From susan.penfield at GMAIL.COM Wed Mar 1 00:15:55 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 28 Feb 2006 17:15:55 -0700 Subject: Reminder: AILDI Fellowships Message-ID: All, This summer, the American Indian Language Development Institute (AILDI), which will be held as always in Tucson, Arizona (June 6-June 28) will be offering 20 fully funded fellowships (housing, tuition, more) for those who want to work toward securing a grant through the Documenting Endangered Languages Program (DEL) offered by NSF/NEH. Applicants must apply both to AILDI generally and specifically for the fellowships. The general description for this program is below --but please check out the AILDI website for more information and for application materials: www.u.arizona.edu/~aildi . - Applicants for these fellowships will be chosen based on the demonstrated need in their community both for language documentation and funding to support language documentation efforts. We particularly encourage applicants from communities whose languages are the most endangered. Fellowships will be awarded to two members of each community to help ensure the successful completion of grant submission and documentation practices when the applicants return home. The goal of this program is 1) to help community members produce a draft of a grant while at AILDI and continue to prepare it for submission to NSF/NEH Documenting Endangered Languages Program and to 2) train fellowships students in the 'best practices' related to language documentation.(Language documentation course to be taught by Philip CashCash of ILAT fame!) - Please apply by* March 15, 2006*. If you have questions you may direct them to the AILDI office or to the project directors, Drs. Ofelia Zepeda and Susan Penfield. Dr. Zepeda can be reached at * ofelia at email.arizona.edu* or by phone at (520) 621-8294 and Dr. Penfield at *sdp at email.arizona.edu*or call (520) 621-1836 (messages only). 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 pasxapu at DAKOTACOM.NET Wed Mar 1 18:52:11 2006 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 1 Mar 2006 10:52:11 -0800 Subject: Distance Learning Connects Students to Far-Off Classrooms (fwd) Message-ID: DISTANCE LEARNING CONNECTS STUDENTS TO FAR-OFF CLASSROOMS By MARIA FORTI NeXt Correspondent 3/1/2006 http://www.buffalonews.com/editorial/20060301/1026142.asp [photo inset - Sharon Cantillon/Buffalo News City Honors senior Megan Carroll listens to Gowanda teacher Tom Janicki teach the Design in Fashion course from 45 miles away.] So your school lacks the certified teachers to offer abnormal psychology or anthropology, or maybe it doesn't have enough interested students to offer the Advanced Placement U.S. History class that you really wanted to ace. If you're lucky, you just might be able to rely on "Distance Learning: Project Connect." Sponsored by the Erie 1 Board of Cooperative Educational Services, "Distance Learning: Project Connect" helps schools share resources by connecting them via television and audio technology. The teacher only needs to be at one school, and students from three other schools can "tune in" from miles away. Offering anything from athletic training to cartooning to dairy science, film criticism to landscaping, the New York State Distance Learning Consortium is striving to give students more options than those available at their own school. Tom Janicki, who has been broadcasting a Design in Fashion course from Gowanda High School for seven years, says BOCES started the program because "some of the smaller school districts couldn't offer the electives that were necessary for a lot of the kids." For example, he noted that Gowanda schools "teach Seneca language because we have a large Native American population, but there are three other schools that tap into [the class] that have Seneca language students and of course, how many teachers are going to be certified in Seneca language?" Janicki noted the difficulties of teaching Design in Fashion, which is essentially an art class, from a distance. "I have to adjust [projects] to fit the classroom because we don't have access to all the art supplies and things." Students in his design class, however, don't seem to mind. "I think it is cool that you get to see other kids from other schools," said Alexandra Omicioli, a Gowanda senior. She also takes a Pre-Veterinary Distance Learning course where the teacher is from Pioneer High School. It is in her Pre-Vet class that she sees the expected drawbacks of the Distance Learning Program. Sometimes [our Pre-Vet teacher] will make us photocopy our homework and fax it over. It can be a hassle, but it's not that bad." Students also take faxed tests. And, Alexandra adds, "It takes longer to get grades." Teaching non-art classes over the Distance Learning Program can be difficult as well. Gary Witek, a teacher at City Honors, broadcasts AP Calculus to students at Bennett High School as well as Franklinville. The class is during "ninth" period - first thing in the morning. "It's really tough to start doing calculus at 7:30 in the morning," Witek says. The class is held so early in order to accommodate students who would not otherwise have room in their schedules. Broadcasting a math class poses particular challenges. "You have a very small limited screen that people can digitally see, so where you're used to seeing an entire board of material, now you're only seeing a small snapshot - if you zoom out to show [the big picture] then the writing is way too small for the students to see. So you have to go at a slower pace to show the problems," Witek added. However, the program is not all bad. Witek feels that Distance Learning is valuable to students, and not just educationally. "People from the different sites interface with each other and [the Distance Learning Program] shows that kids in different schools are all the same. If they have a desire to learn, they will do the work and learn no matter what time of the day it is," he said. Overall, the Distance Learning Program gives students an opportunity they would not otherwise have. "You learn to be more independent," says Alexandra. And whether students seize the opportunity to take funky art classes not offered at their school or to get college credit, the program supports self-motivated students who are looking to challenge themselves further. Enrollment in a Distance Learning Program depends on whether your school has the technology to connect to the network, whether the class you want is offered at a time that fits into your schedule and whether enough students at your school sign up for the class. For more information, talk to your guidance counselor or visit www.nysdlc.org. Maria Forti is a senior at City Honors. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 3 01:08:45 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 2 Mar 2006 18:08:45 -0700 Subject: Literature, Gift for Venezuelan Indigenous (fwd) Message-ID: Literature, Gift for Venezuelan Indigenous http://www.plenglish.com/article.asp?ID=%7BE6B1698A-FA4F-4A1F-8373-E0D60F827B3A%7D&language=EN Caracas, 1 Mar (Prensa Latina) Venezuelan publishing house Monte Avila will present a new children´s book in its "Warairarepano" bilingual collection, devoted to promote literature in indigenous languages. The book, "La abuela de las garzas", is the story of a child and his relationship with indigenous knowledge and wisdom and will be presented on March 5. The Warairarepano collection expands cultural interchange to all social sectors in Venezuela, as well as promotes and preserves indigenous languages and their literature creations. Its titles support bilingual literacy plans as well as the communitarian, regional and national state policies regarding cultural development. "Warairarepano" means "big mountain" in the ancestral language and refers to the emblematic mountain guarding Caracas. Monte Avila holds publishing agreements with Cuba and China to promote Venezuelan literature in other nations. -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Fri Mar 3 19:09:54 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 3 Mar 2006 11:09:54 -0800 Subject: ACORNS Message-ID: ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC] quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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 conathan at CALMAIL.BERKELEY.EDU Sun Mar 5 13:38:23 2006 From: conathan at CALMAIL.BERKELEY.EDU (Lisa Conathan) Date: Sun, 5 Mar 2006 08:38:23 -0500 Subject: TEI -- P5? Message-ID: First, thanks to all who replied to my last request about accessing cultural heritage materials in archives! Is anyone out there using the new version of TEI (P5) to mark up indigenous language texts or dictionaries? If so, and you don't mind sharing an example document, I would appreciate seeing how it is being implemented. Thanks! Lisa From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 6 15:08:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 6 Mar 2006 08:08:19 -0700 Subject: ACORNS In-Reply-To: <1AB4195D-B111-4EFA-826B-31B3697C1D35@ncidc.org> Message-ID: The software uses English as a bridge. Even though it has picture and sound, it is STILL connecting the Indigenous language to English, rather than to the sound/picture. The graphics are poor quality; instructions are layered with learning materials. And for some reason, there is a funny little acorn on everything. All of this adds layers and layers of cognitive load, and distracts from the opportunities to learn the language. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Friday, March 03, 2006 12:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] ACORNS ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC]quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 6 15:13:22 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 6 Mar 2006 08:13:22 -0700 Subject: ACORNS: PS In-Reply-To: <1AB4195D-B111-4EFA-826B-31B3697C1D35@ncidc.org> Message-ID: One of the essential characteristics of Native American languages is their verb-centeredness. This is very noun-centered – there is no animation, no motion, no movement, no kinesthetic component. – there is a thematic structure, but no sense of pattern integration. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Friday, March 03, 2006 12:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] ACORNS ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC]quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 6 21:43:21 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 6 Mar 2006 13:43:21 -0800 Subject: Info Request Message-ID: The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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 MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 16:38:18 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 09:38:18 -0700 Subject: NA Congrats In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Congratulations to the Tribe, André. I saw your message on best practices yesterday, but I don’t know of any published material (other than mine) so I was waiting to see what other people had to say. I have seen lots of different versions of web presentations, mostly not for learning, though. The form I used for my master’s research was 78% effective across populations. In the context of my study that meant that you didn’t have to have heard any Apache before to get good results. I used simultaneous presentation of picture, sound, and text, user activated by moving the mouse over the visual, which was actually a button and responded to the mouse event. I have always wanted to test the results between the delayed presentation that you get with Windows Media Player and the immediate response with Flash. My intuition tells me that the simultaneity that simulates immersion will turn out to be better, because you don’t get the cognitive delay you get with WMP, but of course, only actually setting it up and testing it will say for sure. My paper on the topic is available here: http://learningforpeople.us/Research.htm. You can read the abstract and then download the pdf if you want. This is also what Sue Penfield was talking about last week, when she noticed that we really haven’t talked or published much about what works well for revitalization as opposed to lexical recording and archiving. Although they are two very different beasts, people try to use the same composite tool for both tasks. I wonder, does anyone know what journals people published revitalization research in? Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 2:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 16:42:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 09:42:10 -0700 Subject: ANA Congrats - PostScript In-Reply-To: <003001c64205$8cfba6d0$0200a8c0@LFPMia> Message-ID: On that page, you can actually see the materials I used, although they have been slightly modified for web presentation. Because I was working directly, rather than downloading, the materials I used a quite large, since sound files usually are. The Familiarization and Testing are smaller than the Learning. _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Mia Kalish Sent: Tuesday, March 07, 2006 9:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NA Congrats Congratulations to the Tribe, André. I saw your message on best practices yesterday, but I don’t know of any published material (other than mine) so I was waiting to see what other people had to say. I have seen lots of different versions of web presentations, mostly not for learning, though. The form I used for my master’s research was 78% effective across populations. In the context of my study that meant that you didn’t have to have heard any Apache before to get good results. I used simultaneous presentation of picture, sound, and text, user activated by moving the mouse over the visual, which was actually a button and responded to the mouse event. I have always wanted to test the results between the delayed presentation that you get with Windows Media Player and the immediate response with Flash. My intuition tells me that the simultaneity that simulates immersion will turn out to be better, because you don’t get the cognitive delay you get with WMP, but of course, only actually setting it up and testing it will say for sure. My paper on the topic is available here: http://learningforpeople.us/Research.htm. You can read the abstract and then download the pdf if you want. This is also what Sue Penfield was talking about last week, when she noticed that we really haven’t talked or published much about what works well for revitalization as opposed to lexical recording and archiving. Although they are two very different beasts, people try to use the same composite tool for both tasks. I wonder, does anyone know what journals people published revitalization research in? Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 2:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 18:53:40 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 11:53:40 -0700 Subject: Excel, Fonts, and Sorting Athapascan In-Reply-To: <003801c64206$16be8720$0200a8c0@LFPMia> Message-ID: _____ Hello, Several people have written to ask about how I have been using Microsoft Office, and fonts, for Language Revitalization materials. I have been a bit busy passing my Orals Comps, so I apologize for the delay. I have one page up, the one with an Athapascan font to download, a sample of the Excel spreadsheet, and the sample spreadsheet to download that you can play with yourself. It's here: http://learningforpeople.us/tools.htm There is a menu to the left, with Samples and Fonts for Tribes, but these pages aren't done. I just put the Tools page up this morning. It would be good to know whether people think the instructions are clear and easy to use. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From jtucker at starband.net Tue Mar 7 19:05:38 2006 From: jtucker at starband.net (Jan Tucker) Date: Tue, 7 Mar 2006 14:05:38 -0500 Subject: Info Request In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Andre, have you looked to see what the Western Band Cherokee are doing? http://www.cherokee.org Recently, they added an interactive component to the online courses with audio and video interactivity. I've been taking their free online course for two terms now. The presentation is visual and auditory, with slides. You can chat with classmates and ask the teacher questions. The software is Avanacast from their end, and the learner just needs Flash or Shock Wave. They support this with copies of lessons and an online learning community at MSN. The class meets twice a week. Students can repeat the class as needed. I've been enjoying the classes and have been learning sounds, words and phrases as well as the written syllabary. I took the class to see how this delivery method works. Email me if you see how it works. My next class is Wednesday 11:30 AM. I can access the archives to see what I missed. Students who are motivated have been creating materials of their own and sharing. One student created two discs of the audio component of each of the twenty lessons for Cherokee one, and the slides for the cost of mailing and CD's I got a copy. This is helpful for review. I've worked on create a support course for these lessons using Moodle free course delivery software. If I had more time (currently teach six online courses in social science) I'd have completed more resources that students could use between class to practice. I do know about best practices in online learning and teaching for asynchronous methods . I think if you could integrate the two class meeting times that are synchronous with asynchronous learning environment for follow up and practice, you'd a supportive learning environment with teaching and practice opportunities tied together. Distance learning requires the flexibility of any where any time learning, and a structure for moving forward, not to mention peer to peer communication to promote mentoring, and develop a learning community online. What I've created for Cherokee I is not complete, it's a look at the capabilities of the software that is all. They key to success in online teaching and learning is to get a group of students to interact, share their learning, and help one another with engaging dialogue related to your subject matter as well as providing practice in key areas for content mastery. Students need to feel part of a learning community for this, thus online discussion of content becomes and essential component of the learning tasks rather than just taking quizzes, or listening to spoken language. Students need to talk about what they are learning in ways that advance their understanding of the language or subject being studied. Distance learning this way requires students to be able to type and write what they are thinking, and be willing to share their thoughts and learning. It takes time to build an online course. You have to develop teaching materials, lesson plans all based on your best practices. If you want to look at some free online course delivery search for Moodle Course Ware on the Internet, and sign up for their free course on How to use Moodle. Also, they have a free course for How to teach language using Moodle. Course delivery software gives you a structure for teaching and grade books, and calendars, and resources, etc. Feel free to go to http://nativepeople.net/moodle to see what I've done. I would be happy to make you a shell to experiment with the course building software. I put up the site to promote distance learning. If you like what you create you can export the course it to your own server and use it after installing your own copy of Moodle. There is a super community of instructors who support each others and developers who support Moodle users. Moodle courseware is free. They will also host and set up course deliver for you for a fee. I don't work for them. I had to do a lot of learning to get started since I did all this for only the cost of hosting the website. Also I am wondering what would be the difference between best practices in language teaching in general and best practices in indigenouse language teaching from a distance? I would think basic barriers that access to technology would come into play, so choosing technology should be based on what technology is readily available to your potential students. Maybe live TV broadcasts would be the best method with call in questions? I found an example of this on the Internet for teaching Hawaiian. I have the link somewhere, and may have posted it already on ILAT. Do you know what your population of learners is going to need to access what you develop? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 4:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:28:31 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:28:31 -0700 Subject: Not dead yet (fwd) Message-ID: NOT DEAD YET Web Exclusive 7 March 2006, 12:26. cribnotes[1]. By Seva Rodnyansky. http://www.nuviews.org/article/cribnotes/20060307/67/not-dead-yet What do linguists physically do? That’s a question I’ve pondered when trying to decide whether to take courses in the subject. As it turns out, linguists don’t just sit around making vowel sounds, but do plenty of field work with words and languages. One branch deals with researching dead or dying languages and attempting to reconstruct their words and grammatical structures. Prof. Monica Macaulay from UW-Madison is one such linguist. She works with the languages of the Mixtec people from Mexico and the Menominee people from Wisconsin. Both languages have almost ceased to exist. Two decades ago, as a graduate student, Macaulay went to a tiny mountain village in the state of Oaxaca in Mexico to research the ancient Mixtec language, which has very few modern-day speakers. She encountered many hardships along the way, many that could have been prevented with better instruction and preparation. For example, it was much colder than she expected and there was little or no food most of the week. She also did not think to ask the leader of the village for permission to research the subjects, who were villagers. All of these concerns could have been solved if only her professors would have warned her or if there was written material on linguistic field work. Macaulay says that in the two decades since, the situation has been only slightly ameliorated—some texts on the subject have appeared and the Internet has helped with issues like assessing the climate or the food supply. She can now instruct her students to prepare seriously by reading anthropological texts. Most recently, Macaulay has been working with the Menominee people in Wisconsin. Since they are in the U.S., these subjects are easier to work with in terms of food and climate. On the other hand, they are not always receptive to research, wishing to safeguard their secrets because they are afraid of people using their culture for a profit. They frequently ask why scholars are interested in Menominee research. Macaulay and her team are in the midst of constructing a Menominee dictionary in three levels: beginner, intermediate, and advanced. Upon the request of the Menominee, this dictionary will be organized by categories of words, such as fruit, colors, animals. An online version with pictures and pronunciations will aid learners of all ages. Unfortunately, Macaulay’s work with the Menominee may be coming to a crashing end. In the fall, several of the elders that Macaulay had worked with passed away, and recently, the tribal council that remains has not let her continue her research. While Macaulay is trying to rectify her relationship with the tribe and the council, work on the dictionary continues. Clearly, working with these indigenous populations has proven difficult for Macaulay. She has had to put herself wholly into the research, whether going to the middle of nowhere in South Mexico, or working through misunderstandings in northeast Wisconsin. Still, despite these hardships, linguistic research remains her passion. Her work with the Menominee and the Mixtec has let her give back to those communities while also creating a scientific body of knowledge. DATE: 2006-01-31 SPONSOR: Language and Cognition Colloquium Links: ------ [1] http://www.nuviews.org/category/cribnotes/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:31:29 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:31:29 -0700 Subject: Linguists Find the Words, and Pocahontas Speaks Again (fwd) Message-ID: March 7, 2006 LINGUISTS FIND THE WORDS, AND POCAHONTAS SPEAKS AGAIN  BY JOHN NOBLE WILFORD HTTP://WWW.NYTIMES.COM/2006/03/07/SCIENCE/07LANG.HTML In the new movie about Jamestown, the first permanent English settlement in North America, founded in 1607, the paramount Indian chief Powhatan asks Capt. John Smith where his people came from. The sky? Responding to the question, translated by an Indian whose smattering of English probably came indirectly from the earlier failed Roanoke colony in North Carolina, Smith replies: "The sky? No. We come from England, an island on the other side of the sea." The dialogue continues as the interpreter puts Smith's reply in Powhatan's own words, Virginia Algonquian, a language not spoken for more than two centuries. Like most of the 800 or more indigenous languages of North America when Europeans first arrived, Powhatan's became extinct as Indians declined in number, dispersed and lost their cultural identity. But a small yet growing number of linguists and anthropologists has been busy in recent years recreating such dead or dying Indian speech. Their field is language revitalization, the science of reconstructing lost languages. One byproduct of the scholarship is the dialogue in Virginia Algonquian for the movie "The New World." More than moviemaking is behind the research. A revival of ethnic pride and cultural studies among Indians has stimulated Indians' interest in their languages, some long dead. Of the more than 15 original Algonquian languages in eastern North America, the two still spoken are Passamaquoddy-Malecite in Maine and Mikmaq in New Brunswick. In other cases, the few speakers of an Indian tongue are the old people, never their grandchildren, and so the research is a desperate attempt to save another language from burial with a departing generation. The passing of a language diminishes cultural diversity, anthropologists say, and the restoration of at least some part of a language is an act of reclaiming a people's heritage. Blair A. Rudes, a linguist at the University of North Carolina, Charlotte, who specializes in reconstructing Indian languages, said several Algonquian communities in the East had efforts under way to recover their lost languages and return them to daily use. "What turns out to be really important is just that they learn some piece of the language because it is reclaiming their heritage," Dr. Rudes said. "So much was lost that reclaiming any of it is a major event." Ives Goddard, who is a curator for linguistics and anthropology at the Smithsonian Institution, said, "The loss of languages continues, and it's a worldwide phenomenon." At least half the world's estimated 6,000 languages, Dr. Goddard said, have so few remaining speakers that they are threatened with extinction. By 2100, he predicted, "there will be fewer than 3,000 languages still spoken." When the director of "The New World," Terrence Malick, decided that for authenticity Powhatan should speak in his own language, he called in Dr. Rudes, who has worked with Dr. Goddard in reconstructing the defunct Algonquian language of the Pequot of Connecticut. He is also engaged in language restoration for the Catawba of North Carolina and is collaborating with Helen Rountree, emeritus professor of anthropology at Old Dominion University, on a dictionary of Virginia Algonquian. Dr. Rudes was asked what Powhatan and his daughter Pocahontas would say and how they would say it. It was a daunting assignment. The related Algonquian languages were among the first in America to die out, and no one is known to have spoken Virginia Algonquian since 1785. Like many other Indians, except some cultures in Mexico and Central America, Algonquian speakers had no writing system, and their grammar and most of their vocabulary were lost. Just two contemporary accounts — one by Captain Smith and the other by the Jamestown colony secretary, William Strachey — preserved some Virginia Algonquian words, including ones that have passed into modern English as raccoon, terrapin, moccasins and tomahawk. Clearly, even the wits of the celebrated roundtable at the namesake Algonquin Hotel, who had something cutting to say about everything and everybody, would have for once been at a loss for words in the presence of Powhatan and Pocahontas. Unless, perhaps, the two happened to wear their moccasins and the soup of the day was terrapin. The first challenge for Dr. Rudes was the limited vocabulary. Smith, the colony leader, set down just 50 Indian words, and Strachey compiled 600. The lists were written phonetically by Englishmen who were not expert in linguistics and whose spelling and pronunciation differed considerably from modern usage, making it difficult to determine the words' actual Indian form. Dr. Rudes had to apply techniques of historical linguistics to rebuilding a language from these sketchy, unreliable word lists. He compared Strachey's recorded words with vocabularies of related Algonquian languages, especially those spoken from the Carolinas north into Canada that had survived longer and are thus better known. This family of Indian tongues, in one respect, reminded linguists of the Romance languages. Each was distinctive but as closely related as Spanish is to Italian or Italian to Romanian. Comparisons with related languages revealed the common elements of grammar and sentence structure and many similarities in vocabulary. A translation of the Bible into the language once spoken by Massachusetts Indians offered more insights into the grammar. The Munsee Delaware version spoken by coastal Indians from Delaware to New York, including those who sold Manhattan, may be dead, but its grammar and vocabulary are fairly well known to scholars. "We have a big fat dictionary of Munsee Delaware," said Dr. Rudes, who adapted some of those words when needed for Virginia Algonquian. Recordings of the last Munsee Delaware speakers, a century ago, were a valuable guide to pronunciations. Another research tool was what is called Proto-Algonquian. It is the hypothetical ancestor common to all Algonquian speech, 4,000 words that scholars have compiled from the surviving tongues and documentation of the extinct ones. The reconstruction involves educated guesses. Strachey set down words for walnut, shoes and two kinds of beast, "paukauns," "mawhcasuns," "aroughcoune" and "opposum." In Proto-Algonquian, similar words are paka-ni (meaning large nut), maxkesen (shoe), la-le-ckani (raccoon) and wa-pa'oemwi (white dog). From this, Dr. Rudes reconstructed the Virginia Algonquian words pakán, mahkusun, árehkan and wápahshum," or pecan, moccasin, raccoon and opossum. When he started the project, he was handed the movie script for the parts to be translated. "I had to rewrite terms for the dialogue," he said. "For example, we often use nonspecific verbs, 'He went to town.' In Algonquian, you have to tell the mode of travel, 'He walked to town.' " The peculiar sentence structure required changes in the Indian translation. Pocahontas would not have said to Smith, if she ever actually did, "I love you." She would have used the verb for love, with a prefix meaning you and a suffix for I. "It is one of the few languages that give greater importance to the listener than the speaker," Dr. Rudes said. Then there was the problem of creating dialogue reflecting what the Indians would have understood in the early 17th century. This also required changing the script for the initial Powhatan-Smith conversation. In a paper summarizing his methods, Dr. Rudes said the original script had Smith saying: "The sky? No. From England, a land to the east." At the time, though, a land to the east was for the Indians more myth than reality, he noted, but they probably had already heard about "white-skinned people who lived on islands in the Caribbean." So Smith's reply was changed to "We came from England, an island on the other side of the sea," and the translator then used documented words of Virginia Algonquian for sky, no, island and sea. The spelling was slightly modified to account for Strachey's misspellings and conform to similar words in other Algonquian speech. Because the word signifying a question is not known in Virginia Algonquian, Dr. Rudes borrowed the word sá from a related language. Of course, Powhatan's interpreter could not be expected to have a word for England. He presumably did his best to reproduce what it sounded like in Algonquian, Inkurent, to which he added the general locational ending -unk, meaning at or in. He also followed the practice of naming the place first and adding the word for "we come from there." The translation thus reads: "Sá arahqat? Mahta. Inkurent-unk kunowamun - mununag akamunk yapam." William M. Kelso, director of archaeology of the Association for the Preservation of Virginia Antiquities, which owns the Jamestown fort site, said that he could not assess the language of the dialogue, but that the costumes, armor, arms and nearly all aspects of the fort were realistic. Dr. Kelso and other archaeologists found the remains of the three-sided Jamestown fort in 1996. Their goal between now and the 400th anniversary celebration of Jamestown next year is to excavate the well at the site, search for artifacts and look for the foundations of the colony's storehouse and church. At the festivities next spring, some of the words of celebration may echo the Virginia Algonquian of 1607, the resurrected language of Powhatan and Pocahontas. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:33:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:33:57 -0700 Subject: 'Mayan Bible' draws experts, immigrants (fwd) Message-ID: Posted on Sat, Mar. 04, 2006 'Mayan Bible' draws experts, immigrants BY OSCAR AVILA CHICAGO TRIBUNE http://www.centredaily.com/mld/centredaily/living/14004808.htm CHICAGO -- In a secluded corner of the Newberry Library, archivists slowly take apart the yellowing book considered the Mayan Bible for its epic narrative of the Sovereign Plumed Serpent and other gods creating the world. Like other Newberry treasures over the years -- a Shakespeare first folio, letters from Columbus -- the Popol Vuh attracts scholars. But unlike any other rare text at the library, the Popol Vuh also draws immigrants from Guatemala and Mexico, descendants of the Mayans who make their way to the library so they can reverently page through the 188-page book full of elegant script, in Spanish and the Mayan language of Quiche. As researchers from the Newberry and Brigham Young University transfer the book's contents to CD-ROM, they also recognize that the world's oldest known Popol Vuh manuscript remains a sacred document that many visitors will want to see and hold in the printed form. The restoration of the book, being done at the same time as the CD-ROM project, will make the Popol Vuh sturdier for visitors such as a Mayan priest who was so moved after beholding the text that he performed a blessing, a ritual offered to the four points of the compass. Staffers barred the candles. "People come from all over the world to see this as a sacred object. As stewards of cultural collections, we don't take the 'warehouse' approach. We are trying to make this accessible to a broad public," said Melissa McAfee, Newberry vice president for library services. The story of the Popol Vuh -- "council book" in the Quiche language -- dates to no later than the mid-1500s, scholars say. It's not clear what form the story may have taken before Europeans came to the continent. For many Mayans, it may have been communicated orally. Some scholars believe that parts of the tale were depicted in picture form, incorporated into the building of Mayan temples. Some theorize that the Mayans, who mastered phonetic writing, captured it on paper. But the oldest known manuscript, the Newberry's, dates to the early 1700s, when a Spanish friar named Francisco Ximenez put a Quiche version and Spanish translation on paper. The book, which combines the Popol Vuh with Ximenez's guide for Spain's governance of Central America, ended up in Guatemala City before a French priest brought it to Paris. Edward Ayer, a member of the Newberry's board and book collector, bought the book from a dealer there and eventually included it in a donation to the Newberry Library in 1911. There, it has remained one of the centerpieces of scholarship about the Mayan people, a book so important that officials at BYU's Center for the Preservation of Ancient Religious Texts considered it a worthy follow-up to other digitization projects such as the Dead Sea Scrolls. "It really is a very rich text. I would say this is the single most important literary work to come out of the New World," said Allen Christenson, a BYU humanities professor and project director. Although the Mayan empire included parts of Mexico, Quiche speakers are mainly in Guatemala. Guatemala's president has requested a paper reproduction of the Popol Vuh after the restoration. Gustavo Lopez, Guatemala's consul general in Chicago, said his nation has mixed emotions about its national treasure residing in Chicago, even in good hands. Lopez said the government has never made a formal request to regain the work, but he wishes Newberry would consider voluntarily returning it. "Guatemala doesn't want to start a conflict with a nonprofit organization," Lopez said. "But we would like to have it in Guatemala because it is a vital part of our national patrimony." Library officials sidestepped the question, saying they would not comment on the idea because officials have gotten no formal requests from the Guatemalan government. The restoration will make library officials feel more comfortable about letting visitors handle the book by rebinding it with a flexible but sturdy cover. To take apart the book, Giselle Simon, director of conservation services, has already removed the cover and is using a jelly-like adhesive to loosen the glue holding together the spine. She must then remove brittle pages, with holes caused by insects that burrowed in the pages, likely in Guatemala centuries ago. Brittle or not, the book strikes a deep chord with Jose Oliva, a Chicago man born in Guatemala with Quiche roots. Oliva, who still performs indigenous rituals, said the book holds deep significance for all his countrymen, even those who are Catholic or evangelical Christians. The first time Oliva saw the book, he was speechless and said he felt a deep connection to his ancestors from centuries ago. Since then, he has taken Guatemalan visitors to the Newberry a half-dozen times. "It's a chance to see the origins of my people. It is a matter of pride," Oliva said. Oliva even theorizes that some Guatemalans were drawn to Chicago because of the Popol Vuh, a claim impossible to substantiate, but one that speaks to its role as the country's "national book." While Guatemalans will enjoy a restored hard copy, BYU's new electronic version should satisfy scholars, who had to page through the manuscript or rely on a spotty microfilm version produced three decades ago. The book is entirely text. BYU scholars will take high-resolution photographs of each page and likely run them through a scanner. The pages will then be placed on CD-ROM, allowing scholars to search the Popol Vuh by word. The disc also will include photos, maps, links and even an audio reading of the work in Quiche. BYU will pay for the project, which will cost "in the upper five figures" and should be finished next year, Christenson said. The book will likely be unavailable until May. Library officials ask visitors to contact them to see the book. Robert Karrow, Newberry's curator of special collections, says it makes more sense to view the CD-ROM. But he fully appreciates that in the case of Popol Vuh, sentiment often wins out. "There's something to be said in looking at the original," he said. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Tue Mar 7 22:14:11 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 7 Mar 2006 15:14:11 -0700 Subject: Fwd: Fw: TELEVISION AND FILM WORKSHOP In-Reply-To: <003a01c64217$fc332890$0200a8c0@IBM> Message-ID: Maybe you know some interested folks... ----- Original Message ----- *From:* *Subject:* Fw: TELEVISION AND FILM WORKSHOP *CALL* FOR APPLICATIONS** ** *February 28, 2006* Institute of American Indian Arts 83 Avan Nu Po Road; Santa Fe, NM 87508 John Villani – IAIA Communications (505) 424-2351 Suzanne Gordon – ABC Media Relations (818) 460-6628 *THE IAIA 2006 SUMMER TELEVISION AND FILM WORKSHOP SEEKS TALENTED NATIVE AMERICAN STUDENTS* * * The Institute of American Indian Arts, in collaboration with Disney-ABC Television Group Talent Development Programs and the Walt Disney Studios, is presenting the third annual Summer Television and Film Workshop. This year's expanded, 8-week program will focus on directing, screenwriting, production, animation and acting techniques. Faculty is drawn from the professional ranks of the television and film industries. The program's curriculum will also include mini-workshops and panel discussions with top decision makers and other industry experts. The 8-week workshop begins June 5 and continues through July 28, 2006, on the Santa Fe, N.M. campus of the Institute of American Indian Arts. The workshop is geared to serving all experience levels, from entry positions to seasoned professionals, and offers participants up to 12 hours of college credit. "In carrying out the IAIA mission, our educational and cultural pursuits converge in a fundamental task of the Institute: to tell the Native American story, a living legacy transmitted through Indian life, language, and material culture. This career collaborative with industry leaders in film and television will give us a powerful new voice to tell that story. We are deeply grateful to Disney-ABC for their initiative and support," says Dr. Richard Tobin, President, Interim, Institute of American Indian Arts. "We are always looking for new and creative ways to expand our diversity efforts here at Disney-ABC, and we believe this program will increase the number of qualified Native American applicants to ABC and other industry programs," says Carmen J. Smith, Vice President of ABC Talent Development. Ms. Smith was instrumental in developing the collaboration with IAIA. As part of the workshop, students will be formed into production and post-production teams to facilitate a final product in the form of a video of students' work. There will also be screenings of faculty and student work, intermixed with other films and videos. Beverly Morris (Aleut), director of the 2006 Summer Television and Film Workshop, is a filmmaker with over fifteen years of producing and directing experience, including documentaries on subjects such as Urban Indians, Native arts and artists, and Navajo physicist Dr. Fred Begaye. Her knowledge will guide the workshop's slate of classroom lectures, seminars and one-on-one lab sessions. For workshop information contact Beverly Morris: tel/ (505) 424-5713 or (800) 804-6422; email/ bmorris at iaia.edu . To download an application and guidelines visit the IAIA website at www.iaia.edu . Deadline is April 15, 2006 for all application and portfolio materials. Jodi Burshia, Youth Development Director Community Based Abstinence Education (CBAE) Arizona Youth Partnership--Marana 11279 West Grier Road, Suite 121 A Marana, AZ 85753 (520) 616-6355 Phone (520) 682-4785 Fax (520) 465-0310 Cell Phone www.azyp.org Send your donations to us at the above address. Arizona Youth Partnership is an Arizona Qualified Charitable Organization. Your contributions to us may earn you a dollar-for dollar tax credit (up to $200) on your Arizona income tax. If you want more information on the AZ Charitable Tax Credit, contact us or your accountant. ------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.375 / Virus Database: 268.2.0/275 - Release Date: 3/6/2006 No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.375 / Virus Database: 268.2.0/275 - Release Date: 3/6/2006 -- 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: -------------- next part -------------- A non-text attachment was scrubbed... Name: WEBpage 2006.doc Type: application/msword Size: 144384 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:42:21 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:42:21 -0700 Subject: Saving language (fwd) Message-ID: Saving language National Indigenous Times Issue 44 - 12 Nov 2003 http://www.nit.com.au/thearts/story.aspx?id=860 A Warnman to English and English to Warnman wordlist, together with a sketch grammar, has been produced after the Wangka Maya Pilbara Aboriginal Language Centre received funding from the Australian Institute of Aboriginal and Torres Strait Islander Studies to conduct research into the language. Warnman country is in the Western Desert in the Pilbara region of Western Australia. The country extends from the Rudall River area north-west almost to Telfer. Included in Warnman country is Punmu and Lake Dora. There are less than 100 speakers of Warnman living in the Pilbara area. It is now spoken at Punmu, Parngurr, Nullagine, Jigalong, Newman, Strelley, Tjalku Wara, Warralong, Marble Bar and Hedland. Senior Linguist Albert Burgman, who worked with many Warnman language speakers and specialists to produce the work, conducted the research project. Key language specialists in the project included Desmond Taylor, Muuki Taylor, Barbara Hale, Yirlirti Oderson, Minyawu Miller and Nancy Taylor. Fieldtrips were made to Nullagine to further develop the work with speakers there. “In such a short time it is impossible to do a complete study of a language. Hopefully there will be an opportunity to do more in-depth further research in the future,” Mr Burgman said. The project is the next stage in the long and ongoing process of collecting, recording and maintaining the Warnman language. It is very satisfying for the language speakers to get the language maintenance work to this stage, however, like all other Pilbara languages, Wangka Maya has struggled to provide a full account of Warnman. The research work on Warnman will continue through the annual work of Wangka Maya Pilbara Aboriginal Language Centre, as will work on the other 30 languages of the region. The Warnman sketch grammar and word list are available at Wangka Maya, phone 08 9172 2344. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:48:50 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:48:50 -0700 Subject: Saving language (fwd) In-Reply-To: <20060308144221.i6e8k4gscc8ocooo@www.email.arizona.edu> Message-ID: ta'c halaxp (good day everybody), I am note sure why this article appeared today as a recent news item when it has the 2003 date.   Anyway, it is new info so I thought I would post it fyi.  Phil ILAT -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:55:32 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:55:32 -0700 Subject: Storytelling with string games (fwd) Message-ID: Storytelling with string games Navajo teen shares ritual at high school BETTY REID The Arizona Republic Mar. 8, 2006 12:00 AM http://www.azcentral.com/arizonarepublic/local/articles/0308b2localpeople0308.html Crafting a bird's nest using 2 feet of string is difficult for Alhambra High School student Isaiah Nelson. The Navajo teenager helped bring the winter storytelling and string games last month to his campus in the Phoenix Union High School District. The student-sponsored event was designed to highlight and honor the school's diverse backgrounds. For Nelson, president of Alhambra's Native Student Youth Council, it means finding and scheduling a meaningful activity that best explains a tiny part of who he is as a Diné, or Navajo. He found a seasonal ritual called _Na'atl'o',_ a teaching activity used by Navajo parents for children offered by the Phoenix Indian Center. The game requires tying a string together and a lot of looping around the fingers. Short stories are attached to each design made. The more common designs are depictions of the stars or animals and designs seen in textile rugs. Nelson, 17, is able to string a hair tie in seconds but struggles with creating a bird's nest. "I get confused about the steps, like making sure the string is on the right finger, and if my fingers are too large for a short string, it won't come out right," he said. "If I don't have patience, I get frustrated." Patience is one discipline that Freddie Johnson, Navajo cultural specialist with PIC, wants children to gain from playing string games. He reminds players that the game and art are part of a series of tribal creation stories told during the winter season when animals such as snakes, bears and spiders are asleep. According to Navajo oral traditions, a deity named _Na'ashjé'ii Asdzéé_, Spider Woman, gave the people the game. Much of the motion tied to the game is similar to a spider weaving its web. "Spider Woman introduced string games so that our children will learn how to control their thoughts," Johnson said. "It teaches our children patience and discipline. It also teaches our parents to be patient with their children because string games requires focus, a lot of repetitive motion with the fingers to design stars, two coyotes racing in opposing direction, or a bird's nest." Knowing more about Navajo is important to children like Nelson, who is among thousands of Navajos whose families move to big cities such as Phoenix, Albuquerque, Salt Lake City and Los Angeles for jobs or educational opportunities. They call themselves urban Navajos, and many choose to stay connected to their cultural roots. Young people such as Nelson are learning their language and culture at the Phoenix Indian Center. "It's worth the time to learn a string game and hear the story behind each design because there is nothing like it available here in the city," Nelson said. "It's very hard to learn the Navajo tradition here in Phoenix when you are not connected to Navajo elders." Phoenix Union enrolls 835 Native American students, who make up 3.6 percent of the 23,312 student population. From MiaKalish at LEARNINGFORPEOPLE.US Wed Mar 8 23:50:08 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 8 Mar 2006 16:50:08 -0700 Subject: Tools Message-ID: Hi. I finished putting up the fonts and tools for people who wrote. They are available (Tools, Samples, Fonts for Tribes) from the main page at http://LearningForPeople.us . Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 10 01:35:43 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 9 Mar 2006 18:35:43 -0700 Subject: Info Request In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Good question Andre, and I was hoping for more answers from our ILAT subscribers.  Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses.  By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > 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 justin.spence at KATHLANGCENTRE.ORG.AU Fri Mar 10 00:53:36 2006 From: justin.spence at KATHLANGCENTRE.ORG.AU (Justin Spence) Date: Fri, 10 Mar 2006 11:23:36 +1030 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Hi, Charles Darwin University in Darwin, Australia has a Yolngu Studies (language and culture) program that has some sort of e-learning component. Their website is http://learnline.cdu.edu.au/yolngustudies/ You need a password to access the "classroom" page, but it might be worth contacting the program coordinators to find out what their experience has been. Justin Spence Southwest Linguist Diwurruwurru-jaru Aboriginal Corporation (Katherine Regional Aboriginal Language Centre) On Friday, March 10, 2006, at 12:05 PM, phil cash cash wrote: > Good question Andre, and I was hoping for more answers from our ILAT > subscribers.  Salish Kootenia College is probably the best place to > start as they have been doing e-learning for a number of years and > have expanded their offerings to include a whole range of courses.  > > By all accounts, it seems that "e-learning" (or distance education) is > in itself a major undertaking. > > Take a look at the "E-Learning" link to get an idea on what is > possible: > > Salish Kootenia College > http://www.skc.edu/ > > later, > Phil > > Quoting Andre Cramblit : > > > The Karuk Tribe received an ANA language grant and we are searching > > for information on teaching indigenous languages through distance > > education. > > > > What are best practices, softwares, systems, models etc > > > > also what has not worked? > > > > .:. > > > > 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 > > From lachler at UNM.EDU Fri Mar 10 02:19:11 2006 From: lachler at UNM.EDU (Jordan Lachler) Date: Thu, 9 Mar 2006 17:19:11 -0900 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Alice Taff has been coordinating a conversational Deg Xinag course by telephone for most of the past 10 years. See: http://jan.ucc.nau.edu/~jar/TIL_5.html There is a Tlingit university class and a Tsimshian learners' circle in Juneau that also uses teleconferencing to patch in Native speakers from other communities, and I've been doing some of that myself with Haida lately. It's not the highest-tech solution, but it works pretty good. Háw'aa, Jordan From MiaKalish at LEARNINGFORPEOPLE.US Fri Mar 10 11:50:58 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 10 Mar 2006 04:50:58 -0700 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Sue Penfield was saying that we really need to start writing in the intersection between language and E-learning. I think that the reason not many people replied is just because there isn’t anything out there: Last night in my dissertation class, people were talking about all the “choices” they could make about how far back they went in time for their lit review, and what views to choose, and what schools to include . . they were looking at the canon as a cornucopia, a vast area of “choice”. So I pulled out my book on Rough Rock by Teresa McCarty and Mary Eunice Romero’s dissertation and showed how the canon was very sparse, and Teresa and Mary Eunice used ethnography to provide the background and context that in other documents was being established by the lit review. I also talked about how the “feel” of the writing was different, because when you are referencing, you can just say (Gibbs, 1995), and people either know Raymond Gibbs, or they can go read him. But when its from the People, you have to write a paragraph or two that includes what they say, and how you see it contributing in your context. People were stunned to see it from that point. I got to talk about gatekeeping, and how difficult it was to create a canon before some Native critical pedagogists started writing and pointing out differences between what Sandy Grande (Quecha) calls Red Pedagogy and the expectations embedded in pedagogies for white and Black/African American students, both of whom are very assimilationist. Of course, I should say that there isn’t all that much good research on E-learning. There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. People don’t know how to do animations and sound, create the rich materials that make learning so much easier. They are still into that, Okay, now your challenge as a student is to translate and interpret this long string of text into something that makes sense to you, and then, in the same step as you a building the basic understandings, I want you to extrapolate to new ideas and new understandings. (Doesn’t happen; too much cognitive work in too short a space). Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Thursday, March 09, 2006 6:36 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Good question Andre, and I was hoping for more answers from our ILAT subscribers. Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses. By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > André Cramblit: andre.p.cramblit.86 at alum.dartmouth.org is the > Operations Director Northern California Indian Development Council > NCIDC ( -------------- next part -------------- An HTML attachment was scrubbed... URL: From hklein at NOTES.CC.SUNYSB.EDU Fri Mar 10 15:01:43 2006 From: hklein at NOTES.CC.SUNYSB.EDU (hklein at NOTES.CC.SUNYSB.EDU) Date: Fri, 10 Mar 2006 10:01:43 -0500 Subject: Harriet Klein is out of the office. Message-ID: I will be out of the office starting Thu 03/09/2006 and will not return until Wed 03/15/2006. I will respond to your message when I return. From tamata_a at USP.AC.FJ Sat Mar 11 03:20:00 2006 From: tamata_a at USP.AC.FJ (Apolonia Tamata) Date: Sat, 11 Mar 2006 15:20:00 +1200 Subject: Info Request In-Reply-To: <7.0.1.0.1.20060309171430.02194df0@unm.edu> Message-ID: Hello everyone! Here at the University of the South Pacific we have been offering a 100-level introductory level Fijian linguistics course via Distance Learning for several years now. The course is in Fijian and targets Fijian speakers. Most of our students are from within Fiji but live in the islands and inland. We've had a couple of Fijian speakers from outside of Fiji taking the course too. The course is print based (elearning is a new thing for us) and is supported by satellite tutorials and tutorial visits. We hope to offer more of our courses though Distance Learning in the future and we will explore other modes of learning. One such course is Fijian for Beginners for those who wish to learn Fijian. Happy teaching! Apolonia Tamata -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jordan Lachler Sent: Friday, 10 March 2006 2:19 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Alice Taff has been coordinating a conversational Deg Xinag course by telephone for most of the past 10 years. See: http://jan.ucc.nau.edu/~jar/TIL_5.html There is a Tlingit university class and a Tsimshian learners' circle in Juneau that also uses teleconferencing to patch in Native speakers from other communities, and I've been doing some of that myself with Haida lately. It's not the highest-tech solution, but it works pretty good. Háw'aa, Jordan From rtroike at EMAIL.ARIZONA.EDU Sat Mar 11 07:34:50 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sat, 11 Mar 2006 00:34:50 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: Message-ID: Re Mia's comments, it has been my experience that most of the highly touted work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, since we don't know how much learning occurs -- it should be Teaching, "CALT", but it doesn't make as cute an acronym) is really the old paper workbook trans- ferred to a computer costing a thousand dollars, and the software costing several hundreds. I once challenged the editor of a CALL newsletter to give me an example of a program that was not like this, and out of scores or even hundreds of programs, she could cite only a few. Things have improved lately, and the military are using virtual reality software to teach language, but this software is not publicly available, or even viewable. Some of it is outstandingly sophisticated, and is based in part on computer games technology, which Susan Penfield is also working on with a faculty member in the English Dept. here at the University of Arizona. I saw a bit of a report on CBS the other night that said a national study was questioning how much computer programs were in fact improving students' learning. Computer programs are not panaceas, and for child language learning, will never replace the personal interaction with grandparents in the Native language. The most effective -- and least expensive -- way to preserve a language is to have children spend time living with grandparents who are fluent in the language. I've recently begun experimenting with using Power Point to illustrate stages in linguistic change, and I think that it will be effective. I'm trying to show how the famous "Great Vowel Shift" in English operated (where- by words such as "ride", originally with the vowel /iy/ [the vowel of present day "he"] came to be pronounced as /ay/, as it is now. If this works all right, I'll try it to illustrate a shift in language usage spreading geograhically and between age groups. In any event, PowerPoint offers quite a bit of flexibility that can be exploited. Rudy From susan.penfield at GMAIL.COM Sat Mar 11 13:41:13 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 11 Mar 2006 06:41:13 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: <20060311003450.rdq9kw8ogsccok4o@www.email.arizona.edu> Message-ID: All, I certainly agree with Rudy's comments that the best way learn a language (especially because all the culture is also encoded) is through grandpartents, when available. Short of that though, and for the languages I'm working with which are down to just a few speakers, technology does at least offer an attempt to teach (I'll also agree with Mia and Rudy -- we really don't know how much is being learned) the language. AND, for kids who may be spending lots of time with other learning games, why not have one in the native language? I'll invite you to check out the Learning Games Initiative site a the U of A at http://www.mesmernet.org/lgi/ I am reminded by this discussion just how new our field of Indigenous Languages and Technology ( ILAT !!) still is and how much we all need to keep exploring the potential. My guess is that people will show a preference and response to learning much like with other learning styles -- tecnology will be a great path to learning for some; not so good for others. But, as noted, the data is still sparse. Best, Susan On 3/11/06, Rudy Troike wrote: > > Re Mia's comments, it has been my experience that most of the highly > touted > work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, > since > we don't know how much learning occurs -- it should be Teaching, "CALT", > but > it doesn't make as cute an acronym) is really the old paper workbook > trans- > ferred to a computer costing a thousand dollars, and the software costing > several hundreds. I once challenged the editor of a CALL newsletter to > give > me an example of a program that was not like this, and out of scores or > even hundreds of programs, she could cite only a few. Things have improved > lately, and the military are using virtual reality software to teach > language, > but this software is not publicly available, or even viewable. Some of it > is outstandingly sophisticated, and is based in part on computer games > technology, which Susan Penfield is also working on with a faculty member > in > the English Dept. here at the University of Arizona. I saw a bit of a > report > on CBS the other night that said a national study was questioning how much > computer programs were in fact improving students' learning. Computer > programs > are not panaceas, and for child language learning, will never replace the > personal interaction with grandparents in the Native language. The most > effective -- and least expensive -- way to preserve a language is to have > children spend time living with grandparents who are fluent in the > language. > > I've recently begun experimenting with using Power Point to > illustrate > stages in linguistic change, and I think that it will be effective. I'm > trying to show how the famous "Great Vowel Shift" in English operated > (where- > by words such as "ride", originally with the vowel /iy/ [the vowel of > present > day "he"] came to be pronounced as /ay/, as it is now. If this works all > right, I'll try it to illustrate a shift in language usage spreading > geograhically and between age groups. In any event, PowerPoint offers > quite a bit of flexibility that can be exploited. > > Rudy > -- 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 jtucker at starband.net Sat Mar 11 14:59:56 2006 From: jtucker at starband.net (Jan Tucker) Date: Sat, 11 Mar 2006 09:59:56 -0500 Subject: Info Request: Online Learning Best Practices and Language Teaching at a Distance? In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities http://web.njit.edu/~hiltz/collaborative_learning_in_asynch.htm Invited Address at "WEB98" Orlando Florida November 1998, Starr Roxanne Hiltz, New Jersey Institute of Technology Copyright, 1998 ABSTRACTOne of the potential negative effects of online courses is a loss of social relationships and of the sense of community that is usually present on a traditional campus. Evidence is presented that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for Web-based courses to be as effective as traditional classroom courses. ________________________ Here is a paper for beginners to online teaching that emphasizes the importance of the different roles of the instructor in online teaching, and the importance of the learning community. I have read studies that compare learning online to face-to-face learning, so I know they are out there. At the time this was written the information was inconclusive. From my understanding a well designed and delivered online course is as effective as a face-to-face course when best practices in course design and delivery are implemented. The online learning deliver must incorporated the strengths of the medium which are the collaborative learning aspects. Clear directions, and continual monitoring and feedback from teacher to student, and student to student interaction is part of a well designed learning environment. Instructors who employ constructivist learning theory promote learning which in my view and others that is equal if not superior to :sage on the stage" kind of lecture, notes test of face-to-face. The problem as I see it is that institutions are in too quick to buy software, assign instructors to teach without the necessary training and regular evaluation of faculty on best practices. I've been teaching online now since 1998. I started by training myself. Luckily for me I had a mentor who'd built his own online software and was writing his dissertation on collaborative learning in an online environment. My first attempt was was to Dr. Chorost's software as an online component in my face-to-face class. His software The Collaboration Center at University of Texas, Austin [Mike Chorost, 1998] and the constructivist learning theory of teaching gave me a chance to see how my students learned face to face versus how they learned in the class room. Right away it was clear that those students who sit in the back of the room and say nothing now had a voice in the class. Remember at this time most students were computer illiterate and much of what I did was to teach them how to fill in a form online, get an email address, use a discussion board in a scholarly manner and search the WWW. I still have to teach students how to discuss topics in a scholarly manner at the beginning of each term, so the the dialogue is more than a chat. Having had this opportunity to observe students learn and see the improved quality and quantitative of peer to peer dialogue as well as total class participation added a dimension to online learning I hadn't anticipated nor experienced in the face-to-face class room. This is clearly the strength of online learning, the teacher facilitated peer-to-peer interaction. This requires some change of teaching strategies and some instructors need training in how to do this. Students need training also, as they take on new roles and become more active rather than passive learners. Students become mentors, and collaborative learners, and instructors become facilitators learning to ask higher level questions and let go of some of the control they are used to. Students will surprise you when you give them a voice. Often their replies would have been what I would have said in a discussion, and when I've waited and not jumped in to reply a student has done so very effectively. Clearly creating an online learning community where students aren't afraid to express their views, ask questions, and share their knowledge and have a little fun doing it is essential to success in an online classroom. The weaknesses as I see online learning is that it is predominately a read write kind of environment. The challenge is to integrate other technology when possible.This is where Mia's work is essential. Mia is creating the interactive Media that is essential to support a well designed and structured learning environment. I accomplish this integration now using WebCT and Blackboard software, and by using textbooks that come with CD's, and companion websites that offer visual and auditory components, adding websites that have interactive learning components such as tutorials, practices quizzes, audio vocabulary, and flash games. Another weakness I believe is that some learners are not mature and responsible enough yet for this method of learning which requires more time on task, and more discipline, and the individual must be highly motivated to learn. For adult learners, motivated to learn online learning can be very effective, comparable to face to face learning in my view when the an instructor is trained in online course delivery and effective learning theory. It is important at the start of any online learning experience to give the students an opportunity to discuss the difference, and share their experience in face-to-face and online courses. Often the experienced online learners give helpful advise to the newbies and the mentoring and community building needed for promoting quality online learning and positive experiences for students begins at this time. Now language teaching is new to me, so I'd advise those wanting to teach language online to talk to others doing so. I'm sure that online teaching best practices will apply and that there may be other things that I'm not aware of and I hope that those on this list will share best practices in the teaching of language online. I offer a few questions, When teaching across large geographic areas with few resources what are your alternatives? How can online delivery enhance and promote revitalization even if it has weaknesses? What are the strengths and weakness experienced by those teaching and learning at a distance now? What are the barriers to implementing language learning at a distance? What are the advantages to implementing learning at a distance? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 4:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From jtucker at starband.net Sat Mar 11 18:34:01 2006 From: jtucker at starband.net (Jan Tucker) Date: Sat, 11 Mar 2006 13:34:01 -0500 Subject: Info Request In-Reply-To: <001501c64438$e7715760$0200a8c0@LFPMia> Message-ID: "There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. " ================== This paper offers some help to those who'd like to assess the interactivity of their current distance learning programs and consider the importance of this issue in their design and delivery. There are references to studies on learning outcomes and bibliographies M. D. Roblyer, and Leticia Ekhaml (2000). How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning http://www.westga.edu/~distance/roblyer32.html , * This paper was one of three selected as a "Best Paper" among DLA 2000 proceedings, Callaway, Georgia, June 7-9, 2000. The article below is for you Mia, I thought you'd find it interesting, and I'd be interested in your interpretation of the article. I quoted a segment verbatim below. As I read, I found support for many "best practices" in web based learning based on knowledge of the how the brain learns. Katrina A. Meyer assertions about what is needed in a well designed web based learning environment corroborate well what I'm seeing from my own teaching experience and informal assessments and student reports of their learning experience. The implication of Brain Research for Distance Education.http://www.westga.edu/~distance/ojdla/fall63/meyer63.html Abstract This article presents information drawn from research on brain processes that impact perception, memory, learning, and understandings about the world. This information is related to the use of interactive video and the Web in distance education through a discussion of how best to enhance learning - or mitigate problems caused - through the use of these technologies. Creating a "New Brain" Through Media? Healy (1999) argues that based on what we know about brain development in children, new computer media may be responsible for developing brains that are largely different from the brains of adults. This is because "many brain connections have become specialized for . . . media" (p. 133); in this view, a brain formed by language and reading is different from a brain formed by hypermedia. Different media lead to different synaptic connections being laid down and reinforced, creating different brains in youngsters raised on fast-paced, visually-stimulating computer applications and video games. "Newer technologies emphasize rapid processing of visual symbols . . . and deemphasize traditional verbal learning . . . and the linear, analytic thought process . . . [making it] more difficult to deal with abstract verbal reasoning" (Healy, 1999, p. 142). The implications for higher education of this view are two-fold. First, it is likely that students arriving in higher education will have different brains (formed by years at video games, computer simulations, and web researches) than their teachers (whose brains were formed by early experiences with text). This disjunction is likely to cause communication problems and different perceptions of what is a well-designed (or useful, relevant, or cool) learning experience. Furthermore, as new media come on the scene and are adopted by schools and families, they will continue to "affect the underlying neural circuitry that is being established during childhood and adolescence" (Healy, 1999, p. 131). That means further changes in the brain structures and capabilities of each group of students are likely, thereby creating ever more differences to the brain capabilities and understandings of older or more traditionally educated faculty. If Healy is correct, then higher education may need to use media and web-based materials to capitalize upon the next generation's brain connections. However, more traditional instructional methods should also be used to ensure that students are able to reason in traditional linear and logical fashion. Given the web's ability to present long sections of text and retain some of the characteristics of linear discourse, it may be a tool that is sufficiently flexible as to support both aims. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Friday, March 10, 2006 6:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Sue Penfield was saying that we really need to start writing in the intersection between language and E-learning. I think that the reason not many people replied is just because there isn’ t anything out there: Last night in my dissertation class, people were talking about all the “choices” they could make about how far back they went in time for their lit review, and what views to choose, and what schools to include . . they were looking at the canon as a cornucopia, a vast area of “choice”. So I pulled out my book on Rough Rock by Teresa McCarty and Mary Eunice Romero’s dissertation and showed how the canon was very sparse, and Teresa and Mary Eunice used ethnography to provide the background and context that in other documents was being established by the lit review. I also talked about how the “feel” of the writing was different, because when you are referencing, you can just say (Gibbs, 1995), and people either know Raymond Gibbs, or they can go read him. But when its from the People, you have to write a paragraph or two that includes what they say, and how you see it contributing in your context. People were stunned to see it from that point. I got to talk about gatekeeping, and how difficult it was to create a canon before some Native critical pedagogists started writing and pointing out differences between what Sandy Grande (Quecha) calls Red Pedagogy and the expectations embedded in pedagogies for white and Black/African American students, both of whom are very assimilationist. Of course, I should say that there isn’t all that much good research on E-learning. There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. People don’t know how to do animations and sound, create the rich materials that make learning so much easier. They are still into that, Okay, now your challenge as a student is to translate and interpret this long string of text into something that makes sense to you, and then, in the same step as you a building the basic understandings, I want you to extrapolate to new ideas and new understandings. (Doesn’t happen; too much cognitive work in too short a space). Mia ---------------------------------------------------------------------------- -- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Thursday, March 09, 2006 6:36 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Good question Andre, and I was hoping for more answers from our ILAT subscribers. Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses. By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > 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 gmccone at NAL.USDA.GOV Sat Mar 11 20:25:54 2006 From: gmccone at NAL.USDA.GOV (Gary McCone) Date: Sat, 11 Mar 2006 15:25:54 -0500 Subject: NYTImes article Message-ID: March 7, 2006 New York Times article: Linguists Find the Words, and Pocahontas Speaks Again http://www.nytimes.com/2006/03/07/science/07lang.html?_r=2&oref=slogin&o ref=slogin Gary K. McCone Associate Director, Information Systems National Agricultural Library 10301 Baltimore Avenue Beltsville, Maryland 20705-2351 (301) 504-5018 Fax. (301) 504-6968 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sun Mar 12 21:58:53 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 12 Mar 2006 14:58:53 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: <39a679e20603110541p23cca7e5s2699176809a081dc@mail.gmail.com> Message-ID: There are number learning games on my site, too. There is a crossword puzzle one in about 6 languages. :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, March 11, 2006 6:41 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Computers as expensive electronic workbooks All, I certainly agree with Rudy's comments that the best way learn a language (especially because all the culture is also encoded) is through grandpartents, when available. Short of that though, and for the languages I'm working with which are down to just a few speakers, technology does at least offer an attempt to teach (I'll also agree with Mia and Rudy -- we really don't know how much is being learned) the language. AND, for kids who may be spending lots of time with other learning games, why not have one in the native language? I'll invite you to check out the Learning Games Initiative site a the U of A at http://www.mesmernet.org/lgi/ I am reminded by this discussion just how new our field of Indigenous Languages and Technology ( ILAT !!) still is and how much we all need to keep exploring the potential. My guess is that people will show a preference and response to learning much like with other learning styles -- tecnology will be a great path to learning for some; not so good for others. But, as noted, the data is still sparse. Best, Susan On 3/11/06, Rudy Troike wrote: Re Mia's comments, it has been my experience that most of the highly touted work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, since we don't know how much learning occurs -- it should be Teaching, "CALT", but it doesn't make as cute an acronym) is really the old paper workbook trans- ferred to a computer costing a thousand dollars, and the software costing several hundreds. I once challenged the editor of a CALL newsletter to give me an example of a program that was not like this, and out of scores or even hundreds of programs, she could cite only a few. Things have improved lately, and the military are using virtual reality software to teach language, but this software is not publicly available, or even viewable. Some of it is outstandingly sophisticated, and is based in part on computer games technology, which Susan Penfield is also working on with a faculty member in the English Dept. here at the University of Arizona. I saw a bit of a report on CBS the other night that said a national study was questioning how much computer programs were in fact improving students' learning. Computer programs are not panaceas, and for child language learning, will never replace the personal interaction with grandparents in the Native language. The most effective -- and least expensive -- way to preserve a language is to have children spend time living with grandparents who are fluent in the language. I've recently begun experimenting with using Power Point to illustrate stages in linguistic change, and I think that it will be effective. I'm trying to show how the famous "Great Vowel Shift" in English operated (where- by words such as "ride", originally with the vowel /iy/ [the vowel of present day "he"] came to be pronounced as /ay/, as it is now. If this works all right, I'll try it to illustrate a shift in language usage spreading geograhically and between age groups. In any event, PowerPoint offers quite a bit of flexibility that can be exploited. Rudy -- 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 Mon Mar 13 18:37:46 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Mar 2006 11:37:46 -0700 Subject: Broadcasting In Cherokee (fwd) Message-ID: Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it’s very important to keep our language alive cause once your language is gone, it’s gone.” Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Mar 13 19:31:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Mar 2006 12:31:57 -0700 Subject: Laguna Colony members meet to keep language, traditions alive (fwd) Message-ID: Laguna Colony members meet to keep language, traditions alive © Indian Country Today March 13, 2006. _All Rights Reserved_ Posted: March 13, 2006 by: The Associated Press[1] http://www.indiancountry.com/content.cfm?id=1096412633 [AP Photo/The Albuquerque Journal, Marla Brose_ -- Ulysses Grant Paisano, 93, posed for a photograph Feb. 23 in Albuquerque, N.M. Known as ''U.G.,'' Paisano remembers the beginnings of the Laguna Colony of Albuquerque. The colonies grew out of an unlikely arrangement when Laguna Pueblo leaders chose not to sell right-of-ways through their lands to railroads, instead trading access for railroad building jobs for pueblo members.] BY LESLIE LINTHICUM -- ALBUQUERQUE JOURNAL ALBUQUERQUE, N.M. (AP) - Even though their reservation is only 45 miles away, members of the Laguna Colony of Albuquerque get together every two weeks to stay in touch with pueblo business, to keep the Keresan language alive and to simply feel part of a tribal community in a big, impersonal city. They've been doing it for 50 years, ever since a then-middle-aged BIA employee thought the Albuquerque Lagunas should have a voice in the pueblo. Today, the founder of the colony, Ulysses Grant Paisano, is 93 and still active in the Laguna Colony. Known as ''U.G.,'' Paisano remembers the beginnings of the colony. The first meeting took place on Feb. 16, 1956, in the old Albuquerque Indian School auditorium, and about 60 people turned out. Paisano didn't anticipate such longevity for the colony, but he's glad it persisted. Without the organization, he said, ''We would be kind of lost.'' Laguna colonies grew out of an unlikely arrangement between a rail company and the Laguna Pueblo that sent tribal members west to work on the railroad. When the Atchison, Topeka & Santa Fe Railroad shopped for right-of-ways for its westward expansion in the late 19th century, Laguna Pueblo leaders chose not to sell the rights to access through their land but trade it for jobs for pueblo members. Satellite Laguna communities grew up in Barstow and Richmond, Calif.; in Winslow, Ariz.; and in Gallup - strung along the railroad tracks in a symbiotic arrangement that helped build and run the rails while keeping families and their culture intact. Thelma Atsye, the secretary of the Albuquerque colony, grew up in the Barstow Laguna colony, a village of 50 or more Laguna families living up against the tracks. ''The railroad provided housing - box cars set up right next to the railroad tracks,'' Atsye said. The place was called the ''Indian camp'' and the kids were known as ''box car kids.'' Living in the camp wasn't considered a hardship, however. Fathers of the kids had jobs building or maintaining rail track. Mothers worked in railroad hotels and tended the home fires in the box car camp, some building adobe hornos and stoking fires to make traditional bread. Language was a mixture of English and Keresan, and feast days were celebrated with traditional dances in the California desert. ''The way that the box cars were situated, we had a plaza,'' Atsye said. Colony members sealed off the plaza from outside eyes to do private religious dances and left it open for social dances on the St. Joseph feast days in March and September. When the rail work lapsed, so did the colonies. Some rail workers and their families found work and homes near the box car towns, but most moved home to Laguna or settled in cities like Albuquerque. Paisano was living in Albuquerque and working as a supply superintendent for the BIA in the early 1950s when he became chairman of a finance committee to revise the Laguna constitution to give the tribe a legal mechanism to give per capita distributions of royalties that began piling up when the mine opened in 1953. After traveling to the rail colonies to explain the constitution changes, Paisano saw the need for an Albuquerque Colony to keep Albuquerque Lagunas apprised of tribal business. His daughter, Cheryl, said the original intent of the Albuquerque colony was to help city Lagunas stay informed. Laguna Pueblo consists of seven villages and each has representation on the tribal council. Each week, after the council meets, representatives go back to the villages for a second meeting to tell villagers what the council discussed and acted on. City dwellers had jobs and families and found it difficult to make the 90-mile round trip once a week to attend meetings. These days, colony members meet twice each month and review the minutes of the past tribal council meetings. Colony members may also vote by absentee ballot. About 500 registered Laguna Pueblo members live in the greater Albuquerque area; about 300 are 18 or older and qualify for membership in the colony. Cynthia Figueroa-McInteer, a 43-year-old architect who lives in Albuquerque, is serving a two-year term as chairman of the colony, a way to keep in touch with a reservation she has not lived on for 33 years. Laguna on her maternal grandfather's side, Figueroa-McInteer has lived in Albuquerque since she was 10. Laguna Colony activities help her and her two sons stay in touch with tribal culture. There have been weaving classes and classes designed to keep alive cross-stitch, which is used on ceremonial aprons. Laguna Colony members also get together during the New Mexico State Fair to help sell fry bread and stew at their stand in Indian Village. ''I have a nice connection to Laguna people that I wouldn't have otherwise,'' she said. From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 13 19:49:15 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 13 Mar 2006 12:49:15 -0700 Subject: Broadcasting: RadPed In-Reply-To: <20060313113746.zs4occoc00ckw4ko@www.email.arizona.edu> Message-ID: I would like to propose a radical pedagogy of language revitalization. You know how “experts” are always saying X language could be extinct in Y generations, setting up a situation for a self-fulfilling prophecy? I think we need to replace these experts with People who talk about how languages are living. . . and how technology in the hands of people who care is helping them. I think we need new experts. I’m going to borrow the word naataanii from Diné Bizaad. Sorry it’s not spelled correctly. It means leader . . . A Radical Pedagogy of New Leaders for Language Revitalization. :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, March 13, 2006 11:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Broadcasting In Cherokee (fwd) Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it’s very important to keep our language alive cause once your language is gone, it’s gone.” Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Mon Mar 13 19:59:39 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Mon, 13 Mar 2006 13:59:39 -0600 Subject: Broadcasting: RadPed In-Reply-To: <002201c646d7$38e59200$0200a8c0@LFPMia> Message-ID: Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how “experts” are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From jtucker at starband.net Mon Mar 13 20:10:35 2006 From: jtucker at starband.net (Jan Tucker) Date: Mon, 13 Mar 2006 15:10:35 -0500 Subject: Broadcasting: RadPed In-Reply-To: <002201c646d7$38e59200$0200a8c0@LFPMia> Message-ID: Mia, maybe the concept of "survivance" can be applied to language revitalization. I first heard this concept at the National Museum of American Indians. I excerpted this from a course listing http://people.umass.edu/hist594/ History 594L by Alice Nash JACK FOLEY : Why do you use [“survivance”] rather than "survival," which is the word more commonly used? GERALD VIZENOR : Survival suggests more of a reaction, and that's that. It's tied to something and describes the circumstances of a response, a survival. My idea is that we understand what dominance is, a condition; we know it in many, many forms in time and place and circumstance. We need a word like dominance that speaks and is understood in the context of our will to live. JACK FOLEY : And "survivance" sounds like "dominance." GERALD VIZENOR : It's as powerful as "dominance." SURVIVANCE . . . is more than survival. Survivance means redefining ourselves. It means raising our social and political consciousness. It means holding on to ancient principles while aggressively embracing change. Survivance is about how we continue to be Native in rapidly changing times. It means doing what is necessary to keep our cultures alive. The term was first put forward by Anishinaabe scholar Gerald Vizenor in his book Manifest Manners: Postindian Warriors of Survivance (1994). Source: "A Chance of Survivance": An Interview with Gerald Vizenor, Conclusion . Broadcast on Cover to Cover , KPFA-FM, 8/26/96. Online at http://www.alsopreview.com/columns/foley/jfvizenor2.html Text from the Our Lives exhibit at the National Museum of the American Indian, Washington, D.C. Jolene Rickard, guest curator, and Gabrielle Tayac, NMAI, 2004. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Monday, March 13, 2006 2:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed I would like to propose a radical pedagogy of language revitalization. You know how “experts” are always saying X language could be extinct in Y generations, setting up a situation for a self-fulfilling prophecy? I think we need to replace these experts with People who talk about how languages are living. . . and how technology in the hands of people who care is helping them. I think we need new experts. I’m going to borrow the word naataanii from Diné Bizaad. Sorry it’s not spelled correctly. It means leader . . . A Radical Pedagogy of New Leaders for Language Revitalization. J ---------------------------------------------------------------------------- -- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, March 13, 2006 11:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Broadcasting In Cherokee (fwd) Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it’s very important to keep our language alive cause once your language is gone, it’s gone.” Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From Rrlapier at AOL.COM Tue Mar 14 02:02:38 2006 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Mon, 13 Mar 2006 21:02:38 EST Subject: Job -- NAS Adjunct Professor Message-ID: The University of Montana invites applications for a one year full-time non-tenure-track Adjunct Assistant Professor (Sabbatical Replacement) position in Native American Studies for the 2006-07 academic year. This person will teach three courses per semester. A required course will be: Intro to Native American Studies. Possible other courses may include: Native American Religion & Philosophy and Oral & Written Native American Traditions. While the individual will not be required to serve on committees, he/she will be encouraged to participate in local and campus cultural events and to serve as a role model to students. Candidates must possess an ABD in an NAS field with a background on Native American ecological perspectives and/or environmental studies; a record of excellence in undergraduate teaching; and a scholarly research agenda. Preferred qualifications include a Ph.D. degree with an interdisciplinary approach, in a primary field appropriate to NAS and teaching experience in undergraduate Native American Studies. Additional information about the Native American Studies Department can be found at: http://www.umt.edu/nas. The University offers a competitive salary and benefits package and the opportunity to live in one of the finest small towns in America. Send letter of application, current vita, and three current letters of recommendation to: Dr. Kathryn Shanley, Native American Studies, The University of Montana, 600 University Avenue, Missoula, MT  59812; Ph: 406-243-5831, Fax: 406-243-6432. Review of candidates will begin on 31 March 2006 and continue until the position is filled. www.umt.edu. In accordance with University regulations, finalists for this position will be subject to criminal background investigation. The University of Montana is an equal opportunity/affirmative action employer and encourages applications from qualified women, minorities, Vietnam era veterans, and persons with disabilities. Position eligible for veterans’ preference in accordance with State law. This position announcement can be made available in alternative formats upon request. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 14 03:27:37 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 13 Mar 2006 20:27:37 -0700 Subject: Broadcasting: RadPed In-Reply-To: <4415CF2B.9030901@gmail.com> Message-ID: Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From jeps at SBCGLOBAL.NET Wed Mar 15 03:41:58 2006 From: jeps at SBCGLOBAL.NET (Jesse Gaskell) Date: Tue, 14 Mar 2006 19:41:58 -0800 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: This conversation reminds me of the words spoken to indigenous people around the turn of the century. Some Elders reflect that their grandparents told them that they were extinct. Languages don't die from not using them they die from not remembering them........said one old wise Elder. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Mia Kalish Sent: Monday, March 13, 2006 7:28 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct > in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From susan.penfield at GMAIL.COM Tue Mar 14 13:38:52 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 14 Mar 2006 06:38:52 -0700 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: One positive change I am seeing is the notion that languages that have been well documented are not dead, but 'sleeping' or 'dormant' -- A very nice presentation at the GURT conference recently was by Wesley Leonard (Miami) who suggested a revised classification of languages based on the fact that some languages are just 'sleeping' -- and can be reawakened with new approaches and commitment to revitalization. S. On 3/13/06, Mia Kalish wrote: > > Hi, Claire :-) > > It's that "repetitive" thing you know: Experts . . . . Language dead . . > . > > And we hear it over and over and over, like a mantra. When I saw that > thing > come in about Cherokee today, I really wanted to peak over the edge of my > cubicle and say, Nope, that's not true. We are doing all these things over > here to make sure its not true. > > Hope you are well. > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Monday, March 13, 2006 1:00 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Broadcasting: RadPed > > Mia's theory of a self-fulfilling prophecy implies that people listen to > experts, which I'm not convinced about at all :) > Claire > > Mia Kalish wrote: > > I would like to propose a radical pedagogy of language revitalization. > > > > > > > > You know how "experts" are always saying X language could be extinct in > > Y generations, setting up a situation for a self-fulfilling prophecy? > > > > > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 14 14:21:32 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 14 Mar 2006 07:21:32 -0700 Subject: Broadcasting: RadPed In-Reply-To: <39a679e20603140538r35a3108ft84f8e0fb233d2d36@mail.gmail.com> Message-ID: I saw Wes' presentation at SSILA and he was wonderful. He has a really good vision of how to present language so that the learner's brain has enough material of the right kind to disambiguation the syntax patterns. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, March 14, 2006 6:39 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed One positive change I am seeing is the notion that languages that have been well documented are not dead, but 'sleeping' or 'dormant' -- A very nice presentation at the GURT conference recently was by Wesley Leonard (Miami) who suggested a revised classification of languages based on the fact that some languages are just 'sleeping' -- and can be reawakened with new approaches and commitment to revitalization. S. On 3/13/06, Mia Kalish wrote: Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto: ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 14 19:45:54 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 14 Mar 2006 12:45:54 -0700 Subject: meadowlarkheart.org (link) Message-ID: 'ehe ta'c halaXp (good day), Here is link to a new website I am beginning to piece together (in progress).  In the coming year, keep an eye on this site for news and info (even though not much is there now!). http://www.meadowlarkheart.org/ The site is designed to support the language doucmentation and revitalization efforts being carried out for the southern Columbia Plateau languages: Nez Perce and Sahaptin.  Also, the Sahaptian Language Conference at Heritage College, Toppenish, WA was a success!  It was really exciting to hear, see, and be encouraged by one and all.  Phil Cash Cash (Cayuse/Nez Perce) thlepthlepníme (at area of the butterflies, Lapwai, ID) Joint Program in Anthropology and Linguistics Universiy of Arizona ps: Why meadowlarkheart?  The our knowledgable elders used to feed a meadowlark heart to a young child (baby) so they would grow up to become great speakers of languages! :-) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 14 19:54:14 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 14 Mar 2006 12:54:14 -0700 Subject: meadowlarkheart.org (link) In-Reply-To: <20060314124554.b40osk044gggww8c@www.email.arizona.edu> Message-ID: My apologies for the spelling and grammar...because I use so much Nez Perce language for my emails my grammar/spell check is permanently turned off! ;-) Philcc -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Tue Mar 14 20:01:49 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Tue, 14 Mar 2006 14:01:49 -0600 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: Hi Mia, I read something somewhere once about what I'll call the F* you factor in language maintenance. I can't remember where I read this, and that's my paraphrase (sorry if it offends anyone, but it's catchy). Basically the idea was that some communities under pressure from English (this was in Australia and the US) went to extraordinary lengths to make sure the kids learnt the language as a type of protest - the "you might try to kill our language but you can't and we'll spite you by learning it anyway" fighting philosophy. But now there's (some) funding and people don't get beaten up in the street on a regular basis for speaking an Indigenous language, the threat isn't perceived as quite as urgent, and the danger is actually greater. Claire Mia Kalish wrote: > Hi, Claire :-) > > It's that "repetitive" thing you know: Experts . . . . Language dead . . . > > And we hear it over and over and over, like a mantra. When I saw that thing > come in about Cherokee today, I really wanted to peak over the edge of my > cubicle and say, Nope, that's not true. We are doing all these things over > here to make sure its not true. > > Hope you are well. > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Monday, March 13, 2006 1:00 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Broadcasting: RadPed > > Mia's theory of a self-fulfilling prophecy implies that people listen to > experts, which I'm not convinced about at all :) > Claire > > Mia Kalish wrote: >> I would like to propose a radical pedagogy of language revitalization. >> >> >> >> You know how "experts" are always saying X language could be extinct in >> Y generations, setting up a situation for a self-fulfilling prophecy? >> >> > > From rtroike at EMAIL.ARIZONA.EDU Wed Mar 15 11:21:29 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 15 Mar 2006 04:21:29 -0700 Subject: Radical pedagogy In-Reply-To: Message-ID: The most radical pedagogy is still arranging for children to live with grandparents, or spend part of each day with them, so that the circle of language will not be broken. Huge sums of money and enormous amounts of effort have been expended trying to set up teaching programs and create teaching materials, most of which have disappeared into the sand. As someone said when schools were set up to teach Yiddish in New York City, where the language is rapidly disappearing, "You know a language is in trouble when they start creating schools to teach it." The last speaker of Tonkawa told me that the only reason he knew the language (even if imperfectly was that because of the divorce of his parents, he had been sent to live with his grandparents for several years, and his grandmother insisted in talking to him in Tonkawa, telling him that he would be the last speaker of the language -- a prediction that came true. I'm delighted to hear all of the initiatives for supporting the maintenance of Cherokee. It is not too many years ago that the then chief of the tribe gave a speech announcing that the tribe had received a grant for bilingual education, and added that he hoped that this would at last get rid or the language, which he considered the major obstacle to student's school achievment. Rudy Troike From rtroike at EMAIL.ARIZONA.EDU Wed Mar 15 11:31:37 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 15 Mar 2006 04:31:37 -0700 Subject: Language suppression In-Reply-To: Message-ID: Claire, That's exactly the ironic case with Yiddish. It survived for centuries in the ghettos in Germany and Russia precisely because the Jews were segregated and oppressed. When New York City became the largest community of Yiddish speakers in the world, but without oppression, the language began to disappear. Rudy From MiaKalish at LEARNINGFORPEOPLE.US Wed Mar 15 14:36:44 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 15 Mar 2006 07:36:44 -0700 Subject: Language suppression In-Reply-To: <20060315043137.xlg8wsosgs0k8o0w@www.email.arizona.edu> Message-ID: Hi, Rudy & Claire, I know the power of resistance to oppression, and agree with you heartily. I wonder if I would have some of my more "lovable" traits if my family hadn't tried so hard to make me a "nice" lady (You know, husband, white picket fence, children, grandchildren, never raise my voice). Wow. All that failed :-). Today, I build software and love every minute of it. However, there is also the issue of prestige. I think (and hope and pray) that by increasing the academic attention paid to a) languages; b) being able to create everyday materials in those languages; c) getting tools into the community for reading and writing in the languages, that we will be able to change people's perspective on them, and so stem the tide. As an aside, I lived with my grandparents, but my father fought my learning their multiple languages because he wanted me "to be American". The battle became so fierce that, at 3 and a half, I stopped talking to him (on his occasional visits) for 4 months. But the upshot was that my grandmother was afraid of him and wouldn't teach me any more. Mia :-) -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rudy Troike Sent: Wednesday, March 15, 2006 4:32 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Language suppression Claire, That's exactly the ironic case with Yiddish. It survived for centuries in the ghettos in Germany and Russia precisely because the Jews were segregated and oppressed. When New York City became the largest community of Yiddish speakers in the world, but without oppression, the language began to disappear. Rudy From gforger at EMAIL.ARIZONA.EDU Thu Mar 16 20:18:22 2006 From: gforger at EMAIL.ARIZONA.EDU (Garry Forger) Date: Thu, 16 Mar 2006 13:18:22 -0700 Subject: Inside Higher Education article In-Reply-To: <20060315042129.xdc040gs448gc4oo@www.email.arizona.edu> Message-ID: Pathways for Indian Student Success American Indian students are the least likely of all college-goers to earn a degree, and they’re more likely than members of any other racial group to drop out, according to federal data. Research to date hasn’t been able to explain all of the hows and whys behind this phenomenon, but many student affairs professionals say that it’s time to tackle the problem. the complete article at http://insidehighered.com/news/2006/03/15/indians ___________________________________________ 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 greg.dickson at KATHLANGCENTRE.ORG.AU Thu Mar 16 23:34:45 2006 From: greg.dickson at KATHLANGCENTRE.ORG.AU (Greg Dickson) Date: Fri, 17 Mar 2006 09:04:45 +0930 Subject: Broadcasting: RadPed In-Reply-To: <4417212D.9020301@gmail.com> Message-ID: I hear what you guys are saying about the f-you factor. I see it in my work where of the two communities I work in, the one that had a missionary school banning traditional language now has a strong group of middle aged people who are keen for language revitalisation and working at it whereas the other one that didn't seems to have a lot more apathy about their language. However, I still have the feeling the even more powerful than the f-you factor is being educated about your language: having metalinguistic awareness about your language and learning how to read and write your traditional language. I believe that pencil, paper and the written word are still very much 'technologies' for indigenous languages that don't have an extensive written tradition. My two cents. Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au On 15/03/2006, at 5:31 AM, Anggarrgoon wrote: > Hi Mia, > I read something somewhere once about what I'll call the F* you factor > in language maintenance. I can't remember where I read this, and > that's my paraphrase (sorry if it offends anyone, but it's catchy). > Basically the idea was that some communities under pressure from > English (this was in Australia and the US) went to extraordinary > lengths to make sure the kids learnt the language as a type of protest > - the "you might try to kill our language but you can't and we'll > spite you by learning it anyway" fighting philosophy. But now there's > (some) funding and people don't get beaten up in the street on a > regular basis for speaking an Indigenous language, the threat isn't > perceived as quite as urgent, and the danger is actually greater. > Claire > > Mia Kalish wrote: >> Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . >> Language dead . . . >> And we hear it over and over and over, like a mantra. When I saw that >> thing >> come in about Cherokee today, I really wanted to peak over the edge >> of my >> cubicle and say, Nope, that's not true. We are doing all these things >> over >> here to make sure its not true. Hope you are well. Mia >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Anggarrgoon >> Sent: Monday, March 13, 2006 1:00 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Broadcasting: RadPed >> Mia's theory of a self-fulfilling prophecy implies that people listen >> to experts, which I'm not convinced about at all :) >> Claire >> Mia Kalish wrote: >>> I would like to propose a radical pedagogy of language >>> revitalization. >>> >>> >>> You know how "experts" are always saying X language could be extinct >>> in Y generations, setting up a situation for a self-fulfilling >>> prophecy? >>> >>> > From MiaKalish at LEARNINGFORPEOPLE.US Fri Mar 17 03:47:17 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 16 Mar 2006 20:47:17 -0700 Subject: Broadcasting: RadPed In-Reply-To: <5e2779ed2f8d4abcc41a5390efacd27f@kathlangcentre.org.au> Message-ID: I think that part of the reason why Indigenous languages are held is such low regard is because they only "technologies" they have is paper and pencil. The more Prestigious languages are taught in schools, studied, and have rich supporting technologies in terms of computer operating systems and computer-based applications. Maori is now a (or will soon be) a Prestigious language. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Greg Dickson Sent: Thursday, March 16, 2006 4:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed I hear what you guys are saying about the f-you factor. I see it in my work where of the two communities I work in, the one that had a missionary school banning traditional language now has a strong group of middle aged people who are keen for language revitalisation and working at it whereas the other one that didn't seems to have a lot more apathy about their language. However, I still have the feeling the even more powerful than the f-you factor is being educated about your language: having metalinguistic awareness about your language and learning how to read and write your traditional language. I believe that pencil, paper and the written word are still very much 'technologies' for indigenous languages that don't have an extensive written tradition. My two cents. Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au On 15/03/2006, at 5:31 AM, Anggarrgoon wrote: > Hi Mia, > I read something somewhere once about what I'll call the F* you factor > in language maintenance. I can't remember where I read this, and > that's my paraphrase (sorry if it offends anyone, but it's catchy). > Basically the idea was that some communities under pressure from > English (this was in Australia and the US) went to extraordinary > lengths to make sure the kids learnt the language as a type of protest > - the "you might try to kill our language but you can't and we'll > spite you by learning it anyway" fighting philosophy. But now there's > (some) funding and people don't get beaten up in the street on a > regular basis for speaking an Indigenous language, the threat isn't > perceived as quite as urgent, and the danger is actually greater. > Claire > > Mia Kalish wrote: >> Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . >> Language dead . . . >> And we hear it over and over and over, like a mantra. When I saw that >> thing >> come in about Cherokee today, I really wanted to peak over the edge >> of my >> cubicle and say, Nope, that's not true. We are doing all these things >> over >> here to make sure its not true. Hope you are well. Mia >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Anggarrgoon >> Sent: Monday, March 13, 2006 1:00 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Broadcasting: RadPed >> Mia's theory of a self-fulfilling prophecy implies that people listen >> to experts, which I'm not convinced about at all :) >> Claire >> Mia Kalish wrote: >>> I would like to propose a radical pedagogy of language >>> revitalization. >>> >>> >>> You know how "experts" are always saying X language could be extinct >>> in Y generations, setting up a situation for a self-fulfilling >>> prophecy? >>> >>> > From andrekar at NCIDC.ORG Fri Mar 17 04:14:51 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 16 Mar 2006 20:14:51 -0800 Subject: Lakota Consortium Message-ID: Lakota on Path to Recapture Language PINE RIDGE, S.D., March 15 (AScribe Newswire) -- The Lakota Sioux language, made famous through its portrayal in the 1990 film "Dances with Wolves," is now one of only a small handful of Native American languages with enough remaining speakers to survive into the next generation, announced a major language organization. Lakota is currently one of the last major Native American language hold-outs in what is a worldwide crisis of linguistic extinctions. To keep the Lakota language from disappearing completely, an ambitious revitalization campaign has been organized by a group of tribal leaders and linguists. The campaign is spearheaded by the nonprofit Lakota Language Consortium, which develops the Lakota- language teaching materials used in 23 area schools and which trains language teachers. The organization's goal is to encourage the use of the language by a new generation of speakers. Children using the group's language materials become proficient in Lakota by the fifth year of use. The group plans to have a fully sequenced curriculum that students can follow from first grade through college. The consortium's latest Level 2 textbook is currently being distributed to schools across Indian country. For Leonard Little Finger, the great-great-grandson of Chief Big Foot and one of the group's co-founders, the textbooks symbolize an important milestone for the Lakota. Little Finger notes that, "the effects of government policies were profoundly destructive to our language and our ability to pass it on to our children. These materials are so important because they are the first ever designed to raise children to speak Lakota. Not since before our great-grandparents were confined to the reservations, have we been allowed to raise our children speaking the language. As Lakotas, we will not let our language die, and these books give me hope that my grandchildren, at least, will have the privilege to speak their language." Tribal elders and traditional leaders have made it a priority to keep the language alive for future generations. 81-year-old Clarence Wolf Guts, the last surviving Lakota code talker from WWII, points out that, "our people need to know that Lakota had an important position and to learn to be proud to speak Lakota. It is good that the kids are now learning Lakota in the schools." Oglala Sioux Tribe Vice-President, Alex White Plume, shares this opinion and explains that through the group's efforts, ³we are finally making some progress in teaching the language to the children.² The group recently received the nation's leading language revitalization award, the Ken Hale Prize, from the Society for the Study of the Indigenous Languages of the Americas. The consortium was distinguished for its outstanding community language work and deep commitment to the promotion and revitalization of Lakota. Still, the group's Linguistic Director, Jan Ullrich, points out that, "revitalizing a language is no easy task and much more needs to be done to educate the public about the state of endangered languages and the needs of indigenous peoples." Ullrich concedes that Native American language loss is an enormous though silent crisis. "The fact is, few people know about the seriousness of the language crisis - that there are perhaps only a dozen languages that have a chance of surviving in the United States out of the original five hundred. When a language disappears, we lose an important record of our human experience - our linguistic heritage. Languages encompass a people's unique and irreplaceable songs, prayers, stories, and ways of seeing the world. Ninety percent of these repositories of knowledge will pass into oblivion unless we do something about it." The organization's goal is to expand its revitalization efforts beyond the classroom and to more actively bring the language back into use within the community. They aim to provide incentives for young people to speak the language, to develop Lakota-language television programming, and to expand the literature available in the language. They model their actions on the best practices of other successful language revival efforts from around the world. However, the group's Executive Director, Wilhelm Meya says that funding continues to be the primary obstacle to the return of the language, "government aid is almost nonexistent and there are very few grants available for endangered languages. Individual donations seem to be the only hope endangered languages like Lakota have." Luckily, there are other people besides the Lakota themselves who want to see the language preserved. Meya explains that support for the group's effort has come from a number of less common sources such as German nonprofit organizations like the Tatanka Oyate Verein. "We have had to be creative to garner support for our efforts. It's very important that we succeed," Meya says. He also cites several other unique donors to the Lakota language, including the Washington Redskins Charitable Foundation and Sioux Tools. Meya notes that the sports franchise, in particular, "is committed to helping the Lakota language and is a very proud supporter of our cause." Meya explains that individual donors have also played a significant role in helping language rescue efforts. One such donor, Jim Brown of Bemidji, Minnesota, is ardent about the need to support Lakota. He emphasizes, "it is my duty to do whatever I can to help Native American cultures survive. I'm very pleased to be part of this effort to keep the Lakota language alive and available to all of us." The remaining Lakota speakers are acutely aware of the high cost of the potential loss of their language. Elmer Bear Eagle, a resident of Wounded Knee, remembers with fondness when most people still spoke Lakota and laments the current state of the language. As an extra in "Dances with Wolves," he was very glad to be able to speak Lakota in the film but observes that, "if we can't save our language soon, all of our children will need to read the subtitles in the movie, just like everybody else, to understand what it being said in Lakota. Then, we will have truly lost our uniqueness as Lakota people." More details on the Lakota Language Consortium are available at: http://www.lakhota.org - - - - CONTACT: Wilhelm K. Meya, Lakota Language Consortium, 812-340-3517, fax 812-857-4482, meya at lakhota.org .:. 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 susan.penfield at GMAIL.COM Sun Mar 19 23:27:52 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 19 Mar 2006 15:27:52 -0800 Subject: Fwd: Message to forward In-Reply-To: <20060319123231.rgcgc48ocwwwsw8k@www.email.arizona.edu> Message-ID: ---------- Forwarded message ---------- From: rtroike at email.arizona.edu ------------------------------------------------------------------------------ Date: Sun, 19 Mar 2006 12:12:15 +0100 From: Sebastian Drude Subject: Re: a question about profession Hello all, taking the oportunity to introduce myself: I'm a general linguist doing fieldwork on Awetí, an indigenous language of Brazil. Currently my work focusses on documenting the language and aspects of the culture (with funding in the german "DOBES"-Programme 'documentation of endangered languages', link below), but as the next step I plan a thorough description, including a grammar and a dictionary. In 2002, I finished my Ph.D. thesis about lexicography, based on an outline for a Guaraní-German dictionary that I started conveiving in the 90ies. The thesis is in German, but I would be happy to send it to interested list members. I annex an abstract below. Recently I cooperated with the ISO/TC37/SC4 (working group 4, about standards for lexicographical databases, see link below) and with the Max-Planck-Institute for Psycholinguistics. Here, I also function as a linguistic consultant for the developement of the lexical database program "LEXUS" (link below, this program will import Shoebox databases). In LEXUS, relations can be defined between any bits of information of different types, which might be useful for implementing semantic networks Wayne spoke about. All the best, Sebastian _____ Links and abstract: http://www.mpi.nl/DOBES/ (new site design will be out soon.) http://www.mpi.nl/lexus/ http://www.tc37sc4.org/ Interpretation of Dictionaries: Integrational Lexicography with special reference to Guaraní This study explores the semantics of dictionaries, i.e., it provides an answer to the question of how dictionaries should be read. For this purpose, entries taken from an outline for a Guaraní-German dictionary (geared to established lexicographic practice) are 'interpreted' step by step: each entry is systematically assigned a formal sentence making its meaning explicit. Entries on most kinds of lexicologically relevant entities are presented and treated in detail, including content words of different classes (also polysemes), different types of function words, and both derivational and inflexional affixes. Besides the main focus on lexicography, the underlying analysis of the structure of Paraguayan Guaraní is given, to the extent necessary, where needed. In particular, chapter 2 provides a coherent and partly new account of phenomena such as nasal harmony and word boundaries in Guaraní. Much attention has been devoted to a careful conception of the interplay of morphology and syntax in general. The study is based on the framework of Integrational Linguistics, which, however, only provides the tools and a general background needed for the questions of language description at hand. Sebastian Drude: Wörterbuchinterpretation. Integrative Lexikographie am Beispiel des Guaraní. Tübingen: Niemeyer (2004) (Lexicographica. Series Maior. No.120) -- | Sebastian D R U D E (Lingüista, Projeto Aweti / DOBES) | Setor de Lingüística -- Coordenação de Ciências Humanas (CCH) | Museu Paraense Emílio Goeldi, Belém do Pará -- CNPq -- MCT | Cx.P. 399 -- CEP: 66 040 - 170 -- Tel. e FAX: (91) 274 40 04 | Email: sebadru at zedat.fu-berlin.de + drude at museu-goeldi.br | URL: http://www.germanistik.fu-berlin.de/il/pers/drude-en.html ________________________________________________________________________ -- 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 Mon Mar 20 19:42:54 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Mar 2006 12:42:54 -0700 Subject: Guilpilil's son paddles into acting (fwd) Message-ID: Australian Broadcasting Corporation TV PROGRAM TRANSCRIPT LOCATION: http://www.abc.net.au/7.30/content/2006/s1596495.htm Broadcast: 20/03/2006 Guilpilil's son paddles into acting Reporter: Mike Sexton KERRY O'BRIEN: Thirty-five years ago, an unknown Aboriginal teenager was plucked from his home in remote Arnhem Land to star in the feature film Walkabout. Despite having no acting experience, the camera loved David Gulpilil, and the film launched a career that has made him one of this country's most recognisable actors. Now it seems history is repeating itself. David Gulipilil's son Jamie is starring in a breakthrough film called Ten Canoes, the first film shot entirely in an Aboriginal language. Again, Jamie Gulpilil came to the film without acting experience, but again, seems a natural in front of the camera. Mike Sexton reports. FILM FOOTAGE: This young one was thinking wrong thoughts, so this old fella told him a story. ROLF DE HEER, DIRECTOR: There are certain things that Jamie must have learnt his old man, or he has them instinctively. You know, he could throw a look or a pose pretty easily and pretty well. MIKE SEXTON: He might have one of the most famous names in Australian cinema, but Jamie Gulpilil has spent most of his life a long way from the spotlight. But last night, the painfully shy 22-year-old was the centre of attention, as he and his famous father David Gulpilil walked down the red carpet for the premiere of the film, Ten Canoes. FILM FOOTAGE: (Man narrates) Long, long time ago, 10 of us men went on the swamp to hunt the eggs of kumangh, the magpie goose. Too steep, you're better off the horses. MIKE SEXTON: The film was conceived by David Gulpilil and director Rolf De Heer after their successful collaboration four years ago on the The Tracker. The story is set in pre-European Australia and tells the story of tribal life, including love, revenge and payback. David Gulpilil wanted to set the film in his country using family members speaking in Ganalbingu language as a way of both entertaining audiences and preserving history and culture. DAVID GULPILIL, ACTOR: It is like a forgotten history, this one. But I had to bring this one Ten Canoes out and I asked Rolf De Heer please and he said, "Yeah, no worries," and so we had to bring it. Because young generation people start to forgetting their culture and language and image and traditional ways. ROLF DE HEER: Very happy, laughing, goose sounds. And, action! MIKE SEXTON: When filming began in the Arafura Swamp in north-east Arnhem Land, inspiration quickly turned to perspiration for the cast and crew. ROLF DE HEER: It's about the hardest thing I've ever done. You stand in the stamp up to your waist for six or seven hours a day and it's not very pleasant. You know, the leeches get you from the waist down, the mosquitoes from the waist up. And the croc spotters are up in the tree saying, "There's a big one coming." I've done it easier than that. MIKE SEXTON: In addition to using traditional language and customs, Rolf De Heer relied on historic photographs to make the film authentic. The stills are from a large collection shot by the Victorian anthropologist Donald Thomson when he visited Arnhem Land in the 1930s. DAVID GULPILIL: I wanted to introduce Donald Thomson was a true story of Dr Thompson. He met the traditional people and he recorded, and it was my uncles, my father and my grandfather, and this is a story I wanted to come out. MIKE SEXTON: Because none of the actors, including Jamie Gulipilil, had any experience, the script for the film was only a loose guide. The cast was left to interpret each scene and often ad-lib the dialogue. RICHARD BIRRINBIRRIN, ACTOR: A lot of jokes. We made a lot of laughing amongst ourselves. MIKE SEXTON: But while there were many of his family starring in the film, David Gulpilil was not among them. ROLF DE HEER: The original plan was for David to star in it and co-direct it, but a whole lot of complicated stuff happened. David moved away from Ramingining. He had all sorts of commitments. There were health issues, and in the end he withdrew. MIKE SEXTON: David Gulpilil is now living at Mandora outside Darwin, where he earns a living as an artist. It's been 35 years since he made his film debut as a 15-year-old in Walkabout. And in that time the actor has often struggled to balance the demands of a traditional lifestyle with the trappings of fame. Now his son is facing similar demands after the success of his first acting role. DAVID GULPILIL: Well, he's already got the flavour, because he's come from me. And so he wasn't even shy and if you look at him in the movie, he's not shy. MIKE SEXTON: After the film was in the can, Rolf De Heer felt the project wouldn't be complete without David Gulpilil playing a role in it and so he tracked him down. ROLF DE HEER: He wanted to know how his son had gone. How Jamie had gone and I said, "Very well, and he looks great, good actor. Not as good as you, but he's good," and David you know, just the tears were in his eyes and, "Thank you, thank you, thank you," and I said, "Yeah, but David do you want to be part of it?" And he did, very much so. FILM FOOTAGE: It's not like your story, it's my story. My story, you've never seen before. MIKE SEXTON: David Gulpilil is the storyteller who narrates the film and for the director and the actor the recording sessions were a cathartic experience. ROLF DE HEER: I mean, when he first saw the film, he cried. He sat here on the sofa there and just the tears streamed with just pride. Pride in his country, pride in his family 'cause a lot of his family's involved and proud that he could also be involved. MIKE SEXTON: While critics believe Jamie Gulipilil has the same star quality as his father, he has been bewildered by the attention Ten Canoes has already brought him and today cancelled all interviews. It seems unlikely he'll continue following his father in acting, preferring a peaceful life in Ramingining. ROLF DE HEER: I think he wanted to prove to his father that he could also do it. I don't know that he's so keen on making a career out of it. But he's happy living up there. He's a very modest young man. FILM FOOTAGE: Maybe it's a bad ending, maybe it's a good one. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Wed Mar 22 13:56:28 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Wed, 22 Mar 2006 06:56:28 -0700 Subject: Fwd: Kirrkirr -- a lexicography program for indigenous languages In-Reply-To: <20060322015942.wiscw44c4c84w0kk@www.email.arizona.edu> Message-ID: ---------- Forwarded message ---------- From: rtroike at email.arizona.edu Date: Mar 22, 2006 1:59 AM Subject: Kirrkirr -- a lexicography program for indigenous languages To: sdp at email.arizona.edu ________________________________________________________________________ Date: Tue, 21 Mar 2006 13:52:16 -0500 From: Mike Maxwell > Wayne Leman wrote: > I have yet to use a program that *displays* the variety of linkages > very well. I have been fascinated using a lexical program for English > called Visual Thesaurus. It would be nice if we could display semantic > linkages for other languages as VT does for English. You might have a look at Kirrkirr. Here's a paper about it: http://nlp.stanford.edu/kirrkirr/doc/ach-allc2000-ver5-single.pdf ...and here's a download site: http://nlp.stanford.edu/kirrkirr/ Mike Maxwell CASL/ U MD ________________________________________________________________________ -- 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 Thu Mar 23 18:52:22 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 23 Mar 2006 11:52:22 -0700 Subject: Call for Papers (fwd link) Message-ID: Transborder Library Forum 2007 _BRIDGING THE DIGITAL DIVIDE, CROSSING ALL BORDERS_ Tempe, AZ February 20-24, 2007 *Go to website for full announcement: http://www.asu.edu/lib/foro/call.htm The 2007 FORO theme _BRIDGING THE DIGITAL DIVIDE: CROSSING ALL BORDERS_ challenges us to explore and celebrate the ways in which information professionals in our border regions can further cooperate and solve common problems related to our digital information world. We cordially welcome your contributions and friendship as we construct bridges for information sharing through the use of collegial relationships and emerging innovative technologies. Special sub-themes for this conference are topics relating to * INTELLECTUAL PROPERTY RIGHTS; Copyright in the digital age; Global intellectual property issues, etc. * INFORMATION AND INDIGENOUS PEOPLES; Language & culture preservation; Technology & information in remote areas, etc. * LIBRARIANS: PROFESSIONAL EDUCATION AND PREPARATION UNDER NAFTA. Accreditation issues; Distance education, etc. Proposals should be submitted by April 30, 2006 but no later than July 15, 2006 to the following: FORO 2007 Program Planning Committee e-mail: foro2007 at asu.edu or Mail print submissions and diskettes to: Jenny Mueller-Alexander, Chair, FORO Program Planning Committee Reference Services Hayden Library Arizona State University P.O. Box 871006 Tempe, AZ 85287-1006 USA The receipt of all proposals will be acknowledged by e-mail. If you do not receive an acknowledgement please contact Jenny Mueller-Alexander at foro2007 at asu.edu ~~~ *This CFP was abbreviated for listserv posting by the ILAT listserv mg. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Mar 23 18:58:00 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 23 Mar 2006 11:58:00 -0700 Subject: Germany's King of Rock to Assist Native American Children (fwd) Message-ID: Wed Mar 22 14:33:49 2006 Pacific Time Germany's King of Rock to Assist Native American Children http://newswire.ascribe.org/cgi-bin/behold.pl?ascribeid=20060322.142515&time=14%2033%20PST&year=2006&public=0        RAPID CITY, S.D., March 22 (AScribe Newswire) -- Children on the Pine Ridge Indian reservation will be getting some help from an unlikely source in their effort to learn Lakota language and culture. German rock-and-roll superstar Peter Maffay will be in South Dakota March 27-30 to dedicate a new project called the Lakota Circle Village. The project is designed to help raise a new generation of Lakota-speaking children according to positive traditional values. Its first goal is to establish a Lakota language immersion school. Maffay has promised to help in its construction.        Maffay is one of Germany's most popular musicians - selling over 35 million albums over the course of nearly forty years on the musical scene. Despite the strong influence of English-language music in Germany, he has made a name for himself as the leading German-language rocker. Given Maffay's history of support for local languages, it seems appropriate that he now be involved with the language preservation efforts of the Lakota.        The project is an important element of Maffay's worldwide support of causes that promote cultural understanding and benefit children. Maffay is currently traveling to under-privileged communities across the world as part of developing a new benefit album dedicated to them. The album titled, "Encounters II: An Alliance for Children," will be a collection of Maffay songs performed alongside musicians from each of the chosen communities. "We choose artists from hotspots around the world," explained Maffay. Proceeds from the album will go directly to a charitable cause dedicated to the children. "Encounters II is intended to take the world to the crisis spots, where the misery is the greatest and the children need our help." The album will bring together artists from around the globe, including: South Africa, India, Korea, China, Ukraine, Romania, Palestine, Afghanistan, South America, and now the Pine Ridge Indian reservation. Like other activist rockers, Maffay combines his music with a universal message, "The album is a statement against racism and for respect. We want to prove co-existence," says Maffay.        While in South Dakota, Maffay will take part in traditional Lakota activities and visit a number of important destinations. Maffay begins his tour of the area on Monday morning with a reception at the Prairie Edge Art Gallery in downtown Rapid City. He then visits sites in the Black Hills and travels to the Pine Ridge reservation where he will be treated to a traditional Lakota buffalo hunt and honored with a ceremony.        Maffay is hosted by Leonard Little Finger, the founder of Circle Village project. "The whole intent of this effort is to create an opportunity for future generations of Lakota to be able to speak and understand their cultural heritage. We can only accomplish this in a setting where Lakota is taught and spoken - as it was in the past," says Little Finger, grandson of Wounded Knee Massacre survivors. He adds, "Our language was given to us by our Creator to maintain a sacred and spiritual connection with all that has been created." Little Finger stresses the urgency of the situation, "As Lakota, we are in a crucial period of time - with the passing so many fluent speakers, there is nothing in place to pass that fluency on to the next generations."        The planned school will use traditional teaching philosophies as well as the latest Lakota language educational materials provided by the Lakota Language Consortium, a partner organization and award-winning developer of Lakota textbooks. "Our elders from all across the community will be an integral part of this school. Together with the parents, we will create a new future for our children," says Little Finger.        The groundbreaking ceremony for the Lakota Circle Village will be held in Oglala, South Dakota on March 30, with entertainment provide by Kevin Locke and several local drum groups. The event is free and open to the public.        On the Web: http://www.lakhota.org        - - - -        CONTACT: Public Relations Director, Lakota Language Consortium, 812-340-3517, fax 812-857-4482, news at lakhota.org        South Dakota contact: 605-867-5374        Rapid City Contact: 605-341-4525        NOTE TO EDITORS: High-resolution images of individuals mentioned in article and of revitalization activities available upon request. Please send an email to news at lakhota.org with "IMAGE REQUEST" in the subject field. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at TDS.NET Thu Mar 23 19:14:13 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Thu, 23 Mar 2006 13:14:13 -0600 Subject: digital cleaning old recordings Message-ID: kweh, (greetings) I'm a new member here on this list and a Wyandot tribal member currently teaching the language and culture in the public schools here in Wyandotte Oklahoma once a week for k-3rd grade,over 200 students. Using traditional stories,songs,puppets the kids are learning fast and seem to love it. Its a joy to see and hear all those little tykes singing the Wyandot numbers to the rythmn beat of the waterdrum.We at the Wyandotte Nation of Oklahoma have avalible cassette recordings taken from old wax cylinder recordings made in 1911-12(over 300 traditional songs)...but the quality sound needs serious digital cleaning is there anyone here in this forum who has knowledge of professionals who could help with this task? thanks, richard zane smith Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From iackerman at ROSETTASTONE.COM Thu Mar 23 20:36:06 2006 From: iackerman at ROSETTASTONE.COM (Ilse Ackerman) Date: Thu, 23 Mar 2006 15:36:06 -0500 Subject: digital cleaning old recordings In-Reply-To: <20060323191413.YCFS3190.outaamta01.mail.tds.net@smtp.tds.net> Message-ID: An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Mar 23 21:33:03 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 23 Mar 2006 14:33:03 -0700 Subject: digital cleaning old recordings In-Reply-To: <20060323191413.YCFS3190.outaamta01.mail.tds.net@smtp.tds.net> Message-ID: Hi, I hope Phil Cash Cash will respond here -- he has done some amazing things with cleaning up old recordings! Susan On 3/23/06, Richard Zane Smith wrote: > > kweh, (greetings) > > I'm a new member here on this list and a Wyandot tribal member > currently teaching the language and culture in the public schools > here in Wyandotte Oklahoma once a week for k-3rd grade,over 200 students. > Using traditional stories,songs,puppets the kids are learning fast and > seem to > love it. > Its a joy to see and hear all those little tykes singing the Wyandot > numbers > to the rythmn beat of the waterdrum.We at the Wyandotte Nation of > Oklahoma have avalible cassette recordings taken from old wax cylinder > recordings made in 1911-12(over 300 traditional songs)...but the quality > sound needs serious digital cleaning > is there anyone here in this forum who has knowledge of professionals who > could help with this task? > thanks, > richard zane smith > > Richard Zane Smith > 18474 S.Cayuga Rd. > Wyandotte Oklahoma > 74370 > -- 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 rzs at TDS.NET Sat Mar 25 14:14:23 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Sat, 25 Mar 2006 08:14:23 -0600 Subject: digital cleaning Message-ID: Thanks for the contact Ilse, They might be the ones we are looking for. Our elders that allowed an outsider to record the songs in 1911-12 must have sensed the importance of saving them for the future generations as their own children were being pulled through the old boarding school system ...and we all know about that.... öneh, richard zane smith > > From: Ilse Ackerman > Date: 2006/03/23 Thu PM 02:36:06 CST > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] digital cleaning old recordings > > Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:43:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:43:19 -0700 Subject: Call for Digital Language Revitalization Submissions Message-ID: Dear Friends and Colegas: This year, at the Study of Indigenous Languages (SSILA) 2007 Conference, in Anaheim, CA, we will have a Global Revitalization Technology "poster" session. The session is different in that it will be composed entirely of digital media presentations. It is also different in that media will be submitted and the creators are not required to attend the conference as they usually are when presenting a paper. We believe this will allow more people from around the globe to participate. I am the primary chair, and Sue Penfield will be assisting on an as-available basis. This new poster session is occurring because at SSILA, 2006, there were several to many presentations on revitalization this year, and on the ILAT list at U. Arizona, people have been talking about how we need more of it. This is how we see it working: 1) People working in revitalization from around the world send their presentations, examples, and demonstrations, either as digital media or over the internet. 2) We would put them in a carousel style Flash movie that would let people select individual presentations to listen to and see - a little like the displays in music stores where people can listen to the albums. 3) We would also project them onto a larger screen in rotation so people could see them from far away. We might have head phones so we wouldn't broadcast across the poster room. Because the conference will be in Anaheim, we anticipate excellent technical support. We are looking for digital movie formats, although Powerpoint with video and voice-over is very acceptable. The purpose is to showcase how technology can be used in revitalization, and how we as a community are using it. We also encourage presentations in local languages. It would be nice if people would share this on their listservs and with others working in the field. If you have questions, comments, and proposals, write to me at Mia at LearningForPeople.us. Media submission deadline is Monday, November 20, 2006. (We need time to put things together and test the sequences.) Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Sat Mar 25 10:00:02 2006 From: dzo at BISHARAT.NET (Donald Z. Osborn) Date: Sat, 25 Mar 2006 18:00:02 +0800 Subject: [DDN] The digital divide and Native Americans In-Reply-To: <3F4EB582C201BC4FA7B8C3A1F6ABDCA05A7D81@probono-dc1> Message-ID: Hi Allison, You should also ask on the Indigenous Language and Technology List (ILAT). See http://www.u.arizona.edu/~cashcash/ILAT.html Don Osborn Bisharat.net PanAfrican Localisation Project Quoting Allison McDermott : > Hi all, > > Does anybody know of any specific research/articles on the digital > divide regarding Native American nations in the US? > > Thanks in advance for any direction, and have a great weekend! > > Thanks, > Allison > > ************************** > Allison McDermott > Pro Bono Net > 151 West 30th Street, 10th Floor > New York, NY 10001 > (212) 760-2554 x483 > Fax (212) 760-2557 > amcdermott at probono.net > www.LawHelp.org > www.probono.net > > Check out our newsletter online: > www.news.probono.net > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE at mailman.edc.org > http://mailman.edc.org/mailman/listinfo/digitaldivide > To unsubscribe, send a message to > digitaldivide-request at mailman.edc.org with the word UNSUBSCRIBE in > the body of the message. > _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE at mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to digitaldivide-request at mailman.edc.org with the word UNSUBSCRIBE in the body of the message. From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:50:27 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:50:27 -0700 Subject: Michael Kraus Message-ID: Hey, People, Did anyone know that Michael Kraus died? I was looking for Gary Horton and I found this link: http://kinks.it.rit.edu/misc/krausboelhower.html I knew he had cancer, but I was hoping for the best. I last saw him at SSILA in Atlanta. Wow. He will be very missed, especially for the people on this list. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:58:38 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:58:38 -0700 Subject: Guess it's not our Michael Krauss Message-ID: Hi, I did some more checking. I think it's not our Michael Krauss. There was the small issue of that extra "s" on the end of "Krauss". And they say that spelling is not important. Sorry for the upset. (I was pretty upset, myself). Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Sat Mar 25 22:40:31 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sat, 25 Mar 2006 14:40:31 -0800 Subject: Phrasealator Message-ID: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Sat Mar 25 23:25:07 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Sat, 25 Mar 2006 18:25:07 -0500 Subject: Dakota Scrabble Message-ID: 'U.S.-Canadian native students play Scrabble tournament in Dakota language' Link: http://news.yahoo.com/s/cpress/20060325/ca_pr_on_wo/dakota_scrabble Jess Tauber From andrekar at NCIDC.ORG Sun Mar 26 00:06:08 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sat, 25 Mar 2006 16:06:08 -0800 Subject: Phrasealator In-Reply-To: <2F5D378D-488D-4428-B86B-0ACDF543ACA8@ncidc.org> Message-ID: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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 Mar 27 19:13:40 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Mar 2006 12:13:40 -0700 Subject: indigenous language conferences Message-ID: fyi... 2006 Dene Languages Conference: 'Land and Language' http://www.uaf.edu/anlc/alc/ Vital Voices: Endangered Languages & Multilingualism http://linguistlist.org/issues/17/17-915.html Meeting of American Indigenous Languages http://linguistlist.org/issues/17/17-914.html#2 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Mar 27 19:21:24 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Mar 2006 12:21:24 -0700 Subject: The Race to Preserve a Dying Language (fwd) Message-ID: THE RACE TO PRESERVE A DYING LANGUAGE Tb News Source Web Posted: 3/24/2006 4:20:32 PM http://www.tbsource.com/Localnews/index.asp?cid=81531 There are fewer than 1,000 speakers of Michif in the world, and many of them are dying faster than their words can be recorded. Delegates from across Canada came to the Métis Nation of Ontario’s fifth National Michif Language conference in Thunder Bay last weekend, where Métis leaders, speakers and cultural preservationists gathered to celebrate their language and talk about strategies for saving it. Métis people across Canada have been struggling to protect their Michif language for years, and as the sun sets on the federal government’s multi-million dollar Aboriginal Languages Initiative, the pressure was on to move faster. The program provides funding and support to First Nations, Inuit and Métis communities to save dying languages. “We all expected (the program) to continue, and now it’s uncertain,” said Bruce Dumont, the Métis Nation minister of culture and heritage. “It’s fitting that we’re hosting this conference in Thunder Bay, because this area served as a rendezvous place, or a crossroads for our forefathers. We too are at a crossroads with a new government that is far from clear in their stance (on Aboriginal language preservation).” On March 31 the Aboriginal Languages Initiative ends. Allan Clarke, director of Aboriginal Affairs for Canadian Heritage said the only decision that will be made at that time will be whether or not to renew the program. He said they’re very hopeful that will happen, but if so there will be many changes. “One program can’t be the only thing we have,” he said. “So far not enough attention has been placed on results. We’re going to take steps towards moving money quicker…and being more reasonable about controls that we put on the funding. We have to be more flexible and responsive but maintain accountability. That didn’t happen with the ALI, but it can now.” He said they’re looking at the next generation of programming as more distinctive between its three major nation groups: First Nations, Inuit and Métis. Programming and funding would be tailored to specific needs rather than a “one-size-fits-all” policy. For the Métis Nation, that means finding more ways to teach the complicated language to their people and the world. Michif is a blend of French and Cree, with many regional dialects remaining different from one another. Besides a lack of syntactical consistency, few Michif speakers know both Cree and French. Without standardization, the language is difficult to explain and even harder to learn. France Picotte of the Métis Nation of Ontario said she remembered being a little girl and speaking what she was told was “bastard French.” “Most people speaking it didn’t even realize it was its own language,” she said. “They assumed many of the words were very old French, when in fact they were very old Cree.” Métis Nation of Ontario project coordinator Carey Calder said the reality of the rapid decline of speakers is one that shocks them at times. “For example, we had the idea of having a Michif translator here to translate everything through earpieces, and realized that just wasn’t possible,” she said. Calder, who is originally from Thunder Bay, doesn’t speak Michif but said she’d love to learn. She explained that growing up her family, like many others, downplayed their Métis heritage. “They’d say, well you don’t even look Aboriginal, so you don’t even have to tell anybody,” she said. “It wasn’t maybe until the last 15 years that we really started to be proud to be Métis.” Thunder Bay has a large Métis population due to the area’s thriving fur trade posts of the 18th and early 19th centuries. French fur traders married local Aboriginal women and created a culture of people who struggled with identity since the days of Louis Riel. Often lumped into cultural and language categories with their sister First Nations, the Métis Nation has lately been stepping up their cultural preservation tactics. Technology has helped; CD-ROMs and interactive websites teach Michif to youngsters and a 24 hour Web radio station plays Métis music and language all over the world. Metis Nation of Ontario president Tony Balcourt said even if they don’t get the government support they need, there’s no reason to stop trying. “Even if we just use tape recorders to record elders speaking, that costs us next to nothing,” he told the crowd. “So let’s just get out there and do it, not just talk about it.” The House returns the first week of April, and Clarke is hoping Canadian Heritage Minister Beverley Oda, originally from Thunder Bay, will have good news. -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 19:48:37 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 11:48:37 -0800 Subject: Phrasealator In-Reply-To: Message-ID: As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 20:22:06 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 12:22:06 -0800 Subject: English Only Message-ID: You Think English is Easy??? Can you read these right the first time? 1) The bandage was wound around the wound. 2) The farm was used to produce produce 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present . 8) A bass was painted on the head of the bass drum. 9) When shot at, the dove dove into the bushes. 10) I did not object to the object. 11) The insurance was invalid for the invalid. 12) There was a row among the oarsmen about how to row . 13) They were too close to the door to close it 14) The buck does funny things when the does are present. 15) A seamstress and a sewer fell down into a sewer line. 16) To help with planting, the farmer taught his sow to sow. 17) The wind was too strong to wind the sail. 18) Upon seeing the tear in the painting I shed a tear. 19) I had to subject the subject to a series of tests. 20) How can I intimate this to my most intimate friend? Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are the thymus glands of veal . We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth, beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If you are not unkempt, are you kempt? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which, an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. PS. - Why doesn't "Buick" rhyme with "quick" You lovers of the English language might enjoy this. There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is "UP." It's easy to understand UP, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake UP ? At a meeting, why does a topic come UP? Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report ? We call UP our friends. And we use it to brighten UP a room, polish UP the silver, we warm UP the leftovers and clean UP the kitchen. We lock UP the house and some guys fix UP the old car. At other times the little word has real special meaning. People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses. To be dressed is one thing but to be dressed UP is special . And this UP is confusing: A drain must be opened UP because it is stopped UP. We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about UP! To be knowledgeable about the proper uses of UP , look the word UP in the dictionary. In a desk- sized dictionary, it takes UP almost 1/4th of the page and can add UP to about ! thirty definitions. If you are UP to it, you might try building UP a list of the many ways UP is used. It will take UP a lot of your time, but if you don't give UP, you may wind UP with a hundred or more. When it threatens to rain, we say it is clouding UP. When the sun comes out we say it is clearing; UP . When it rains, it wets the earth and often messes things UP. When it doesn't rain for awhile, things dry UP. One could go on and on, but I'll wrap it UP , for now my time is UP, so........... Time to shut UP.....! -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 27 22:24:24 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 15:24:24 -0700 Subject: English Only In-Reply-To: Message-ID: English is medium orthog :-) Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 1:22 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] English Only You Think English is Easy??? Can you read these right the first time? 1) The bandage was wound around the wound. 2) The farm was used to produce produce 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present . 8) A bass was painted on the head of the bass drum. 9) When shot at, the dove dove into the bushes. 10) I did not object to the object. 11) The insurance was invalid for the invalid. 12) There was a row among the oarsmen about how to row . 13) They were too close to the door to close it 14) The buck does funny things when the does are present. 15) A seamstress and a sewer fell down into a sewer line. 16) To help with planting, the farmer taught his sow to sow. 17) The wind was too strong to wind the sail. 18) Upon seeing the tear in the painting I shed a tear. 19) I had to subject the subject to a series of tests. 20) How can I intimate this to my most intimate friend? Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are the thymus glands of veal . We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth, beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If you are not unkempt, are you kempt? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which, an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. PS. - Why doesn't "Buick" rhyme with "quick" You lovers of the English language might enjoy this. There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is "UP." It's easy to understand UP, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake UP ? At a meeting, why does a topic come UP? Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report ? We call UP our friends. And we use it to brighten UP a room, polish UP the silver, we warm UP the leftovers and clean UP the kitchen. We lock UP the house and some guys fix UP the old car. At other times the little word has real special meaning. People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses. To be dressed is one thing but to be dressed UP is special . And this UP is confusing: A drain must be opened UP because it is stopped UP. We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about UP! To be knowledgeable about the proper uses of UP , look the word UP in the dictionary. In a desk-sized dictionary, it takes UP almost 1/4th of the page and can add UP to about ! thirty definitions. If you are UP to it, you might try building UP a list of the many ways UP is used. It will take UP a lot of your time, but if you don't give UP, you may wind UP with a hundred or more. When it threatens to rain, we say it is clouding UP. When the sun comes out we say it is clearing; UP . When it rains, it wets the earth and often messes things UP. When it doesn't rain for awhile, things dry UP. One could go on and on, but I'll wrap it UP , for now my time is UP, so........... Time to shut UP.....! -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 27 22:25:52 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 15:25:52 -0700 Subject: Phrasealator In-Reply-To: <5D5EA9E7-D9F4-4A0C-BBBA-887AD622CE5F@ncidc.org> Message-ID: I checked out the web page, Andre. The people said they built software for Tribes, but they didn't identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a-lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 23:00:53 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 15:00:53 -0800 Subject: Phrasealator In-Reply-To: <001a01c651ed$6cf78e60$6401a8c0@LFPMia> Message-ID: Yeah teh prices are steep I agree. I was not considering the toys so much as the phrasealotor to be used in documentation efforts and to be used as a talking dictionary On Mar 27, 2006, at 2:25 PM, Mia Kalish wrote: I checked out the web page, Andre. The people said they built software for Tribes, but they didn’t identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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 mslinn at OU.EDU Mon Mar 27 23:16:09 2006 From: mslinn at OU.EDU (Mary S. Linn) Date: Mon, 27 Mar 2006 17:16:09 -0600 Subject: Phrasealator In-Reply-To: <001a01c651ed$6cf78e60$6401a8c0@LFPMia> Message-ID: You may ask Quinton Roman Nose about this. I know that the Cheyenne here in Oklahoma bought one and went through the training that they provide. I have cc-ed him in on this e-mail. I had the same reaction as Mia about it, added with skepticism that any computer can produce language they way that they say it can. >I checked out the web page, Andre. The people said they built >software for Tribes, but they didn't identify as Tribal. (My >personal bias, I guess). > >And this of this: look at the toys on the market for language. . . >then look at the prices they want to charge Tribes. > >Mia > > >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit >Sent: Monday, March 27, 2006 12:49 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Phrasealator > >As there have been no replies am I to assume no one has any >experience with this? > > >On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: > >oops the unit is $3300 and $2500 for the software and training > > >On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: > >I am at the Language is life conference at the marin Headlands >sponsored by the Advocates for Californian Indigenous Language >(www.aicls.org) and I am sitting in a >presentation for the Phrase-a-lator. Does anyone have any experince >with this and feedback. www.ndntv.com It seems pretty good but is >pricey ($330 unit $2500 software) > -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From rzs at TDS.NET Mon Mar 27 23:37:58 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Mon, 27 Mar 2006 17:37:58 -0600 Subject: Phrasealator Message-ID: well...maybe they figure the phrasealator is cheaper to feed maybe its more interesting for kids to watch in a classroom than a silly unpaid guy with handpuppets tellin stories rzs > And this of this: look at the toys on the market for language. . . then look > at the prices they want to charge Tribes. > > > > Mia Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From anguksuar at YAHOO.COM Tue Mar 28 02:53:19 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Mon, 27 Mar 2006 18:53:19 -0800 Subject: Marin Headlands Institute In-Reply-To: Message-ID: Well! Andre - there I was at the Headands Institute & I didn't even get a chance to meeet you! I'm sorry I didn't realize you were there- I spoke on the panel about funding, and I almost went to the Phraselator workshop. I'm sure some of us ILATs who have never met will bump into each other on one occassion or another. Richard, from Minneapolis --- Andre Cramblit wrote: > oops the unit is $3300 and $2500 for the software > and training > > > On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: > > I am at the Language is life conference at the marin > Headlands > sponsored by the Advocates for Californian > Indigenous Language > (www.aicls.org) and I am sitting in a presentation > for the Phrase-a- > lator. Does anyone have any experince with this and > feedback. > www.ndntv.com It seems pretty good but is pricey > ($330 unit $2500 > software) > > > > .:. > > 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 > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 28 02:56:37 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 19:56:37 -0700 Subject: Phrasealator In-Reply-To: Message-ID: Sorry, I didn’t explain myself correctly. What I meant was that the toys are going for about $40; the program that teaches singing is about $99. This means that the technology to do both production and recognition is really cheap. So $3300 for one unit, based on these standards, is really expensive. Then, whatever it is is not so intuitive that you can learn to use it without $4500 worth of training. In technology, unless you are buying from IBM, you don’t usually pay a high price for the hardware and ALSO for the training. Why don’t you put your stuff on the computer using Macromedia Flash? It’s easy, it’s cheap, its fun for people to build, especially for the students. And if you need fonts, I’ll build them for you. You won’t need to pay me half a million dollars. Flash movies can be downloaded to cell phones and PDA’s. If Native people got together as a group, we could probably convince a manufacturer to build something like Sony’s Playstation so we could download the software and learners could carry them around. :-) Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 4:01 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator Yeah teh prices are steep I agree. I was not considering the toys so much as the phrasealotor to be used in documentation efforts and to be used as a talking dictionary On Mar 27, 2006, at 2:25 PM, Mia Kalish wrote: I checked out the web page, Andre. The people said they built software for Tribes, but they didn’t identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language ( www.aicls.org) and I am sitting in a presentation for the Phrase-a-lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From language-labs at UCHICAGO.EDU Tue Mar 28 21:54:35 2006 From: language-labs at UCHICAGO.EDU (Language Laboratories and Archives) Date: Tue, 28 Mar 2006 15:54:35 -0600 Subject: Fwd: Dakota Sioux Scrabble Message-ID: An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Tue Mar 28 22:10:54 2006 From: anggarrgoon at gmail.com (Claire Bowern) Date: Tue, 28 Mar 2006 16:10:54 -0600 Subject: paradigm generators? Message-ID: Hi ILATers, A while ago I downloaded a shareware program that would generate paradigms from verb roots. It had about 100 languages preloaded and the full version had the option to add your own. I'm doing an independent study with 2 students where we're developing materials for one of the languages I'm working with, and this is something we'd like to investigate. Bardi has complex but fairly regular verb morphology (and a closed class of verb roots), so paradigm generator and parser would be useful. I can't find the software I saw earlier, but if anyone can point me to something that'd be very helpful! Thanks, Claire From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 28 22:26:53 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 28 Mar 2006 15:26:53 -0700 Subject: Fwd: Dakota Sioux Scrabble In-Reply-To: Message-ID: This would be interesting as a Flash movie. Thanks, Barbara _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Language Laboratories and Archives Sent: Tuesday, March 28, 2006 2:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Fwd: Dakota Sioux Scrabble I thought this might be of interest here. Barbara Need Manager (SS4), Computer Support, Archivist UChicago Language Labs and Archives Delivered-To: ANTHRO-L at listserv.buffalo.edu Hankinson, N.D.- Those who hope they can stop the Dakota Sioux language from dying have hit upon the perfect word - scrabble. from the AP A scrabble tournament was held over the last weekend with teams from North, South Dakota and Manitoba in the Sioux language. David Seaboy was one of the organizers- he helped write a dictionary in the language. Mike Pavlik -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Wed Mar 29 00:43:35 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 28 Mar 2006 16:43:35 -0800 Subject: The Last Speakers Message-ID: America's first look at how languages become endangered, and the awesome task of recording, archiving, and returning them to use. The loss of languages reduces our understanding of science, culture, and history. The Last Speakers follows those confronting this crisis on the frontlines. Ironbound Films' forthcoming movie about endangered languages. You can see a short slideshow with a few pictures from Breath of Life Conference (including one Karuk's Crystal Richardson & Susan Gehr) at the Ironbound Films website: http:// www.ironboundfilms.com/ironsfire.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 29 23:12:13 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 29 Mar 2006 16:12:13 -0700 Subject: Waking up to a laptop revolution (fwd) Message-ID: Waking up to a laptop revolution By Ian Limbach Published: March 28 2006 16:30 “We are too poor not to invest in information and communications technology.” This is how Meles Zenawi, prime minister of Ethiopia, explains his government’s plan to spend hundreds of millions of dollars on next-generation broadband networks that will bring telephony and internet to nearly every village in Ethiopia within two to three years. “ICT is the fastest way to end our isolation,” he says. To some, the plan is just another grandiose African infrastructure project that will burn massive amounts of cash – one official said the investment would reach close to 10 per cent of Ethiopia’s annual gross domestic product – while more basic needs are neglected. In Ethiopia, nearly half the population is undernourished and only a quarter has reliable access to clean water. But Mr Meles is adamant that the investment will bring lasting change: “The first mental block to overcome is that ICT is for the rich. Our development programmes have been among the most pro-poor. This choice is a continuation of that.” He also said that the project was self-funded and did not rely on multilateral loans. The priorities of Ethiopia’s investment are getting the public sector online and improving access to education. “It became clear that the quality of education that we could provide would be sub-standard for a long time because of a lack of resources unless a short cut was found. ICT could provide that short cut,” the prime minister said. Today, students in nearly all of the country’s 600 secondary schools watch e-learning videos broadcast over internet protocol networks to wide plasma televisions. Sometimes these schools lack mains electricity and use a petrol generator to power the system. Mr Meles said that the quality of teaching was improving dramatically as a result. But besides educational TV and a few IP video conferences between government officials, not much else is travelling over Ethiopia’s multi-gigabit backbone network. Mr Meles said: “We are simply building good roads and using government vehicles to test the road. The idea is to show people that it is open.” He added that he expected the Ethiopian diaspora to be the leaders in developing the applications that will fill the bandwidth. “We will do whatever it takes to get them to contribute, such as tax breaks,” he said. Another ambitious development vision based on broadly accessible technology is the One Laptop Per Child initiative, which aims to produce sub-$100 portable computers for the world’s poor children. The non-profit OLPC organisation, led by MIT Media Lab chairman Nicholas Negroponte, has already raised $24m to design and trial the devices. The group hopes to begin producing 1m units per month for pilot projects in seven emerging markets at the beginning of 2007. Unlike most education initiatives, OLPC will not seek to teach children but simply provide a tool with which they create and also learn. Mr Negroponte explained: “OLPC is not about learning something, it is about learning learning. Children make things with their laptops, they explore and communicate. When a child, even in the most remote and poorest part of a developing country, is given an electronic game, the first thing he or she will do is discard the manual. The second is use the machine. The speed with which this child will acquire the knowledge to use the device is so astonishing, you risk thinking it is genetic.” Which is why Mr Negroponte believes that giving each child an individual computer is better than providing them through shared facilities. “Give each child a pencil and the child then uses it to draw, to write, at school, at home, for play, for study, for making music by beating it, and on and on. Likewise the laptop,” he said. The key to the OLPC vision will be scale, which is why the group will initially make the computers available only to governments that place bulk orders of more than 1m units. The seven launch countries are expected to order up to 10m units in 2007. With time, this will change. “After the 2007 launch, as little as eight to 10 months later, we will open this to all non-governmental organisations, countries, states within countries, right down to school districts,” said Mr Negroponte, adding that OLPC’s goal is to bring connected laptops to 500m in five years. And Mr Negroponte’s vision goes beyond this: “I hope that in 10 years every child on the planet will be connected.” But some development and aid experts caution against putting too much trust in technology or giving it priority. Duncan Green, head of research at UK charity Oxfam, said: “There is a good role for IT but I am worried that people are looking for a magic bullet. There are no short cuts in development.” Gib Bulloch, director of the Accenture Development Partnership, agreed: “It’s not about building an advanced fibre network in Ethiopia and hoping it will end poverty. Technology is an enabler but needs to come with an understanding of the applications.” But as grand as Mr Negroponte’s laptop plan sounds, it does rest on the fundamental concept that a country’s development occurs at the individual human level. Which is why so many ICT development initiatives focus on education. Change in this manner may be subtle, often even humble, but it can also be powerful. Hala Gidami, an educator at the Foreign Trade Training Centre in Cairo, is applying a curriculum developed by HP to teach Egyptian entrepreneurs the ICT-based business skills needed to access export markets. She said: “There is often a high resistance to technology, especially from older people. But if approached correctly, they see how it can help them. We have trained people who were not exporting before and then began to do so after the course. The results so far have been marvellous.” In Kenya, the African Medical and Research Foundation is working with the Accenture Development Partnership to develop an 80-hour e-learning curriculum to bring 2,000 nurses quickly to diploma-level certification. Mr Bulloch said: “Up to now, there has been a real capacity constraint in nurse training. With the usual means, this project would have taken 100 years; e-learning can short circuit that down to five years.” Many of the Navajo indigenous people also find themselves living in a sort of developing world right in the middle of the US: they face extreme poverty, the unemployment rate on the reservation runs at 50 per cent and many of them lack access to running water and electricity. To fight this isolation, the Navajo Nation recently connected all of its community Chapter Houses and schools using a combination of broadband satellite and optical fibre. Distance learning is giving some people access to university education while silversmiths and craftspeople are now selling their products online. Joe Shirley Jr, president of the Navajo Nation, said: “Shops at the border towns were buying our wares at a really minimal price. Now 600 of our artisans sell their crafts online via Overstock.com. They are getting good prices; they’re making a good living.” And the internet could bring even richer rewards thanks to online gambling services. “There’s the potential to reap hundreds of millions of dollars for the Navajo Nation’s coffers,” he said. But Mr Shirley also believes that technology can strengthen the Navajo culture. He said: “We have our kinship, our language, our sacred land to preserve. Our clan grandmothers and medicine people are teaching the young children over the internet from Head Start education centres. “We’re also using it to reconnect with our people in the metropolitan areas. They can continue to be a Navajo in New York City.” Yet, despite these ICT success stories, some thinkers feel that the current discussion on technology and development is too narrow. Jeremy Rifkin, president of Foundation on Economic Trends, the public policy group, said: “The essential technology to help the third world take off is electricity. People talk about a connected world but one third of humans have no electricity. They’re powerless in the global economy, literally. “This needs to be coupled with environmental priorities such as clean water and access to land, at least for subsistence; everything else is secondary.” Mr Rifkin sees the world’s dependence on fossil fuels as inherently unfair, condemning poorer countries to increasing exclusion no matter what ICT technologies the west provides them with. “The energy regime that we set up in the last couple of hundred years is an elite system that takes huge capital investments. Some 89 countries are worse off than they were 15 years ago, largely because they can’t afford the price of oil. What we’re not paying attention to is that as energy prices go up, the marginalised are being left further behind. And we know that the price of oil is never going down again,” said Mr Rifkin. The answer, he believes, is cheap, distributed, renewable energy. “We need to have a third industrial revolution based on renewable energy from hydrogen fuel cells,” said Mr Rifkin, who has long advised leaders in advanced economies to subsidise research into alternative energy aggressively through large-scale public-private partnerships. “Hydro cells are an ideal energy base for the third world. They will be the real beneficiaries once these technologies get to scale. This will be the starting-off point for a decent life.” > > > Find this article at: http://news.ft.com/cms/s/cda9ff16-bd97-11da-a998-0000779e2340,s01=1.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Fri Mar 31 06:13:33 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 30 Mar 2006 22:13:33 -0800 Subject: Dictionaries Online Message-ID: http://www.yourdictionary.com/languages/north.html From Kazuko.Obata at AIATSIS.GOV.AU Fri Mar 31 07:18:17 2006 From: Kazuko.Obata at AIATSIS.GOV.AU (Kazuko Obata) Date: Fri, 31 Mar 2006 17:18:17 +1000 Subject: ILAT Digest - 29 Mar 2006 to 30 Mar 2006 (#2006-64) (Out of office) Message-ID: I am out of office from 1 to 20 April. During this time I have limited access to email. For an urgent matter, please contact research at aiatsis.gov.au. Thank you Kazuko Obata Language Officer From rzs at TDS.NET Fri Mar 31 14:11:27 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Fri, 31 Mar 2006 08:11:27 -0600 Subject: Dictionaries Online Message-ID: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From andrekar at NCIDC.ORG Fri Mar 31 18:13:06 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:13:06 -0800 Subject: Fwd: California Tribe Tries to Save Its Language Message-ID: http://www.voanews.com/english/AmericanLife/2006-03-30-voa46.cfm California Tribe Tries to Save Its Language By Lonny Shavelson Clear Lake, California 30 March 2006 Shavelson report (MP3) - Download 1.23 MB Shavelson report (Real) - Download 815 k Listen to Shavelson report (Real) Nearly half of the more than 6,000 languages spoken in the world are in danger of extinction. And leading the world's epidemic of disappearing dialects is the U.S. state of California. This weekend, members of 40 tribes from around the state met with linguists to discuss the challenges of saving those endangered languages More than half of the over one hundred native California tongues have disappeared. Many others have only a few, aging speakers. When this last fluent generation dies, languages spoken by Californians over centuries, will also die. At a recent gathering of some 200 Native Americans struggling to maintain their dialects, Robert Geary remembered driving in his car, listening to a tape of his long- deceased great uncle speaking the native Elém Pomo language. "I was so lost hearing my language that I was doing 80 [mph] and I didn't even know it. I got a [speeding] ticket, yeah, I got a ticket." Loretta Kelsey, the last speaker of Elém Pomo Geary decided he had to learn his ancestor's language and immediately ran into a pervasive problem for California's Native Americans. "There is only one speaker left," he explained. "Her name is Loretta Kelsey. With her also not having anyone to speak it to, the language is even getting lost with her." At the shoreline of the Pomo reservation on Clear Lake, Loretta Kelsey parts some tule reeds, looks over the blue-green waters to where Mount Konocti reaches for the clouds, then turns toward Geary. It's not a struggle for her to bring back memories of the lake of her childhood; it is a struggle to tell Robert about it, in Pomo. Tule reeds "Amah ko set. Kuchinwallit. Mecha wee hah ket kay." She pauses, and finally gives up. "Help me out, Robert." He thinks a moment. "She was saying something about eating tules." She nods. "Where we're at now is where I was raised. We'd go down to the water, we'd eat the tules." The two have spent the last five years recovering the language. Now they teach it to others in their tribe. But it's been an agonizing process. Pomo was never written down, there are no dictionaries, no materials to teach the language. Geary and Kelsey are inventing those as they go. "Now we're just having to do it the way classrooms do it," she says. Robert Geary teaches the Pomo language to members of his tribe The wind blows off the shore of clear lake as 20 native Americans from 7 to 70 gather along a row of picnic tables, watching Robert write on an old grade-school blackboard. He points to the words as he says them, and the class responds. "Tichen, aweyah. Eee. Tzama, Tzama." Elizabeth Jean, 68, spoke Pomo as a child. "We spoke very poor English when I went to school," she recalls. "We needed to go to the bathroom and we didn't know how to say it in English." Jean did learn English, and she lost her Pomo. But with only one remaining Elém Pomo speaker, who herself struggles with the language, it may be beyond recovery. Jocelyn Ahlers, an assistant professor of cultural linguistics at California State University in San Marcos, is here at the class. She's been studying the attempts to revive the Pomo language. "Most linguists would come to a situation like this and say, 'I'm sorry, there's nothing I can do, in terms of making this a vibrant speaking community again. It's over. I'm sorry.'" In today's class, students struggle to learn greetings and names of foods. If the goal is to revive the language in daily life on this reservation, success may be far away, or impossible. But Professor Ahlers thinks the common bond of learning the language may be enough. "People tend to define linguistic community strictly as this place where everybody speaks the language all the time," she says, adding that it doesn't have to be that way. "I think your language community could be the people who share a desire to learn your language with you, people who say hi to you or pray with you." At dusk, the class winds down and the students gather in the ritual roundhouse to dance and pray. "The center of it is a pole that's sticking up. It's kind of like our gateway to God," Geary explains. He says that even the limited Pomo now spoken on the reservation is of value, most of all, in prayers to the spirits. "It makes me feel that much more special to be able to talk to the creator in the language that he gave us. That's irreplaceable." Loretta Kelsey stands at the shore, amid a tangled mass of tule reeds. When she hears the others speaking Pomo, she feels both ancient burden, and new possibility. "It seems like I haven't carried it on the way I should have. Which was wrong. Because it's not really dying. I refuse to say dying." .:. 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 andrekar at NCIDC.ORG Fri Mar 31 18:34:54 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:34:54 -0800 Subject: Dictionaries Online In-Reply-To: <20060331141127.UKQJ12877.outaamta02.mail.tds.net@smtp.tds.net> Message-ID: Richard we did get ANA to fund us to do exactly that project for the Karuk Language I would suggest contacting susan Gehr our Language Program Director @: sgehr at karuk.us she was told that this was a 20 year project but she is ambitious and got it done in 3 Reprints of "The Karuk Language" dictionary and grammar guide by the eminent Dr. William Bright are avaiable for $19.95 go to http://www.legalbooksdistributing.com/lbsearch/index.html when you arrive at search page... type "BRIGHT" FOR AUTHOR AND CLICK SEARCH, then ADD TO CART On Mar 31, 2006, at 6:11 AM, Richard Zane Smith wrote: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 .:. 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 From andrekar at NCIDC.ORG Fri Mar 31 18:40:20 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:40:20 -0800 Subject: Dictionaries Online In-Reply-To: <714067AB-8C8B-43BB-8635-C3D83DBCBFD4@ncidc.org> Message-ID: I should point out that is the old dictionary noted at the link mentioned not the new updated one. To get that talk with susan On Mar 31, 2006, at 10:34 AM, Andre Cramblit wrote: Richard we did get ANA to fund us to do exactly that project for the Karuk Language I would suggest contacting susan Gehr our Language Program Director @: sgehr at karuk.us she was told that this was a 20 year project but she is ambitious and got it done in 3 Reprints of "The Karuk Language" dictionary and grammar guide by the eminent Dr. William Bright are avaiable for $19.95 go to http://www.legalbooksdistributing.com/lbsearch/index.html when you arrive at search page... type "BRIGHT" FOR AUTHOR AND CLICK SEARCH, then ADD TO CART On Mar 31, 2006, at 6:11 AM, Richard Zane Smith wrote: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 .:. 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 .:. 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 From keola at LEOKI.UHH.HAWAII.EDU Fri Mar 31 18:42:30 2006 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Fri, 31 Mar 2006 08:42:30 -1000 Subject: Dictionaries Online In-Reply-To: <714067AB-8C8B-43BB-8635-C3D83DBCBFD4@ncidc.org> Message-ID: For those doing dictionary work, I highly recommend that you look at the Matapuna Dictionary Writing System and also contact the developers, ThinkTank Consulting Limited in Aotearoa regarding necessary customizations. They have done this kind of work for the Maori language commission, and we are currently working with them to customize Matapuna for our Hawaiian language lexicon database. It is entirely web-based, Unicode compliant, multi-user, and a pleasure to work with. It also allows for export in a variety of formats for print publishing. http://thinktank.co.nz/ http://sourceforge.net/projects/matapuna/ Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ "Tír gan teanga, tír gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ======================================================================= From delancey at UOREGON.EDU Fri Mar 31 20:59:01 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Fri, 31 Mar 2006 12:59:01 -0800 Subject: Dictionaries Online In-Reply-To: <20060331141127.UKQJ12877.outaamta02.mail.tds.net@smtp.tds.net> Message-ID: For the Wyandotte or other similar projects, one possible source of funding is NEH (http://www.neh.gov/grants/grants.html). Aside from the endangered languages documentation initiative that they're doing with NSF, their Reference Materials programs regularly support work on dictionaries of Native languages. Taking old unpublished materials and turning them into a usable, published dictionary is just the kind of project they like. Scott DeLancey Department of Linguistics 1290 University of Oregon Eugene, OR 97403-1290, USA delancey at darkwing.uoregon.edu http://www.uoregon.edu/~delancey/prohp.html On Fri, 31 Mar 2006, Richard Zane Smith wrote: > Andre, > Thanks for the dictionary "hotline" > I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed > We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still > all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual > uses of the stems in sentences included but it will be a HUGE undertaking to > get it transcribed and put into print format. > Its possible some of us here may be competing for the same grants > which is unfortunate...but if anyone has any suggestions as to > how we can get this done or specialists who do this,please share with us. > Richard Zane Smith > Wyandotte Cultural Committee > > > Richard Zane Smith > 18474 S.Cayuga Rd. > Wyandotte Oklahoma > 74370 > From susan.penfield at GMAIL.COM Wed Mar 1 00:15:55 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 28 Feb 2006 17:15:55 -0700 Subject: Reminder: AILDI Fellowships Message-ID: All, This summer, the American Indian Language Development Institute (AILDI), which will be held as always in Tucson, Arizona (June 6-June 28) will be offering 20 fully funded fellowships (housing, tuition, more) for those who want to work toward securing a grant through the Documenting Endangered Languages Program (DEL) offered by NSF/NEH. Applicants must apply both to AILDI generally and specifically for the fellowships. The general description for this program is below --but please check out the AILDI website for more information and for application materials: www.u.arizona.edu/~aildi . - Applicants for these fellowships will be chosen based on the demonstrated need in their community both for language documentation and funding to support language documentation efforts. We particularly encourage applicants from communities whose languages are the most endangered. Fellowships will be awarded to two members of each community to help ensure the successful completion of grant submission and documentation practices when the applicants return home. The goal of this program is 1) to help community members produce a draft of a grant while at AILDI and continue to prepare it for submission to NSF/NEH Documenting Endangered Languages Program and to 2) train fellowships students in the 'best practices' related to language documentation.(Language documentation course to be taught by Philip CashCash of ILAT fame!) - Please apply by* March 15, 2006*. If you have questions you may direct them to the AILDI office or to the project directors, Drs. Ofelia Zepeda and Susan Penfield. Dr. Zepeda can be reached at * ofelia at email.arizona.edu* or by phone at (520) 621-8294 and Dr. Penfield at *sdp at email.arizona.edu*or call (520) 621-1836 (messages only). 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 pasxapu at DAKOTACOM.NET Wed Mar 1 18:52:11 2006 From: pasxapu at DAKOTACOM.NET (phil cash cash) Date: Wed, 1 Mar 2006 10:52:11 -0800 Subject: Distance Learning Connects Students to Far-Off Classrooms (fwd) Message-ID: DISTANCE LEARNING CONNECTS STUDENTS TO FAR-OFF CLASSROOMS By MARIA FORTI NeXt Correspondent 3/1/2006 http://www.buffalonews.com/editorial/20060301/1026142.asp [photo inset - Sharon Cantillon/Buffalo News City Honors senior Megan Carroll listens to Gowanda teacher Tom Janicki teach the Design in Fashion course from 45 miles away.] So your school lacks the certified teachers to offer abnormal psychology or anthropology, or maybe it doesn't have enough interested students to offer the Advanced Placement U.S. History class that you really wanted to ace. If you're lucky, you just might be able to rely on "Distance Learning: Project Connect." Sponsored by the Erie 1 Board of Cooperative Educational Services, "Distance Learning: Project Connect" helps schools share resources by connecting them via television and audio technology. The teacher only needs to be at one school, and students from three other schools can "tune in" from miles away. Offering anything from athletic training to cartooning to dairy science, film criticism to landscaping, the New York State Distance Learning Consortium is striving to give students more options than those available at their own school. Tom Janicki, who has been broadcasting a Design in Fashion course from Gowanda High School for seven years, says BOCES started the program because "some of the smaller school districts couldn't offer the electives that were necessary for a lot of the kids." For example, he noted that Gowanda schools "teach Seneca language because we have a large Native American population, but there are three other schools that tap into [the class] that have Seneca language students and of course, how many teachers are going to be certified in Seneca language?" Janicki noted the difficulties of teaching Design in Fashion, which is essentially an art class, from a distance. "I have to adjust [projects] to fit the classroom because we don't have access to all the art supplies and things." Students in his design class, however, don't seem to mind. "I think it is cool that you get to see other kids from other schools," said Alexandra Omicioli, a Gowanda senior. She also takes a Pre-Veterinary Distance Learning course where the teacher is from Pioneer High School. It is in her Pre-Vet class that she sees the expected drawbacks of the Distance Learning Program. Sometimes [our Pre-Vet teacher] will make us photocopy our homework and fax it over. It can be a hassle, but it's not that bad." Students also take faxed tests. And, Alexandra adds, "It takes longer to get grades." Teaching non-art classes over the Distance Learning Program can be difficult as well. Gary Witek, a teacher at City Honors, broadcasts AP Calculus to students at Bennett High School as well as Franklinville. The class is during "ninth" period - first thing in the morning. "It's really tough to start doing calculus at 7:30 in the morning," Witek says. The class is held so early in order to accommodate students who would not otherwise have room in their schedules. Broadcasting a math class poses particular challenges. "You have a very small limited screen that people can digitally see, so where you're used to seeing an entire board of material, now you're only seeing a small snapshot - if you zoom out to show [the big picture] then the writing is way too small for the students to see. So you have to go at a slower pace to show the problems," Witek added. However, the program is not all bad. Witek feels that Distance Learning is valuable to students, and not just educationally. "People from the different sites interface with each other and [the Distance Learning Program] shows that kids in different schools are all the same. If they have a desire to learn, they will do the work and learn no matter what time of the day it is," he said. Overall, the Distance Learning Program gives students an opportunity they would not otherwise have. "You learn to be more independent," says Alexandra. And whether students seize the opportunity to take funky art classes not offered at their school or to get college credit, the program supports self-motivated students who are looking to challenge themselves further. Enrollment in a Distance Learning Program depends on whether your school has the technology to connect to the network, whether the class you want is offered at a time that fits into your schedule and whether enough students at your school sign up for the class. For more information, talk to your guidance counselor or visit www.nysdlc.org. Maria Forti is a senior at City Honors. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 3 01:08:45 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 2 Mar 2006 18:08:45 -0700 Subject: Literature, Gift for Venezuelan Indigenous (fwd) Message-ID: Literature, Gift for Venezuelan Indigenous http://www.plenglish.com/article.asp?ID=%7BE6B1698A-FA4F-4A1F-8373-E0D60F827B3A%7D&language=EN Caracas, 1 Mar (Prensa Latina) Venezuelan publishing house Monte Avila will present a new children?s book in its "Warairarepano" bilingual collection, devoted to promote literature in indigenous languages. The book, "La abuela de las garzas", is the story of a child and his relationship with indigenous knowledge and wisdom and will be presented on March 5. The Warairarepano collection expands cultural interchange to all social sectors in Venezuela, as well as promotes and preserves indigenous languages and their literature creations. Its titles support bilingual literacy plans as well as the communitarian, regional and national state policies regarding cultural development. "Warairarepano" means "big mountain" in the ancestral language and refers to the emblematic mountain guarding Caracas. Monte Avila holds publishing agreements with Cuba and China to promote Venezuelan literature in other nations. -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Fri Mar 3 19:09:54 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 3 Mar 2006 11:09:54 -0800 Subject: ACORNS Message-ID: ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC] quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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 conathan at CALMAIL.BERKELEY.EDU Sun Mar 5 13:38:23 2006 From: conathan at CALMAIL.BERKELEY.EDU (Lisa Conathan) Date: Sun, 5 Mar 2006 08:38:23 -0500 Subject: TEI -- P5? Message-ID: First, thanks to all who replied to my last request about accessing cultural heritage materials in archives! Is anyone out there using the new version of TEI (P5) to mark up indigenous language texts or dictionaries? If so, and you don't mind sharing an example document, I would appreciate seeing how it is being implemented. Thanks! Lisa From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 6 15:08:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 6 Mar 2006 08:08:19 -0700 Subject: ACORNS In-Reply-To: <1AB4195D-B111-4EFA-826B-31B3697C1D35@ncidc.org> Message-ID: The software uses English as a bridge. Even though it has picture and sound, it is STILL connecting the Indigenous language to English, rather than to the sound/picture. The graphics are poor quality; instructions are layered with learning materials. And for some reason, there is a funny little acorn on everything. All of this adds layers and layers of cognitive load, and distracts from the opportunities to learn the language. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Friday, March 03, 2006 12:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] ACORNS ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC]quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 6 15:13:22 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 6 Mar 2006 08:13:22 -0700 Subject: ACORNS: PS In-Reply-To: <1AB4195D-B111-4EFA-826B-31B3697C1D35@ncidc.org> Message-ID: One of the essential characteristics of Native American languages is their verb-centeredness. This is very noun-centered ? there is no animation, no motion, no movement, no kinesthetic component. ? there is a thematic structure, but no sense of pattern integration. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Friday, March 03, 2006 12:10 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] ACORNS ACORNS Overview http://www.sou.edu/cs/harvey/acorn/acorns.htm The ACORNS project has the purpose of supporting language revitalization efforts of Native American tribes. The name, [AC]quisition [O]f [R]estored [N]ative [S]peech is in honor of the tribes of Northern California and Southern Oregon where the Acorn is a central part of the traditional life. The current version allows language instructors and students to easily prepare and execute files containing language lessons. Presently, the software only supports Picture and Sound Lessons. We anticipate many other kinds of lessons as the software matures. These additional lesson types will support state-of-the-art facilities such as speech recognition. The ACORNS project is a long term effort involving both faculty and students, in cooperation with local tribes. The author of the original program is Dan Harvey from Southern Oregon University, harveyd at sou.edu. We appreciate your comments and feedback. The software is intuitive and requires minimal technical training. Each file contains a series of lessons that link together through use of mouse clicks. The software is open source and can be freely used for non-commercial purposes. It conforms to best practice criteria for working with linguistic data, in that it supports industry standard export and import facilities. .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 6 21:43:21 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 6 Mar 2006 13:43:21 -0800 Subject: Info Request Message-ID: The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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 MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 16:38:18 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 09:38:18 -0700 Subject: NA Congrats In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Congratulations to the Tribe, Andr?. I saw your message on best practices yesterday, but I don?t know of any published material (other than mine) so I was waiting to see what other people had to say. I have seen lots of different versions of web presentations, mostly not for learning, though. The form I used for my master?s research was 78% effective across populations. In the context of my study that meant that you didn?t have to have heard any Apache before to get good results. I used simultaneous presentation of picture, sound, and text, user activated by moving the mouse over the visual, which was actually a button and responded to the mouse event. I have always wanted to test the results between the delayed presentation that you get with Windows Media Player and the immediate response with Flash. My intuition tells me that the simultaneity that simulates immersion will turn out to be better, because you don?t get the cognitive delay you get with WMP, but of course, only actually setting it up and testing it will say for sure. My paper on the topic is available here: http://learningforpeople.us/Research.htm. You can read the abstract and then download the pdf if you want. This is also what Sue Penfield was talking about last week, when she noticed that we really haven?t talked or published much about what works well for revitalization as opposed to lexical recording and archiving. Although they are two very different beasts, people try to use the same composite tool for both tasks. I wonder, does anyone know what journals people published revitalization research in? Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 2:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 16:42:10 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 09:42:10 -0700 Subject: ANA Congrats - PostScript In-Reply-To: <003001c64205$8cfba6d0$0200a8c0@LFPMia> Message-ID: On that page, you can actually see the materials I used, although they have been slightly modified for web presentation. Because I was working directly, rather than downloading, the materials I used a quite large, since sound files usually are. The Familiarization and Testing are smaller than the Learning. _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Mia Kalish Sent: Tuesday, March 07, 2006 9:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] NA Congrats Congratulations to the Tribe, Andr?. I saw your message on best practices yesterday, but I don?t know of any published material (other than mine) so I was waiting to see what other people had to say. I have seen lots of different versions of web presentations, mostly not for learning, though. The form I used for my master?s research was 78% effective across populations. In the context of my study that meant that you didn?t have to have heard any Apache before to get good results. I used simultaneous presentation of picture, sound, and text, user activated by moving the mouse over the visual, which was actually a button and responded to the mouse event. I have always wanted to test the results between the delayed presentation that you get with Windows Media Player and the immediate response with Flash. My intuition tells me that the simultaneity that simulates immersion will turn out to be better, because you don?t get the cognitive delay you get with WMP, but of course, only actually setting it up and testing it will say for sure. My paper on the topic is available here: http://learningforpeople.us/Research.htm. You can read the abstract and then download the pdf if you want. This is also what Sue Penfield was talking about last week, when she noticed that we really haven?t talked or published much about what works well for revitalization as opposed to lexical recording and archiving. Although they are two very different beasts, people try to use the same composite tool for both tasks. I wonder, does anyone know what journals people published revitalization research in? Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 2:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 7 18:53:40 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 7 Mar 2006 11:53:40 -0700 Subject: Excel, Fonts, and Sorting Athapascan In-Reply-To: <003801c64206$16be8720$0200a8c0@LFPMia> Message-ID: _____ Hello, Several people have written to ask about how I have been using Microsoft Office, and fonts, for Language Revitalization materials. I have been a bit busy passing my Orals Comps, so I apologize for the delay. I have one page up, the one with an Athapascan font to download, a sample of the Excel spreadsheet, and the sample spreadsheet to download that you can play with yourself. It's here: http://learningforpeople.us/tools.htm There is a menu to the left, with Samples and Fonts for Tribes, but these pages aren't done. I just put the Tools page up this morning. It would be good to know whether people think the instructions are clear and easy to use. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From jtucker at starband.net Tue Mar 7 19:05:38 2006 From: jtucker at starband.net (Jan Tucker) Date: Tue, 7 Mar 2006 14:05:38 -0500 Subject: Info Request In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Andre, have you looked to see what the Western Band Cherokee are doing? http://www.cherokee.org Recently, they added an interactive component to the online courses with audio and video interactivity. I've been taking their free online course for two terms now. The presentation is visual and auditory, with slides. You can chat with classmates and ask the teacher questions. The software is Avanacast from their end, and the learner just needs Flash or Shock Wave. They support this with copies of lessons and an online learning community at MSN. The class meets twice a week. Students can repeat the class as needed. I've been enjoying the classes and have been learning sounds, words and phrases as well as the written syllabary. I took the class to see how this delivery method works. Email me if you see how it works. My next class is Wednesday 11:30 AM. I can access the archives to see what I missed. Students who are motivated have been creating materials of their own and sharing. One student created two discs of the audio component of each of the twenty lessons for Cherokee one, and the slides for the cost of mailing and CD's I got a copy. This is helpful for review. I've worked on create a support course for these lessons using Moodle free course delivery software. If I had more time (currently teach six online courses in social science) I'd have completed more resources that students could use between class to practice. I do know about best practices in online learning and teaching for asynchronous methods . I think if you could integrate the two class meeting times that are synchronous with asynchronous learning environment for follow up and practice, you'd a supportive learning environment with teaching and practice opportunities tied together. Distance learning requires the flexibility of any where any time learning, and a structure for moving forward, not to mention peer to peer communication to promote mentoring, and develop a learning community online. What I've created for Cherokee I is not complete, it's a look at the capabilities of the software that is all. They key to success in online teaching and learning is to get a group of students to interact, share their learning, and help one another with engaging dialogue related to your subject matter as well as providing practice in key areas for content mastery. Students need to feel part of a learning community for this, thus online discussion of content becomes and essential component of the learning tasks rather than just taking quizzes, or listening to spoken language. Students need to talk about what they are learning in ways that advance their understanding of the language or subject being studied. Distance learning this way requires students to be able to type and write what they are thinking, and be willing to share their thoughts and learning. It takes time to build an online course. You have to develop teaching materials, lesson plans all based on your best practices. If you want to look at some free online course delivery search for Moodle Course Ware on the Internet, and sign up for their free course on How to use Moodle. Also, they have a free course for How to teach language using Moodle. Course delivery software gives you a structure for teaching and grade books, and calendars, and resources, etc. Feel free to go to http://nativepeople.net/moodle to see what I've done. I would be happy to make you a shell to experiment with the course building software. I put up the site to promote distance learning. If you like what you create you can export the course it to your own server and use it after installing your own copy of Moodle. There is a super community of instructors who support each others and developers who support Moodle users. Moodle courseware is free. They will also host and set up course deliver for you for a fee. I don't work for them. I had to do a lot of learning to get started since I did all this for only the cost of hosting the website. Also I am wondering what would be the difference between best practices in language teaching in general and best practices in indigenouse language teaching from a distance? I would think basic barriers that access to technology would come into play, so choosing technology should be based on what technology is readily available to your potential students. Maybe live TV broadcasts would be the best method with call in questions? I found an example of this on the Internet for teaching Hawaiian. I have the link somewhere, and may have posted it already on ILAT. Do you know what your population of learners is going to need to access what you develop? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 4:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:28:31 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:28:31 -0700 Subject: Not dead yet (fwd) Message-ID: NOT DEAD YET Web Exclusive 7 March 2006, 12:26. cribnotes[1]. By Seva Rodnyansky. http://www.nuviews.org/article/cribnotes/20060307/67/not-dead-yet What do linguists physically do? That?s a question I?ve pondered when trying to decide whether to take courses in the subject. As it turns out, linguists don?t just sit around making vowel sounds, but do plenty of field work with words and languages. One branch deals with researching dead or dying languages and attempting to reconstruct their words and grammatical structures. Prof. Monica Macaulay from UW-Madison is one such linguist. She works with the languages of the Mixtec people from Mexico and the Menominee people from Wisconsin. Both languages have almost ceased to exist. Two decades ago, as a graduate student, Macaulay went to a tiny mountain village in the state of Oaxaca in Mexico to research the ancient Mixtec language, which has very few modern-day speakers. She encountered many hardships along the way, many that could have been prevented with better instruction and preparation. For example, it was much colder than she expected and there was little or no food most of the week. She also did not think to ask the leader of the village for permission to research the subjects, who were villagers. All of these concerns could have been solved if only her professors would have warned her or if there was written material on linguistic field work. Macaulay says that in the two decades since, the situation has been only slightly ameliorated?some texts on the subject have appeared and the Internet has helped with issues like assessing the climate or the food supply. She can now instruct her students to prepare seriously by reading anthropological texts. Most recently, Macaulay has been working with the Menominee people in Wisconsin. Since they are in the U.S., these subjects are easier to work with in terms of food and climate. On the other hand, they are not always receptive to research, wishing to safeguard their secrets because they are afraid of people using their culture for a profit. They frequently ask why scholars are interested in Menominee research. Macaulay and her team are in the midst of constructing a Menominee dictionary in three levels: beginner, intermediate, and advanced. Upon the request of the Menominee, this dictionary will be organized by categories of words, such as fruit, colors, animals. An online version with pictures and pronunciations will aid learners of all ages. Unfortunately, Macaulay?s work with the Menominee may be coming to a crashing end. In the fall, several of the elders that Macaulay had worked with passed away, and recently, the tribal council that remains has not let her continue her research. While Macaulay is trying to rectify her relationship with the tribe and the council, work on the dictionary continues. Clearly, working with these indigenous populations has proven difficult for Macaulay. She has had to put herself wholly into the research, whether going to the middle of nowhere in South Mexico, or working through misunderstandings in northeast Wisconsin. Still, despite these hardships, linguistic research remains her passion. Her work with the Menominee and the Mixtec has let her give back to those communities while also creating a scientific body of knowledge. DATE: 2006-01-31 SPONSOR: Language and Cognition Colloquium Links: ------ [1] http://www.nuviews.org/category/cribnotes/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:31:29 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:31:29 -0700 Subject: Linguists Find the Words, and Pocahontas Speaks Again (fwd) Message-ID: March 7, 2006 LINGUISTS FIND THE WORDS, AND POCAHONTAS SPEAKS AGAIN? BY JOHN NOBLE WILFORD HTTP://WWW.NYTIMES.COM/2006/03/07/SCIENCE/07LANG.HTML In the new movie about Jamestown, the first permanent English settlement in North America, founded in 1607, the paramount Indian chief Powhatan asks Capt. John Smith where his people came from. The sky? Responding to the question, translated by an Indian whose smattering of English probably came indirectly from the earlier failed Roanoke colony in North Carolina, Smith replies: "The sky? No. We come from England, an island on the other side of the sea." The dialogue continues as the interpreter puts Smith's reply in Powhatan's own words, Virginia Algonquian, a language not spoken for more than two centuries. Like most of the 800 or more indigenous languages of North America when Europeans first arrived, Powhatan's became extinct as Indians declined in number, dispersed and lost their cultural identity. But a small yet growing number of linguists and anthropologists has been busy in recent years recreating such dead or dying Indian speech. Their field is language revitalization, the science of reconstructing lost languages. One byproduct of the scholarship is the dialogue in Virginia Algonquian for the movie "The New World." More than moviemaking is behind the research. A revival of ethnic pride and cultural studies among Indians has stimulated Indians' interest in their languages, some long dead. Of the more than 15 original Algonquian languages in eastern North America, the two still spoken are Passamaquoddy-Malecite in Maine and Mikmaq in New Brunswick. In other cases, the few speakers of an Indian tongue are the old people, never their grandchildren, and so the research is a desperate attempt to save another language from burial with a departing generation. The passing of a language diminishes cultural diversity, anthropologists say, and the restoration of at least some part of a language is an act of reclaiming a people's heritage. Blair A. Rudes, a linguist at the University of North Carolina, Charlotte, who specializes in reconstructing Indian languages, said several Algonquian communities in the East had efforts under way to recover their lost languages and return them to daily use. "What turns out to be really important is just that they learn some piece of the language because it is reclaiming their heritage," Dr. Rudes said. "So much was lost that reclaiming any of it is a major event." Ives Goddard, who is a curator for linguistics and anthropology at the Smithsonian Institution, said, "The loss of languages continues, and it's a worldwide phenomenon." At least half the world's estimated 6,000 languages, Dr. Goddard said, have so few remaining speakers that they are threatened with extinction. By 2100, he predicted, "there will be fewer than 3,000 languages still spoken." When the director of "The New World," Terrence Malick, decided that for authenticity Powhatan should speak in his own language, he called in Dr. Rudes, who has worked with Dr. Goddard in reconstructing the defunct Algonquian language of the Pequot of Connecticut. He is also engaged in language restoration for the Catawba of North Carolina and is collaborating with Helen Rountree, emeritus professor of anthropology at Old Dominion University, on a dictionary of Virginia Algonquian. Dr. Rudes was asked what Powhatan and his daughter Pocahontas would say and how they would say it. It was a daunting assignment. The related Algonquian languages were among the first in America to die out, and no one is known to have spoken Virginia Algonquian since 1785. Like many other Indians, except some cultures in Mexico and Central America, Algonquian speakers had no writing system, and their grammar and most of their vocabulary were lost. Just two contemporary accounts ? one by Captain Smith and the other by the Jamestown colony secretary, William Strachey ? preserved some Virginia Algonquian words, including ones that have passed into modern English as raccoon, terrapin, moccasins and tomahawk. Clearly, even the wits of the celebrated roundtable at the namesake Algonquin Hotel, who had something cutting to say about everything and everybody, would have for once been at a loss for words in the presence of Powhatan and Pocahontas. Unless, perhaps, the two happened to wear their moccasins and the soup of the day was terrapin. The first challenge for Dr. Rudes was the limited vocabulary. Smith, the colony leader, set down just 50 Indian words, and Strachey compiled 600. The lists were written phonetically by Englishmen who were not expert in linguistics and whose spelling and pronunciation differed considerably from modern usage, making it difficult to determine the words' actual Indian form. Dr. Rudes had to apply techniques of historical linguistics to rebuilding a language from these sketchy, unreliable word lists. He compared Strachey's recorded words with vocabularies of related Algonquian languages, especially those spoken from the Carolinas north into Canada that had survived longer and are thus better known. This family of Indian tongues, in one respect, reminded linguists of the Romance languages. Each was distinctive but as closely related as Spanish is to Italian or Italian to Romanian. Comparisons with related languages revealed the common elements of grammar and sentence structure and many similarities in vocabulary. A translation of the Bible into the language once spoken by Massachusetts Indians offered more insights into the grammar. The Munsee Delaware version spoken by coastal Indians from Delaware to New York, including those who sold Manhattan, may be dead, but its grammar and vocabulary are fairly well known to scholars. "We have a big fat dictionary of Munsee Delaware," said Dr. Rudes, who adapted some of those words when needed for Virginia Algonquian. Recordings of the last Munsee Delaware speakers, a century ago, were a valuable guide to pronunciations. Another research tool was what is called Proto-Algonquian. It is the hypothetical ancestor common to all Algonquian speech, 4,000 words that scholars have compiled from the surviving tongues and documentation of the extinct ones. The reconstruction involves educated guesses. Strachey set down words for walnut, shoes and two kinds of beast, "paukauns," "mawhcasuns," "aroughcoune" and "opposum." In Proto-Algonquian, similar words are paka-ni (meaning large nut), maxkesen (shoe), la-le-ckani (raccoon) and wa-pa'oemwi (white dog). From this, Dr. Rudes reconstructed the Virginia Algonquian words pak?n, mahkusun, ?rehkan and w?pahshum," or pecan, moccasin, raccoon and opossum. When he started the project, he was handed the movie script for the parts to be translated. "I had to rewrite terms for the dialogue," he said. "For example, we often use nonspecific verbs, 'He went to town.' In Algonquian, you have to tell the mode of travel, 'He walked to town.' " The peculiar sentence structure required changes in the Indian translation. Pocahontas would not have said to Smith, if she ever actually did, "I love you." She would have used the verb for love, with a prefix meaning you and a suffix for I. "It is one of the few languages that give greater importance to the listener than the speaker," Dr. Rudes said. Then there was the problem of creating dialogue reflecting what the Indians would have understood in the early 17th century. This also required changing the script for the initial Powhatan-Smith conversation. In a paper summarizing his methods, Dr. Rudes said the original script had Smith saying: "The sky? No. From England, a land to the east." At the time, though, a land to the east was for the Indians more myth than reality, he noted, but they probably had already heard about "white-skinned people who lived on islands in the Caribbean." So Smith's reply was changed to "We came from England, an island on the other side of the sea," and the translator then used documented words of Virginia Algonquian for sky, no, island and sea. The spelling was slightly modified to account for Strachey's misspellings and conform to similar words in other Algonquian speech. Because the word signifying a question is not known in Virginia Algonquian, Dr. Rudes borrowed the word s? from a related language. Of course, Powhatan's interpreter could not be expected to have a word for England. He presumably did his best to reproduce what it sounded like in Algonquian, Inkurent, to which he added the general locational ending -unk, meaning at or in. He also followed the practice of naming the place first and adding the word for "we come from there." The translation thus reads: "S? arahqat? Mahta. Inkurent-unk kunowamun - mununag akamunk yapam." William M. Kelso, director of archaeology of the Association for the Preservation of Virginia Antiquities, which owns the Jamestown fort site, said that he could not assess the language of the dialogue, but that the costumes, armor, arms and nearly all aspects of the fort were realistic. Dr. Kelso and other archaeologists found the remains of the three-sided Jamestown fort in 1996. Their goal between now and the 400th anniversary celebration of Jamestown next year is to excavate the well at the site, search for artifacts and look for the foundations of the colony's storehouse and church. At the festivities next spring, some of the words of celebration may echo the Virginia Algonquian of 1607, the resurrected language of Powhatan and Pocahontas. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 7 21:33:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 7 Mar 2006 14:33:57 -0700 Subject: 'Mayan Bible' draws experts, immigrants (fwd) Message-ID: Posted on Sat, Mar. 04, 2006 'Mayan Bible' draws experts, immigrants BY OSCAR AVILA CHICAGO TRIBUNE http://www.centredaily.com/mld/centredaily/living/14004808.htm CHICAGO -- In a secluded corner of the Newberry Library, archivists slowly take apart the yellowing book considered the Mayan Bible for its epic narrative of the Sovereign Plumed Serpent and other gods creating the world. Like other Newberry treasures over the years -- a Shakespeare first folio, letters from Columbus -- the Popol Vuh attracts scholars. But unlike any other rare text at the library, the Popol Vuh also draws immigrants from Guatemala and Mexico, descendants of the Mayans who make their way to the library so they can reverently page through the 188-page book full of elegant script, in Spanish and the Mayan language of Quiche. As researchers from the Newberry and Brigham Young University transfer the book's contents to CD-ROM, they also recognize that the world's oldest known Popol Vuh manuscript remains a sacred document that many visitors will want to see and hold in the printed form. The restoration of the book, being done at the same time as the CD-ROM project, will make the Popol Vuh sturdier for visitors such as a Mayan priest who was so moved after beholding the text that he performed a blessing, a ritual offered to the four points of the compass. Staffers barred the candles. "People come from all over the world to see this as a sacred object. As stewards of cultural collections, we don't take the 'warehouse' approach. We are trying to make this accessible to a broad public," said Melissa McAfee, Newberry vice president for library services. The story of the Popol Vuh -- "council book" in the Quiche language -- dates to no later than the mid-1500s, scholars say. It's not clear what form the story may have taken before Europeans came to the continent. For many Mayans, it may have been communicated orally. Some scholars believe that parts of the tale were depicted in picture form, incorporated into the building of Mayan temples. Some theorize that the Mayans, who mastered phonetic writing, captured it on paper. But the oldest known manuscript, the Newberry's, dates to the early 1700s, when a Spanish friar named Francisco Ximenez put a Quiche version and Spanish translation on paper. The book, which combines the Popol Vuh with Ximenez's guide for Spain's governance of Central America, ended up in Guatemala City before a French priest brought it to Paris. Edward Ayer, a member of the Newberry's board and book collector, bought the book from a dealer there and eventually included it in a donation to the Newberry Library in 1911. There, it has remained one of the centerpieces of scholarship about the Mayan people, a book so important that officials at BYU's Center for the Preservation of Ancient Religious Texts considered it a worthy follow-up to other digitization projects such as the Dead Sea Scrolls. "It really is a very rich text. I would say this is the single most important literary work to come out of the New World," said Allen Christenson, a BYU humanities professor and project director. Although the Mayan empire included parts of Mexico, Quiche speakers are mainly in Guatemala. Guatemala's president has requested a paper reproduction of the Popol Vuh after the restoration. Gustavo Lopez, Guatemala's consul general in Chicago, said his nation has mixed emotions about its national treasure residing in Chicago, even in good hands. Lopez said the government has never made a formal request to regain the work, but he wishes Newberry would consider voluntarily returning it. "Guatemala doesn't want to start a conflict with a nonprofit organization," Lopez said. "But we would like to have it in Guatemala because it is a vital part of our national patrimony." Library officials sidestepped the question, saying they would not comment on the idea because officials have gotten no formal requests from the Guatemalan government. The restoration will make library officials feel more comfortable about letting visitors handle the book by rebinding it with a flexible but sturdy cover. To take apart the book, Giselle Simon, director of conservation services, has already removed the cover and is using a jelly-like adhesive to loosen the glue holding together the spine. She must then remove brittle pages, with holes caused by insects that burrowed in the pages, likely in Guatemala centuries ago. Brittle or not, the book strikes a deep chord with Jose Oliva, a Chicago man born in Guatemala with Quiche roots. Oliva, who still performs indigenous rituals, said the book holds deep significance for all his countrymen, even those who are Catholic or evangelical Christians. The first time Oliva saw the book, he was speechless and said he felt a deep connection to his ancestors from centuries ago. Since then, he has taken Guatemalan visitors to the Newberry a half-dozen times. "It's a chance to see the origins of my people. It is a matter of pride," Oliva said. Oliva even theorizes that some Guatemalans were drawn to Chicago because of the Popol Vuh, a claim impossible to substantiate, but one that speaks to its role as the country's "national book." While Guatemalans will enjoy a restored hard copy, BYU's new electronic version should satisfy scholars, who had to page through the manuscript or rely on a spotty microfilm version produced three decades ago. The book is entirely text. BYU scholars will take high-resolution photographs of each page and likely run them through a scanner. The pages will then be placed on CD-ROM, allowing scholars to search the Popol Vuh by word. The disc also will include photos, maps, links and even an audio reading of the work in Quiche. BYU will pay for the project, which will cost "in the upper five figures" and should be finished next year, Christenson said. The book will likely be unavailable until May. Library officials ask visitors to contact them to see the book. Robert Karrow, Newberry's curator of special collections, says it makes more sense to view the CD-ROM. But he fully appreciates that in the case of Popol Vuh, sentiment often wins out. "There's something to be said in looking at the original," he said. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Tue Mar 7 22:14:11 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 7 Mar 2006 15:14:11 -0700 Subject: Fwd: Fw: TELEVISION AND FILM WORKSHOP In-Reply-To: <003a01c64217$fc332890$0200a8c0@IBM> Message-ID: Maybe you know some interested folks... ----- Original Message ----- *From:* *Subject:* Fw: TELEVISION AND FILM WORKSHOP *CALL* FOR APPLICATIONS** ** *February 28, 2006* Institute of American Indian Arts 83 Avan Nu Po Road; Santa Fe, NM 87508 John Villani ? IAIA Communications (505) 424-2351 Suzanne Gordon ? ABC Media Relations (818) 460-6628 *THE IAIA 2006 SUMMER TELEVISION AND FILM WORKSHOP SEEKS TALENTED NATIVE AMERICAN STUDENTS* * * The Institute of American Indian Arts, in collaboration with Disney-ABC Television Group Talent Development Programs and the Walt Disney Studios, is presenting the third annual Summer Television and Film Workshop. This year's expanded, 8-week program will focus on directing, screenwriting, production, animation and acting techniques. Faculty is drawn from the professional ranks of the television and film industries. The program's curriculum will also include mini-workshops and panel discussions with top decision makers and other industry experts. The 8-week workshop begins June 5 and continues through July 28, 2006, on the Santa Fe, N.M. campus of the Institute of American Indian Arts. The workshop is geared to serving all experience levels, from entry positions to seasoned professionals, and offers participants up to 12 hours of college credit. "In carrying out the IAIA mission, our educational and cultural pursuits converge in a fundamental task of the Institute: to tell the Native American story, a living legacy transmitted through Indian life, language, and material culture. This career collaborative with industry leaders in film and television will give us a powerful new voice to tell that story. We are deeply grateful to Disney-ABC for their initiative and support," says Dr. Richard Tobin, President, Interim, Institute of American Indian Arts. "We are always looking for new and creative ways to expand our diversity efforts here at Disney-ABC, and we believe this program will increase the number of qualified Native American applicants to ABC and other industry programs," says Carmen J. Smith, Vice President of ABC Talent Development. Ms. Smith was instrumental in developing the collaboration with IAIA. As part of the workshop, students will be formed into production and post-production teams to facilitate a final product in the form of a video of students' work. There will also be screenings of faculty and student work, intermixed with other films and videos. Beverly Morris (Aleut), director of the 2006 Summer Television and Film Workshop, is a filmmaker with over fifteen years of producing and directing experience, including documentaries on subjects such as Urban Indians, Native arts and artists, and Navajo physicist Dr. Fred Begaye. Her knowledge will guide the workshop's slate of classroom lectures, seminars and one-on-one lab sessions. For workshop information contact Beverly Morris: tel/ (505) 424-5713 or (800) 804-6422; email/ bmorris at iaia.edu . To download an application and guidelines visit the IAIA website at www.iaia.edu . Deadline is April 15, 2006 for all application and portfolio materials. Jodi Burshia, Youth Development Director Community Based Abstinence Education (CBAE) Arizona Youth Partnership--Marana 11279 West Grier Road, Suite 121 A Marana, AZ 85753 (520) 616-6355 Phone (520) 682-4785 Fax (520) 465-0310 Cell Phone www.azyp.org Send your donations to us at the above address. Arizona Youth Partnership is an Arizona Qualified Charitable Organization. Your contributions to us may earn you a dollar-for dollar tax credit (up to $200) on your Arizona income tax. If you want more information on the AZ Charitable Tax Credit, contact us or your accountant. ------------------------------ No virus found in this incoming message. Checked by AVG Free Edition. Version: 7.1.375 / Virus Database: 268.2.0/275 - Release Date: 3/6/2006 No virus found in this outgoing message. Checked by AVG Free Edition. Version: 7.1.375 / Virus Database: 268.2.0/275 - Release Date: 3/6/2006 -- 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: -------------- next part -------------- A non-text attachment was scrubbed... Name: WEBpage 2006.doc Type: application/msword Size: 144384 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:42:21 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:42:21 -0700 Subject: Saving language (fwd) Message-ID: Saving language National Indigenous Times Issue 44 - 12 Nov 2003 http://www.nit.com.au/thearts/story.aspx?id=860 A Warnman to English and English to Warnman wordlist, together with a sketch grammar, has been produced after the Wangka Maya Pilbara Aboriginal Language Centre received funding from the Australian Institute of Aboriginal and Torres Strait Islander Studies to conduct research into the language. Warnman country is in the Western Desert in the Pilbara region of Western Australia. The country extends from the Rudall River area north-west almost to Telfer. Included in Warnman country is Punmu and Lake Dora. There are less than 100 speakers of Warnman living in the Pilbara area. It is now spoken at Punmu, Parngurr, Nullagine, Jigalong, Newman, Strelley, Tjalku Wara, Warralong, Marble Bar and Hedland. Senior Linguist Albert Burgman, who worked with many Warnman language speakers and specialists to produce the work, conducted the research project. Key language specialists in the project included Desmond Taylor, Muuki Taylor, Barbara Hale, Yirlirti Oderson, Minyawu Miller and Nancy Taylor. Fieldtrips were made to Nullagine to further develop the work with speakers there. ?In such a short time it is impossible to do a complete study of a language. Hopefully there will be an opportunity to do more in-depth further research in the future,? Mr Burgman said. The project is the next stage in the long and ongoing process of collecting, recording and maintaining the Warnman language. It is very satisfying for the language speakers to get the language maintenance work to this stage, however, like all other Pilbara languages, Wangka Maya has struggled to provide a full account of Warnman. The research work on Warnman will continue through the annual work of Wangka Maya Pilbara Aboriginal Language Centre, as will work on the other 30 languages of the region. The Warnman sketch grammar and word list are available at Wangka Maya, phone 08 9172 2344. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:48:50 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:48:50 -0700 Subject: Saving language (fwd) In-Reply-To: <20060308144221.i6e8k4gscc8ocooo@www.email.arizona.edu> Message-ID: ta'c halaxp (good day everybody), I am note sure why this article appeared today as a recent news item when it has the 2003 date.?? Anyway, it is new info so I thought I would post it fyi.? Phil ILAT -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 8 21:55:32 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 8 Mar 2006 14:55:32 -0700 Subject: Storytelling with string games (fwd) Message-ID: Storytelling with string games Navajo teen shares ritual at high school BETTY REID The Arizona Republic Mar. 8, 2006 12:00 AM http://www.azcentral.com/arizonarepublic/local/articles/0308b2localpeople0308.html Crafting a bird's nest using 2 feet of string is difficult for Alhambra High School student Isaiah Nelson. The Navajo teenager helped bring the winter storytelling and string games last month to his campus in the Phoenix Union High School District. The student-sponsored event was designed to highlight and honor the school's diverse backgrounds. For Nelson, president of Alhambra's Native Student Youth Council, it means finding and scheduling a meaningful activity that best explains a tiny part of who he is as a Din?, or Navajo. He found a seasonal ritual called _Na'atl'o',_ a teaching activity used by Navajo parents for children offered by the Phoenix Indian Center. The game requires tying a string together and a lot of looping around the fingers. Short stories are attached to each design made. The more common designs are depictions of the stars or animals and designs seen in textile rugs. Nelson, 17, is able to string a hair tie in seconds but struggles with creating a bird's nest. "I get confused about the steps, like making sure the string is on the right finger, and if my fingers are too large for a short string, it won't come out right," he said. "If I don't have patience, I get frustrated." Patience is one discipline that Freddie Johnson, Navajo cultural specialist with PIC, wants children to gain from playing string games. He reminds players that the game and art are part of a series of tribal creation stories told during the winter season when animals such as snakes, bears and spiders are asleep. According to Navajo oral traditions, a deity named _Na'ashj?'ii Asdz??_, Spider Woman, gave the people the game. Much of the motion tied to the game is similar to a spider weaving its web. "Spider Woman introduced string games so that our children will learn how to control their thoughts," Johnson said. "It teaches our children patience and discipline. It also teaches our parents to be patient with their children because string games requires focus, a lot of repetitive motion with the fingers to design stars, two coyotes racing in opposing direction, or a bird's nest." Knowing more about Navajo is important to children like Nelson, who is among thousands of Navajos whose families move to big cities such as Phoenix, Albuquerque, Salt Lake City and Los Angeles for jobs or educational opportunities. They call themselves urban Navajos, and many choose to stay connected to their cultural roots. Young people such as Nelson are learning their language and culture at the Phoenix Indian Center. "It's worth the time to learn a string game and hear the story behind each design because there is nothing like it available here in the city," Nelson said. "It's very hard to learn the Navajo tradition here in Phoenix when you are not connected to Navajo elders." Phoenix Union enrolls 835 Native American students, who make up 3.6 percent of the 23,312 student population. From MiaKalish at LEARNINGFORPEOPLE.US Wed Mar 8 23:50:08 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 8 Mar 2006 16:50:08 -0700 Subject: Tools Message-ID: Hi. I finished putting up the fonts and tools for people who wrote. They are available (Tools, Samples, Fonts for Tribes) from the main page at http://LearningForPeople.us . Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 10 01:35:43 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 9 Mar 2006 18:35:43 -0700 Subject: Info Request In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Good question Andre, and I was hoping for more answers from our ILAT subscribers.? Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses.? By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > 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 justin.spence at KATHLANGCENTRE.ORG.AU Fri Mar 10 00:53:36 2006 From: justin.spence at KATHLANGCENTRE.ORG.AU (Justin Spence) Date: Fri, 10 Mar 2006 11:23:36 +1030 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Hi, Charles Darwin University in Darwin, Australia has a Yolngu Studies (language and culture) program that has some sort of e-learning component. Their website is http://learnline.cdu.edu.au/yolngustudies/ You need a password to access the "classroom" page, but it might be worth contacting the program coordinators to find out what their experience has been. Justin Spence Southwest Linguist Diwurruwurru-jaru Aboriginal Corporation (Katherine Regional Aboriginal Language Centre) On Friday, March 10, 2006, at 12:05 PM, phil cash cash wrote: > Good question Andre, and I was hoping for more answers from our ILAT > subscribers.? Salish Kootenia College is probably the best place to > start as they have been doing e-learning for a number of years and > have expanded their offerings to include a whole range of courses.? > > By all accounts, it seems that "e-learning" (or distance education) is > in itself a major undertaking. > > Take a look at the "E-Learning" link to get an idea on what is > possible: > > Salish Kootenia College > http://www.skc.edu/ > > later, > Phil > > Quoting Andre Cramblit : > > > The Karuk Tribe received an ANA language grant and we are searching > > for information on teaching indigenous languages through distance > > education. > > > > What are best practices, softwares, systems, models etc > > > > also what has not worked? > > > > .:. > > > > 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 > > From lachler at UNM.EDU Fri Mar 10 02:19:11 2006 From: lachler at UNM.EDU (Jordan Lachler) Date: Thu, 9 Mar 2006 17:19:11 -0900 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Alice Taff has been coordinating a conversational Deg Xinag course by telephone for most of the past 10 years. See: http://jan.ucc.nau.edu/~jar/TIL_5.html There is a Tlingit university class and a Tsimshian learners' circle in Juneau that also uses teleconferencing to patch in Native speakers from other communities, and I've been doing some of that myself with Haida lately. It's not the highest-tech solution, but it works pretty good. H?w'aa, Jordan From MiaKalish at LEARNINGFORPEOPLE.US Fri Mar 10 11:50:58 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Fri, 10 Mar 2006 04:50:58 -0700 Subject: Info Request In-Reply-To: <20060309183543.gnhscpwwkssc4gw8@www.email.arizona.edu> Message-ID: Sue Penfield was saying that we really need to start writing in the intersection between language and E-learning. I think that the reason not many people replied is just because there isn?t anything out there: Last night in my dissertation class, people were talking about all the ?choices? they could make about how far back they went in time for their lit review, and what views to choose, and what schools to include . . they were looking at the canon as a cornucopia, a vast area of ?choice?. So I pulled out my book on Rough Rock by Teresa McCarty and Mary Eunice Romero?s dissertation and showed how the canon was very sparse, and Teresa and Mary Eunice used ethnography to provide the background and context that in other documents was being established by the lit review. I also talked about how the ?feel? of the writing was different, because when you are referencing, you can just say (Gibbs, 1995), and people either know Raymond Gibbs, or they can go read him. But when its from the People, you have to write a paragraph or two that includes what they say, and how you see it contributing in your context. People were stunned to see it from that point. I got to talk about gatekeeping, and how difficult it was to create a canon before some Native critical pedagogists started writing and pointing out differences between what Sandy Grande (Quecha) calls Red Pedagogy and the expectations embedded in pedagogies for white and Black/African American students, both of whom are very assimilationist. Of course, I should say that there isn?t all that much good research on E-learning. There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. People don?t know how to do animations and sound, create the rich materials that make learning so much easier. They are still into that, Okay, now your challenge as a student is to translate and interpret this long string of text into something that makes sense to you, and then, in the same step as you a building the basic understandings, I want you to extrapolate to new ideas and new understandings. (Doesn?t happen; too much cognitive work in too short a space). Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Thursday, March 09, 2006 6:36 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Good question Andre, and I was hoping for more answers from our ILAT subscribers. Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses. By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > Andr? Cramblit: andre.p.cramblit.86 at alum.dartmouth.org is the > Operations Director Northern California Indian Development Council > NCIDC ( -------------- next part -------------- An HTML attachment was scrubbed... URL: From hklein at NOTES.CC.SUNYSB.EDU Fri Mar 10 15:01:43 2006 From: hklein at NOTES.CC.SUNYSB.EDU (hklein at NOTES.CC.SUNYSB.EDU) Date: Fri, 10 Mar 2006 10:01:43 -0500 Subject: Harriet Klein is out of the office. Message-ID: I will be out of the office starting Thu 03/09/2006 and will not return until Wed 03/15/2006. I will respond to your message when I return. From tamata_a at USP.AC.FJ Sat Mar 11 03:20:00 2006 From: tamata_a at USP.AC.FJ (Apolonia Tamata) Date: Sat, 11 Mar 2006 15:20:00 +1200 Subject: Info Request In-Reply-To: <7.0.1.0.1.20060309171430.02194df0@unm.edu> Message-ID: Hello everyone! Here at the University of the South Pacific we have been offering a 100-level introductory level Fijian linguistics course via Distance Learning for several years now. The course is in Fijian and targets Fijian speakers. Most of our students are from within Fiji but live in the islands and inland. We've had a couple of Fijian speakers from outside of Fiji taking the course too. The course is print based (elearning is a new thing for us) and is supported by satellite tutorials and tutorial visits. We hope to offer more of our courses though Distance Learning in the future and we will explore other modes of learning. One such course is Fijian for Beginners for those who wish to learn Fijian. Happy teaching! Apolonia Tamata -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Jordan Lachler Sent: Friday, 10 March 2006 2:19 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Alice Taff has been coordinating a conversational Deg Xinag course by telephone for most of the past 10 years. See: http://jan.ucc.nau.edu/~jar/TIL_5.html There is a Tlingit university class and a Tsimshian learners' circle in Juneau that also uses teleconferencing to patch in Native speakers from other communities, and I've been doing some of that myself with Haida lately. It's not the highest-tech solution, but it works pretty good. H?w'aa, Jordan From rtroike at EMAIL.ARIZONA.EDU Sat Mar 11 07:34:50 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sat, 11 Mar 2006 00:34:50 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: Message-ID: Re Mia's comments, it has been my experience that most of the highly touted work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, since we don't know how much learning occurs -- it should be Teaching, "CALT", but it doesn't make as cute an acronym) is really the old paper workbook trans- ferred to a computer costing a thousand dollars, and the software costing several hundreds. I once challenged the editor of a CALL newsletter to give me an example of a program that was not like this, and out of scores or even hundreds of programs, she could cite only a few. Things have improved lately, and the military are using virtual reality software to teach language, but this software is not publicly available, or even viewable. Some of it is outstandingly sophisticated, and is based in part on computer games technology, which Susan Penfield is also working on with a faculty member in the English Dept. here at the University of Arizona. I saw a bit of a report on CBS the other night that said a national study was questioning how much computer programs were in fact improving students' learning. Computer programs are not panaceas, and for child language learning, will never replace the personal interaction with grandparents in the Native language. The most effective -- and least expensive -- way to preserve a language is to have children spend time living with grandparents who are fluent in the language. I've recently begun experimenting with using Power Point to illustrate stages in linguistic change, and I think that it will be effective. I'm trying to show how the famous "Great Vowel Shift" in English operated (where- by words such as "ride", originally with the vowel /iy/ [the vowel of present day "he"] came to be pronounced as /ay/, as it is now. If this works all right, I'll try it to illustrate a shift in language usage spreading geograhically and between age groups. In any event, PowerPoint offers quite a bit of flexibility that can be exploited. Rudy From susan.penfield at GMAIL.COM Sat Mar 11 13:41:13 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sat, 11 Mar 2006 06:41:13 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: <20060311003450.rdq9kw8ogsccok4o@www.email.arizona.edu> Message-ID: All, I certainly agree with Rudy's comments that the best way learn a language (especially because all the culture is also encoded) is through grandpartents, when available. Short of that though, and for the languages I'm working with which are down to just a few speakers, technology does at least offer an attempt to teach (I'll also agree with Mia and Rudy -- we really don't know how much is being learned) the language. AND, for kids who may be spending lots of time with other learning games, why not have one in the native language? I'll invite you to check out the Learning Games Initiative site a the U of A at http://www.mesmernet.org/lgi/ I am reminded by this discussion just how new our field of Indigenous Languages and Technology ( ILAT !!) still is and how much we all need to keep exploring the potential. My guess is that people will show a preference and response to learning much like with other learning styles -- tecnology will be a great path to learning for some; not so good for others. But, as noted, the data is still sparse. Best, Susan On 3/11/06, Rudy Troike wrote: > > Re Mia's comments, it has been my experience that most of the highly > touted > work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, > since > we don't know how much learning occurs -- it should be Teaching, "CALT", > but > it doesn't make as cute an acronym) is really the old paper workbook > trans- > ferred to a computer costing a thousand dollars, and the software costing > several hundreds. I once challenged the editor of a CALL newsletter to > give > me an example of a program that was not like this, and out of scores or > even hundreds of programs, she could cite only a few. Things have improved > lately, and the military are using virtual reality software to teach > language, > but this software is not publicly available, or even viewable. Some of it > is outstandingly sophisticated, and is based in part on computer games > technology, which Susan Penfield is also working on with a faculty member > in > the English Dept. here at the University of Arizona. I saw a bit of a > report > on CBS the other night that said a national study was questioning how much > computer programs were in fact improving students' learning. Computer > programs > are not panaceas, and for child language learning, will never replace the > personal interaction with grandparents in the Native language. The most > effective -- and least expensive -- way to preserve a language is to have > children spend time living with grandparents who are fluent in the > language. > > I've recently begun experimenting with using Power Point to > illustrate > stages in linguistic change, and I think that it will be effective. I'm > trying to show how the famous "Great Vowel Shift" in English operated > (where- > by words such as "ride", originally with the vowel /iy/ [the vowel of > present > day "he"] came to be pronounced as /ay/, as it is now. If this works all > right, I'll try it to illustrate a shift in language usage spreading > geograhically and between age groups. In any event, PowerPoint offers > quite a bit of flexibility that can be exploited. > > Rudy > -- 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 jtucker at starband.net Sat Mar 11 14:59:56 2006 From: jtucker at starband.net (Jan Tucker) Date: Sat, 11 Mar 2006 09:59:56 -0500 Subject: Info Request: Online Learning Best Practices and Language Teaching at a Distance? In-Reply-To: <2DC25568-68DB-4DA3-8699-D6AB250E2425@ncidc.org> Message-ID: Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities http://web.njit.edu/~hiltz/collaborative_learning_in_asynch.htm Invited Address at "WEB98" Orlando Florida November 1998, Starr Roxanne Hiltz, New Jersey Institute of Technology Copyright, 1998 ABSTRACTOne of the potential negative effects of online courses is a loss of social relationships and of the sense of community that is usually present on a traditional campus. Evidence is presented that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for Web-based courses to be as effective as traditional classroom courses. ________________________ Here is a paper for beginners to online teaching that emphasizes the importance of the different roles of the instructor in online teaching, and the importance of the learning community. I have read studies that compare learning online to face-to-face learning, so I know they are out there. At the time this was written the information was inconclusive. From my understanding a well designed and delivered online course is as effective as a face-to-face course when best practices in course design and delivery are implemented. The online learning deliver must incorporated the strengths of the medium which are the collaborative learning aspects. Clear directions, and continual monitoring and feedback from teacher to student, and student to student interaction is part of a well designed learning environment. Instructors who employ constructivist learning theory promote learning which in my view and others that is equal if not superior to :sage on the stage" kind of lecture, notes test of face-to-face. The problem as I see it is that institutions are in too quick to buy software, assign instructors to teach without the necessary training and regular evaluation of faculty on best practices. I've been teaching online now since 1998. I started by training myself. Luckily for me I had a mentor who'd built his own online software and was writing his dissertation on collaborative learning in an online environment. My first attempt was was to Dr. Chorost's software as an online component in my face-to-face class. His software The Collaboration Center at University of Texas, Austin [Mike Chorost, 1998] and the constructivist learning theory of teaching gave me a chance to see how my students learned face to face versus how they learned in the class room. Right away it was clear that those students who sit in the back of the room and say nothing now had a voice in the class. Remember at this time most students were computer illiterate and much of what I did was to teach them how to fill in a form online, get an email address, use a discussion board in a scholarly manner and search the WWW. I still have to teach students how to discuss topics in a scholarly manner at the beginning of each term, so the the dialogue is more than a chat. Having had this opportunity to observe students learn and see the improved quality and quantitative of peer to peer dialogue as well as total class participation added a dimension to online learning I hadn't anticipated nor experienced in the face-to-face class room. This is clearly the strength of online learning, the teacher facilitated peer-to-peer interaction. This requires some change of teaching strategies and some instructors need training in how to do this. Students need training also, as they take on new roles and become more active rather than passive learners. Students become mentors, and collaborative learners, and instructors become facilitators learning to ask higher level questions and let go of some of the control they are used to. Students will surprise you when you give them a voice. Often their replies would have been what I would have said in a discussion, and when I've waited and not jumped in to reply a student has done so very effectively. Clearly creating an online learning community where students aren't afraid to express their views, ask questions, and share their knowledge and have a little fun doing it is essential to success in an online classroom. The weaknesses as I see online learning is that it is predominately a read write kind of environment. The challenge is to integrate other technology when possible.This is where Mia's work is essential. Mia is creating the interactive Media that is essential to support a well designed and structured learning environment. I accomplish this integration now using WebCT and Blackboard software, and by using textbooks that come with CD's, and companion websites that offer visual and auditory components, adding websites that have interactive learning components such as tutorials, practices quizzes, audio vocabulary, and flash games. Another weakness I believe is that some learners are not mature and responsible enough yet for this method of learning which requires more time on task, and more discipline, and the individual must be highly motivated to learn. For adult learners, motivated to learn online learning can be very effective, comparable to face to face learning in my view when the an instructor is trained in online course delivery and effective learning theory. It is important at the start of any online learning experience to give the students an opportunity to discuss the difference, and share their experience in face-to-face and online courses. Often the experienced online learners give helpful advise to the newbies and the mentoring and community building needed for promoting quality online learning and positive experiences for students begins at this time. Now language teaching is new to me, so I'd advise those wanting to teach language online to talk to others doing so. I'm sure that online teaching best practices will apply and that there may be other things that I'm not aware of and I hope that those on this list will share best practices in the teaching of language online. I offer a few questions, When teaching across large geographic areas with few resources what are your alternatives? How can online delivery enhance and promote revitalization even if it has weaknesses? What are the strengths and weakness experienced by those teaching and learning at a distance now? What are the barriers to implementing language learning at a distance? What are the advantages to implementing learning at a distance? Jan -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Andre Cramblit Sent: Monday, March 06, 2006 4:43 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Info Request The Karuk Tribe received an ANA language grant and we are searching for information on teaching indigenous languages through distance education. What are best practices, softwares, systems, models etc also what has not worked? .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From jtucker at starband.net Sat Mar 11 18:34:01 2006 From: jtucker at starband.net (Jan Tucker) Date: Sat, 11 Mar 2006 13:34:01 -0500 Subject: Info Request In-Reply-To: <001501c64438$e7715760$0200a8c0@LFPMia> Message-ID: "There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. " ================== This paper offers some help to those who'd like to assess the interactivity of their current distance learning programs and consider the importance of this issue in their design and delivery. There are references to studies on learning outcomes and bibliographies M. D. Roblyer, and Leticia Ekhaml (2000). How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning http://www.westga.edu/~distance/roblyer32.html , * This paper was one of three selected as a "Best Paper" among DLA 2000 proceedings, Callaway, Georgia, June 7-9, 2000. The article below is for you Mia, I thought you'd find it interesting, and I'd be interested in your interpretation of the article. I quoted a segment verbatim below. As I read, I found support for many "best practices" in web based learning based on knowledge of the how the brain learns. Katrina A. Meyer assertions about what is needed in a well designed web based learning environment corroborate well what I'm seeing from my own teaching experience and informal assessments and student reports of their learning experience. The implication of Brain Research for Distance Education.http://www.westga.edu/~distance/ojdla/fall63/meyer63.html Abstract This article presents information drawn from research on brain processes that impact perception, memory, learning, and understandings about the world. This information is related to the use of interactive video and the Web in distance education through a discussion of how best to enhance learning - or mitigate problems caused - through the use of these technologies. Creating a "New Brain" Through Media? Healy (1999) argues that based on what we know about brain development in children, new computer media may be responsible for developing brains that are largely different from the brains of adults. This is because "many brain connections have become specialized for . . . media" (p. 133); in this view, a brain formed by language and reading is different from a brain formed by hypermedia. Different media lead to different synaptic connections being laid down and reinforced, creating different brains in youngsters raised on fast-paced, visually-stimulating computer applications and video games. "Newer technologies emphasize rapid processing of visual symbols . . . and deemphasize traditional verbal learning . . . and the linear, analytic thought process . . . [making it] more difficult to deal with abstract verbal reasoning" (Healy, 1999, p. 142). The implications for higher education of this view are two-fold. First, it is likely that students arriving in higher education will have different brains (formed by years at video games, computer simulations, and web researches) than their teachers (whose brains were formed by early experiences with text). This disjunction is likely to cause communication problems and different perceptions of what is a well-designed (or useful, relevant, or cool) learning experience. Furthermore, as new media come on the scene and are adopted by schools and families, they will continue to "affect the underlying neural circuitry that is being established during childhood and adolescence" (Healy, 1999, p. 131). That means further changes in the brain structures and capabilities of each group of students are likely, thereby creating ever more differences to the brain capabilities and understandings of older or more traditionally educated faculty. If Healy is correct, then higher education may need to use media and web-based materials to capitalize upon the next generation's brain connections. However, more traditional instructional methods should also be used to ensure that students are able to reason in traditional linear and logical fashion. Given the web's ability to present long sections of text and retain some of the characteristics of linear discourse, it may be a tool that is sufficiently flexible as to support both aims. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Friday, March 10, 2006 6:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Sue Penfield was saying that we really need to start writing in the intersection between language and E-learning. I think that the reason not many people replied is just because there isn? t anything out there: Last night in my dissertation class, people were talking about all the ?choices? they could make about how far back they went in time for their lit review, and what views to choose, and what schools to include . . they were looking at the canon as a cornucopia, a vast area of ?choice?. So I pulled out my book on Rough Rock by Teresa McCarty and Mary Eunice Romero?s dissertation and showed how the canon was very sparse, and Teresa and Mary Eunice used ethnography to provide the background and context that in other documents was being established by the lit review. I also talked about how the ?feel? of the writing was different, because when you are referencing, you can just say (Gibbs, 1995), and people either know Raymond Gibbs, or they can go read him. But when its from the People, you have to write a paragraph or two that includes what they say, and how you see it contributing in your context. People were stunned to see it from that point. I got to talk about gatekeeping, and how difficult it was to create a canon before some Native critical pedagogists started writing and pointing out differences between what Sandy Grande (Quecha) calls Red Pedagogy and the expectations embedded in pedagogies for white and Black/African American students, both of whom are very assimilationist. Of course, I should say that there isn?t all that much good research on E-learning. There is a lot of theory and posturing and hypothesizing, but people seem very reluctant to actually look at approaches vs. results. What I have seen most distance people do is simply move text onto the computer . . . not all that far removed from the dreaded kill-and-drill. People don?t know how to do animations and sound, create the rich materials that make learning so much easier. They are still into that, Okay, now your challenge as a student is to translate and interpret this long string of text into something that makes sense to you, and then, in the same step as you a building the basic understandings, I want you to extrapolate to new ideas and new understandings. (Doesn?t happen; too much cognitive work in too short a space). Mia ---------------------------------------------------------------------------- -- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Thursday, March 09, 2006 6:36 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Info Request Good question Andre, and I was hoping for more answers from our ILAT subscribers. Salish Kootenia College is probably the best place to start as they have been doing e-learning for a number of years and have expanded their offerings to include a whole range of courses. By all accounts, it seems that "e-learning" (or distance education) is in itself a major undertaking. Take a look at the "E-Learning" link to get an idea on what is possible: Salish Kootenia College http://www.skc.edu/ later, Phil Quoting Andre Cramblit : > The Karuk Tribe received an ANA language grant and we are searching > for information on teaching indigenous languages through distance > education. > > What are best practices, softwares, systems, models etc > > also what has not worked? > > .:. > > 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 gmccone at NAL.USDA.GOV Sat Mar 11 20:25:54 2006 From: gmccone at NAL.USDA.GOV (Gary McCone) Date: Sat, 11 Mar 2006 15:25:54 -0500 Subject: NYTImes article Message-ID: March 7, 2006 New York Times article: Linguists Find the Words, and Pocahontas Speaks Again http://www.nytimes.com/2006/03/07/science/07lang.html?_r=2&oref=slogin&o ref=slogin Gary K. McCone Associate Director, Information Systems National Agricultural Library 10301 Baltimore Avenue Beltsville, Maryland 20705-2351 (301) 504-5018 Fax. (301) 504-6968 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sun Mar 12 21:58:53 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sun, 12 Mar 2006 14:58:53 -0700 Subject: Computers as expensive electronic workbooks In-Reply-To: <39a679e20603110541p23cca7e5s2699176809a081dc@mail.gmail.com> Message-ID: There are number learning games on my site, too. There is a crossword puzzle one in about 6 languages. :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Saturday, March 11, 2006 6:41 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Computers as expensive electronic workbooks All, I certainly agree with Rudy's comments that the best way learn a language (especially because all the culture is also encoded) is through grandpartents, when available. Short of that though, and for the languages I'm working with which are down to just a few speakers, technology does at least offer an attempt to teach (I'll also agree with Mia and Rudy -- we really don't know how much is being learned) the language. AND, for kids who may be spending lots of time with other learning games, why not have one in the native language? I'll invite you to check out the Learning Games Initiative site a the U of A at http://www.mesmernet.org/lgi/ I am reminded by this discussion just how new our field of Indigenous Languages and Technology ( ILAT !!) still is and how much we all need to keep exploring the potential. My guess is that people will show a preference and response to learning much like with other learning styles -- tecnology will be a great path to learning for some; not so good for others. But, as noted, the data is still sparse. Best, Susan On 3/11/06, Rudy Troike wrote: Re Mia's comments, it has been my experience that most of the highly touted work in "CALL" (Computer-Assisted/Aided Language Learning: a misnomer, since we don't know how much learning occurs -- it should be Teaching, "CALT", but it doesn't make as cute an acronym) is really the old paper workbook trans- ferred to a computer costing a thousand dollars, and the software costing several hundreds. I once challenged the editor of a CALL newsletter to give me an example of a program that was not like this, and out of scores or even hundreds of programs, she could cite only a few. Things have improved lately, and the military are using virtual reality software to teach language, but this software is not publicly available, or even viewable. Some of it is outstandingly sophisticated, and is based in part on computer games technology, which Susan Penfield is also working on with a faculty member in the English Dept. here at the University of Arizona. I saw a bit of a report on CBS the other night that said a national study was questioning how much computer programs were in fact improving students' learning. Computer programs are not panaceas, and for child language learning, will never replace the personal interaction with grandparents in the Native language. The most effective -- and least expensive -- way to preserve a language is to have children spend time living with grandparents who are fluent in the language. I've recently begun experimenting with using Power Point to illustrate stages in linguistic change, and I think that it will be effective. I'm trying to show how the famous "Great Vowel Shift" in English operated (where- by words such as "ride", originally with the vowel /iy/ [the vowel of present day "he"] came to be pronounced as /ay/, as it is now. If this works all right, I'll try it to illustrate a shift in language usage spreading geograhically and between age groups. In any event, PowerPoint offers quite a bit of flexibility that can be exploited. Rudy -- 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 Mon Mar 13 18:37:46 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Mar 2006 11:37:46 -0700 Subject: Broadcasting In Cherokee (fwd) Message-ID: Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it?s very important to keep our language alive cause once your language is gone, it?s gone.? Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Mar 13 19:31:57 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 13 Mar 2006 12:31:57 -0700 Subject: Laguna Colony members meet to keep language, traditions alive (fwd) Message-ID: Laguna Colony members meet to keep language, traditions alive ? Indian Country Today March 13, 2006. _All Rights Reserved_ Posted: March 13, 2006 by: The Associated Press[1] http://www.indiancountry.com/content.cfm?id=1096412633 [AP Photo/The Albuquerque Journal, Marla Brose_ -- Ulysses Grant Paisano, 93, posed for a photograph Feb. 23 in Albuquerque, N.M. Known as ''U.G.,'' Paisano remembers the beginnings of the Laguna Colony of Albuquerque. The colonies grew out of an unlikely arrangement when Laguna Pueblo leaders chose not to sell right-of-ways through their lands to railroads, instead trading access for railroad building jobs for pueblo members.] BY LESLIE LINTHICUM -- ALBUQUERQUE JOURNAL ALBUQUERQUE, N.M. (AP) - Even though their reservation is only 45 miles away, members of the Laguna Colony of Albuquerque get together every two weeks to stay in touch with pueblo business, to keep the Keresan language alive and to simply feel part of a tribal community in a big, impersonal city. They've been doing it for 50 years, ever since a then-middle-aged BIA employee thought the Albuquerque Lagunas should have a voice in the pueblo. Today, the founder of the colony, Ulysses Grant Paisano, is 93 and still active in the Laguna Colony. Known as ''U.G.,'' Paisano remembers the beginnings of the colony. The first meeting took place on Feb. 16, 1956, in the old Albuquerque Indian School auditorium, and about 60 people turned out. Paisano didn't anticipate such longevity for the colony, but he's glad it persisted. Without the organization, he said, ''We would be kind of lost.'' Laguna colonies grew out of an unlikely arrangement between a rail company and the Laguna Pueblo that sent tribal members west to work on the railroad. When the Atchison, Topeka & Santa Fe Railroad shopped for right-of-ways for its westward expansion in the late 19th century, Laguna Pueblo leaders chose not to sell the rights to access through their land but trade it for jobs for pueblo members. Satellite Laguna communities grew up in Barstow and Richmond, Calif.; in Winslow, Ariz.; and in Gallup - strung along the railroad tracks in a symbiotic arrangement that helped build and run the rails while keeping families and their culture intact. Thelma Atsye, the secretary of the Albuquerque colony, grew up in the Barstow Laguna colony, a village of 50 or more Laguna families living up against the tracks. ''The railroad provided housing - box cars set up right next to the railroad tracks,'' Atsye said. The place was called the ''Indian camp'' and the kids were known as ''box car kids.'' Living in the camp wasn't considered a hardship, however. Fathers of the kids had jobs building or maintaining rail track. Mothers worked in railroad hotels and tended the home fires in the box car camp, some building adobe hornos and stoking fires to make traditional bread. Language was a mixture of English and Keresan, and feast days were celebrated with traditional dances in the California desert. ''The way that the box cars were situated, we had a plaza,'' Atsye said. Colony members sealed off the plaza from outside eyes to do private religious dances and left it open for social dances on the St. Joseph feast days in March and September. When the rail work lapsed, so did the colonies. Some rail workers and their families found work and homes near the box car towns, but most moved home to Laguna or settled in cities like Albuquerque. Paisano was living in Albuquerque and working as a supply superintendent for the BIA in the early 1950s when he became chairman of a finance committee to revise the Laguna constitution to give the tribe a legal mechanism to give per capita distributions of royalties that began piling up when the mine opened in 1953. After traveling to the rail colonies to explain the constitution changes, Paisano saw the need for an Albuquerque Colony to keep Albuquerque Lagunas apprised of tribal business. His daughter, Cheryl, said the original intent of the Albuquerque colony was to help city Lagunas stay informed. Laguna Pueblo consists of seven villages and each has representation on the tribal council. Each week, after the council meets, representatives go back to the villages for a second meeting to tell villagers what the council discussed and acted on. City dwellers had jobs and families and found it difficult to make the 90-mile round trip once a week to attend meetings. These days, colony members meet twice each month and review the minutes of the past tribal council meetings. Colony members may also vote by absentee ballot. About 500 registered Laguna Pueblo members live in the greater Albuquerque area; about 300 are 18 or older and qualify for membership in the colony. Cynthia Figueroa-McInteer, a 43-year-old architect who lives in Albuquerque, is serving a two-year term as chairman of the colony, a way to keep in touch with a reservation she has not lived on for 33 years. Laguna on her maternal grandfather's side, Figueroa-McInteer has lived in Albuquerque since she was 10. Laguna Colony activities help her and her two sons stay in touch with tribal culture. There have been weaving classes and classes designed to keep alive cross-stitch, which is used on ceremonial aprons. Laguna Colony members also get together during the New Mexico State Fair to help sell fry bread and stew at their stand in Indian Village. ''I have a nice connection to Laguna people that I wouldn't have otherwise,'' she said. From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 13 19:49:15 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 13 Mar 2006 12:49:15 -0700 Subject: Broadcasting: RadPed In-Reply-To: <20060313113746.zs4occoc00ckw4ko@www.email.arizona.edu> Message-ID: I would like to propose a radical pedagogy of language revitalization. You know how ?experts? are always saying X language could be extinct in Y generations, setting up a situation for a self-fulfilling prophecy? I think we need to replace these experts with People who talk about how languages are living. . . and how technology in the hands of people who care is helping them. I think we need new experts. I?m going to borrow the word naataanii from Din? Bizaad. Sorry it?s not spelled correctly. It means leader . . . A Radical Pedagogy of New Leaders for Language Revitalization. :-) _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, March 13, 2006 11:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Broadcasting In Cherokee (fwd) Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it?s very important to keep our language alive cause once your language is gone, it?s gone.? Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Mon Mar 13 19:59:39 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Mon, 13 Mar 2006 13:59:39 -0600 Subject: Broadcasting: RadPed In-Reply-To: <002201c646d7$38e59200$0200a8c0@LFPMia> Message-ID: Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how ?experts? are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From jtucker at starband.net Mon Mar 13 20:10:35 2006 From: jtucker at starband.net (Jan Tucker) Date: Mon, 13 Mar 2006 15:10:35 -0500 Subject: Broadcasting: RadPed In-Reply-To: <002201c646d7$38e59200$0200a8c0@LFPMia> Message-ID: Mia, maybe the concept of "survivance" can be applied to language revitalization. I first heard this concept at the National Museum of American Indians. I excerpted this from a course listing http://people.umass.edu/hist594/ History 594L by Alice Nash JACK FOLEY : Why do you use [?survivance?] rather than "survival," which is the word more commonly used? GERALD VIZENOR : Survival suggests more of a reaction, and that's that. It's tied to something and describes the circumstances of a response, a survival. My idea is that we understand what dominance is, a condition; we know it in many, many forms in time and place and circumstance. We need a word like dominance that speaks and is understood in the context of our will to live. JACK FOLEY : And "survivance" sounds like "dominance." GERALD VIZENOR : It's as powerful as "dominance." SURVIVANCE . . . is more than survival. Survivance means redefining ourselves. It means raising our social and political consciousness. It means holding on to ancient principles while aggressively embracing change. Survivance is about how we continue to be Native in rapidly changing times. It means doing what is necessary to keep our cultures alive. The term was first put forward by Anishinaabe scholar Gerald Vizenor in his book Manifest Manners: Postindian Warriors of Survivance (1994). Source: "A Chance of Survivance": An Interview with Gerald Vizenor, Conclusion . Broadcast on Cover to Cover , KPFA-FM, 8/26/96. Online at http://www.alsopreview.com/columns/foley/jfvizenor2.html Text from the Our Lives exhibit at the National Museum of the American Indian, Washington, D.C. Jolene Rickard, guest curator, and Gabrielle Tayac, NMAI, 2004. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]On Behalf Of Mia Kalish Sent: Monday, March 13, 2006 2:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed I would like to propose a radical pedagogy of language revitalization. You know how ?experts? are always saying X language could be extinct in Y generations, setting up a situation for a self-fulfilling prophecy? I think we need to replace these experts with People who talk about how languages are living. . . and how technology in the hands of people who care is helping them. I think we need new experts. I?m going to borrow the word naataanii from Din? Bizaad. Sorry it?s not spelled correctly. It means leader . . . A Radical Pedagogy of New Leaders for Language Revitalization. J ---------------------------------------------------------------------------- -- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of phil cash cash Sent: Monday, March 13, 2006 11:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Broadcasting In Cherokee (fwd) Broadcasting In Cherokee http://www.kotv.com/main/home/stories.asp?whichpage=1&id=100301 A Tahlequah radio station is trying to help preserve an endangered piece of Native American culture. Experts say the Cherokee language could be extinct in two generations. Tahlequah's KTLQ is trying to keep it alive. Thursday, Dennis Sixkiller and David Scott called the Sequoyah High School's state championship quarterfinal game in Cherokee. Basketball fan BJ Frogg: "it?s very important to keep our language alive cause once your language is gone, it?s gone.? Jim Trickett with KEOK: "we have a lot of people that still speak the Cherokee language and it gives them a chance to hear the ball games, they may not understand English, they understand Cherokee." Announcer David Scott says there aren't Cherokee words for some basketball terms, so they have to improvise. For three pointers, they use the Cherokee word for the number three. And for coach, they use the Cherokee word for leader. Created: 3/10/2006 Updated: 3/10/2006 10:24:01 AM -------------- next part -------------- An HTML attachment was scrubbed... URL: From Rrlapier at AOL.COM Tue Mar 14 02:02:38 2006 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Mon, 13 Mar 2006 21:02:38 EST Subject: Job -- NAS Adjunct Professor Message-ID: The University of Montana invites applications for a one year full-time non-tenure-track Adjunct Assistant Professor (Sabbatical Replacement) position in Native American Studies for the 2006-07 academic year. This person will teach three courses per semester. A required course will be: Intro to Native American Studies. Possible other courses may include: Native American Religion & Philosophy and Oral & Written Native American Traditions. While the individual will not be required to serve on committees, he/she will be encouraged to participate in local and campus cultural events and to serve as a role model to students. Candidates must possess an ABD in an NAS field with a background on Native American ecological perspectives and/or environmental studies; a record of excellence in undergraduate teaching; and a scholarly research agenda. Preferred qualifications include a Ph.D. degree with an interdisciplinary approach, in a primary field appropriate to NAS and teaching experience in undergraduate Native American Studies. Additional information about the Native American Studies Department can be found at: http://www.umt.edu/nas. The University offers a competitive salary and benefits package and the opportunity to live in one of the finest small towns in America. Send letter of application, current vita, and three current letters of recommendation to: Dr. Kathryn Shanley, Native American Studies, The University of Montana, 600 University Avenue, Missoula, MT? 59812; Ph: 406-243-5831, Fax: 406-243-6432. Review of candidates will begin on 31 March 2006 and continue until the position is filled. www.umt.edu. In accordance with University regulations, finalists for this position will be subject to criminal background investigation. The University of Montana is an equal opportunity/affirmative action employer and encourages applications from qualified women, minorities, Vietnam era veterans, and persons with disabilities. Position eligible for veterans? preference in accordance with State law. This position announcement can be made available in alternative formats upon request. -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 14 03:27:37 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 13 Mar 2006 20:27:37 -0700 Subject: Broadcasting: RadPed In-Reply-To: <4415CF2B.9030901@gmail.com> Message-ID: Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From jeps at SBCGLOBAL.NET Wed Mar 15 03:41:58 2006 From: jeps at SBCGLOBAL.NET (Jesse Gaskell) Date: Tue, 14 Mar 2006 19:41:58 -0800 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: This conversation reminds me of the words spoken to indigenous people around the turn of the century. Some Elders reflect that their grandparents told them that they were extinct. Languages don't die from not using them they die from not remembering them........said one old wise Elder. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Mia Kalish Sent: Monday, March 13, 2006 7:28 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct > in > Y generations, setting up a situation for a self-fulfilling prophecy? > > From susan.penfield at GMAIL.COM Tue Mar 14 13:38:52 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Tue, 14 Mar 2006 06:38:52 -0700 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: One positive change I am seeing is the notion that languages that have been well documented are not dead, but 'sleeping' or 'dormant' -- A very nice presentation at the GURT conference recently was by Wesley Leonard (Miami) who suggested a revised classification of languages based on the fact that some languages are just 'sleeping' -- and can be reawakened with new approaches and commitment to revitalization. S. On 3/13/06, Mia Kalish wrote: > > Hi, Claire :-) > > It's that "repetitive" thing you know: Experts . . . . Language dead . . > . > > And we hear it over and over and over, like a mantra. When I saw that > thing > come in about Cherokee today, I really wanted to peak over the edge of my > cubicle and say, Nope, that's not true. We are doing all these things over > here to make sure its not true. > > Hope you are well. > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Monday, March 13, 2006 1:00 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Broadcasting: RadPed > > Mia's theory of a self-fulfilling prophecy implies that people listen to > experts, which I'm not convinced about at all :) > Claire > > Mia Kalish wrote: > > I would like to propose a radical pedagogy of language revitalization. > > > > > > > > You know how "experts" are always saying X language could be extinct in > > Y generations, setting up a situation for a self-fulfilling prophecy? > > > > > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 14 14:21:32 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 14 Mar 2006 07:21:32 -0700 Subject: Broadcasting: RadPed In-Reply-To: <39a679e20603140538r35a3108ft84f8e0fb233d2d36@mail.gmail.com> Message-ID: I saw Wes' presentation at SSILA and he was wonderful. He has a really good vision of how to present language so that the learner's brain has enough material of the right kind to disambiguation the syntax patterns. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Susan Penfield Sent: Tuesday, March 14, 2006 6:39 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed One positive change I am seeing is the notion that languages that have been well documented are not dead, but 'sleeping' or 'dormant' -- A very nice presentation at the GURT conference recently was by Wesley Leonard (Miami) who suggested a revised classification of languages based on the fact that some languages are just 'sleeping' -- and can be reawakened with new approaches and commitment to revitalization. S. On 3/13/06, Mia Kalish wrote: Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . Language dead . . . And we hear it over and over and over, like a mantra. When I saw that thing come in about Cherokee today, I really wanted to peak over the edge of my cubicle and say, Nope, that's not true. We are doing all these things over here to make sure its not true. Hope you are well. Mia -----Original Message----- From: Indigenous Languages and Technology [mailto: ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Anggarrgoon Sent: Monday, March 13, 2006 1:00 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed Mia's theory of a self-fulfilling prophecy implies that people listen to experts, which I'm not convinced about at all :) Claire Mia Kalish wrote: > I would like to propose a radical pedagogy of language revitalization. > > > > You know how "experts" are always saying X language could be extinct in > Y generations, setting up a situation for a self-fulfilling prophecy? > > -- Susan D. Penfield, Ph.D. Department of English Affiliate faculty: Department of Linguistics and the Second Language Acquisition and Teaching Program American Indian Language Development Institute Phone for messages: (520) 621-1836 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 14 19:45:54 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 14 Mar 2006 12:45:54 -0700 Subject: meadowlarkheart.org (link) Message-ID: 'ehe ta'c halaXp (good day), Here is link to a new website I am beginning to piece together (in progress).? In the coming year, keep an eye on this site for news and info (even though not much is there now!). http://www.meadowlarkheart.org/ The site is designed to support the language doucmentation and revitalization efforts being carried out for the southern Columbia Plateau languages: Nez Perce and Sahaptin.? Also, the Sahaptian Language Conference at Heritage College, Toppenish, WA was a success!? It was really exciting to hear, see, and be encouraged by one and all.? Phil Cash Cash (Cayuse/Nez Perce) thlepthlepn?me (at area of the butterflies, Lapwai, ID) Joint Program in Anthropology and Linguistics Universiy of Arizona ps: Why meadowlarkheart?? The our knowledgable elders used to feed a meadowlark heart to a young child (baby) so they would grow up to become great speakers of languages! :-) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 14 19:54:14 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 14 Mar 2006 12:54:14 -0700 Subject: meadowlarkheart.org (link) In-Reply-To: <20060314124554.b40osk044gggww8c@www.email.arizona.edu> Message-ID: My apologies for the spelling and grammar...because I use so much Nez Perce language for my emails my grammar/spell check is permanently turned off! ;-) Philcc -------------- next part -------------- An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Tue Mar 14 20:01:49 2006 From: anggarrgoon at gmail.com (Anggarrgoon) Date: Tue, 14 Mar 2006 14:01:49 -0600 Subject: Broadcasting: RadPed In-Reply-To: <002d01c64717$433fc370$0200a8c0@LFPMia> Message-ID: Hi Mia, I read something somewhere once about what I'll call the F* you factor in language maintenance. I can't remember where I read this, and that's my paraphrase (sorry if it offends anyone, but it's catchy). Basically the idea was that some communities under pressure from English (this was in Australia and the US) went to extraordinary lengths to make sure the kids learnt the language as a type of protest - the "you might try to kill our language but you can't and we'll spite you by learning it anyway" fighting philosophy. But now there's (some) funding and people don't get beaten up in the street on a regular basis for speaking an Indigenous language, the threat isn't perceived as quite as urgent, and the danger is actually greater. Claire Mia Kalish wrote: > Hi, Claire :-) > > It's that "repetitive" thing you know: Experts . . . . Language dead . . . > > And we hear it over and over and over, like a mantra. When I saw that thing > come in about Cherokee today, I really wanted to peak over the edge of my > cubicle and say, Nope, that's not true. We are doing all these things over > here to make sure its not true. > > Hope you are well. > > Mia > > -----Original Message----- > From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Anggarrgoon > Sent: Monday, March 13, 2006 1:00 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] Broadcasting: RadPed > > Mia's theory of a self-fulfilling prophecy implies that people listen to > experts, which I'm not convinced about at all :) > Claire > > Mia Kalish wrote: >> I would like to propose a radical pedagogy of language revitalization. >> >> >> >> You know how "experts" are always saying X language could be extinct in >> Y generations, setting up a situation for a self-fulfilling prophecy? >> >> > > From rtroike at EMAIL.ARIZONA.EDU Wed Mar 15 11:21:29 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 15 Mar 2006 04:21:29 -0700 Subject: Radical pedagogy In-Reply-To: Message-ID: The most radical pedagogy is still arranging for children to live with grandparents, or spend part of each day with them, so that the circle of language will not be broken. Huge sums of money and enormous amounts of effort have been expended trying to set up teaching programs and create teaching materials, most of which have disappeared into the sand. As someone said when schools were set up to teach Yiddish in New York City, where the language is rapidly disappearing, "You know a language is in trouble when they start creating schools to teach it." The last speaker of Tonkawa told me that the only reason he knew the language (even if imperfectly was that because of the divorce of his parents, he had been sent to live with his grandparents for several years, and his grandmother insisted in talking to him in Tonkawa, telling him that he would be the last speaker of the language -- a prediction that came true. I'm delighted to hear all of the initiatives for supporting the maintenance of Cherokee. It is not too many years ago that the then chief of the tribe gave a speech announcing that the tribe had received a grant for bilingual education, and added that he hoped that this would at last get rid or the language, which he considered the major obstacle to student's school achievment. Rudy Troike From rtroike at EMAIL.ARIZONA.EDU Wed Mar 15 11:31:37 2006 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 15 Mar 2006 04:31:37 -0700 Subject: Language suppression In-Reply-To: Message-ID: Claire, That's exactly the ironic case with Yiddish. It survived for centuries in the ghettos in Germany and Russia precisely because the Jews were segregated and oppressed. When New York City became the largest community of Yiddish speakers in the world, but without oppression, the language began to disappear. Rudy From MiaKalish at LEARNINGFORPEOPLE.US Wed Mar 15 14:36:44 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Wed, 15 Mar 2006 07:36:44 -0700 Subject: Language suppression In-Reply-To: <20060315043137.xlg8wsosgs0k8o0w@www.email.arizona.edu> Message-ID: Hi, Rudy & Claire, I know the power of resistance to oppression, and agree with you heartily. I wonder if I would have some of my more "lovable" traits if my family hadn't tried so hard to make me a "nice" lady (You know, husband, white picket fence, children, grandchildren, never raise my voice). Wow. All that failed :-). Today, I build software and love every minute of it. However, there is also the issue of prestige. I think (and hope and pray) that by increasing the academic attention paid to a) languages; b) being able to create everyday materials in those languages; c) getting tools into the community for reading and writing in the languages, that we will be able to change people's perspective on them, and so stem the tide. As an aside, I lived with my grandparents, but my father fought my learning their multiple languages because he wanted me "to be American". The battle became so fierce that, at 3 and a half, I stopped talking to him (on his occasional visits) for 4 months. But the upshot was that my grandmother was afraid of him and wouldn't teach me any more. Mia :-) -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rudy Troike Sent: Wednesday, March 15, 2006 4:32 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Language suppression Claire, That's exactly the ironic case with Yiddish. It survived for centuries in the ghettos in Germany and Russia precisely because the Jews were segregated and oppressed. When New York City became the largest community of Yiddish speakers in the world, but without oppression, the language began to disappear. Rudy From gforger at EMAIL.ARIZONA.EDU Thu Mar 16 20:18:22 2006 From: gforger at EMAIL.ARIZONA.EDU (Garry Forger) Date: Thu, 16 Mar 2006 13:18:22 -0700 Subject: Inside Higher Education article In-Reply-To: <20060315042129.xdc040gs448gc4oo@www.email.arizona.edu> Message-ID: Pathways for Indian Student Success American Indian students are the least likely of all college-goers to earn a degree, and they?re more likely than members of any other racial group to drop out, according to federal data. Research to date hasn?t been able to explain all of the hows and whys behind this phenomenon, but many student affairs professionals say that it?s time to tackle the problem. the complete article at http://insidehighered.com/news/2006/03/15/indians ___________________________________________ 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 greg.dickson at KATHLANGCENTRE.ORG.AU Thu Mar 16 23:34:45 2006 From: greg.dickson at KATHLANGCENTRE.ORG.AU (Greg Dickson) Date: Fri, 17 Mar 2006 09:04:45 +0930 Subject: Broadcasting: RadPed In-Reply-To: <4417212D.9020301@gmail.com> Message-ID: I hear what you guys are saying about the f-you factor. I see it in my work where of the two communities I work in, the one that had a missionary school banning traditional language now has a strong group of middle aged people who are keen for language revitalisation and working at it whereas the other one that didn't seems to have a lot more apathy about their language. However, I still have the feeling the even more powerful than the f-you factor is being educated about your language: having metalinguistic awareness about your language and learning how to read and write your traditional language. I believe that pencil, paper and the written word are still very much 'technologies' for indigenous languages that don't have an extensive written tradition. My two cents. Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au On 15/03/2006, at 5:31 AM, Anggarrgoon wrote: > Hi Mia, > I read something somewhere once about what I'll call the F* you factor > in language maintenance. I can't remember where I read this, and > that's my paraphrase (sorry if it offends anyone, but it's catchy). > Basically the idea was that some communities under pressure from > English (this was in Australia and the US) went to extraordinary > lengths to make sure the kids learnt the language as a type of protest > - the "you might try to kill our language but you can't and we'll > spite you by learning it anyway" fighting philosophy. But now there's > (some) funding and people don't get beaten up in the street on a > regular basis for speaking an Indigenous language, the threat isn't > perceived as quite as urgent, and the danger is actually greater. > Claire > > Mia Kalish wrote: >> Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . >> Language dead . . . >> And we hear it over and over and over, like a mantra. When I saw that >> thing >> come in about Cherokee today, I really wanted to peak over the edge >> of my >> cubicle and say, Nope, that's not true. We are doing all these things >> over >> here to make sure its not true. Hope you are well. Mia >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Anggarrgoon >> Sent: Monday, March 13, 2006 1:00 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Broadcasting: RadPed >> Mia's theory of a self-fulfilling prophecy implies that people listen >> to experts, which I'm not convinced about at all :) >> Claire >> Mia Kalish wrote: >>> I would like to propose a radical pedagogy of language >>> revitalization. >>> >>> >>> You know how "experts" are always saying X language could be extinct >>> in Y generations, setting up a situation for a self-fulfilling >>> prophecy? >>> >>> > From MiaKalish at LEARNINGFORPEOPLE.US Fri Mar 17 03:47:17 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Thu, 16 Mar 2006 20:47:17 -0700 Subject: Broadcasting: RadPed In-Reply-To: <5e2779ed2f8d4abcc41a5390efacd27f@kathlangcentre.org.au> Message-ID: I think that part of the reason why Indigenous languages are held is such low regard is because they only "technologies" they have is paper and pencil. The more Prestigious languages are taught in schools, studied, and have rich supporting technologies in terms of computer operating systems and computer-based applications. Maori is now a (or will soon be) a Prestigious language. -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Greg Dickson Sent: Thursday, March 16, 2006 4:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Broadcasting: RadPed I hear what you guys are saying about the f-you factor. I see it in my work where of the two communities I work in, the one that had a missionary school banning traditional language now has a strong group of middle aged people who are keen for language revitalisation and working at it whereas the other one that didn't seems to have a lot more apathy about their language. However, I still have the feeling the even more powerful than the f-you factor is being educated about your language: having metalinguistic awareness about your language and learning how to read and write your traditional language. I believe that pencil, paper and the written word are still very much 'technologies' for indigenous languages that don't have an extensive written tradition. My two cents. Greg Dickson Linguist Ngukurr Language Centre CMB 6 via Katherine NT 0852 Ph/Fax: 08 8975 4362 Email: greg.dickson at kathlangcentre.org.au On 15/03/2006, at 5:31 AM, Anggarrgoon wrote: > Hi Mia, > I read something somewhere once about what I'll call the F* you factor > in language maintenance. I can't remember where I read this, and > that's my paraphrase (sorry if it offends anyone, but it's catchy). > Basically the idea was that some communities under pressure from > English (this was in Australia and the US) went to extraordinary > lengths to make sure the kids learnt the language as a type of protest > - the "you might try to kill our language but you can't and we'll > spite you by learning it anyway" fighting philosophy. But now there's > (some) funding and people don't get beaten up in the street on a > regular basis for speaking an Indigenous language, the threat isn't > perceived as quite as urgent, and the danger is actually greater. > Claire > > Mia Kalish wrote: >> Hi, Claire :-) It's that "repetitive" thing you know: Experts . . . . >> Language dead . . . >> And we hear it over and over and over, like a mantra. When I saw that >> thing >> come in about Cherokee today, I really wanted to peak over the edge >> of my >> cubicle and say, Nope, that's not true. We are doing all these things >> over >> here to make sure its not true. Hope you are well. Mia >> -----Original Message----- >> From: Indigenous Languages and Technology >> [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Anggarrgoon >> Sent: Monday, March 13, 2006 1:00 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Broadcasting: RadPed >> Mia's theory of a self-fulfilling prophecy implies that people listen >> to experts, which I'm not convinced about at all :) >> Claire >> Mia Kalish wrote: >>> I would like to propose a radical pedagogy of language >>> revitalization. >>> >>> >>> You know how "experts" are always saying X language could be extinct >>> in Y generations, setting up a situation for a self-fulfilling >>> prophecy? >>> >>> > From andrekar at NCIDC.ORG Fri Mar 17 04:14:51 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 16 Mar 2006 20:14:51 -0800 Subject: Lakota Consortium Message-ID: Lakota on Path to Recapture Language PINE RIDGE, S.D., March 15 (AScribe Newswire) -- The Lakota Sioux language, made famous through its portrayal in the 1990 film "Dances with Wolves," is now one of only a small handful of Native American languages with enough remaining speakers to survive into the next generation, announced a major language organization. Lakota is currently one of the last major Native American language hold-outs in what is a worldwide crisis of linguistic extinctions. To keep the Lakota language from disappearing completely, an ambitious revitalization campaign has been organized by a group of tribal leaders and linguists. The campaign is spearheaded by the nonprofit Lakota Language Consortium, which develops the Lakota- language teaching materials used in 23 area schools and which trains language teachers. The organization's goal is to encourage the use of the language by a new generation of speakers. Children using the group's language materials become proficient in Lakota by the fifth year of use. The group plans to have a fully sequenced curriculum that students can follow from first grade through college. The consortium's latest Level 2 textbook is currently being distributed to schools across Indian country. For Leonard Little Finger, the great-great-grandson of Chief Big Foot and one of the group's co-founders, the textbooks symbolize an important milestone for the Lakota. Little Finger notes that, "the effects of government policies were profoundly destructive to our language and our ability to pass it on to our children. These materials are so important because they are the first ever designed to raise children to speak Lakota. Not since before our great-grandparents were confined to the reservations, have we been allowed to raise our children speaking the language. As Lakotas, we will not let our language die, and these books give me hope that my grandchildren, at least, will have the privilege to speak their language." Tribal elders and traditional leaders have made it a priority to keep the language alive for future generations. 81-year-old Clarence Wolf Guts, the last surviving Lakota code talker from WWII, points out that, "our people need to know that Lakota had an important position and to learn to be proud to speak Lakota. It is good that the kids are now learning Lakota in the schools." Oglala Sioux Tribe Vice-President, Alex White Plume, shares this opinion and explains that through the group's efforts, ?we are finally making some progress in teaching the language to the children.? The group recently received the nation's leading language revitalization award, the Ken Hale Prize, from the Society for the Study of the Indigenous Languages of the Americas. The consortium was distinguished for its outstanding community language work and deep commitment to the promotion and revitalization of Lakota. Still, the group's Linguistic Director, Jan Ullrich, points out that, "revitalizing a language is no easy task and much more needs to be done to educate the public about the state of endangered languages and the needs of indigenous peoples." Ullrich concedes that Native American language loss is an enormous though silent crisis. "The fact is, few people know about the seriousness of the language crisis - that there are perhaps only a dozen languages that have a chance of surviving in the United States out of the original five hundred. When a language disappears, we lose an important record of our human experience - our linguistic heritage. Languages encompass a people's unique and irreplaceable songs, prayers, stories, and ways of seeing the world. Ninety percent of these repositories of knowledge will pass into oblivion unless we do something about it." The organization's goal is to expand its revitalization efforts beyond the classroom and to more actively bring the language back into use within the community. They aim to provide incentives for young people to speak the language, to develop Lakota-language television programming, and to expand the literature available in the language. They model their actions on the best practices of other successful language revival efforts from around the world. However, the group's Executive Director, Wilhelm Meya says that funding continues to be the primary obstacle to the return of the language, "government aid is almost nonexistent and there are very few grants available for endangered languages. Individual donations seem to be the only hope endangered languages like Lakota have." Luckily, there are other people besides the Lakota themselves who want to see the language preserved. Meya explains that support for the group's effort has come from a number of less common sources such as German nonprofit organizations like the Tatanka Oyate Verein. "We have had to be creative to garner support for our efforts. It's very important that we succeed," Meya says. He also cites several other unique donors to the Lakota language, including the Washington Redskins Charitable Foundation and Sioux Tools. Meya notes that the sports franchise, in particular, "is committed to helping the Lakota language and is a very proud supporter of our cause." Meya explains that individual donors have also played a significant role in helping language rescue efforts. One such donor, Jim Brown of Bemidji, Minnesota, is ardent about the need to support Lakota. He emphasizes, "it is my duty to do whatever I can to help Native American cultures survive. I'm very pleased to be part of this effort to keep the Lakota language alive and available to all of us." The remaining Lakota speakers are acutely aware of the high cost of the potential loss of their language. Elmer Bear Eagle, a resident of Wounded Knee, remembers with fondness when most people still spoke Lakota and laments the current state of the language. As an extra in "Dances with Wolves," he was very glad to be able to speak Lakota in the film but observes that, "if we can't save our language soon, all of our children will need to read the subtitles in the movie, just like everybody else, to understand what it being said in Lakota. Then, we will have truly lost our uniqueness as Lakota people." More details on the Lakota Language Consortium are available at: http://www.lakhota.org - - - - CONTACT: Wilhelm K. Meya, Lakota Language Consortium, 812-340-3517, fax 812-857-4482, meya at lakhota.org .:. 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 susan.penfield at GMAIL.COM Sun Mar 19 23:27:52 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Sun, 19 Mar 2006 15:27:52 -0800 Subject: Fwd: Message to forward In-Reply-To: <20060319123231.rgcgc48ocwwwsw8k@www.email.arizona.edu> Message-ID: ---------- Forwarded message ---------- From: rtroike at email.arizona.edu ------------------------------------------------------------------------------ Date: Sun, 19 Mar 2006 12:12:15 +0100 From: Sebastian Drude Subject: Re: a question about profession Hello all, taking the oportunity to introduce myself: I'm a general linguist doing fieldwork on Awet?, an indigenous language of Brazil. Currently my work focusses on documenting the language and aspects of the culture (with funding in the german "DOBES"-Programme 'documentation of endangered languages', link below), but as the next step I plan a thorough description, including a grammar and a dictionary. In 2002, I finished my Ph.D. thesis about lexicography, based on an outline for a Guaran?-German dictionary that I started conveiving in the 90ies. The thesis is in German, but I would be happy to send it to interested list members. I annex an abstract below. Recently I cooperated with the ISO/TC37/SC4 (working group 4, about standards for lexicographical databases, see link below) and with the Max-Planck-Institute for Psycholinguistics. Here, I also function as a linguistic consultant for the developement of the lexical database program "LEXUS" (link below, this program will import Shoebox databases). In LEXUS, relations can be defined between any bits of information of different types, which might be useful for implementing semantic networks Wayne spoke about. All the best, Sebastian _____ Links and abstract: http://www.mpi.nl/DOBES/ (new site design will be out soon.) http://www.mpi.nl/lexus/ http://www.tc37sc4.org/ Interpretation of Dictionaries: Integrational Lexicography with special reference to Guaran? This study explores the semantics of dictionaries, i.e., it provides an answer to the question of how dictionaries should be read. For this purpose, entries taken from an outline for a Guaran?-German dictionary (geared to established lexicographic practice) are 'interpreted' step by step: each entry is systematically assigned a formal sentence making its meaning explicit. Entries on most kinds of lexicologically relevant entities are presented and treated in detail, including content words of different classes (also polysemes), different types of function words, and both derivational and inflexional affixes. Besides the main focus on lexicography, the underlying analysis of the structure of Paraguayan Guaran? is given, to the extent necessary, where needed. In particular, chapter 2 provides a coherent and partly new account of phenomena such as nasal harmony and word boundaries in Guaran?. Much attention has been devoted to a careful conception of the interplay of morphology and syntax in general. The study is based on the framework of Integrational Linguistics, which, however, only provides the tools and a general background needed for the questions of language description at hand. Sebastian Drude: W?rterbuchinterpretation. Integrative Lexikographie am Beispiel des Guaran?. T?bingen: Niemeyer (2004) (Lexicographica. Series Maior. No.120) -- | Sebastian D R U D E (Ling?ista, Projeto Aweti / DOBES) | Setor de Ling??stica -- Coordena??o de Ci?ncias Humanas (CCH) | Museu Paraense Em?lio Goeldi, Bel?m do Par? -- CNPq -- MCT | Cx.P. 399 -- CEP: 66 040 - 170 -- Tel. e FAX: (91) 274 40 04 | Email: sebadru at zedat.fu-berlin.de + drude at museu-goeldi.br | URL: http://www.germanistik.fu-berlin.de/il/pers/drude-en.html ________________________________________________________________________ -- 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 Mon Mar 20 19:42:54 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 20 Mar 2006 12:42:54 -0700 Subject: Guilpilil's son paddles into acting (fwd) Message-ID: Australian Broadcasting Corporation TV PROGRAM TRANSCRIPT LOCATION: http://www.abc.net.au/7.30/content/2006/s1596495.htm Broadcast: 20/03/2006 Guilpilil's son paddles into acting Reporter: Mike Sexton KERRY O'BRIEN: Thirty-five years ago, an unknown Aboriginal teenager was plucked from his home in remote Arnhem Land to star in the feature film Walkabout. Despite having no acting experience, the camera loved David Gulpilil, and the film launched a career that has made him one of this country's most recognisable actors. Now it seems history is repeating itself. David Gulipilil's son Jamie is starring in a breakthrough film called Ten Canoes, the first film shot entirely in an Aboriginal language. Again, Jamie Gulpilil came to the film without acting experience, but again, seems a natural in front of the camera. Mike Sexton reports. FILM FOOTAGE: This young one was thinking wrong thoughts, so this old fella told him a story. ROLF DE HEER, DIRECTOR: There are certain things that Jamie must have learnt his old man, or he has them instinctively. You know, he could throw a look or a pose pretty easily and pretty well. MIKE SEXTON: He might have one of the most famous names in Australian cinema, but Jamie Gulpilil has spent most of his life a long way from the spotlight. But last night, the painfully shy 22-year-old was the centre of attention, as he and his famous father David Gulpilil walked down the red carpet for the premiere of the film, Ten Canoes. FILM FOOTAGE: (Man narrates) Long, long time ago, 10 of us men went on the swamp to hunt the eggs of kumangh, the magpie goose. Too steep, you're better off the horses. MIKE SEXTON: The film was conceived by David Gulpilil and director Rolf De Heer after their successful collaboration four years ago on the The Tracker. The story is set in pre-European Australia and tells the story of tribal life, including love, revenge and payback. David Gulpilil wanted to set the film in his country using family members speaking in Ganalbingu language as a way of both entertaining audiences and preserving history and culture. DAVID GULPILIL, ACTOR: It is like a forgotten history, this one. But I had to bring this one Ten Canoes out and I asked Rolf De Heer please and he said, "Yeah, no worries," and so we had to bring it. Because young generation people start to forgetting their culture and language and image and traditional ways. ROLF DE HEER: Very happy, laughing, goose sounds. And, action! MIKE SEXTON: When filming began in the Arafura Swamp in north-east Arnhem Land, inspiration quickly turned to perspiration for the cast and crew. ROLF DE HEER: It's about the hardest thing I've ever done. You stand in the stamp up to your waist for six or seven hours a day and it's not very pleasant. You know, the leeches get you from the waist down, the mosquitoes from the waist up. And the croc spotters are up in the tree saying, "There's a big one coming." I've done it easier than that. MIKE SEXTON: In addition to using traditional language and customs, Rolf De Heer relied on historic photographs to make the film authentic. The stills are from a large collection shot by the Victorian anthropologist Donald Thomson when he visited Arnhem Land in the 1930s. DAVID GULPILIL: I wanted to introduce Donald Thomson was a true story of Dr Thompson. He met the traditional people and he recorded, and it was my uncles, my father and my grandfather, and this is a story I wanted to come out. MIKE SEXTON: Because none of the actors, including Jamie Gulipilil, had any experience, the script for the film was only a loose guide. The cast was left to interpret each scene and often ad-lib the dialogue. RICHARD BIRRINBIRRIN, ACTOR: A lot of jokes. We made a lot of laughing amongst ourselves. MIKE SEXTON: But while there were many of his family starring in the film, David Gulpilil was not among them. ROLF DE HEER: The original plan was for David to star in it and co-direct it, but a whole lot of complicated stuff happened. David moved away from Ramingining. He had all sorts of commitments. There were health issues, and in the end he withdrew. MIKE SEXTON: David Gulpilil is now living at Mandora outside Darwin, where he earns a living as an artist. It's been 35 years since he made his film debut as a 15-year-old in Walkabout. And in that time the actor has often struggled to balance the demands of a traditional lifestyle with the trappings of fame. Now his son is facing similar demands after the success of his first acting role. DAVID GULPILIL: Well, he's already got the flavour, because he's come from me. And so he wasn't even shy and if you look at him in the movie, he's not shy. MIKE SEXTON: After the film was in the can, Rolf De Heer felt the project wouldn't be complete without David Gulpilil playing a role in it and so he tracked him down. ROLF DE HEER: He wanted to know how his son had gone. How Jamie had gone and I said, "Very well, and he looks great, good actor. Not as good as you, but he's good," and David you know, just the tears were in his eyes and, "Thank you, thank you, thank you," and I said, "Yeah, but David do you want to be part of it?" And he did, very much so. FILM FOOTAGE: It's not like your story, it's my story. My story, you've never seen before. MIKE SEXTON: David Gulpilil is the storyteller who narrates the film and for the director and the actor the recording sessions were a cathartic experience. ROLF DE HEER: I mean, when he first saw the film, he cried. He sat here on the sofa there and just the tears streamed with just pride. Pride in his country, pride in his family 'cause a lot of his family's involved and proud that he could also be involved. MIKE SEXTON: While critics believe Jamie Gulipilil has the same star quality as his father, he has been bewildered by the attention Ten Canoes has already brought him and today cancelled all interviews. It seems unlikely he'll continue following his father in acting, preferring a peaceful life in Ramingining. ROLF DE HEER: I think he wanted to prove to his father that he could also do it. I don't know that he's so keen on making a career out of it. But he's happy living up there. He's a very modest young man. FILM FOOTAGE: Maybe it's a bad ending, maybe it's a good one. -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Wed Mar 22 13:56:28 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Wed, 22 Mar 2006 06:56:28 -0700 Subject: Fwd: Kirrkirr -- a lexicography program for indigenous languages In-Reply-To: <20060322015942.wiscw44c4c84w0kk@www.email.arizona.edu> Message-ID: ---------- Forwarded message ---------- From: rtroike at email.arizona.edu Date: Mar 22, 2006 1:59 AM Subject: Kirrkirr -- a lexicography program for indigenous languages To: sdp at email.arizona.edu ________________________________________________________________________ Date: Tue, 21 Mar 2006 13:52:16 -0500 From: Mike Maxwell > Wayne Leman wrote: > I have yet to use a program that *displays* the variety of linkages > very well. I have been fascinated using a lexical program for English > called Visual Thesaurus. It would be nice if we could display semantic > linkages for other languages as VT does for English. You might have a look at Kirrkirr. Here's a paper about it: http://nlp.stanford.edu/kirrkirr/doc/ach-allc2000-ver5-single.pdf ...and here's a download site: http://nlp.stanford.edu/kirrkirr/ Mike Maxwell CASL/ U MD ________________________________________________________________________ -- 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 Thu Mar 23 18:52:22 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 23 Mar 2006 11:52:22 -0700 Subject: Call for Papers (fwd link) Message-ID: Transborder Library Forum 2007 _BRIDGING THE DIGITAL DIVIDE, CROSSING ALL BORDERS_ Tempe, AZ February 20-24, 2007 *Go to website for full announcement: http://www.asu.edu/lib/foro/call.htm The 2007 FORO theme _BRIDGING THE DIGITAL DIVIDE: CROSSING ALL BORDERS_ challenges us to explore and celebrate the ways in which information professionals in our border regions can further cooperate and solve common problems related to our digital information world. We cordially welcome your contributions and friendship as we construct bridges for information sharing through the use of collegial relationships and emerging innovative technologies. Special sub-themes for this conference are topics relating to * INTELLECTUAL PROPERTY RIGHTS; Copyright in the digital age; Global intellectual property issues, etc. * INFORMATION AND INDIGENOUS PEOPLES; Language & culture preservation; Technology & information in remote areas, etc. * LIBRARIANS: PROFESSIONAL EDUCATION AND PREPARATION UNDER NAFTA. Accreditation issues; Distance education, etc. Proposals should be submitted by April 30, 2006 but no later than July 15, 2006 to the following: FORO 2007 Program Planning Committee e-mail: foro2007 at asu.edu or Mail print submissions and diskettes to: Jenny Mueller-Alexander, Chair, FORO Program Planning Committee Reference Services Hayden Library Arizona State University P.O. Box 871006 Tempe, AZ 85287-1006 USA The receipt of all proposals will be acknowledged by e-mail. If you do not receive an acknowledgement please contact Jenny Mueller-Alexander at foro2007 at asu.edu ~~~ *This CFP was abbreviated for listserv posting by the ILAT listserv mg. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Mar 23 18:58:00 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 23 Mar 2006 11:58:00 -0700 Subject: Germany's King of Rock to Assist Native American Children (fwd) Message-ID: Wed Mar 22 14:33:49 2006 Pacific Time Germany's King of Rock to Assist Native American Children http://newswire.ascribe.org/cgi-bin/behold.pl?ascribeid=20060322.142515&time=14%2033%20PST&year=2006&public=0 ?????? RAPID CITY, S.D., March 22 (AScribe Newswire) -- Children on the Pine Ridge Indian reservation will be getting some help from an unlikely source in their effort to learn Lakota language and culture. German rock-and-roll superstar Peter Maffay will be in South Dakota March 27-30 to dedicate a new project called the Lakota Circle Village. The project is designed to help raise a new generation of Lakota-speaking children according to positive traditional values. Its first goal is to establish a Lakota language immersion school. Maffay has promised to help in its construction. ?????? Maffay is one of Germany's most popular musicians - selling over 35 million albums over the course of nearly forty years on the musical scene. Despite the strong influence of English-language music in Germany, he has made a name for himself as the leading German-language rocker. Given Maffay's history of support for local languages, it seems appropriate that he now be involved with the language preservation efforts of the Lakota. ?????? The project is an important element of Maffay's worldwide support of causes that promote cultural understanding and benefit children. Maffay is currently traveling to under-privileged communities across the world as part of developing a new benefit album dedicated to them. The album titled, "Encounters II: An Alliance for Children," will be a collection of Maffay songs performed alongside musicians from each of the chosen communities. "We choose artists from hotspots around the world," explained Maffay. Proceeds from the album will go directly to a charitable cause dedicated to the children. "Encounters II is intended to take the world to the crisis spots, where the misery is the greatest and the children need our help." The album will bring together artists from around the globe, including: South Africa, India, Korea, China, Ukraine, Romania, Palestine, Afghanistan, South America, and now the Pine Ridge Indian reservation. Like other activist rockers, Maffay combines his music with a universal message, "The album is a statement against racism and for respect. We want to prove co-existence," says Maffay. ?????? While in South Dakota, Maffay will take part in traditional Lakota activities and visit a number of important destinations. Maffay begins his tour of the area on Monday morning with a reception at the Prairie Edge Art Gallery in downtown Rapid City. He then visits sites in the Black Hills and travels to the Pine Ridge reservation where he will be treated to a traditional Lakota buffalo hunt and honored with a ceremony. ?????? Maffay is hosted by Leonard Little Finger, the founder of Circle Village project. "The whole intent of this effort is to create an opportunity for future generations of Lakota to be able to speak and understand their cultural heritage. We can only accomplish this in a setting where Lakota is taught and spoken - as it was in the past," says Little Finger, grandson of Wounded Knee Massacre survivors. He adds, "Our language was given to us by our Creator to maintain a sacred and spiritual connection with all that has been created." Little Finger stresses the urgency of the situation, "As Lakota, we are in a crucial period of time - with the passing so many fluent speakers, there is nothing in place to pass that fluency on to the next generations." ?????? The planned school will use traditional teaching philosophies as well as the latest Lakota language educational materials provided by the Lakota Language Consortium, a partner organization and award-winning developer of Lakota textbooks. "Our elders from all across the community will be an integral part of this school. Together with the parents, we will create a new future for our children," says Little Finger. ?????? The groundbreaking ceremony for the Lakota Circle Village will be held in Oglala, South Dakota on March 30, with entertainment provide by Kevin Locke and several local drum groups. The event is free and open to the public. ?????? On the Web: http://www.lakhota.org ?????? - - - - ?????? CONTACT: Public Relations Director, Lakota Language Consortium, 812-340-3517, fax 812-857-4482, news at lakhota.org ?????? South Dakota contact: 605-867-5374 ?????? Rapid City Contact: 605-341-4525 ?????? NOTE TO EDITORS: High-resolution images of individuals mentioned in article and of revitalization activities available upon request. Please send an email to news at lakhota.org with "IMAGE REQUEST" in the subject field. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at TDS.NET Thu Mar 23 19:14:13 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Thu, 23 Mar 2006 13:14:13 -0600 Subject: digital cleaning old recordings Message-ID: kweh, (greetings) I'm a new member here on this list and a Wyandot tribal member currently teaching the language and culture in the public schools here in Wyandotte Oklahoma once a week for k-3rd grade,over 200 students. Using traditional stories,songs,puppets the kids are learning fast and seem to love it. Its a joy to see and hear all those little tykes singing the Wyandot numbers to the rythmn beat of the waterdrum.We at the Wyandotte Nation of Oklahoma have avalible cassette recordings taken from old wax cylinder recordings made in 1911-12(over 300 traditional songs)...but the quality sound needs serious digital cleaning is there anyone here in this forum who has knowledge of professionals who could help with this task? thanks, richard zane smith Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From iackerman at ROSETTASTONE.COM Thu Mar 23 20:36:06 2006 From: iackerman at ROSETTASTONE.COM (Ilse Ackerman) Date: Thu, 23 Mar 2006 15:36:06 -0500 Subject: digital cleaning old recordings In-Reply-To: <20060323191413.YCFS3190.outaamta01.mail.tds.net@smtp.tds.net> Message-ID: An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Mar 23 21:33:03 2006 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 23 Mar 2006 14:33:03 -0700 Subject: digital cleaning old recordings In-Reply-To: <20060323191413.YCFS3190.outaamta01.mail.tds.net@smtp.tds.net> Message-ID: Hi, I hope Phil Cash Cash will respond here -- he has done some amazing things with cleaning up old recordings! Susan On 3/23/06, Richard Zane Smith wrote: > > kweh, (greetings) > > I'm a new member here on this list and a Wyandot tribal member > currently teaching the language and culture in the public schools > here in Wyandotte Oklahoma once a week for k-3rd grade,over 200 students. > Using traditional stories,songs,puppets the kids are learning fast and > seem to > love it. > Its a joy to see and hear all those little tykes singing the Wyandot > numbers > to the rythmn beat of the waterdrum.We at the Wyandotte Nation of > Oklahoma have avalible cassette recordings taken from old wax cylinder > recordings made in 1911-12(over 300 traditional songs)...but the quality > sound needs serious digital cleaning > is there anyone here in this forum who has knowledge of professionals who > could help with this task? > thanks, > richard zane smith > > Richard Zane Smith > 18474 S.Cayuga Rd. > Wyandotte Oklahoma > 74370 > -- 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 rzs at TDS.NET Sat Mar 25 14:14:23 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Sat, 25 Mar 2006 08:14:23 -0600 Subject: digital cleaning Message-ID: Thanks for the contact Ilse, They might be the ones we are looking for. Our elders that allowed an outsider to record the songs in 1911-12 must have sensed the importance of saving them for the future generations as their own children were being pulled through the old boarding school system ...and we all know about that.... ?neh, richard zane smith > > From: Ilse Ackerman > Date: 2006/03/23 Thu PM 02:36:06 CST > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: Re: [ILAT] digital cleaning old recordings > > Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:43:19 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:43:19 -0700 Subject: Call for Digital Language Revitalization Submissions Message-ID: Dear Friends and Colegas: This year, at the Study of Indigenous Languages (SSILA) 2007 Conference, in Anaheim, CA, we will have a Global Revitalization Technology "poster" session. The session is different in that it will be composed entirely of digital media presentations. It is also different in that media will be submitted and the creators are not required to attend the conference as they usually are when presenting a paper. We believe this will allow more people from around the globe to participate. I am the primary chair, and Sue Penfield will be assisting on an as-available basis. This new poster session is occurring because at SSILA, 2006, there were several to many presentations on revitalization this year, and on the ILAT list at U. Arizona, people have been talking about how we need more of it. This is how we see it working: 1) People working in revitalization from around the world send their presentations, examples, and demonstrations, either as digital media or over the internet. 2) We would put them in a carousel style Flash movie that would let people select individual presentations to listen to and see - a little like the displays in music stores where people can listen to the albums. 3) We would also project them onto a larger screen in rotation so people could see them from far away. We might have head phones so we wouldn't broadcast across the poster room. Because the conference will be in Anaheim, we anticipate excellent technical support. We are looking for digital movie formats, although Powerpoint with video and voice-over is very acceptable. The purpose is to showcase how technology can be used in revitalization, and how we as a community are using it. We also encourage presentations in local languages. It would be nice if people would share this on their listservs and with others working in the field. If you have questions, comments, and proposals, write to me at Mia at LearningForPeople.us. Media submission deadline is Monday, November 20, 2006. (We need time to put things together and test the sequences.) Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Sat Mar 25 10:00:02 2006 From: dzo at BISHARAT.NET (Donald Z. Osborn) Date: Sat, 25 Mar 2006 18:00:02 +0800 Subject: [DDN] The digital divide and Native Americans In-Reply-To: <3F4EB582C201BC4FA7B8C3A1F6ABDCA05A7D81@probono-dc1> Message-ID: Hi Allison, You should also ask on the Indigenous Language and Technology List (ILAT). See http://www.u.arizona.edu/~cashcash/ILAT.html Don Osborn Bisharat.net PanAfrican Localisation Project Quoting Allison McDermott : > Hi all, > > Does anybody know of any specific research/articles on the digital > divide regarding Native American nations in the US? > > Thanks in advance for any direction, and have a great weekend! > > Thanks, > Allison > > ************************** > Allison McDermott > Pro Bono Net > 151 West 30th Street, 10th Floor > New York, NY 10001 > (212) 760-2554 x483 > Fax (212) 760-2557 > amcdermott at probono.net > www.LawHelp.org > www.probono.net > > Check out our newsletter online: > www.news.probono.net > > _______________________________________________ > DIGITALDIVIDE mailing list > DIGITALDIVIDE at mailman.edc.org > http://mailman.edc.org/mailman/listinfo/digitaldivide > To unsubscribe, send a message to > digitaldivide-request at mailman.edc.org with the word UNSUBSCRIBE in > the body of the message. > _______________________________________________ DIGITALDIVIDE mailing list DIGITALDIVIDE at mailman.edc.org http://mailman.edc.org/mailman/listinfo/digitaldivide To unsubscribe, send a message to digitaldivide-request at mailman.edc.org with the word UNSUBSCRIBE in the body of the message. From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:50:27 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:50:27 -0700 Subject: Michael Kraus Message-ID: Hey, People, Did anyone know that Michael Kraus died? I was looking for Gary Horton and I found this link: http://kinks.it.rit.edu/misc/krausboelhower.html I knew he had cancer, but I was hoping for the best. I last saw him at SSILA in Atlanta. Wow. He will be very missed, especially for the people on this list. Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Sat Mar 25 15:58:38 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Sat, 25 Mar 2006 08:58:38 -0700 Subject: Guess it's not our Michael Krauss Message-ID: Hi, I did some more checking. I think it's not our Michael Krauss. There was the small issue of that extra "s" on the end of "Krauss". And they say that spelling is not important. Sorry for the upset. (I was pretty upset, myself). Mia -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Sat Mar 25 22:40:31 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sat, 25 Mar 2006 14:40:31 -0800 Subject: Phrasealator Message-ID: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at earthlink.net Sat Mar 25 23:25:07 2006 From: phonosemantics at earthlink.net (jess tauber) Date: Sat, 25 Mar 2006 18:25:07 -0500 Subject: Dakota Scrabble Message-ID: 'U.S.-Canadian native students play Scrabble tournament in Dakota language' Link: http://news.yahoo.com/s/cpress/20060325/ca_pr_on_wo/dakota_scrabble Jess Tauber From andrekar at NCIDC.ORG Sun Mar 26 00:06:08 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sat, 25 Mar 2006 16:06:08 -0800 Subject: Phrasealator In-Reply-To: <2F5D378D-488D-4428-B86B-0ACDF543ACA8@ncidc.org> Message-ID: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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 Mar 27 19:13:40 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Mar 2006 12:13:40 -0700 Subject: indigenous language conferences Message-ID: fyi... 2006 Dene Languages Conference: 'Land and Language' http://www.uaf.edu/anlc/alc/ Vital Voices: Endangered Languages & Multilingualism http://linguistlist.org/issues/17/17-915.html Meeting of American Indigenous Languages http://linguistlist.org/issues/17/17-914.html#2 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Mar 27 19:21:24 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 27 Mar 2006 12:21:24 -0700 Subject: The Race to Preserve a Dying Language (fwd) Message-ID: THE RACE TO PRESERVE A DYING LANGUAGE Tb News Source Web Posted: 3/24/2006 4:20:32 PM http://www.tbsource.com/Localnews/index.asp?cid=81531 There are fewer than 1,000 speakers of Michif in the world, and many of them are dying faster than their words can be recorded. Delegates from across Canada came to the M?tis Nation of Ontario?s fifth National Michif Language conference in Thunder Bay last weekend, where M?tis leaders, speakers and cultural preservationists gathered to celebrate their language and talk about strategies for saving it. M?tis people across Canada have been struggling to protect their Michif language for years, and as the sun sets on the federal government?s multi-million dollar Aboriginal Languages Initiative, the pressure was on to move faster. The program provides funding and support to First Nations, Inuit and M?tis communities to save dying languages. ?We all expected (the program) to continue, and now it?s uncertain,? said Bruce Dumont, the M?tis Nation minister of culture and heritage. ?It?s fitting that we?re hosting this conference in Thunder Bay, because this area served as a rendezvous place, or a crossroads for our forefathers. We too are at a crossroads with a new government that is far from clear in their stance (on Aboriginal language preservation).? On March 31 the Aboriginal Languages Initiative ends. Allan Clarke, director of Aboriginal Affairs for Canadian Heritage said the only decision that will be made at that time will be whether or not to renew the program. He said they?re very hopeful that will happen, but if so there will be many changes. ?One program can?t be the only thing we have,? he said. ?So far not enough attention has been placed on results. We?re going to take steps towards moving money quicker and being more reasonable about controls that we put on the funding. We have to be more flexible and responsive but maintain accountability. That didn?t happen with the ALI, but it can now.? He said they?re looking at the next generation of programming as more distinctive between its three major nation groups: First Nations, Inuit and M?tis. Programming and funding would be tailored to specific needs rather than a ?one-size-fits-all? policy. For the M?tis Nation, that means finding more ways to teach the complicated language to their people and the world. Michif is a blend of French and Cree, with many regional dialects remaining different from one another. Besides a lack of syntactical consistency, few Michif speakers know both Cree and French. Without standardization, the language is difficult to explain and even harder to learn. France Picotte of the M?tis Nation of Ontario said she remembered being a little girl and speaking what she was told was ?bastard French.? ?Most people speaking it didn?t even realize it was its own language,? she said. ?They assumed many of the words were very old French, when in fact they were very old Cree.? M?tis Nation of Ontario project coordinator Carey Calder said the reality of the rapid decline of speakers is one that shocks them at times. ?For example, we had the idea of having a Michif translator here to translate everything through earpieces, and realized that just wasn?t possible,? she said. Calder, who is originally from Thunder Bay, doesn?t speak Michif but said she?d love to learn. She explained that growing up her family, like many others, downplayed their M?tis heritage. ?They?d say, well you don?t even look Aboriginal, so you don?t even have to tell anybody,? she said. ?It wasn?t maybe until the last 15 years that we really started to be proud to be M?tis.? Thunder Bay has a large M?tis population due to the area?s thriving fur trade posts of the 18th and early 19th centuries. French fur traders married local Aboriginal women and created a culture of people who struggled with identity since the days of Louis Riel. Often lumped into cultural and language categories with their sister First Nations, the M?tis Nation has lately been stepping up their cultural preservation tactics. Technology has helped; CD-ROMs and interactive websites teach Michif to youngsters and a 24 hour Web radio station plays M?tis music and language all over the world. Metis Nation of Ontario president Tony Balcourt said even if they don?t get the government support they need, there?s no reason to stop trying. ?Even if we just use tape recorders to record elders speaking, that costs us next to nothing,? he told the crowd. ?So let?s just get out there and do it, not just talk about it.? The House returns the first week of April, and Clarke is hoping Canadian Heritage Minister Beverley Oda, originally from Thunder Bay, will have good news. -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 19:48:37 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 11:48:37 -0800 Subject: Phrasealator In-Reply-To: Message-ID: As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 20:22:06 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 12:22:06 -0800 Subject: English Only Message-ID: You Think English is Easy??? Can you read these right the first time? 1) The bandage was wound around the wound. 2) The farm was used to produce produce 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present . 8) A bass was painted on the head of the bass drum. 9) When shot at, the dove dove into the bushes. 10) I did not object to the object. 11) The insurance was invalid for the invalid. 12) There was a row among the oarsmen about how to row . 13) They were too close to the door to close it 14) The buck does funny things when the does are present. 15) A seamstress and a sewer fell down into a sewer line. 16) To help with planting, the farmer taught his sow to sow. 17) The wind was too strong to wind the sail. 18) Upon seeing the tear in the painting I shed a tear. 19) I had to subject the subject to a series of tests. 20) How can I intimate this to my most intimate friend? Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are the thymus glands of veal . We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth, beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If you are not unkempt, are you kempt? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which, an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. PS. - Why doesn't "Buick" rhyme with "quick" You lovers of the English language might enjoy this. There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is "UP." It's easy to understand UP, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake UP ? At a meeting, why does a topic come UP? Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report ? We call UP our friends. And we use it to brighten UP a room, polish UP the silver, we warm UP the leftovers and clean UP the kitchen. We lock UP the house and some guys fix UP the old car. At other times the little word has real special meaning. People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses. To be dressed is one thing but to be dressed UP is special . And this UP is confusing: A drain must be opened UP because it is stopped UP. We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about UP! To be knowledgeable about the proper uses of UP , look the word UP in the dictionary. In a desk- sized dictionary, it takes UP almost 1/4th of the page and can add UP to about ! thirty definitions. If you are UP to it, you might try building UP a list of the many ways UP is used. It will take UP a lot of your time, but if you don't give UP, you may wind UP with a hundred or more. When it threatens to rain, we say it is clouding UP. When the sun comes out we say it is clearing; UP . When it rains, it wets the earth and often messes things UP. When it doesn't rain for awhile, things dry UP. One could go on and on, but I'll wrap it UP , for now my time is UP, so........... Time to shut UP.....! -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 27 22:24:24 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 15:24:24 -0700 Subject: English Only In-Reply-To: Message-ID: English is medium orthog :-) Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 1:22 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] English Only You Think English is Easy??? Can you read these right the first time? 1) The bandage was wound around the wound. 2) The farm was used to produce produce 3) The dump was so full that it had to refuse more refuse. 4) We must polish the Polish furniture. 5) He could lead if he would get the lead out. 6) The soldier decided to desert his dessert in the desert. 7) Since there is no time like the present, he thought it was time to present the present . 8) A bass was painted on the head of the bass drum. 9) When shot at, the dove dove into the bushes. 10) I did not object to the object. 11) The insurance was invalid for the invalid. 12) There was a row among the oarsmen about how to row . 13) They were too close to the door to close it 14) The buck does funny things when the does are present. 15) A seamstress and a sewer fell down into a sewer line. 16) To help with planting, the farmer taught his sow to sow. 17) The wind was too strong to wind the sail. 18) Upon seeing the tear in the painting I shed a tear. 19) I had to subject the subject to a series of tests. 20) How can I intimate this to my most intimate friend? Let's face it - English is a crazy language. There is no egg in eggplant, nor ham in hamburger; neither apple nor pine in pineapple. English muffins weren't invented in England or French fries in France. Sweetmeats are candies while sweetbreads, which aren't sweet, are the thymus glands of veal . We take English for granted. But if we explore its paradoxes, we find that quicksand can work slowly, boxing rings are square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write but fingers don't fing, grocers don't groce and hammers don't ham? If the plural of tooth is teeth, why isn't the plural of booth, beeth? One goose, 2 geese. So one moose, 2 meese? One index, 2 indices? Doesn't it seem crazy that you can make amends but not one amend? If you have a bunch of odds and ends and get rid of all but one of them, what do you call it? If you are not unkempt, are you kempt? If teachers taught, why didn't preachers praught? If a vegetarian eats vegetables, what does a humanitarian eat? Sometimes I think all the English speakers should be committed to an asylum for the verbally insane. In what language do people recite at a play and play at a recital? Ship by truck and send cargo by ship? Have noses that run and feet that smell? How can a slim chance and a fat chance be the same, while a wise man and a wise guy are opposites? You have to marvel at the unique lunacy of a language in which your house can burn up as it burns down, in which you fill in a form by filling it out and in which, an alarm goes off by going on. English was invented by people, not computers, and it reflects the creativity of the human race, which, of course, is not a race at all That is why, when the stars are out, they are visible, but when the lights are out, they are invisible. PS. - Why doesn't "Buick" rhyme with "quick" You lovers of the English language might enjoy this. There is a two-letter word that perhaps has more meanings than any other two-letter word, and that is "UP." It's easy to understand UP, meaning toward the sky or at the top of the list, but when we awaken in the morning, why do we wake UP ? At a meeting, why does a topic come UP? Why do we speak UP and why are the officers UP for election and why is it UP to the secretary to write UP a report ? We call UP our friends. And we use it to brighten UP a room, polish UP the silver, we warm UP the leftovers and clean UP the kitchen. We lock UP the house and some guys fix UP the old car. At other times the little word has real special meaning. People stir UP trouble, line UP for tickets, work UP an appetite, and think UP excuses. To be dressed is one thing but to be dressed UP is special . And this UP is confusing: A drain must be opened UP because it is stopped UP. We open UP a store in the morning but we close it UP at night. We seem to be pretty mixed UP about UP! To be knowledgeable about the proper uses of UP , look the word UP in the dictionary. In a desk-sized dictionary, it takes UP almost 1/4th of the page and can add UP to about ! thirty definitions. If you are UP to it, you might try building UP a list of the many ways UP is used. It will take UP a lot of your time, but if you don't give UP, you may wind UP with a hundred or more. When it threatens to rain, we say it is clouding UP. When the sun comes out we say it is clearing; UP . When it rains, it wets the earth and often messes things UP. When it doesn't rain for awhile, things dry UP. One could go on and on, but I'll wrap it UP , for now my time is UP, so........... Time to shut UP.....! -------------- next part -------------- An HTML attachment was scrubbed... URL: From MiaKalish at LEARNINGFORPEOPLE.US Mon Mar 27 22:25:52 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 15:25:52 -0700 Subject: Phrasealator In-Reply-To: <5D5EA9E7-D9F4-4A0C-BBBA-887AD622CE5F@ncidc.org> Message-ID: I checked out the web page, Andre. The people said they built software for Tribes, but they didn't identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a-lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Mon Mar 27 23:00:53 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Mon, 27 Mar 2006 15:00:53 -0800 Subject: Phrasealator In-Reply-To: <001a01c651ed$6cf78e60$6401a8c0@LFPMia> Message-ID: Yeah teh prices are steep I agree. I was not considering the toys so much as the phrasealotor to be used in documentation efforts and to be used as a talking dictionary On Mar 27, 2006, at 2:25 PM, Mia Kalish wrote: I checked out the web page, Andre. The people said they built software for Tribes, but they didn?t identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language (www.aicls.org) and I am sitting in a presentation for the Phrase-a- lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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 mslinn at OU.EDU Mon Mar 27 23:16:09 2006 From: mslinn at OU.EDU (Mary S. Linn) Date: Mon, 27 Mar 2006 17:16:09 -0600 Subject: Phrasealator In-Reply-To: <001a01c651ed$6cf78e60$6401a8c0@LFPMia> Message-ID: You may ask Quinton Roman Nose about this. I know that the Cheyenne here in Oklahoma bought one and went through the training that they provide. I have cc-ed him in on this e-mail. I had the same reaction as Mia about it, added with skepticism that any computer can produce language they way that they say it can. >I checked out the web page, Andre. The people said they built >software for Tribes, but they didn't identify as Tribal. (My >personal bias, I guess). > >And this of this: look at the toys on the market for language. . . >then look at the prices they want to charge Tribes. > >Mia > > >From: Indigenous Languages and Technology >[mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit >Sent: Monday, March 27, 2006 12:49 PM >To: ILAT at LISTSERV.ARIZONA.EDU >Subject: Re: [ILAT] Phrasealator > >As there have been no replies am I to assume no one has any >experience with this? > > >On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: > >oops the unit is $3300 and $2500 for the software and training > > >On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: > >I am at the Language is life conference at the marin Headlands >sponsored by the Advocates for Californian Indigenous Language >(www.aicls.org) and I am sitting in a >presentation for the Phrase-a-lator. Does anyone have any experince >with this and feedback. www.ndntv.com It seems pretty good but is >pricey ($330 unit $2500 software) > -- Mary S. Linn Assistant Curator of Native American Languages Assistant Professor of Anthropology University of Oklahoma Native American Languages, 250G Sam Noble Oklahoma Museum of Natural History 2401 Chautauqua Avenue Norman, Oklahoma 73072-7029 (405) 325-7588 office (405) 325-7699 fax From rzs at TDS.NET Mon Mar 27 23:37:58 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Mon, 27 Mar 2006 17:37:58 -0600 Subject: Phrasealator Message-ID: well...maybe they figure the phrasealator is cheaper to feed maybe its more interesting for kids to watch in a classroom than a silly unpaid guy with handpuppets tellin stories rzs > And this of this: look at the toys on the market for language. . . then look > at the prices they want to charge Tribes. > > > > Mia Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From anguksuar at YAHOO.COM Tue Mar 28 02:53:19 2006 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Mon, 27 Mar 2006 18:53:19 -0800 Subject: Marin Headlands Institute In-Reply-To: Message-ID: Well! Andre - there I was at the Headands Institute & I didn't even get a chance to meeet you! I'm sorry I didn't realize you were there- I spoke on the panel about funding, and I almost went to the Phraselator workshop. I'm sure some of us ILATs who have never met will bump into each other on one occassion or another. Richard, from Minneapolis --- Andre Cramblit wrote: > oops the unit is $3300 and $2500 for the software > and training > > > On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: > > I am at the Language is life conference at the marin > Headlands > sponsored by the Advocates for Californian > Indigenous Language > (www.aicls.org) and I am sitting in a presentation > for the Phrase-a- > lator. Does anyone have any experince with this and > feedback. > www.ndntv.com It seems pretty good but is pricey > ($330 unit $2500 > software) > > > > .:. > > 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 > > > __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 28 02:56:37 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Mon, 27 Mar 2006 19:56:37 -0700 Subject: Phrasealator In-Reply-To: Message-ID: Sorry, I didn?t explain myself correctly. What I meant was that the toys are going for about $40; the program that teaches singing is about $99. This means that the technology to do both production and recognition is really cheap. So $3300 for one unit, based on these standards, is really expensive. Then, whatever it is is not so intuitive that you can learn to use it without $4500 worth of training. In technology, unless you are buying from IBM, you don?t usually pay a high price for the hardware and ALSO for the training. Why don?t you put your stuff on the computer using Macromedia Flash? It?s easy, it?s cheap, its fun for people to build, especially for the students. And if you need fonts, I?ll build them for you. You won?t need to pay me half a million dollars. Flash movies can be downloaded to cell phones and PDA?s. If Native people got together as a group, we could probably convince a manufacturer to build something like Sony?s Playstation so we could download the software and learners could carry them around. :-) Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 4:01 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator Yeah teh prices are steep I agree. I was not considering the toys so much as the phrasealotor to be used in documentation efforts and to be used as a talking dictionary On Mar 27, 2006, at 2:25 PM, Mia Kalish wrote: I checked out the web page, Andre. The people said they built software for Tribes, but they didn?t identify as Tribal. (My personal bias, I guess). And this of this: look at the toys on the market for language. . . then look at the prices they want to charge Tribes. Mia _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Andre Cramblit Sent: Monday, March 27, 2006 12:49 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Phrasealator As there have been no replies am I to assume no one has any experience with this? On Mar 25, 2006, at 4:06 PM, Andre Cramblit wrote: oops the unit is $3300 and $2500 for the software and training On Mar 25, 2006, at 2:40 PM, Andre Cramblit wrote: I am at the Language is life conference at the marin Headlands sponsored by the Advocates for Californian Indigenous Language ( www.aicls.org) and I am sitting in a presentation for the Phrase-a-lator. Does anyone have any experince with this and feedback. www.ndntv.com It seems pretty good but is pricey ($330 unit $2500 software) .:. 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=listin fo -------------- next part -------------- An HTML attachment was scrubbed... URL: From language-labs at UCHICAGO.EDU Tue Mar 28 21:54:35 2006 From: language-labs at UCHICAGO.EDU (Language Laboratories and Archives) Date: Tue, 28 Mar 2006 15:54:35 -0600 Subject: Fwd: Dakota Sioux Scrabble Message-ID: An HTML attachment was scrubbed... URL: From anggarrgoon at gmail.com Tue Mar 28 22:10:54 2006 From: anggarrgoon at gmail.com (Claire Bowern) Date: Tue, 28 Mar 2006 16:10:54 -0600 Subject: paradigm generators? Message-ID: Hi ILATers, A while ago I downloaded a shareware program that would generate paradigms from verb roots. It had about 100 languages preloaded and the full version had the option to add your own. I'm doing an independent study with 2 students where we're developing materials for one of the languages I'm working with, and this is something we'd like to investigate. Bardi has complex but fairly regular verb morphology (and a closed class of verb roots), so paradigm generator and parser would be useful. I can't find the software I saw earlier, but if anyone can point me to something that'd be very helpful! Thanks, Claire From MiaKalish at LEARNINGFORPEOPLE.US Tue Mar 28 22:26:53 2006 From: MiaKalish at LEARNINGFORPEOPLE.US (Mia Kalish) Date: Tue, 28 Mar 2006 15:26:53 -0700 Subject: Fwd: Dakota Sioux Scrabble In-Reply-To: Message-ID: This would be interesting as a Flash movie. Thanks, Barbara _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Language Laboratories and Archives Sent: Tuesday, March 28, 2006 2:55 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Fwd: Dakota Sioux Scrabble I thought this might be of interest here. Barbara Need Manager (SS4), Computer Support, Archivist UChicago Language Labs and Archives Delivered-To: ANTHRO-L at listserv.buffalo.edu Hankinson, N.D.- Those who hope they can stop the Dakota Sioux language from dying have hit upon the perfect word - scrabble. from the AP A scrabble tournament was held over the last weekend with teams from North, South Dakota and Manitoba in the Sioux language. David Seaboy was one of the organizers- he helped write a dictionary in the language. Mike Pavlik -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Wed Mar 29 00:43:35 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 28 Mar 2006 16:43:35 -0800 Subject: The Last Speakers Message-ID: America's first look at how languages become endangered, and the awesome task of recording, archiving, and returning them to use. The loss of languages reduces our understanding of science, culture, and history. The Last Speakers follows those confronting this crisis on the frontlines. Ironbound Films' forthcoming movie about endangered languages. You can see a short slideshow with a few pictures from Breath of Life Conference (including one Karuk's Crystal Richardson & Susan Gehr) at the Ironbound Films website: http:// www.ironboundfilms.com/ironsfire.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 29 23:12:13 2006 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 29 Mar 2006 16:12:13 -0700 Subject: Waking up to a laptop revolution (fwd) Message-ID: Waking up to a laptop revolution By Ian Limbach Published: March 28 2006 16:30 ?We are too poor not to invest in information and communications technology.? This is how Meles Zenawi, prime minister of Ethiopia, explains his government?s plan to spend hundreds of millions of dollars on next-generation broadband networks that will bring telephony and internet to nearly every village in Ethiopia within two to three years. ?ICT is the fastest way to end our isolation,? he says. To some, the plan is just another grandiose African infrastructure project that will burn massive amounts of cash ? one official said the investment would reach close to 10 per cent of Ethiopia?s annual gross domestic product ? while more basic needs are neglected. In Ethiopia, nearly half the population is undernourished and only a quarter has reliable access to clean water. But Mr Meles is adamant that the investment will bring lasting change: ?The first mental block to overcome is that ICT is for the rich. Our development programmes have been among the most pro-poor. This choice is a continuation of that.? He also said that the project was self-funded and did not rely on multilateral loans. The priorities of Ethiopia?s investment are getting the public sector online and improving access to education. ?It became clear that the quality of education that we could provide would be sub-standard for a long time because of a lack of resources unless a short cut was found. ICT could provide that short cut,? the prime minister said. Today, students in nearly all of the country?s 600 secondary schools watch e-learning videos broadcast over internet protocol networks to wide plasma televisions. Sometimes these schools lack mains electricity and use a petrol generator to power the system. Mr Meles said that the quality of teaching was improving dramatically as a result. But besides educational TV and a few IP video conferences between government officials, not much else is travelling over Ethiopia?s multi-gigabit backbone network. Mr Meles said: ?We are simply building good roads and using government vehicles to test the road. The idea is to show people that it is open.? He added that he expected the Ethiopian diaspora to be the leaders in developing the applications that will fill the bandwidth. ?We will do whatever it takes to get them to contribute, such as tax breaks,? he said. Another ambitious development vision based on broadly accessible technology is the One Laptop Per Child initiative, which aims to produce sub-$100 portable computers for the world?s poor children. The non-profit OLPC organisation, led by MIT Media Lab chairman Nicholas Negroponte, has already raised $24m to design and trial the devices. The group hopes to begin producing 1m units per month for pilot projects in seven emerging markets at the beginning of 2007. Unlike most education initiatives, OLPC will not seek to teach children but simply provide a tool with which they create and also learn. Mr Negroponte explained: ?OLPC is not about learning something, it is about learning learning. Children make things with their laptops, they explore and communicate. When a child, even in the most remote and poorest part of a developing country, is given an electronic game, the first thing he or she will do is discard the manual. The second is use the machine. The speed with which this child will acquire the knowledge to use the device is so astonishing, you risk thinking it is genetic.? Which is why Mr Negroponte believes that giving each child an individual computer is better than providing them through shared facilities. ?Give each child a pencil and the child then uses it to draw, to write, at school, at home, for play, for study, for making music by beating it, and on and on. Likewise the laptop,? he said. The key to the OLPC vision will be scale, which is why the group will initially make the computers available only to governments that place bulk orders of more than 1m units. The seven launch countries are expected to order up to 10m units in 2007. With time, this will change. ?After the 2007 launch, as little as eight to 10 months later, we will open this to all non-governmental organisations, countries, states within countries, right down to school districts,? said Mr Negroponte, adding that OLPC?s goal is to bring connected laptops to 500m in five years. And Mr Negroponte?s vision goes beyond this: ?I hope that in 10 years every child on the planet will be connected.? But some development and aid experts caution against putting too much trust in technology or giving it priority. Duncan Green, head of research at UK charity Oxfam, said: ?There is a good role for IT but I am worried that people are looking for a magic bullet. There are no short cuts in development.? Gib Bulloch, director of the Accenture Development Partnership, agreed: ?It?s not about building an advanced fibre network in Ethiopia and hoping it will end poverty. Technology is an enabler but needs to come with an understanding of the applications.? But as grand as Mr Negroponte?s laptop plan sounds, it does rest on the fundamental concept that a country?s development occurs at the individual human level. Which is why so many ICT development initiatives focus on education. Change in this manner may be subtle, often even humble, but it can also be powerful. Hala Gidami, an educator at the Foreign Trade Training Centre in Cairo, is applying a curriculum developed by HP to teach Egyptian entrepreneurs the ICT-based business skills needed to access export markets. She said: ?There is often a high resistance to technology, especially from older people. But if approached correctly, they see how it can help them. We have trained people who were not exporting before and then began to do so after the course. The results so far have been marvellous.? In Kenya, the African Medical and Research Foundation is working with the Accenture Development Partnership to develop an 80-hour e-learning curriculum to bring 2,000 nurses quickly to diploma-level certification. Mr Bulloch said: ?Up to now, there has been a real capacity constraint in nurse training. With the usual means, this project would have taken 100 years; e-learning can short circuit that down to five years.? Many of the Navajo indigenous people also find themselves living in a sort of developing world right in the middle of the US: they face extreme poverty, the unemployment rate on the reservation runs at 50 per cent and many of them lack access to running water and electricity. To fight this isolation, the Navajo Nation recently connected all of its community Chapter Houses and schools using a combination of broadband satellite and optical fibre. Distance learning is giving some people access to university education while silversmiths and craftspeople are now selling their products online. Joe Shirley Jr, president of the Navajo Nation, said: ?Shops at the border towns were buying our wares at a really minimal price. Now 600 of our artisans sell their crafts online via Overstock.com. They are getting good prices; they?re making a good living.? And the internet could bring even richer rewards thanks to online gambling services. ?There?s the potential to reap hundreds of millions of dollars for the Navajo Nation?s coffers,? he said. But Mr Shirley also believes that technology can strengthen the Navajo culture. He said: ?We have our kinship, our language, our sacred land to preserve. Our clan grandmothers and medicine people are teaching the young children over the internet from Head Start education centres. ?We?re also using it to reconnect with our people in the metropolitan areas. They can continue to be a Navajo in New York City.? Yet, despite these ICT success stories, some thinkers feel that the current discussion on technology and development is too narrow. Jeremy Rifkin, president of Foundation on Economic Trends, the public policy group, said: ?The essential technology to help the third world take off is electricity. People talk about a connected world but one third of humans have no electricity. They?re powerless in the global economy, literally. ?This needs to be coupled with environmental priorities such as clean water and access to land, at least for subsistence; everything else is secondary.? Mr Rifkin sees the world?s dependence on fossil fuels as inherently unfair, condemning poorer countries to increasing exclusion no matter what ICT technologies the west provides them with. ?The energy regime that we set up in the last couple of hundred years is an elite system that takes huge capital investments. Some 89 countries are worse off than they were 15 years ago, largely because they can?t afford the price of oil. What we?re not paying attention to is that as energy prices go up, the marginalised are being left further behind. And we know that the price of oil is never going down again,? said Mr Rifkin. The answer, he believes, is cheap, distributed, renewable energy. ?We need to have a third industrial revolution based on renewable energy from hydrogen fuel cells,? said Mr Rifkin, who has long advised leaders in advanced economies to subsidise research into alternative energy aggressively through large-scale public-private partnerships. ?Hydro cells are an ideal energy base for the third world. They will be the real beneficiaries once these technologies get to scale. This will be the starting-off point for a decent life.? > > > Find this article at: http://news.ft.com/cms/s/cda9ff16-bd97-11da-a998-0000779e2340,s01=1.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Fri Mar 31 06:13:33 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 30 Mar 2006 22:13:33 -0800 Subject: Dictionaries Online Message-ID: http://www.yourdictionary.com/languages/north.html From Kazuko.Obata at AIATSIS.GOV.AU Fri Mar 31 07:18:17 2006 From: Kazuko.Obata at AIATSIS.GOV.AU (Kazuko Obata) Date: Fri, 31 Mar 2006 17:18:17 +1000 Subject: ILAT Digest - 29 Mar 2006 to 30 Mar 2006 (#2006-64) (Out of office) Message-ID: I am out of office from 1 to 20 April. During this time I have limited access to email. For an urgent matter, please contact research at aiatsis.gov.au. Thank you Kazuko Obata Language Officer From rzs at TDS.NET Fri Mar 31 14:11:27 2006 From: rzs at TDS.NET (Richard Zane Smith) Date: Fri, 31 Mar 2006 08:11:27 -0600 Subject: Dictionaries Online Message-ID: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 From andrekar at NCIDC.ORG Fri Mar 31 18:13:06 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:13:06 -0800 Subject: Fwd: California Tribe Tries to Save Its Language Message-ID: http://www.voanews.com/english/AmericanLife/2006-03-30-voa46.cfm California Tribe Tries to Save Its Language By Lonny Shavelson Clear Lake, California 30 March 2006 Shavelson report (MP3) - Download 1.23 MB Shavelson report (Real) - Download 815 k Listen to Shavelson report (Real) Nearly half of the more than 6,000 languages spoken in the world are in danger of extinction. And leading the world's epidemic of disappearing dialects is the U.S. state of California. This weekend, members of 40 tribes from around the state met with linguists to discuss the challenges of saving those endangered languages More than half of the over one hundred native California tongues have disappeared. Many others have only a few, aging speakers. When this last fluent generation dies, languages spoken by Californians over centuries, will also die. At a recent gathering of some 200 Native Americans struggling to maintain their dialects, Robert Geary remembered driving in his car, listening to a tape of his long- deceased great uncle speaking the native El?m Pomo language. "I was so lost hearing my language that I was doing 80 [mph] and I didn't even know it. I got a [speeding] ticket, yeah, I got a ticket." Loretta Kelsey, the last speaker of El?m Pomo Geary decided he had to learn his ancestor's language and immediately ran into a pervasive problem for California's Native Americans. "There is only one speaker left," he explained. "Her name is Loretta Kelsey. With her also not having anyone to speak it to, the language is even getting lost with her." At the shoreline of the Pomo reservation on Clear Lake, Loretta Kelsey parts some tule reeds, looks over the blue-green waters to where Mount Konocti reaches for the clouds, then turns toward Geary. It's not a struggle for her to bring back memories of the lake of her childhood; it is a struggle to tell Robert about it, in Pomo. Tule reeds "Amah ko set. Kuchinwallit. Mecha wee hah ket kay." She pauses, and finally gives up. "Help me out, Robert." He thinks a moment. "She was saying something about eating tules." She nods. "Where we're at now is where I was raised. We'd go down to the water, we'd eat the tules." The two have spent the last five years recovering the language. Now they teach it to others in their tribe. But it's been an agonizing process. Pomo was never written down, there are no dictionaries, no materials to teach the language. Geary and Kelsey are inventing those as they go. "Now we're just having to do it the way classrooms do it," she says. Robert Geary teaches the Pomo language to members of his tribe The wind blows off the shore of clear lake as 20 native Americans from 7 to 70 gather along a row of picnic tables, watching Robert write on an old grade-school blackboard. He points to the words as he says them, and the class responds. "Tichen, aweyah. Eee. Tzama, Tzama." Elizabeth Jean, 68, spoke Pomo as a child. "We spoke very poor English when I went to school," she recalls. "We needed to go to the bathroom and we didn't know how to say it in English." Jean did learn English, and she lost her Pomo. But with only one remaining El?m Pomo speaker, who herself struggles with the language, it may be beyond recovery. Jocelyn Ahlers, an assistant professor of cultural linguistics at California State University in San Marcos, is here at the class. She's been studying the attempts to revive the Pomo language. "Most linguists would come to a situation like this and say, 'I'm sorry, there's nothing I can do, in terms of making this a vibrant speaking community again. It's over. I'm sorry.'" In today's class, students struggle to learn greetings and names of foods. If the goal is to revive the language in daily life on this reservation, success may be far away, or impossible. But Professor Ahlers thinks the common bond of learning the language may be enough. "People tend to define linguistic community strictly as this place where everybody speaks the language all the time," she says, adding that it doesn't have to be that way. "I think your language community could be the people who share a desire to learn your language with you, people who say hi to you or pray with you." At dusk, the class winds down and the students gather in the ritual roundhouse to dance and pray. "The center of it is a pole that's sticking up. It's kind of like our gateway to God," Geary explains. He says that even the limited Pomo now spoken on the reservation is of value, most of all, in prayers to the spirits. "It makes me feel that much more special to be able to talk to the creator in the language that he gave us. That's irreplaceable." Loretta Kelsey stands at the shore, amid a tangled mass of tule reeds. When she hears the others speaking Pomo, she feels both ancient burden, and new possibility. "It seems like I haven't carried it on the way I should have. Which was wrong. Because it's not really dying. I refuse to say dying." .:. 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 andrekar at NCIDC.ORG Fri Mar 31 18:34:54 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:34:54 -0800 Subject: Dictionaries Online In-Reply-To: <20060331141127.UKQJ12877.outaamta02.mail.tds.net@smtp.tds.net> Message-ID: Richard we did get ANA to fund us to do exactly that project for the Karuk Language I would suggest contacting susan Gehr our Language Program Director @: sgehr at karuk.us she was told that this was a 20 year project but she is ambitious and got it done in 3 Reprints of "The Karuk Language" dictionary and grammar guide by the eminent Dr. William Bright are avaiable for $19.95 go to http://www.legalbooksdistributing.com/lbsearch/index.html when you arrive at search page... type "BRIGHT" FOR AUTHOR AND CLICK SEARCH, then ADD TO CART On Mar 31, 2006, at 6:11 AM, Richard Zane Smith wrote: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 .:. 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 From andrekar at NCIDC.ORG Fri Mar 31 18:40:20 2006 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 31 Mar 2006 10:40:20 -0800 Subject: Dictionaries Online In-Reply-To: <714067AB-8C8B-43BB-8635-C3D83DBCBFD4@ncidc.org> Message-ID: I should point out that is the old dictionary noted at the link mentioned not the new updated one. To get that talk with susan On Mar 31, 2006, at 10:34 AM, Andre Cramblit wrote: Richard we did get ANA to fund us to do exactly that project for the Karuk Language I would suggest contacting susan Gehr our Language Program Director @: sgehr at karuk.us she was told that this was a 20 year project but she is ambitious and got it done in 3 Reprints of "The Karuk Language" dictionary and grammar guide by the eminent Dr. William Bright are avaiable for $19.95 go to http://www.legalbooksdistributing.com/lbsearch/index.html when you arrive at search page... type "BRIGHT" FOR AUTHOR AND CLICK SEARCH, then ADD TO CART On Mar 31, 2006, at 6:11 AM, Richard Zane Smith wrote: Andre, Thanks for the dictionary "hotline" I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual uses of the stems in sentences included but it will be a HUGE undertaking to get it transcribed and put into print format. Its possible some of us here may be competing for the same grants which is unfortunate...but if anyone has any suggestions as to how we can get this done or specialists who do this,please share with us. Richard Zane Smith Wyandotte Cultural Committee Richard Zane Smith 18474 S.Cayuga Rd. Wyandotte Oklahoma 74370 .:. 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 .:. 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 From keola at LEOKI.UHH.HAWAII.EDU Fri Mar 31 18:42:30 2006 From: keola at LEOKI.UHH.HAWAII.EDU (Keola Donaghy) Date: Fri, 31 Mar 2006 08:42:30 -1000 Subject: Dictionaries Online In-Reply-To: <714067AB-8C8B-43BB-8635-C3D83DBCBFD4@ncidc.org> Message-ID: For those doing dictionary work, I highly recommend that you look at the Matapuna Dictionary Writing System and also contact the developers, ThinkTank Consulting Limited in Aotearoa regarding necessary customizations. They have done this kind of work for the Maori language commission, and we are currently working with them to customize Matapuna for our Hawaiian language lexicon database. It is entirely web-based, Unicode compliant, multi-user, and a pleasure to work with. It also allows for export in a variety of formats for print publishing. http://thinktank.co.nz/ http://sourceforge.net/projects/matapuna/ Keola ======================================================================= Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ "T?r gan teanga, t?r gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ======================================================================= From delancey at UOREGON.EDU Fri Mar 31 20:59:01 2006 From: delancey at UOREGON.EDU (Scott DeLancey) Date: Fri, 31 Mar 2006 12:59:01 -0800 Subject: Dictionaries Online In-Reply-To: <20060331141127.UKQJ12877.outaamta02.mail.tds.net@smtp.tds.net> Message-ID: For the Wyandotte or other similar projects, one possible source of funding is NEH (http://www.neh.gov/grants/grants.html). Aside from the endangered languages documentation initiative that they're doing with NSF, their Reference Materials programs regularly support work on dictionaries of Native languages. Taking old unpublished materials and turning them into a usable, published dictionary is just the kind of project they like. Scott DeLancey Department of Linguistics 1290 University of Oregon Eugene, OR 97403-1290, USA delancey at darkwing.uoregon.edu http://www.uoregon.edu/~delancey/prohp.html On Fri, 31 Mar 2006, Richard Zane Smith wrote: > Andre, > Thanks for the dictionary "hotline" > I noticed the Wyandotte dictionaries...Besides those frail "word lists" listed > We have a HUGE dictionary of verb,stems,adjectives and chart uses,etc..still > all handwritten(though on CD) by Marius Barbeau from 1911-12 with actual > uses of the stems in sentences included but it will be a HUGE undertaking to > get it transcribed and put into print format. > Its possible some of us here may be competing for the same grants > which is unfortunate...but if anyone has any suggestions as to > how we can get this done or specialists who do this,please share with us. > Richard Zane Smith > Wyandotte Cultural Committee > > > Richard Zane Smith > 18474 S.Cayuga Rd. > Wyandotte Oklahoma > 74370 >