Lamb." And I'm pretty sure he didn't use pottery... > (I believe it was tinfoil, actually.) The chances that somebody's vocal > vibrations passed into the instrument used to decorate the pottery, and > that these vibrations survived through any type of glazing (as was the > custom of the period), are incredibly slim. > > Still, it's a neat concept! Makes a good story too... > > Sophia Stevenson > University of Quebec At Montreal From andrekar at NCIDC.ORG Tue Feb 21 19:05:29 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 21 Feb 2006 11:05:29 -0800 Subject: Buffy & The Pequots Message-ID: Mashantucket Pequots Plan Language Conference February 21, 2006 By RICK GREEN, Courant Staff Writer http://www.courant.com/news/local/hc- ctpequotlanguage.artfeb21,0,4392493\ .story Singer and activist Buffy Sainte-Marie highlights a three-day conference on "Revitalizing Algonquian Languages" that will begin Wednesday and is sponsored by the Mashantucket Pequot Tribal Nation. The conference, which takes place at the Mashantucket Pequot Museum and Research Center on the tribal reservation near Ledyard, features more than two dozen presenters from Indian tribes and academia, as well as the screening of the PBS documentary "The Last Speakers." Sainte-Marie, a Cree Indian whose Cradleboard Teaching Project educates schoolchildren about native culture and history, will appear Thursday at 3:30 p.m. In addition to her recording and television career, Sainte-Marie has a doctorate in fine arts from the University of Massachusetts. Mashantucket Pequot Tribal Council Secretary Charlene Jones said the 3-year-old conference brings together "tribal representatives, scholars and writers from across the continent on this crucial subject. Each conference has helped to advance the understanding of the strength that tribal languages bring to our living cultures." The museum owns two essential documents in studying lost native language - early editions of a Bible translated into an Algonquian dialect. Museum research director Kevin McBride said other tribes have recovered languages no longer spoken, but it requires a significant commitment from the tribal community. Reviving a language can provide immense insight into a tribe's history, he said. "The language of a people really helps inform you about many things about them," McBride said. There are no living fluent speakers of the Algonquian dialects once spoken by Indians in Connecticut, but New England tribes are working to revive the languages. Jessie Little Doe Baird, a Mashpee Wampanoag tribal member and co-founder of the Wopanaak Language Reclamation Project, will speak Wednesday at 9 a.m. about efforts to revive the Wampanoag dialect. The fee for the three-day conference is $125, $85 for students and senior citizens, including breakfast and lunch each day. For more information, contact 860-396-2167 or dgregoire at mptn.org. From andrekar at NCIDC.ORG Wed Feb 22 00:35:23 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 21 Feb 2006 16:35:23 -0800 Subject: Conference Message-ID: On the occasion of the sixth International Mother Language Day, celebrated 21 February, UNESCO is organizing a conference on linguistic diversity*. Participants will include: Vigd?s Finnbogad?ttir, former President of the Republic of Iceland and Goodwill Ambassador of the Organization, Adama Samassekou, President of the African Academy of Languages, Vittorio Bo, President of Codice (Italy) and Daniel Prado, Director of the Terminology and Language Industries Department of the Latin Union (Room IV, from 10 am to 6 pm). The conference will be opened by UNESCO Director-General Ko?chiro Matsuura, Musa Bin Jaafar Bin Hassan, President of the General Conference, and Zhang Xinsheng, President of the Executive Board of the Organization. Vigd?s Finnbogad?ttir will discuss the impact of the disappearance of languages, which is the subject of a documentary film, In Languages We Live ? Voices of the World (Denmark 2005), made at her initiative. Directed by Billeskov Jansen and Signe Byrge S?rensen, the film treats the issue through a number of individual stories. The documentary film screening will be followed by the presentation of a number of initiatives for the protection of linguistic diversity. Vittorio Bo will talk about the City of the Word project for a museum dedicated to languages soon be established in Italy. This project is an initiative of Codice, an association which creates and manages cultural research projects (_http://www.codicecultura.it_). Adama Samassekou will present the activities of the African Academy of Languages, which was recently instituted as an organ of the African Union (AU), entrusted with developing continent-wide programmes (_http://www.acalan.org_). The AU has proclaimed 2006 as the Year of African languages. Daniel Prado will present the results of the survey about multilingualism recently carried out by the Latin Union, an institution dedicated to the promotion of the common heritage and identities of the Latin world (_http://www.unilat.org_). International Mother Language Day is celebrated every year on 21 February to promote the recognition and practice of the mother languages of the world, and especially those of minorities. It was proclaimed in 1999 during the 30th session of UNESCO General Conference. From conathan at CALMAIL.BERKELEY.EDU Wed Feb 22 20:04:30 2006 From: conathan at CALMAIL.BERKELEY.EDU (Lisa Conathan) Date: Wed, 22 Feb 2006 15:04:30 -0500 Subject: cultural heritage materials in archives Message-ID: To the ILAT list: I am researching the ways in which early 20th century ethnographic and linguistic field notes are used in Native American communities and would be interested to hear stories or accounts of Native American people using cultural heritage materials (documents and recordings) in archives. If you have a story to share, please contact me off list (conathan at berkeley.edu). I am particularly interested in: -people discovering notes from interviews with their ancestors -people who learned a song or story by using archival materials -people who learned something about their language by using archival materials -how people might have used technology to find out about or access archival materials -what it is like to interact with the staff of the archives -what it is like to request copies of materials -how archival material is being used in (formal or informal) education -references to any publications that address these issues Thank you in advance for any contributions. Lisa Conathan Postdoctoral Scholar University of California, Berkeley conathan at berkeley.edu From nflrc at HAWAII.EDU Thu Feb 23 21:48:07 2006 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Thu, 23 Feb 2006 11:48:07 -1000 Subject: Conversation Analysis & Language Learning Seminar in Hawaii (application deadline - April 30) Message-ID: The National Foreign Language Resource Center (NFLRC) at the University of Hawaii at Manoa in Honolulu will be holding a special Conversation Analysis seminar in August. Please read the following for more details. The application deadline is April 30, 2006. "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/ ************************************************************************* 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 lguerrero at CAPOMO.USON.MX Fri Feb 24 15:44:09 2006 From: lguerrero at CAPOMO.USON.MX (Lilian Guerrero) Date: Fri, 24 Feb 2006 15:44:09 +0000 Subject: CALL for papers: IX Encuentro Internacional de Linguistica en el Noroeste Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: CALL FOR PAPERS IX ENCUENTRO.doc Type: application/octet-stream Size: 31744 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Feb 24 17:28:18 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 24 Feb 2006 10:28:18 -0700 Subject: New grants to ENRICH indigenous heritage and culture (fwd) Message-ID: Saturday February 25, 2006 New grants to ENRICH indigenous heritage and culture 24-February-06 by Edited announcement http://www.wabusinessnews.com.au/en-story.php?/1/35146/New-grants-to-ENRICH-indigenous-heritage-and-culture Australian community groups have the chance to share in $100,000 in grants for innovative projects which promote reconciliation and respect for indigenous heritage and culture. Indigenous Affairs minister Sheila McHale said individual grants of up to $5,000 were available through the Department of Indigenous Affairs' ENRICH program. "The ENRICH program encourages reconciliation through deepened understanding and awareness of the heritage and culture of indigenous people," Ms McHale said. The minister said the second round of ENRICH Grants for Reconciliation and Heritage provided a unique opportunity for local community groups to strengthen bonds between indigenous and non-indigenous people. "Communities have the chance to create valuable grass-roots projects to further reconciliation and protect WA's rich indigenous history in their local area," she said. Ms McHale said past grants had funded projects as diverse as producing books in Aboriginal language, the creation of a meeting place, a traditional camp dance and a walk trail. "I encourage all community groups to consider submitting a project that will enhance WA's unique history," she said. From mona at alliesmediaart.com Fri Feb 24 21:56:36 2006 From: mona at alliesmediaart.com (MSmith) Date: Fri, 24 Feb 2006 15:56:36 -0600 Subject: grant Message-ID: > > >15) Global Call for Nominations of Innovators Using > Technology to Benefit Humanity > > Deadline: April 3, 2006 > > The Tech Museum Awards ( http://www.techawards.org/ ) > program honors and awards innovators from around the world > who use technology to benefit humanity in the categories > of education, equality, economic development, environment, > and health. The awards are a program of the Tech Museum of > Innovation ( http://www.thetech.org/ ) in San Jose, > California. > > Individuals, nonprofit organizations, and companies are > eligible to enter the competition, and self-nominations > are accepted and encouraged. > > Each year, twenty-five laureates are honored at a gala > dinner, invited to participate in press and media cover- > age, and introduced to a network of influential advisors. > The awards celebration will be held at the Tech Museum of > Innovation on November 15, 2006. One laureate in each > category will be granted a $50,000 cash prize. > > Program details, including judging criteria, can be found > at the Tech Museum Awards Web site. > > RFP Link: > http://fconline.fdncenter.org/pnd/10001076/techawards > > For additional RFPs in Science/Technology, visit: > http://fdncenter.org/pnd/rfp/cat_science.jhtml > From andrekar at NCIDC.ORG Fri Feb 24 23:08:18 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 24 Feb 2006 15:08:18 -0800 Subject: Heritage Language Message-ID: ACQUIRING HERITAGE LANGUAGE HELPS NATIVE STUDENTS ACHIEVE ACADEMICALLY, STUDY SAYS Find this document on the web at: http://www.asu.edu/educ/epsl/EPRU/documents/EPSL-0602-105-LPRU.pdf CONTACT: Mary Eunice Romero Little Assistant Professor Arizona State University (480) 965-3133 m.eunice @ asu.edu (take out spaces) Alex Molnar, Professor and Director Education Policy Studies Laboratory (480) 965-1886 epsl @ asu.edu (take out spaces) http://edpolicylab.org From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 16:40:12 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 09:40:12 -0700 Subject: Linguistic Matls IN the language of study Message-ID: Hi, Does anyone know of any cases where the results of linguistic study of Indigenous language have been codified IN the language of study? That would be a grammar actually written in, for example, Navajo or Jicarilla, rather than in English, Spanish, Dutch, Russian, etc? Thanks for your help. I am currently writing in my dissertation that there are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? Quecha? Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From anguksuar at YAHOO.COM Sat Feb 25 16:55:13 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sat, 25 Feb 2006 08:55:13 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: while this response doesn't specifically pertain to grammars, a colleague of mine (we worked on a successful ANA proposal) did a site follow up for strategic long range planning with the grantees. The immersion program staff began the day long process in English, but the discussion morphed into Ojibwe, and the actual final long range document (a rather complex federal level template) is in the First Language :) -Richard LaFortune --- Mia Kalish wrote: > Hi, > > > > Does anyone know of any cases where the results of > linguistic study of > Indigenous language have been codified IN the > language of study? That would > be a grammar actually written in, for example, > Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my > dissertation that there > are no known cases. . . . I've never seen one, but > maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 17:00:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 10:00:19 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <20060225165513.22238.qmail@web31114.mail.mud.yahoo.com> Message-ID: Very cool. !!!!!!!!!!!!!!!! Is there something I could use as a citation? Something you published? Filed? Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard LaFortune Sent: Saturday, February 25, 2006 9:55 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study while this response doesn't specifically pertain to grammars, a colleague of mine (we worked on a successful ANA proposal) did a site follow up for strategic long range planning with the grantees. The immersion program staff began the day long process in English, but the discussion morphed into Ojibwe, and the actual final long range document (a rather complex federal level template) is in the First Language :) -Richard LaFortune --- Mia Kalish wrote: > Hi, > > > > Does anyone know of any cases where the results of > linguistic study of > Indigenous language have been codified IN the > language of study? That would > be a grammar actually written in, for example, > Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my > dissertation that there > are no known cases. . . . I've never seen one, but > maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From coyotez at UOREGON.EDU Sat Feb 25 17:19:46 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Sat, 25 Feb 2006 09:19:46 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: Mia, When I was in Alice Springs Australia the Arrente people were moving that direction. I have no references for you but they were producing in 1998 dual English and aboriginal language texts, with english on one half of the page and Arrente on the other half. I don't know the true spelling of the Arrente/Arrende. David ------------------- > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > David Lewis University of Oregon Confederated Tribes of Grand Ronde From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 17:25:26 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 10:25:26 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602251722.k1PHMYv5023029@smtp.uoregon.edu> Message-ID: Thanks, maybe I'll just use these emails from the ILAT list. I'll put it as "historically there are no . . . but Indigenous People are beginning to produce contemporary linguistic documents in their own languages". Thanks so much for the help. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of David Gene Lewis Sent: Saturday, February 25, 2006 10:20 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Mia, When I was in Alice Springs Australia the Arrente people were moving that direction. I have no references for you but they were producing in 1998 dual English and aboriginal language texts, with english on one half of the page and Arrente on the other half. I don't know the true spelling of the Arrente/Arrende. David ------------------- > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > David Lewis University of Oregon Confederated Tribes of Grand Ronde From anguksuar at YAHOO.COM Sat Feb 25 17:41:43 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Sat, 25 Feb 2006 09:41:43 -0800 Subject: long range plan In-Reply-To: <001201c63a2c$fa0dd3a0$0200a8c0@LFPMia> Message-ID: I'll have to check with the tribal community Mia- if you're willing to be patient for a bit, we might be able to convince them to share it. -R --- Mia Kalish wrote: > Very cool. !!!!!!!!!!!!!!!! > > Is there something I could use as a citation? > Something you published? > Filed? > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Saturday, February 25, 2006 9:55 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language > of study > > while this response doesn't specifically pertain to > grammars, a colleague of mine (we worked on a > successful ANA proposal) did a site follow up for > strategic long range planning with the grantees. > The > immersion program staff began the day long process > in > English, but the discussion morphed into Ojibwe, and > the actual final long range document (a rather > complex > federal level template) is in the First Language :) > -Richard LaFortune > > --- Mia Kalish > wrote: > > > Hi, > > > > > > > > Does anyone know of any cases where the results of > > linguistic study of > > Indigenous language have been codified IN the > > language of study? That would > > be a grammar actually written in, for example, > > Navajo or Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my > > dissertation that there > > are no known cases. . . . I've never seen one, but > > maybe in Maori? Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam > protection around > http://mail.yahoo.com > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From hsoreng at EMAIL.ARIZONA.EDU Sat Feb 25 17:51:43 2006 From: hsoreng at EMAIL.ARIZONA.EDU (Hannah Soreng) Date: Sat, 25 Feb 2006 10:51:43 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <000a01c63a2a$28ab7300$0200a8c0@LFPMia> Message-ID: I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. The cretids, the grammatical descriptions, the language examples, the explanations of precise meaning, etc are in Quichua. There are just a few bare words of Spanish. Quechua has a much larger base of speakers, but it's still pretty unusual. The book is called : Caimi ?ucanchic -- Shimiyuc-panca 1982. Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del Ecuador ILL-CIEI There are more than a dozen people listed as, roughly, "knowers", "writers", and "drawers". Hope that's useful. Hannah Soreng Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia From dzo at BISHARAT.NET Sat Feb 25 17:48:31 2006 From: dzo at BISHARAT.NET (d_z_o) Date: Sat, 25 Feb 2006 17:48:31 -0000 Subject: Linguistic Matls IN the language of study Message-ID: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > From susan.penfield at GMAIL.COM Sat Feb 25 18:15:24 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 25 Feb 2006 11:15:24 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: Message-ID: All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: > > Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a > grammar of Pular in Pular. I know I saw a monolingual dictionary in > Pular, done by a grad student in linguistics, typed and stenciled a > few years earlier (I regret that I couldn't get a copy and hope that > there is at least one still extant! Unfortunately don't have the > reference handy). > > There may be more of such materials in some major languages of > Africa - there is a university in SW Nigeria for instance where one > can write theses in Yoruba, and it wouldn't surprise me if one has > pertained to the language itself. This should be possible to verify > if of interest. > > One last point is tangential, but when studying Chinese, I got the > impression that the grammar as presented conformed to Western > categories, whereas in a few instances I thought the feature of > Chinese in question was more similar to an African language I know > (one example is "present - past" vs. "accomplished - > nonaccomplished" in verb tenses - the latter of which helped me > understand the use of "le" better than the attempts to explain in > terms of present & past). This in turn made me wonder if the Chinese > materials in Chinese use original Chinese categories or whether they > too conform to Western categories but in translation. So that might > be another level of analysis beneath the language of presentation > (but certainly you've thought of that already). > > Don > > > Quoting Mia Kalish : > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic > study of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or > Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation > that there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > -- 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 Sat Feb 25 18:21:23 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:21:23 -0700 Subject: long range plan In-Reply-To: <20060225174143.60616.qmail@web31102.mail.mud.yahoo.com> Message-ID: That would be grand, Richard. I am drafting the 1st 3 chapters of my dissertation, but it won't be finished until fall, so I have time. I think having something on the Federal level that is in a 1st Language is a major breakthrough. No matter what they decide, they are to be congratulated. :-) Let me know what they say . . . Wado (I have mastered this Tsalagi word!) & ix?he Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard LaFortune Sent: Saturday, February 25, 2006 10:42 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] long range plan I'll have to check with the tribal community Mia- if you're willing to be patient for a bit, we might be able to convince them to share it. -R --- Mia Kalish wrote: > Very cool. !!!!!!!!!!!!!!!! > > Is there something I could use as a citation? > Something you published? > Filed? > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Saturday, February 25, 2006 9:55 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language > of study > > while this response doesn't specifically pertain to > grammars, a colleague of mine (we worked on a > successful ANA proposal) did a site follow up for > strategic long range planning with the grantees. > The > immersion program staff began the day long process > in > English, but the discussion morphed into Ojibwe, and > the actual final long range document (a rather > complex > federal level template) is in the First Language :) > -Richard LaFortune > > --- Mia Kalish > wrote: > > > Hi, > > > > > > > > Does anyone know of any cases where the results of > > linguistic study of > > Indigenous language have been codified IN the > > language of study? That would > > be a grammar actually written in, for example, > > Navajo or Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my > > dissertation that there > > are no known cases. . . . I've never seen one, but > > maybe in Maori? Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > __________________________________________________ > Do You Yahoo!? > Tired of spam? Yahoo! Mail has the best spam > protection around > http://mail.yahoo.com > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From delancey at UOREGON.EDU Sat Feb 25 18:23:28 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Sat, 25 Feb 2006 10:23:28 -0800 Subject: nili: NILI Summer Institute Message-ID: NILI's Summer Institute will be held July 5-21, 2006 at the University of Oregon in Eugene. We are excited and honored to have Professor Leanne Hinton joining us this year. Dr. Hinton (Linguistics, UC-Berkeley) was instrumental in developing the California Master-Apprentice Program in 1993, and is bringing that expertise and experience to NILI for a workshop, July 6-8, in the Master-Apprentice method of language learning. We also anticipate the usual courses in teaching methods & materials development, applied linguistics for NW languages, computers for language teaching, and language classes (in the past these have included Northern Paiute, Klamath, Sahaptin, or Chinuk Wawa). Let us know if you're interested in attending! Please mention (1) what language you have been studying and/or teaching, (2) what age/proficiency levels you teach, (3) whether you would be taking the Intro or Advanced Linguistics course, (4) your level of computer/technology experience, and (5) any special needs, or any suggestions for us, especially if you've attended in the past. See mail, fax, email, or voicemail below. Costs and registration info will follow soon. Hope to see you in Eugene! Jesse Blackburn Morrow Assistant to the Director Northwest Indian Language Institute 1290 University of Oregon Eugene, OR 97403 nwili at uoregon.edu voicemail: 541.346.3199 fax: 541.346.5961 http://babel.uoregon.edu/nili/ From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:29:03 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:29:03 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <39a679e20602251015t752b0b43q3ad5a9ceede33c73@mail.gmail.com> Message-ID: People are always having conferences on uses of technology for Indigenous languages. Most of them are too far away for me to go . . . until I get a faculty position . . . But imagine if people didn't have to choose a single sequence. Imagine if they could have it any way they want . . . by category, pronoun (1, 2, 3, 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is usually available in English - and the Hopi - dictionary. It's not very hard to plop it into an Access or MS SQL data base. They both support Indigenous fonts of the type where the characters are in the effective sort range. Then people could search. I have a copy of the Carolinian dictionary. It would be cool to have this, but first, it would have to be scanned . . . sigh. But I agree with Sue that we need to talk about this more. Here is a little passage from a conference paper I did in 2001. . . Gee, I sure haven't changed much :-) When faced with a linguistic ontology quite different from that of European languages, John Peabody Harrington approached the issue apparently prosaically and without a sense of ideological misunderstandings that would follow from his mapping. "There are many 'parts of speech'," he says, "each of which behaves differently, and for which we have in English no satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This normalization results in a loss of the data that would otherwise have defined the true nature of the Tewa language and simultaneously requires the "invention" of linguistic structures and rules that are not present in Tewa, but are essential to establishing the (supposed) integrity of the linguistic representation (Kalish, 2001). _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:15 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > -- 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 Sat Feb 25 18:38:33 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:38:33 -0700 Subject: A Not-quite Pome as a Thank You Message-ID: Everyone has been so nice this morning. Thanks Richard, and Gene and Hannah and Don, for your wonderful references. :-) here is a kind of lyric poem-play for everyone. A One-act Play Language lives as a spirit inside a people... all of whom are joined by a common understanding, a "group knowledge" if you will. One day, a herald comes with a trumpet and a parchment. He says that from that day forth, all the people may speak only from the left side of their brains... for it has been determined that this is the side closest to "god" and therefore the "best" . . . And language can no longer move about, for it has lost its feet, and it can no longer feel, for it has lost its hands and its heart, language can no longer sound happy or sad, no longer offer solace for woe or companionship in joy and gladness, for it has lost its voice. Language can now only run in circles, for it has too much energy for its task, and it can only consider "disembodied" information, and has no way of validating it, for it has lost its "body of knowledge". And language becomes lonely and dispirited. It lives alone in the minds of those who are left, unable to reach its companions. And having lost its connection with others, it begins to lose its connection with itself, for it has lost its balance and its joy. ... And alone, it dies. (Kalish, 2002) Feel free to copy it as much as you like, and share it with everyone you like. I wrote it a long time ago, and posted it in the Relational Languaging discussion group that was hosted by my friend Dan Moonhawk Alford. Best, Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:42:32 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:42:32 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <20060225105143.ukg4gwsw4s0cg40k@www.email.arizona.edu> Message-ID: Hi, Hannah, I was wondering about the ? marks. In position, they look like they should be accented o's; in older Athapascan texts, ? refers to a glottal stop. Were the words actually written with the ? marks? Thanks, Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Hannah Soreng Sent: Saturday, February 25, 2006 10:52 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. The cretids, the grammatical descriptions, the language examples, the explanations of precise meaning, etc are in Quichua. There are just a few bare words of Spanish. Quechua has a much larger base of speakers, but it's still pretty unusual. The book is called : Caimi ?ucanchic -- Shimiyuc-panca 1982. Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del Ecuador ILL-CIEI There are more than a dozen people listed as, roughly, "knowers", "writers", and "drawers". Hope that's useful. Hannah Soreng Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia From susan.penfield at GMAIL.COM Sat Feb 25 18:45:42 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 25 Feb 2006 11:45:42 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <001801c63a39$5eddaa10$0200a8c0@LFPMia> Message-ID: Mia, Sure a searchable data base is a workable option. Guess I'm thinking in eventual hard copy results...and a data base option that is more usable by community members. There is a Zuni dictionary done this way but I haven't had a chance to look at it... (Thanks to Jane and Ken Hill for this reference!) Bena:we Dana:we Word Categories. Developed by Wilfred Eriacho, Sr. Edited by Wilfred Eriacho, Sr. and Rena Gonzales. Illustrated by Eldred Sanchez. Published by Zuni Public School District No. 89 - 1998. Nice quote from your paper! Best, Susan On 2/25/06, Mia Kalish wrote: > > People are always having conferences on uses of technology for Indigenous > languages. Most of them are too far away for me to go . . . until I get a > faculty position . . . > > > > But imagine if people didn't have to choose a single sequence. Imagine if > they could have it any way they want . . . by category, pronoun (1, 2, 3, > 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is > usually available in English ? and the Hopi ? dictionary. It's not very hard > to plop it into an Access or MS SQL data base. They both support Indigenous > fonts of the type where the characters are in the effective sort range. > > > > Then people could search. I have a copy of the Carolinian dictionary. It > would be cool to have this, but first, it would have to be scanned . . . > sigh. > > > > But I agree with Sue that we need to talk about this more. Here is a > little passage from a conference paper I did in 2001. . . Gee, I sure > haven't changed much J > > > > When faced with a linguistic ontology quite different from that of > European languages, John Peabody Harrington approached the issue apparently > prosaically and without a sense of ideological misunderstandings that would > follow from his mapping. "There are many 'parts of speech'," he says, "each > of which behaves differently, and for which we have in English no > satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' > 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This > normalization results in a loss of the data that would otherwise have > defined the true nature of the Tewa language and simultaneously requires the > "invention" of linguistic structures and rules that are not present in Tewa, > but are essential to establishing the (supposed) integrity of the linguistic > representation (Kalish, 2001). > > > > > > > > > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Saturday, February 25, 2006 11:15 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Linguistic Matls IN the language of study > > > > All, > I think the whole question of categories is something worth discussing. > The Mohave and Chemehuevi communities I am working with repeatedly requests > dictionaries organized by theme (or concept). Ideally, though much more > difficult for languages with few remaining speakers I think, the themes > would be determined by speakers (and not representative of English). For > instance, what would speakers include under a category like 'living things' > ? I'm just guessing here, but I can imagine that it might include things > that English speakers don't consider 'living' -- > > The importance of this is two-fold. 1) it captures traditional categories > --hence adds to language documentation and 2) it is a more user-friendly > presentation for community members to access. I'm looking at a new software > that essentially creates a Thesaurus of this type. > > Other thoughts? > Susan > > On 2/25/06, *d_z_o* wrote: > > Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a > grammar of Pular in Pular. I know I saw a monolingual dictionary in > Pular, done by a grad student in linguistics, typed and stenciled a > few years earlier (I regret that I couldn't get a copy and hope that > there is at least one still extant! Unfortunately don't have the > reference handy). > > There may be more of such materials in some major languages of > Africa - there is a university in SW Nigeria for instance where one > can write theses in Yoruba, and it wouldn't surprise me if one has > pertained to the language itself. This should be possible to verify > if of interest. > > One last point is tangential, but when studying Chinese, I got the > impression that the grammar as presented conformed to Western > categories, whereas in a few instances I thought the feature of > Chinese in question was more similar to an African language I know > (one example is "present - past" vs. "accomplished - > nonaccomplished" in verb tenses - the latter of which helped me > understand the use of "le" better than the attempts to explain in > terms of present & past). This in turn made me wonder if the Chinese > materials in Chinese use original Chinese categories or whether they > too conform to Western categories but in translation. So that might > be another level of analysis beneath the language of presentation > (but certainly you've thought of that already). > > Don > > > Quoting Mia Kalish : > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic > study of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or > Jicarilla, rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation > that there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > > > > > -- > 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 Sat Feb 25 18:48:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:48:13 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: Message-ID: Hi, Don, I have a Chinese friend. I will ask her about the dictionaries. She's an ESL teacher. Perhaps. . . -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of d_z_o Sent: Saturday, February 25, 2006 10:49 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > From hsoreng at EMAIL.ARIZONA.EDU Sat Feb 25 18:53:32 2006 From: hsoreng at EMAIL.ARIZONA.EDU (Hannah Soreng) Date: Sat, 25 Feb 2006 11:53:32 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <002801c63a3b$40571c50$0200a8c0@LFPMia> Message-ID: Oops sorry. That was failed ASCII. A friend promised me that it would work. The one in the title is N with a tilde ~ as in Spanish. The others are accented o's. Quoting Mia Kalish : > Hi, Hannah, > > I was wondering about the ? marks. In position, they look like they should > be accented o's; in older Athapascan texts, ? refers to a glottal stop. > > Were the words actually written with the ? marks? > > Thanks, > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Hannah Soreng > Sent: Saturday, February 25, 2006 10:52 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > I have a Quichua/Spanish dictionary which is primarily writeni n Quichua. > The > cretids, the grammatical descriptions, the language examples, the > explanations > of precise meaning, etc are in Quichua. There are just a few bare words of > Spanish. Quechua has a much larger base of speakers, but it's still pretty > unusual. > > The book is called : > Caimi ?ucanchic -- Shimiyuc-panca > 1982. > Ministerio de Educaci?n y Cultura, Pontifica Universidad Cat?lica del > Ecuador > ILL-CIEI > > There are more than a dozen people listed as, roughly, "knowers", > "writers", and > "drawers". > > Hope that's useful. > > Hannah Soreng > > > Quoting Mia Kalish : > >> Hi, >> >> >> >> Does anyone know of any cases where the results of linguistic study of >> Indigenous language have been codified IN the language of study? That > would >> be a grammar actually written in, for example, Navajo or Jicarilla, rather >> than in English, Spanish, Dutch, Russian, etc? >> >> >> >> Thanks for your help. I am currently writing in my dissertation that there >> are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? >> Quecha? >> >> >> > >> Mia From MiaKalish at LEARNINGFORPEOPLE.US Sat Feb 25 18:53:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Feb 2006 11:53:10 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <39a679e20602251045o7a604c02leb6990b501681b2e@mail.gmail.com> Message-ID: I guess as a techie I always assume that people assume that anything that's in a database can be printed. And it can be printed in any format, sequence, or category. Maybe most people are familiar with those online databases where you put in one word or sentence, and get one back. My Apache dictionary looks like an Excel spreadsheet, and I can sort it any way I like. I can write it to FlashPaper and print it - which, incidentally, is one of the reasons I have FlashPaper. I don't have to worry about whether people have the fonts installed. If people want to learn more about this, I can send you a copy of the dictionary, and the fonts, with installation instructions for people who need them. Excel spreadsheets are directly importable to Access and MySQL. Tables can be defined to use particular fonts so you don't lose the sort sequence. Then, with the database, you can format your reports however you like . . . pages and pages and pages of beautifully scripted paper. Thanks for the compliment. . . . Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:46 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study Mia, Sure a searchable data base is a workable option. Guess I'm thinking in eventual hard copy results...and a data base option that is more usable by community members. There is a Zuni dictionary done this way but I haven't had a chance to look at it... (Thanks to Jane and Ken Hill for this reference!) Bena:we Dana:we Word Categories. Developed by Wilfred Eriacho, Sr. Edited by Wilfred Eriacho, Sr. and Rena Gonzales. Illustrated by Eldred Sanchez. Published by Zuni Public School District No. 89 - 1998. Nice quote from your paper! Best, Susan On 2/25/06, Mia Kalish < MiaKalish at learningforpeople.us > wrote: People are always having conferences on uses of technology for Indigenous languages. Most of them are too far away for me to go . . . until I get a faculty position . . . But imagine if people didn't have to choose a single sequence. Imagine if they could have it any way they want . . . by category, pronoun (1, 2, 3, 1s, 2s, 3s), -stem, keyword, source, date. This is all information that is usually available in English - and the Hopi - dictionary. It's not very hard to plop it into an Access or MS SQL data base. They both support Indigenous fonts of the type where the characters are in the effective sort range. Then people could search. I have a copy of the Carolinian dictionary. It would be cool to have this, but first, it would have to be scanned . . . sigh. But I agree with Sue that we need to talk about this more. Here is a little passage from a conference paper I did in 2001. . . Gee, I sure haven't changed much :-) When faced with a linguistic ontology quite different from that of European languages, John Peabody Harrington approached the issue apparently prosaically and without a sense of ideological misunderstandings that would follow from his mapping. "There are many 'parts of speech'," he says, "each of which behaves differently, and for which we have in English no satisfactory nomenclature. Perhaps they may all be reduced to 'nouns,' 'pronouns,' 'verbs,' and 'modifying elements'" (Harrington, 1910). This normalization results in a loss of the data that would otherwise have defined the true nature of the Tewa language and simultaneously requires the "invention" of linguistic structures and rules that are not present in Tewa, but are essential to establishing the (supposed) integrity of the linguistic representation (Kalish, 2001). _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, February 25, 2006 11:15 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study All, I think the whole question of categories is something worth discussing. The Mohave and Chemehuevi communities I am working with repeatedly requests dictionaries organized by theme (or concept). Ideally, though much more difficult for languages with few remaining speakers I think, the themes would be determined by speakers (and not representative of English). For instance, what would speakers include under a category like 'living things' ? I'm just guessing here, but I can imagine that it might include things that English speakers don't consider 'living' -- The importance of this is two-fold. 1) it captures traditional categories --hence adds to language documentation and 2) it is a more user-friendly presentation for community members to access. I'm looking at a new software that essentially creates a Thesaurus of this type. Other thoughts? Susan On 2/25/06, d_z_o wrote: Hi Mia, Back in Futa Jalon, Guinea in the mid-80's I think I saw a grammar of Pular in Pular. I know I saw a monolingual dictionary in Pular, done by a grad student in linguistics, typed and stenciled a few years earlier (I regret that I couldn't get a copy and hope that there is at least one still extant! Unfortunately don't have the reference handy). There may be more of such materials in some major languages of Africa - there is a university in SW Nigeria for instance where one can write theses in Yoruba, and it wouldn't surprise me if one has pertained to the language itself. This should be possible to verify if of interest. One last point is tangential, but when studying Chinese, I got the impression that the grammar as presented conformed to Western categories, whereas in a few instances I thought the feature of Chinese in question was more similar to an African language I know (one example is "present - past" vs. "accomplished - nonaccomplished" in verb tenses - the latter of which helped me understand the use of "le" better than the attempts to explain in terms of present & past). This in turn made me wonder if the Chinese materials in Chinese use original Chinese categories or whether they too conform to Western categories but in translation. So that might be another level of analysis beneath the language of presentation (but certainly you've thought of that already). Don Quoting Mia Kalish : > Hi, > > > > Does anyone know of any cases where the results of linguistic study of > Indigenous language have been codified IN the language of study? That would > be a grammar actually written in, for example, Navajo or Jicarilla, rather > than in English, Spanish, Dutch, Russian, etc? > > > > Thanks for your help. I am currently writing in my dissertation that there > are no known cases. . . . I've never seen one, but maybe in Maori? Hawaiian? > Quecha? > > > > Mia > > > > > > -- 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 coyotez at UOREGON.EDU Sat Feb 25 23:19:39 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Sat, 25 Feb 2006 15:19:39 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602251722.k1PHMYv5023029@smtp.uoregon.edu> Message-ID: Mia, here is a webpage that links to the Arrernte australian people I mentioned below http://www.aboriginalart.com.au/culture/arrernte.html also some of their language materials online http://www.aboriginalart.com.au/culture/arrernte4.html David ------------------- > Mia, > When I was in Alice Springs Australia the Arrente people were moving > that direction. I have no references for you but they were producing > in 1998 dual English and aboriginal language texts, with english on > one half of the page and Arrente on the other half. I don't know the > true spelling of the Arrente/Arrende. > David > > ------------------- > > Hi, > > > > > > > > Does anyone know of any cases where the results of linguistic study > of > > Indigenous language have been codified IN the language of study? > That would > > be a grammar actually written in, for example, Navajo or Jicarilla, > rather > > than in English, Spanish, Dutch, Russian, etc? > > > > > > > > Thanks for your help. I am currently writing in my dissertation that > there > > are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? > > Quecha? > > > > > > > > Mia > > > > > > > > > > > > > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > David Lewis University of Oregon Confederated Tribes of Grand Ronde From thien at UNIMELB.EDU.AU Sun Feb 26 00:39:37 2006 From: thien at UNIMELB.EDU.AU (Nick Thieberger) Date: Sun, 26 Feb 2006 11:39:37 +1100 Subject: Linguistic Matls IN the language of study In-Reply-To: <001301c63a30$7bb5c8b0$0200a8c0@LFPMia> Message-ID: Terry Crowley's grammar of Bislama (ok, not an indigenous language but the national creole/pidgin language of Vanuatu) was originally written in Bislama for use in University of the South Pacific courses. An English version has been produced by U.Hawai'i Press. On Sun, February 26, 2006 4:25 am, Mia Kalish wrote: > Thanks, maybe I'll just use these emails from the ILAT list. I'll put it > as > "historically there are no . . . but Indigenous People are beginning to > produce contemporary linguistic documents in their own languages". > > Thanks so much for the help. > Mia > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of David Gene Lewis > Sent: Saturday, February 25, 2006 10:20 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > Mia, > When I was in Alice Springs Australia the Arrente people were moving > that direction. I have no references for you but they were producing > in 1998 dual English and aboriginal language texts, with english on > one half of the page and Arrente on the other half. I don't know the > true spelling of the Arrente/Arrende. > David > > ------------------- >> Hi, >> >> >> >> Does anyone know of any cases where the results of linguistic study > of >> Indigenous language have been codified IN the language of study? > That would >> be a grammar actually written in, for example, Navajo or Jicarilla, > rather >> than in English, Spanish, Dutch, Russian, etc? >> >> >> >> Thanks for your help. I am currently writing in my dissertation that > there >> are no known cases. . . . I've never seen one, but maybe in Maori? > Hawaiian? >> Quecha? >> >> >> >> Mia >> >> >> >> >> >> > David Lewis > University of Oregon > Confederated Tribes of Grand Ronde > From rtroike at EMAIL.ARIZONA.EDU Sun Feb 26 08:46:09 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sun, 26 Feb 2006 01:46:09 -0700 Subject: Studies written in indigenous languages In-Reply-To: Message-ID: Mia, First a note to the wise: 90% of tonight's digest was composed of copies of previous notes sent because people did not delete the notes they were responding to, and sometimes these get three and four deep. It would save a lot of space in the inbox if the original note were deleted when making the response (and particularly the note to which the original note is a response!). I think that there have been a number of grammatical sketches, dictionaries, and the like produced as contributions to bilingual programs in Guatemala, Mexico, and Peru. It is hard to dig them out, since they are just locally produced and distributed, but they do exist. Also, I know that Paul Platero talked about submitting his dissertation on Navajo at MIT in Navajo, but I'm not sure whether he went through with it. However, he did initiate the Navajo Language Review, which we sponsored at the Center for Applied Linguistics when I was Director, and it contained a number of articles on Navajo written in Navajo. In addition, there was a lot of material on teaching Navajo produced by the Title VII Materials Development Center at the University of New Mexico. It is sad that knowledge of all of this fine work has disappeared into the sand, and been forgotten. Rudy Troike From susan.penfield at GMAIL.COM Sun Feb 26 15:29:14 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 26 Feb 2006 08:29:14 -0700 Subject: Software Message-ID: Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 Sun Feb 26 16:12:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 09:12:13 -0700 Subject: Studies written in indigenous languages In-Reply-To: <20060226014609.poric60cg0ckgwk0@www.email.arizona.edu> Message-ID: Hi, Rudy, Pardon me for being perhaps a moron, but are you saying that all the Title VII materials are gone? They are not even in the UNM library? It is interesting to me that you describe these dictionaries and grammatical sketches as "contributions to bilingual programs". D'Ambrosio made this intriguing statement that without history, knowledge is deprived of status. I think of all the dictionaries we have in English that stand on their own, that are the subject of Focus, by which I mean shining light on, studying, and talking about. I think if we are going to do anything serious about revitalization we have to unearth these things and make them objects-to-think-with (Papert). I am 3.5 hours south of UNM, so I could go up there and see what could be unearthed. I have wonderful scanner software that might be trained to recognize Navajo. I'll write to them and see. . . . I also remember reading some things by Paul Platero. A web search shows that he published some things with Ken Hale. I lived in Boston for a substantial chunk of my life, so I know MIT pretty well. I lost track of Platero at Prescott College, but I did find Ted Fernald. And Gary Witherspoon still seems to be around. I loved his book, Language and Art in the Navajo Universe. :-) Thanks so much, Rudy. I always learn so much from your posts. Mia From MiaKalish at LEARNINGFORPEOPLE.US Sun Feb 26 16:45:45 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 09:45:45 -0700 Subject: Software In-Reply-To: <39a679e20602260729h6f2ef7b4wc3ce570c6126a947@mail.gmail.com> Message-ID: Hi, Sue, I checked the page out that you gave me. . . . :-) Yesterday, we had a discussion about creating materials for Communities to use . . . and, I'm not sure this is it, at least, not as a final output. I think that if it has an export function, that it could be really useful for the middle-level data collection that would then be used to create the Community materials. My first observation of the site was that it looked very much like the search and retrieval system our library uses here at NMSU. These systems are an outgrowth of the Retrieve/Browse paradigm of early computer systems when there really was a space/functionality constraint. (My first invoice/cash application had 32K of computer memory. That's 1/100th of what I have today on this laptop; which I don't have to share). First, I searched for one of my favorite polysemic words, "object", and didn't find anything. Then, I read that the words were about the Southwest, so I searched for "cactus". "Cactus" showed up at the top of the retrieved list which then went on to show such things as California Redwoods. Every once in a very great while I find this kind of option useful, but usually only to confirm the bad news, that what I was looking for isn't there. I thought perhaps the alphabetic listing might be useful for helping people correct spelling errors, so I went back and looked for "cactus". I didn't find anything, which surprised me. This means that the application is using a database that supports browse after keyed access. IBM's DB2 used to have that facility. . . . Most non-commercial applications aren't coded this way; this kind of functionality is useful when you have multiple items coded under an identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, Cactus:Rainbow. But it doesn't appear to be working that way . . . . back soon . . . I put in "cactus" again and selected the "Each term followed by its relationships" radio button. Again, I got the StartKey:Browse List configuration. Interestingly enough, you can input "c" and get a list of items beginning with that letter. You can input "ce" and get the list commencing with "ce". . . but if you input "cectus", you get item not found. . . . I wondered if the function was perhaps dependent on input string length. I input "cec" and again got a Not Found. I have some issues with the list of metadata types. These are all highly abstracted, culturally embedded terms. I'll bet there is only one entry for "preferred term". . . Having spent several to many years in an institution that is famous for its critical pedagogy, I have to has, Preferred By WHOM? It also is limited in that to make the categories work for different disciplines, you have to identify each one of them as a language. Lastly, I tracked through these categories long enough to realize that the relationships form a Network. Both the search keys and the outputs are all terms. I did find a place where there was a description. I found it kind of frustrating because I felt like I was "always on the road" never "at the Inn". In other words, I was always searching, always searching, and because the responses were so broad, and crossed so many categories, I never felt like I was done. PT - Preferred Term SY - Synonym BT - Broader Term NT - Narrower Term FR - Functionally Related CR - Conceptually Related TR - Temporally Related PS - Physically/Spatially Related You mentioned that this was pretty easy to use. . . there is a kind of Rule of Interaction in Computer Science that says that the easier something is to assemble on the front end, the less sophisticated the functionality will be on the back end. I was a bit worried that there was a Search Everywhere option, that allowed you to go to Google. IMHO, this is an hypertext application without the graphics and sophisticated search engine tools. It probably doesn't even allow you to embed special fonts for languages that require characters other than those supported even by Unicode. (like Athapascan languages). Given the sophistication of today's technologies, I don't think users will want this for anything more than the mid-level interface tool . . . A final, final note: This is very Modern (one view, one meaning) as opposed to PostModern (many voices) and PostStructuralist (lots of pieces, diachronic component). It seems you might like a Wiki better. . . it gives you places for people to participate. The people I have worked with always seem to think there is only one word for something in their language, and one way to say that word. The battles that ensue around this idea tend to halt revitalization rather than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . . no pictures? All Text? _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 8:29 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Software Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 Sun Feb 26 17:59:02 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 26 Feb 2006 10:59:02 -0700 Subject: Software In-Reply-To: <004101c63af4$19345890$0200a8c0@LFPMia> Message-ID: Thanks for the detailed reply, Mia.. I goofed by not explaining that this was not fully set up (which is why you couldn't find a number of things) -- and sound can be attached..and more. But, clearly, I will consider your comments -- and I have been considering a Wiki too.. Best, Susan On 2/26/06, Mia Kalish wrote: > > Hi, Sue, > > > > I checked the page out that you gave me. . . . J > > > > Yesterday, we had a discussion about creating materials for Communities to > use . . . and, I'm not sure this is it, at least, not as a final output. I > think that if it has an export function, that it could be really useful for > the middle-level data collection that would then be used to create the > Community materials. > > > > My first observation of the site was that it looked very much like the > search and retrieval system our library uses here at NMSU. These systems are > an outgrowth of the Retrieve/Browse paradigm of early computer systems when > there really was a space/functionality constraint. (My first invoice/cash > application had 32K of computer memory. That's 1/100th of what I have > today on this laptop; which I don't have to share). > > > > First, I searched for one of my favorite polysemic words, "object", and > didn't find anything. > > > > Then, I read that the words were about the Southwest, so I searched for > "cactus". "Cactus" showed up at the top of the retrieved list which then > went on to show such things as California Redwoods. Every once in a very > great while I find this kind of option useful, but usually only to confirm > the bad news, that what I was looking for isn't there. I thought perhaps the > alphabetic listing might be useful for helping people correct spelling > errors, so I went back and looked for "cactus". I didn't find anything, > which surprised me. This means that the application is using a database that > supports browse after keyed access. IBM's DB2 used to have that facility. . > . . Most non-commercial applications aren't coded this way; this kind of > functionality is useful when you have multiple items coded under an > identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, > and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, > Cactus:Rainbow. But it doesn't appear to be working that way . . . . back > soon . . . I put in "cactus" again and selected the "Each term followed by > its relationships" radio button. Again, I got the StartKey:Browse List > configuration. > > > > Interestingly enough, you can input "c" and get a list of items beginning > with that letter. You can input "ce" and get the list commencing with "ce". > . . but if you input "cectus", you get item not found. . . . I wondered if > the function was perhaps dependent on input string length. I input "cec" and > again got a Not Found. > > > > > > > > I have some issues with the list of metadata types. These are all highly > abstracted, culturally embedded terms. I'll bet there is only one entry for > "preferred term". . . Having spent several to many years in an institution > that is famous for its critical pedagogy, I have to has, Preferred By WHOM? > It also is limited in that to make the categories work for different > disciplines, you have to identify each one of them as a language. Lastly, I > tracked through these categories long enough to realize that the > relationships form a Network. Both the search keys and the outputs are all > terms. I did find a place where there was a description. I found it kind of > frustrating because I felt like I was "always on the road" never "at the > Inn". In other words, I was always searching, always searching, and because > the responses were so broad, and crossed so many categories, I never felt > like I was done. > > > > PT ? Preferred Term > SY ? Synonym > BT ? Broader Term > NT ? Narrower Term > FR ? Functionally Related > CR ? Conceptually Related > TR ? Temporally Related > PS ? Physically/Spatially Related > > > > You mentioned that this was pretty easy to use. . . there is a kind of > Rule of Interaction in Computer Science that says that the easier something > is to assemble on the front end, the less sophisticated the functionality > will be on the back end. I was a bit worried that there was a Search > Everywhere option, that allowed you to go to Google. IMHO, this is an > hypertext application without the graphics and sophisticated search engine > tools. It probably doesn't even allow you to embed special fonts for > languages that require characters other than those supported even by > Unicode. (like Athapascan languages). Given the sophistication of today's > technologies, I don't think users will want this for anything more than the > mid-level interface tool . . . > > > > A final, final note: This is very Modern (one view, one meaning) as > opposed to PostModern (many voices) and PostStructuralist (lots of pieces, > diachronic component). > > > > It seems you might like a Wiki better. . . it gives you places for people > to participate. The people I have worked with always seem to think there is > only one word for something in their language, and one way to say that word. > The battles that ensue around this idea tend to halt revitalization rather > than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . > . no pictures? All Text? > ------------------------------ > > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Susan Penfield > *Sent:* Sunday, February 26, 2006 8:29 AM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* [ILAT] Software > > > > Hi, > Yesterday I mentioned that I have been looking at a new software which > might be usable > for creating thematic dictionaries (a very user-friendly option) . I would > like some others to take a look > to see what they think of it . Check out www.swt.arizona.edu. > Best, > 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 Sun Feb 26 18:07:13 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 26 Feb 2006 11:07:13 -0700 Subject: Software In-Reply-To: <39a679e20602260959q77754558w89988723b7075cdb@mail.gmail.com> Message-ID: I have been using Wikipedia a lot lately. Sometimes, the information is pretty static, like the discussions on Postmodernism and Poststructuralism. Other times, the battle has been engaged, like for Object-Oriented Programming (OOP) and Object-Oriented Programming Languages (LOOP). There is a presentation page, and a discussion page, and an edits page. And there are lots of inputs . . . I really like that . . . but perhaps being a Postmodern Poststructuralist with a taste for Hopper and Gibbs and a propensity for developing in a plethora of languages would influence my choices a bit :-) Tell us what other things you are going to add . . . Mia :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 10:59 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Software Thanks for the detailed reply, Mia.. I goofed by not explaining that this was not fully set up (which is why you couldn't find a number of things) -- and sound can be attached..and more. But, clearly, I will consider your comments -- and I have been considering a Wiki too.. Best, Susan On 2/26/06, Mia Kalish wrote: Hi, Sue, I checked the page out that you gave me. . . . :-) Yesterday, we had a discussion about creating materials for Communities to use . . . and, I'm not sure this is it, at least, not as a final output. I think that if it has an export function, that it could be really useful for the middle-level data collection that would then be used to create the Community materials. My first observation of the site was that it looked very much like the search and retrieval system our library uses here at NMSU. These systems are an outgrowth of the Retrieve/Browse paradigm of early computer systems when there really was a space/functionality constraint. (My first invoice/cash application had 32K of computer memory. That's 1/100th of what I have today on this laptop; which I don't have to share). First, I searched for one of my favorite polysemic words, "object", and didn't find anything. Then, I read that the words were about the Southwest, so I searched for "cactus". "Cactus" showed up at the top of the retrieved list which then went on to show such things as California Redwoods. Every once in a very great while I find this kind of option useful, but usually only to confirm the bad news, that what I was looking for isn't there. I thought perhaps the alphabetic listing might be useful for helping people correct spelling errors, so I went back and looked for "cactus". I didn't find anything, which surprised me. This means that the application is using a database that supports browse after keyed access. IBM's DB2 used to have that facility. . . . Most non-commercial applications aren't coded this way; this kind of functionality is useful when you have multiple items coded under an identifying key, as for example Customer #/Invoice 1, Customer #/Invoice 2, and so on. It might also be useful for Cactus:Cholla, Cactus:Sequaro, Cactus:Rainbow. But it doesn't appear to be working that way . . . . back soon . . . I put in "cactus" again and selected the "Each term followed by its relationships" radio button. Again, I got the StartKey:Browse List configuration. Interestingly enough, you can input "c" and get a list of items beginning with that letter. You can input "ce" and get the list commencing with "ce". . . but if you input "cectus", you get item not found. . . . I wondered if the function was perhaps dependent on input string length. I input "cec" and again got a Not Found. I have some issues with the list of metadata types. These are all highly abstracted, culturally embedded terms. I'll bet there is only one entry for "preferred term". . . Having spent several to many years in an institution that is famous for its critical pedagogy, I have to has, Preferred By WHOM? It also is limited in that to make the categories work for different disciplines, you have to identify each one of them as a language. Lastly, I tracked through these categories long enough to realize that the relationships form a Network. Both the search keys and the outputs are all terms. I did find a place where there was a description. I found it kind of frustrating because I felt like I was "always on the road" never "at the Inn". In other words, I was always searching, always searching, and because the responses were so broad, and crossed so many categories, I never felt like I was done. PT - Preferred Term SY - Synonym BT - Broader Term NT - Narrower Term FR - Functionally Related CR - Conceptually Related TR - Temporally Related PS - Physically/Spatially Related You mentioned that this was pretty easy to use. . . there is a kind of Rule of Interaction in Computer Science that says that the easier something is to assemble on the front end, the less sophisticated the functionality will be on the back end. I was a bit worried that there was a Search Everywhere option, that allowed you to go to Google. IMHO, this is an hypertext application without the graphics and sophisticated search engine tools. It probably doesn't even allow you to embed special fonts for languages that require characters other than those supported even by Unicode. (like Athapascan languages). Given the sophistication of today's technologies, I don't think users will want this for anything more than the mid-level interface tool . . . A final, final note: This is very Modern (one view, one meaning) as opposed to PostModern (many voices) and PostStructuralist (lots of pieces, diachronic component). It seems you might like a Wiki better. . . it gives you places for people to participate. The people I have worked with always seem to think there is only one word for something in their language, and one way to say that word. The battles that ensue around this idea tend to halt revitalization rather than facilitate it. . . Oh: SWT doesn't seem to have a place for sound. . . . no pictures? All Text? _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Sunday, February 26, 2006 8:29 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Software Hi, Yesterday I mentioned that I have been looking at a new software which might be usable for creating thematic dictionaries (a very user-friendly option) . I would like some others to take a look to see what they think of it . Check out www.swt.arizona.edu. Best, 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 john.bowden at ANU.EDU.AU Mon Feb 27 00:13:29 2006 From: john.bowden at ANU.EDU.AU (John Bowden) Date: Mon, 27 Feb 2006 11:13:29 +1100 Subject: Linguistic Matls IN the language of study In-Reply-To: <46996.220.237.49.170.1140914377.squirrel@webmail.unimelb.e du.au> Message-ID: Hi to everyone I know of a dissertation being written at the University of the South Pacific, about the Fijian language, in Fijian.. .Can't recall the woman's name off the top of my head, but Paul Geraghty in Fiji would know about it. Tetum in East Timor is another interesting case, having just become the national language of the world's newest country, but which would have been one of many minority languages in Indonesia before Indonesian occupation ended. The new National Linguistics Institute in East Timor has been instrumental in producing a lot of materials in Tetum about Tetum, as has the Ministry of Education. More on the National Linguistics Institute can be found at http://www.shlrc.mq.edu.au/~leccles/ Hope some of that is useful John At 11:39 AM 26/02/2006, you wrote: >Terry Crowley's grammar of Bislama (ok, not an indigenous language but the >national creole/pidgin language of Vanuatu) was originally written in >Bislama for use in University of the South Pacific courses. An English >version has been produced by U.Hawai'i Press. > >On Sun, February 26, 2006 4:25 am, Mia Kalish wrote: > > Thanks, maybe I'll just use these emails from the ILAT list. I'll put it > > as > > "historically there are no . . . but Indigenous People are beginning to > > produce contemporary linguistic documents in their own languages". > > > > Thanks so much for the help. > > Mia > > > > -----Original Message----- > > From: Indigenous Languages and Technology > > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > > On Behalf Of David Gene Lewis > > Sent: Saturday, February 25, 2006 10:20 AM > > To: ILAT at LISTSERV.ARIZONA.EDU > > Subject: Re: [ILAT] Linguistic Matls IN the language of study > > > > Mia, > > When I was in Alice Springs Australia the Arrente people were moving > > that direction. I have no references for you but they were producing > > in 1998 dual English and aboriginal language texts, with english on > > one half of the page and Arrente on the other half. I don't know the > > true spelling of the Arrente/Arrende. > > David > > > > ------------------- > >> Hi, > >> > >> > >> > >> Does anyone know of any cases where the results of linguistic study > > of > >> Indigenous language have been codified IN the language of study? > > That would > >> be a grammar actually written in, for example, Navajo or Jicarilla, > > rather > >> than in English, Spanish, Dutch, Russian, etc? > >> > >> > >> > >> Thanks for your help. I am currently writing in my dissertation that > > there > >> are no known cases. . . . I've never seen one, but maybe in Maori? > > Hawaiian? > >> Quecha? > >> > >> > >> > >> Mia > >> > >> > >> > >> > >> > >> > > David Lewis > > University of Oregon > > Confederated Tribes of Grand Ronde > > From anggarrgoon at gmail.com Mon Feb 27 17:14:50 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Mon, 27 Feb 2006 11:14:50 -0600 Subject: Linguistic Matls IN the language of study In-Reply-To: <6.0.1.1.0.20060227110908.01c7de90@mail.coombs.anu.edu.au> Message-ID: I'd like to second the plea for post trimming. Isn't there a Hawai'ian grammar in Hawai'ian - I thought I'd seen it. And there are some language materials in Yolngu Matha in progress, including a translation of the Northern Territory Indigenous languages curriculum into Djambarrpuyngu. Claire From gforger at EMAIL.ARIZONA.EDU Mon Feb 27 17:20:11 2006 From: gforger at EMAIL.ARIZONA.EDU (Garry Forger) Date: Mon, 27 Feb 2006 10:20:11 -0700 Subject: Software In-Reply-To: <39a679e20602260729h6f2ef7b4wc3ce570c6126a947@mail.gmail.com> Message-ID: Let me add some information to the post Sue Penfield made, with the link to the Southwest Thesaurus http://www.swt.arizona.edu . We had a small grant to create this several years ago, unfortunately we have not been updating this but it is still on the web. The software that was used is called Multites http://www.multites.com/ and is commercially available. I think you can download a trial version from their website. There is a short paper on this project at http://ltc.arizona.edu/swtpdf.pdf I had mentioned this to Sue because she was telling me that having a dictionary that is sorted alphabetically was not the best solution for some groups. With this software you can have terms sorted alphabetically, but you can sort by other creteria, such as relationships between terms, terms listed by associated areas such as Geographic Area or Fuana as examples from our thesaurus. The categories would be determined when you are creating the thesaurus and would be unique to whatever works for your set of terms. The software also has multiple language possiblities so that you could relate terms to each other that are in several languages. This has not been done for our project but the software enables this if you want to use it. I hope this information is helpful. Garry Forger Susan Penfield wrote: > Hi, > Yesterday I mentioned that I have been looking at a new software which > might be usable > for creating thematic dictionaries (a very user-friendly option) . I > would like some others to take a look > to see what they think of it . Check out www.swt.arizona.edu > . > Best, > 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 -- ___________________________________________ Garry J. Forger, MLS, MWS (Santa Cruz Watershed) Development and Grants Management Officer for Learning Technologies The University of Arizona gforger at email.arizona.edu 520-626-3918 Fax 520-626-8220 From coyotez at UOREGON.EDU Mon Feb 27 17:21:43 2006 From: coyotez at UOREGON.EDU (David Gene Lewis) Date: Mon, 27 Feb 2006 09:21:43 -0800 Subject: Linguistic Matls IN the language of study In-Reply-To: <4403338A.4030901@gmail.com> Message-ID: I keep thinking that some of the early studies or efforts may have produced some language materials. Were there language materials produced for Cherokee? Didn't they produce their own script and were their language tools in that script? Also from the Northwest, where does Duployan fit in? It was an early script used for Chinook Jargon. There was many journals that contained the script. Was it ever used as a teaching tool? David Lewis University of Oregon Confederated Tribes of Grand Ronde From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 17:37:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 10:37:10 -0700 Subject: Software In-Reply-To: <440334CB.7050005@email.arizona.edu> Message-ID: >I had mentioned this to Sue because she was telling me that having a >dictionary that is sorted alphabetically was not the best solution for >some groups. With this software you can have terms sorted >alphabetically, but you can sort by other creteria, such as >relationships between terms, terms listed by associated areas such as >Geographic Area or Fuana as examples from our thesaurus. Hi, Garry, How are you? It's been a long time :-) One of the major language problems that some of us have is how to order polysynthetic languages. Athapascan has prefixes and embedded enclitics, so sort issues are very complex. English has very few of these, and most of the technological support is tightly coupled with English morphology. Mia From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 17:38:52 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 10:38:52 -0700 Subject: Linguistic Matls IN the language of study In-Reply-To: <200602271721.k1RHLh7Q021471@smtp.uoregon.edu> Message-ID: I don't know about the Tsalagi, but Katherine is on this list. Perhaps she will see our interest and respond. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of David Gene Lewis Sent: Monday, February 27, 2006 10:22 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Linguistic Matls IN the language of study I keep thinking that some of the early studies or efforts may have produced some language materials. Were there language materials produced for Cherokee? Didn't they produce their own script and were their language tools in that script? Also from the Northwest, where does Duployan fit in? It was an early script used for Chinook Jargon. There was many journals that contained the script. Was it ever used as a teaching tool? David Lewis University of Oregon Confederated Tribes of Grand Ronde From cashcash at EMAIL.ARIZONA.EDU Mon Feb 27 19:15:52 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Feb 2006 12:15:52 -0700 Subject: Mass to be given in indigenous languages (fwd) Message-ID: MASS TO BE GIVEN IN INDIGENOUS LANGUAGES Wire services El Universal Viernes 24 de febrero de 2006 Miami Herald, p?gina 1 http://www.eluniversal.com.mx/miami/17128.html SAN CRIST?BAL DE LAS CASAS, Chiapas - Mexican prelates were reviewing translations of the texts of the Catholic Mass into four indigenous languages of the southern state of Chiapas and will send them on to the Vatican for its approval, Bishop Felipe Arizmendi said. The bishops to date have translated the texts of the Mass into Tzotzil, Tzeltal, Chol and Tojolabal, four main languages of Chiapas that are spoken by some 1 million of Mexico?s 13 million Indians, said Arizmendi, head of the Indian Pastoral Mission of the Mexican Episcopate. Arizmendi said the Catholic Church must not continue its practice of imposing Spanish on indigenous communities, adding that it is necessary to bring them the "word of God" in their own languages. The bishop said 56 indigenous languages are spoken in Mexico, but "there is only one approved translation of the Catholic ceremonies into an indigenous language, and that?s Tarahumara way up in the northern highlands, but it hasn?t been officially approved by the Vatican." He said the Catholic Church has not valued indigenous tongues, contrasting that neglect with efforts by Protestants to reach out to the indigenous in Mexico. "Protestant brothers have made translations into almost all of the 56 indigenous languages that there are in Mexico, while Catholic Bibles have only been translated into Tzeltal and another into Tzotzil, but that was in collaboration with the Protestants," Arizmendi said. ? Copyright El Universal-El Universal Online -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Feb 27 19:26:04 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Feb 2006 12:26:04 -0700 Subject: Translating modern jargon into ancient languages (fwd) Message-ID: February 26, 2006 TRANSLATING MODERN JARGON INTO ANCIENT LANGUAGES BY BOB WEBER http://cnews.canoe.ca/CNEWS/Features/2006/02/26/1463664-cp.html INUVIK, N.W.T. (CP) - She sits at the back of the hall, listening to experts from far away talking in a language not her own about the fate of the bush she has roamed all her life. Elizabeth Greenland, 86, is desperate to understand what a proposed $7-billion natural gas pipeline and energy development could do to the Mackenzie Delta homeland she loves. In the past, she couldn't, her English being unequal to the technical terms and bureaucratese beloved of such hearings. But now, thanks to sustained efforts to adapt the languages of hunters to the concepts of technocrats, Greenland is figuring things out. "I can't understand the hard words," she says as she holds an earpiece offering simultaneous translation. "I didn't even know what's going on. I didn't know nothing about it. "Now I hear those girls talking in my language. Now I know what's going on." "Those girls" are a dedicated group of women - and at least one man - who are determined that nobody in their communities will be left out of hearings on the Mackenzie Valley energy proposal because of language barriers. "We want our people to know," says Mary Teyna of Fort McPherson, N.W.T., a native Gwich'In speaker. "We want our people to have the information." Teyna and her colleagues Robert Kuptana, Rosie Albert, Agnes White, Emma Robert and Bertha Francis work from 9 a.m. to as late as 10 p.m., interpreting the testimony of company and government officials, as well as regular citizens, into Gwich'In and Inuvialuktun. When they're not doing that, they often appear at community events or on local radio shows. At a recent hearing in Fort McPherson, Francis even helped out with the catering. Concerned there wouldn't be enough to feed supper to everyone at the meeting - McPherson has no restaurant - Francis got up at 7 a.m. and whipped up a savoury vat of caribou-head soup. The hardest part is finding ways to explain concepts that have no aboriginal equivalents. How do you explain "sustainable development" to someone who doesn't know there's another kind? "There are things that are so new that we don't even have any terms for the language they use in the hearings," said Kuptana, an Inuvialuktun speaker, who learned English as a boy when his parents were sent to Edmonton to be treated for tuberculosis. "There's a lot of terms that the oil companies have that we don't," says Teyna. "We have to really be descriptive." "Footprint," for example, becomes "They leave a mark there." Abstract concepts are made concrete and the strange is made familiar. "Development threshold" is related to over-hunting. The word used for oil and gas pipeline is the same one used for stovepipe. New terms are derived at workshops held by the Mackenzie Valley Environmental Impact Review Board in Yellowknife. Every year, translators from across the N.W.T. gather to discuss concepts likely to come up in energy development, mining or environmental assessment. The goal, says board director Vern Christensen, is not so much to come up with new words as to make sure interpreters have the same understanding of what the English words mean. The actual translation is likely to vary according to context and local dialect. After four such annual conferences, the board has compiled a widely used glossary of terms that translates back and forth between English and Gwich'In, North Slavey, South Slavey, Chipewyan and Dogrib. "It's vital for successful environmental assessment," Christensen says. "The board is not going to get the quality communication if they don't have the opportunity that goes with having good translation." Translators, however, are aging. All those working the Inuvik hearings are at least in their 60s, and the slow fade of some aboriginal languages makes recruiting new interpreters difficult. "(Current translators) are nervous about retiring," Christensen says. "Language retention in the communities is a huge issue all over the North." For now, however, the interpretation is good hands. Feisty, funny women like Bertha Francis have plenty of talk in them yet. But as she heads into another long day of untangling the jargon of technical experts and consultants, she can't help making a little wish. "Why can't the white man just talk like us? It would make things so much easier." - INUVIK, N.W.T. (CP) - A few terms commonly used in environmental assessments of mining and energy developments in the North, retranslated into English from their aboriginal equivalents: Crown land - Land that is not settled, the federal government is the boss of it (Gwich'In) Environmental assessment - Rules to prevent damage (Dogrib) Ore - Good rock (Chipewyan) Gold - Expensive rock (Gwich'In) Risk analysis - Thinking maybe (South Slavey) Acid rain - Rain water with bad medicine (Chipewyan) Fragmentation - The land changed (Gwich'In) Monitoring agency - The ones who watch (Gwich'In) Mineral rights - We are the boss of what is under the ground (Gwich'In) Expert adviser - Person expressing their wisdom (South Slavey) Development proposal - Agreement is made to create jobs (Dogrib) Source - Glossary of Terms, the Mackenzie Valley Environmental Impact Review Board -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Feb 27 19:47:48 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Feb 2006 12:47:48 -0700 Subject: Mass to be given in indigenous languages (fwd) In-Reply-To: <20060227121552.tepco8cs04wos0cs@www.email.arizona.edu> Message-ID: Has anyone wondered yet why materials in Indigenous languages would be sent to the Pope? Are these people SERIOUS?!!!!!!!!!!! . . . and think of that! All this time I didn?t know the Pope was a language maven. Thanks Phil. How?s Idaho? PS: I also wonder how they moved concepts like ?transubstantiation? into Tzotsil, Tzeltal, Chol and Tojolabal. _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, February 27, 2006 12:16 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Mass to be given in indigenous languages (fwd) Mass to be given in indigenous languages Wire services El Universal Viernes 24 de febrero de 2006 Miami Herald, p?gina 1 http://www.eluniversal.com.mx/miami/17128.html SAN CRIST?BAL DE LAS CASAS, Chiapas - Mexican prelates were reviewing translations of the texts of the Catholic Mass into four indigenous languages of the southern state of Chiapas and will send them on to the Vatican for its approval, Bishop Felipe Arizmendi said. The bishops to date have translated the texts of the Mass into Tzotzil, Tzeltal, Chol and Tojolabal, four main languages of Chiapas that are spoken by some 1 million of Mexico?s 13 million Indians, said Arizmendi, head of the Indian Pastoral Mission of the Mexican Episcopate. Arizmendi said the Catholic Church must not continue its practice of imposing Spanish on indigenous communities, adding that it is necessary to bring them the "word of God" in their own languages. The bishop said 56 indigenous languages are spoken in Mexico, but "there is only one approved translation of the Catholic ceremonies into an indigenous language, and that?s Tarahumara way up in the northern highlands, but it hasn?t been officially approved by the Vatican." He said the Catholic Church has not valued indigenous tongues, contrasting that neglect with efforts by Protestants to reach out to the indigenous in Mexico. "Protestant brothers have made translations into almost all of the 56 indigenous languages that there are in Mexico, while Catholic Bibles have only been translated into Tzeltal and another into Tzotzil, but that was in collaboration with the Protestants," Arizmendi said. ? Copyright El Universal-El Universal Online -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Mon Feb 27 22:27:09 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Mon, 27 Feb 2006 17:27:09 -0500 Subject: Mass to be given in indigenous languages (fwd) Message-ID: Yahgan has three 19th C. translations of New Testament texts (Gospels of Luke, John, and Acts of the Apostles), the Lord's Prayer, and morning and evening prayers. I've been analyzing the style with an eye towards doing others- the sole (no pun intended) missionary currently working with the Yahgans has posted up some of the materials I sent him on his webpages, but none are currently being actively used. But you've given me a lot to think about.... Jess Tauber From andrekar at NCIDC.ORG Tue Feb 28 16:38:11 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 28 Feb 2006 08:38:11 -0800 Subject: Language Conferences Message-ID: http://jan.ucc.nau.edu/~jar/Conf.html .:. 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 Conferences Links to Upcoming Indigenous Education and Language Conferences 2nd Annual Sahaptian Conference Sponsored by the Northwest Indian Language Institute and Heritage University February 24-26, 2006, Toppenish, Washington Georgetown University Round Table on Languages and Linguistics 2006 Endangered and Minority Languages and Language Varieties: Defining, Documenting, and Developing March 3-5, 2006, Washington, DC 2006 Yuman Family Language Summit Yuma Convention Center, Yuma, AZ, March 10-12, 2006 7th Biennial Language Is Life Conference for California Indian Languages Marin Headlands Institute, Sausalito, CA, March 24-26, 2006 Conference on Endangered Languages and Cultures of Native America (2nd annual CELCNA conference) March 31-April 2, 2006, University of Utah, Salt Lake City, Utah For more information contact Zeb Pischnotte z.pischnotte at utah.edu or Lyle Campbell lyle.campbell at linguistics.utah.edu. 12th Annual Anishinaabemowin Teg Language Conference Sault Ste. Marie, Michigan, March 30, 31, April 1 & 2, 2006 Third Oxford-Kobe Linguistics Seminar on "The Linguistics of Endangered Languages" Kobe, Japan, April 2-5, 2006 Global Convention on Language Issues and Bilingual Education Singapore, April 8-9, 2006 American Indian Education Conference Full Circle: Embracing Our Traditions and Values in Education, Fresno, CA, April 13-15, 2006 Giving the Gift of Language II A Symposia and Teacher Training Workshop for Native Language Instruction and Acquisition Missoula, MT, April 24-27, 2006 Indigenous Issues and Voices in Educational Research and Assessment (RACE 2006) Tempe, AZ, April 27-29, 2006 Celebrating the Circles of Knowledge: Mind, Body, Spirit, and Emotions of Research Aboriginal Education Research Forum, Winnipeg, Manitoba, Canada, May 31, June 1-2, 2006 2006 Stabilizing Indigenous Languages Conference May 18-21, 2006, Buffalo, New York. A Symposium of the 52nd International Congress of Americanists The Languages of Central America Caribbean Coast: Articulating Society, Culture in the Present, Past and Future Sevilla (Spain), July 17-21, 2006 16th Navajo Studies Conference Albuquerque, New Mexico, November 1-4, 2006 2007 Conference of the International Society for Language Studies Honolulu, Hawaii, USA, April 2-4, 2007 Other Conference Calendars NCELA Conference Calendar -------------- next part -------------- An HTML attachment was scrubbed... URL: From delancey at UOREGON.EDU Tue Feb 28 21:14:21 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Tue, 28 Feb 2006 13:14:21 -0800 Subject: Sahaptin Conference--rescheduled to March 10-12! Message-ID: Andr?'s very nice list of upcoming conferences had the old dates for the 2nd Annual Sahaptian Conference. The conference, hosted by the Northwest Indian Language Institute (NILI) and Heritage University, will be March 10-12, in Toppenish Washington. We invite teachers and learners of all Sahaptin and Nez Perce dialects to join us for workshops, discussions, and presentations focusing on: -language curriculum development and activity sharing -teaching methods and activities -Sahaptian language and linguistics -useful technology in language revitalization and teaching For more information or to register, please email us at nwili at uoregon.edu