From anguksuar at YAHOO.COM Thu Jan 1 17:48:53 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Thu, 1 Jan 2009 09:48:53 -0800 Subject: 8 states In-Reply-To: <001501c96b67$2e031fd0$3e5e640a@36451320001> Message-ID: "I received a request for information about "active language instruction programs" functioning in the following 8 states- (I was given no further description about what precisely that means, or any detailed parameters about the query, sorry)." --- Ted Moomaw wrote: > What will the list(s) be used for? > Ted > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Tuesday, December 30, 2008 6:15 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] 8 states > > Happy new year colleagues > > I received a request for information about "active > language instruction programs" functioning in the > following 8 states- (I was given no further > description about what precisely that means, or any > detailed parameters about the query, sorry). I > assembled some raw date for the interrogator, but > apparently the desired information is in the form of > lists. > Anguksuar (Richard LaFortune) > > Washington > Oregon > Idaho > Montana > North Dakota > South Dakota > Minnesota > Iowa > > Do you or your colleagues have an idea of how many > native language programs are active, just in terms > of > numbers in the eight state area? > Laura > > > > > > From clairebowern at GMAIL.COM Fri Jan 2 01:28:52 2009 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Thu, 1 Jan 2009 20:28:52 -0500 Subject: language documentation In-Reply-To: Message-ID: Many thanks for this Bernadette. > Another issue is the one on the importance of types of grammars to be > taught to language learners - some researchers state that teaching all > types of grammar is the rule and not to concentrate on only nouns or > verbs. I think this is more an issue for programs that concentrate a lot on nouns - they give students a lot of practice at naming individual items but they seldom produce fluent speakers because the students get very little practice at putting ideas together or talking about things that aren't concrete. All the best, Claire From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 17:51:26 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 10:51:26 -0700 Subject: Mundurucu numbers Message-ID: Quote: "The Mundurucu language bears an unusual linguistic phenomenon: The language includes number words only for the numbers one to five, whereas numerical values greater than five are labeled with approximate quantifiers like "some" or "many" (1). Consequently, native speakers of Mundurucu present a rare opportunity to study the nature of human numerical concepts in the absence of a robust verbal numerical system." Access full article below: Comment on "Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures" http://www.sciencemag.org/cgi/content/full/323/5910/38b From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 17:58:25 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 10:58:25 -0700 Subject: Indigenous publishers give voice to previously unheard stories (fwd link) Message-ID: Indigenous publishers give voice to previously unheard stories Victoria Laurie | December 30, 2008 Article from: The Australian TWO decades ago, the seeds of Kimberley publishing sprouted from the bush banana, or magabala, known in scientific circles as Marsdenia viridiflora. The Kimberley Aboriginal Law and Culture Centre gave the name to Magabala Books, the region's first tentative publishing venture. Magabala was born out of frustration: Aboriginal elders had gathered at a culture centre bush ceremony in 1983 and lamented that their stories were not being published or, if they were, only through the filter of non-indigenous publishers. So Magabala became a permanent fixture and its first substantial book appeared in 1987. Mayi: Some Bush Fruits of Dampierland by Merrilee Lands was the first account of the Kimberley's extraordinary botanical riches as seen from an indigenous point of view. Whitefella science no longer had a monopoly on interpreting the fauna and flora of the Kimberley region. Access full article below: http://www.theaustralian.news.com.au/story/0,25197,24853512-5001986,00.html From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 18:08:45 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 11:08:45 -0700 Subject: Not Wodonga but really Wudanga (fwd link) Message-ID: Not Wodonga but really Wudanga 2/01/2009 1:00:00 AM Australia HAD the white settlers paid attention to the local Aborigines, Wodonga may have been a very different city to what it is today — for starters it would be spelt correctly. Yesterday at Falls Creek, a traditional language dictionary was released by the people claiming historic ownership of the land from Cobram to Corryong along the Murray River and Omeo to Benalla. The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of research and unlocks the secrets to many local place names. Access full article below: http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx From clairebowern at GMAIL.COM Fri Jan 2 20:38:10 2009 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Fri, 2 Jan 2009 15:38:10 -0500 Subject: Not Wodonga but really Wudanga (fwd link) In-Reply-To: <20090102110845.abzi8so880gg4ssk@www.email.arizona.edu> Message-ID: There's another nice set of photos from the launch here: http://www.fallscreek.com.au/DualLanguageDictionary Congratulations to all involved with the Dhudhuroa and WayWurru language program! Claire phil cash cash wrote: > Not Wodonga but really Wudanga > > 2/01/2009 1:00:00 AM > Australia > > HAD the white settlers paid attention to the local Aborigines, Wodonga may have > been a very different city to what it is today — for starters it would be spelt > correctly. > > Yesterday at Falls Creek, a traditional language dictionary was released by the > people claiming historic ownership of the land from Cobram to Corryong along > the Murray River and Omeo to Benalla. > > The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of > research and unlocks the secrets to many local place names. > > Access full article below: > http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx From rtroike at EMAIL.ARIZONA.EDU Fri Jan 2 23:14:44 2009 From: rtroike at EMAIL.ARIZONA.EDU (Rudolph Troike) Date: Fri, 2 Jan 2009 16:14:44 -0700 Subject: On teaching approaches In-Reply-To: Message-ID: I concur with Claire Bowern and someone earlier who was commenting on Apachean. Nouns are prominent in European languages, and awareness of this leads to emphasis on nouns in early teaching -- even testing, such as the Peabody test for linguistic maturation. Muriel Saville-Troike did a comparative study of English-speaking and Navajo-speaking children's response to picture cards depicting simple scenes such as a child holding the handle of a wagon. English speakers just said "(a) girl" and "(a) wagon", merely identifying the objects in the scene, whereas the Navajo children said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, "pulling (it)", focusing on the action as the central point. Approaching the teaching of verb-focused languages by teaching isolated nouns does no good at all, since it misses what Sapir saw as the "genius" of the language, and as Claire noted, makes it impossible to formulate even simple propositions about any sorts of actions or events. Indeed, in context, sentences in many languages lack nouns as Subjects and Objects, where these are obvious, and use only verbs, with either attached pronoun prefixes or suffixes, or zero pronominalization. (This is true not only for morphologically complex languages such as many American Indian languages, but even for isolating languages such as Chinese or Vietnamese.) Since pronouns are developmentally late in appearing, if one wished to start anywhere it would make most sense to start with verbs. Rudy P.S. In many languages, what translate as nouns in English are often derived verbal phrases, as "food" would be "what-one-eats" or "one-eats-it". So even there the verb is primary. From rzs at WILDBLUE.NET Sat Jan 3 15:52:17 2009 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sat, 3 Jan 2009 09:52:17 -0600 Subject: On teaching approaches In-Reply-To: <20090102161444.fh8kgog48kk8kgs0@www.email.arizona.edu> Message-ID: Kweh Rudy Troike, This is the kind of discussion i appreciate the most from ILAT Iroquoian languages are motion-action-centered as well(as the sister language Wyandot) The example given below about food is a good one One of our word stems for "to eat" -gyaha- can be used to denote action and substance itself "to eat" or "the eats" I think a problem we can have as English thinkers is assuming something is "either or" is it yes or no? good or bad? English has trouble with "it's black but its also white" My Navajo mom slips from "he" or "she" in describing an uncle in her rez-english (Diné bizaad doesn't indicate gender , so her english might sound "wrong") Is it wrong when 10,001 Navajos say in rez-english: "he's going home until tomorrow" ? English wants to categorize everything so it can grab it and file it: "is it a noun OR a verb?" We are having a similar discussion about glottal stops and/or echo-vowels (or "creaky voice" -hate that term!) Is it -a'a- two vowels split by a glottal stop? or is it more like ONE vowel dented by a glottal stop a'ᵃ (a-gl.stp-lower case a) more of a bump? But isn't this an ugly way to discuss our ancestral tongue? listen! and you will hear it! our words will flow like water moving water over ancient stream beds gushing tumbling over boulders each stone causes a ripple and its own splash... Thanks for the good discussion! Richard Wyandotte Oklahoma On Fri, Jan 2, 2009 at 5:14 PM, Rudolph Troike wrote: > I concur with Claire Bowern and someone earlier who was commenting on > Apachean. Nouns are prominent in European languages, and awareness of > this leads to emphasis on nouns in early teaching -- even testing, such > as the Peabody test for linguistic maturation. Muriel Saville-Troike > did a comparative study of English-speaking and Navajo-speaking children's > response to picture cards depicting simple scenes such as a child holding > the handle of a wagon. English speakers just said "(a) girl" and "(a) > wagon", > merely identifying the objects in the scene, whereas the Navajo children > said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, > "pulling (it)", focusing on the action as the central point. Approaching > the teaching of verb-focused languages by teaching isolated nouns does no > good at all, since it misses what Sapir saw as the "genius" of the > language, > and as Claire noted, makes it impossible to formulate even simple > propositions > about any sorts of actions or events. Indeed, in context, sentences in many > languages lack nouns as Subjects and Objects, where these are obvious, and > use only verbs, with either attached pronoun prefixes or suffixes, or zero > pronominalization. (This is true not only for morphologically complex > languages such as many American Indian languages, but even for isolating > languages such as Chinese or Vietnamese.) Since pronouns are > developmentally > late in appearing, if one wished to start anywhere it would make most sense > to start with verbs. > > Rudy > > P.S. In many languages, what translate as nouns in English are often > derived verbal phrases, as "food" would be "what-one-eats" or > "one-eats-it". > So even there the verb is primary. > -- "if you don't know the language you will only see the surface of the culture..The language is the heart of the culture and you cannot separate it." Elaine Ramos, TLINGIT -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Jan 3 18:58:49 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 3 Jan 2009 11:58:49 -0700 Subject: Not Wodonga but really Wudanga (fwd link) In-Reply-To: <495E7B32.2000904@gmail.com> Message-ID: Much cooler article, thnx Claire.  It is always exciting to know this is happening in parts of the world!  Phil Quoting Claire Bowern : > There's another nice set of photos from the launch here: > http://www.fallscreek.com.au/DualLanguageDictionary > Congratulations to all involved with the Dhudhuroa and WayWurru language > program! > Claire > > phil cash cash wrote: >> Not Wodonga but really Wudanga >> >> 2/01/2009 1:00:00 AM >> Australia >> >> HAD the white settlers paid attention to the local Aborigines, >> Wodonga may have >> been a very different city to what it is today — for starters it >> would be spelt >> correctly. >> >> Yesterday at Falls Creek, a traditional language dictionary was >> released by the >> people claiming historic ownership of the land from Cobram to Corryong along >> the Murray River and Omeo to Benalla. >> >> The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of >> research and unlocks the secrets to many local place names. >> >> Access full article below: >> http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at EARTHLINK.NET Sat Jan 3 23:32:20 2009 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Sat, 3 Jan 2009 18:32:20 -0500 Subject: On teaching approaches Message-ID: The Eurocentric POV also does damage to sound play- whether ideophonic or augmentative/diminutive shifting. In many places where Europeans managed directly or indirectly to put their own educational notions into effect such play has been reduced or lost, even where it was a large part of the life of the language. Ideophones were thought of as too childish or unserious, or not really in the language at all, while aug/dim shifts were seen as evidence that speakers had sloppy pronunciation. Where languages still have robust systems of either or both forms of sound play (such as in Japanese or Korean) there still is no developed 'Western' method for teaching them, at any level, which leaves learners, especially second language learners, at a loss. Jess Tauber phonosemantics at earthlink.net From Jon.Reyhner at NAU.EDU Mon Jan 5 16:30:19 2009 From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner) Date: Mon, 5 Jan 2009 09:30:19 -0700 Subject: On teaching approaches In-Reply-To: <20090102161444.fh8kgog48kk8kgs0@www.email.arizona.edu> Message-ID: I have read about several immersion programs focusing on verb based teaching methods. The best rationale and description I have read is Situational Navajo: A School-Based, Verb-Centered Way of Teaching Navajo by Wayne Holm, Irene Silentman, Laura Wallace at http://jan.ucc.nau.edu/~jar/NNL/NNL_3.pdf The Navajo Nation Language Project published several short pieces of advice on the same topic. Their one page Dos and Don’ts in Language Teaching is available at http://jan.ucc.nau.edu/~jar/NNL/NNL_Dos.pdf and their Ten Tips for Teaching in Navajo Immersion Programs is available at http://jan.ucc.nau.edu/~jar/NNL/NNL_Tips.pdf Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona http://jan.ucc.nau.edu/~jar/ ________________________________________ From: Indigenous Languages and Technology [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rudolph Troike [rtroike at EMAIL.ARIZONA.EDU] Sent: Friday, January 02, 2009 4:14 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] On teaching approaches I concur with Claire Bowern and someone earlier who was commenting on Apachean. Nouns are prominent in European languages, and awareness of this leads to emphasis on nouns in early teaching -- even testing, such as the Peabody test for linguistic maturation. Muriel Saville-Troike did a comparative study of English-speaking and Navajo-speaking children's response to picture cards depicting simple scenes such as a child holding the handle of a wagon. English speakers just said "(a) girl" and "(a) wagon", merely identifying the objects in the scene, whereas the Navajo children said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, "pulling (it)", focusing on the action as the central point. Approaching the teaching of verb-focused languages by teaching isolated nouns does no good at all, since it misses what Sapir saw as the "genius" of the language, and as Claire noted, makes it impossible to formulate even simple propositions about any sorts of actions or events. Indeed, in context, sentences in many languages lack nouns as Subjects and Objects, where these are obvious, and use only verbs, with either attached pronoun prefixes or suffixes, or zero pronominalization. (This is true not only for morphologically complex languages such as many American Indian languages, but even for isolating languages such as Chinese or Vietnamese.) Since pronouns are developmentally late in appearing, if one wished to start anywhere it would make most sense to start with verbs. Rudy P.S. In many languages, what translate as nouns in English are often derived verbal phrases, as "food" would be "what-one-eats" or "one-eats-it". So even there the verb is primary. From nflrc at HAWAII.EDU Thu Jan 8 01:39:54 2009 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Wed, 7 Jan 2009 15:39:54 -1000 Subject: 2009 NFLRC conferences & workshops Message-ID: Our apologies for any cross-postings . . . The National Foreign Language Resource Center at the University of Hawaii at Manoa is pleased to announce its 3 major professional development events this year . . . * 1st International Conference on Language Documentation & Conservation (ICLDC), March 12-14, 2009, Honolulu, Hawaii (pre-registration deadline - January 31) * 2009 NFLRC Online Summer Institute for Non-native Teachers of Chinese & Japanese, June 22-July 3, 2009 (apply now - limited space, rolling admissions) * Language Learning in Computer Mediated Communities (LLCMC) Conference, October 11-13, 2009, Honolulu, Hawaii (Call for Proposals deadline - March 1) plus, CULTURA: Web-based Intercultural Exchanges Pre-conference event, October 10-11, Honolulu, Hawaii For more information, see below: 1st INTERNATIONAL CONFERENCE ON LANGUAGE DOCUMENTATION & CONSERVATION (ICLDC): Supporting Small Languages Together March 12-14, 2009, Honolulu, Hawaii http://nflrc.hawaii.edu/icldc09/ It has been a decade since Himmelmann's article on language documentation appeared and focused the field into thinking in terms of creating a lasting record of a language that could be used by speakers as well as by academics. This conference aims to assess what has been achieved in the past decade and what the practice of language documentation within linguistics has been and can be. It has become apparent that there is too much for a linguist alone to achieve and that language documentation requires collaboration. This conference will focus on the theme of collaboration in language documentation and revitalization and will include sessions on interdisciplinary topics. Plenary speakers include: Nikolaus Himmelmann (University of Munster), Leanne Hinton (UC Berkeley), Paul Newman (Indiana University), & Phil Cash Cash (University of Arizona) There will also be an optional opportunity to visit Hilo, on the Big Island of Hawai'i, in an extension of the conference that will focus on the Hawaiian language revitalization program, March 16th-17th. Conference pre-registration deadline: January 31, 2009 2009 NFLRC ONLINE SUMMER INSTITUTE FOR NON-NATIVE TEACHERS OF CHINESE & JAPANESE June 22-July 3, 2009 http://nflrc.hawaii.edu/prodev/si09w/ This workshop serves as an online professional development opportunity for non-native-speaking teachers of Chinese and Japanese language at the K-16 level, with a focus on teachers in underserved areas. As part of our mission to serve the development and enhancement of Asian language in the United States, the University of Hawaii National Foreign Language Resource Center will offer 2 concurrent two-week intensive language courses in Chinese and Japanese. The intensive courses, delivered entirely free of charge over the World Wide Web using a tested and proven pedagogic model, focus on the development and/or maintenance of communicative language skills at the Advanced level, with strong emphasis on written communication meeting high standards of literacy. Space is limited, so submit your online application form today! (NOTE: For interested Chinese teachers, there is a special additional opportunity to travel to Hawaii after the online workshop for intensive hands-on teacher training in the STARTalk Sports and Language Immersion Camp [planned for July 6-31, 2009] at the University of Hawaii at Manoa in Honolulu. Pending the approval of funding for the 2009 STARTalk Hawaii Sports and Language Immersion Camp, Chinese teachers successfully completing the online summer institute will be eligible for up to $800 travel defrayment for the STARTalk Hawaii camp.) LANGUAGE LEARNING IN COMPUTER MEDIATED COMMUNITIES (LLCMC) CONFERENCE October 11-13, 2009, Honolulu, Hawaii http://nflrc.hawaii.edu/llcmc/ Once, computers were seen as thinking machines or electronic tutors. Now the computer has become one of many devices that people use to form virtual communities of all kinds. In the field of language education, computer mediated communication (CMC) enables students to interact with one another free of space and time constraints and to participate in communities of learning with their counterparts in the target culture. The Language Learning in Computer Mediated Communities (LLCMC) Conference explores the use of computers as a medium of communication in language learning communities. Conference highlights * Keynote talk by Dr. Gilberte Furstenberg (Massachusetts Institute of Technology) * Special colloquium showcasing online cultural exchanges based at the University of Hawaii * Optional pre-conference event - CULTURA: Web-based Intercultural Exchanges (October 10-11) We welcome your session proposal submissions in this exciting area. Use our convenient online submission form - deadline March 1, 2009. ************************************************************************* N National Foreign Language Resource Center F University of Hawai'i L 1859 East-West Road, #106 R Honolulu HI 96822 C voice: (808) 956-9424, fax: (808) 956-5983 email: nflrc at hawaii.edu VISIT OUR WEBSITE! http://nflrc.hawaii.edu ************************************************************************* From rdearhouse at GMAIL.COM Thu Jan 8 18:01:41 2009 From: rdearhouse at GMAIL.COM (Renae Dearhouse) Date: Thu, 8 Jan 2009 11:01:41 -0700 Subject: Looking for Quechua speakers In-Reply-To: <6bedd4ad0901081000v6c7555f5q1cb141628cf4746d@mail.gmail.com> Message-ID: any local Tusconians? thank you > > The International School of Tucson is hoping to enter students in a Quechua > category in this year's Southern Arizona Language fair. However, to do so we > need Quechua-speaking judges (preferable three). Please let me and/or UA's > John Urban at jturban at email.arizona.edu if you know of any possible > candidates and we will do the necessary begging. Thank you!! > > > > Best wishes for a Happy New Year > > > > Robert Young > > Head of School > > International School of Tucson > > www.InternationalSchoolofTucson.com > > Open the World to Your Child > > > -- Renae Watchman Dearhouse, PhD Asst. Professor, Dept. of German Studies University of Arizona Learning Services Building, Rm. 316 Tucson, AZ 85721-0105 email: renae at u.arizona.edu ofc: 520-626-2904 http://w3.coh.arizona.edu/german/faculty/dearhouse.html -- Renae Watchman Dearhouse, PhD Asst. Professor, Dept. of German Studies University of Arizona Learning Services Building, Rm. 316 Tucson, AZ 85721-0105 email: renae at u.arizona.edu ofc: 520-626-2904 http://w3.coh.arizona.edu/german/faculty/dearhouse.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Jan 9 16:49:06 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Jan 2009 09:49:06 -0700 Subject: Indigenous education in the 21st Century (fwd link) Message-ID: Indigenous education in the 21st Century Respecting tradition, shaping the future. By Kate Munro, Special to Today Story Published: Jan 8, 2009 This past december 3,000 people, the descendants of hundreds of Indigenous nations, travelled from 23 countries to congregate at Melbourne’s Rod Laver arena for a week-long conference that saw the imperative exchange of knowledge, wisdom, traditional stories and spirit. Access full article below: http://www.indiancountrytoday.com/living/education/37223989.html From tgranadillo at GMAIL.COM Mon Jan 12 15:46:56 2009 From: tgranadillo at GMAIL.COM (Tania Granadillo) Date: Mon, 12 Jan 2009 10:46:56 -0500 Subject: reference for a PPT presentation on documentation vs. description Message-ID: Hi all A liottle while ago there was a reference here on a ppt presentation from a conference about language documentation vs. language description and I just can't find it. I'm teaching a class on ling. field methods and would like my students to have a look at it. Can anyone provide the link? Thanks! Tania -- Tania Granadillo tgranadillo at gmail.com Assistant Professor Anthropology and Linguistics UWO -------------- next part -------------- An HTML attachment was scrubbed... URL: From bischoff.st at GMAIL.COM Mon Jan 12 16:42:45 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Mon, 12 Jan 2009 12:42:45 -0400 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: Message-ID: Hi Tania, I think these are the slides you mentioned...hope they are. It looks like Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. next year, I've managed to meet the requirements this year so next year they'll evaluate me for it. It won't be tenure, but I should get the promotion and raise...which will be nice...and it will make it hard for them to not give me tenure the following year. I'll keep looking for jobs though. Are you going to the conference for Jane in May? Take care, Shannon On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo wrote: > > Hi all > A liottle while ago there was a reference here on a ppt presentation from a > conference about language documentation vs. language description and I just > can't find it. I'm teaching a class on ling. field methods and would like my > students to have a look at it. Can anyone provide the link? > > Thanks! > Tania > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: documentationslides.pdf Type: application/pdf Size: 544017 bytes Desc: not available URL: From Rrlapier at AOL.COM Mon Jan 12 16:50:22 2009 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Mon, 12 Jan 2009 11:50:22 EST Subject: Call for Projects Message-ID: This may be helpful to a community-based language program. Call for Project Proposals from Native Communities and Leaders NATION BUILDING II PROJECTS of the Harvard University Native American Program (HUNAP) HUNAP and Nation Building II: HUNAP is one of Harvard's 17 Interfaculty Initiatives of the Office of the President and Provost. Consistent with the Harvard University charter of 1650 calling for the "education of English and Indian youth," HUNAP has developed partnerships with established faculties at Harvard to build viable programs of research, teaching, and outreach on issues affecting the lives of indigenous peoples. As part of this mission HUNAP funds the Nation Building II graduate course offered through the Kennedy School of Government and the Graduate School of Education. A Nation Building II Project is a field based research project requested by a client that focuses on some of the major issues Native American tribes and nations face. These projects are based on the "sovereign" choice of a community to partner with a university to study native issues, including sovereignty, economic development, constitutional reform, leadership, health and social welfare, land and water rights, culture and language, religious freedom and education. The project is completed by graduate and undergraduate students enrolled in Native Americans in the 21st Century: Nation Building II. The Projects are conducted under the guidance of faculty members with relevant expertise. Students participate in a weekly colloquium where they present their work-in-progress to fellow students and faculty. The lead faculty member for Nation Building II is Prof. Dennis Norman, Harvard Medical School and faculty chair of HUNAP. Students are not writing term papers for a scholarly audience. Rather, they are charged with doing research that is likely to assist their client. From the students¢ perspective, the learning comes from figuring out the links between what they have studied and the real challenges that Native decision makers and organizations face. From the clients¢ perspectives, Nation Building II Projects provide a source of assistance in the form of talented and committed students with the capacities to look into problems and issues that the press of daily events prevents the client from digging into. The HUNAP Nation Building II Projects deal specifically with the issues facing Native nations or organizations working in Native affairs. Students participate in a weekly colloquium where they present their work-in-progress to fellow students and faculty. The lead faculty member for Nation Building II is Prof. Dennis Norman, Harvard Medical School and faculty chair of HUNAP. H ARVARD UNIVERSITY NATIVE AMERICAN PROGRAM Students are not paid for their work, but instead produce their Nation Building II projects in fulfillment of course requirements. Students typically work in teams of two, and HUNAP supports short-term field visits of the students on an as-needed basis. Over the last seven years, more than 80 Nation Building II Projects have been performed on behalf of tribes and tribal organizations. Examples of Projects include: Creating a Nation Building Museum: Considerations for the redesign and reorganization of the Hall of the North American Indian: Peabody Museum of Archeology and Ethnology. Options for a Constitution: Heiltsuk First Nation Strengthening Families for the Future: Exploring Historical Trauma at Mashantucket Pequot Tribal Regulation of Genetic Research: One Sky Center, Portland, Oregon First Step to Request a Project Email Dennis Norman at dennis_norman at Email Dennis Norman at dennis_norman@harvard.edu with contact information so we can arrange a phone conversation to clarify and help come up a project that can meet your needs and is practical The deadline for initial contact is mid January 2009. After Phone Consultation, How do I submit a proposal? Email your proposal to dennis_norman at Email your proposal to dennis_norman@harvard.edu. In the body of the message, give brief answers to the listed questions, numbering each 1) Your name and title ; 2) Your organization; 3) Mailing address; 4) E-mail address; 5) Phone number; 6) Fax number; 7) Proposed title for this project; 8) A one-page description of the problem or concern you would like our students to work on; and 9) A brief explanation of how you expect to use the final product. Deadline for written proposal 1/30/09 If email is not accessible, fax or send a typewritten proposal to: Prof. Dennis Norman Harvard University Native American Program 14 Story Street, Suite 400 Cambridge, MA 02138 Fax: (617) 496-3900 Telephone 617-726-3285 Are all submitted proposals assigned to a team of students? The number of Nation Building II Project proposals received by HUNAP typically exceeds the number of students available to undertake projects. For this reason, we cannot H ARVARD UNIVERSITY NATIVE AMERICAN PROGRAM HARVARD UNIVERSITY NATIVE AMERICAN PROGRAM guarantee that all Nation Building II Project proposals will be selected, though HUNAP makes every attempt to match students' interests with prospective clients' requests. All clients will be contacted if either their proposal was selected or not and will be considered for the next years class if acceptable to the client. Where can I find additional information? If you have questions, do not hesitate to contact Professor Norman by email at dennis_norman at If you have questions, do not hesitate to contac **************New year...new news. Be the first to know what is making headlines. (http://news.aol.com?ncid=emlcntusnews00000002) -------------- next part -------------- An HTML attachment was scrubbed... URL: From tgranadillo at GMAIL.COM Mon Jan 12 17:51:22 2009 From: tgranadillo at GMAIL.COM (Tania Granadillo) Date: Mon, 12 Jan 2009 12:51:22 -0500 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: <1c1f75a20901120842u4f7d30b5lb174a9fd590620b1@mail.gmail.com> Message-ID: Hi Shannon Thanks for the file. I have now downloaded and saved it, and added it to the class website. That's too bad about Ottawa. Nice to hear about your promotion and I'm sure you'll get tenured! Wow! That's quick! I will be going to Jane's conference, in fact we're all going for a week I think. See you there? Are you going to Hawai for the ILDC conference? (I'm not sure if I've asked you this before... I'm looking for someone to room with...) Got to finish the class ppt... Take care Tania On Mon, Jan 12, 2009 at 11:42 AM, s.t. bischoff wrote: > Hi Tania, > > I think these are the slides you mentioned...hope they are. It looks like > Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. > next year, I've managed to meet the requirements this year so next year > they'll evaluate me for it. It won't be tenure, but I should get the > promotion and raise...which will be nice...and it will make it hard for them > to not give me tenure the following year. I'll keep looking for jobs though. > > Are you going to the conference for Jane in May? > > Take care, > Shannon > > > On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo wrote: > >> >> Hi all >> A liottle while ago there was a reference here on a ppt presentation from >> a conference about language documentation vs. language description and I >> just can't find it. I'm teaching a class on ling. field methods and would >> like my students to have a look at it. Can anyone provide the link? >> >> Thanks! >> Tania >> -- >> Tania Granadillo >> tgranadillo at gmail.com >> Assistant Professor >> Anthropology and Linguistics UWO >> > > -- Tania Granadillo tgranadillo at gmail.com Assistant Professor Anthropology and Linguistics UWO -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Mon Jan 12 18:26:19 2009 From: susan.penfield at GMAIL.COM (susan.penfield) Date: Mon, 12 Jan 2009 11:26:19 -0700 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: Message-ID: Here's hoping that many of you on this list are going to the Hawaiian conference -- and a reminder that there is also an opportunity to visit the Hawaiian language schools (see the conference web site) for two days following the conference... Also note that one of the keynote speakers is ILAT's own, Phil Cash Cash! http://nflrc.hawaii.edu/icldc09/ Susan On Mon, Jan 12, 2009 at 8:46 AM, Tania Granadillo wrote: > > Hi all > A liottle while ago there was a reference here on a ppt presentation from a > conference about language documentation vs. language description and I just > can't find it. I'm teaching a class on ling. field methods and would like my > students to have a look at it. Can anyone provide the link? > > Thanks! > Tania > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -- ********************************************************************************************** Susan D. Penfield, Ph.D. (Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov) Department of English (Primary) Faculty affiliate in Linguistics, Language, Reading and Culture, Second Language Acquisition and Teaching (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: From bischoff.st at GMAIL.COM Mon Jan 12 20:45:16 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Mon, 12 Jan 2009 16:45:16 -0400 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: Message-ID: Hey Tania, No, I won't be going to ILDC...it will be great to see you at Jane's conference. What are you working on these days? Now that I have a few publications I'm trying to focus on getting some more of these Coeur d'Alene narratives done and to a publisher...but it is slow. I want to do some field work, but not quite sure how or where. I've been thinking that if I end up here then I'll start doing work on Puerto Rican Spanish. Enjoy ILDC...and hopefully we'll see you in Tucson. Cheers, Shannon On Mon, Jan 12, 2009 at 1:51 PM, Tania Granadillo wrote: > Hi Shannon > Thanks for the file. I have now downloaded and saved it, and added it to > the class website. That's too bad about Ottawa. Nice to hear about your > promotion and I'm sure you'll get tenured! Wow! That's quick! > > I will be going to Jane's conference, in fact we're all going for a week I > think. See you there? Are you going to Hawai for the ILDC conference? (I'm > not sure if I've asked you this before... I'm looking for someone to room > with...) > Got to finish the class ppt... > Take care > Tania > > > On Mon, Jan 12, 2009 at 11:42 AM, s.t. bischoff wrote: > >> Hi Tania, >> >> I think these are the slides you mentioned...hope they are. It looks like >> Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. >> next year, I've managed to meet the requirements this year so next year >> they'll evaluate me for it. It won't be tenure, but I should get the >> promotion and raise...which will be nice...and it will make it hard for them >> to not give me tenure the following year. I'll keep looking for jobs though. >> >> Are you going to the conference for Jane in May? >> >> Take care, >> Shannon >> >> >> On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo > > wrote: >> >>> >>> Hi all >>> A liottle while ago there was a reference here on a ppt presentation from >>> a conference about language documentation vs. language description and I >>> just can't find it. I'm teaching a class on ling. field methods and would >>> like my students to have a look at it. Can anyone provide the link? >>> >>> Thanks! >>> Tania >>> -- >>> Tania Granadillo >>> tgranadillo at gmail.com >>> Assistant Professor >>> Anthropology and Linguistics UWO >>> >> >> > > > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Jan 12 21:14:41 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 12 Jan 2009 14:14:41 -0700 Subject: N. B. natives, educators hail release of dictionary in aboriginal languages (fwd link) Message-ID: N. B. natives, educators hail release of dictionary in aboriginal languages Posted By THE CANADIAN PRESS The irony has never been lost on Imelda Perley. The only time she would usually hear fluent Maliseet, the language with which she grew up on New Brunswick's Tobique reserve, was during funerals. "It's almost as if it was a sign from the ancestors that if this is the only place that we're going to be using our language and people are dying, then our language is also dying,'' says Perley, who along with her husband David, teaches at the Mi'kmaq-Maliseet Institute at the University of New Brunswick. Perley estimates that less than two per cent of the 5,000 Passamaquoddy-Maliseet people living in a handful of communities in New Brunswick, Maine and Quebec are fluent in their native tongue. Access full article below: http://www.saultstar.com/ArticleDisplay.aspx?e=1383465 From wjposer at LDC.UPENN.EDU Tue Jan 13 02:01:31 2009 From: wjposer at LDC.UPENN.EDU (William J Poser) Date: Mon, 12 Jan 2009 21:01:31 -0500 Subject: On teaching approaches In-Reply-To: Message-ID: Perhaps the general point that should be made about teaching techniques is that what needs to be taught is determined by the nature of the language, not by what teaching methods may be felt to be effective or culturally preferred. If a language has a complex verbal system and you don't provide that content your students will not learn the language, regardless of what the fad is in language teaching methods or what politicians claim about traditions. The content has to come first. Once you know what you have to teach you can try to find the best way to do it. Bill From mikinakn at SHAW.CA Tue Jan 13 06:41:50 2009 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 13 Jan 2009 01:41:50 -0500 Subject: On teaching approaches In-Reply-To: <20090113020131.86F63B2436@lorax.ldc.upenn.edu> Message-ID: Good post and point.... ------- wahjeh rolland nadjiwon ----- Original Message ----- From: William J Poser To: ILAT at LISTSERV.ARIZONA.EDU Sent: Monday, January 12, 2009 9:01 PM Subject: Re: [ILAT] On teaching approaches Perhaps the general point that should be made about teaching techniques is that what needs to be taught is determined by the nature of the language, not by what teaching methods may be felt to be effective or culturally preferred. If a language has a complex verbal system and you don't provide that content your students will not learn the language, regardless of what the fad is in language teaching methods or what politicians claim about traditions. The content has to come first. Once you know what you have to teach you can try to find the best way to do it. Bill -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 16:46:05 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 09:46:05 -0700 Subject: First Nations dictionary defines a culture (fwd link) Message-ID: First Nations dictionary defines a culture Published Tuesday January 13th, 2009 Canada Robert Leavitt could never have imagined that a project he began working on in the 1970s would culminate more than 30 years later in a First Nations dictionary unparalleled in size and scope. Access full article below: http://telegraphjournal.canadaeast.com/front/article/538026 From candaceg at EMAIL.ARIZONA.EDU Tue Jan 13 16:41:25 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Tue, 13 Jan 2009 09:41:25 -0700 Subject: American Indian Language Development Institute 2009 Message-ID: *The American Indian Language Development Institute:* *A Thirty Year Tradition of Speaking from Our Heart* * * *June 8 - July 2, 2009* Symposium Celebration June 29 - July 2, 2009 This summer AILDI will be celebrating its 30th anniversary. AILDI 2009 will offer a variety of classes, special presentations, workshops, and events to help celebrate our 30 years of committment to Indigenous language education. Please check out our website (http://www.u.arizona.edu/~aildi) for more information about our course offerings and registration process. Priority deadline: Wednesday, March 11, 2009 Mahalo nui loa, Candace <<> <><><> <> >< <>+<> >< <> <><><> <> > Candace K. Galla | Program Coordinator/ PhD Candidate American Indian Language Development Institute University of Arizona College of Education, Room 511 PO Box 210069 Tucson, AZ 85721 O: (520) 621.1068 | F: (520) 621.8174 http://www.u.arizona.edu/~aildi -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 16:55:34 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 09:55:34 -0700 Subject: Native Resolution (fwd link) Message-ID: Native Resolution by Chris LaVigne, 13 Jan 2009 6:03 am At first glance, Don Thornton's virtual world looks like many others. It's when you listen that you notice the big difference: All of the characters speak Cherokee, and if you want to succeed in this world, you have to learn to speak the language, too. To create this unique program, Thornton combined his background in native language education with a technology developed to teach Arabic to American soldiers in Iraq. Called RezWorld, the game blends a Second Life-style presentation with advanced artificial intelligence, speech recognition and self-adapting instruction. By immersing Native Americans in their traditional languages and customs, Thornton hopes to teach them how to preserve parts of their culture in danger of dying out. Access full article below: http://www.escapistmagazine.com/articles/view/issues/issue_184/5652-Native-Resolution From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 17:30:55 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 10:30:55 -0700 Subject: Native Resolution (fwd link) In-Reply-To: <20090113095534.hdd4i7rc408k44g0@www.email.arizona.edu> Message-ID: This is an interesting article.  I recommend it as a read since it appears to be written from an industry perspective (rather than it trying to sell you something).  It describes and gives several links to the most current work being done to create native content in virtual environments.   l8ter, Phil Quoting phil cash cash : > Native Resolution > > by Chris LaVigne, 13 Jan 2009 6:03 am > > At first glance, Don Thornton's virtual world looks like many others. > It's when > you listen that you notice the big difference: All of the characters speak > Cherokee, and if you want to succeed in this world, you have to learn > to speak > the language, too. > > To create this unique program, Thornton combined his background in native > language education with a technology developed to teach Arabic to American > soldiers in Iraq. Called RezWorld, the game blends a Second Life-style > presentation with advanced artificial intelligence, speech recognition and > self-adapting instruction. By immersing Native Americans in their traditional > languages and customs, Thornton hopes to teach them how to preserve parts of > their culture in danger of dying out. > > Access full article below: > http://www.escapistmagazine.com/articles/view/issues/issue_184/5652-Native-Resolution -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Jan 14 19:47:32 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Jan 2009 12:47:32 -0700 Subject: On teaching approaches In-Reply-To: <20090113020131.86F63B2436@lorax.ldc.upenn.edu> Message-ID: Bill & everybody, My feeling is that one should never be too reductive in recognizing one's own linguistic diversity (such as reducing it to grammar/structure).  For most community advocates, grappling with a preferred grammar-centric view is a continuous quandary and challenge because such views often eliminate the vital links to culture entirely.  Linguists and native scholar/community educators who have taken a committed approach to diversity and endangerment repeatedly show that an integrated approach is a worthwhile endeavor.  When I go to conferences like Stabilizing Indigenous Languages and the like, I no longer see the diversity & flux of teaching strategies as "fads" (as I once did) rather they all seem to privilege the notion of whole utterances & constructions (usage-based) rather than simply grammar in isolation.  I like your/Bill's idea that "content" has to come first...but the question emerges whose conception of "content"?  Recognizing the real diversity of indigenous languages may be at least part of the answer in addition to real acts of revitalization.  later, Phil Cash Cash UofA Quoting William J Poser : > Perhaps the general point that should be made about teaching techniques > is that what needs to be taught is determined by the nature of the > language, not by what teaching methods may be felt to be effective > or culturally preferred. If a language has a complex verbal system > and you don't provide that content your students will not learn the > language, regardless of what the fad is in language teaching methods > or what politicians claim about traditions. The content has to come > first. Once you know what you have to teach you can try to find the > best way to do it. > > Bill -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Jan 14 20:24:48 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Jan 2009 13:24:48 -0700 Subject: Lawmakers Refile Official English Legislation (fwd link) Message-ID: Lawmakers Refile Official English Legislation Published: Wednesday, January 14, 2009 10:32 AM CST USA OKLAHOMA CITY – Lawmakers will again seek to make English the official language of Oklahoma government this year in an effort to save taxpayer money and help legal immigrants achieve the American dream. Access full article below: http://www.bixbybulletin.com/articles/2009/01/14/news/doc496e137d63462777984856.txt From susan.penfield at GMAIL.COM Thu Jan 15 14:35:58 2009 From: susan.penfield at GMAIL.COM (susan.penfield) Date: Thu, 15 Jan 2009 09:35:58 -0500 Subject: On teaching approaches In-Reply-To: <20090114124732.b2uckcok88swgow4@www.email.arizona.edu> Message-ID: Phil and all, My two cents is that the notion of content itself should be community-driven -- although, there are ways to look at content which bridges the language/culture interface in a general way that could invite community definition, but still accomplish very focused attention on linguistic structure. I'm reminded here of the move in the 1980's to build syllabi for language teaching around 'speech acts' or pragmatics -- like 'politeness formulas' -- or even around how to talk about community events -- Staging the content to be relevant first, then focusing on particular syntactic constructions recurring in this type of content still seems like a logical and somewhat organized approach to bridging the language / culture /content issues. S. On Wed, Jan 14, 2009 at 2:47 PM, phil cash cash wrote: > Bill & everybody, > > My feeling is that one should never be too reductive in recognizing one's > own linguistic diversity (such as reducing it to grammar/structure). For > most community advocates, grappling with a preferred grammar-centric view is > a continuous quandary and challenge because such views often eliminate the > vital links to culture entirely. Linguists and native scholar/community > educators who have taken a committed approach to diversity and endangerment > repeatedly show that an integrated approach is a worthwhile endeavor. When > I go to conferences like Stabilizing Indigenous Languages and the like, I no > longer see the diversity & flux of teaching strategies as "fads" (as I once > did) rather they all seem to privilege the notion of whole utterances & > constructions (usage-based) rather than simply grammar in isolation. I like > your/Bill's idea that "content" has to come first...but the question emerges > whose conception of "content"? Recognizing the real diversity of indigenous > languages may be at least part of the answer in addition to real acts of > revitalization. > > later, > > Phil Cash Cash > UofA > > Quoting William J Poser : > > > Perhaps the general point that should be made about teaching techniques > > is that what needs to be taught is determined by the nature of the > > language, not by what teaching methods may be felt to be effective > > or culturally preferred. If a language has a complex verbal system > > and you don't provide that content your students will not learn the > > language, regardless of what the fad is in language teaching methods > > or what politicians claim about traditions. The content has to come > > first. Once you know what you have to teach you can try to find the > > best way to do it. > > > > Bill > > -- ********************************************************************************************** Susan D. Penfield, Ph.D. (Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov) Department of English (Primary) Faculty affiliate in Linguistics, Language, Reading and Culture, Second Language Acquisition and Teaching (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Thu Jan 15 15:20:27 2009 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 15 Jan 2009 09:20:27 -0600 Subject: On teaching approaches In-Reply-To: <39a679e20901150635w7d346b60h4dd6e22398f81bd8@mail.gmail.com> Message-ID: I agree Susan, Language is an internal organ in the body non-functioning on its own. Sure it can be discected ,and brined in alcohol ,sliced and diced or studied in a jar. but then its no longer an organ in vicarious communication with the body. Its only "communicating" to minds of students or specialists studying its mechanics. your example (politeness) was a good one. we have ways of expressing thanks,and then we have ways of expressing THANKS. Expressions are appropriate only in specific context In the "lab" they would be only sorted as intellectual file material. But spoken - they convey specific emotional reverence or casual gratitude. Richard Zane Smith Wyandotte,Oklahoma On Thu, Jan 15, 2009 at 8:35 AM, susan.penfield wrote: > Phil and all, > My two cents is that the notion of content itself should be > community-driven -- although, there are ways to look at content which > bridges the language/culture interface in a general way that could invite > community definition, but still accomplish very focused attention on > linguistic structure. I'm reminded here of the move in the 1980's to build > syllabi for language teaching around 'speech acts' or pragmatics -- like > 'politeness formulas' -- or even around how to talk about community events > -- Staging the content to be relevant first, then focusing on particular > syntactic constructions recurring in this type of content still seems like a > logical and somewhat organized approach to bridging the language / culture > /content issues. > > S. > > On Wed, Jan 14, 2009 at 2:47 PM, phil cash cash < > cashcash at email.arizona.edu> wrote: > >> Bill & everybody, >> >> My feeling is that one should never be too reductive in recognizing one's >> own linguistic diversity (such as reducing it to grammar/structure). For >> most community advocates, grappling with a preferred grammar-centric view is >> a continuous quandary and challenge because such views often eliminate the >> vital links to culture entirely. Linguists and native scholar/community >> educators who have taken a committed approach to diversity and endangerment >> repeatedly show that an integrated approach is a worthwhile endeavor. When >> I go to conferences like Stabilizing Indigenous Languages and the like, I no >> longer see the diversity & flux of teaching strategies as "fads" (as I once >> did) rather they all seem to privilege the notion of whole utterances & >> constructions (usage-based) rather than simply grammar in isolation. I like >> your/Bill's idea that "content" has to come first...but the question emerges >> whose conception of "content"? Recognizing the real diversity of indigenous >> languages may be at least part of the answer in addition to real acts of >> revitalization. >> >> later, >> >> Phil Cash Cash >> UofA >> >> Quoting William J Poser : >> >> > Perhaps the general point that should be made about teaching techniques >> > is that what needs to be taught is determined by the nature of the >> > language, not by what teaching methods may be felt to be effective >> > or culturally preferred. If a language has a complex verbal system >> > and you don't provide that content your students will not learn the >> > language, regardless of what the fad is in language teaching methods >> > or what politicians claim about traditions. The content has to come >> > first. Once you know what you have to teach you can try to find the >> > best way to do it. >> > >> > Bill >> >> > > > -- > > ********************************************************************************************** > Susan D. Penfield, Ph.D. > (Currently on leave to the National Science Foundation. > E-mail: spenfiel at nsf.gov) > > > Department of English (Primary) > Faculty affiliate in Linguistics, Language, Reading and Culture, > Second Language Acquisition and Teaching (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- "if you don't know the language you will only see the surface of the culture..The language is the heart of the culture and you cannot separate it." Elaine Ramos, TLINGIT -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Jan 15 16:32:48 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 15 Jan 2009 09:32:48 -0700 Subject: Oklahoma lawmakers try for official English law (fwd link) Message-ID: Oklahoma lawmakers try for official English law By TIM TALLEY – 6 hours ago USA OKLAHOMA CITY (AP) — Oklahoma voters may get a chance to make English the state's official language, a proposal that was bitterly opposed by Indian tribes last year. Republican state lawmakers said Wednesday they will work for a second consecutive year to send the constitutional amendment to voters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5hta185ZmFC7Z8cAmDQQOCP9fj5xAD95NGERG0 From alvonlwm at HOTMAIL.COM Fri Jan 16 19:06:01 2009 From: alvonlwm at HOTMAIL.COM (Alvon Little White Man) Date: Fri, 16 Jan 2009 19:06:01 +0000 Subject: On teaching approaches In-Reply-To: Message-ID: I agree and for me Immersion is the best way. Alvon Date: Tue, 13 Jan 2009 01:41:50 -0500From: mikinakn at SHAW.CASubject: Re: [ILAT] On teaching approachesTo: ILAT at LISTSERV.ARIZONA.EDU Good post and point....-------wahjehrolland nadjiwon ----- Original Message ----- From: William J Poser To: ILAT at LISTSERV.ARIZONA.EDU Sent: Monday, January 12, 2009 9:01 PM Subject: Re: [ILAT] On teaching approaches Perhaps the general point that should be made about teaching techniquesis that what needs to be taught is determined by the nature of thelanguage, not by what teaching methods may be felt to be effectiveor culturally preferred. If a language has a complex verbal systemand you don't provide that content your students will not learn thelanguage, regardless of what the fad is in language teaching methodsor what politicians claim about traditions. The content has to comefirst. Once you know what you have to teach you can try to find thebest way to do it. Bill _________________________________________________________________ Windows Live™ Hotmail®: Chat. Store. Share. Do more with mail. http://windowslive.com/explore?ocid=TXT_TAGLM_WL_t1_hm_justgotbetter_explore_012009 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 21:41:45 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 14:41:45 -0700 Subject: Inuit stories’ past and preservation (fwd link) Message-ID: Inuit stories’ past and preservation RONALD BROWER January 15, 2009 at 12:37PM AKST Editor’s note: This was originally part of a speech during the Arctic Indigenous Languages Symposium in Tromso, Norway, last fall. This great heritage of story-telling, with its myths, rituals and tribal histories, was passed down through generations of grandparents connecting Inuit today to their ancestral past. The Inuit language was important not only for survival but also to record events of a time immemorial. Language is an important part of Inuit culture to this day. The role of language was significant because it helped people in communities pass the darkest days of winter, when food was scarce, through storytelling. The oratorical skills of story-tellers preserved accounts of historical events. They reveal ancient cultural encounters and connect events of a time past to the modern age. They created a sense of identity and belonging. Their stories imparted values and tools for survival in the ever-changing Arctic world as other peoples faded into myth and legend. Access full article below: http://thearcticsounder.com/news/show/4565 From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 21:45:50 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 14:45:50 -0700 Subject: Indigenous languages body defends member (fwd link) Message-ID: Indigenous languages body defends member Matthew Denholm | January 17, 2009 Article from: The Australian AUSTRALIA'S peak body for indigenous languages is standing by a board member accused by Tasmanian Aboriginal leaders of being "a white man". Access full article below: http://www.theaustralian.news.com.au/story/0,25197,24923117-5013871,00.html From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 22:03:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 15:03:42 -0700 Subject: Program about dying Indian languages recognized (fwd link) Message-ID: Friday, 16 January 2009 | News From Indian Country Program about dying Indian languages recognized Norman, Oklahoma (AP) 1-09 The state Education Department is honoring a group of Norman High School students for their documentary about dying languages of American Indian tribes. The program “When It’s Gone, It’s Gone” by 13 students in the school’s Native America Club is also now being used in classrooms as a teaching tool. The students interviewed tribal elders from American Indian tribes in Oklahoma about their native languages and the effort to keep their languages and cultures alive. Most of the elders in the video are in their 80s and have witnessed their native tongues dying out as younger generations are raised to speak English. Access full article below: http://indiancountrynews.net/index.php?option=com_content&task=view&id=5490&Itemid=84 From cashcash at EMAIL.ARIZONA.EDU Sun Jan 18 18:13:57 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 18 Jan 2009 11:13:57 -0700 Subject: 'Tough Love' in the Outback (fwd link) Message-ID: JANUARY 17, 2009 'Tough Love' in the Outback Australia's Push to Help Aborigines Is Upending Tribal Customs -- And Giving Women an Unlikely Boost By YAROSLAV TROFIMOV YUENDUMU, Australia -- Two dead cows putrefy at the entrance to this Aboriginal town deep in the Australian outback. Mangy dogs scrape among naked children, as trash swirls around rusted vehicle hulks and cinderblock homes. Prominent on the local store's notice board: the bus schedule to the nearest prison. Yuendumu and dozens of similarly frayed Aboriginal communities weren't supposed to turn out this way. Four decades ago, Australia enacted wide-ranging reforms to uplift its long-oppressed Aboriginal citizens. The laws mandated equal wages with whites, access to the country's generous welfare system and the eventual transfer of vast chunks of land to near-total Aboriginal control. Since then, Aboriginal society has experienced a dramatic decline -- partly a result of these very reforms. Australia's government has proclaimed the upsurge of violence, child abuse and alcoholism among Aborigines a national emergency. It is responding with controversial new policies that critics decried as racist, such as restricting welfare payments to Aborigines but not to whites or other Australians. Those policies, however, are starting to show early results, the government says. They are also shaking up the Aborigines' ancient social structure. In Yuendumu, for example, the policies have unleashed a nascent feminist movement which is threatening to erode the vast powers of male tribal elders. Access full article below: http://online.wsj.com/article/SB123214753161791813.html From hsouter at GMAIL.COM Tue Jan 20 20:14:48 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 20 Jan 2009 14:14:48 -0600 Subject: No subject Message-ID: Taanshi kiiyawaaw, hello, I wanted to pose a question to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Tue Jan 20 20:17:59 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 20 Jan 2009 14:17:59 -0600 Subject: Questions Regarding Innovative Online Dictionaries Message-ID: Taanshi kiiyawaaw, hello, (Sorry about sending this email without a subject line previously! Oooops!) I wanted to pose a couple of questions to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: From neskiem at GMAIL.COM Wed Jan 21 08:17:48 2009 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Wed, 21 Jan 2009 00:17:48 -0800 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6d8c8c410901201217p4112a70bvf0f9653ce67aa440@mail.gmail.com> Message-ID: Weytk Heather, A somewhat answer to your first question would be that Content Management Systems and Drupal in particular are interesting technologies that can be used to implement online dictionaries. They allow anyone with a bit of experience to create an online dictionary with all kinds of interesting features, including audio, video, and any of the necessary fields you would need to classify the words. You could even have it so that the online dictionary is developed in more of a wiki style where anybody could add words. For control purposes you could have someone check over words that have been entered. On top of this Drupal has an internationalization module [1] that allows you to translate the Drupal interface into whatever language you want. I started an online wordlist [2] one afternoon, but haven't got into filling in the rest of the info. Drupal is free to downoload and is open source. -Neskie [1] - http://drupal.org/project/i18n [2] - http://secpewt.sd73.bc.ca/wordlist On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter wrote: > Taanshi kiiyawaaw, hello, > > (Sorry about sending this email without a subject line previously! Oooops!) > > I wanted to pose a couple of questions to the list. > > If you were to list some of the top technologically innovative online > dictionaries for endangered languages, what would they be and why? Also, if > you were to list some of the most user friendly online dictionaries that > also can also supply solid linguistic information to further research what > would they be and why? > > I look forward to any and all posts regarding the above questions. > > Eekoshi pitamaa. That's it for now. > > Heather, > Metis, Emerging Michif speaker, community language researcher, grad > student.... From bischoff.st at GMAIL.COM Wed Jan 21 10:59:47 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 21 Jan 2009 06:59:47 -0400 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6838a1930901210017t2fbb1b4em13d592372b7a5112@mail.gmail.com> Message-ID: the sami language project has a number of interesting features ( http://giellatekno.uit.no/english.html), one of which is a number of dictionaries which can be found here: http://giellatekno.uit.no/dict.eng.html#Our+dictionaries On Wed, Jan 21, 2009 at 4:17 AM, Neskie Manuel wrote: > Weytk Heather, > > A somewhat answer to your first question would be that Content > Management Systems and Drupal in particular are interesting > technologies that can be used to implement online dictionaries. They > allow anyone with a bit of experience to create an online dictionary > with all kinds of interesting features, including audio, video, and > any of the necessary fields you would need to classify the words. > > You could even have it so that the online dictionary is developed in > more of a wiki style where anybody could add words. For control > purposes you could have someone check over words that have been > entered. > > On top of this Drupal has an internationalization module [1] that > allows you to translate the Drupal interface into whatever language > you want. I started an online wordlist [2] one afternoon, but haven't > got into filling in the rest of the info. > > Drupal is free to downoload and is open source. > > -Neskie > > [1] - http://drupal.org/project/i18n > [2] - http://secpewt.sd73.bc.ca/wordlist > > On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter > wrote: > > Taanshi kiiyawaaw, hello, > > > > (Sorry about sending this email without a subject line previously! > Oooops!) > > > > I wanted to pose a couple of questions to the list. > > > > If you were to list some of the top technologically innovative online > > dictionaries for endangered languages, what would they be and why? Also, > if > > you were to list some of the most user friendly online dictionaries that > > also can also supply solid linguistic information to further research > what > > would they be and why? > > > > I look forward to any and all posts regarding the above questions. > > > > Eekoshi pitamaa. That's it for now. > > > > Heather, > > Metis, Emerging Michif speaker, community language researcher, grad > > student.... > -------------- next part -------------- An HTML attachment was scrubbed... URL: From sissela at YAHOO.COM Wed Jan 21 16:26:30 2009 From: sissela at YAHOO.COM (Donna Williams) Date: Wed, 21 Jan 2009 08:26:30 -0800 Subject: ILAT Digest - 18 Jan 2009 to 20 Jan 2009 (#2009-16) Message-ID: Tahnseh, hello Try EastCree.org, particularly their Linguistic Atlas, which must be viewed in Firefox to get its full richness. I'm using it to tutor a lad in Plains Cree. It gives you a range of Cree across Canada. Meegwetch, Donna Williams (Sac and Fox Nation of Oklahoma; learning Cree in Canada) ________________________________ Taanshi kiiyawaaw, hello, If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: From ted.moomaw at COLVILLETRIBES.COM Wed Jan 21 17:58:07 2009 From: ted.moomaw at COLVILLETRIBES.COM (Ted Moomaw) Date: Wed, 21 Jan 2009 09:58:07 -0800 Subject: No subject In-Reply-To: <6d8c8c410901201214y19b72599hdf1533b4318eb1b9@mail.gmail.com> Message-ID: way' xast sxlxalt, Hello I like lexique pro, well organized, navigation thru links is alot of fun, you can categorize lexical entries. as for solid linguistic research I think it is awesome, you are able to design your dictionary in ways to show the morphologic make up of each entry with links to its appropriate pref. rt. affix's suffix's. I have categorized my roots, affixes and linked them to entries of usage. Lexique pro uses Toolbox as its database, and there is a modest learning curve figuring out how to best utilize, and understand Toolbox. I would'nt call it a Negative, but it takes time to learn. You can make your entries and edit withing Lex but it is slow going, Toolbox is much easier to enter data into. I have worked with no other Dict. My Biased Opinion, all the Best, Ted _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Heather Souter Sent: Tuesday, January 20, 2009 12:15 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Taanshi kiiyawaaw, hello, I wanted to pose a question to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Jan 21 18:15:57 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Jan 2009 11:15:57 -0700 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6838a1930901210017t2fbb1b4em13d592372b7a5112@mail.gmail.com> Message-ID: Nice interface you got going there Neskie.  There are several others here on ILAT, including myself, that use Drupal.  I think it would be great if somebody someday created a Drupal module for MDF (multidictionary formatter), data field markers, and the like that is commonly found in a field linguist's coding toolkit.  later, Phil UofA Quoting Neskie Manuel : > Weytk Heather, > > A somewhat answer to your first question would be that Content > Management Systems and Drupal in particular are interesting > technologies that can be used to implement online dictionaries. They > allow anyone with a bit of experience to create an online dictionary > with all kinds of interesting features, including audio, video, and > any of the necessary fields you would need to classify the words. > > You could even have it so that the online dictionary is developed in > more of a wiki style where anybody could add words. For control > purposes you could have someone check over words that have been > entered. > > On top of this Drupal has an internationalization module [1] that > allows you to translate the Drupal interface into whatever language > you want. I started an online wordlist [2] one afternoon, but haven't > got into filling in the rest of the info. > > Drupal is free to downoload and is open source. > > -Neskie > > [1] - http://drupal.org/project/i18n > [2] - http://secpewt.sd73.bc.ca/wordlist > > On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter wrote: >> Taanshi kiiyawaaw, hello, >> >> (Sorry about sending this email without a subject line previously! Oooops!) >> >> I wanted to pose a couple of questions to the list. >> >> If you were to list some of the top technologically innovative online >> dictionaries for endangered languages, what would they be and why? Also, if >> you were to list some of the most user friendly online dictionaries that >> also can also supply solid linguistic information to further research what >> would they be and why? >> >> I look forward to any and all posts regarding the above questions. >> >> Eekoshi pitamaa. That's it for now. >> >> Heather, >> Metis, Emerging Michif speaker, community language researcher, grad >> student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Jan 21 20:59:40 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Jan 2009 13:59:40 -0700 Subject: The loss of language is a devastating loss of identity' (fwd link) Message-ID: The loss of language is a devastating loss of identity' 2009-1-22 | NEWSPAPER EDITION Shanghai NOT only species are endangered in this modern world - languages too are endangered. Julie Gordon takes a look at efforts to save the Cayuga language by teaching Canadian kindergartners. In a gray, shed-like building on the Six Nations of the Grand River reserve in southern Ontario, Canada, Esenogwas Jacobs is getting her kindergarten students ready to head home for the day. "Gao dehswe," Jacobs says, calling her students to the door. "Gyahde:dih," she adds, it's time to go. Her students answer with assertive "ehes." No one speaks a word of English. Access full article below: http://www.shanghaidaily.com/sp/article/2009/200901/20090122/article_388819.htm From hsouter at GMAIL.COM Thu Jan 22 12:55:32 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 06:55:32 -0600 Subject: Proposed Bill to Support Teaching of Native Languages in North Dakota Message-ID: BISMARCK - At times emotional, testimony for a bill that could help Native American children learn their first language was presented to the House Education Committee Wednesday. House Bill 1399 would provide $450,000 for grants to help train teachers, develop curriculum and teach Arikara, Hidatsa, Mandan, Lakota, Dakota and other Native American languages in school. Rep. Kenton Onstad, D-Parshall, who sponsored the bill, said he believed there were about 10 or 12 different Native American tongues spoken in North Dakota. The full article can be found below. http://www.minotdailynews.com/page/content.detail/id/523428.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Jan 22 13:00:39 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 07:00:39 -0600 Subject: Grand Chief of Grand Council of Crees (Eeyou Istchee) Comments in Washington on President Obama at Inauguration Message-ID: US President Barack Obama Welcomed as a "World Leader and Symbol of Renewed Hope and Justice for All" WASHINGTON, D.C., Jan. 21 /CNW/ - Yesterday's swearing-in of Barack Obama as the 44th President of the United States was truly historic. Indigenous leaders from the United States and Canada gathered in Washington to witness and be a part of this world-changing event. Among those who came to show their support was Grand Chief Matthew Mukash of the Grand Council of the Crees (Eeyou Istchee), who made the trip from James Bay, Québec. "President Obama's inaugural speech was inspirational and strong. He showed his determination to bring about real change. The James Bay Cree Nation welcomes the President as a world leader. He is a symbol of renewed hope and justice for all", said Matthew Mukash. Full text is found below. http://www.newswire.ca/en/releases/archive/January2009/21/c9720.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Jan 22 13:04:18 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 07:04:18 -0600 Subject: Nashville to go English Only?! Message-ID: Nashville may make English government language By JUANITA COUSINS – 14 hours ago NASHVILLE, Tenn. (AP) — Nashville could become the largest U.S. city to make English the mandatory language for all government business under a measure being put before voters Thursday, but critics say it might invite lawsuits and even cost the city millions in federal funding. Though similar measures have passed elsewhere, the idea has ignited an intense debate. Proponents say using one language would unite the city, but business leaders, academics and the city's mayor worry it could give the city a bad reputation, because, as Gov. Phil Bredesen put it, "it's mean spirited." The referendum's most vocal supporter, city Councilman Eric Crafton collected enough signatures to get the "English First" charter amendment on the ballot because he fears government won't run smoothly if his hometown mirrors New York City, where services are offered in Spanish, Chinese, Russian, Korean, Italian and French Creole. Full text is found below. http://www.google.com/hostednews/ap/article/ALeqM5iPp28Et8XqAQzg9tYkGhos7M5WOwD95RPQ5G0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Jan 22 17:43:02 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 22 Jan 2009 10:43:02 -0700 Subject: Northwest Indian Language Institute 12th Annual Summer Institute (fwd link) Message-ID: SAVE THE DATE… June 18-July 3, 2009 Northwest Indian Language Institute 12th Annual Summer Institute “Language in the Home” at the University of Oregon For questions please contact NILI at HYPERLINK "mailto:nwili at uoregon.edu" nwili at uoregon.edu or 541-346-0730 We will soon be updating the Summer Institute information on the NILI website: HYPERLINK "http://www.uoregon.edu/~nwili/" http://www.uoregon.edu/~nwili/ From anguksuar at YAHOO.COM Thu Jan 22 18:15:31 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Thu, 22 Jan 2009 10:15:31 -0800 Subject: Native language film & vid festival In-Reply-To: <6d8c8c410901220500k468b16cfo57200256e74f5576@mail.gmail.com> Message-ID: there have been all these Native films festivals proliferating across the hemisphere over the past decade or so...what about a Native Language Film & Video Festival? there is an existing corpus of work developed over this same span of time that features Native language as the primary or only vehicle for communicating the storyline, with more on the way: Bambi in Arapaho Windwalker in Cheyenne Atanarjuat (Inuit) Squanto- Algonquin Dances w Wolves- Lakota etc does there exist an inventory/database of feature films or documentaries in our languages? That's a tool for all of our communities and our media allies, as well as funders and journalists. in this mass media society Native (young) people especially need to see all in one place what our stories (or others' stories adapted to our needs) look like in the framework of newer technologies, legible to the cosmos of young people and children, inspiring them to see themselves telling our stories in our languages -and in a mode that likewise demonstrates to the world that our people, cultures and languages are relevant to the Information Age- to increase the likelihood of inspiring new works where not only our intangible assets are treated w dignity, but where our languages become the celebrities. Anguksuar From cashcash at EMAIL.ARIZONA.EDU Sat Jan 24 18:11:32 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 24 Jan 2009 11:11:32 -0700 Subject: Language on life support (fwd link) Message-ID: Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 Canada The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." Five elderly women and a man stare ahead of them, silently searching for a word they may not have heard since they were children, when nearly everyone on this small reserve could speak the language. Access full article below: http://www.nationalpost.com/news/story.html?id=1213150 From cashcash at EMAIL.ARIZONA.EDU Sat Jan 24 18:16:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 24 Jan 2009 11:16:42 -0700 Subject: Vanishing tongues and success stories from around the world (fwd link) Message-ID: Vanishing tongues and success stories from around the world Adam McDowell, National Post Published: Friday, January 23, 2009 Canada The task First Nations language activists have undertaken is nothing short of defying a multi-century trend that has seen minority languages wither and disappear in a competition against the languages of empires past and present. English, Spanish, Russian and others can bully minority languages into oblivion through social and economic pressure, assimilationist educational policies, the effect of the mass media and other factors. Of the world's 7,000 languages, linguists believe as many as half are in danger of disappearing during the 21st century, and many of those will go silent before ever being recorded for posterity. Access full article below: http://www.nationalpost.com/news/canada/story.html?id=1211450 From cashcash at EMAIL.ARIZONA.EDU Mon Jan 26 06:33:35 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 25 Jan 2009 23:33:35 -0700 Subject: UNT researchers work to preserve dying language (fwd link) Message-ID: UNT researchers work to preserve dying language 11:21 PM CST on Sunday, January 25, 2009 By Candace Carlisle / Staff Writer There are only about 60 to 70 Yahgans — a tribal group living on the southern tip of Chile and Argentina — left in the world. Only one fluent speaker of the tribal language remains. And students and researchers at the University of North Texas have succeeded in preserving the language, which was on the brink of demise. “It is a language that [could] become extinct,” Rozzi said. “We have for, more or less, 15 years have been working with them to preserve it.” Preserving the language is important, but it’s also about preserving a culture and way of life, he said. Access full article below: http://www.dentonrc.com/sharedcontent/dws/drc/localnews/stories/DRC_preserve_0126.3c2e004.html From cashcash at EMAIL.ARIZONA.EDU Mon Jan 26 19:04:03 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 26 Jan 2009 12:04:03 -0700 Subject: Weeneebeg Aboriginal Film and Video Festival opens in February (fwd link) Message-ID: Monday, January 26, 2009 Weeneebeg Aboriginal Film and Video Festival opens in February Canada The seventh annual Weeneebeg Aboriginal Film and Video Festival, which runs from Feb. 17-21, celebrates a number of event highlights. The festival, located on the James Bay Coast, is a uniquely, northern experience and features regional, national and international filmmakers. Weeneebeg Aboriginal Film and Video Festival incorporates a number of community engaging activities throughout the week. Access full article below: http://www.timminspress.com/ArticleDisplay.aspx?e=1405144 From phonosemantics at EARTHLINK.NET Mon Jan 26 19:07:47 2009 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Mon, 26 Jan 2009 14:07:47 -0500 Subject: UNT researchers work to preserve dying language (fwd link) Message-ID: "The Yahgan language imitates the language of birds" Great linguistic summary at the linked article. Yahgan is preserved, so I guess I can stop now. It will continue to be spoken, to music no less, by the insects and lichens, for the enrichment of the ecology students and tourists flocking to the area. Hala yella, Jess Tauber phonosemantics at earthlink.net From candaceg at EMAIL.ARIZONA.EDU Mon Jan 26 22:40:16 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Mon, 26 Jan 2009 15:40:16 -0700 Subject: 1st Annual AILDI Benefit Dinner - Save the Date 4/21/09 Message-ID: Please distribute widely! Please visit our website at http://www.u.arizona.edu/~aildi/BenefitDinner/invitation.html for more information about our benefit dinner OR send an e-mail to aildi at email.arizona.edu Mahalo nui loa, Candace <<> <><><> <> >< <>+<> >< <> <><><> <> > Candace K. Galla | Program Coordinator/ PhD Candidate American Indian Language Development Institute University of Arizona College of Education, Room 511 PO Box 210069 Tucson, AZ 85721 O: (520) 621.1068 | F: (520) 621.8174 http://www.u.arizona.edu/~aildi -------------- next part -------------- An HTML attachment was scrubbed... URL: From candaceg at EMAIL.ARIZONA.EDU Mon Jan 26 22:54:33 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Mon, 26 Jan 2009 15:54:33 -0700 Subject: 1st Annual AILDI Benefit Dinner - Save the Date 4/21/09 In-Reply-To: <9a6736790901261440r41a5aefbxbf651cc2ef827a1e@mail.gmail.com> Message-ID: > > Please distribute widely! > > Please visit our website at > http://www.u.arizona.edu/~aildi/BenefitDinner/invitation.html for more > information about our benefit dinner OR send an e-mail to > aildi at email.arizona.edu > > > Mahalo nui loa, > Candace > > <<> <><><> <> >< <>+<> >< <> <><><> <> > > Candace K. Galla | Program Coordinator/ PhD Candidate > American Indian Language Development Institute > > University of Arizona > College of Education, Room 511 > PO Box 210069 > Tucson, AZ 85721 > > O: (520) 621.1068 | F: (520) 621.8174 > > http://www.u.arizona.edu/~aildi > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: SAVE_THE_DATE_1UP_PostcardInvite.pdf Type: application/pdf Size: 213378 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:09:56 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:09:56 -0700 Subject: Study revitalizes endangered language (fwd link) Message-ID: Study revitalizes endangered language by Rod Lotter Tuesday, January 27, 2009 There are approximately 5,000 languages spoken in the world today. By the end of the next century that number is estimated to drop to 1,000. Western modern and classical language professor Ed Vajda, has taken 16 trips to the Siberian taiga (forest) of Russia over the past decade, as part of his research and efforts to preserve the Ket language. The Ket language is spoken by only 100 people and may not exist in two decades, but it could be the lost link in the history of human migration, Vajda said. In November, Vajda published a book, “Subordination and Coordination Strategies in North Asian Languages,” which he edited and contributed a paper to about Ket. The book is number 300 in the Current Issues in Linguistic Theory series. Access full article below: http://westernfrontonline.net/2009012710625/arts-life/study-revitalizes-endangered-language/ From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:14:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:14:42 -0700 Subject: Board official calls for more native language instruction (fwd link) Message-ID: Board official calls for more native language instruction Posted By THE SUN TIMES Posted 4 hours ago Canada There is a need for more native language instruction, the Bluewater District School Board heard last week. "Language is an important part of the native culture, it is not separate from it," said Theresa Root, the Saugeen First Nation representative on the board. In an effort to preserve native language, Root believes "it needs to be taught to children from kindergarten right through". Access full article below: http://www.owensoundsuntimes.com/ArticleDisplay.aspx?e=1405839 From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:17:00 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:17:00 -0700 Subject: 'Only 15 percent of kids speak native languages' (fwd link) Message-ID: Wednesday, January 28, 2009 'Only 15 percent of kids speak native languages' By Moneth Deposa Northern Mariana Islands Alarmed by the “changes” that are about to happen as a result of federalization, the Chamorro Carolinian Language Policy Commission yesterday expressed concern over the additional impact it may bring to the CNMI indigenous languages, Chamorro and Carolinian. Access full article below: http://www.saipantribune.com/newsstory.aspx?newsID=87275&cat=1 From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:19:15 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:19:15 -0700 Subject: Teaching how to teach (fwd link) Message-ID: Teaching how to teach Gabriel Zarate Northern News Services Published Monday, January 26, 2009 IQALUIT - At 62 years old, Okpik Pitseolak is the oldest student in the aboriginal language specialist program. Through an interpreter, Pitseolak said she had enrolled in the program as soon as she found out it existed. She intends to become a substitute teacher of Inuktitut, which are always in short supply. Less than a third Pitseolak's age, Maggie Aqpik came from Kimmirut to join the program. She is paying her own way until she receives her financial assistance from the college. "I think it's important because a lot of young people are losing their language," said Aqpik. "I think it's best to keep it alive and keep them speaking it." Access full article below: http://nnsl.com/northern-news-services/stories/papers/jan26_09lg.html From okimah at MAC.COM Tue Jan 27 17:31:03 2009 From: okimah at MAC.COM (Paul M Rickard) Date: Tue, 27 Jan 2009 12:31:03 -0500 Subject: Language on Life Support - The National Post Jan 24, 2009 In-Reply-To: <20090127100956.0skggw4coogogogw@www.email.arizona.edu> Message-ID: Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." http://www.nationalpost.com/news/story.html?id=1213150 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 18:16:04 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 11:16:04 -0700 Subject: Native language film & vid festival In-Reply-To: <74073.57337.qm@web43132.mail.sp1.yahoo.com> Message-ID: Hi Richard, Good question!  I will just quickly type out my general impression and maybe others can add on to this.  I am thinking of at least two trends in the native/indigenous communities.  The first is the commercial filmmakers trend of using language code as a mode of cultural/linguistic diversity.  Great films like Ten Canoes and Fast Runner are the best examples everybody may be familiar with.  Lesser so but well within this genre frame is Finding Our Talk, a documentary series and other like this.  These type of films all adopt the media practices of the film industry/commercialism.  The second trend is on a smaller scale: local community video production using language as a medium for cultural/language revitalization.  These are community produced and community circulated visual media products.  Rarely do these products garner the attention of the Sundance crowd or the newly developing native/indigenous film circuits because they adopt a media practice of a different kind.  That is they seem to employ film in a design mode to promote learning/acquisition.  The most successful can reach wide audiences such as the widely popular program Cree for Kids (see the web site), an award winning Sesame Street-style program out of Canada.   Some communities are now beginning to use YouTube (I have been trying to track this usage with my own YouTube site posted previously) as a way of distributing content.  So there is a tension of sorts over the delivery of content, though communities may not see a difference and herein lies the interesting creative challenge.  A third a perhaps newly developing practice is the purely ethnographic documentary mode like the films coming out of the Amazon with Video in the Villages project.  Natives filming natives.   Where do linguists fit in all of this...well they have their own interesting thing going on with the appearance of "The Linguists."  Btw, I get to meet the filmmakers here in the comming week!  whahoo.... later, Phil Cash Cash UofA  Quoting Richard LaFortune : > there have been all these Native films festivals > proliferating across the hemisphere over the past > decade or so...what about a Native Language Film & > Video Festival? there is an existing corpus of work > developed over this same span of time that features > Native language as the primary or only vehicle for > communicating the storyline, with more on the way: > > Bambi in Arapaho > Windwalker in Cheyenne > Atanarjuat (Inuit) > Squanto- Algonquin > Dances w Wolves- Lakota > etc > does there exist an inventory/database of feature > films or documentaries in our languages? That's a > tool for all of our communities and our media allies, > as well as funders and journalists. > > in this mass media society Native (young) people > especially need to see all in one place what our > stories (or others' stories adapted to our needs) look > like in the framework of newer technologies, legible > to the cosmos of young people and children, inspiring > them to see themselves telling our stories in our > languages -and in a mode that likewise demonstrates to > the world that our people, cultures and languages are > relevant to the Information Age- to increase the > likelihood of inspiring new works where not only our > intangible assets are treated w dignity, but where our > languages become the celebrities. > Anguksuar -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 18:32:01 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 11:32:01 -0700 Subject: The First Peoples' Heritage Language and Culture Council (fwd link) Message-ID: fyi, Keep your eye on this newly established page within YouTube! The First Peoples' Heritage Language and Culture Council http://www.youtube.com/user/firstpeoplescouncil From mikinakn at SHAW.CA Tue Jan 27 19:52:42 2009 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 27 Jan 2009 14:52:42 -0500 Subject: The First Peoples' Heritage Language and Culture Council (fwd link) In-Reply-To: <20090127113201.scg88co4ok408gkk@www.email.arizona.edu> Message-ID: Thanks Phil...got it...passing it along too...viva anishnabehmowin...that's not right is it :) ------- wahjeh rolland nadjiwon ----- Original Message ----- From: phil cash cash To: ILAT at LISTSERV.ARIZONA.EDU Sent: Tuesday, January 27, 2009 1:32 PM Subject: [ILAT] The First Peoples' Heritage Language and Culture Council (fwd link) fyi, Keep your eye on this newly established page within YouTube! The First Peoples' Heritage Language and Culture Council http://www.youtube.com/user/firstpeoplescouncil -------------- next part -------------- An HTML attachment was scrubbed... URL: From anguksuar at YAHOO.COM Wed Jan 28 00:05:51 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Tue, 27 Jan 2009 16:05:51 -0800 Subject: film/vid authenticity/historicity In-Reply-To: <20090127111604.u1ws0c4w0o84oowc@www.email.arizona.edu> Message-ID: I think the other thing is that increasingly, as we see special FEX aesthetically filling in some of the gaps of reality and heightening the accuracy of content (the director hopes), filmmakers are also using language as a benchmark for authenticity. The notable exception being of course Tom Cruise speaking flawless American English in his newest WWII movie. Just kidding. First Language script delivery gives fictional (or historical documentaries for example) a center of gravity and believability that Hollywood and other film centers seek in an increasingly competitive market. 'Historicity' (as they used to say in music theory class) is becoming important to babyboom media consumers, who presumably have matured one or two levels above spaghetti westerns since their childhood :) -Anguksuar --- phil cash cash wrote: > Hi Richard, Good question!� I will just quickly type > out my general > impression > and maybe others can add on to this.� I am thinking > of at least two trends in > the native/indigenous communities.� > The first is the commercial filmmakers trend of > using language code as a mode > of cultural/linguistic diversity. From bischoff.st at GMAIL.COM Wed Jan 28 14:11:58 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 28 Jan 2009 10:11:58 -0400 Subject: language & culture Message-ID: Article of potential interest... Language Driven By Culture, Not Biology, Study ShowsLanguage in humans has evolved culturally rather than genetically, according to a study by UCL (University College London) and US researchers. By modelling the ways in which genes for language might have evolved alongside language itself, the study showed that genetic adaptation to language would be highly unlikely, as cultural conventions change much more rapidly than genes. Thus, the biological machinery upon which human language is built appears to predate the emergence of language. http://www.sciencedaily.com/releases/2009/01/090119210614.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From okimah at MAC.COM Wed Jan 28 14:26:25 2009 From: okimah at MAC.COM (Paul M Rickard) Date: Wed, 28 Jan 2009 09:26:25 -0500 Subject: Language on Life Support - The National Post Jan 24, 2009 Message-ID: Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." http://www.nationalpost.com/news/story.html?id=1213150 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Jan 28 17:45:07 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 28 Jan 2009 10:45:07 -0700 Subject: Gaining ground through language (fwd link) Message-ID: Gaining ground through language Wednesday, January 28, 2009 - 9:10am Canada Isadore Toulouse remembers being punished when he spoke in his native tongue while attending residential school in Ontario. Now, decades later, the scholar and indigenous language teacher is sharing his love of Anishinaabemowin with students from Suttons Bay School. Access full article below: http://leelanaunews.com/drupal/?q=node/4256 From nostler at CHIBCHA.DEMON.CO.UK Thu Jan 29 15:26:40 2009 From: nostler at CHIBCHA.DEMON.CO.UK (Nicholas Ostler) Date: Thu, 29 Jan 2009 15:26:40 +0000 Subject: CFP: XIIIth FEL Conference: Khorog, Tajikistan 24-26 Sept. 2009 - EL and History Message-ID: Foundation for Endangered Languages in association with the Academy of Sciences of Tajikistan and The Institute of Humanities, Khorog Conference: Endangered Languages and History Place: Institute of Humanities, Academy of Sciences of Tajikistan, Khorog Tajikistan Dates: 24-26, September, 2009 Call for Abstracts: FEL XIII Endangered languages are often the remnants of old nations and civilizations. Many of these languages have been widely used in vast territories for centuries before giving way to more powerful and influential languages over a period of time for various social, economic, literary, political, and natural reasons. It is often precisely in the endangered languages of minorities and indigenous peoples that scholars seek answers to the historical developments of nations, their values and ethics, agricultural activities, habitat, way of life, migration patterns, arts and crafts, religious traditions, archaeological findings, etc. Endangered languages can serve to legitimise the sovereignty of the dominant nations, or to reaffirm their identity and authority over the territory, often at the expense of other languages. In the process, the endangered languages themselves may be strengthened or weakened as the past of the nation becomes a bone of contention. History also has value in the life of a community and can foster and promote a sense of identity among its members, thus perhaps playing a crucial role in the preservation or revitalisation of the endangered languages. The conference will discuss the complex interaction of Endangered Languages and History and how the study of history can encourage the preservation and promote the revitalisation of endangered languages. The following are some of the aspects of this interface which could be discussed at the conference, certainly not an exclusive list: - The role of endangered languages in the writing of history. Endangered languages as a medium for history writing, a source of historical data, and a basis for the buttressing of the historiography of a nation, region, empire, etc. - Methods and tools used to relate history to endangered languages, including the effects of imperialism and nationalism on their perceived status. The impact of conquest, political annexation, economic ascendency or cultural dominance on languages and their resulting endangerment; conversely, the contributions of endangered languages to the evolution of the language of empire. - Use of endangered languages in the study of literary sources and archaeological findings. Oral history, myth and oral literature as instruments of decipherment of sources. - The use of endangered languages in strengthening historic community identities, at any level from family to nation. Endangered languages as a symbol of homogeneity, an instrument of unity and a vehicle of identity. - What history tells us about the causes and trends of language attrition, including the role of language contact as a result of trade, war, conquest and missionary religion. - How historical studies can contribute to the revitalisation of endangered languages. - A historical perspective on the developing study of language endangerment and endangered languages. Historiography and epistemology of language endangerment. The languages of the conference: English, Russian and Tajik. Abstract and papers will be accepted in any of these languages. Abstract Submission An abstract of no more than 500 words should be submitted before 1st of March, 2009. After this deadline, abstracts will not be accepted. It is possible to submit an abstract in English for a Russian or Tajik papaer. In addition to the abstract, on a separate page, please include the following information: NAME : Names of the author(s) TITLE: Title of the paper INSTITUTION: Institutional affiliation, if any E-MAIL: E-mail address of the first author, if any ADDRESS: Postal address of the first author TEL: Telephone number of the first author, if any FAX: Fax number of the first author, if any For submission of abstracts three methods are possible, as below. 1. EasyChair (English abstracts only): Authors will have to take the following steps: - go to http://www.easychair.org/conferences/?conf=felxiii2009 - if you already have an EasyChair account you can just enter your user name and password and log in. - if you don't have an account click on the link 'then click here' and follow the instructions and then log in. - click on 'new submission' and follow the instructions. You will be taking the "Abstract Only" option, which requires Latin-1 characters. Consequently, submission in Russian or Tajik is not possible via EasyChair. We shall publish more guidelines for the submission process on http://www.ogmios.org 2. E-Mail: In case you are not able to submit your abstract via EasyChair, please send it (with details) via e-mail to hakimelnazar at yahoo.com and nostler at chibcha.demon.co.uk with the subject of the e-mail stating: "FEL Abstract: : ". If the abstract is in Russian or Tajik it should also be copied to yshp at mail.ru. 3. Post: Finally, in case you are not able to submit your abstract via EasyChair or e-mail, please send your abstract and details on papaer to the following address (to arrive by 1 March, 2009): FEL XIII Conference Administration Foundation for Endangered Languages 172 Bailbrook Lane Bath BA1 7AA United Kingdom The name of the first author will be used in all correspondence. Writers will be informed once their abstracts have been accepted and they will be required to submit their full papers for publication in the proceedings before June 15, 2009 together with their registration fee (amount still to be determined). Each presentation at the Conference will last twenty minutes, with a further ten minutes for discussion and questions and answers. Keynote lectures (by invitation only) will last forty-five minutes each. Important Dates • Abstract arrival deadline : March 1, 2009 • Notification of acceptance of paper: March 30, 2007 • In case of acceptance, the full paper is due by June 15, 2009. (Further details on the format of text will be specified to the authors) • Conference dates: September 24-26, 2009 A day's excursion is planned for September 27, and transit to or from the conference site (via Dushanbe in Tajikistan) will take two days from most parts of the world. Transit within Takijistan will be provided. The Institute of Humanities in Khorog is an affiliate of the Academy of Sciences of Tajikistan. The institute is engaged in the study of culture, history, languages, folklore and literary tradition of the people of Badakhshan region of Tajikistan. The institute holds an extensive archive of oral traditions of the Pamir and adjacent areas. Khorog is capital of the Gorno-Badakhshan Autonomous Region of Tajikistan. The Foundation for Endangered Languages is a non-profit membership organization, registered as Charity 1070616 in England and Wales, founded in 1996. Its objective is to support, enable and assist documentation, protection and promotion of endangered languages all over the world. The Foundation awards small grants for projects. It also publishes a newsletter, OGMIOS: Newsletter of Foundation for Endangered Languages. FEL has hosted an annual conference since 1996, most recently in Barcelona, Spain (2004), Stellenbosch, South Africa (2005), Mysore, India (2006), Kuala Lumpur, Malaysia, (2007) and Ljouwert/Leeuwarden, Netherlands (2008). The FEL conferences bring together experts, scholars and enthusiasts from all over the world to discuss issues pertinent to the endangerment of languages. The Proceedings of FEL conferences are available as published volumes. For further information visit: www.ogmios.org From rsiquieros at TOCC.CC.AZ.US Fri Jan 30 18:40:28 2009 From: rsiquieros at TOCC.CC.AZ.US (Regina Siquieros) Date: Fri, 30 Jan 2009 11:40:28 -0700 Subject: FW: Memorial Service for Danny Lopez Flyer Message-ID: <FRI.30.JAN.2009.114028.0700.> Regina L. Siquieros Tohono O'odham Studies Instructor Tohono O'odham Community College PO Box 3129 Sells, AZ 85634 Phone: (520) 383 - 0076 Fax: (520) 383 - 8403 www.tocc.cc.az.us _____ From: Francina Francisco-Garcia [mailto:ffrancisco-garcia at tocc.cc.az.us] Sent: Friday, January 30, 2009 11:04 AM Subject: Memorial Service for Danny Lopez Flyer S-ke:g Si'alig We:s E-m Wei!! Attached is the memorial flyer for Danny Lopez. Please help us in passing the word out to everyone by forwarding to all of your email contacts. Please feel free to contact the President's Office at (520) 383-0015 if you have any questions. Thank you! Francina Francisco-Garcia, Assistant to the President Tohono O'odham Community College President's Office P.O. Box 3129 Sells, AZ 85634 Phone: (520) 383-0015 Fax: (520) 383-0029 E-mail: <mailto:ffrancisco-garcia at tocc.cc.az.us> ffrancisco-garcia at tocc.cc.az.us Website: <http://www.tocc.cc.az.us> www.tocc.cc.az.us -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090130/77fd6d0f/attachment.html> -------------- next part -------------- A non-text attachment was scrubbed... Name: Danny's Memorial Poster - Final Version.pdf Type: application/pdf Size: 4347602 bytes Desc: not available URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090130/77fd6d0f/attachment.pdf> From anguksuar at YAHOO.COM Thu Jan 1 17:48:53 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Thu, 1 Jan 2009 09:48:53 -0800 Subject: 8 states In-Reply-To: <001501c96b67$2e031fd0$3e5e640a@36451320001> Message-ID: <THU.1.JAN.2009.094853.0800.ILAT@LISTSERV.ARIZONA.EDU> "I received a request for information about "active language instruction programs" functioning in the following 8 states- (I was given no further description about what precisely that means, or any detailed parameters about the query, sorry)." --- Ted Moomaw <ted.moomaw at COLVILLETRIBES.COM> wrote: > What will the list(s) be used for? > Ted > > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] > On Behalf Of Richard LaFortune > Sent: Tuesday, December 30, 2008 6:15 AM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] 8 states > > Happy new year colleagues > > I received a request for information about "active > language instruction programs" functioning in the > following 8 states- (I was given no further > description about what precisely that means, or any > detailed parameters about the query, sorry). I > assembled some raw date for the interrogator, but > apparently the desired information is in the form of > lists. > Anguksuar (Richard LaFortune) > > Washington > Oregon > Idaho > Montana > North Dakota > South Dakota > Minnesota > Iowa > > Do you or your colleagues have an idea of how many > native language programs are active, just in terms > of > numbers in the eight state area? > Laura > > > > > > From clairebowern at GMAIL.COM Fri Jan 2 01:28:52 2009 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Thu, 1 Jan 2009 20:28:52 -0500 Subject: language documentation In-Reply-To: <da1ce9040812301421h53cb014euc2b550c9819aa8ff@mail.gmail.com> Message-ID: <THU.1.JAN.2009.202852.0500.ILAT@LISTSERV.ARIZONA.EDU> Many thanks for this Bernadette. > Another issue is the one on the importance of types of grammars to be > taught to language learners - some researchers state that teaching all > types of grammar is the rule and not to concentrate on only nouns or > verbs. I think this is more an issue for programs that concentrate a lot on nouns - they give students a lot of practice at naming individual items but they seldom produce fluent speakers because the students get very little practice at putting ideas together or talking about things that aren't concrete. All the best, Claire From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 17:51:26 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 10:51:26 -0700 Subject: Mundurucu numbers Message-ID: <FRI.2.JAN.2009.105126.0700.ILAT@LISTSERV.ARIZONA.EDU> Quote: "The Mundurucu language bears an unusual linguistic phenomenon: The language includes number words only for the numbers one to five, whereas numerical values greater than five are labeled with approximate quantifiers like "some" or "many" (1). Consequently, native speakers of Mundurucu present a rare opportunity to study the nature of human numerical concepts in the absence of a robust verbal numerical system." Access full article below: Comment on "Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures" http://www.sciencemag.org/cgi/content/full/323/5910/38b From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 17:58:25 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 10:58:25 -0700 Subject: Indigenous publishers give voice to previously unheard stories (fwd link) Message-ID: <FRI.2.JAN.2009.105825.0700.ILAT@LISTSERV.ARIZONA.EDU> Indigenous publishers give voice to previously unheard stories Victoria Laurie | December 30, 2008 Article from: The Australian TWO decades ago, the seeds of Kimberley publishing sprouted from the bush banana, or magabala, known in scientific circles as Marsdenia viridiflora. The Kimberley Aboriginal Law and Culture Centre gave the name to Magabala Books, the region's first tentative publishing venture. Magabala was born out of frustration: Aboriginal elders had gathered at a culture centre bush ceremony in 1983 and lamented that their stories were not being published or, if they were, only through the filter of non-indigenous publishers. So Magabala became a permanent fixture and its first substantial book appeared in 1987. Mayi: Some Bush Fruits of Dampierland by Merrilee Lands was the first account of the Kimberley's extraordinary botanical riches as seen from an indigenous point of view. Whitefella science no longer had a monopoly on interpreting the fauna and flora of the Kimberley region. Access full article below: http://www.theaustralian.news.com.au/story/0,25197,24853512-5001986,00.html From cashcash at EMAIL.ARIZONA.EDU Fri Jan 2 18:08:45 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 2 Jan 2009 11:08:45 -0700 Subject: Not Wodonga but really Wudanga (fwd link) Message-ID: <FRI.2.JAN.2009.110845.0700.ILAT@LISTSERV.ARIZONA.EDU> Not Wodonga but really Wudanga 2/01/2009 1:00:00 AM Australia HAD the white settlers paid attention to the local Aborigines, Wodonga may have been a very different city to what it is today ? for starters it would be spelt correctly. Yesterday at Falls Creek, a traditional language dictionary was released by the people claiming historic ownership of the land from Cobram to Corryong along the Murray River and Omeo to Benalla. The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of research and unlocks the secrets to many local place names. Access full article below: http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx From clairebowern at GMAIL.COM Fri Jan 2 20:38:10 2009 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Fri, 2 Jan 2009 15:38:10 -0500 Subject: Not Wodonga but really Wudanga (fwd link) In-Reply-To: <20090102110845.abzi8so880gg4ssk@www.email.arizona.edu> Message-ID: <FRI.2.JAN.2009.153810.0500.ILAT@LISTSERV.ARIZONA.EDU> There's another nice set of photos from the launch here: http://www.fallscreek.com.au/DualLanguageDictionary Congratulations to all involved with the Dhudhuroa and WayWurru language program! Claire phil cash cash wrote: > Not Wodonga but really Wudanga > > 2/01/2009 1:00:00 AM > Australia > > HAD the white settlers paid attention to the local Aborigines, Wodonga may have > been a very different city to what it is today ? for starters it would be spelt > correctly. > > Yesterday at Falls Creek, a traditional language dictionary was released by the > people claiming historic ownership of the land from Cobram to Corryong along > the Murray River and Omeo to Benalla. > > The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of > research and unlocks the secrets to many local place names. > > Access full article below: > http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx From rtroike at EMAIL.ARIZONA.EDU Fri Jan 2 23:14:44 2009 From: rtroike at EMAIL.ARIZONA.EDU (Rudolph Troike) Date: Fri, 2 Jan 2009 16:14:44 -0700 Subject: On teaching approaches In-Reply-To: <ILAT%200901020002094207.0032@LISTSERV.ARIZONA.EDU> Message-ID: <FRI.2.JAN.2009.161444.0700.ILAT@LISTSERV.ARIZONA.EDU> I concur with Claire Bowern and someone earlier who was commenting on Apachean. Nouns are prominent in European languages, and awareness of this leads to emphasis on nouns in early teaching -- even testing, such as the Peabody test for linguistic maturation. Muriel Saville-Troike did a comparative study of English-speaking and Navajo-speaking children's response to picture cards depicting simple scenes such as a child holding the handle of a wagon. English speakers just said "(a) girl" and "(a) wagon", merely identifying the objects in the scene, whereas the Navajo children said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, "pulling (it)", focusing on the action as the central point. Approaching the teaching of verb-focused languages by teaching isolated nouns does no good at all, since it misses what Sapir saw as the "genius" of the language, and as Claire noted, makes it impossible to formulate even simple propositions about any sorts of actions or events. Indeed, in context, sentences in many languages lack nouns as Subjects and Objects, where these are obvious, and use only verbs, with either attached pronoun prefixes or suffixes, or zero pronominalization. (This is true not only for morphologically complex languages such as many American Indian languages, but even for isolating languages such as Chinese or Vietnamese.) Since pronouns are developmentally late in appearing, if one wished to start anywhere it would make most sense to start with verbs. Rudy P.S. In many languages, what translate as nouns in English are often derived verbal phrases, as "food" would be "what-one-eats" or "one-eats-it". So even there the verb is primary. From rzs at WILDBLUE.NET Sat Jan 3 15:52:17 2009 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sat, 3 Jan 2009 09:52:17 -0600 Subject: On teaching approaches In-Reply-To: <20090102161444.fh8kgog48kk8kgs0@www.email.arizona.edu> Message-ID: <SAT.3.JAN.2009.095217.0600.ILAT@LISTSERV.ARIZONA.EDU> Kweh Rudy Troike, This is the kind of discussion i appreciate the most from ILAT Iroquoian languages are motion-action-centered as well(as the sister language Wyandot) The example given below about food is a good one One of our word stems for "to eat" -gyaha- can be used to denote action and substance itself "to eat" or "the eats" I think a problem we can have as English thinkers is assuming something is "either or" is it yes or no? good or bad? English has trouble with "it's black but its also white" My Navajo mom slips from "he" or "she" in describing an uncle in her rez-english (Din? bizaad doesn't indicate gender , so her english might sound "wrong") Is it wrong when 10,001 Navajos say in rez-english: "he's going home until tomorrow" ? English wants to categorize everything so it can grab it and file it: "is it a noun OR a verb?" We are having a similar discussion about glottal stops and/or echo-vowels (or "creaky voice" -hate that term!) Is it -a'a- two vowels split by a glottal stop? or is it more like ONE vowel dented by a glottal stop a'? (a-gl.stp-lower case a) more of a bump? But isn't this an ugly way to discuss our ancestral tongue? listen! and you will hear it! our words will flow like water moving water over ancient stream beds gushing tumbling over boulders each stone causes a ripple and its own splash... Thanks for the good discussion! Richard Wyandotte Oklahoma On Fri, Jan 2, 2009 at 5:14 PM, Rudolph Troike <rtroike at email.arizona.edu>wrote: > I concur with Claire Bowern and someone earlier who was commenting on > Apachean. Nouns are prominent in European languages, and awareness of > this leads to emphasis on nouns in early teaching -- even testing, such > as the Peabody test for linguistic maturation. Muriel Saville-Troike > did a comparative study of English-speaking and Navajo-speaking children's > response to picture cards depicting simple scenes such as a child holding > the handle of a wagon. English speakers just said "(a) girl" and "(a) > wagon", > merely identifying the objects in the scene, whereas the Navajo children > said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, > "pulling (it)", focusing on the action as the central point. Approaching > the teaching of verb-focused languages by teaching isolated nouns does no > good at all, since it misses what Sapir saw as the "genius" of the > language, > and as Claire noted, makes it impossible to formulate even simple > propositions > about any sorts of actions or events. Indeed, in context, sentences in many > languages lack nouns as Subjects and Objects, where these are obvious, and > use only verbs, with either attached pronoun prefixes or suffixes, or zero > pronominalization. (This is true not only for morphologically complex > languages such as many American Indian languages, but even for isolating > languages such as Chinese or Vietnamese.) Since pronouns are > developmentally > late in appearing, if one wished to start anywhere it would make most sense > to start with verbs. > > Rudy > > P.S. In many languages, what translate as nouns in English are often > derived verbal phrases, as "food" would be "what-one-eats" or > "one-eats-it". > So even there the verb is primary. > -- "if you don't know the language you will only see the surface of the culture..The language is the heart of the culture and you cannot separate it." Elaine Ramos, TLINGIT -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090103/0f418042/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Sat Jan 3 18:58:49 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 3 Jan 2009 11:58:49 -0700 Subject: Not Wodonga but really Wudanga (fwd link) In-Reply-To: <495E7B32.2000904@gmail.com> Message-ID: <SAT.3.JAN.2009.115849.0700.ILAT@LISTSERV.ARIZONA.EDU> Much cooler article, thnx Claire.? It is always exciting to know this is happening in parts of the world!? Phil Quoting Claire Bowern : > There's another nice set of photos from the launch here: > http://www.fallscreek.com.au/DualLanguageDictionary > Congratulations to all involved with the Dhudhuroa and WayWurru language > program! > Claire > > phil cash cash wrote: >> Not Wodonga but really Wudanga >> >> 2/01/2009 1:00:00 AM >> Australia >> >> HAD the white settlers paid attention to the local Aborigines, >> Wodonga may have >> been a very different city to what it is today ? for starters it >> would be spelt >> correctly. >> >> Yesterday at Falls Creek, a traditional language dictionary was >> released by the >> people claiming historic ownership of the land from Cobram to Corryong along >> the Murray River and Omeo to Benalla. >> >> The Way Wurru and Dhudhuroa dictionary is the culmination of eight years of >> research and unlocks the secrets to many local place names. >> >> Access full article below: >> http://www.bordermail.com.au/news/local/news/general/not-wodonga-but-really-wudanga/1398583.aspx -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090103/215569a5/attachment.htm> From phonosemantics at EARTHLINK.NET Sat Jan 3 23:32:20 2009 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Sat, 3 Jan 2009 18:32:20 -0500 Subject: On teaching approaches Message-ID: <SAT.3.JAN.2009.183220.0500.PHONOSEMANTICS@EARTHLINK.NET> The Eurocentric POV also does damage to sound play- whether ideophonic or augmentative/diminutive shifting. In many places where Europeans managed directly or indirectly to put their own educational notions into effect such play has been reduced or lost, even where it was a large part of the life of the language. Ideophones were thought of as too childish or unserious, or not really in the language at all, while aug/dim shifts were seen as evidence that speakers had sloppy pronunciation. Where languages still have robust systems of either or both forms of sound play (such as in Japanese or Korean) there still is no developed 'Western' method for teaching them, at any level, which leaves learners, especially second language learners, at a loss. Jess Tauber phonosemantics at earthlink.net From Jon.Reyhner at NAU.EDU Mon Jan 5 16:30:19 2009 From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner) Date: Mon, 5 Jan 2009 09:30:19 -0700 Subject: On teaching approaches In-Reply-To: <20090102161444.fh8kgog48kk8kgs0@www.email.arizona.edu> Message-ID: <MON.5.JAN.2009.093019.0700.ILAT@LISTSERV.ARIZONA.EDU> I have read about several immersion programs focusing on verb based teaching methods. The best rationale and description I have read is Situational Navajo: A School-Based, Verb-Centered Way of Teaching Navajo by Wayne Holm, Irene Silentman, Laura Wallace at http://jan.ucc.nau.edu/~jar/NNL/NNL_3.pdf The Navajo Nation Language Project published several short pieces of advice on the same topic. Their one page Dos and Don?ts in Language Teaching is available at http://jan.ucc.nau.edu/~jar/NNL/NNL_Dos.pdf and their Ten Tips for Teaching in Navajo Immersion Programs is available at http://jan.ucc.nau.edu/~jar/NNL/NNL_Tips.pdf Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona http://jan.ucc.nau.edu/~jar/ ________________________________________ From: Indigenous Languages and Technology [ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rudolph Troike [rtroike at EMAIL.ARIZONA.EDU] Sent: Friday, January 02, 2009 4:14 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] On teaching approaches I concur with Claire Bowern and someone earlier who was commenting on Apachean. Nouns are prominent in European languages, and awareness of this leads to emphasis on nouns in early teaching -- even testing, such as the Peabody test for linguistic maturation. Muriel Saville-Troike did a comparative study of English-speaking and Navajo-speaking children's response to picture cards depicting simple scenes such as a child holding the handle of a wagon. English speakers just said "(a) girl" and "(a) wagon", merely identifying the objects in the scene, whereas the Navajo children said (in Navajo) the equivalent of "girl pulling wagon", or less fluently, "pulling (it)", focusing on the action as the central point. Approaching the teaching of verb-focused languages by teaching isolated nouns does no good at all, since it misses what Sapir saw as the "genius" of the language, and as Claire noted, makes it impossible to formulate even simple propositions about any sorts of actions or events. Indeed, in context, sentences in many languages lack nouns as Subjects and Objects, where these are obvious, and use only verbs, with either attached pronoun prefixes or suffixes, or zero pronominalization. (This is true not only for morphologically complex languages such as many American Indian languages, but even for isolating languages such as Chinese or Vietnamese.) Since pronouns are developmentally late in appearing, if one wished to start anywhere it would make most sense to start with verbs. Rudy P.S. In many languages, what translate as nouns in English are often derived verbal phrases, as "food" would be "what-one-eats" or "one-eats-it". So even there the verb is primary. From nflrc at HAWAII.EDU Thu Jan 8 01:39:54 2009 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Wed, 7 Jan 2009 15:39:54 -1000 Subject: 2009 NFLRC conferences & workshops Message-ID: <WED.7.JAN.2009.153954.1000.ILAT@LISTSERV.ARIZONA.EDU> Our apologies for any cross-postings . . . The National Foreign Language Resource Center at the University of Hawaii at Manoa is pleased to announce its 3 major professional development events this year . . . * 1st International Conference on Language Documentation & Conservation (ICLDC), March 12-14, 2009, Honolulu, Hawaii (pre-registration deadline - January 31) * 2009 NFLRC Online Summer Institute for Non-native Teachers of Chinese & Japanese, June 22-July 3, 2009 (apply now - limited space, rolling admissions) * Language Learning in Computer Mediated Communities (LLCMC) Conference, October 11-13, 2009, Honolulu, Hawaii (Call for Proposals deadline - March 1) plus, CULTURA: Web-based Intercultural Exchanges Pre-conference event, October 10-11, Honolulu, Hawaii For more information, see below: 1st INTERNATIONAL CONFERENCE ON LANGUAGE DOCUMENTATION & CONSERVATION (ICLDC): Supporting Small Languages Together March 12-14, 2009, Honolulu, Hawaii http://nflrc.hawaii.edu/icldc09/ It has been a decade since Himmelmann's article on language documentation appeared and focused the field into thinking in terms of creating a lasting record of a language that could be used by speakers as well as by academics. This conference aims to assess what has been achieved in the past decade and what the practice of language documentation within linguistics has been and can be. It has become apparent that there is too much for a linguist alone to achieve and that language documentation requires collaboration. This conference will focus on the theme of collaboration in language documentation and revitalization and will include sessions on interdisciplinary topics. Plenary speakers include: Nikolaus Himmelmann (University of Munster), Leanne Hinton (UC Berkeley), Paul Newman (Indiana University), & Phil Cash Cash (University of Arizona) There will also be an optional opportunity to visit Hilo, on the Big Island of Hawai'i, in an extension of the conference that will focus on the Hawaiian language revitalization program, March 16th-17th. Conference pre-registration deadline: January 31, 2009 2009 NFLRC ONLINE SUMMER INSTITUTE FOR NON-NATIVE TEACHERS OF CHINESE & JAPANESE June 22-July 3, 2009 http://nflrc.hawaii.edu/prodev/si09w/ This workshop serves as an online professional development opportunity for non-native-speaking teachers of Chinese and Japanese language at the K-16 level, with a focus on teachers in underserved areas. As part of our mission to serve the development and enhancement of Asian language in the United States, the University of Hawaii National Foreign Language Resource Center will offer 2 concurrent two-week intensive language courses in Chinese and Japanese. The intensive courses, delivered entirely free of charge over the World Wide Web using a tested and proven pedagogic model, focus on the development and/or maintenance of communicative language skills at the Advanced level, with strong emphasis on written communication meeting high standards of literacy. Space is limited, so submit your online application form today! (NOTE: For interested Chinese teachers, there is a special additional opportunity to travel to Hawaii after the online workshop for intensive hands-on teacher training in the STARTalk Sports and Language Immersion Camp [planned for July 6-31, 2009] at the University of Hawaii at Manoa in Honolulu. Pending the approval of funding for the 2009 STARTalk Hawaii Sports and Language Immersion Camp, Chinese teachers successfully completing the online summer institute will be eligible for up to $800 travel defrayment for the STARTalk Hawaii camp.) LANGUAGE LEARNING IN COMPUTER MEDIATED COMMUNITIES (LLCMC) CONFERENCE October 11-13, 2009, Honolulu, Hawaii http://nflrc.hawaii.edu/llcmc/ Once, computers were seen as thinking machines or electronic tutors. Now the computer has become one of many devices that people use to form virtual communities of all kinds. In the field of language education, computer mediated communication (CMC) enables students to interact with one another free of space and time constraints and to participate in communities of learning with their counterparts in the target culture. The Language Learning in Computer Mediated Communities (LLCMC) Conference explores the use of computers as a medium of communication in language learning communities. Conference highlights * Keynote talk by Dr. Gilberte Furstenberg (Massachusetts Institute of Technology) * Special colloquium showcasing online cultural exchanges based at the University of Hawaii * Optional pre-conference event - CULTURA: Web-based Intercultural Exchanges (October 10-11) We welcome your session proposal submissions in this exciting area. Use our convenient online submission form - deadline March 1, 2009. ************************************************************************* N National Foreign Language Resource Center F University of Hawai'i L 1859 East-West Road, #106 R Honolulu HI 96822 C voice: (808) 956-9424, fax: (808) 956-5983 email: nflrc at hawaii.edu VISIT OUR WEBSITE! http://nflrc.hawaii.edu ************************************************************************* From rdearhouse at GMAIL.COM Thu Jan 8 18:01:41 2009 From: rdearhouse at GMAIL.COM (Renae Dearhouse) Date: Thu, 8 Jan 2009 11:01:41 -0700 Subject: Looking for Quechua speakers In-Reply-To: <6bedd4ad0901081000v6c7555f5q1cb141628cf4746d@mail.gmail.com> Message-ID: <THU.8.JAN.2009.110141.0700.ILAT@LISTSERV.ARIZONA.EDU> any local Tusconians? thank you > > The International School of Tucson is hoping to enter students in a Quechua > category in this year's Southern Arizona Language fair. However, to do so we > need Quechua-speaking judges (preferable three). Please let me and/or UA's > John Urban at jturban at email.arizona.edu if you know of any possible > candidates and we will do the necessary begging. Thank you!! > > > > Best wishes for a Happy New Year > > > > Robert Young > > Head of School > > International School of Tucson > > www.InternationalSchoolofTucson.com > > Open the World to Your Child > > > -- Renae Watchman Dearhouse, PhD Asst. Professor, Dept. of German Studies University of Arizona Learning Services Building, Rm. 316 Tucson, AZ 85721-0105 email: renae at u.arizona.edu ofc: 520-626-2904 http://w3.coh.arizona.edu/german/faculty/dearhouse.html -- Renae Watchman Dearhouse, PhD Asst. Professor, Dept. of German Studies University of Arizona Learning Services Building, Rm. 316 Tucson, AZ 85721-0105 email: renae at u.arizona.edu ofc: 520-626-2904 http://w3.coh.arizona.edu/german/faculty/dearhouse.html -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090108/48fca8ec/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Fri Jan 9 16:49:06 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 9 Jan 2009 09:49:06 -0700 Subject: Indigenous education in the 21st Century (fwd link) Message-ID: <FRI.9.JAN.2009.094906.0700.ILAT@LISTSERV.ARIZONA.EDU> Indigenous education in the 21st Century Respecting tradition, shaping the future. By Kate Munro, Special to Today Story Published: Jan 8, 2009 This past december 3,000 people, the descendants of hundreds of Indigenous nations, travelled from 23 countries to congregate at Melbourne?s Rod Laver arena for a week-long conference that saw the imperative exchange of knowledge, wisdom, traditional stories and spirit. Access full article below: http://www.indiancountrytoday.com/living/education/37223989.html From tgranadillo at GMAIL.COM Mon Jan 12 15:46:56 2009 From: tgranadillo at GMAIL.COM (Tania Granadillo) Date: Mon, 12 Jan 2009 10:46:56 -0500 Subject: reference for a PPT presentation on documentation vs. description Message-ID: <MON.12.JAN.2009.104656.0500.ILAT@LISTSERV.ARIZONA.EDU> Hi all A liottle while ago there was a reference here on a ppt presentation from a conference about language documentation vs. language description and I just can't find it. I'm teaching a class on ling. field methods and would like my students to have a look at it. Can anyone provide the link? Thanks! Tania -- Tania Granadillo tgranadillo at gmail.com Assistant Professor Anthropology and Linguistics UWO -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/495d2f1c/attachment.htm> From bischoff.st at GMAIL.COM Mon Jan 12 16:42:45 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Mon, 12 Jan 2009 12:42:45 -0400 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: <fe1b10060901120746s7c1a4ffal79e12af49211a91@mail.gmail.com> Message-ID: <MON.12.JAN.2009.124245.0400.ILAT@LISTSERV.ARIZONA.EDU> Hi Tania, I think these are the slides you mentioned...hope they are. It looks like Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. next year, I've managed to meet the requirements this year so next year they'll evaluate me for it. It won't be tenure, but I should get the promotion and raise...which will be nice...and it will make it hard for them to not give me tenure the following year. I'll keep looking for jobs though. Are you going to the conference for Jane in May? Take care, Shannon On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo <tgranadillo at gmail.com>wrote: > > Hi all > A liottle while ago there was a reference here on a ppt presentation from a > conference about language documentation vs. language description and I just > can't find it. I'm teaching a class on ling. field methods and would like my > students to have a look at it. Can anyone provide the link? > > Thanks! > Tania > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/23fa2b13/attachment.htm> -------------- next part -------------- A non-text attachment was scrubbed... Name: documentationslides.pdf Type: application/pdf Size: 544017 bytes Desc: not available URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/23fa2b13/attachment.pdf> From Rrlapier at AOL.COM Mon Jan 12 16:50:22 2009 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Mon, 12 Jan 2009 11:50:22 EST Subject: Call for Projects Message-ID: <MON.12.JAN.2009.115022.EST.ILAT@LISTSERV.ARIZONA.EDU> This may be helpful to a community-based language program. Call for Project Proposals from Native Communities and Leaders NATION BUILDING II PROJECTS of the Harvard University Native American Program (HUNAP) HUNAP and Nation Building II: HUNAP is one of Harvard's 17 Interfaculty Initiatives of the Office of the President and Provost. Consistent with the Harvard University charter of 1650 calling for the "education of English and Indian youth," HUNAP has developed partnerships with established faculties at Harvard to build viable programs of research, teaching, and outreach on issues affecting the lives of indigenous peoples. As part of this mission HUNAP funds the Nation Building II graduate course offered through the Kennedy School of Government and the Graduate School of Education. A Nation Building II Project is a field based research project requested by a client that focuses on some of the major issues Native American tribes and nations face. These projects are based on the "sovereign" choice of a community to partner with a university to study native issues, including sovereignty, economic development, constitutional reform, leadership, health and social welfare, land and water rights, culture and language, religious freedom and education. The project is completed by graduate and undergraduate students enrolled in Native Americans in the 21st Century: Nation Building II. The Projects are conducted under the guidance of faculty members with relevant expertise. Students participate in a weekly colloquium where they present their work-in-progress to fellow students and faculty. The lead faculty member for Nation Building II is Prof. Dennis Norman, Harvard Medical School and faculty chair of HUNAP. Students are not writing term papers for a scholarly audience. Rather, they are charged with doing research that is likely to assist their client. From the students? perspective, the learning comes from figuring out the links between what they have studied and the real challenges that Native decision makers and organizations face. From the clients? perspectives, Nation Building II Projects provide a source of assistance in the form of talented and committed students with the capacities to look into problems and issues that the press of daily events prevents the client from digging into. The HUNAP Nation Building II Projects deal specifically with the issues facing Native nations or organizations working in Native affairs. Students participate in a weekly colloquium where they present their work-in-progress to fellow students and faculty. The lead faculty member for Nation Building II is Prof. Dennis Norman, Harvard Medical School and faculty chair of HUNAP. H ARVARD UNIVERSITY NATIVE AMERICAN PROGRAM Students are not paid for their work, but instead produce their Nation Building II projects in fulfillment of course requirements. Students typically work in teams of two, and HUNAP supports short-term field visits of the students on an as-needed basis. Over the last seven years, more than 80 Nation Building II Projects have been performed on behalf of tribes and tribal organizations. Examples of Projects include: Creating a Nation Building Museum: Considerations for the redesign and reorganization of the Hall of the North American Indian: Peabody Museum of Archeology and Ethnology. Options for a Constitution: Heiltsuk First Nation Strengthening Families for the Future: Exploring Historical Trauma at Mashantucket Pequot Tribal Regulation of Genetic Research: One Sky Center, Portland, Oregon First Step to Request a Project Email Dennis Norman at dennis_norman at Email Dennis Norman at dennis_norman@<WBR>harvard.edu with contact information so we can arrange a phone conversation to clarify and help come up a project that can meet your needs and is practical The deadline for initial contact is mid January 2009. After Phone Consultation, How do I submit a proposal? Email your proposal to dennis_norman at Email your proposal to dennis_norman@<WBR>harvard.edu. In the body of the message, give brief answers to the listed questions, numbering each 1) Your name and title ; 2) Your organization; 3) Mailing address; 4) E-mail address; 5) Phone number; 6) Fax number; 7) Proposed title for this project; 8) A one-page description of the problem or concern you would like our students to work on; and 9) A brief explanation of how you expect to use the final product. Deadline for written proposal 1/30/09 If email is not accessible, fax or send a typewritten proposal to: Prof. Dennis Norman Harvard University Native American Program 14 Story Street, Suite 400 Cambridge, MA 02138 Fax: (617) 496-3900 Telephone 617-726-3285 Are all submitted proposals assigned to a team of students? The number of Nation Building II Project proposals received by HUNAP typically exceeds the number of students available to undertake projects. For this reason, we cannot H ARVARD UNIVERSITY NATIVE AMERICAN PROGRAM HARVARD UNIVERSITY NATIVE AMERICAN PROGRAM guarantee that all Nation Building II Project proposals will be selected, though HUNAP makes every attempt to match students' interests with prospective clients' requests. All clients will be contacted if either their proposal was selected or not and will be considered for the next years class if acceptable to the client. Where can I find additional information? If you have questions, do not hesitate to contact Professor Norman by email at dennis_norman at If you have questions, do not hesitate to contac **************New year...new news. Be the first to know what is making headlines. (http://news.aol.com?ncid=emlcntusnews00000002) -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/dbe71603/attachment.htm> From tgranadillo at GMAIL.COM Mon Jan 12 17:51:22 2009 From: tgranadillo at GMAIL.COM (Tania Granadillo) Date: Mon, 12 Jan 2009 12:51:22 -0500 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: <1c1f75a20901120842u4f7d30b5lb174a9fd590620b1@mail.gmail.com> Message-ID: <MON.12.JAN.2009.125122.0500.ILAT@LISTSERV.ARIZONA.EDU> Hi Shannon Thanks for the file. I have now downloaded and saved it, and added it to the class website. That's too bad about Ottawa. Nice to hear about your promotion and I'm sure you'll get tenured! Wow! That's quick! I will be going to Jane's conference, in fact we're all going for a week I think. See you there? Are you going to Hawai for the ILDC conference? (I'm not sure if I've asked you this before... I'm looking for someone to room with...) Got to finish the class ppt... Take care Tania On Mon, Jan 12, 2009 at 11:42 AM, s.t. bischoff <bischoff.st at gmail.com>wrote: > Hi Tania, > > I think these are the slides you mentioned...hope they are. It looks like > Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. > next year, I've managed to meet the requirements this year so next year > they'll evaluate me for it. It won't be tenure, but I should get the > promotion and raise...which will be nice...and it will make it hard for them > to not give me tenure the following year. I'll keep looking for jobs though. > > Are you going to the conference for Jane in May? > > Take care, > Shannon > > > On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo <tgranadillo at gmail.com>wrote: > >> >> Hi all >> A liottle while ago there was a reference here on a ppt presentation from >> a conference about language documentation vs. language description and I >> just can't find it. I'm teaching a class on ling. field methods and would >> like my students to have a look at it. Can anyone provide the link? >> >> Thanks! >> Tania >> -- >> Tania Granadillo >> tgranadillo at gmail.com >> Assistant Professor >> Anthropology and Linguistics UWO >> > > -- Tania Granadillo tgranadillo at gmail.com Assistant Professor Anthropology and Linguistics UWO -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/f5b1cf65/attachment.htm> From susan.penfield at GMAIL.COM Mon Jan 12 18:26:19 2009 From: susan.penfield at GMAIL.COM (susan.penfield) Date: Mon, 12 Jan 2009 11:26:19 -0700 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: <fe1b10060901120746s7c1a4ffal79e12af49211a91@mail.gmail.com> Message-ID: <MON.12.JAN.2009.112619.0700.ILAT@LISTSERV.ARIZONA.EDU> Here's hoping that many of you on this list are going to the Hawaiian conference -- and a reminder that there is also an opportunity to visit the Hawaiian language schools (see the conference web site) for two days following the conference... Also note that one of the keynote speakers is ILAT's own, Phil Cash Cash! http://nflrc.hawaii.edu/icldc09/ Susan On Mon, Jan 12, 2009 at 8:46 AM, Tania Granadillo <tgranadillo at gmail.com>wrote: > > Hi all > A liottle while ago there was a reference here on a ppt presentation from a > conference about language documentation vs. language description and I just > can't find it. I'm teaching a class on ling. field methods and would like my > students to have a look at it. Can anyone provide the link? > > Thanks! > Tania > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -- ********************************************************************************************** Susan D. Penfield, Ph.D. (Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov) Department of English (Primary) Faculty affiliate in Linguistics, Language, Reading and Culture, Second Language Acquisition and Teaching (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/2d2bc205/attachment.htm> From bischoff.st at GMAIL.COM Mon Jan 12 20:45:16 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Mon, 12 Jan 2009 16:45:16 -0400 Subject: reference for a PPT presentation on documentation vs. description In-Reply-To: <fe1b10060901120951i12b022b3x6291c56850322693@mail.gmail.com> Message-ID: <MON.12.JAN.2009.164516.0400.ILAT@LISTSERV.ARIZONA.EDU> Hey Tania, No, I won't be going to ILDC...it will be great to see you at Jane's conference. What are you working on these days? Now that I have a few publications I'm trying to focus on getting some more of these Coeur d'Alene narratives done and to a publisher...but it is slow. I want to do some field work, but not quite sure how or where. I've been thinking that if I end up here then I'll start doing work on Puerto Rican Spanish. Enjoy ILDC...and hopefully we'll see you in Tucson. Cheers, Shannon On Mon, Jan 12, 2009 at 1:51 PM, Tania Granadillo <tgranadillo at gmail.com>wrote: > Hi Shannon > Thanks for the file. I have now downloaded and saved it, and added it to > the class website. That's too bad about Ottawa. Nice to hear about your > promotion and I'm sure you'll get tenured! Wow! That's quick! > > I will be going to Jane's conference, in fact we're all going for a week I > think. See you there? Are you going to Hawai for the ILDC conference? (I'm > not sure if I've asked you this before... I'm looking for someone to room > with...) > Got to finish the class ppt... > Take care > Tania > > > On Mon, Jan 12, 2009 at 11:42 AM, s.t. bischoff <bischoff.st at gmail.com>wrote: > >> Hi Tania, >> >> I think these are the slides you mentioned...hope they are. It looks like >> Ottawa canceled their position...too bad. Anyway, I'm up for Associate Prof. >> next year, I've managed to meet the requirements this year so next year >> they'll evaluate me for it. It won't be tenure, but I should get the >> promotion and raise...which will be nice...and it will make it hard for them >> to not give me tenure the following year. I'll keep looking for jobs though. >> >> Are you going to the conference for Jane in May? >> >> Take care, >> Shannon >> >> >> On Mon, Jan 12, 2009 at 11:46 AM, Tania Granadillo <tgranadillo at gmail.com >> > wrote: >> >>> >>> Hi all >>> A liottle while ago there was a reference here on a ppt presentation from >>> a conference about language documentation vs. language description and I >>> just can't find it. I'm teaching a class on ling. field methods and would >>> like my students to have a look at it. Can anyone provide the link? >>> >>> Thanks! >>> Tania >>> -- >>> Tania Granadillo >>> tgranadillo at gmail.com >>> Assistant Professor >>> Anthropology and Linguistics UWO >>> >> >> > > > -- > Tania Granadillo > tgranadillo at gmail.com > Assistant Professor > Anthropology and Linguistics UWO > -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090112/eadcdef9/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Mon Jan 12 21:14:41 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 12 Jan 2009 14:14:41 -0700 Subject: N. B. natives, educators hail release of dictionary in aboriginal languages (fwd link) Message-ID: <MON.12.JAN.2009.141441.0700.ILAT@LISTSERV.ARIZONA.EDU> N. B. natives, educators hail release of dictionary in aboriginal languages Posted By THE CANADIAN PRESS The irony has never been lost on Imelda Perley. The only time she would usually hear fluent Maliseet, the language with which she grew up on New Brunswick's Tobique reserve, was during funerals. "It's almost as if it was a sign from the ancestors that if this is the only place that we're going to be using our language and people are dying, then our language is also dying,'' says Perley, who along with her husband David, teaches at the Mi'kmaq-Maliseet Institute at the University of New Brunswick. Perley estimates that less than two per cent of the 5,000 Passamaquoddy-Maliseet people living in a handful of communities in New Brunswick, Maine and Quebec are fluent in their native tongue. Access full article below: http://www.saultstar.com/ArticleDisplay.aspx?e=1383465 From wjposer at LDC.UPENN.EDU Tue Jan 13 02:01:31 2009 From: wjposer at LDC.UPENN.EDU (William J Poser) Date: Mon, 12 Jan 2009 21:01:31 -0500 Subject: On teaching approaches In-Reply-To: <FE3E9A3325A6B84B93177743F720E28E04E7E0174F@NAUFLG-CMS1.nau.froot.nau.edu> Message-ID: <MON.12.JAN.2009.210131.0500.ILAT@LISTSERV.ARIZONA.EDU> Perhaps the general point that should be made about teaching techniques is that what needs to be taught is determined by the nature of the language, not by what teaching methods may be felt to be effective or culturally preferred. If a language has a complex verbal system and you don't provide that content your students will not learn the language, regardless of what the fad is in language teaching methods or what politicians claim about traditions. The content has to come first. Once you know what you have to teach you can try to find the best way to do it. Bill From mikinakn at SHAW.CA Tue Jan 13 06:41:50 2009 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 13 Jan 2009 01:41:50 -0500 Subject: On teaching approaches In-Reply-To: <20090113020131.86F63B2436@lorax.ldc.upenn.edu> Message-ID: <TUE.13.JAN.2009.014150.0500.ILAT@LISTSERV.ARIZONA.EDU> Good post and point.... ------- wahjeh rolland nadjiwon ----- Original Message ----- From: William J Poser To: ILAT at LISTSERV.ARIZONA.EDU Sent: Monday, January 12, 2009 9:01 PM Subject: Re: [ILAT] On teaching approaches Perhaps the general point that should be made about teaching techniques is that what needs to be taught is determined by the nature of the language, not by what teaching methods may be felt to be effective or culturally preferred. If a language has a complex verbal system and you don't provide that content your students will not learn the language, regardless of what the fad is in language teaching methods or what politicians claim about traditions. The content has to come first. Once you know what you have to teach you can try to find the best way to do it. Bill -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090113/537fbb24/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 16:46:05 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 09:46:05 -0700 Subject: First Nations dictionary defines a culture (fwd link) Message-ID: <TUE.13.JAN.2009.094605.0700.ILAT@LISTSERV.ARIZONA.EDU> First Nations dictionary defines a culture Published Tuesday January 13th, 2009 Canada Robert Leavitt could never have imagined that a project he began working on in the 1970s would culminate more than 30 years later in a First Nations dictionary unparalleled in size and scope. Access full article below: http://telegraphjournal.canadaeast.com/front/article/538026 From candaceg at EMAIL.ARIZONA.EDU Tue Jan 13 16:41:25 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Tue, 13 Jan 2009 09:41:25 -0700 Subject: American Indian Language Development Institute 2009 Message-ID: <TUE.13.JAN.2009.094125.0700.ILAT@LISTSERV.ARIZONA.EDU> *The American Indian Language Development Institute:* *A Thirty Year Tradition of Speaking from Our Heart* * * *June 8 - July 2, 2009* Symposium Celebration June 29 - July 2, 2009 This summer AILDI will be celebrating its 30th anniversary. AILDI 2009 will offer a variety of classes, special presentations, workshops, and events to help celebrate our 30 years of committment to Indigenous language education. Please check out our website (http://www.u.arizona.edu/~aildi) for more information about our course offerings and registration process. Priority deadline: Wednesday, March 11, 2009 Mahalo nui loa, Candace <<> <><><> <> >< <>+<> >< <> <><><> <> > Candace K. Galla | Program Coordinator/ PhD Candidate American Indian Language Development Institute University of Arizona College of Education, Room 511 PO Box 210069 Tucson, AZ 85721 O: (520) 621.1068 | F: (520) 621.8174 http://www.u.arizona.edu/~aildi -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090113/06f4480c/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 16:55:34 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 09:55:34 -0700 Subject: Native Resolution (fwd link) Message-ID: <TUE.13.JAN.2009.095534.0700.ILAT@LISTSERV.ARIZONA.EDU> Native Resolution by Chris LaVigne, 13 Jan 2009 6:03 am At first glance, Don Thornton's virtual world looks like many others. It's when you listen that you notice the big difference: All of the characters speak Cherokee, and if you want to succeed in this world, you have to learn to speak the language, too. To create this unique program, Thornton combined his background in native language education with a technology developed to teach Arabic to American soldiers in Iraq. Called RezWorld, the game blends a Second Life-style presentation with advanced artificial intelligence, speech recognition and self-adapting instruction. By immersing Native Americans in their traditional languages and customs, Thornton hopes to teach them how to preserve parts of their culture in danger of dying out. Access full article below: http://www.escapistmagazine.com/articles/view/issues/issue_184/5652-Native-Resolution From cashcash at EMAIL.ARIZONA.EDU Tue Jan 13 17:30:55 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 13 Jan 2009 10:30:55 -0700 Subject: Native Resolution (fwd link) In-Reply-To: <20090113095534.hdd4i7rc408k44g0@www.email.arizona.edu> Message-ID: <TUE.13.JAN.2009.103055.0700.ILAT@LISTSERV.ARIZONA.EDU> This is an interesting article.? I recommend it as a read since it appears to be written from an industry perspective (rather than it trying to sell you something).? It describes and gives several links to the most current work being done to create native content in virtual environments.?? l8ter, Phil Quoting phil cash cash : > Native Resolution > > by Chris LaVigne, 13 Jan 2009 6:03 am > > At first glance, Don Thornton's virtual world looks like many others. > It's when > you listen that you notice the big difference: All of the characters speak > Cherokee, and if you want to succeed in this world, you have to learn > to speak > the language, too. > > To create this unique program, Thornton combined his background in native > language education with a technology developed to teach Arabic to American > soldiers in Iraq. Called RezWorld, the game blends a Second Life-style > presentation with advanced artificial intelligence, speech recognition and > self-adapting instruction. By immersing Native Americans in their traditional > languages and customs, Thornton hopes to teach them how to preserve parts of > their culture in danger of dying out. > > Access full article below: > http://www.escapistmagazine.com/articles/view/issues/issue_184/5652-Native-Resolution -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090113/4f8b2b1f/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Wed Jan 14 19:47:32 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Jan 2009 12:47:32 -0700 Subject: On teaching approaches In-Reply-To: <20090113020131.86F63B2436@lorax.ldc.upenn.edu> Message-ID: <WED.14.JAN.2009.124732.0700.ILAT@LISTSERV.ARIZONA.EDU> Bill & everybody, My feeling is that one should never be too reductive in recognizing one's own linguistic diversity (such as reducing it to grammar/structure).? For most community advocates, grappling with a preferred grammar-centric view is a continuous quandary and challenge because such views often eliminate the vital links to culture entirely.? Linguists and native scholar/community educators who have taken a committed approach to diversity and endangerment repeatedly show that an integrated approach is a worthwhile endeavor.? When I go to conferences like Stabilizing Indigenous Languages and the like, I no longer see the diversity & flux of teaching strategies as "fads" (as I once did) rather they all seem to privilege the notion of whole utterances & constructions (usage-based) rather than simply grammar in isolation.? I like your/Bill's idea that "content" has to come first...but the question emerges whose conception of "content"?? Recognizing the real diversity of indigenous languages may be at least part of the answer in addition to real acts of revitalization.? later, Phil Cash Cash UofA Quoting William J Poser : > Perhaps the general point that should be made about teaching techniques > is that what needs to be taught is determined by the nature of the > language, not by what teaching methods may be felt to be effective > or culturally preferred. If a language has a complex verbal system > and you don't provide that content your students will not learn the > language, regardless of what the fad is in language teaching methods > or what politicians claim about traditions. The content has to come > first. Once you know what you have to teach you can try to find the > best way to do it. > > Bill -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090114/4a7aa940/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Wed Jan 14 20:24:48 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 14 Jan 2009 13:24:48 -0700 Subject: Lawmakers Refile Official English Legislation (fwd link) Message-ID: <WED.14.JAN.2009.132448.0700.ILAT@LISTSERV.ARIZONA.EDU> Lawmakers Refile Official English Legislation Published: Wednesday, January 14, 2009 10:32 AM CST USA OKLAHOMA CITY ? Lawmakers will again seek to make English the official language of Oklahoma government this year in an effort to save taxpayer money and help legal immigrants achieve the American dream. Access full article below: http://www.bixbybulletin.com/articles/2009/01/14/news/doc496e137d63462777984856.txt From susan.penfield at GMAIL.COM Thu Jan 15 14:35:58 2009 From: susan.penfield at GMAIL.COM (susan.penfield) Date: Thu, 15 Jan 2009 09:35:58 -0500 Subject: On teaching approaches In-Reply-To: <20090114124732.b2uckcok88swgow4@www.email.arizona.edu> Message-ID: <THU.15.JAN.2009.093558.0500.ILAT@LISTSERV.ARIZONA.EDU> Phil and all, My two cents is that the notion of content itself should be community-driven -- although, there are ways to look at content which bridges the language/culture interface in a general way that could invite community definition, but still accomplish very focused attention on linguistic structure. I'm reminded here of the move in the 1980's to build syllabi for language teaching around 'speech acts' or pragmatics -- like 'politeness formulas' -- or even around how to talk about community events -- Staging the content to be relevant first, then focusing on particular syntactic constructions recurring in this type of content still seems like a logical and somewhat organized approach to bridging the language / culture /content issues. S. On Wed, Jan 14, 2009 at 2:47 PM, phil cash cash <cashcash at email.arizona.edu>wrote: > Bill & everybody, > > My feeling is that one should never be too reductive in recognizing one's > own linguistic diversity (such as reducing it to grammar/structure). For > most community advocates, grappling with a preferred grammar-centric view is > a continuous quandary and challenge because such views often eliminate the > vital links to culture entirely. Linguists and native scholar/community > educators who have taken a committed approach to diversity and endangerment > repeatedly show that an integrated approach is a worthwhile endeavor. When > I go to conferences like Stabilizing Indigenous Languages and the like, I no > longer see the diversity & flux of teaching strategies as "fads" (as I once > did) rather they all seem to privilege the notion of whole utterances & > constructions (usage-based) rather than simply grammar in isolation. I like > your/Bill's idea that "content" has to come first...but the question emerges > whose conception of "content"? Recognizing the real diversity of indigenous > languages may be at least part of the answer in addition to real acts of > revitalization. > > later, > > Phil Cash Cash > UofA > > Quoting William J Poser <wjposer at ldc.upenn.edu>: > > > Perhaps the general point that should be made about teaching techniques > > is that what needs to be taught is determined by the nature of the > > language, not by what teaching methods may be felt to be effective > > or culturally preferred. If a language has a complex verbal system > > and you don't provide that content your students will not learn the > > language, regardless of what the fad is in language teaching methods > > or what politicians claim about traditions. The content has to come > > first. Once you know what you have to teach you can try to find the > > best way to do it. > > > > Bill > > -- ********************************************************************************************** Susan D. Penfield, Ph.D. (Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov) Department of English (Primary) Faculty affiliate in Linguistics, Language, Reading and Culture, Second Language Acquisition and Teaching (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090115/a6ed034e/attachment.htm> From rzs at WILDBLUE.NET Thu Jan 15 15:20:27 2009 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 15 Jan 2009 09:20:27 -0600 Subject: On teaching approaches In-Reply-To: <39a679e20901150635w7d346b60h4dd6e22398f81bd8@mail.gmail.com> Message-ID: <THU.15.JAN.2009.092027.0600.ILAT@LISTSERV.ARIZONA.EDU> I agree Susan, Language is an internal organ in the body non-functioning on its own. Sure it can be discected ,and brined in alcohol ,sliced and diced or studied in a jar. but then its no longer an organ in vicarious communication with the body. Its only "communicating" to minds of students or specialists studying its mechanics. your example (politeness) was a good one. we have ways of expressing thanks,and then we have ways of expressing THANKS. Expressions are appropriate only in specific context In the "lab" they would be only sorted as intellectual file material. But spoken - they convey specific emotional reverence or casual gratitude. Richard Zane Smith Wyandotte,Oklahoma On Thu, Jan 15, 2009 at 8:35 AM, susan.penfield <susan.penfield at gmail.com>wrote: > Phil and all, > My two cents is that the notion of content itself should be > community-driven -- although, there are ways to look at content which > bridges the language/culture interface in a general way that could invite > community definition, but still accomplish very focused attention on > linguistic structure. I'm reminded here of the move in the 1980's to build > syllabi for language teaching around 'speech acts' or pragmatics -- like > 'politeness formulas' -- or even around how to talk about community events > -- Staging the content to be relevant first, then focusing on particular > syntactic constructions recurring in this type of content still seems like a > logical and somewhat organized approach to bridging the language / culture > /content issues. > > S. > > On Wed, Jan 14, 2009 at 2:47 PM, phil cash cash < > cashcash at email.arizona.edu> wrote: > >> Bill & everybody, >> >> My feeling is that one should never be too reductive in recognizing one's >> own linguistic diversity (such as reducing it to grammar/structure). For >> most community advocates, grappling with a preferred grammar-centric view is >> a continuous quandary and challenge because such views often eliminate the >> vital links to culture entirely. Linguists and native scholar/community >> educators who have taken a committed approach to diversity and endangerment >> repeatedly show that an integrated approach is a worthwhile endeavor. When >> I go to conferences like Stabilizing Indigenous Languages and the like, I no >> longer see the diversity & flux of teaching strategies as "fads" (as I once >> did) rather they all seem to privilege the notion of whole utterances & >> constructions (usage-based) rather than simply grammar in isolation. I like >> your/Bill's idea that "content" has to come first...but the question emerges >> whose conception of "content"? Recognizing the real diversity of indigenous >> languages may be at least part of the answer in addition to real acts of >> revitalization. >> >> later, >> >> Phil Cash Cash >> UofA >> >> Quoting William J Poser <wjposer at ldc.upenn.edu>: >> >> > Perhaps the general point that should be made about teaching techniques >> > is that what needs to be taught is determined by the nature of the >> > language, not by what teaching methods may be felt to be effective >> > or culturally preferred. If a language has a complex verbal system >> > and you don't provide that content your students will not learn the >> > language, regardless of what the fad is in language teaching methods >> > or what politicians claim about traditions. The content has to come >> > first. Once you know what you have to teach you can try to find the >> > best way to do it. >> > >> > Bill >> >> > > > -- > > ********************************************************************************************** > Susan D. Penfield, Ph.D. > (Currently on leave to the National Science Foundation. > E-mail: spenfiel at nsf.gov) > > > Department of English (Primary) > Faculty affiliate in Linguistics, Language, Reading and Culture, > Second Language Acquisition and Teaching (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- "if you don't know the language you will only see the surface of the culture..The language is the heart of the culture and you cannot separate it." Elaine Ramos, TLINGIT -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090115/2e7603c1/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Thu Jan 15 16:32:48 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 15 Jan 2009 09:32:48 -0700 Subject: Oklahoma lawmakers try for official English law (fwd link) Message-ID: <THU.15.JAN.2009.093248.0700.ILAT@LISTSERV.ARIZONA.EDU> Oklahoma lawmakers try for official English law By TIM TALLEY ? 6 hours ago USA OKLAHOMA CITY (AP) ? Oklahoma voters may get a chance to make English the state's official language, a proposal that was bitterly opposed by Indian tribes last year. Republican state lawmakers said Wednesday they will work for a second consecutive year to send the constitutional amendment to voters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5hta185ZmFC7Z8cAmDQQOCP9fj5xAD95NGERG0 From alvonlwm at HOTMAIL.COM Fri Jan 16 19:06:01 2009 From: alvonlwm at HOTMAIL.COM (Alvon Little White Man) Date: Fri, 16 Jan 2009 19:06:01 +0000 Subject: On teaching approaches In-Reply-To: <BEDD8AAE663C4BF68AA74ABDF2B0FF75@RollandPC> Message-ID: <FRI.16.JAN.2009.190601.0000.ILAT@LISTSERV.ARIZONA.EDU> I agree and for me Immersion is the best way. Alvon Date: Tue, 13 Jan 2009 01:41:50 -0500From: mikinakn at SHAW.CASubject: Re: [ILAT] On teaching approachesTo: ILAT at LISTSERV.ARIZONA.EDU Good post and point....-------wahjehrolland nadjiwon ----- Original Message ----- From: William J Poser To: ILAT at LISTSERV.ARIZONA.EDU Sent: Monday, January 12, 2009 9:01 PM Subject: Re: [ILAT] On teaching approaches Perhaps the general point that should be made about teaching techniquesis that what needs to be taught is determined by the nature of thelanguage, not by what teaching methods may be felt to be effectiveor culturally preferred. If a language has a complex verbal systemand you don't provide that content your students will not learn thelanguage, regardless of what the fad is in language teaching methodsor what politicians claim about traditions. The content has to comefirst. Once you know what you have to teach you can try to find thebest way to do it. Bill _________________________________________________________________ Windows Live? Hotmail?: Chat. Store. Share. Do more with mail. http://windowslive.com/explore?ocid=TXT_TAGLM_WL_t1_hm_justgotbetter_explore_012009 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090116/39d3cdf8/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 21:41:45 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 14:41:45 -0700 Subject: Inuit stories’ past and preservation (fwd link) Message-ID: <FRI.16.JAN.2009.144145.0700.ILAT@LISTSERV.ARIZONA.EDU> Inuit stories? past and preservation RONALD BROWER January 15, 2009 at 12:37PM AKST Editor?s note: This was originally part of a speech during the Arctic Indigenous Languages Symposium in Tromso, Norway, last fall. This great heritage of story-telling, with its myths, rituals and tribal histories, was passed down through generations of grandparents connecting Inuit today to their ancestral past. The Inuit language was important not only for survival but also to record events of a time immemorial. Language is an important part of Inuit culture to this day. The role of language was significant because it helped people in communities pass the darkest days of winter, when food was scarce, through storytelling. The oratorical skills of story-tellers preserved accounts of historical events. They reveal ancient cultural encounters and connect events of a time past to the modern age. They created a sense of identity and belonging. Their stories imparted values and tools for survival in the ever-changing Arctic world as other peoples faded into myth and legend. Access full article below: http://thearcticsounder.com/news/show/4565 From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 21:45:50 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 14:45:50 -0700 Subject: Indigenous languages body defends member (fwd link) Message-ID: <FRI.16.JAN.2009.144550.0700.ILAT@LISTSERV.ARIZONA.EDU> Indigenous languages body defends member Matthew Denholm | January 17, 2009 Article from: The Australian AUSTRALIA'S peak body for indigenous languages is standing by a board member accused by Tasmanian Aboriginal leaders of being "a white man". Access full article below: http://www.theaustralian.news.com.au/story/0,25197,24923117-5013871,00.html From cashcash at EMAIL.ARIZONA.EDU Fri Jan 16 22:03:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Fri, 16 Jan 2009 15:03:42 -0700 Subject: Program about dying Indian languages recognized (fwd link) Message-ID: <FRI.16.JAN.2009.150342.0700.ILAT@LISTSERV.ARIZONA.EDU> Friday, 16 January 2009 | News From Indian Country Program about dying Indian languages recognized Norman, Oklahoma (AP) 1-09 The state Education Department is honoring a group of Norman High School students for their documentary about dying languages of American Indian tribes. The program ?When It?s Gone, It?s Gone? by 13 students in the school?s Native America Club is also now being used in classrooms as a teaching tool. The students interviewed tribal elders from American Indian tribes in Oklahoma about their native languages and the effort to keep their languages and cultures alive. Most of the elders in the video are in their 80s and have witnessed their native tongues dying out as younger generations are raised to speak English. Access full article below: http://indiancountrynews.net/index.php?option=com_content&task=view&id=5490&Itemid=84 From cashcash at EMAIL.ARIZONA.EDU Sun Jan 18 18:13:57 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 18 Jan 2009 11:13:57 -0700 Subject: 'Tough Love' in the Outback (fwd link) Message-ID: <SUN.18.JAN.2009.111357.0700.ILAT@LISTSERV.ARIZONA.EDU> JANUARY 17, 2009 'Tough Love' in the Outback Australia's Push to Help Aborigines Is Upending Tribal Customs -- And Giving Women an Unlikely Boost By YAROSLAV TROFIMOV YUENDUMU, Australia -- Two dead cows putrefy at the entrance to this Aboriginal town deep in the Australian outback. Mangy dogs scrape among naked children, as trash swirls around rusted vehicle hulks and cinderblock homes. Prominent on the local store's notice board: the bus schedule to the nearest prison. Yuendumu and dozens of similarly frayed Aboriginal communities weren't supposed to turn out this way. Four decades ago, Australia enacted wide-ranging reforms to uplift its long-oppressed Aboriginal citizens. The laws mandated equal wages with whites, access to the country's generous welfare system and the eventual transfer of vast chunks of land to near-total Aboriginal control. Since then, Aboriginal society has experienced a dramatic decline -- partly a result of these very reforms. Australia's government has proclaimed the upsurge of violence, child abuse and alcoholism among Aborigines a national emergency. It is responding with controversial new policies that critics decried as racist, such as restricting welfare payments to Aborigines but not to whites or other Australians. Those policies, however, are starting to show early results, the government says. They are also shaking up the Aborigines' ancient social structure. In Yuendumu, for example, the policies have unleashed a nascent feminist movement which is threatening to erode the vast powers of male tribal elders. Access full article below: http://online.wsj.com/article/SB123214753161791813.html From hsouter at GMAIL.COM Tue Jan 20 20:14:48 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 20 Jan 2009 14:14:48 -0600 Subject: No subject Message-ID: <TUE.20.JAN.2009.141448.0600.ILAT@LISTSERV.ARIZONA.EDU> Taanshi kiiyawaaw, hello, I wanted to pose a question to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090120/c2f9cf87/attachment.htm> From hsouter at GMAIL.COM Tue Jan 20 20:17:59 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 20 Jan 2009 14:17:59 -0600 Subject: Questions Regarding Innovative Online Dictionaries Message-ID: <TUE.20.JAN.2009.141759.0600.ILAT@LISTSERV.ARIZONA.EDU> Taanshi kiiyawaaw, hello, (Sorry about sending this email without a subject line previously! Oooops!) I wanted to pose a couple of questions to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090120/f18867a4/attachment.htm> From neskiem at GMAIL.COM Wed Jan 21 08:17:48 2009 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Wed, 21 Jan 2009 00:17:48 -0800 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6d8c8c410901201217p4112a70bvf0f9653ce67aa440@mail.gmail.com> Message-ID: <WED.21.JAN.2009.001748.0800.ILAT@LISTSERV.ARIZONA.EDU> Weytk Heather, A somewhat answer to your first question would be that Content Management Systems and Drupal in particular are interesting technologies that can be used to implement online dictionaries. They allow anyone with a bit of experience to create an online dictionary with all kinds of interesting features, including audio, video, and any of the necessary fields you would need to classify the words. You could even have it so that the online dictionary is developed in more of a wiki style where anybody could add words. For control purposes you could have someone check over words that have been entered. On top of this Drupal has an internationalization module [1] that allows you to translate the Drupal interface into whatever language you want. I started an online wordlist [2] one afternoon, but haven't got into filling in the rest of the info. Drupal is free to downoload and is open source. -Neskie [1] - http://drupal.org/project/i18n [2] - http://secpewt.sd73.bc.ca/wordlist On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter <hsouter at gmail.com> wrote: > Taanshi kiiyawaaw, hello, > > (Sorry about sending this email without a subject line previously! Oooops!) > > I wanted to pose a couple of questions to the list. > > If you were to list some of the top technologically innovative online > dictionaries for endangered languages, what would they be and why? Also, if > you were to list some of the most user friendly online dictionaries that > also can also supply solid linguistic information to further research what > would they be and why? > > I look forward to any and all posts regarding the above questions. > > Eekoshi pitamaa. That's it for now. > > Heather, > Metis, Emerging Michif speaker, community language researcher, grad > student.... From bischoff.st at GMAIL.COM Wed Jan 21 10:59:47 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 21 Jan 2009 06:59:47 -0400 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6838a1930901210017t2fbb1b4em13d592372b7a5112@mail.gmail.com> Message-ID: <WED.21.JAN.2009.065947.0400.ILAT@LISTSERV.ARIZONA.EDU> the sami language project has a number of interesting features ( http://giellatekno.uit.no/english.html), one of which is a number of dictionaries which can be found here: http://giellatekno.uit.no/dict.eng.html#Our+dictionaries On Wed, Jan 21, 2009 at 4:17 AM, Neskie Manuel <neskiem at gmail.com> wrote: > Weytk Heather, > > A somewhat answer to your first question would be that Content > Management Systems and Drupal in particular are interesting > technologies that can be used to implement online dictionaries. They > allow anyone with a bit of experience to create an online dictionary > with all kinds of interesting features, including audio, video, and > any of the necessary fields you would need to classify the words. > > You could even have it so that the online dictionary is developed in > more of a wiki style where anybody could add words. For control > purposes you could have someone check over words that have been > entered. > > On top of this Drupal has an internationalization module [1] that > allows you to translate the Drupal interface into whatever language > you want. I started an online wordlist [2] one afternoon, but haven't > got into filling in the rest of the info. > > Drupal is free to downoload and is open source. > > -Neskie > > [1] - http://drupal.org/project/i18n > [2] - http://secpewt.sd73.bc.ca/wordlist > > On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter <hsouter at gmail.com> > wrote: > > Taanshi kiiyawaaw, hello, > > > > (Sorry about sending this email without a subject line previously! > Oooops!) > > > > I wanted to pose a couple of questions to the list. > > > > If you were to list some of the top technologically innovative online > > dictionaries for endangered languages, what would they be and why? Also, > if > > you were to list some of the most user friendly online dictionaries that > > also can also supply solid linguistic information to further research > what > > would they be and why? > > > > I look forward to any and all posts regarding the above questions. > > > > Eekoshi pitamaa. That's it for now. > > > > Heather, > > Metis, Emerging Michif speaker, community language researcher, grad > > student.... > -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090121/428abf85/attachment.htm> From sissela at YAHOO.COM Wed Jan 21 16:26:30 2009 From: sissela at YAHOO.COM (Donna Williams) Date: Wed, 21 Jan 2009 08:26:30 -0800 Subject: ILAT Digest - 18 Jan 2009 to 20 Jan 2009 (#2009-16) Message-ID: <WED.21.JAN.2009.082630.0800.ILAT@LISTSERV.ARIZONA.EDU> Tahnseh, hello Try EastCree.org, particularly their Linguistic Atlas, which must be viewed in Firefox to get its full richness. I'm using it to tutor a lad in Plains Cree. It gives you a range of Cree across Canada. Meegwetch, Donna Williams (Sac and Fox Nation of Oklahoma; learning Cree in Canada) ________________________________ Taanshi kiiyawaaw, hello, If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090121/2a5cbd91/attachment.htm> From ted.moomaw at COLVILLETRIBES.COM Wed Jan 21 17:58:07 2009 From: ted.moomaw at COLVILLETRIBES.COM (Ted Moomaw) Date: Wed, 21 Jan 2009 09:58:07 -0800 Subject: No subject In-Reply-To: <6d8c8c410901201214y19b72599hdf1533b4318eb1b9@mail.gmail.com> Message-ID: <WED.21.JAN.2009.095807.0800.ILAT@LISTSERV.ARIZONA.EDU> way' xast sxlxalt, Hello I like lexique pro, well organized, navigation thru links is alot of fun, you can categorize lexical entries. as for solid linguistic research I think it is awesome, you are able to design your dictionary in ways to show the morphologic make up of each entry with links to its appropriate pref. rt. affix's suffix's. I have categorized my roots, affixes and linked them to entries of usage. Lexique pro uses Toolbox as its database, and there is a modest learning curve figuring out how to best utilize, and understand Toolbox. I would'nt call it a Negative, but it takes time to learn. You can make your entries and edit withing Lex but it is slow going, Toolbox is much easier to enter data into. I have worked with no other Dict. My Biased Opinion, all the Best, Ted _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Heather Souter Sent: Tuesday, January 20, 2009 12:15 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Taanshi kiiyawaaw, hello, I wanted to pose a question to the list. If you were to list some of the top technologically innovative online dictionaries for endangered languages, what would they be and why? Also, if you were to list some of the most user friendly online dictionaries that also can also supply solid linguistic information to further research what would they be and why? I look forward to any and all posts regarding the above questions. Eekoshi pitamaa. That's it for now. Heather, Metis, Emerging Michif speaker, community language researcher, grad student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090121/fff39c3e/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Wed Jan 21 18:15:57 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Jan 2009 11:15:57 -0700 Subject: Questions Regarding Innovative Online Dictionaries In-Reply-To: <6838a1930901210017t2fbb1b4em13d592372b7a5112@mail.gmail.com> Message-ID: <WED.21.JAN.2009.111557.0700.ILAT@LISTSERV.ARIZONA.EDU> Nice interface you got going there Neskie.? There are several others here on ILAT, including myself, that use Drupal.? I think it would be great if somebody someday created a Drupal module for MDF (multidictionary formatter), data field markers, and the like that is commonly found in a field linguist's coding toolkit.? later, Phil UofA Quoting Neskie Manuel : > Weytk Heather, > > A somewhat answer to your first question would be that Content > Management Systems and Drupal in particular are interesting > technologies that can be used to implement online dictionaries. They > allow anyone with a bit of experience to create an online dictionary > with all kinds of interesting features, including audio, video, and > any of the necessary fields you would need to classify the words. > > You could even have it so that the online dictionary is developed in > more of a wiki style where anybody could add words. For control > purposes you could have someone check over words that have been > entered. > > On top of this Drupal has an internationalization module [1] that > allows you to translate the Drupal interface into whatever language > you want. I started an online wordlist [2] one afternoon, but haven't > got into filling in the rest of the info. > > Drupal is free to downoload and is open source. > > -Neskie > > [1] - http://drupal.org/project/i18n > [2] - http://secpewt.sd73.bc.ca/wordlist > > On Tue, Jan 20, 2009 at 12:17 PM, Heather Souter wrote: >> Taanshi kiiyawaaw, hello, >> >> (Sorry about sending this email without a subject line previously! Oooops!) >> >> I wanted to pose a couple of questions to the list. >> >> If you were to list some of the top technologically innovative online >> dictionaries for endangered languages, what would they be and why? Also, if >> you were to list some of the most user friendly online dictionaries that >> also can also supply solid linguistic information to further research what >> would they be and why? >> >> I look forward to any and all posts regarding the above questions. >> >> Eekoshi pitamaa. That's it for now. >> >> Heather, >> Metis, Emerging Michif speaker, community language researcher, grad >> student.... -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090121/343f0f49/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Wed Jan 21 20:59:40 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 21 Jan 2009 13:59:40 -0700 Subject: The loss of language is a devastating loss of identity' (fwd link) Message-ID: <WED.21.JAN.2009.135940.0700.ILAT@LISTSERV.ARIZONA.EDU> The loss of language is a devastating loss of identity' 2009-1-22 | NEWSPAPER EDITION Shanghai NOT only species are endangered in this modern world - languages too are endangered. Julie Gordon takes a look at efforts to save the Cayuga language by teaching Canadian kindergartners. In a gray, shed-like building on the Six Nations of the Grand River reserve in southern Ontario, Canada, Esenogwas Jacobs is getting her kindergarten students ready to head home for the day. "Gao dehswe," Jacobs says, calling her students to the door. "Gyahde:dih," she adds, it's time to go. Her students answer with assertive "ehes." No one speaks a word of English. Access full article below: http://www.shanghaidaily.com/sp/article/2009/200901/20090122/article_388819.htm From hsouter at GMAIL.COM Thu Jan 22 12:55:32 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 06:55:32 -0600 Subject: Proposed Bill to Support Teaching of Native Languages in North Dakota Message-ID: <THU.22.JAN.2009.065532.0600.ILAT@LISTSERV.ARIZONA.EDU> BISMARCK - At times emotional, testimony for a bill that could help Native American children learn their first language was presented to the House Education Committee Wednesday. House Bill 1399 would provide $450,000 for grants to help train teachers, develop curriculum and teach Arikara, Hidatsa, Mandan, Lakota, Dakota and other Native American languages in school. Rep. Kenton Onstad, D-Parshall, who sponsored the bill, said he believed there were about 10 or 12 different Native American tongues spoken in North Dakota. The full article can be found below. http://www.minotdailynews.com/page/content.detail/id/523428.html -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090122/5c94d86a/attachment.htm> From hsouter at GMAIL.COM Thu Jan 22 13:00:39 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 07:00:39 -0600 Subject: Grand Chief of Grand Council of Crees (Eeyou Istchee) Comments in Washington on President Obama at Inauguration Message-ID: <THU.22.JAN.2009.070039.0600.ILAT@LISTSERV.ARIZONA.EDU> US President Barack Obama Welcomed as a "World Leader and Symbol of Renewed Hope and Justice for All" WASHINGTON, D.C., Jan. 21 /CNW/ - Yesterday's swearing-in of Barack Obama as the 44th President of the United States was truly historic. Indigenous leaders from the United States and Canada gathered in Washington to witness and be a part of this world-changing event. Among those who came to show their support was Grand Chief Matthew Mukash of the Grand Council of the Crees (Eeyou Istchee), who made the trip from James Bay, Qu?bec. "President Obama's inaugural speech was inspirational and strong. He showed his determination to bring about real change. The James Bay Cree Nation welcomes the President as a world leader. He is a symbol of renewed hope and justice for all", said Matthew Mukash. Full text is found below. http://www.newswire.ca/en/releases/archive/January2009/21/c9720.html -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090122/752478f6/attachment.htm> From hsouter at GMAIL.COM Thu Jan 22 13:04:18 2009 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 22 Jan 2009 07:04:18 -0600 Subject: Nashville to go English Only?! Message-ID: <THU.22.JAN.2009.070418.0600.ILAT@LISTSERV.ARIZONA.EDU> Nashville may make English government language By JUANITA COUSINS ? 14 hours ago NASHVILLE, Tenn. (AP) ? Nashville could become the largest U.S. city to make English the mandatory language for all government business under a measure being put before voters Thursday, but critics say it might invite lawsuits and even cost the city millions in federal funding. Though similar measures have passed elsewhere, the idea has ignited an intense debate. Proponents say using one language would unite the city, but business leaders, academics and the city's mayor worry it could give the city a bad reputation, because, as Gov. Phil Bredesen put it, "it's mean spirited." The referendum's most vocal supporter, city Councilman Eric Crafton collected enough signatures to get the "English First" charter amendment on the ballot because he fears government won't run smoothly if his hometown mirrors New York City, where services are offered in Spanish, Chinese, Russian, Korean, Italian and French Creole. Full text is found below. http://www.google.com/hostednews/ap/article/ALeqM5iPp28Et8XqAQzg9tYkGhos7M5WOwD95RPQ5G0 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090122/4a8e8b16/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Thu Jan 22 17:43:02 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Thu, 22 Jan 2009 10:43:02 -0700 Subject: Northwest Indian Language Institute 12th Annual Summer Institute (fwd link) Message-ID: <THU.22.JAN.2009.104302.0700.ILAT@LISTSERV.ARIZONA.EDU> SAVE THE DATE June 18-July 3, 2009 Northwest Indian Language Institute 12th Annual Summer Institute ?Language in the Home? at the University of Oregon For questions please contact NILI at HYPERLINK "mailto:nwili at uoregon.edu" nwili at uoregon.edu or 541-346-0730 We will soon be updating the Summer Institute information on the NILI website: HYPERLINK "http://www.uoregon.edu/~nwili/" http://www.uoregon.edu/~nwili/ From anguksuar at YAHOO.COM Thu Jan 22 18:15:31 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Thu, 22 Jan 2009 10:15:31 -0800 Subject: Native language film & vid festival In-Reply-To: <6d8c8c410901220500k468b16cfo57200256e74f5576@mail.gmail.com> Message-ID: <THU.22.JAN.2009.101531.0800.ILAT@LISTSERV.ARIZONA.EDU> there have been all these Native films festivals proliferating across the hemisphere over the past decade or so...what about a Native Language Film & Video Festival? there is an existing corpus of work developed over this same span of time that features Native language as the primary or only vehicle for communicating the storyline, with more on the way: Bambi in Arapaho Windwalker in Cheyenne Atanarjuat (Inuit) Squanto- Algonquin Dances w Wolves- Lakota etc does there exist an inventory/database of feature films or documentaries in our languages? That's a tool for all of our communities and our media allies, as well as funders and journalists. in this mass media society Native (young) people especially need to see all in one place what our stories (or others' stories adapted to our needs) look like in the framework of newer technologies, legible to the cosmos of young people and children, inspiring them to see themselves telling our stories in our languages -and in a mode that likewise demonstrates to the world that our people, cultures and languages are relevant to the Information Age- to increase the likelihood of inspiring new works where not only our intangible assets are treated w dignity, but where our languages become the celebrities. Anguksuar From cashcash at EMAIL.ARIZONA.EDU Sat Jan 24 18:11:32 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 24 Jan 2009 11:11:32 -0700 Subject: Language on life support (fwd link) Message-ID: <SAT.24.JAN.2009.111132.0700.ILAT@LISTSERV.ARIZONA.EDU> Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 Canada The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." Five elderly women and a man stare ahead of them, silently searching for a word they may not have heard since they were children, when nearly everyone on this small reserve could speak the language. Access full article below: http://www.nationalpost.com/news/story.html?id=1213150 From cashcash at EMAIL.ARIZONA.EDU Sat Jan 24 18:16:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sat, 24 Jan 2009 11:16:42 -0700 Subject: Vanishing tongues and success stories from around the world (fwd link) Message-ID: <SAT.24.JAN.2009.111642.0700.ILAT@LISTSERV.ARIZONA.EDU> Vanishing tongues and success stories from around the world Adam McDowell, National Post Published: Friday, January 23, 2009 Canada The task First Nations language activists have undertaken is nothing short of defying a multi-century trend that has seen minority languages wither and disappear in a competition against the languages of empires past and present. English, Spanish, Russian and others can bully minority languages into oblivion through social and economic pressure, assimilationist educational policies, the effect of the mass media and other factors. Of the world's 7,000 languages, linguists believe as many as half are in danger of disappearing during the 21st century, and many of those will go silent before ever being recorded for posterity. Access full article below: http://www.nationalpost.com/news/canada/story.html?id=1211450 From cashcash at EMAIL.ARIZONA.EDU Mon Jan 26 06:33:35 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Sun, 25 Jan 2009 23:33:35 -0700 Subject: UNT researchers work to preserve dying language (fwd link) Message-ID: <SUN.25.JAN.2009.233335.0700.ILAT@LISTSERV.ARIZONA.EDU> UNT researchers work to preserve dying language 11:21 PM CST on Sunday, January 25, 2009 By Candace Carlisle / Staff Writer There are only about 60 to 70 Yahgans ? a tribal group living on the southern tip of Chile and Argentina ? left in the world. Only one fluent speaker of the tribal language remains. And students and researchers at the University of North Texas have succeeded in preserving the language, which was on the brink of demise. ?It is a language that [could] become extinct,? Rozzi said. ?We have for, more or less, 15 years have been working with them to preserve it.? Preserving the language is important, but it?s also about preserving a culture and way of life, he said. Access full article below: http://www.dentonrc.com/sharedcontent/dws/drc/localnews/stories/DRC_preserve_0126.3c2e004.html From cashcash at EMAIL.ARIZONA.EDU Mon Jan 26 19:04:03 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Mon, 26 Jan 2009 12:04:03 -0700 Subject: Weeneebeg Aboriginal Film and Video Festival opens in February (fwd link) Message-ID: <MON.26.JAN.2009.120403.0700.ILAT@LISTSERV.ARIZONA.EDU> Monday, January 26, 2009 Weeneebeg Aboriginal Film and Video Festival opens in February Canada The seventh annual Weeneebeg Aboriginal Film and Video Festival, which runs from Feb. 17-21, celebrates a number of event highlights. The festival, located on the James Bay Coast, is a uniquely, northern experience and features regional, national and international filmmakers. Weeneebeg Aboriginal Film and Video Festival incorporates a number of community engaging activities throughout the week. Access full article below: http://www.timminspress.com/ArticleDisplay.aspx?e=1405144 From phonosemantics at EARTHLINK.NET Mon Jan 26 19:07:47 2009 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Mon, 26 Jan 2009 14:07:47 -0500 Subject: UNT researchers work to preserve dying language (fwd link) Message-ID: <MON.26.JAN.2009.140747.0500.PHONOSEMANTICS@EARTHLINK.NET> "The Yahgan language imitates the language of birds" Great linguistic summary at the linked article. Yahgan is preserved, so I guess I can stop now. It will continue to be spoken, to music no less, by the insects and lichens, for the enrichment of the ecology students and tourists flocking to the area. Hala yella, Jess Tauber phonosemantics at earthlink.net From candaceg at EMAIL.ARIZONA.EDU Mon Jan 26 22:40:16 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Mon, 26 Jan 2009 15:40:16 -0700 Subject: 1st Annual AILDI Benefit Dinner - Save the Date 4/21/09 Message-ID: <MON.26.JAN.2009.154016.0700.ILAT@LISTSERV.ARIZONA.EDU> Please distribute widely! Please visit our website at http://www.u.arizona.edu/~aildi/BenefitDinner/invitation.html for more information about our benefit dinner OR send an e-mail to aildi at email.arizona.edu Mahalo nui loa, Candace <<> <><><> <> >< <>+<> >< <> <><><> <> > Candace K. Galla | Program Coordinator/ PhD Candidate American Indian Language Development Institute University of Arizona College of Education, Room 511 PO Box 210069 Tucson, AZ 85721 O: (520) 621.1068 | F: (520) 621.8174 http://www.u.arizona.edu/~aildi -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090126/e9b06e7d/attachment.htm> From candaceg at EMAIL.ARIZONA.EDU Mon Jan 26 22:54:33 2009 From: candaceg at EMAIL.ARIZONA.EDU (Candace K. Galla) Date: Mon, 26 Jan 2009 15:54:33 -0700 Subject: 1st Annual AILDI Benefit Dinner - Save the Date 4/21/09 In-Reply-To: <9a6736790901261440r41a5aefbxbf651cc2ef827a1e@mail.gmail.com> Message-ID: <MON.26.JAN.2009.155433.0700.ILAT@LISTSERV.ARIZONA.EDU> > > Please distribute widely! > > Please visit our website at > http://www.u.arizona.edu/~aildi/BenefitDinner/invitation.html for more > information about our benefit dinner OR send an e-mail to > aildi at email.arizona.edu > > > Mahalo nui loa, > Candace > > <<> <><><> <> >< <>+<> >< <> <><><> <> > > Candace K. Galla | Program Coordinator/ PhD Candidate > American Indian Language Development Institute > > University of Arizona > College of Education, Room 511 > PO Box 210069 > Tucson, AZ 85721 > > O: (520) 621.1068 | F: (520) 621.8174 > > http://www.u.arizona.edu/~aildi > -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090126/335ee43e/attachment.htm> -------------- next part -------------- A non-text attachment was scrubbed... Name: SAVE_THE_DATE_1UP_PostcardInvite.pdf Type: application/pdf Size: 213378 bytes Desc: not available URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090126/335ee43e/attachment.pdf> From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:09:56 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:09:56 -0700 Subject: Study revitalizes endangered language (fwd link) Message-ID: <TUE.27.JAN.2009.100956.0700.ILAT@LISTSERV.ARIZONA.EDU> Study revitalizes endangered language by Rod Lotter Tuesday, January 27, 2009 There are approximately 5,000 languages spoken in the world today. By the end of the next century that number is estimated to drop to 1,000. Western modern and classical language professor Ed Vajda, has taken 16 trips to the Siberian taiga (forest) of Russia over the past decade, as part of his research and efforts to preserve the Ket language. The Ket language is spoken by only 100 people and may not exist in two decades, but it could be the lost link in the history of human migration, Vajda said. In November, Vajda published a book, ?Subordination and Coordination Strategies in North Asian Languages,? which he edited and contributed a paper to about Ket. The book is number 300 in the Current Issues in Linguistic Theory series. Access full article below: http://westernfrontonline.net/2009012710625/arts-life/study-revitalizes-endangered-language/ From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:14:42 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:14:42 -0700 Subject: Board official calls for more native language instruction (fwd link) Message-ID: <TUE.27.JAN.2009.101442.0700.ILAT@LISTSERV.ARIZONA.EDU> Board official calls for more native language instruction Posted By THE SUN TIMES Posted 4 hours ago Canada There is a need for more native language instruction, the Bluewater District School Board heard last week. "Language is an important part of the native culture, it is not separate from it," said Theresa Root, the Saugeen First Nation representative on the board. In an effort to preserve native language, Root believes "it needs to be taught to children from kindergarten right through". Access full article below: http://www.owensoundsuntimes.com/ArticleDisplay.aspx?e=1405839 From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:17:00 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:17:00 -0700 Subject: 'Only 15 percent of kids speak native languages' (fwd link) Message-ID: <TUE.27.JAN.2009.101700.0700.ILAT@LISTSERV.ARIZONA.EDU> Wednesday, January 28, 2009 'Only 15 percent of kids speak native languages' By Moneth Deposa Northern Mariana Islands Alarmed by the ?changes? that are about to happen as a result of federalization, the Chamorro Carolinian Language Policy Commission yesterday expressed concern over the additional impact it may bring to the CNMI indigenous languages, Chamorro and Carolinian. Access full article below: http://www.saipantribune.com/newsstory.aspx?newsID=87275&cat=1 From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 17:19:15 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 10:19:15 -0700 Subject: Teaching how to teach (fwd link) Message-ID: <TUE.27.JAN.2009.101915.0700.ILAT@LISTSERV.ARIZONA.EDU> Teaching how to teach Gabriel Zarate Northern News Services Published Monday, January 26, 2009 IQALUIT - At 62 years old, Okpik Pitseolak is the oldest student in the aboriginal language specialist program. Through an interpreter, Pitseolak said she had enrolled in the program as soon as she found out it existed. She intends to become a substitute teacher of Inuktitut, which are always in short supply. Less than a third Pitseolak's age, Maggie Aqpik came from Kimmirut to join the program. She is paying her own way until she receives her financial assistance from the college. "I think it's important because a lot of young people are losing their language," said Aqpik. "I think it's best to keep it alive and keep them speaking it." Access full article below: http://nnsl.com/northern-news-services/stories/papers/jan26_09lg.html From okimah at MAC.COM Tue Jan 27 17:31:03 2009 From: okimah at MAC.COM (Paul M Rickard) Date: Tue, 27 Jan 2009 12:31:03 -0500 Subject: Language on Life Support - The National Post Jan 24, 2009 In-Reply-To: <20090127100956.0skggw4coogogogw@www.email.arizona.edu> Message-ID: <TUE.27.JAN.2009.123103.0500.ILAT@LISTSERV.ARIZONA.EDU> Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." http://www.nationalpost.com/news/story.html?id=1213150 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090127/ef3aed4b/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 18:16:04 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 11:16:04 -0700 Subject: Native language film & vid festival In-Reply-To: <74073.57337.qm@web43132.mail.sp1.yahoo.com> Message-ID: <TUE.27.JAN.2009.111604.0700.ILAT@LISTSERV.ARIZONA.EDU> Hi Richard, Good question!? I will just quickly type out my general impression and maybe others can add on to this.? I am thinking of at least two trends in the native/indigenous communities.? The first is the commercial filmmakers trend of using language code as a mode of cultural/linguistic diversity.? Great films like Ten Canoes and Fast Runner are the best examples everybody may be familiar with.? Lesser so but well within this genre frame is Finding Our Talk, a documentary series and other like this.? These type of films all adopt the media practices of the film industry/commercialism.? The second trend is on a smaller scale: local community video production using language as a medium for cultural/language revitalization.? These are community produced and community circulated visual media products.? Rarely do these products garner the attention of the Sundance crowd or the newly developing native/indigenous film circuits because they adopt a media practice of a different kind.? That is they seem to employ film in a design mode to promote learning/acquisition.? The most successful can reach wide audiences such as the widely popular program Cree for Kids (see the web site), an award winning Sesame Street-style program out of Canada. ? Some communities are now beginning to use YouTube (I have been trying to track this usage with my own YouTube site posted previously) as a way of distributing content.? So there is a tension of sorts over the delivery of content, though communities may not see a difference and herein lies the interesting creative challenge.? A third a perhaps newly developing practice is the purely ethnographic documentary mode like the films coming out of the Amazon with Video in the Villages project.? Natives filming natives. ? Where do linguists fit in all of this...well they have their own interesting thing going on with the appearance of "The Linguists."? Btw, I get to meet the filmmakers here in the comming week!? whahoo.... later, Phil Cash Cash UofA? Quoting Richard LaFortune : > there have been all these Native films festivals > proliferating across the hemisphere over the past > decade or so...what about a Native Language Film & > Video Festival? there is an existing corpus of work > developed over this same span of time that features > Native language as the primary or only vehicle for > communicating the storyline, with more on the way: > > Bambi in Arapaho > Windwalker in Cheyenne > Atanarjuat (Inuit) > Squanto- Algonquin > Dances w Wolves- Lakota > etc > does there exist an inventory/database of feature > films or documentaries in our languages? That's a > tool for all of our communities and our media allies, > as well as funders and journalists. > > in this mass media society Native (young) people > especially need to see all in one place what our > stories (or others' stories adapted to our needs) look > like in the framework of newer technologies, legible > to the cosmos of young people and children, inspiring > them to see themselves telling our stories in our > languages -and in a mode that likewise demonstrates to > the world that our people, cultures and languages are > relevant to the Information Age- to increase the > likelihood of inspiring new works where not only our > intangible assets are treated w dignity, but where our > languages become the celebrities. > Anguksuar -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090127/52953f69/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Tue Jan 27 18:32:01 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Tue, 27 Jan 2009 11:32:01 -0700 Subject: The First Peoples' Heritage Language and Culture Council (fwd link) Message-ID: <TUE.27.JAN.2009.113201.0700.ILAT@LISTSERV.ARIZONA.EDU> fyi, Keep your eye on this newly established page within YouTube! The First Peoples' Heritage Language and Culture Council http://www.youtube.com/user/firstpeoplescouncil From mikinakn at SHAW.CA Tue Jan 27 19:52:42 2009 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 27 Jan 2009 14:52:42 -0500 Subject: The First Peoples' Heritage Language and Culture Council (fwd link) In-Reply-To: <20090127113201.scg88co4ok408gkk@www.email.arizona.edu> Message-ID: <TUE.27.JAN.2009.145242.0500.ILAT@LISTSERV.ARIZONA.EDU> Thanks Phil...got it...passing it along too...viva anishnabehmowin...that's not right is it :) ------- wahjeh rolland nadjiwon ----- Original Message ----- From: phil cash cash To: ILAT at LISTSERV.ARIZONA.EDU Sent: Tuesday, January 27, 2009 1:32 PM Subject: [ILAT] The First Peoples' Heritage Language and Culture Council (fwd link) fyi, Keep your eye on this newly established page within YouTube! The First Peoples' Heritage Language and Culture Council http://www.youtube.com/user/firstpeoplescouncil -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090127/87ddbc3e/attachment.htm> From anguksuar at YAHOO.COM Wed Jan 28 00:05:51 2009 From: anguksuar at YAHOO.COM (Richard LaFortune) Date: Tue, 27 Jan 2009 16:05:51 -0800 Subject: film/vid authenticity/historicity In-Reply-To: <20090127111604.u1ws0c4w0o84oowc@www.email.arizona.edu> Message-ID: <TUE.27.JAN.2009.160551.0800.ILAT@LISTSERV.ARIZONA.EDU> I think the other thing is that increasingly, as we see special FEX aesthetically filling in some of the gaps of reality and heightening the accuracy of content (the director hopes), filmmakers are also using language as a benchmark for authenticity. The notable exception being of course Tom Cruise speaking flawless American English in his newest WWII movie. Just kidding. First Language script delivery gives fictional (or historical documentaries for example) a center of gravity and believability that Hollywood and other film centers seek in an increasingly competitive market. 'Historicity' (as they used to say in music theory class) is becoming important to babyboom media consumers, who presumably have matured one or two levels above spaghetti westerns since their childhood :) -Anguksuar --- phil cash cash <cashcash at EMAIL.ARIZONA.EDU> wrote: > Hi Richard, Good question!??? I will just quickly type > out my general > impression > and maybe others can add on to this.??? I am thinking > of at least two trends in > the native/indigenous communities.??? > The first is the commercial filmmakers trend of > using language code as a mode > of cultural/linguistic diversity. From bischoff.st at GMAIL.COM Wed Jan 28 14:11:58 2009 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 28 Jan 2009 10:11:58 -0400 Subject: language & culture Message-ID: <WED.28.JAN.2009.101158.0400.ILAT@LISTSERV.ARIZONA.EDU> Article of potential interest... Language Driven By Culture, Not Biology, Study ShowsLanguage in humans has evolved culturally rather than genetically, according to a study by UCL (University College London) and US researchers. By modelling the ways in which genes for language might have evolved alongside language itself, the study showed that genetic adaptation to language would be highly unlikely, as cultural conventions change much more rapidly than genes. Thus, the biological machinery upon which human language is built appears to predate the emergence of language. http://www.sciencedaily.com/releases/2009/01/090119210614.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090128/6c6b4abf/attachment.htm> From okimah at MAC.COM Wed Jan 28 14:26:25 2009 From: okimah at MAC.COM (Paul M Rickard) Date: Wed, 28 Jan 2009 09:26:25 -0500 Subject: Language on Life Support - The National Post Jan 24, 2009 Message-ID: <WED.28.JAN.2009.092625.0500.ILAT@LISTSERV.ARIZONA.EDU> Language on life support Dozens of First Nations tongues just a generation from extinction Adam McDowell, National Post Published: Saturday, January 24, 2009 The clock on the kitchen wall at the Moraviantown Reserve seniors' centre loudly clicks away the seconds as Velma Noah waits to see if any of the few remaining speakers of a vanishing language can remember the word for "beet." http://www.nationalpost.com/news/story.html?id=1213150 -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090128/39c7fead/attachment.htm> From cashcash at EMAIL.ARIZONA.EDU Wed Jan 28 17:45:07 2009 From: cashcash at EMAIL.ARIZONA.EDU (phil cash cash) Date: Wed, 28 Jan 2009 10:45:07 -0700 Subject: Gaining ground through language (fwd link) Message-ID: <WED.28.JAN.2009.104507.0700.ILAT@LISTSERV.ARIZONA.EDU> Gaining ground through language Wednesday, January 28, 2009 - 9:10am Canada Isadore Toulouse remembers being punished when he spoke in his native tongue while attending residential school in Ontario. Now, decades later, the scholar and indigenous language teacher is sharing his love of Anishinaabemowin with students from Suttons Bay School. Access full article below: http://leelanaunews.com/drupal/?q=node/4256 From nostler at CHIBCHA.DEMON.CO.UK Thu Jan 29 15:26:40 2009 From: nostler at CHIBCHA.DEMON.CO.UK (Nicholas Ostler) Date: Thu, 29 Jan 2009 15:26:40 +0000 Subject: CFP: XIIIth FEL Conference: Khorog, Tajikistan 24-26 Sept. 2009 - EL and History Message-ID: <THU.29.JAN.2009.152640.0000.NOSTLER@CHIBCHA.DEMON.CO.UK> Foundation for Endangered Languages in association with the Academy of Sciences of Tajikistan and The Institute of Humanities, Khorog Conference: Endangered Languages and History Place: Institute of Humanities, Academy of Sciences of Tajikistan, Khorog Tajikistan Dates: 24-26, September, 2009 Call for Abstracts: FEL XIII Endangered languages are often the remnants of old nations and civilizations. Many of these languages have been widely used in vast territories for centuries before giving way to more powerful and influential languages over a period of time for various social, economic, literary, political, and natural reasons. It is often precisely in the endangered languages of minorities and indigenous peoples that scholars seek answers to the historical developments of nations, their values and ethics, agricultural activities, habitat, way of life, migration patterns, arts and crafts, religious traditions, archaeological findings, etc. Endangered languages can serve to legitimise the sovereignty of the dominant nations, or to reaffirm their identity and authority over the territory, often at the expense of other languages. In the process, the endangered languages themselves may be strengthened or weakened as the past of the nation becomes a bone of contention. History also has value in the life of a community and can foster and promote a sense of identity among its members, thus perhaps playing a crucial role in the preservation or revitalisation of the endangered languages. The conference will discuss the complex interaction of Endangered Languages and History and how the study of history can encourage the preservation and promote the revitalisation of endangered languages. The following are some of the aspects of this interface which could be discussed at the conference, certainly not an exclusive list: - The role of endangered languages in the writing of history. Endangered languages as a medium for history writing, a source of historical data, and a basis for the buttressing of the historiography of a nation, region, empire, etc. - Methods and tools used to relate history to endangered languages, including the effects of imperialism and nationalism on their perceived status. The impact of conquest, political annexation, economic ascendency or cultural dominance on languages and their resulting endangerment; conversely, the contributions of endangered languages to the evolution of the language of empire. - Use of endangered languages in the study of literary sources and archaeological findings. Oral history, myth and oral literature as instruments of decipherment of sources. - The use of endangered languages in strengthening historic community identities, at any level from family to nation. Endangered languages as a symbol of homogeneity, an instrument of unity and a vehicle of identity. - What history tells us about the causes and trends of language attrition, including the role of language contact as a result of trade, war, conquest and missionary religion. - How historical studies can contribute to the revitalisation of endangered languages. - A historical perspective on the developing study of language endangerment and endangered languages. Historiography and epistemology of language endangerment. The languages of the conference: English, Russian and Tajik. Abstract and papers will be accepted in any of these languages. Abstract Submission An abstract of no more than 500 words should be submitted before 1st of March, 2009. After this deadline, abstracts will not be accepted. It is possible to submit an abstract in English for a Russian or Tajik papaer. In addition to the abstract, on a separate page, please include the following information: NAME : Names of the author(s) TITLE: Title of the paper INSTITUTION: Institutional affiliation, if any E-MAIL: E-mail address of the first author, if any ADDRESS: Postal address of the first author TEL: Telephone number of the first author, if any FAX: Fax number of the first author, if any For submission of abstracts three methods are possible, as below. 1. EasyChair (English abstracts only): Authors will have to take the following steps: - go to http://www.easychair.org/conferences/?conf=felxiii2009 - if you already have an EasyChair account you can just enter your user name and password and log in. - if you don't have an account click on the link 'then click here' and follow the instructions and then log in. - click on 'new submission' and follow the instructions. You will be taking the "Abstract Only" option, which requires Latin-1 characters. Consequently, submission in Russian or Tajik is not possible via EasyChair. We shall publish more guidelines for the submission process on http://www.ogmios.org 2. E-Mail: In case you are not able to submit your abstract via EasyChair, please send it (with details) via e-mail to hakimelnazar at yahoo.com and nostler at chibcha.demon.co.uk with the subject of the e-mail stating: "FEL Abstract: <last name of the author(s)>: <title of paper>". If the abstract is in Russian or Tajik it should also be copied to yshp at mail.ru. 3. Post: Finally, in case you are not able to submit your abstract via EasyChair or e-mail, please send your abstract and details on papaer to the following address (to arrive by 1 March, 2009): FEL XIII Conference Administration Foundation for Endangered Languages 172 Bailbrook Lane Bath BA1 7AA United Kingdom The name of the first author will be used in all correspondence. Writers will be informed once their abstracts have been accepted and they will be required to submit their full papers for publication in the proceedings before June 15, 2009 together with their registration fee (amount still to be determined). Each presentation at the Conference will last twenty minutes, with a further ten minutes for discussion and questions and answers. Keynote lectures (by invitation only) will last forty-five minutes each. Important Dates ? Abstract arrival deadline : March 1, 2009 ? Notification of acceptance of paper: March 30, 2007 ? In case of acceptance, the full paper is due by June 15, 2009. (Further details on the format of text will be specified to the authors) ? Conference dates: September 24-26, 2009 A day's excursion is planned for September 27, and transit to or from the conference site (via Dushanbe in Tajikistan) will take two days from most parts of the world. Transit within Takijistan will be provided. The Institute of Humanities in Khorog is an affiliate of the Academy of Sciences of Tajikistan. The institute is engaged in the study of culture, history, languages, folklore and literary tradition of the people of Badakhshan region of Tajikistan. The institute holds an extensive archive of oral traditions of the Pamir and adjacent areas. Khorog is capital of the Gorno-Badakhshan Autonomous Region of Tajikistan. The Foundation for Endangered Languages is a non-profit membership organization, registered as Charity 1070616 in England and Wales, founded in 1996. Its objective is to support, enable and assist documentation, protection and promotion of endangered languages all over the world. The Foundation awards small grants for projects. It also publishes a newsletter, OGMIOS: Newsletter of Foundation for Endangered Languages. FEL has hosted an annual conference since 1996, most recently in Barcelona, Spain (2004), Stellenbosch, South Africa (2005), Mysore, India (2006), Kuala Lumpur, Malaysia, (2007) and Ljouwert/Leeuwarden, Netherlands (2008). The FEL conferences bring together experts, scholars and enthusiasts from all over the world to discuss issues pertinent to the endangerment of languages. The Proceedings of FEL conferences are available as published volumes. For further information visit: www.ogmios.org From rsiquieros at TOCC.CC.AZ.US Fri Jan 30 18:40:28 2009 From: rsiquieros at TOCC.CC.AZ.US (Regina Siquieros) Date: Fri, 30 Jan 2009 11:40:28 -0700 Subject: FW: Memorial Service for Danny Lopez Flyer Message-ID: <FRI.30.JAN.2009.114028.0700.> Regina L. Siquieros Tohono O'odham Studies Instructor Tohono O'odham Community College PO Box 3129 Sells, AZ 85634 Phone: (520) 383 - 0076 Fax: (520) 383 - 8403 www.tocc.cc.az.us _____ From: Francina Francisco-Garcia [mailto:ffrancisco-garcia at tocc.cc.az.us] Sent: Friday, January 30, 2009 11:04 AM Subject: Memorial Service for Danny Lopez Flyer S-ke:g Si'alig We:s E-m Wei!! Attached is the memorial flyer for Danny Lopez. Please help us in passing the word out to everyone by forwarding to all of your email contacts. Please feel free to contact the President's Office at (520) 383-0015 if you have any questions. Thank you! Francina Francisco-Garcia, Assistant to the President Tohono O'odham Community College President's Office P.O. Box 3129 Sells, AZ 85634 Phone: (520) 383-0015 Fax: (520) 383-0029 E-mail: <mailto:ffrancisco-garcia at tocc.cc.az.us> ffrancisco-garcia at tocc.cc.az.us Website: <http://www.tocc.cc.az.us> www.tocc.cc.az.us -------------- next part -------------- An HTML attachment was scrubbed... URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090130/77fd6d0f/attachment.htm> -------------- next part -------------- A non-text attachment was scrubbed... Name: Danny's Memorial Poster - Final Version.pdf Type: application/pdf Size: 4347602 bytes Desc: not available URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20090130/77fd6d0f/attachment.pdf>