From Melvin.Peltier at SAULTCOLLEGE.CA Wed Dec 1 15:17:13 2010 From: Melvin.Peltier at SAULTCOLLEGE.CA (Melvin Peltier) Date: Wed, 1 Dec 2010 10:17:13 -0500 Subject: Anishinaabewin Niizh: Annual Ojibwe Cultural Foundation Conference Message-ID: FYI...... From: Alan Corbiere [mailto:alanc at ojibweculture.ca] Sent: Thursday, November 25, 2010 5:03 PM To: info at ojibweculture.ca Subject: Anishinaabewin Niizh: Annual Ojibwe Cultural Foundation Conference Aanii; The Ojibwe Cultural Foundation, with the support of the United Chiefs and Councils of Mnidoo Mnising and Indian and Northern Affairs Canada, is proud to present "Anishinaabewin Niizh: Culture Movements, Critical Moments" an multidisciplinary culture conference concerning issues of Anishinaabe arts, language, history, scholarship, spirituality and culture. Attached is a poster with a draft agenda with the confirmed speakers. Three additional sessions are currently being filled. Registration forms will be available soon. Venue is currently being negotiated. Miigwech, al -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Anishinaabewin2011_poster (as of nov24).pdf Type: application/pdf Size: 584071 bytes Desc: Anishinaabewin2011_poster (as of nov24).pdf URL: From cashcash at EMAIL.ARIZONA.EDU Thu Dec 2 01:12:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 1 Dec 2010 18:12:56 -0700 Subject: Resurrecting Indigenous language (fwd link) Message-ID: Resurrecting Indigenous language JONATHAN HILL DECEMBER 01, 2010 AUS >From the outside it looks like any other demountable. The rigid design reeks of conformity. It sits amongst a cluster of portable classrooms in a hidden pocket of the high school, nestled beside the vibrant bush land. This room however is different from the others. Within this austere structure a miracle is being made: a deceased language is being brought back to life. Inside, the walls are adorned with photos of kangaroos, turtles, whales, wombats and a whole array of other native wildlife, each image accompanied by the corresponding vocabulary. The black board is half covered with a simple conversation that entails greetings and introductory statements. The middle of the floor is decorated with a Stepping Stone Serpent that represents the phonetic sounds of this ancient alphabet. Family posters hang from the ceiling — an assignment from term one. Each poster contains photos linked with arrows that explain the relationship between family members. Each connection is labeled in this language of the land. Dhurga is a dead language. At my school however Dhurga is taught to every student (Indigenous and non-Indigenous) as a LOTE (Languages other than English) subject that is also part of a language revitalisation program. I teach this subject in conjunction with a local aboriginal man. The teaching material has been assembled with the help of a linguist based in Canberra. When students attain their School Certificate it will show they have undergone one hundred hours of Dhurga instruction. Access full article below: http://www.eurekastreet.com.au/article.aspx?aeid=23828 From rzs at WILDBLUE.NET Thu Dec 2 01:25:23 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 1 Dec 2010 19:25:23 -0600 Subject: Resurrecting Indigenous language (fwd link) In-Reply-To: Message-ID: thanks Phil, great article! Richard Zane Smith Wyandotte Oklahoma On Wed, Dec 1, 2010 at 7:12 PM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > Resurrecting Indigenous language > > JONATHAN HILL DECEMBER 01, 2010 > AUS > > From the outside it looks like any other demountable. The rigid design > reeks of conformity. It sits amongst a cluster of portable classrooms > in a hidden pocket of the high school, nestled beside the vibrant bush > land. This room however is different from the others. Within this > austere structure a miracle is being made: a deceased language is > being brought back to life. > > Inside, the walls are adorned with photos of kangaroos, turtles, > whales, wombats and a whole array of other native wildlife, each image > accompanied by the corresponding vocabulary. The black board is half > covered with a simple conversation that entails greetings and > introductory statements. The middle of the floor is decorated with a > Stepping Stone Serpent that represents the phonetic sounds of this > ancient alphabet. Family posters hang from the ceiling — an assignment > from term one. Each poster contains photos linked with arrows that > explain the relationship between family members. Each connection is > labeled in this language of the land. > > Dhurga is a dead language. At my school however Dhurga is taught to > every student (Indigenous and non-Indigenous) as a LOTE (Languages > other than English) subject that is also part of a language > revitalisation program. I teach this subject in conjunction with a > local aboriginal man. The teaching material has been assembled with > the help of a linguist based in Canberra. When students attain their > School Certificate it will show they have undergone one hundred hours > of Dhurga instruction. > > Access full article below: > http://www.eurekastreet.com.au/article.aspx?aeid=23828 > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 20:33:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 13:33:46 -0700 Subject: A Name for Home: King Island (fwd link) Message-ID: A Name for Home: King Island By Lee Sherman Posted on December 1st, 2010 USA The official launch of the King Island Place Name website Monday afternoon in the Memorial Union was the culmination of a decade of research led by OSU anthropologist Deanna Kingston, whose ancestors were among the walrus hunters who once populated the now-deserted Alaskan island. Access full article below: http://oregonstate.edu/terra/2010/12/a-name-for-home-king-island/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 21:57:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 14:57:57 -0700 Subject: Ark. prof works to save endangered language (fwd link) Message-ID: Ark. prof works to save endangered language Written by ASSOCIATED PRESS Friday, 03 December 2010 11:26 USA CONWAY, Ark. (AP) _ A linguistics professor at the University of Central Arkansas is working to help save the endangered language of an American Indian tribe. Professor Tim Thornes has spent 16 years trying to help save the Northern Paiute, (peye-OOT') a language spoken by members of the Burns Paiute tribe. About 4,000 members of the tribe live mostly in northern Nevada and eastern Oregon. Access full article below: http://www.nativetimes.com/index.php?option=com_content&view=article&id=4670:ark-prof-works-to-save-endangered-language&catid=49&Itemid=25 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 22:00:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 15:00:51 -0700 Subject: Aboriginals under 25 in losing native tongue (fwd link) Message-ID: Aboriginals under 25 in losing native tongue The Canadian Press: Friday, December 3, 2010 12:34 PM SASKATOON - The president of the Saskatchewan Indian Cultural Centre says young aboriginal people are losing their native languages. Dorothy Myo spoke at the First Nations Languages Keepers conference in Saskatoon about evaluating young people and languages on two reserves - Beardy's-Okemasis and Fishing Lake. Access full article below: http://www.globalsaskatoon.com/Aboriginals+under+losing+native+tongue/3924740/story.html From cashcash at EMAIL.ARIZONA.EDU Mon Dec 6 03:12:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 5 Dec 2010 20:12:56 -0700 Subject: Human language in eco-region concept (fwd link) Message-ID: Human language in eco-region concept Modern human is believed to be originated about 160,000 years ago. The simplification of human linguistic diversity is represented by the term, “monoculture of the mind”. Out of 7,000 languages, 80-85 percent is spoken by indigenous peoples. Read more: http://www.digitaljournal.com/article/301048#ixzz17IVkk1HM From nflrc at HAWAII.EDU Tue Dec 7 05:27:25 2010 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Mon, 6 Dec 2010 19:27:25 -1000 Subject: Reminder: 2nd ICLDC Conference pre-registration deadline January 15 Message-ID: Apologies for any cross-postings . . . 2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward. Honolulu, Hawai'i, February 11-13, 2011 http://nflrc.hawaii.edu/ICLDC/2011 The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai'i Imin International Conference Center on the University of Hawai'i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb 9-10 - see details below). An optional Hilo Field Study (on the Big Island of Hawai'i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15). The 1st ICLDC, with its theme "Supporting Small Languages Together," underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is "Strategies for Moving Forward." We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us. PLENARY TALKS * Strategies for moving ahead: Linguistic and community goals Keren D. Rice, University of Toronto * Language management and minority language maintenance in Indonesia: Strategic issues Wayan Arka, Australian National University/Udayana University * A journey of beginnings: The Hawaiian language revitalization efforts, 1970's forward Larry Kimura, University of Hawai‘i at Hilo INVITED COLLOQUIA * Colloquium on Dictionaries and Endangered Languages: Technology, Revitalization, and Collaboration (Organizer: Sarah Ogilvie) * The Use of Film in Language Documentation (Organizers: Rozenn Milin and Melissa Bisagni) * Grammaticography (Organizer: Sebastian Nordhoff) PRE-REGISTRATION (DEADLINE - JANUARY 15, 2011) Register early to enjoy discounted conference rates! Deadline - January 15, 2011. http://nflrc.hawaii.edu/ICLDC/2011/registration.html ************************************************************************* 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 llynnh at EMAIL.ARIZONA.EDU Tue Dec 7 22:06:12 2010 From: llynnh at EMAIL.ARIZONA.EDU (LaToya Hinton) Date: Tue, 7 Dec 2010 15:06:12 -0700 Subject: The American Indian Development Institute Presents: Technology and Hands-on Approaches to Indigenous Language Documentation Message-ID: Hi Everyone, I would cordially like to invite anyone who would like to attend a new technology conference in February @ the University of Arizona called, *The American Indian Development Institute Presents: Technology and Hands-on Approaches to Indigenous Language Documentation*. It is a two day event that will include interesting presentations and workshops on indigenous language documentation and teaching using new technologies such as Repositories, Online Dictionaries, Online Videos, and Ipod / Iphone applications. I have attached the preliminary flyer as an announcement however, a second flyer will explain all of the details of time,location, special events, registration, and parking. I hope this is an interesting topic for everyone! Let me know what you think? LaToya Hinton NAMA student Department of Linguistics University of Arizona llynnh at email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: technology conference flyer version 7 20101207-1126.pdf Type: application/pdf Size: 427735 bytes Desc: not available URL: From resa.bizzaro at IUP.EDU Tue Dec 7 22:37:27 2010 From: resa.bizzaro at IUP.EDU (Resa C Bizzaro) Date: Tue, 7 Dec 2010 17:37:27 -0500 Subject: CCCC Tribal College Fellowship In-Reply-To: Message-ID: Hi, everyone. While I know this information is not exactly directed toward linguistics, I want to let you know that we are still looking for applicants from Tribal College instructors who want to attend the coming year's Conference on College Composition and Communication. The deadline has been extended to December 17, 2010. Please encourage others to apply and/or share this information with anyone who you think will be interested. The link that gives the necessary information is below. http://www.ncte.org/cccc/awards/tribalcollegefellow Thanks. Resa Resa Crane Bizzaro, Chair 2011 CCCC Tribal College Fellowship From neskiem at GMAIL.COM Wed Dec 8 01:19:59 2010 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Tue, 7 Dec 2010 17:19:59 -0800 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: <1522694256.107908677.1291744003696.JavaMail.app@ech3-cdn43.prod> Message-ID: I haven't looked at this yet, but thought I'd share it with everyone. ---------- Forwarded message ---------- From: Indigenous Mapping Network Group Members Date: Tue, Dec 7, 2010 at 9:46 AM Subject: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn To: Neskie Manuel Linkedin GroupsDecember 7, 2010 Indigenous Mapping Network *Latest:* Discussions (1) Discussions (1) *New Interactive Map of the World's Endangered Languages* Comment or flag » Like » Started by Peter Jones, Anthropologist, Publisher, and Writer This was just released. By Peter Jones, Anthropologist, Publisher, and Writer Don't want to receive email notifications? Adjust your message settings. Stop inappropriate content the moment it is posted. Send me an email for each new discussion » LinkedIn values your privacy. At no time has LinkedIn made your email address available to any other LinkedIn user without your permission. © 2010, LinkedIn Corporation. -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Wed Dec 8 02:48:46 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Tue, 7 Dec 2010 21:48:46 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: As usual, they muffed up the Jaqi languages. And not because I haven¹t sent it to them. MJ On 12/7/10 8:19 PM, "Neskie Manuel" wrote: > I haven't looked at this yet, but thought I'd share it with everyone. > > ---------- Forwarded message ---------- > From: Indigenous Mapping Network Group Members > Date: Tue, Dec 7, 2010 at 9:46 AM > Subject: From Peter Jones and other Indigenous Mapping Network group members > on LinkedIn > To: Neskie Manuel > > > > > Linkedin GroupsDecember 7, 2010 > Indigenous Mapping Network > Latest: Discussions (1) > on0JumNFomgJt7dBpSBA/> > > Discussions (1) > > New Interactive Map of the World's Endangered Languages > ttle-d7hOon0JumNFomgJt7dBpSBA/> Comment or flag » > cmnt-d7hOon0JumNFomgJt7dBpSBA/> Like » > grp_email_like_post-d7hOon0JumNFomgJt7dBpSBA/> > > Started by Peter Jones, Anthropologist, Publisher, and Writer > This was just released. > By Peter Jones, Anthropologist, Publisher, and Writer >   > Don't want to receive email notifications? Adjust your message settings. > Oon0JumNFomgJt7dBpSBA/> > > Stop inappropriate content the moment it is posted. Send me an email for each > new discussion » > ibe_new_posts/> > > LinkedIn values your privacy. At no time has LinkedIn made your email address > available to any other LinkedIn user without your permission. © 2010, LinkedIn > Corporation. > >   > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Dec 8 07:48:09 2010 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 8 Dec 2010 02:48:09 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: ...well...at the least, you're not surprised...:-( I tried logging in to it but I have been on this list so long, I can't remember my 'logins' ------- wahjeh rolland nadjiwon On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven't sent it to them. > MJ -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Dec 8 14:21:30 2010 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 8 Dec 2010 09:21:30 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: <4CFF3839.9060004@shaw.ca> Message-ID: I wish it was available without a LinkedIn login; I don't really want another set of social network sites gathering data about me. Any chance it could be made more freely available? Claire ...well...at the least, you're not surprised... :-( I tried logging in to it but I have been on this list so long, I can't remember my 'logins' ------- wahjeh rolland nadjiwon On 12/7/2010 9:48 PM, MJ Hardman wrote: As usual, they muffed up the Jaqi languages. And not because I haven’t sent it to them. MJ From mona at ALLIESMEDIAART.COM Wed Dec 8 14:42:05 2010 From: mona at ALLIESMEDIAART.COM (Mona Smith) Date: Wed, 8 Dec 2010 08:42:05 -0600 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: http://www.unesco.org/culture/languages-atlas/ On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven’t sent it to them. > MJ _______________________ AlliesLLC Mona M. Smith media artist/producer/director Allies: media/art 4720 32nd Avenue South Minneapolis, MN 55406 612.234.1636 (234-1NDN) reliable and speedy messages Martin Case research/writer/editor Director of the Indian Treaty Signers Project Allies: Research and Writing 4720 32nd Avenue South Minneapolis, MN 55406 indiantreatysigners at gmail.com http://www.alliesmediaart.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Dec 8 14:48:12 2010 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 8 Dec 2010 09:48:12 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: Thanks Mona, I didn't realise it was just the Unesco site (where the Australian language information has all sorts of unpredictable offset errors, and so many languages missing!). Claire On Wed, Dec 8, 2010 at 9:42 AM, Mona Smith wrote: > http://www.unesco.org/culture/languages-atlas/ > > On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages.  And not because I > haven’t sent it to them. > MJ > > _______________________ > AlliesLLC > Mona M. Smith > media artist/producer/director > Allies: media/art > 4720 32nd Avenue South > Minneapolis, MN 55406 > 612.234.1636 (234-1NDN) > reliable and speedy messages > > Martin Case > research/writer/editor > Director of the Indian Treaty Signers Project > Allies: Research and Writing > 4720 32nd Avenue South > Minneapolis, MN 55406 > indiantreatysigners at gmail.com > http://www.alliesmediaart.com > > > > > > > > > > > > > > > > > -- ----- Claire Bowern Associate Professor Department of Linguistics Yale University 370 Temple St New Haven, CT 06511 North American Dialects survey: http://pantheon.yale.edu/~clb3/NorthAmericanDialects/ From Jon.Reyhner at NAU.EDU Wed Dec 8 16:22:26 2010 From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner) Date: Wed, 8 Dec 2010 16:22:26 +0000 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: Yes: And under their resource list they list the Teaching Indigenous Languages web site ( http://nau.edu/TIL ) as a University of Arizona site rather than a Northern Arizona University site. 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 Claire Bowern [clairebowern at GMAIL.COM] Sent: Wednesday, December 08, 2010 7:48 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn Thanks Mona, I didn't realise it was just the Unesco site (where the Australian language information has all sorts of unpredictable offset errors, and so many languages missing!). Claire On Wed, Dec 8, 2010 at 9:42 AM, Mona Smith wrote: > http://www.unesco.org/culture/languages-atlas/ > > On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven’t sent it to them. > MJ > > _______________________ > AlliesLLC > Mona M. Smith > media artist/producer/director > Allies: media/art > 4720 32nd Avenue South > Minneapolis, MN 55406 > 612.234.1636 (234-1NDN) > reliable and speedy messages > > Martin Case > research/writer/editor > Director of the Indian Treaty Signers Project > Allies: Research and Writing > 4720 32nd Avenue South > Minneapolis, MN 55406 > indiantreatysigners at gmail.com > http://www.alliesmediaart.com > > > > > > > > > > > > > > > > > -- ----- Claire Bowern Associate Professor Department of Linguistics Yale University 370 Temple St New Haven, CT 06511 North American Dialects survey: http://pantheon.yale.edu/~clb3/NorthAmericanDialects/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 8 18:35:59 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 8 Dec 2010 11:35:59 -0700 Subject: Cornish language no longer extinct, says UN (fwd link) Message-ID: 7 December 2010 Cornish language no longer extinct, says UN The Cornish language, which had been branded extinct by linguistic experts, has been reclassified as "critically endangered" instead. Access full article below: http://www.bbc.co.uk/news/uk-england-cornwall-11935464 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 8 20:04:24 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 8 Dec 2010 13:04:24 -0700 Subject: Tribal music documentary premieres Saturday (fwd link) Message-ID: Tribal music documentary premieres Saturday December 08, 2010 11:36 AM BY NANCY GILKEY - SPECIAL TO YUMA SUN USA Quechan filmmaker Daniel Golding is using modern technology to preserve some very old music. Golding's documentary “Songs of the Colorado,” which premieres Saturday, spotlights the traditional songs of American and Mexican tribes of the Southwest who speak the Yuman language. For two years, Golding traveled to interview and film lead singers of various tribes. And for the first time, lead singers from those tribes gathered to discuss common issues such as loss of language and the effects the loss had on learning the songs. Access full article below: http://www.yumasun.com/articles/golding-66002-language-songs.html From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 18:15:34 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 11:15:34 -0700 Subject: Indigenous languages introduced to Qld school syllabus (fwd link) Message-ID: Indigenous languages introduced to Qld school syllabus By Ynja Bjornsson Posted Thu Dec 9, 2010 4:47pm AEDT AUS Queensland will become the last state in Australia to introduce Aboriginal languages to the teaching syllabus next year. Access full article below: http://www.abc.net.au/news/stories/2010/12/09/3089406.htm From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 18:19:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 11:19:32 -0700 Subject: British languages 'dying': an expert writes (fwd link) Message-ID: British languages 'dying': an expert writes Thursday 09 December 2010 UK There are comprehensive records for only a tiny proportion of the languages spoken in the world today. While scholars around the globe are attempting to document and preserve the diversity of human linguistic expressions, including here at Cambridge, more than 2,400 of these speech forms are endangered and will likely vanish without trace by the end of this century. A sobering statistic: the Atlas of the World’s Languages in Danger released by UNESCO in early 2009 claims that more than 2,400 of the over 6,500 languages spoken around the globe today are in danger of disappearing. These vanishing voices, more than a third of the world’s total living languages, can be ranked on a sliding scale from vulnerable to extinct. Many will cease to be used as communicative vernaculars in the next generation of speakers. Access full article below: http://www.telegraph.co.uk/culture/culturenews/8190445/Endangered-Languages-and-Cultures-commentary.html From rzs at WILDBLUE.NET Thu Dec 9 20:12:37 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 14:12:37 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: kweh Beth, I don't remember if i responded to your nice note...? so tizhamëh (thanks!) It's a really interesting time in Wyandot tribal history. If we're represented as a spiraling ...we're wound down to the very center, just about couldn't collapse any further(assimilated) if we tried. Presently there is a slight flexing at the center and an "effort" at "bending back" to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but its only a flexing creating an amazing amount of friction and tension on the downward curve. Teachers and administrators for the Wyandotte Preschool have little interest in learning the language. There are a couple teachers who sit and "learn/participate" with the kids...but thats it. No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their own language. Most of the encouragements i receive come from people like yourself . and i so appreciate it, because i know YOU KNOW how important these efforts can be. The TPR techniques are going great and we all get a full body exercise performing all kinds of imperatives and folding them in with the songs. we're gonna start singing these imperatives soon I can just tell. try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without singing it! One teacher just sits emotionless, head staring down scribbling at her desk, like : "this guy has got to be insane" when we're all down on the floor on our backs jabbing one leg in the air! HA! but the Teachers ALL help out when we get the kids organized for performance social dances for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show up! thanks again for all the support and encouragement one day i'll get the TPR book... wonder if the tribal admin. MIGHT even pay for it? naaah, probably not. ske:noh Richard On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: > Hi Richard, > > I'm not sure that I have any advice to offer, but I wanted to wish you well > and commend you on your efforts. I was a Dakota language immersion preschool > teacher within the Minneapolis Public Schools for several years and my > experience was very similar to what you're describing. The classroom teacher > and prep teachers in our Dakota IMMERSION room would come in and use > English, despite our objections and justifications. We too did not have > regular meetings between language speakers and teachers, so communication > was stymied. Furthermore, our knowledge of language acquisition was > considered sub-par, since the majority of our speakers are not licensed > teachers. I still work at the school, but in a different capacity and I've > found allies in the school who DO value our knowledge as speakers and who DO > want our input. It seems like sometimes it's just about finding the right > people to stand behind us. > > Do the teachers have to be in your classroom? We had to have licensed > teachers in the room because we were not licensed, but I'm not sure if > that's the case for you. Also, do the teachers know or are they learning > some of the language? Maybe someone had suggested it already, but doing a > TPR demonstration with the teachers in a language they DON'T know can be > pretty convincing! Or, sometimes it helps for them to see research data that > supports the effectiveness of immersion. That said, there are some who seem > as if they will never understand or don't want to, no matter what evidence > you present them with. I've worked with those people and it's very > challenging on many levels, but what brought me through was the support and > encouragement of other language activists, which is why I wanted to write to > you. The work you're doing -as a volunteer, no less!- seems very admirable > and I'm sure it's making a difference for those kids far beyond what you can > even see now. > > Best wishes to you, > > Beth Brown > > Program Associate, Dakota Language > American Indian Studies > University of Minnesota > > > > > On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: > >> I'm working with preschool kids >> introducing the Wyandot language...which is great..but >> its not ideal.I can only volunteer so much time as its not a funded >> position. >> So far the tribal council hasn't considered our Language as >> essential...(another topic!) >> >> Relationships are good with teachers BUT >> I'm finding I'm having conflict when I'm using ONLY "wandat" >> and teachers keep "helping" -- interpreting into english for the >> students!!! >> >> they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION >> and if something isn't working, its MY problem and i'll try using >> the "new" words in a different context... >> maybe stressing the new words less, and wrapping it with familiar words. >> >> But what can i tell these teachers!?! I don't want to offend them >> by correcting them in class...though , in a couple classes i shook my head >> smiling saying "no interpreting!" but they looked offended. >> I requested a meeting,that isn't happening... >> >> Is there some "easy to comprehend" instruction about this kind of problem? >> ske:noh >> Richard >> >> -- >> * >> >> "It is easier to build strong children than to repair broken men." >> >> - Frederick Douglass >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Dec 9 21:20:13 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 15:20:13 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, I continue to be both encouraged and impressed by your commitment. I was wondering if you happened to know about the Miami language and the work of Darrel Baldwin and others to revitalize it? The language "went silent" in the 1960's and Darryl, a tribal member, taught himself to speak what he calls a "functional form" of the language. Then, he went on to teach his children. They became the first "first language" speakers in decades. It is an amazing story and the kind of which I hope becomes much more common place. I hope you draw strength from it.... http://www.endangered-languages.com/miami.php http://www.youtube.com/watch?v=G4418jOBgpI http://www.myaamiaproject.org/staff.html Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > kweh Beth, > I don't remember if i responded to your nice note...? so tizhamëh > (thanks!) > > It's a really interesting time in Wyandot tribal history. > If we're represented as a spiraling ...we're wound down to the very center, > just about couldn't collapse any further(assimilated) if we tried. > Presently there is a slight flexing at the center and an "effort" at > "bending back" > to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but > its only a flexing > creating an amazing amount of friction and tension on the downward curve. > > Teachers and administrators for the Wyandotte Preschool have little > interest in learning the language. > There are a couple teachers who sit and "learn/participate" with the > kids...but thats it. > No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their > own language. > Most of the encouragements i receive come from people like yourself . > and i so appreciate it, because i know YOU KNOW how important these efforts > can be. > > The TPR techniques are going great and we all get a full body exercise > performing > all kinds of imperatives and folding them in with the songs. > we're gonna start singing these imperatives soon I can just tell. > > try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without > singing it! > > One teacher just sits emotionless, head staring down scribbling at her > desk, > like : "this guy has got to be insane" > when we're all down on the floor on our backs jabbing one leg in the air! > HA! > > but the Teachers ALL help out when we get the kids organized for > performance social dances > for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show > up! > > thanks again for all the support and encouragement > one day i'll get the TPR book... wonder if the tribal admin. MIGHT even pay > for it? > naaah, probably not. > > ske:noh > Richard > > > > > > > > On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: > >> Hi Richard, >> >> I'm not sure that I have any advice to offer, but I wanted to wish you >> well and commend you on your efforts. I was a Dakota language immersion >> preschool teacher within the Minneapolis Public Schools for several years >> and my experience was very similar to what you're describing. The classroom >> teacher and prep teachers in our Dakota IMMERSION room would come in and use >> English, despite our objections and justifications. We too did not have >> regular meetings between language speakers and teachers, so communication >> was stymied. Furthermore, our knowledge of language acquisition was >> considered sub-par, since the majority of our speakers are not licensed >> teachers. I still work at the school, but in a different capacity and I've >> found allies in the school who DO value our knowledge as speakers and who DO >> want our input. It seems like sometimes it's just about finding the right >> people to stand behind us. >> >> Do the teachers have to be in your classroom? We had to have licensed >> teachers in the room because we were not licensed, but I'm not sure if >> that's the case for you. Also, do the teachers know or are they learning >> some of the language? Maybe someone had suggested it already, but doing a >> TPR demonstration with the teachers in a language they DON'T know can be >> pretty convincing! Or, sometimes it helps for them to see research data that >> supports the effectiveness of immersion. That said, there are some who seem >> as if they will never understand or don't want to, no matter what evidence >> you present them with. I've worked with those people and it's very >> challenging on many levels, but what brought me through was the support and >> encouragement of other language activists, which is why I wanted to write to >> you. The work you're doing -as a volunteer, no less!- seems very admirable >> and I'm sure it's making a difference for those kids far beyond what you can >> even see now. >> >> Best wishes to you, >> >> Beth Brown >> >> Program Associate, Dakota Language >> American Indian Studies >> University of Minnesota >> >> >> >> >> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >> >>> I'm working with preschool kids >>> introducing the Wyandot language...which is great..but >>> its not ideal.I can only volunteer so much time as its not a funded >>> position. >>> So far the tribal council hasn't considered our Language as >>> essential...(another topic!) >>> >>> Relationships are good with teachers BUT >>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>> and teachers keep "helping" -- interpreting into english for the >>> students!!! >>> >>> they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION >>> and if something isn't working, its MY problem and i'll try using >>> the "new" words in a different context... >>> maybe stressing the new words less, and wrapping it with familiar words. >>> >>> But what can i tell these teachers!?! I don't want to offend them >>> by correcting them in class...though , in a couple classes i shook my >>> head >>> smiling saying "no interpreting!" but they looked offended. >>> I requested a meeting,that isn't happening... >>> >>> Is there some "easy to comprehend" instruction about this kind of >>> problem? >>> ske:noh >>> Richard >>> >>> -- >>> * >>> >>> "It is easier to build strong children than to repair broken men." >>> >>> - Frederick Douglass >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Dec 9 21:50:12 2010 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Dec 2010 16:50:12 -0500 Subject: suggestions anyone? In-Reply-To: Message-ID: All, I recently had the pleasure of visiting Daryl Baldwin and others at the Myaamia Project -- Here is their page on 'Research and Development" which might be a good source of ideas for some folks.( http://www.myaamiaproject.org/research.htm ) Certainly, the reclamation of the language is a monumental accomplishment by Daryl and his family. The sense of commitment from all involved in the Myaamia project is almost palpable.I think Daryl would agree that making things like this happen is both the product of extreme individual determination but also teamwork. All over the country, there are hard working and very dedicated individuals making a different in their communities and so many of those voices are here on ILAT. It is an inspiration just following the discussions so much of the time. Thanks for the great discussions and wealth of ideas expressed by participants on this list. Best wishes for a peaceful holiday season to all! Susan On Thu, Dec 9, 2010 at 4:20 PM, Heather Souter wrote: > Taanshi, Richard, > > I continue to be both encouraged and impressed by your commitment. I was > wondering if you happened to know about the Miami language and the work of > Darrel Baldwin and others to revitalize it? The language "went silent" in > the 1960's and Darryl, a tribal member, taught himself to speak what he > calls a "functional form" of the language. Then, he went on to teach his > children. They became the first "first language" speakers in decades. > > It is an amazing story and the kind of which I hope becomes much more > common place. I hope you draw strength from it.... > > http://www.endangered-languages.com/miami.php > http://www.youtube.com/watch?v=G4418jOBgpI > http://www.myaamiaproject.org/staff.html > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > >> kweh Beth, >> I don't remember if i responded to your nice note...? so tizhamëh >> (thanks!) >> >> It's a really interesting time in Wyandot tribal history. >> If we're represented as a spiraling ...we're wound down to the very >> center, >> just about couldn't collapse any further(assimilated) if we tried. >> Presently there is a slight flexing at the center and an "effort" at >> "bending back" >> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >> its only a flexing >> creating an amazing amount of friction and tension on the downward curve. >> >> Teachers and administrators for the Wyandotte Preschool have little >> interest in learning the language. >> There are a couple teachers who sit and "learn/participate" with the >> kids...but thats it. >> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >> own language. >> Most of the encouragements i receive come from people like yourself . >> and i so appreciate it, because i know YOU KNOW how important these >> efforts can be. >> >> The TPR techniques are going great and we all get a full body exercise >> performing >> all kinds of imperatives and folding them in with the songs. >> we're gonna start singing these imperatives soon I can just tell. >> >> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >> singing it! >> >> One teacher just sits emotionless, head staring down scribbling at her >> desk, >> like : "this guy has got to be insane" >> when we're all down on the floor on our backs jabbing one leg in the air! >> HA! >> >> but the Teachers ALL help out when we get the kids organized for >> performance social dances >> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show >> up! >> >> thanks again for all the support and encouragement >> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >> pay for it? >> naaah, probably not. >> >> ske:noh >> Richard >> >> >> >> >> >> >> >> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >> >>> Hi Richard, >>> >>> I'm not sure that I have any advice to offer, but I wanted to wish you >>> well and commend you on your efforts. I was a Dakota language immersion >>> preschool teacher within the Minneapolis Public Schools for several years >>> and my experience was very similar to what you're describing. The classroom >>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>> English, despite our objections and justifications. We too did not have >>> regular meetings between language speakers and teachers, so communication >>> was stymied. Furthermore, our knowledge of language acquisition was >>> considered sub-par, since the majority of our speakers are not licensed >>> teachers. I still work at the school, but in a different capacity and I've >>> found allies in the school who DO value our knowledge as speakers and who DO >>> want our input. It seems like sometimes it's just about finding the right >>> people to stand behind us. >>> >>> Do the teachers have to be in your classroom? We had to have licensed >>> teachers in the room because we were not licensed, but I'm not sure if >>> that's the case for you. Also, do the teachers know or are they learning >>> some of the language? Maybe someone had suggested it already, but doing a >>> TPR demonstration with the teachers in a language they DON'T know can be >>> pretty convincing! Or, sometimes it helps for them to see research data that >>> supports the effectiveness of immersion. That said, there are some who seem >>> as if they will never understand or don't want to, no matter what evidence >>> you present them with. I've worked with those people and it's very >>> challenging on many levels, but what brought me through was the support and >>> encouragement of other language activists, which is why I wanted to write to >>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>> and I'm sure it's making a difference for those kids far beyond what you can >>> even see now. >>> >>> Best wishes to you, >>> >>> Beth Brown >>> >>> Program Associate, Dakota Language >>> American Indian Studies >>> University of Minnesota >>> >>> >>> >>> >>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>> >>>> I'm working with preschool kids >>>> introducing the Wyandot language...which is great..but >>>> its not ideal.I can only volunteer so much time as its not a funded >>>> position. >>>> So far the tribal council hasn't considered our Language as >>>> essential...(another topic!) >>>> >>>> Relationships are good with teachers BUT >>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>> and teachers keep "helping" -- interpreting into english for the >>>> students!!! >>>> >>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>> INTERPRETATION >>>> and if something isn't working, its MY problem and i'll try using >>>> the "new" words in a different context... >>>> maybe stressing the new words less, and wrapping it with familiar words. >>>> >>>> But what can i tell these teachers!?! I don't want to offend them >>>> by correcting them in class...though , in a couple classes i shook my >>>> head >>>> smiling saying "no interpreting!" but they looked offended. >>>> I requested a meeting,that isn't happening... >>>> >>>> Is there some "easy to comprehend" instruction about this kind of >>>> problem? >>>> ske:noh >>>> Richard >>>> >>>> -- >>>> * >>>> >>>> "It is easier to build strong children than to repair broken men." >>>> >>>> - Frederick Douglass >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- ********************************************************************************************** *Susan D. Penfield, Ph.D. **(Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov Phone at NSF: 703-292-4535)* 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 Dec 9 23:07:40 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 17:07:40 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: kweh Heather, yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were invited to present our own version of Ohio Native history/culture lessons at a summer conference for teachers. I know Darryl's story and its a pretty good one...wonderful that he and his wife created a "nest" at home where his kids grew up speaking myami. Darryl's story is also a real deep guilt-rouser for me. "If you were really dedicated,see what you could have been doing by now?" But I'm who i am, an unschooled "linguist",and a full time artist and well...my wife isn't THAT interested, (she's non-native) doesn't enjoy linguistics, and so our prep time for classroom is usually... ....short. I'm not complaining... shes my biggest supporter! She sacrificed an established life in Santa Fe NM. to support me here in one of the most impoverished (In many ways) areas of Oklahoma for these past 6 years. Yeah the Myaamia project is a reminder of how far away we are from an active living language culture. and how much more INTENSE sacrifice its going to take to even get close. ske:noh Richard On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: > Taanshi, Richard, > > I continue to be both encouraged and impressed by your commitment. I was > wondering if you happened to know about the Miami language and the work of > Darrel Baldwin and others to revitalize it? The language "went silent" in > the 1960's and Darryl, a tribal member, taught himself to speak what he > calls a "functional form" of the language. Then, he went on to teach his > children. They became the first "first language" speakers in decades. > > It is an amazing story and the kind of which I hope becomes much more > common place. I hope you draw strength from it.... > > http://www.endangered-languages.com/miami.php > http://www.youtube.com/watch?v=G4418jOBgpI > http://www.myaamiaproject.org/staff.html > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > >> kweh Beth, >> I don't remember if i responded to your nice note...? so tizhamëh >> (thanks!) >> >> It's a really interesting time in Wyandot tribal history. >> If we're represented as a spiraling ...we're wound down to the very >> center, >> just about couldn't collapse any further(assimilated) if we tried. >> Presently there is a slight flexing at the center and an "effort" at >> "bending back" >> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >> its only a flexing >> creating an amazing amount of friction and tension on the downward curve. >> >> Teachers and administrators for the Wyandotte Preschool have little >> interest in learning the language. >> There are a couple teachers who sit and "learn/participate" with the >> kids...but thats it. >> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >> own language. >> Most of the encouragements i receive come from people like yourself . >> and i so appreciate it, because i know YOU KNOW how important these >> efforts can be. >> >> The TPR techniques are going great and we all get a full body exercise >> performing >> all kinds of imperatives and folding them in with the songs. >> we're gonna start singing these imperatives soon I can just tell. >> >> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >> singing it! >> >> One teacher just sits emotionless, head staring down scribbling at her >> desk, >> like : "this guy has got to be insane" >> when we're all down on the floor on our backs jabbing one leg in the air! >> HA! >> >> but the Teachers ALL help out when we get the kids organized for >> performance social dances >> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show >> up! >> >> thanks again for all the support and encouragement >> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >> pay for it? >> naaah, probably not. >> >> ske:noh >> Richard >> >> >> >> >> >> >> >> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >> >>> Hi Richard, >>> >>> I'm not sure that I have any advice to offer, but I wanted to wish you >>> well and commend you on your efforts. I was a Dakota language immersion >>> preschool teacher within the Minneapolis Public Schools for several years >>> and my experience was very similar to what you're describing. The classroom >>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>> English, despite our objections and justifications. We too did not have >>> regular meetings between language speakers and teachers, so communication >>> was stymied. Furthermore, our knowledge of language acquisition was >>> considered sub-par, since the majority of our speakers are not licensed >>> teachers. I still work at the school, but in a different capacity and I've >>> found allies in the school who DO value our knowledge as speakers and who DO >>> want our input. It seems like sometimes it's just about finding the right >>> people to stand behind us. >>> >>> Do the teachers have to be in your classroom? We had to have licensed >>> teachers in the room because we were not licensed, but I'm not sure if >>> that's the case for you. Also, do the teachers know or are they learning >>> some of the language? Maybe someone had suggested it already, but doing a >>> TPR demonstration with the teachers in a language they DON'T know can be >>> pretty convincing! Or, sometimes it helps for them to see research data that >>> supports the effectiveness of immersion. That said, there are some who seem >>> as if they will never understand or don't want to, no matter what evidence >>> you present them with. I've worked with those people and it's very >>> challenging on many levels, but what brought me through was the support and >>> encouragement of other language activists, which is why I wanted to write to >>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>> and I'm sure it's making a difference for those kids far beyond what you can >>> even see now. >>> >>> Best wishes to you, >>> >>> Beth Brown >>> >>> Program Associate, Dakota Language >>> American Indian Studies >>> University of Minnesota >>> >>> >>> >>> >>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>> >>>> I'm working with preschool kids >>>> introducing the Wyandot language...which is great..but >>>> its not ideal.I can only volunteer so much time as its not a funded >>>> position. >>>> So far the tribal council hasn't considered our Language as >>>> essential...(another topic!) >>>> >>>> Relationships are good with teachers BUT >>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>> and teachers keep "helping" -- interpreting into english for the >>>> students!!! >>>> >>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>> INTERPRETATION >>>> and if something isn't working, its MY problem and i'll try using >>>> the "new" words in a different context... >>>> maybe stressing the new words less, and wrapping it with familiar words. >>>> >>>> But what can i tell these teachers!?! I don't want to offend them >>>> by correcting them in class...though , in a couple classes i shook my >>>> head >>>> smiling saying "no interpreting!" but they looked offended. >>>> I requested a meeting,that isn't happening... >>>> >>>> Is there some "easy to comprehend" instruction about this kind of >>>> problem? >>>> ske:noh >>>> Richard >>>> >>>> -- >>>> * >>>> >>>> "It is easier to build strong children than to repair broken men." >>>> >>>> - Frederick Douglass >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Dec 9 23:29:24 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 17:29:24 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a lot of guts and passion to continue to bring language into the lives of children in spite of the lack of support and other challenges you face! By the way, one of our greatest Metis heroes, the great Louis Riel is thought to have said something to the effect that it would be the artists among us that would be the catalysts for cultural revival.... You are a wonderful artist (yes, I have seen some of your work), have a good sense of fun and a commitment to your culture and identity. You are a living example of those who make change happen. Don't let the"guilt bug" bite! You have gifts to share that no one else is sharing/can share. Just continue on in the most sustainable way you can and don't give up! The fruits of your work will grow.... Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: > kweh Heather, > yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were > invited to present our > own version of Ohio Native history/culture lessons at a summer conference > for teachers. > I know Darryl's story and its a pretty good one...wonderful that he and his > wife created a "nest" at home > where his kids grew up speaking myami. > > Darryl's story is also a real deep guilt-rouser for me. > "If you were really dedicated,see what you could have been doing by now?" > > But I'm who i am, an unschooled "linguist",and a full time artist and > well...my wife isn't THAT interested, > (she's non-native) doesn't enjoy linguistics, and so our prep time for > classroom is usually... ....short. > I'm not complaining... shes my biggest supporter! > She sacrificed an established life in Santa Fe NM. to support me here in > one of the most impoverished (In many ways) areas of Oklahoma for these past > 6 years. > > Yeah the Myaamia project is a reminder of how far away we are from an > active living language culture. > and how much more INTENSE sacrifice its going to take to even get close. > > ske:noh > Richard > > > > > On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: > >> Taanshi, Richard, >> >> I continue to be both encouraged and impressed by your commitment. I was >> wondering if you happened to know about the Miami language and the work of >> Darrel Baldwin and others to revitalize it? The language "went silent" in >> the 1960's and Darryl, a tribal member, taught himself to speak what he >> calls a "functional form" of the language. Then, he went on to teach his >> children. They became the first "first language" speakers in decades. >> >> It is an amazing story and the kind of which I hope becomes much more >> common place. I hope you draw strength from it.... >> >> http://www.endangered-languages.com/miami.php >> http://www.youtube.com/watch?v=G4418jOBgpI >> http://www.myaamiaproject.org/staff.html >> >> Eekoshi pitamaa. >> Heather >> >> >> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >> >>> kweh Beth, >>> I don't remember if i responded to your nice note...? so tizhamëh >>> (thanks!) >>> >>> It's a really interesting time in Wyandot tribal history. >>> If we're represented as a spiraling ...we're wound down to the very >>> center, >>> just about couldn't collapse any further(assimilated) if we tried. >>> Presently there is a slight flexing at the center and an "effort" at >>> "bending back" >>> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >>> its only a flexing >>> creating an amazing amount of friction and tension on the downward curve. >>> >>> Teachers and administrators for the Wyandotte Preschool have little >>> interest in learning the language. >>> There are a couple teachers who sit and "learn/participate" with the >>> kids...but thats it. >>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >>> own language. >>> Most of the encouragements i receive come from people like yourself . >>> and i so appreciate it, because i know YOU KNOW how important these >>> efforts can be. >>> >>> The TPR techniques are going great and we all get a full body exercise >>> performing >>> all kinds of imperatives and folding them in with the songs. >>> we're gonna start singing these imperatives soon I can just tell. >>> >>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >>> singing it! >>> >>> One teacher just sits emotionless, head staring down scribbling at her >>> desk, >>> like : "this guy has got to be insane" >>> when we're all down on the floor on our backs jabbing one leg in the air! >>> HA! >>> >>> but the Teachers ALL help out when we get the kids organized for >>> performance social dances >>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>> show up! >>> >>> thanks again for all the support and encouragement >>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>> pay for it? >>> naaah, probably not. >>> >>> ske:noh >>> Richard >>> >>> >>> >>> >>> >>> >>> >>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>> >>>> Hi Richard, >>>> >>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>> well and commend you on your efforts. I was a Dakota language immersion >>>> preschool teacher within the Minneapolis Public Schools for several years >>>> and my experience was very similar to what you're describing. The classroom >>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>> English, despite our objections and justifications. We too did not have >>>> regular meetings between language speakers and teachers, so communication >>>> was stymied. Furthermore, our knowledge of language acquisition was >>>> considered sub-par, since the majority of our speakers are not licensed >>>> teachers. I still work at the school, but in a different capacity and I've >>>> found allies in the school who DO value our knowledge as speakers and who DO >>>> want our input. It seems like sometimes it's just about finding the right >>>> people to stand behind us. >>>> >>>> Do the teachers have to be in your classroom? We had to have licensed >>>> teachers in the room because we were not licensed, but I'm not sure if >>>> that's the case for you. Also, do the teachers know or are they learning >>>> some of the language? Maybe someone had suggested it already, but doing a >>>> TPR demonstration with the teachers in a language they DON'T know can be >>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>> supports the effectiveness of immersion. That said, there are some who seem >>>> as if they will never understand or don't want to, no matter what evidence >>>> you present them with. I've worked with those people and it's very >>>> challenging on many levels, but what brought me through was the support and >>>> encouragement of other language activists, which is why I wanted to write to >>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>> and I'm sure it's making a difference for those kids far beyond what you can >>>> even see now. >>>> >>>> Best wishes to you, >>>> >>>> Beth Brown >>>> >>>> Program Associate, Dakota Language >>>> American Indian Studies >>>> University of Minnesota >>>> >>>> >>>> >>>> >>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>>> >>>>> I'm working with preschool kids >>>>> introducing the Wyandot language...which is great..but >>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>> position. >>>>> So far the tribal council hasn't considered our Language as >>>>> essential...(another topic!) >>>>> >>>>> Relationships are good with teachers BUT >>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>> and teachers keep "helping" -- interpreting into english for the >>>>> students!!! >>>>> >>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>> INTERPRETATION >>>>> and if something isn't working, its MY problem and i'll try using >>>>> the "new" words in a different context... >>>>> maybe stressing the new words less, and wrapping it with familiar >>>>> words. >>>>> >>>>> But what can i tell these teachers!?! I don't want to offend them >>>>> by correcting them in class...though , in a couple classes i shook my >>>>> head >>>>> smiling saying "no interpreting!" but they looked offended. >>>>> I requested a meeting,that isn't happening... >>>>> >>>>> Is there some "easy to comprehend" instruction about this kind of >>>>> problem? >>>>> ske:noh >>>>> Richard >>>>> >>>>> -- >>>>> * >>>>> >>>>> "It is easier to build strong children than to repair broken men." >>>>> >>>>> - Frederick Douglass >>>>> >>>>> * >>>>> >>>> >>>> >>> >>> >>> -- >>> * >>> >>> Bread for myself is a material question. Bread for my neighbor is a >>> spiritual one." >>> >>> - Nicholas Berdyaev >>> >>> >>> "its easier to build strong children than repair broken men" Frederick >>> Douglas >>> >>> >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 23:40:54 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 16:40:54 -0700 Subject: suggestions anyone? In-Reply-To: Message-ID: Hi all, I don't know if anybody has mentioned this but I will just briefly add that in terms of behavior, adults have this (mostly unexamined) drive to be understood when speaking to children. Much like when people have this (largely unexamined) need to blurt out speech when silence enters into the conversation. Is it a cultural thing? Hmm, not sure, maybe. Perhaps it might force the issue when teaching a language. One could have the greatest curriculum in the world but if the teacher has this unexamined need to be understood it could limit the options of learners. Maybe this is the source for some teachers blurting out English during your lessons. Just curious, Phil On Thu, Dec 9, 2010 at 4:29 PM, Heather Souter wrote: > Taanshi, Richard, > > Sigh....  I didn't mean to rouse any guilt!  You are inspiring!  It take a > lot of guts and passion to continue to bring language into the lives of > children in spite of the lack of support and other challenges you face! > > By the way, one of our greatest Metis heroes, the great Louis Riel is > thought to have said something to the effect that it would be the artists > among us that would be the catalysts for cultural revival....  You are a > wonderful artist (yes, I have seen some of your work), have a good sense of > fun and a commitment to your culture and identity.  You are a living example > of those who make change happen.  Don't let the"guilt bug" bite!  You have > gifts to share that no one else is sharing/can share.  Just continue on in > the most sustainable way you can and don't give up!  The fruits of your work > will grow.... > > Eekoshi pitamaa. > Heather > > On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: >> >> kweh Heather, >> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >> invited to present our >> own version of Ohio Native history/culture lessons at a summer conference >> for teachers. >> I know Darryl's story and its a pretty good one...wonderful that he and >> his wife created a "nest" at home >> where his kids grew up speaking myami. >> Darryl's story is also a real deep guilt-rouser for me. >> "If you were really dedicated,see what you could have been doing by now?" >> But I'm who i am, an unschooled "linguist",and a full time artist and >> well...my wife isn't THAT interested, >> (she's non-native) doesn't enjoy linguistics, and so our prep time for >> classroom is usually... ....short. >> I'm not complaining... shes my biggest supporter! >> She sacrificed an established life in Santa Fe NM. to support me here in >> one of the most impoverished (In many ways) areas of Oklahoma for these past >> 6 years. >> Yeah the Myaamia project is a reminder of how far away we are from an >> active living language culture. >> and how much more INTENSE sacrifice its going to take to even get close. >> ske:noh >> Richard >> >> >> >> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >>> >>> Taanshi, Richard, >>> >>> I continue to be both encouraged and impressed by your commitment.  I was >>> wondering if you happened to know about the Miami language and the work of >>> Darrel Baldwin and others to revitalize it?  The language "went silent" in >>> the 1960's and Darryl, a tribal member, taught himself to speak what he >>> calls a "functional form" of the language.  Then, he went on to teach his >>> children.  They became the first "first language" speakers in decades. >>> >>> It is an amazing story and the kind of which I hope becomes much more >>> common place.  I hope you draw strength from it.... >>> >>> http://www.endangered-languages.com/miami.php >>> http://www.youtube.com/watch?v=G4418jOBgpI >>> http://www.myaamiaproject.org/staff.html >>> >>> Eekoshi pitamaa. >>> Heather >>> >>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith >>> wrote: >>>> >>>> kweh Beth, >>>> I don't remember if i responded to your nice note...?   so tizhamëh >>>> (thanks!) >>>> >>>> It's a really interesting time in Wyandot tribal history. >>>> If we're represented as a spiraling ...we're wound down to the very >>>> center, >>>> just about couldn't collapse any further(assimilated) if we tried. >>>> Presently there is a slight flexing at the center and an "effort" at >>>> "bending back" >>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>> spiral),but its only a flexing >>>> creating an amazing amount of friction and tension on the downward >>>> curve. >>>> Teachers and administrators for the Wyandotte Preschool have little >>>> interest in learning the language. >>>> There are a couple teachers who sit and "learn/participate" with the >>>> kids...but thats it. >>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >>>> own language. >>>> Most of the encouragements i receive come from people like yourself . >>>> and i so appreciate it, because i know YOU KNOW how important these >>>> efforts can be. >>>> The TPR techniques are going great and we all get a full body exercise >>>> performing >>>> all kinds of imperatives and folding them in with the songs. >>>> we're gonna start singing these imperatives soon I can just tell. >>>> try to say   tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>> without singing it! >>>>  One teacher just sits emotionless, head staring down scribbling at her >>>> desk, >>>>  like :  "this guy has got to be insane" >>>> when we're all down on the floor on our backs jabbing one leg in the >>>> air!  HA! >>>> but the Teachers ALL help out when we get the kids organized for >>>> performance social dances >>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>> show up! >>>> thanks again for all the support and encouragement >>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>> pay for it? >>>> naaah, probably not. >>>> ske:noh >>>> Richard >>>> >>>> >>>> >>>> >>>> >>>> >>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>>> >>>>> Hi Richard, >>>>> >>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>> and my experience was very similar to what you're describing. The classroom >>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>> English, despite our objections and justifications. We too did not have >>>>> regular meetings between language speakers and teachers, so communication >>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>> considered sub-par, since the majority of our speakers are not licensed >>>>> teachers. I still work at the school, but in a different capacity and I've >>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>> want our input. It seems like sometimes it's just about finding the right >>>>> people to stand behind us. >>>>> >>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>> that's the case for you. Also, do the teachers know or are they learning >>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>> as if they will never understand or don't want to, no matter what evidence >>>>> you present them with. I've worked with those people and it's very >>>>> challenging on many levels, but what brought me through was the support and >>>>> encouragement of other language activists, which is why I wanted to write to >>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>> even see now. >>>>> >>>>> Best wishes to you, >>>>> >>>>> Beth Brown >>>>> >>>>> Program Associate, Dakota Language >>>>> American Indian Studies >>>>> University of Minnesota >>>>> >>>>> >>>>> >>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith >>>>> wrote: >>>>>> >>>>>> I'm working with preschool kids >>>>>> introducing the Wyandot language...which is great..but >>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>> position. >>>>>> So far the tribal council hasn't considered our Language as >>>>>> essential...(another topic!) >>>>>> Relationships are good with teachers BUT >>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>> students!!! >>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>> INTERPRETATION >>>>>> and if something isn't working, its MY problem and i'll try using >>>>>> the "new" words in a different context... >>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>> words. >>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>> head >>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>> I requested a meeting,that isn't happening... >>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>> problem? >>>>>> ske:noh >>>>>> Richard >>>>>> -- >>>>>> >>>>>> "It is easier to build strong children than to repair broken men." >>>>>> >>>>>> - Frederick Douglass >>>>> >>>> >>>> >>>> >>>> -- >>>> >>>> Bread for myself is a material question. Bread for my neighbor is a >>>> spiritual one." >>>> >>>> - Nicholas Berdyaev >>>> >>>> "its easier to build strong children than repair broken men" Frederick >>>> Douglas >>>> >>>> >>> >> >> >> >> -- >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> > > From rzs at WILDBLUE.NET Fri Dec 10 01:16:58 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 19:16:58 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: tizhamëh Heather! and you are so right...Louis Riel - wow...a great role model. Your history is incredible. SO unknown here in the states is the Metis People and their Struggle for recognition. (often kids unaccepted in white schools and unaccepted in Gov.funded Indian schools) Then you have people today who are simply of mixed heritage claiming to be "Metis" but we know the recognized Metis People have distinct beautiful cultures. and coming from different areas in Canada, unique Metis songs ceremonies customs and languages. we'll do what we can and keep those fires burning! uneh, ske:noh Richard On Thu, Dec 9, 2010 at 5:29 PM, Heather Souter wrote: > Taanshi, Richard, > > Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a > lot of guts and passion to continue to bring language into the lives of > children in spite of the lack of support and other challenges you face! > > By the way, one of our greatest Metis heroes, the great Louis Riel is > thought to have said something to the effect that it would be the artists > among us that would be the catalysts for cultural revival.... You are a > wonderful artist (yes, I have seen some of your work), have a good sense of > fun and a commitment to your culture and identity. You are a living example > of those who make change happen. Don't let the"guilt bug" bite! You have > gifts to share that no one else is sharing/can share. Just continue on in > the most sustainable way you can and don't give up! The fruits of your work > will grow.... > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: > >> kweh Heather, >> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >> invited to present our >> own version of Ohio Native history/culture lessons at a summer conference >> for teachers. >> I know Darryl's story and its a pretty good one...wonderful that he and >> his wife created a "nest" at home >> where his kids grew up speaking myami. >> >> Darryl's story is also a real deep guilt-rouser for me. >> "If you were really dedicated,see what you could have been doing by now?" >> >> But I'm who i am, an unschooled "linguist",and a full time artist and >> well...my wife isn't THAT interested, >> (she's non-native) doesn't enjoy linguistics, and so our prep time for >> classroom is usually... ....short. >> I'm not complaining... shes my biggest supporter! >> She sacrificed an established life in Santa Fe NM. to support me here in >> one of the most impoverished (In many ways) areas of Oklahoma for these past >> 6 years. >> >> Yeah the Myaamia project is a reminder of how far away we are from an >> active living language culture. >> and how much more INTENSE sacrifice its going to take to even get close. >> >> ske:noh >> Richard >> >> >> >> >> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >> >>> Taanshi, Richard, >>> >>> I continue to be both encouraged and impressed by your commitment. I was >>> wondering if you happened to know about the Miami language and the work of >>> Darrel Baldwin and others to revitalize it? The language "went silent" in >>> the 1960's and Darryl, a tribal member, taught himself to speak what he >>> calls a "functional form" of the language. Then, he went on to teach his >>> children. They became the first "first language" speakers in decades. >>> >>> It is an amazing story and the kind of which I hope becomes much more >>> common place. I hope you draw strength from it.... >>> >>> http://www.endangered-languages.com/miami.php >>> http://www.youtube.com/watch?v=G4418jOBgpI >>> http://www.myaamiaproject.org/staff.html >>> >>> Eekoshi pitamaa. >>> Heather >>> >>> >>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >>> >>>> kweh Beth, >>>> I don't remember if i responded to your nice note...? so tizhamëh >>>> (thanks!) >>>> >>>> It's a really interesting time in Wyandot tribal history. >>>> If we're represented as a spiraling ...we're wound down to the very >>>> center, >>>> just about couldn't collapse any further(assimilated) if we tried. >>>> Presently there is a slight flexing at the center and an "effort" at >>>> "bending back" >>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>> spiral),but its only a flexing >>>> creating an amazing amount of friction and tension on the downward >>>> curve. >>>> >>>> Teachers and administrators for the Wyandotte Preschool have little >>>> interest in learning the language. >>>> There are a couple teachers who sit and "learn/participate" with the >>>> kids...but thats it. >>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >>>> own language. >>>> Most of the encouragements i receive come from people like yourself . >>>> and i so appreciate it, because i know YOU KNOW how important these >>>> efforts can be. >>>> >>>> The TPR techniques are going great and we all get a full body exercise >>>> performing >>>> all kinds of imperatives and folding them in with the songs. >>>> we're gonna start singing these imperatives soon I can just tell. >>>> >>>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>> without singing it! >>>> >>>> One teacher just sits emotionless, head staring down scribbling at her >>>> desk, >>>> like : "this guy has got to be insane" >>>> when we're all down on the floor on our backs jabbing one leg in the >>>> air! HA! >>>> >>>> but the Teachers ALL help out when we get the kids organized for >>>> performance social dances >>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>> show up! >>>> >>>> thanks again for all the support and encouragement >>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>> pay for it? >>>> naaah, probably not. >>>> >>>> ske:noh >>>> Richard >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>> >>>>> Hi Richard, >>>>> >>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>> and my experience was very similar to what you're describing. The classroom >>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>> English, despite our objections and justifications. We too did not have >>>>> regular meetings between language speakers and teachers, so communication >>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>> considered sub-par, since the majority of our speakers are not licensed >>>>> teachers. I still work at the school, but in a different capacity and I've >>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>> want our input. It seems like sometimes it's just about finding the right >>>>> people to stand behind us. >>>>> >>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>> that's the case for you. Also, do the teachers know or are they learning >>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>> as if they will never understand or don't want to, no matter what evidence >>>>> you present them with. I've worked with those people and it's very >>>>> challenging on many levels, but what brought me through was the support and >>>>> encouragement of other language activists, which is why I wanted to write to >>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>> even see now. >>>>> >>>>> Best wishes to you, >>>>> >>>>> Beth Brown >>>>> >>>>> Program Associate, Dakota Language >>>>> American Indian Studies >>>>> University of Minnesota >>>>> >>>>> >>>>> >>>>> >>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith >>>> > wrote: >>>>> >>>>>> I'm working with preschool kids >>>>>> introducing the Wyandot language...which is great..but >>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>> position. >>>>>> So far the tribal council hasn't considered our Language as >>>>>> essential...(another topic!) >>>>>> >>>>>> Relationships are good with teachers BUT >>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>> students!!! >>>>>> >>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>> INTERPRETATION >>>>>> and if something isn't working, its MY problem and i'll try using >>>>>> the "new" words in a different context... >>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>> words. >>>>>> >>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>> head >>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>> I requested a meeting,that isn't happening... >>>>>> >>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>> problem? >>>>>> ske:noh >>>>>> Richard >>>>>> >>>>>> -- >>>>>> * >>>>>> >>>>>> "It is easier to build strong children than to repair broken men." >>>>>> >>>>>> - Frederick Douglass >>>>>> >>>>>> * >>>>>> >>>>> >>>>> >>>> >>>> >>>> -- >>>> * >>>> >>>> Bread for myself is a material question. Bread for my neighbor is a >>>> spiritual one." >>>> >>>> - Nicholas Berdyaev >>>> >>>> >>>> "its easier to build strong children than repair broken men" Frederick >>>> Douglas >>>> >>>> >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Fri Dec 10 02:15:08 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 20:15:08 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, I tracked down the quote! It is much more powerful than my poor paraphrase..... *Louis Riel, July 4, 1885* My people will sleep for one hundred years, but *when they awake, it will be the artists who give them **their spirit** back*. (The underlying and bolding are mine.....) Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 7:16 PM, Richard Zane Smith wrote: > tizhamëh Heather! > > and you are so right...Louis Riel - wow...a great role model. Your history > is incredible. > SO unknown here in the states is the Metis People and their Struggle for > recognition. > (often kids unaccepted in white schools and unaccepted in Gov.funded Indian > schools) > > Then you have people today who are simply of mixed heritage claiming to be > "Metis" > but we know the recognized Metis People have distinct beautiful cultures. > and coming from different areas in Canada, unique Metis songs ceremonies > customs and languages. > we'll do what we can and keep those fires burning! > uneh, ske:noh > Richard > > > On Thu, Dec 9, 2010 at 5:29 PM, Heather Souter wrote: > >> Taanshi, Richard, >> >> Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a >> lot of guts and passion to continue to bring language into the lives of >> children in spite of the lack of support and other challenges you face! >> >> By the way, one of our greatest Metis heroes, the great Louis Riel is >> thought to have said something to the effect that it would be the artists >> among us that would be the catalysts for cultural revival.... You are a >> wonderful artist (yes, I have seen some of your work), have a good sense of >> fun and a commitment to your culture and identity. You are a living example >> of those who make change happen. Don't let the"guilt bug" bite! You have >> gifts to share that no one else is sharing/can share. Just continue on in >> the most sustainable way you can and don't give up! The fruits of your work >> will grow.... >> >> Eekoshi pitamaa. >> Heather >> >> >> On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: >> >>> kweh Heather, >>> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >>> invited to present our >>> own version of Ohio Native history/culture lessons at a summer conference >>> for teachers. >>> I know Darryl's story and its a pretty good one...wonderful that he and >>> his wife created a "nest" at home >>> where his kids grew up speaking myami. >>> >>> Darryl's story is also a real deep guilt-rouser for me. >>> "If you were really dedicated,see what you could have been doing by now?" >>> >>> But I'm who i am, an unschooled "linguist",and a full time artist and >>> well...my wife isn't THAT interested, >>> (she's non-native) doesn't enjoy linguistics, and so our prep time for >>> classroom is usually... ....short. >>> I'm not complaining... shes my biggest supporter! >>> She sacrificed an established life in Santa Fe NM. to support me here in >>> one of the most impoverished (In many ways) areas of Oklahoma for these past >>> 6 years. >>> >>> Yeah the Myaamia project is a reminder of how far away we are from an >>> active living language culture. >>> and how much more INTENSE sacrifice its going to take to even get close. >>> >>> ske:noh >>> Richard >>> >>> >>> >>> >>> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >>> >>>> Taanshi, Richard, >>>> >>>> I continue to be both encouraged and impressed by your commitment. I >>>> was wondering if you happened to know about the Miami language and the work >>>> of Darrel Baldwin and others to revitalize it? The language "went silent" >>>> in the 1960's and Darryl, a tribal member, taught himself to speak what he >>>> calls a "functional form" of the language. Then, he went on to teach his >>>> children. They became the first "first language" speakers in decades. >>>> >>>> It is an amazing story and the kind of which I hope becomes much more >>>> common place. I hope you draw strength from it.... >>>> >>>> http://www.endangered-languages.com/miami.php >>>> http://www.youtube.com/watch?v=G4418jOBgpI >>>> http://www.myaamiaproject.org/staff.html >>>> >>>> Eekoshi pitamaa. >>>> Heather >>>> >>>> >>>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >>>> >>>>> kweh Beth, >>>>> I don't remember if i responded to your nice note...? so tizhamëh >>>>> (thanks!) >>>>> >>>>> It's a really interesting time in Wyandot tribal history. >>>>> If we're represented as a spiraling ...we're wound down to the very >>>>> center, >>>>> just about couldn't collapse any further(assimilated) if we tried. >>>>> Presently there is a slight flexing at the center and an "effort" at >>>>> "bending back" >>>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>>> spiral),but its only a flexing >>>>> creating an amazing amount of friction and tension on the downward >>>>> curve. >>>>> >>>>> Teachers and administrators for the Wyandotte Preschool have little >>>>> interest in learning the language. >>>>> There are a couple teachers who sit and "learn/participate" with the >>>>> kids...but thats it. >>>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of >>>>> their own language. >>>>> Most of the encouragements i receive come from people like yourself . >>>>> and i so appreciate it, because i know YOU KNOW how important these >>>>> efforts can be. >>>>> >>>>> The TPR techniques are going great and we all get a full body exercise >>>>> performing >>>>> all kinds of imperatives and folding them in with the songs. >>>>> we're gonna start singing these imperatives soon I can just tell. >>>>> >>>>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>>> without singing it! >>>>> >>>>> One teacher just sits emotionless, head staring down scribbling at her >>>>> desk, >>>>> like : "this guy has got to be insane" >>>>> when we're all down on the floor on our backs jabbing one leg in the >>>>> air! HA! >>>>> >>>>> but the Teachers ALL help out when we get the kids organized for >>>>> performance social dances >>>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>>> show up! >>>>> >>>>> thanks again for all the support and encouragement >>>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>>> pay for it? >>>>> naaah, probably not. >>>>> >>>>> ske:noh >>>>> Richard >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>>> >>>>>> Hi Richard, >>>>>> >>>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>>> and my experience was very similar to what you're describing. The classroom >>>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>>> English, despite our objections and justifications. We too did not have >>>>>> regular meetings between language speakers and teachers, so communication >>>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>>> considered sub-par, since the majority of our speakers are not licensed >>>>>> teachers. I still work at the school, but in a different capacity and I've >>>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>>> want our input. It seems like sometimes it's just about finding the right >>>>>> people to stand behind us. >>>>>> >>>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>>> that's the case for you. Also, do the teachers know or are they learning >>>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>>> as if they will never understand or don't want to, no matter what evidence >>>>>> you present them with. I've worked with those people and it's very >>>>>> challenging on many levels, but what brought me through was the support and >>>>>> encouragement of other language activists, which is why I wanted to write to >>>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>>> even see now. >>>>>> >>>>>> Best wishes to you, >>>>>> >>>>>> Beth Brown >>>>>> >>>>>> Program Associate, Dakota Language >>>>>> American Indian Studies >>>>>> University of Minnesota >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith < >>>>>> rzs at wildblue.net> wrote: >>>>>> >>>>>>> I'm working with preschool kids >>>>>>> introducing the Wyandot language...which is great..but >>>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>>> position. >>>>>>> So far the tribal council hasn't considered our Language as >>>>>>> essential...(another topic!) >>>>>>> >>>>>>> Relationships are good with teachers BUT >>>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>>> students!!! >>>>>>> >>>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>>> INTERPRETATION >>>>>>> and if something isn't working, its MY problem and i'll try using >>>>>>> the "new" words in a different context... >>>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>>> words. >>>>>>> >>>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>>> head >>>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>>> I requested a meeting,that isn't happening... >>>>>>> >>>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>>> problem? >>>>>>> ske:noh >>>>>>> Richard >>>>>>> >>>>>>> -- >>>>>>> * >>>>>>> >>>>>>> "It is easier to build strong children than to repair broken men." >>>>>>> >>>>>>> - Frederick Douglass >>>>>>> >>>>>>> * >>>>>>> >>>>>> >>>>>> >>>>> >>>>> >>>>> -- >>>>> * >>>>> >>>>> Bread for myself is a material question. Bread for my neighbor is a >>>>> spiritual one." >>>>> >>>>> - Nicholas Berdyaev >>>>> >>>>> >>>>> "its easier to build strong children than repair broken men" Frederick >>>>> Douglas >>>>> >>>>> >>>>> >>>>> * >>>>> >>>> >>>> >>> >>> >>> -- >>> * >>> >>> Bread for myself is a material question. Bread for my neighbor is a >>> spiritual one." >>> >>> - Nicholas Berdyaev >>> >>> >>> "its easier to build strong children than repair broken men" Frederick >>> Douglas >>> >>> >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Fri Dec 10 07:00:15 2010 From: huangc20 at UFL.EDU (Chun (Jimmy) Huang) Date: Fri, 10 Dec 2010 02:00:15 -0500 Subject: suggestions anyone? Message-ID: Thanks, Phil, for the observation. Yeah it may be cultural. (I think it was) Dorothy Lee wrote something like this: For the Americans, zero/silence is "nothing" and thus needs to be filled up; but for Japanese (for example), it bears its own existence and value. Hence, a Japanese person can sit around all day not doing anything (in American eyes) while enjoying her break, but when an American got a break, she'd need to find something to do or she'd feel that she has wasted the time. Yeah but the teacher-student/adult-children relationship must be a different thing. I think in East Asian cultures in general the adults would have a even stronger desire to help children do things than the American or European adults would. In Taiwan's Han society, there's this saying, "Children should be all ears, no mouth" - that is, when adults (parents and teachers) speak, children are not supposed to respond. Maybe that's why the Taiwanese students, when learning a second language, tend to be better in writing and reading than in speaking. maybe. Dr. Hardman, please help me out if I made a wrong reference. I am on a road trip and couldn't check my bookshelves. Jimmy/Chun On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash wrote: > Hi all, > > I don't know if anybody has mentioned this but I will just > briefly add > that in terms of behavior, adults have this (mostly unexamined) > drive > to be understood when speaking to children. Much like when > people > have this (largely unexamined) need to blurt out speech when > silence > enters into the conversation. Is it a cultural thing? Hmm, not > sure, > maybe. > > Perhaps it might force the issue when teaching a language. One > could > have the greatest curriculum in the world but if the teacher has > this > unexamined need to be understood it could limit the options of > learners. Maybe this is the source for some teachers blurting > out > English during your lessons. > > Just curious, > Phil > > From hardman at UFL.EDU Fri Dec 10 15:11:42 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Fri, 10 Dec 2010 10:11:42 -0500 Subject: suggestions anyone? In-Reply-To: <964531751.442831291964415200.JavaMail.osg@osgjas03.cns.ufl.edu> Message-ID: Yes, you are quite right. What constitutes 'speech turns' varies enormously. Remember the story in Wagner's book about the teenage boy in English and in Haudenosaunee, where the English boy got all the attention, interrupting the two women's conversation, and the Haudenosaunee teenage boy served but did not interrupt his mother and her guest? Remember the article in the Aymara book that compared Aymara, Chinese and Cuban? Aymara took turns with a lot of silence between, Chinese with a little bit, and Cubans overtalked. Cubans generally overtalk (and for them it is not interrupting -- it's like having two conversations simultaneously -- and I could do that back then myself, but not now). Who speaks to whom and in what rhythm varies enormously culture by culture and that includes children/adults and in what role. When I was a child I was scolded for greeting adults; when I got to Perú I quickly noticed it was otherwise and behaved appropriately. Another young woman arrived and behaved like a gringa, and the adults were seriously insulted -- she was trying 'not to interrupt'. Discovering what is correct may not be easy; in Field Methods, as you know, I teach students to think of themselves as 2 year olds, and really funny -- grownups who can't even talk as well as 2 year olds, so, learn to laugh *at* yourself and *with* others so that you can learn and so that telling you that you are making a mistake is not being discourteous (as is the case almost every place). There is a lot, a massive lot, of bad ethnography and linguistic info out there because courtesy did not allow someone to say 'that's not right'. Creating a situation where it is discourteous NOT to correct you has to be job of a researcher, plus incorporating the notion that you are two intellectuals with the same goal -- understanding a language/culture, two equals, the inside voice and the outside voice. And oh yes, silence. One of my former students, Polish, actually did a book on silence in language, the meaning thereof, when and how it is used. Now, I have gone on too long; you shouldn't have asked the question! (not really, but I suspect that for those of this list, I'm only saying what everybody knows). I hope you are enjoying the work. MJ On 12/10/10 2:00 AM, "Chun (Jimmy) Huang" wrote: > Thanks, Phil, for the observation. > Yeah it may be cultural. (I think it was) Dorothy Lee wrote > something like this: For the Americans, zero/silence is "nothing" > and thus needs to be filled up; but for Japanese (for example), it > bears its own existence and value. Hence, a Japanese person can > sit around all day not doing anything (in American eyes) while > enjoying her break, but when an American got a break, she'd need > to find something to do or she'd feel that she has wasted the > time. > > Yeah but the teacher-student/adult-children relationship must be a > different thing. I think in East Asian cultures in general the > adults would have a even stronger desire to help children do > things than the American or European adults would. In Taiwan's Han > society, there's this saying, "Children should be all ears, no > mouth" - that is, when adults (parents and teachers) speak, > children are not supposed to respond. Maybe that's why the > Taiwanese students, when learning a second language, tend to be > better in writing and reading than in speaking. maybe. > > Dr. Hardman, please help me out if I made a wrong reference. I am > on a road trip and couldn't check my bookshelves. > > Jimmy/Chun > > > > On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash > wrote: > >> Hi all, >> >> I don't know if anybody has mentioned this but I will just >> briefly add >> that in terms of behavior, adults have this (mostly unexamined) >> drive >> to be understood when speaking to children. Much like when >> people >> have this (largely unexamined) need to blurt out speech when >> silence >> enters into the conversation. Is it a cultural thing? Hmm, not >> sure, >> maybe. >> >> Perhaps it might force the issue when teaching a language. One >> could >> have the greatest curriculum in the world but if the teacher has >> this >> unexamined need to be understood it could limit the options of >> learners. Maybe this is the source for some teachers blurting >> out >> English during your lessons. >> >> Just curious, >> Phil >> >> > From rtroike at EMAIL.ARIZONA.EDU Fri Dec 10 17:57:45 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 10 Dec 2010 10:57:45 -0700 Subject: On silence Message-ID: Phil makes a good point -- silence is definitely a cultural thing. See the discussion of this and many other culturally-relevant topics in Muriel Saville-Troike - The Ethnography of Communication: An Introduction, and Deborah Tannen & M. S-T (eds)- Perspectives on Silence. Silence is particularly valued in Navajo and Apache cultures. Responding to a question right away is considered rude, as it suggests one has not taken time to think about it. People meeting after an absence do not speak for a suitable time. Nancy Modiano told about a conference for teachers in bilingual programs in Albuquerque some years ago, in which attendance consisted of 65% Navajo, 15% Puebloan, and 20% Anglo. The Anglo teachers talked 75% of the time, the Puebloan 15%, the Navajo 10%. Rudy Rudy Troike Dept. of English University of Arizona Tucson, AZ On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash wrote: > Hi all, > > I don't know if anybody has mentioned this but I will just briefly add > that in terms of behavior, adults have this (mostly unexamined) drive > to be understood when speaking to children. Much like when people > have this (largely unexamined) need to blurt out speech when silence > enters into the conversation. Is it a cultural thing? Hmm, not sure, > maybe. > > Perhaps it might force the issue when teaching a language. One could > have the greatest curriculum in the world but if the teacher has this > unexamined need to be understood it could limit the options of > learners. Maybe this is the source for some teachers blurting out > English during your lessons. > > Just curious, > Phil > From rzs at WILDBLUE.NET Fri Dec 10 18:38:50 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Fri, 10 Dec 2010 12:38:50 -0600 Subject: On silence In-Reply-To: <20101210105745.uo4ow4o4gsk4sswk@www.email.arizona.edu> Message-ID: Kweh Rudy, And we all know there is more to it than just silence. Silence itself has flavors and moods and one has to learn to feel and to pick up on the cultural nuances. Some kinds of silence is to make someone feel UNwelcome (even a visiting relative) Some silence is to make a person(even a stranger) feel like "you're just one of us" I grew up into manhood on the Navajo Rez, my twenties and i learned pretty quickly to pick up on "mood." When visitors would come while we were all sitting around you could feel the silence mood change depending on who the person was. My best friend ,a Navajo brother, who has since passed on, seemed to break all the "Navajo silence rules" and everybody's faces would light up when he came in teasing speaking either Deneh or english, expressive, loud, and smiling so big, tapping kids, doing all the things I would tell a newcomer NOT to do! But it was the MOOD he brought...he was NOT being polite or rude, he was just GENUINE and it was refreshing and he seemed ALWAYS welcome I would just watch elders faces light up by his own antics. I guess we all can spot "correct politeness"....and it really stinks. I learned a lot from my brother and i'll never forget the lessons he taught me by his example in the years we shared our lives. It's helped me to enter groups of strangers whose eyes are all cooly on me. I think of my bro, smile, and get busy...and you know?...its never failed. ske:noh Richard On Fri, Dec 10, 2010 at 11:57 AM, Rudy Troike wrote: > Phil makes a good point -- silence is definitely a cultural thing. > See the discussion of this and many other culturally-relevant topics > in Muriel Saville-Troike - The Ethnography of Communication: An > Introduction, and Deborah Tannen & M. S-T (eds)- Perspectives on Silence. > > Silence is particularly valued in Navajo and Apache cultures. Responding > to a question right away is considered rude, as it suggests one has not > taken time to think about it. People meeting after an absence do not > speak for a suitable time. Nancy Modiano told about a conference for > teachers in bilingual programs in Albuquerque some years ago, in which > attendance consisted of 65% Navajo, 15% Puebloan, and 20% Anglo. The > Anglo teachers talked 75% of the time, the Puebloan 15%, the Navajo 10%. > > Rudy > > Rudy Troike > Dept. of English > University of Arizona > Tucson, AZ > > On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash > wrote: > > > Hi all, > > > > I don't know if anybody has mentioned this but I will just briefly add > > that in terms of behavior, adults have this (mostly unexamined) drive > > to be understood when speaking to children. Much like when people > > have this (largely unexamined) need to blurt out speech when silence > > enters into the conversation. Is it a cultural thing? Hmm, not sure, > > maybe. > > > > Perhaps it might force the issue when teaching a language. One could > > have the greatest curriculum in the world but if the teacher has this > > unexamined need to be understood it could limit the options of > > learners. Maybe this is the source for some teachers blurting out > > English during your lessons. > > > > Just curious, > > Phil > > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:26:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:26:51 -0700 Subject: Lessons in Alutiiq language coming to Kodiak (fwd link) Message-ID: Lessons in Alutiiq language coming to Kodiak By LOUIS GARCIA / Kodiak Daily Mirror Published: December 10th, 2010 11:05 PM USA KODIAK, Alaska - Next semester Kodiak High School students can say "cama'I" to an Alutiiq language program - the first since the early 1990s. "The idea to have an Alutiiq language class at the high school so soon was brought up at the Alaska Federation of Natives Elders and Youth Gathering," said Candace Branson, youth leadership development coordinator with the Kodiak Area Native Association. "The students approached me and asked if I thought it was possible if we could have an Alutiiq language class in the high school someday," she said. "They've been inspired by this conference to search for their identity the language was something they really wanted to find." Curriculums had been developed, the school was ready for it and students wanted to learn it. The teaching position will be funded through an Alaska Success Within Education and Retention Grant. Read more: http://www.adn.com/2010/12/10/1598822/lessons-in-alutiiq-language-coming.html#ixzz17oF0agy8 From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:30:33 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:30:33 -0700 Subject: 'Priorities wrong' adding Aboriginal languages to Qld curriculum (fwd link) Message-ID: 'Priorities wrong' adding Aboriginal languages to Qld curriculum Updated Fri Dec 10, 2010 12:32pm AEDT AUS Queensland is the last state in Australia to introduce Aboriginal languages into its curriculum. (ABC News) The Queensland Opposition says the State Government has its priorities wrong with its move to add Aboriginal languages to the curriculum of 18 schools next year. Access full article below: http://www.abc.net.au/news/stories/2010/12/10/3089845.htm?section=justin From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:32:33 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:32:33 -0700 Subject: Tiga Talk! Returns With More Tools For Teaching Aboriginal Languages To Kids (fwd link) Message-ID: Tiga Talk! Returns With More Tools For Teaching Aboriginal Languages To Kids WRITTEN BY ADMINISTRATOR THURSDAY, 09 DECEMBER 2010 17:31 Canada PRESCHOOL TV SERIES LAUNCHING SEASON 3, INTERACTIVE WEBSITE, MOBILE APP Victoria BC / Winnipeg MB (December 9, 2010) – The popular preschool series Tiga Talk! will ring in the New Year with the premiere of a new season on the Aboriginal Peoples Television Network (APTN), a brand new interactive website, and an iPhone application: Tiga Talk! Season 3 Begins January 6, 2011 Airs Thursday mornings on APTN (check local listings for time) Interactive Website Launches December 8, 2010 www.tigatalk.com IPhone App Launches January 6, 2011 Access full article below: http://www.firstperspective.ca/index.php?option=com_content&view=article&id=1070:tiga-talk-returns-with-more-tools-for-teaching-aboriginal-languages-to-kids&catid=25:releases&Itemid=50 From Tracy.Jacobs at PARLIAMENT.GOVT.NZ Sun Dec 12 23:55:05 2010 From: Tracy.Jacobs at PARLIAMENT.GOVT.NZ (Tracy Jacobs) Date: Mon, 13 Dec 2010 12:55:05 +1300 Subject: Reminder: 2nd ICLDC Conference pre-registration deadline January 15 In-Reply-To: Message-ID: Just in case the budget extends that far. :) -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of National Foreign Language Resource Center Sent: Tuesday, 7 December 2010 18:27p.m. To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Reminder: 2nd ICLDC Conference pre-registration deadline January 15 Apologies for any cross-postings . . . 2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward. Honolulu, Hawai'i, February 11-13, 2011 http://nflrc.hawaii.edu/ICLDC/2011 The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai'i Imin International Conference Center on the University of Hawai'i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb 9-10 - see details below). An optional Hilo Field Study (on the Big Island of Hawai'i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15). The 1st ICLDC, with its theme "Supporting Small Languages Together," underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is "Strategies for Moving Forward." We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us. PLENARY TALKS * Strategies for moving ahead: Linguistic and community goals Keren D. Rice, University of Toronto * Language management and minority language maintenance in Indonesia: Strategic issues Wayan Arka, Australian National University/Udayana University * A journey of beginnings: The Hawaiian language revitalization efforts, 1970's forward Larry Kimura, University of Hawai'i at Hilo INVITED COLLOQUIA * Colloquium on Dictionaries and Endangered Languages: Technology, Revitalization, and Collaboration (Organizer: Sarah Ogilvie) * The Use of Film in Language Documentation (Organizers: Rozenn Milin and Melissa Bisagni) * Grammaticography (Organizer: Sebastian Nordhoff) PRE-REGISTRATION (DEADLINE - JANUARY 15, 2011) Register early to enjoy discounted conference rates! Deadline - January 15, 2011. http://nflrc.hawaii.edu/ICLDC/2011/registration.html ************************************************************************* 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 ************************************************************************* -------------------------------------------------------------------------- Please consider the environment before printing this email. The content of this email, including any attachment, is intended for the named recipient only and is not necessarily the official view or communication of the Office of the Clerk. It may contain privileged material and/or confidential information. If you are not the intended recipient of this email, you must not copy it, distribute it or take any action in reliance on it. If you have received this email in error, please notify the sender immediately and delete this email. Although this email has been scanned for viruses, this email is not guaranteed to be free of viruses and should be checked by your own security mechanisms. No liability is accepted for any loss or damage arising from the use of this email or its attachments. From cashcash at EMAIL.ARIZONA.EDU Tue Dec 14 20:02:40 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 14 Dec 2010 13:02:40 -0700 Subject: Students learn indigenous language (fwd link) Message-ID: Students learn indigenous language Mel Mcmillan Reporter | 15th December 2010 AUS ANIMALS of the Bundjalung Nation are the subject of a new book featuring artwork by children from Casino West Public School. The book, devised by the school's cultural liaison officer, Shane Caldwell, was created to preserve and teach Bundjalung language to both indigenous and non-indigenous students. Chininsa Byers, 10, and Stacey Close, 10, are two of the students whose work appears in the book. Both said they felt proud of their contribution. Access full article below: http://www.northernstar.com.au/story/2010/12/15/students-learn-indigenous-language-casino-west-sch/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 15 17:19:36 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Dec 2010 10:19:36 -0700 Subject: Soaking up some Ojibwa (fwd link) Message-ID: Soaking up some Ojibwa For kids in six city elementary schools, it's becoming their second language By: Nick Martin Posted: 15/12/2010 1:00 AM USA Well yes, linguist and artist Ricky Henderson acknowledges, mouse is a much easier word to pronounce than waabigozhiish. And Ricky can pronounce waabigozhiish just fine, thank you very much. Ricky, a nine-year-old Grade 4 student at Strathcona School, was being totally cool about all the notepads, microphones and cameras invading his classroom Tuesday as he drew a mouse and wrote a description as part of his Ojibwa language class. Moments earlier, Rocky was up at the board, leading the rest of the class through the calendar in Ojibwa. Strathcona is one of half a dozen elementary schools in Winnipeg School Division in which kids are in their second year of taking an hour of Ojibwa each day for part of the school year. Access full article below: http://www.winnipegfreepress.com/local/soaking-up-some-ojibwa-111907714.html From cashcash at EMAIL.ARIZONA.EDU Wed Dec 15 17:21:25 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Dec 2010 10:21:25 -0700 Subject: Officials hope education program will help preserve aboriginal language (fwd link) Message-ID: Officials hope education program will help preserve aboriginal language Updated: Tue Dec. 14 2010 18:56:08 Canada A program in some Winnipeg schools is offering students of all backgrounds the chance to learn the Ojibwe language. Access full article below: http://winnipeg.ctv.ca/servlet/an/local/CTVNews/20101214/wpg_language_101214/20101214/?hub=WinnipegHome From dave_pearson at SIL.ORG Fri Dec 17 13:28:48 2010 From: dave_pearson at SIL.ORG (Dave Pearson) Date: Fri, 17 Dec 2010 13:28:48 -0000 Subject: U.S. now supports UN Declaration on the Rights of Indigenous Peoples. Message-ID: U.S. President Barack Obama says the U.S. is lending its support to the United Nations Declaration on the Rights of Indigenous Peoples. President Obama made the announcement Thursday at a White House Tribal Nations Conference, bringing together leaders of the 565 federally recognized tribes. The audience applauded and cheered after Mr. Obama declared U.S. support for the U.N. declaration. He said the aspirations it affirms, including respect for the institutions and rich cultures of native peoples, are ones the U.S. must always seek to fulfill. http://www.voanews.com/english/news/usa/Obama-Announces-Support-for-UN-Indig enous-Rights-Declaration-112008964.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Dec 18 00:13:47 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 17 Dec 2010 17:13:47 -0700 Subject: Young students learning to speak Cree in attempt to save language (fwd link) Message-ID: Young students learning to speak Cree in attempt to save language By Susan Zielinski - Red Deer Advocate Published: December 17, 2010 6:41 AM A Red Deer program is promoting aboriginal culture and language. Wichinahin Kohopikiwan Play School, operated by Red Deer Child Care Society, introduces Plains Cree language to aboriginal children age 19 months to five years. Program co-ordinator Yvonne Peebles hopes it will help revitalize the dying language. Access full article below: http://www.albertalocalnews.com/reddeeradvocate/news/local/Young_students_learning_to_speak_Cree_in_attempt_to_save_language_112063654.html From cashcash at EMAIL.ARIZONA.EDU Sat Dec 18 00:14:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 17 Dec 2010 17:14:56 -0700 Subject: Aboriginal apps give old languages modern edge (fwd link) Message-ID: Aboriginal apps give old languages modern edge BY JUDITH LAVOIE, POSTMEDIA NEWS DECEMBER 16, 2010 VICTORIA — Some of British Columbia's ancient languages are getting an ultra-modern boost in the hopes that cool technology will appeal to young aboriginal people. New language apps for Apple's iPod, iPad and iPhone devices have been developed for two native languages in the province: Sencoten, spoken on southern Vancouver Island; and Halq'emeylem, spoken in the Fraser Valley. Six more communities are using archives of recorded words and phrases to build mobile audio dictionaries with funding help from the province. Read more: http://www.timescolonist.com/life/Aboriginal+apps+give+languages+modern+edge/3986863/story.html#ixzz18PxLywB2 From David.Lewis at GRANDRONDE.ORG Sat Dec 18 01:15:10 2010 From: David.Lewis at GRANDRONDE.ORG (David Lewis) Date: Fri, 17 Dec 2010 17:15:10 -0800 Subject: Indian Sign Language Message-ID: Phil- you still working on Indian sign language? I found a reference to a sign in Jacobs notes. sign is for vagina... <º}}}}><`·..·`·..·`·... <º}}}}><`·..·`·... David G. Lewis, PhD Manager, Cultural Resources Department Confederated Tribes of Grand Ronde Office 503.879.1634 David.Lewis at grandronde.org .·`·..`·.. ><{{{{º>`·..·`·...><{{{{º>`·..· "Eating Popcorn, is Like Eating Little Explosions"- Saghaley Lewis 2009 From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:42:21 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:42:21 -0700 Subject: Government of Canada Renews Support for Aboriginal Languages Across the Country (fwd link) Message-ID: Government of Canada Renews Support for Aboriginal Languages Across the Country http://www.einnews.com/pr-news/268379-government-of-canada-renews-support-for-aboriginal-languages-across-the-country- The Honourable James Moore, Minister of Canadian Heritage and Official Languages, today announced a three-year renewal of the Aboriginal Languages Initiative, as well as a new formula for First Nations languages that distributes funding according to the regional realities of languages across Canada. The new funding formula for First Nations languages is based on regional distribution of these languages. First Nations organizations active in language initiatives in provinces and territories with a greater number of languages will have access to more funding than those where fewer languages are found. The new formula comes into effect on April 1, 2011. "Language is critical to the maintenance and transmission of cultural identity," said Minister Moore. "With the renewal of the Aboriginal Languages Initiative, we are ensuring that support continues for First Nations, Métis, and Inuit language revitalization." Minister Moore also announced funding for 16 language projects in British Columbia: 12 under the auspices of the First Peoples'' Cultural Foundation and 4 other First Nations projects. "Ensuring that languages are seen and heard as living languages within Aboriginal communities is essential for them to thrive," added Minister Moore. "Our Government is committed to safeguarding these languages and supports Aboriginal communities in their efforts to protect and enhance them." The Government of Canada has provided a total of $334,569 in funding for these projects through the Aboriginal Languages Initiative (ALI) of the Department of Canadian Heritage''s Aboriginal Peoples'' Program. The goal of ALI is to support the preservation and promotion of Aboriginal languages for future generations of Aboriginal peoples and other Canadians. For a list of organizations receiving funding, see the attached backgrounder. (This news release is available on the Internet at www.canadianheritage.gc.ca under Newsroom.) BACKGROUNDER The following British Columbia organizations are part of this funding announcement: Upper St''at''imc Language, Culture and Education Society, Lillooet -- $44,941 Okanagan Indian Educational Resources Society, Penticton -- $44,870 U''Mista Cultural Society, Alert Bay -- $44,100 Maya''xala''xa Youth Recreation and Culture Society, Port Hardy -- $32,328 Saulteau First Nations & Muskoti Learning Centre, Chetwynd -- $15,000 Treaty 8 Tribal Association, Fort St. John -- $15,000 Tsay Keh Dene, Prince George -- $15,000 West Moberly First Nation, Moberly Lake -- $15,000 Taku River Tlingit First Nations, Atlin -- $14,968 Coqualeetza Cultural Education Centre, Chilliwack -- $14,910 Salk''uz First Nation, Vanderhoof -- $14,708 NAMGIS First Nation / T''lisalagi''lakw School, Alert Bay -- $14,335 Kwantlen First Nation, Fort Langley -- $13,950 Cook''s Ferry Indian Band, Spences Bridge -- $13,459 Penticton Indian Band / Outma Sqilxw Cultural School, Penticton -- $12,000 Skeetchestn Indian Band, Savona -- $10,000 Office of the Minister of Canadian Heritage and Official Languages Codie Taylor - Press Secretary 819-997-7788 Canadian Heritage Media Relations 819-994-9101 1-866-569-6155 media at pch.gc.ca From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:43:50 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:43:50 -0700 Subject: Ottawa to help preserve aboriginal languages (fwd link) Message-ID: Ottawa to help preserve aboriginal languages ROBERT MATAS VANCOUVER— From Tuesday's Globe and Mail Published Monday, Dec. 20, 2010 9:20PM EST Canada With 30 aboriginal languages close to extinction, the federal government has announced plans to quadruple funds for programs in British Columbia to revitalize those that can be saved and preserve those that will disappear possibly within the next five years. Access full article below: http://www.theglobeandmail.com/news/national/british-columbia/ottawa-to-help-preserve-aboriginal-languages/article1845286/ From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:45:30 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:45:30 -0700 Subject: Alaska Natives seek greater presence on map (fwd link) Message-ID: Alaska Natives seek greater presence on map Alex DeMarban | Tundra Drums | Dec 20, 2010 USA In a growing effort to put Native culture on the map, literally, the Southwest Alaska village of Alakanuk wants to change the spelling of its name. But it won't be any easier to pronounce.Outsiders usually call it uh-luk-uh-nuk. Now say that while clearing your throat midway through the word. That's roughly how the Yup'ik people said it for eons, long before an officer with the U.S. Coast and Geodetic Survey "discovered" the village and anglicized the name in 1899. Problem was, there was no English letter for that guttural growl at the time. Access full article below: http://www.alaskadispatch.com/dispatches/rural-alaska/7887-alaska-natives-seek-greater-presence-on-map From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:47:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:47:46 -0700 Subject: Christ's endangered language gets new lease of life in Oxford (fwd link) Message-ID: Christ's endangered language gets new lease of life in Oxford An Aramaic course offered by Oxford University is drawing scores of scholars from as far afield as Liverpool and London Maev Kennedy guardian.co.uk, Tuesday 21 December 2010 16.34 GMT It is the language that Christ spoke, but is regarded as "endangered" with ever fewer scattered groups of native speakers. But in Oxford, Aramaic has been flourishing again, with a course in the ancient language drawing people from as far afield as Liverpool and London. There are now 56 people learning Aramaic at the university, including three classics professors, solemnly completing their weekly homework tasks and regularly attending the free lunchtime lessons, more than the numbers studying Greek. Access full article below: http://www.guardian.co.uk/education/2010/dec/21/aramaic-language-oxford-university From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:25:06 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:25:06 -0700 Subject: Apple, Cherokee Indians Partner on iPhone Language Capability (fwd link) Message-ID: Apple, Cherokee Indians Partner on iPhone Language Capability By: Nathan Eddy 2010-12-24 USA While the age of smoke signals as a means of rapid communication has clearly passed, a partnership between slick computer maker Apple and members of the Cherokee Indian tribe in the U.S. suggest the spoken language of the country’s native inhabitants won’t be lost to history-- the tribe is currently working with the company to develop Cherokee language software for Apple’s iPhone, iPod and iPad tablet devices. "There are countries vying to get on these devices for languages, so we are pretty excited we were included," Joseph Erb, who works in the Cherokee Nation's language technology division, told the Associated Press. Access full article below: http://www.eweek.com/c/a/Midmarket/Apple-Cherokee-Indians-Partner-on-iPhone-Language-Capability-724515/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:28:34 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:28:34 -0700 Subject: UA Program Supports Educators in Indigenous Communities (fwd link) Message-ID: UA Program Supports Educators in Indigenous Communities The SEED Project, a teacher-education program at the UA, informs visiting teachers from Mexico on different pedagogical information and strategies that may be used to improve instruction and learning among students in rural and remote communities. By La Monica Everett-Haynes, University Communications, December 22, 2010 USA Javier Gomez Santiz has spent the last eight years teaching school-age children in Mexico and finds it concerning that indigenous language and culture are being lost in favor of relying on Spanish. Access full article below: http://uanews.org/node/35577 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:34:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:34:03 -0700 Subject: Preserving Sino-Burman languages (fwd link) Message-ID: Friday, December 24, 2010 Preserving Sino-Burman languages Khalique Moshreqi, Central road, Dhanmondi, Dhaka Chinese is the most dominant amongst the ethnic Mongolian languages in Asia. It is also a language spoken by the highest number of people in the world. There are about 30 different Mongolian Sino-Burman languages spoken by the Adivasi or indigenous people of this country, but their condition is pitiable. Access full article below: http://www.thedailystar.net/newDesign/news-details.php?nid=167109 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:35:16 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:35:16 -0700 Subject: Cherokee, Apple partner to put language on iPhones (fwd link) Message-ID: Cherokee, Apple partner to put language on iPhones (AP) – 1 day ago USA TAHLEQUAH, Okla. (AP) — Nine-year-old Lauren Hummingbird wants a cell phone for Christmas — and not just any old phone, but an iPhone. Such a request normally would be met with skepticism by her father, Cherokee Nation employee Jamie Hummingbird. He could dismiss the obvious reasons a kid might want an iPhone, except for this — he's a proud Cherokee and buying his daughter the phone just might help keep the tribe's language alive. Nearly two centuries after a blacksmith named Sequoyah converted Cherokee into its own unique written form, the tribe has worked with Apple to develop Cherokee language software for the iPhone, iPod and — soon — the iPad. Computers used by students — including Lauren — at the tribe's language immersion school already allow them to type using Cherokee characters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5g1Yk_ny9nQbQCBS7pT0bidHTOFeg?docId=25ad6e0efaf84ba28cec8201611e6e2e From mikinakn at SHAW.CA Sat Dec 25 00:01:49 2010 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 24 Dec 2010 19:01:49 -0500 Subject: Cherokee, Apple partner to put language on iPhones (fwd link) In-Reply-To: Message-ID: Phillip...its Christmas Eve...you better go home now...lol....have a great Christmas season and thank you for all the postings you do... _______ wahjeh rolland nadjiwon -------------------------------------------------------------------------------- -----Original Message----- From: Phillip E Cash Cash Sent: Friday, December 24, 2010 6:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Cherokee, Apple partner to put language on iPhones (fwd link) Cherokee, Apple partner to put language on iPhones (AP) – 1 day ago USA TAHLEQUAH, Okla. (AP) — Nine-year-old Lauren Hummingbird wants a cell phone for Christmas — and not just any old phone, but an iPhone. Such a request normally would be met with skepticism by her father, Cherokee Nation employee Jamie Hummingbird. He could dismiss the obvious reasons a kid might want an iPhone, except for this — he's a proud Cherokee and buying his daughter the phone just might help keep the tribe's language alive. Nearly two centuries after a blacksmith named Sequoyah converted Cherokee into its own unique written form, the tribe has worked with Apple to develop Cherokee language software for the iPhone, iPod and — soon — the iPad. Computers used by students — including Lauren — at the tribe's language immersion school already allow them to type using Cherokee characters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5g1Yk_ny9nQbQCBS7pT0bidHTOFeg?docId=25ad6e0efaf84ba28cec8201611e6e2e ----- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1170 / Virus Database: 1435/3334 - Release Date: 12/23/10 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 29 17:55:04 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 29 Dec 2010 10:55:04 -0700 Subject: Geek of the Week: Halq=?UTF-8?Q?=E2=80=99em=C3=A9ylemFirstVoices_?= app fo r iPhone (fwd link) Message-ID: Geek of the Week: Halq’eméylem FirstVoices app for iPhone By Stephen Hui, December 27, 2010 Canada The Halq’eméylem FirstVoices app is available for the iPhone and the iPod Touch. Halq’eméylem is one of many B.C. First Nations languages at risk of becoming extinct. The Sto:lo Nation in the Fraser Valley is harnessing the latest technology in an effort to keep this language alive. Access full article below: http://www.straight.com/article-365985/vancouver/halqemeylem-firstvoices-app-aims-keep-language-alive From cashcash at EMAIL.ARIZONA.EDU Fri Dec 31 17:10:23 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Dec 2010 10:10:23 -0700 Subject: Eyak language to get boost from website (fwd link) Message-ID: Eyak language to get boost from website Published on December 30th, 2010 1:45 pm By ALASKA NEWSPAPERS STAFF USA Eyak became the first of Alaska's endangered Languages to be declared "extinct" when the last Native speaker, Marie Smith Jones, died in January 2008. Now, nearly three years later, there is an ambitious new effort to make Eyak the first Alaska language to be brought back to life, a news release said. On Jan. 1, a website will be launched just after midnight to begin the process of helping Eyaks learn the basics of their "lost" language. It is just one part of the Eyak Language Project: q'aayaa tl'hix (A New Beginning) -- an intensive effort to document, preserve and distribute learning materials to individuals and institutions throughout Alaska and beyond. Access full article below: http://thebristolbaytimes.com/article/1052eyak_language_to_get_boost_from_website Website cited: http://sites.google.com/site/eyaklanguageproject/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 31 17:13:01 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Dec 2010 10:13:01 -0700 Subject: Remembering a Lost Language (fwd link) Message-ID: Remembering a Lost Language By Marina Gaytan USA Visalia - When Deyetta “Cassetta” Crowley-Gaytan stopped speaking her Native American language during her teenage years, she never thought some of the language would be forgotten. And when her long time family friend, Darlene Franco, approached her this summer to ask if she would become a Native language teacher for the Owens Valley Career Development Center, Gaytan never thought that 60 years later, she would be speaking “Choinumni” again. Access full article below: http://www.valleyvoicenewspaper.com/vv/stories/2010/vv_lostlanguage_0792.htm From Melvin.Peltier at SAULTCOLLEGE.CA Wed Dec 1 15:17:13 2010 From: Melvin.Peltier at SAULTCOLLEGE.CA (Melvin Peltier) Date: Wed, 1 Dec 2010 10:17:13 -0500 Subject: Anishinaabewin Niizh: Annual Ojibwe Cultural Foundation Conference Message-ID: FYI...... From: Alan Corbiere [mailto:alanc at ojibweculture.ca] Sent: Thursday, November 25, 2010 5:03 PM To: info at ojibweculture.ca Subject: Anishinaabewin Niizh: Annual Ojibwe Cultural Foundation Conference Aanii; The Ojibwe Cultural Foundation, with the support of the United Chiefs and Councils of Mnidoo Mnising and Indian and Northern Affairs Canada, is proud to present "Anishinaabewin Niizh: Culture Movements, Critical Moments" an multidisciplinary culture conference concerning issues of Anishinaabe arts, language, history, scholarship, spirituality and culture. Attached is a poster with a draft agenda with the confirmed speakers. Three additional sessions are currently being filled. Registration forms will be available soon. Venue is currently being negotiated. Miigwech, al -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Anishinaabewin2011_poster (as of nov24).pdf Type: application/pdf Size: 584071 bytes Desc: Anishinaabewin2011_poster (as of nov24).pdf URL: From cashcash at EMAIL.ARIZONA.EDU Thu Dec 2 01:12:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 1 Dec 2010 18:12:56 -0700 Subject: Resurrecting Indigenous language (fwd link) Message-ID: Resurrecting Indigenous language JONATHAN HILL DECEMBER 01, 2010 AUS >From the outside it looks like any other demountable. The rigid design reeks of conformity. It sits amongst a cluster of portable classrooms in a hidden pocket of the high school, nestled beside the vibrant bush land. This room however is different from the others. Within this austere structure a miracle is being made: a deceased language is being brought back to life. Inside, the walls are adorned with photos of kangaroos, turtles, whales, wombats and a whole array of other native wildlife, each image accompanied by the corresponding vocabulary. The black board is half covered with a simple conversation that entails greetings and introductory statements. The middle of the floor is decorated with a Stepping Stone Serpent that represents the phonetic sounds of this ancient alphabet. Family posters hang from the ceiling ? an assignment from term one. Each poster contains photos linked with arrows that explain the relationship between family members. Each connection is labeled in this language of the land. Dhurga is a dead language. At my school however Dhurga is taught to every student (Indigenous and non-Indigenous) as a LOTE (Languages other than English) subject that is also part of a language revitalisation program. I teach this subject in conjunction with a local aboriginal man. The teaching material has been assembled with the help of a linguist based in Canberra. When students attain their School Certificate it will show they have undergone one hundred hours of Dhurga instruction. Access full article below: http://www.eurekastreet.com.au/article.aspx?aeid=23828 From rzs at WILDBLUE.NET Thu Dec 2 01:25:23 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 1 Dec 2010 19:25:23 -0600 Subject: Resurrecting Indigenous language (fwd link) In-Reply-To: Message-ID: thanks Phil, great article! Richard Zane Smith Wyandotte Oklahoma On Wed, Dec 1, 2010 at 7:12 PM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > Resurrecting Indigenous language > > JONATHAN HILL DECEMBER 01, 2010 > AUS > > From the outside it looks like any other demountable. The rigid design > reeks of conformity. It sits amongst a cluster of portable classrooms > in a hidden pocket of the high school, nestled beside the vibrant bush > land. This room however is different from the others. Within this > austere structure a miracle is being made: a deceased language is > being brought back to life. > > Inside, the walls are adorned with photos of kangaroos, turtles, > whales, wombats and a whole array of other native wildlife, each image > accompanied by the corresponding vocabulary. The black board is half > covered with a simple conversation that entails greetings and > introductory statements. The middle of the floor is decorated with a > Stepping Stone Serpent that represents the phonetic sounds of this > ancient alphabet. Family posters hang from the ceiling ? an assignment > from term one. Each poster contains photos linked with arrows that > explain the relationship between family members. Each connection is > labeled in this language of the land. > > Dhurga is a dead language. At my school however Dhurga is taught to > every student (Indigenous and non-Indigenous) as a LOTE (Languages > other than English) subject that is also part of a language > revitalisation program. I teach this subject in conjunction with a > local aboriginal man. The teaching material has been assembled with > the help of a linguist based in Canberra. When students attain their > School Certificate it will show they have undergone one hundred hours > of Dhurga instruction. > > Access full article below: > http://www.eurekastreet.com.au/article.aspx?aeid=23828 > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 20:33:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 13:33:46 -0700 Subject: A Name for Home: King Island (fwd link) Message-ID: A Name for Home: King Island By Lee Sherman Posted on December 1st, 2010 USA The official launch of the King Island Place Name website Monday afternoon in the Memorial Union was the culmination of a decade of research led by OSU anthropologist Deanna Kingston, whose ancestors were among the walrus hunters who once populated the now-deserted Alaskan island. Access full article below: http://oregonstate.edu/terra/2010/12/a-name-for-home-king-island/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 21:57:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 14:57:57 -0700 Subject: Ark. prof works to save endangered language (fwd link) Message-ID: Ark. prof works to save endangered language Written by ASSOCIATED PRESS Friday, 03 December 2010 11:26 USA CONWAY, Ark. (AP) _ A linguistics professor at the University of Central Arkansas is working to help save the endangered language of an American Indian tribe. Professor Tim Thornes has spent 16 years trying to help save the Northern Paiute, (peye-OOT') a language spoken by members of the Burns Paiute tribe. About 4,000 members of the tribe live mostly in northern Nevada and eastern Oregon. Access full article below: http://www.nativetimes.com/index.php?option=com_content&view=article&id=4670:ark-prof-works-to-save-endangered-language&catid=49&Itemid=25 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 3 22:00:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 3 Dec 2010 15:00:51 -0700 Subject: Aboriginals under 25 in losing native tongue (fwd link) Message-ID: Aboriginals under 25 in losing native tongue The Canadian Press: Friday, December 3, 2010 12:34 PM SASKATOON - The president of the Saskatchewan Indian Cultural Centre says young aboriginal people are losing their native languages. Dorothy Myo spoke at the First Nations Languages Keepers conference in Saskatoon about evaluating young people and languages on two reserves - Beardy's-Okemasis and Fishing Lake. Access full article below: http://www.globalsaskatoon.com/Aboriginals+under+losing+native+tongue/3924740/story.html From cashcash at EMAIL.ARIZONA.EDU Mon Dec 6 03:12:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 5 Dec 2010 20:12:56 -0700 Subject: Human language in eco-region concept (fwd link) Message-ID: Human language in eco-region concept Modern human is believed to be originated about 160,000 years ago. The simplification of human linguistic diversity is represented by the term, ?monoculture of the mind?. Out of 7,000 languages, 80-85 percent is spoken by indigenous peoples. Read more: http://www.digitaljournal.com/article/301048#ixzz17IVkk1HM From nflrc at HAWAII.EDU Tue Dec 7 05:27:25 2010 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Mon, 6 Dec 2010 19:27:25 -1000 Subject: Reminder: 2nd ICLDC Conference pre-registration deadline January 15 Message-ID: Apologies for any cross-postings . . . 2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward. Honolulu, Hawai'i, February 11-13, 2011 http://nflrc.hawaii.edu/ICLDC/2011 The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai'i Imin International Conference Center on the University of Hawai'i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb 9-10 - see details below). An optional Hilo Field Study (on the Big Island of Hawai'i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15). The 1st ICLDC, with its theme "Supporting Small Languages Together," underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is "Strategies for Moving Forward." We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us. PLENARY TALKS * Strategies for moving ahead: Linguistic and community goals Keren D. Rice, University of Toronto * Language management and minority language maintenance in Indonesia: Strategic issues Wayan Arka, Australian National University/Udayana University * A journey of beginnings: The Hawaiian language revitalization efforts, 1970's forward Larry Kimura, University of Hawai?i at Hilo INVITED COLLOQUIA * Colloquium on Dictionaries and Endangered Languages: Technology, Revitalization, and Collaboration (Organizer: Sarah Ogilvie) * The Use of Film in Language Documentation (Organizers: Rozenn Milin and Melissa Bisagni) * Grammaticography (Organizer: Sebastian Nordhoff) PRE-REGISTRATION (DEADLINE - JANUARY 15, 2011) Register early to enjoy discounted conference rates! Deadline - January 15, 2011. http://nflrc.hawaii.edu/ICLDC/2011/registration.html ************************************************************************* 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 llynnh at EMAIL.ARIZONA.EDU Tue Dec 7 22:06:12 2010 From: llynnh at EMAIL.ARIZONA.EDU (LaToya Hinton) Date: Tue, 7 Dec 2010 15:06:12 -0700 Subject: The American Indian Development Institute Presents: Technology and Hands-on Approaches to Indigenous Language Documentation Message-ID: Hi Everyone, I would cordially like to invite anyone who would like to attend a new technology conference in February @ the University of Arizona called, *The American Indian Development Institute Presents: Technology and Hands-on Approaches to Indigenous Language Documentation*. It is a two day event that will include interesting presentations and workshops on indigenous language documentation and teaching using new technologies such as Repositories, Online Dictionaries, Online Videos, and Ipod / Iphone applications. I have attached the preliminary flyer as an announcement however, a second flyer will explain all of the details of time,location, special events, registration, and parking. I hope this is an interesting topic for everyone! Let me know what you think? LaToya Hinton NAMA student Department of Linguistics University of Arizona llynnh at email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: technology conference flyer version 7 20101207-1126.pdf Type: application/pdf Size: 427735 bytes Desc: not available URL: From resa.bizzaro at IUP.EDU Tue Dec 7 22:37:27 2010 From: resa.bizzaro at IUP.EDU (Resa C Bizzaro) Date: Tue, 7 Dec 2010 17:37:27 -0500 Subject: CCCC Tribal College Fellowship In-Reply-To: Message-ID: Hi, everyone. While I know this information is not exactly directed toward linguistics, I want to let you know that we are still looking for applicants from Tribal College instructors who want to attend the coming year's Conference on College Composition and Communication. The deadline has been extended to December 17, 2010. Please encourage others to apply and/or share this information with anyone who you think will be interested. The link that gives the necessary information is below. http://www.ncte.org/cccc/awards/tribalcollegefellow Thanks. Resa Resa Crane Bizzaro, Chair 2011 CCCC Tribal College Fellowship From neskiem at GMAIL.COM Wed Dec 8 01:19:59 2010 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Tue, 7 Dec 2010 17:19:59 -0800 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: <1522694256.107908677.1291744003696.JavaMail.app@ech3-cdn43.prod> Message-ID: I haven't looked at this yet, but thought I'd share it with everyone. ---------- Forwarded message ---------- From: Indigenous Mapping Network Group Members Date: Tue, Dec 7, 2010 at 9:46 AM Subject: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn To: Neskie Manuel Linkedin GroupsDecember 7, 2010 Indigenous Mapping Network *Latest:* Discussions (1) Discussions (1) *New Interactive Map of the World's Endangered Languages* Comment or flag ? Like ? Started by Peter Jones, Anthropologist, Publisher, and Writer This was just released. By Peter Jones, Anthropologist, Publisher, and Writer Don't want to receive email notifications? Adjust your message settings. Stop inappropriate content the moment it is posted. Send me an email for each new discussion ? LinkedIn values your privacy. At no time has LinkedIn made your email address available to any other LinkedIn user without your permission. ? 2010, LinkedIn Corporation. -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Wed Dec 8 02:48:46 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Tue, 7 Dec 2010 21:48:46 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: As usual, they muffed up the Jaqi languages. And not because I haven?t sent it to them. MJ On 12/7/10 8:19 PM, "Neskie Manuel" wrote: > I haven't looked at this yet, but thought I'd share it with everyone. > > ---------- Forwarded message ---------- > From: Indigenous Mapping Network Group Members > Date: Tue, Dec 7, 2010 at 9:46 AM > Subject: From Peter Jones and other Indigenous Mapping Network group members > on LinkedIn > To: Neskie Manuel > > > > > Linkedin GroupsDecember 7, 2010 > Indigenous Mapping Network > Latest: Discussions (1) > on0JumNFomgJt7dBpSBA/> > > Discussions (1) > > New Interactive Map of the World's Endangered Languages > ttle-d7hOon0JumNFomgJt7dBpSBA/> Comment or flag ? > cmnt-d7hOon0JumNFomgJt7dBpSBA/> Like ? > grp_email_like_post-d7hOon0JumNFomgJt7dBpSBA/> > > Started by Peter Jones, Anthropologist, Publisher, and Writer > This was just released. > By Peter Jones, Anthropologist, Publisher, and Writer > ? > Don't want to receive email notifications? Adjust your message settings. > Oon0JumNFomgJt7dBpSBA/> > > Stop inappropriate content the moment it is posted. Send me an email for each > new discussion ? > ibe_new_posts/> > > LinkedIn values your privacy. At no time has LinkedIn made your email address > available to any other LinkedIn user without your permission. ? 2010, LinkedIn > Corporation. > > ? > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Dec 8 07:48:09 2010 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 8 Dec 2010 02:48:09 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: ...well...at the least, you're not surprised...:-( I tried logging in to it but I have been on this list so long, I can't remember my 'logins' ------- wahjeh rolland nadjiwon On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven't sent it to them. > MJ -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Dec 8 14:21:30 2010 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 8 Dec 2010 09:21:30 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: <4CFF3839.9060004@shaw.ca> Message-ID: I wish it was available without a LinkedIn login; I don't really want another set of social network sites gathering data about me. Any chance it could be made more freely available? Claire ...well...at the least, you're not surprised... :-( I tried logging in to it but I have been on this list so long, I can't remember my 'logins' ------- wahjeh rolland nadjiwon On 12/7/2010 9:48 PM, MJ Hardman wrote: As usual, they muffed up the Jaqi languages. And not because I haven?t sent it to them. MJ From mona at ALLIESMEDIAART.COM Wed Dec 8 14:42:05 2010 From: mona at ALLIESMEDIAART.COM (Mona Smith) Date: Wed, 8 Dec 2010 08:42:05 -0600 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: http://www.unesco.org/culture/languages-atlas/ On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven?t sent it to them. > MJ _______________________ AlliesLLC Mona M. Smith media artist/producer/director Allies: media/art 4720 32nd Avenue South Minneapolis, MN 55406 612.234.1636 (234-1NDN) reliable and speedy messages Martin Case research/writer/editor Director of the Indian Treaty Signers Project Allies: Research and Writing 4720 32nd Avenue South Minneapolis, MN 55406 indiantreatysigners at gmail.com http://www.alliesmediaart.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Dec 8 14:48:12 2010 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 8 Dec 2010 09:48:12 -0500 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: Thanks Mona, I didn't realise it was just the Unesco site (where the Australian language information has all sorts of unpredictable offset errors, and so many languages missing!). Claire On Wed, Dec 8, 2010 at 9:42 AM, Mona Smith wrote: > http://www.unesco.org/culture/languages-atlas/ > > On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. ?And not because I > haven?t sent it to them. > MJ > > _______________________ > AlliesLLC > Mona M. Smith > media artist/producer/director > Allies: media/art > 4720 32nd Avenue South > Minneapolis, MN 55406 > 612.234.1636 (234-1NDN) > reliable and speedy messages > > Martin Case > research/writer/editor > Director of the Indian Treaty Signers Project > Allies: Research and Writing > 4720 32nd Avenue South > Minneapolis, MN 55406 > indiantreatysigners at gmail.com > http://www.alliesmediaart.com > > > > > > > > > > > > > > > > > -- ----- Claire Bowern Associate Professor Department of Linguistics Yale University 370 Temple St New Haven, CT 06511 North American Dialects survey: http://pantheon.yale.edu/~clb3/NorthAmericanDialects/ From Jon.Reyhner at NAU.EDU Wed Dec 8 16:22:26 2010 From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner) Date: Wed, 8 Dec 2010 16:22:26 +0000 Subject: Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn In-Reply-To: Message-ID: Yes: And under their resource list they list the Teaching Indigenous Languages web site ( http://nau.edu/TIL ) as a University of Arizona site rather than a Northern Arizona University site. 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 Claire Bowern [clairebowern at GMAIL.COM] Sent: Wednesday, December 08, 2010 7:48 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Fwd: From Peter Jones and other Indigenous Mapping Network group members on LinkedIn Thanks Mona, I didn't realise it was just the Unesco site (where the Australian language information has all sorts of unpredictable offset errors, and so many languages missing!). Claire On Wed, Dec 8, 2010 at 9:42 AM, Mona Smith wrote: > http://www.unesco.org/culture/languages-atlas/ > > On Dec 8, at 8:21 AM Dec 8, Claire Bowern wrote: > > I wish it was available without a LinkedIn login; I don't really want > another set of social network sites gathering data about me. Any > chance it could be made more freely available? > Claire > > > > ...well...at the least, you're not surprised... :-( > > I tried logging in to it but I have been on this list so long, I can't > remember my 'logins' > ------- > wahjeh > rolland nadjiwon > > On 12/7/2010 9:48 PM, MJ Hardman wrote: > As usual, they muffed up the Jaqi languages. And not because I > haven?t sent it to them. > MJ > > _______________________ > AlliesLLC > Mona M. Smith > media artist/producer/director > Allies: media/art > 4720 32nd Avenue South > Minneapolis, MN 55406 > 612.234.1636 (234-1NDN) > reliable and speedy messages > > Martin Case > research/writer/editor > Director of the Indian Treaty Signers Project > Allies: Research and Writing > 4720 32nd Avenue South > Minneapolis, MN 55406 > indiantreatysigners at gmail.com > http://www.alliesmediaart.com > > > > > > > > > > > > > > > > > -- ----- Claire Bowern Associate Professor Department of Linguistics Yale University 370 Temple St New Haven, CT 06511 North American Dialects survey: http://pantheon.yale.edu/~clb3/NorthAmericanDialects/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 8 18:35:59 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 8 Dec 2010 11:35:59 -0700 Subject: Cornish language no longer extinct, says UN (fwd link) Message-ID: 7 December 2010 Cornish language no longer extinct, says UN The Cornish language, which had been branded extinct by linguistic experts, has been reclassified as "critically endangered" instead. Access full article below: http://www.bbc.co.uk/news/uk-england-cornwall-11935464 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 8 20:04:24 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 8 Dec 2010 13:04:24 -0700 Subject: Tribal music documentary premieres Saturday (fwd link) Message-ID: Tribal music documentary premieres Saturday December 08, 2010 11:36 AM BY NANCY GILKEY - SPECIAL TO YUMA SUN USA Quechan filmmaker Daniel Golding is using modern technology to preserve some very old music. Golding's documentary ?Songs of the Colorado,? which premieres Saturday, spotlights the traditional songs of American and Mexican tribes of the Southwest who speak the Yuman language. For two years, Golding traveled to interview and film lead singers of various tribes. And for the first time, lead singers from those tribes gathered to discuss common issues such as loss of language and the effects the loss had on learning the songs. Access full article below: http://www.yumasun.com/articles/golding-66002-language-songs.html From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 18:15:34 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 11:15:34 -0700 Subject: Indigenous languages introduced to Qld school syllabus (fwd link) Message-ID: Indigenous languages introduced to Qld school syllabus By Ynja Bjornsson Posted Thu Dec 9, 2010 4:47pm AEDT AUS Queensland will become the last state in Australia to introduce Aboriginal languages to the teaching syllabus next year. Access full article below: http://www.abc.net.au/news/stories/2010/12/09/3089406.htm From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 18:19:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 11:19:32 -0700 Subject: British languages 'dying': an expert writes (fwd link) Message-ID: British languages 'dying': an expert writes Thursday 09 December 2010 UK There are comprehensive records for only a tiny proportion of the languages spoken in the world today. While scholars around the globe are attempting to document and preserve the diversity of human linguistic expressions, including here at Cambridge, more than 2,400 of these speech forms are endangered and will likely vanish without trace by the end of this century. A sobering statistic: the Atlas of the World?s Languages in Danger released by UNESCO in early 2009 claims that more than 2,400 of the over 6,500 languages spoken around the globe today are in danger of disappearing. These vanishing voices, more than a third of the world?s total living languages, can be ranked on a sliding scale from vulnerable to extinct. Many will cease to be used as communicative vernaculars in the next generation of speakers. Access full article below: http://www.telegraph.co.uk/culture/culturenews/8190445/Endangered-Languages-and-Cultures-commentary.html From rzs at WILDBLUE.NET Thu Dec 9 20:12:37 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 14:12:37 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: kweh Beth, I don't remember if i responded to your nice note...? so tizham?h (thanks!) It's a really interesting time in Wyandot tribal history. If we're represented as a spiraling ...we're wound down to the very center, just about couldn't collapse any further(assimilated) if we tried. Presently there is a slight flexing at the center and an "effort" at "bending back" to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but its only a flexing creating an amazing amount of friction and tension on the downward curve. Teachers and administrators for the Wyandotte Preschool have little interest in learning the language. There are a couple teachers who sit and "learn/participate" with the kids...but thats it. No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their own language. Most of the encouragements i receive come from people like yourself . and i so appreciate it, because i know YOU KNOW how important these efforts can be. The TPR techniques are going great and we all get a full body exercise performing all kinds of imperatives and folding them in with the songs. we're gonna start singing these imperatives soon I can just tell. try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without singing it! One teacher just sits emotionless, head staring down scribbling at her desk, like : "this guy has got to be insane" when we're all down on the floor on our backs jabbing one leg in the air! HA! but the Teachers ALL help out when we get the kids organized for performance social dances for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show up! thanks again for all the support and encouragement one day i'll get the TPR book... wonder if the tribal admin. MIGHT even pay for it? naaah, probably not. ske:noh Richard On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: > Hi Richard, > > I'm not sure that I have any advice to offer, but I wanted to wish you well > and commend you on your efforts. I was a Dakota language immersion preschool > teacher within the Minneapolis Public Schools for several years and my > experience was very similar to what you're describing. The classroom teacher > and prep teachers in our Dakota IMMERSION room would come in and use > English, despite our objections and justifications. We too did not have > regular meetings between language speakers and teachers, so communication > was stymied. Furthermore, our knowledge of language acquisition was > considered sub-par, since the majority of our speakers are not licensed > teachers. I still work at the school, but in a different capacity and I've > found allies in the school who DO value our knowledge as speakers and who DO > want our input. It seems like sometimes it's just about finding the right > people to stand behind us. > > Do the teachers have to be in your classroom? We had to have licensed > teachers in the room because we were not licensed, but I'm not sure if > that's the case for you. Also, do the teachers know or are they learning > some of the language? Maybe someone had suggested it already, but doing a > TPR demonstration with the teachers in a language they DON'T know can be > pretty convincing! Or, sometimes it helps for them to see research data that > supports the effectiveness of immersion. That said, there are some who seem > as if they will never understand or don't want to, no matter what evidence > you present them with. I've worked with those people and it's very > challenging on many levels, but what brought me through was the support and > encouragement of other language activists, which is why I wanted to write to > you. The work you're doing -as a volunteer, no less!- seems very admirable > and I'm sure it's making a difference for those kids far beyond what you can > even see now. > > Best wishes to you, > > Beth Brown > > Program Associate, Dakota Language > American Indian Studies > University of Minnesota > > > > > On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: > >> I'm working with preschool kids >> introducing the Wyandot language...which is great..but >> its not ideal.I can only volunteer so much time as its not a funded >> position. >> So far the tribal council hasn't considered our Language as >> essential...(another topic!) >> >> Relationships are good with teachers BUT >> I'm finding I'm having conflict when I'm using ONLY "wandat" >> and teachers keep "helping" -- interpreting into english for the >> students!!! >> >> they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION >> and if something isn't working, its MY problem and i'll try using >> the "new" words in a different context... >> maybe stressing the new words less, and wrapping it with familiar words. >> >> But what can i tell these teachers!?! I don't want to offend them >> by correcting them in class...though , in a couple classes i shook my head >> smiling saying "no interpreting!" but they looked offended. >> I requested a meeting,that isn't happening... >> >> Is there some "easy to comprehend" instruction about this kind of problem? >> ske:noh >> Richard >> >> -- >> * >> >> "It is easier to build strong children than to repair broken men." >> >> - Frederick Douglass >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Dec 9 21:20:13 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 15:20:13 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, I continue to be both encouraged and impressed by your commitment. I was wondering if you happened to know about the Miami language and the work of Darrel Baldwin and others to revitalize it? The language "went silent" in the 1960's and Darryl, a tribal member, taught himself to speak what he calls a "functional form" of the language. Then, he went on to teach his children. They became the first "first language" speakers in decades. It is an amazing story and the kind of which I hope becomes much more common place. I hope you draw strength from it.... http://www.endangered-languages.com/miami.php http://www.youtube.com/watch?v=G4418jOBgpI http://www.myaamiaproject.org/staff.html Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > kweh Beth, > I don't remember if i responded to your nice note...? so tizham?h > (thanks!) > > It's a really interesting time in Wyandot tribal history. > If we're represented as a spiraling ...we're wound down to the very center, > just about couldn't collapse any further(assimilated) if we tried. > Presently there is a slight flexing at the center and an "effort" at > "bending back" > to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but > its only a flexing > creating an amazing amount of friction and tension on the downward curve. > > Teachers and administrators for the Wyandotte Preschool have little > interest in learning the language. > There are a couple teachers who sit and "learn/participate" with the > kids...but thats it. > No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their > own language. > Most of the encouragements i receive come from people like yourself . > and i so appreciate it, because i know YOU KNOW how important these efforts > can be. > > The TPR techniques are going great and we all get a full body exercise > performing > all kinds of imperatives and folding them in with the songs. > we're gonna start singing these imperatives soon I can just tell. > > try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without > singing it! > > One teacher just sits emotionless, head staring down scribbling at her > desk, > like : "this guy has got to be insane" > when we're all down on the floor on our backs jabbing one leg in the air! > HA! > > but the Teachers ALL help out when we get the kids organized for > performance social dances > for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show > up! > > thanks again for all the support and encouragement > one day i'll get the TPR book... wonder if the tribal admin. MIGHT even pay > for it? > naaah, probably not. > > ske:noh > Richard > > > > > > > > On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: > >> Hi Richard, >> >> I'm not sure that I have any advice to offer, but I wanted to wish you >> well and commend you on your efforts. I was a Dakota language immersion >> preschool teacher within the Minneapolis Public Schools for several years >> and my experience was very similar to what you're describing. The classroom >> teacher and prep teachers in our Dakota IMMERSION room would come in and use >> English, despite our objections and justifications. We too did not have >> regular meetings between language speakers and teachers, so communication >> was stymied. Furthermore, our knowledge of language acquisition was >> considered sub-par, since the majority of our speakers are not licensed >> teachers. I still work at the school, but in a different capacity and I've >> found allies in the school who DO value our knowledge as speakers and who DO >> want our input. It seems like sometimes it's just about finding the right >> people to stand behind us. >> >> Do the teachers have to be in your classroom? We had to have licensed >> teachers in the room because we were not licensed, but I'm not sure if >> that's the case for you. Also, do the teachers know or are they learning >> some of the language? Maybe someone had suggested it already, but doing a >> TPR demonstration with the teachers in a language they DON'T know can be >> pretty convincing! Or, sometimes it helps for them to see research data that >> supports the effectiveness of immersion. That said, there are some who seem >> as if they will never understand or don't want to, no matter what evidence >> you present them with. I've worked with those people and it's very >> challenging on many levels, but what brought me through was the support and >> encouragement of other language activists, which is why I wanted to write to >> you. The work you're doing -as a volunteer, no less!- seems very admirable >> and I'm sure it's making a difference for those kids far beyond what you can >> even see now. >> >> Best wishes to you, >> >> Beth Brown >> >> Program Associate, Dakota Language >> American Indian Studies >> University of Minnesota >> >> >> >> >> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >> >>> I'm working with preschool kids >>> introducing the Wyandot language...which is great..but >>> its not ideal.I can only volunteer so much time as its not a funded >>> position. >>> So far the tribal council hasn't considered our Language as >>> essential...(another topic!) >>> >>> Relationships are good with teachers BUT >>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>> and teachers keep "helping" -- interpreting into english for the >>> students!!! >>> >>> they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION >>> and if something isn't working, its MY problem and i'll try using >>> the "new" words in a different context... >>> maybe stressing the new words less, and wrapping it with familiar words. >>> >>> But what can i tell these teachers!?! I don't want to offend them >>> by correcting them in class...though , in a couple classes i shook my >>> head >>> smiling saying "no interpreting!" but they looked offended. >>> I requested a meeting,that isn't happening... >>> >>> Is there some "easy to comprehend" instruction about this kind of >>> problem? >>> ske:noh >>> Richard >>> >>> -- >>> * >>> >>> "It is easier to build strong children than to repair broken men." >>> >>> - Frederick Douglass >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Dec 9 21:50:12 2010 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 9 Dec 2010 16:50:12 -0500 Subject: suggestions anyone? In-Reply-To: Message-ID: All, I recently had the pleasure of visiting Daryl Baldwin and others at the Myaamia Project -- Here is their page on 'Research and Development" which might be a good source of ideas for some folks.( http://www.myaamiaproject.org/research.htm ) Certainly, the reclamation of the language is a monumental accomplishment by Daryl and his family. The sense of commitment from all involved in the Myaamia project is almost palpable.I think Daryl would agree that making things like this happen is both the product of extreme individual determination but also teamwork. All over the country, there are hard working and very dedicated individuals making a different in their communities and so many of those voices are here on ILAT. It is an inspiration just following the discussions so much of the time. Thanks for the great discussions and wealth of ideas expressed by participants on this list. Best wishes for a peaceful holiday season to all! Susan On Thu, Dec 9, 2010 at 4:20 PM, Heather Souter wrote: > Taanshi, Richard, > > I continue to be both encouraged and impressed by your commitment. I was > wondering if you happened to know about the Miami language and the work of > Darrel Baldwin and others to revitalize it? The language "went silent" in > the 1960's and Darryl, a tribal member, taught himself to speak what he > calls a "functional form" of the language. Then, he went on to teach his > children. They became the first "first language" speakers in decades. > > It is an amazing story and the kind of which I hope becomes much more > common place. I hope you draw strength from it.... > > http://www.endangered-languages.com/miami.php > http://www.youtube.com/watch?v=G4418jOBgpI > http://www.myaamiaproject.org/staff.html > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > >> kweh Beth, >> I don't remember if i responded to your nice note...? so tizham?h >> (thanks!) >> >> It's a really interesting time in Wyandot tribal history. >> If we're represented as a spiraling ...we're wound down to the very >> center, >> just about couldn't collapse any further(assimilated) if we tried. >> Presently there is a slight flexing at the center and an "effort" at >> "bending back" >> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >> its only a flexing >> creating an amazing amount of friction and tension on the downward curve. >> >> Teachers and administrators for the Wyandotte Preschool have little >> interest in learning the language. >> There are a couple teachers who sit and "learn/participate" with the >> kids...but thats it. >> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >> own language. >> Most of the encouragements i receive come from people like yourself . >> and i so appreciate it, because i know YOU KNOW how important these >> efforts can be. >> >> The TPR techniques are going great and we all get a full body exercise >> performing >> all kinds of imperatives and folding them in with the songs. >> we're gonna start singing these imperatives soon I can just tell. >> >> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >> singing it! >> >> One teacher just sits emotionless, head staring down scribbling at her >> desk, >> like : "this guy has got to be insane" >> when we're all down on the floor on our backs jabbing one leg in the air! >> HA! >> >> but the Teachers ALL help out when we get the kids organized for >> performance social dances >> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show >> up! >> >> thanks again for all the support and encouragement >> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >> pay for it? >> naaah, probably not. >> >> ske:noh >> Richard >> >> >> >> >> >> >> >> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >> >>> Hi Richard, >>> >>> I'm not sure that I have any advice to offer, but I wanted to wish you >>> well and commend you on your efforts. I was a Dakota language immersion >>> preschool teacher within the Minneapolis Public Schools for several years >>> and my experience was very similar to what you're describing. The classroom >>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>> English, despite our objections and justifications. We too did not have >>> regular meetings between language speakers and teachers, so communication >>> was stymied. Furthermore, our knowledge of language acquisition was >>> considered sub-par, since the majority of our speakers are not licensed >>> teachers. I still work at the school, but in a different capacity and I've >>> found allies in the school who DO value our knowledge as speakers and who DO >>> want our input. It seems like sometimes it's just about finding the right >>> people to stand behind us. >>> >>> Do the teachers have to be in your classroom? We had to have licensed >>> teachers in the room because we were not licensed, but I'm not sure if >>> that's the case for you. Also, do the teachers know or are they learning >>> some of the language? Maybe someone had suggested it already, but doing a >>> TPR demonstration with the teachers in a language they DON'T know can be >>> pretty convincing! Or, sometimes it helps for them to see research data that >>> supports the effectiveness of immersion. That said, there are some who seem >>> as if they will never understand or don't want to, no matter what evidence >>> you present them with. I've worked with those people and it's very >>> challenging on many levels, but what brought me through was the support and >>> encouragement of other language activists, which is why I wanted to write to >>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>> and I'm sure it's making a difference for those kids far beyond what you can >>> even see now. >>> >>> Best wishes to you, >>> >>> Beth Brown >>> >>> Program Associate, Dakota Language >>> American Indian Studies >>> University of Minnesota >>> >>> >>> >>> >>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>> >>>> I'm working with preschool kids >>>> introducing the Wyandot language...which is great..but >>>> its not ideal.I can only volunteer so much time as its not a funded >>>> position. >>>> So far the tribal council hasn't considered our Language as >>>> essential...(another topic!) >>>> >>>> Relationships are good with teachers BUT >>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>> and teachers keep "helping" -- interpreting into english for the >>>> students!!! >>>> >>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>> INTERPRETATION >>>> and if something isn't working, its MY problem and i'll try using >>>> the "new" words in a different context... >>>> maybe stressing the new words less, and wrapping it with familiar words. >>>> >>>> But what can i tell these teachers!?! I don't want to offend them >>>> by correcting them in class...though , in a couple classes i shook my >>>> head >>>> smiling saying "no interpreting!" but they looked offended. >>>> I requested a meeting,that isn't happening... >>>> >>>> Is there some "easy to comprehend" instruction about this kind of >>>> problem? >>>> ske:noh >>>> Richard >>>> >>>> -- >>>> * >>>> >>>> "It is easier to build strong children than to repair broken men." >>>> >>>> - Frederick Douglass >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- ********************************************************************************************** *Susan D. Penfield, Ph.D. **(Currently on leave to the National Science Foundation. E-mail: spenfiel at nsf.gov Phone at NSF: 703-292-4535)* 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 Dec 9 23:07:40 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 17:07:40 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: kweh Heather, yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were invited to present our own version of Ohio Native history/culture lessons at a summer conference for teachers. I know Darryl's story and its a pretty good one...wonderful that he and his wife created a "nest" at home where his kids grew up speaking myami. Darryl's story is also a real deep guilt-rouser for me. "If you were really dedicated,see what you could have been doing by now?" But I'm who i am, an unschooled "linguist",and a full time artist and well...my wife isn't THAT interested, (she's non-native) doesn't enjoy linguistics, and so our prep time for classroom is usually... ....short. I'm not complaining... shes my biggest supporter! She sacrificed an established life in Santa Fe NM. to support me here in one of the most impoverished (In many ways) areas of Oklahoma for these past 6 years. Yeah the Myaamia project is a reminder of how far away we are from an active living language culture. and how much more INTENSE sacrifice its going to take to even get close. ske:noh Richard On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: > Taanshi, Richard, > > I continue to be both encouraged and impressed by your commitment. I was > wondering if you happened to know about the Miami language and the work of > Darrel Baldwin and others to revitalize it? The language "went silent" in > the 1960's and Darryl, a tribal member, taught himself to speak what he > calls a "functional form" of the language. Then, he went on to teach his > children. They became the first "first language" speakers in decades. > > It is an amazing story and the kind of which I hope becomes much more > common place. I hope you draw strength from it.... > > http://www.endangered-languages.com/miami.php > http://www.youtube.com/watch?v=G4418jOBgpI > http://www.myaamiaproject.org/staff.html > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: > >> kweh Beth, >> I don't remember if i responded to your nice note...? so tizham?h >> (thanks!) >> >> It's a really interesting time in Wyandot tribal history. >> If we're represented as a spiraling ...we're wound down to the very >> center, >> just about couldn't collapse any further(assimilated) if we tried. >> Presently there is a slight flexing at the center and an "effort" at >> "bending back" >> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >> its only a flexing >> creating an amazing amount of friction and tension on the downward curve. >> >> Teachers and administrators for the Wyandotte Preschool have little >> interest in learning the language. >> There are a couple teachers who sit and "learn/participate" with the >> kids...but thats it. >> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >> own language. >> Most of the encouragements i receive come from people like yourself . >> and i so appreciate it, because i know YOU KNOW how important these >> efforts can be. >> >> The TPR techniques are going great and we all get a full body exercise >> performing >> all kinds of imperatives and folding them in with the songs. >> we're gonna start singing these imperatives soon I can just tell. >> >> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >> singing it! >> >> One teacher just sits emotionless, head staring down scribbling at her >> desk, >> like : "this guy has got to be insane" >> when we're all down on the floor on our backs jabbing one leg in the air! >> HA! >> >> but the Teachers ALL help out when we get the kids organized for >> performance social dances >> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk show >> up! >> >> thanks again for all the support and encouragement >> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >> pay for it? >> naaah, probably not. >> >> ske:noh >> Richard >> >> >> >> >> >> >> >> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >> >>> Hi Richard, >>> >>> I'm not sure that I have any advice to offer, but I wanted to wish you >>> well and commend you on your efforts. I was a Dakota language immersion >>> preschool teacher within the Minneapolis Public Schools for several years >>> and my experience was very similar to what you're describing. The classroom >>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>> English, despite our objections and justifications. We too did not have >>> regular meetings between language speakers and teachers, so communication >>> was stymied. Furthermore, our knowledge of language acquisition was >>> considered sub-par, since the majority of our speakers are not licensed >>> teachers. I still work at the school, but in a different capacity and I've >>> found allies in the school who DO value our knowledge as speakers and who DO >>> want our input. It seems like sometimes it's just about finding the right >>> people to stand behind us. >>> >>> Do the teachers have to be in your classroom? We had to have licensed >>> teachers in the room because we were not licensed, but I'm not sure if >>> that's the case for you. Also, do the teachers know or are they learning >>> some of the language? Maybe someone had suggested it already, but doing a >>> TPR demonstration with the teachers in a language they DON'T know can be >>> pretty convincing! Or, sometimes it helps for them to see research data that >>> supports the effectiveness of immersion. That said, there are some who seem >>> as if they will never understand or don't want to, no matter what evidence >>> you present them with. I've worked with those people and it's very >>> challenging on many levels, but what brought me through was the support and >>> encouragement of other language activists, which is why I wanted to write to >>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>> and I'm sure it's making a difference for those kids far beyond what you can >>> even see now. >>> >>> Best wishes to you, >>> >>> Beth Brown >>> >>> Program Associate, Dakota Language >>> American Indian Studies >>> University of Minnesota >>> >>> >>> >>> >>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>> >>>> I'm working with preschool kids >>>> introducing the Wyandot language...which is great..but >>>> its not ideal.I can only volunteer so much time as its not a funded >>>> position. >>>> So far the tribal council hasn't considered our Language as >>>> essential...(another topic!) >>>> >>>> Relationships are good with teachers BUT >>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>> and teachers keep "helping" -- interpreting into english for the >>>> students!!! >>>> >>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>> INTERPRETATION >>>> and if something isn't working, its MY problem and i'll try using >>>> the "new" words in a different context... >>>> maybe stressing the new words less, and wrapping it with familiar words. >>>> >>>> But what can i tell these teachers!?! I don't want to offend them >>>> by correcting them in class...though , in a couple classes i shook my >>>> head >>>> smiling saying "no interpreting!" but they looked offended. >>>> I requested a meeting,that isn't happening... >>>> >>>> Is there some "easy to comprehend" instruction about this kind of >>>> problem? >>>> ske:noh >>>> Richard >>>> >>>> -- >>>> * >>>> >>>> "It is easier to build strong children than to repair broken men." >>>> >>>> - Frederick Douglass >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Dec 9 23:29:24 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 17:29:24 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a lot of guts and passion to continue to bring language into the lives of children in spite of the lack of support and other challenges you face! By the way, one of our greatest Metis heroes, the great Louis Riel is thought to have said something to the effect that it would be the artists among us that would be the catalysts for cultural revival.... You are a wonderful artist (yes, I have seen some of your work), have a good sense of fun and a commitment to your culture and identity. You are a living example of those who make change happen. Don't let the"guilt bug" bite! You have gifts to share that no one else is sharing/can share. Just continue on in the most sustainable way you can and don't give up! The fruits of your work will grow.... Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: > kweh Heather, > yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were > invited to present our > own version of Ohio Native history/culture lessons at a summer conference > for teachers. > I know Darryl's story and its a pretty good one...wonderful that he and his > wife created a "nest" at home > where his kids grew up speaking myami. > > Darryl's story is also a real deep guilt-rouser for me. > "If you were really dedicated,see what you could have been doing by now?" > > But I'm who i am, an unschooled "linguist",and a full time artist and > well...my wife isn't THAT interested, > (she's non-native) doesn't enjoy linguistics, and so our prep time for > classroom is usually... ....short. > I'm not complaining... shes my biggest supporter! > She sacrificed an established life in Santa Fe NM. to support me here in > one of the most impoverished (In many ways) areas of Oklahoma for these past > 6 years. > > Yeah the Myaamia project is a reminder of how far away we are from an > active living language culture. > and how much more INTENSE sacrifice its going to take to even get close. > > ske:noh > Richard > > > > > On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: > >> Taanshi, Richard, >> >> I continue to be both encouraged and impressed by your commitment. I was >> wondering if you happened to know about the Miami language and the work of >> Darrel Baldwin and others to revitalize it? The language "went silent" in >> the 1960's and Darryl, a tribal member, taught himself to speak what he >> calls a "functional form" of the language. Then, he went on to teach his >> children. They became the first "first language" speakers in decades. >> >> It is an amazing story and the kind of which I hope becomes much more >> common place. I hope you draw strength from it.... >> >> http://www.endangered-languages.com/miami.php >> http://www.youtube.com/watch?v=G4418jOBgpI >> http://www.myaamiaproject.org/staff.html >> >> Eekoshi pitamaa. >> Heather >> >> >> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >> >>> kweh Beth, >>> I don't remember if i responded to your nice note...? so tizham?h >>> (thanks!) >>> >>> It's a really interesting time in Wyandot tribal history. >>> If we're represented as a spiraling ...we're wound down to the very >>> center, >>> just about couldn't collapse any further(assimilated) if we tried. >>> Presently there is a slight flexing at the center and an "effort" at >>> "bending back" >>> to possibly reverse bend TOWARDS revitalization(unwinding the spiral),but >>> its only a flexing >>> creating an amazing amount of friction and tension on the downward curve. >>> >>> Teachers and administrators for the Wyandotte Preschool have little >>> interest in learning the language. >>> There are a couple teachers who sit and "learn/participate" with the >>> kids...but thats it. >>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >>> own language. >>> Most of the encouragements i receive come from people like yourself . >>> and i so appreciate it, because i know YOU KNOW how important these >>> efforts can be. >>> >>> The TPR techniques are going great and we all get a full body exercise >>> performing >>> all kinds of imperatives and folding them in with the songs. >>> we're gonna start singing these imperatives soon I can just tell. >>> >>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) without >>> singing it! >>> >>> One teacher just sits emotionless, head staring down scribbling at her >>> desk, >>> like : "this guy has got to be insane" >>> when we're all down on the floor on our backs jabbing one leg in the air! >>> HA! >>> >>> but the Teachers ALL help out when we get the kids organized for >>> performance social dances >>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>> show up! >>> >>> thanks again for all the support and encouragement >>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>> pay for it? >>> naaah, probably not. >>> >>> ske:noh >>> Richard >>> >>> >>> >>> >>> >>> >>> >>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>> >>>> Hi Richard, >>>> >>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>> well and commend you on your efforts. I was a Dakota language immersion >>>> preschool teacher within the Minneapolis Public Schools for several years >>>> and my experience was very similar to what you're describing. The classroom >>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>> English, despite our objections and justifications. We too did not have >>>> regular meetings between language speakers and teachers, so communication >>>> was stymied. Furthermore, our knowledge of language acquisition was >>>> considered sub-par, since the majority of our speakers are not licensed >>>> teachers. I still work at the school, but in a different capacity and I've >>>> found allies in the school who DO value our knowledge as speakers and who DO >>>> want our input. It seems like sometimes it's just about finding the right >>>> people to stand behind us. >>>> >>>> Do the teachers have to be in your classroom? We had to have licensed >>>> teachers in the room because we were not licensed, but I'm not sure if >>>> that's the case for you. Also, do the teachers know or are they learning >>>> some of the language? Maybe someone had suggested it already, but doing a >>>> TPR demonstration with the teachers in a language they DON'T know can be >>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>> supports the effectiveness of immersion. That said, there are some who seem >>>> as if they will never understand or don't want to, no matter what evidence >>>> you present them with. I've worked with those people and it's very >>>> challenging on many levels, but what brought me through was the support and >>>> encouragement of other language activists, which is why I wanted to write to >>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>> and I'm sure it's making a difference for those kids far beyond what you can >>>> even see now. >>>> >>>> Best wishes to you, >>>> >>>> Beth Brown >>>> >>>> Program Associate, Dakota Language >>>> American Indian Studies >>>> University of Minnesota >>>> >>>> >>>> >>>> >>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith wrote: >>>> >>>>> I'm working with preschool kids >>>>> introducing the Wyandot language...which is great..but >>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>> position. >>>>> So far the tribal council hasn't considered our Language as >>>>> essential...(another topic!) >>>>> >>>>> Relationships are good with teachers BUT >>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>> and teachers keep "helping" -- interpreting into english for the >>>>> students!!! >>>>> >>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>> INTERPRETATION >>>>> and if something isn't working, its MY problem and i'll try using >>>>> the "new" words in a different context... >>>>> maybe stressing the new words less, and wrapping it with familiar >>>>> words. >>>>> >>>>> But what can i tell these teachers!?! I don't want to offend them >>>>> by correcting them in class...though , in a couple classes i shook my >>>>> head >>>>> smiling saying "no interpreting!" but they looked offended. >>>>> I requested a meeting,that isn't happening... >>>>> >>>>> Is there some "easy to comprehend" instruction about this kind of >>>>> problem? >>>>> ske:noh >>>>> Richard >>>>> >>>>> -- >>>>> * >>>>> >>>>> "It is easier to build strong children than to repair broken men." >>>>> >>>>> - Frederick Douglass >>>>> >>>>> * >>>>> >>>> >>>> >>> >>> >>> -- >>> * >>> >>> Bread for myself is a material question. Bread for my neighbor is a >>> spiritual one." >>> >>> - Nicholas Berdyaev >>> >>> >>> "its easier to build strong children than repair broken men" Frederick >>> Douglas >>> >>> >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Dec 9 23:40:54 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 9 Dec 2010 16:40:54 -0700 Subject: suggestions anyone? In-Reply-To: Message-ID: Hi all, I don't know if anybody has mentioned this but I will just briefly add that in terms of behavior, adults have this (mostly unexamined) drive to be understood when speaking to children. Much like when people have this (largely unexamined) need to blurt out speech when silence enters into the conversation. Is it a cultural thing? Hmm, not sure, maybe. Perhaps it might force the issue when teaching a language. One could have the greatest curriculum in the world but if the teacher has this unexamined need to be understood it could limit the options of learners. Maybe this is the source for some teachers blurting out English during your lessons. Just curious, Phil On Thu, Dec 9, 2010 at 4:29 PM, Heather Souter wrote: > Taanshi, Richard, > > Sigh....? I didn't mean to rouse any guilt!? You are inspiring!? It take a > lot of guts and passion to continue to bring language into the lives of > children in spite of the lack of support and other challenges you face! > > By the way, one of our greatest Metis heroes, the great Louis Riel is > thought to have said something to the effect that it would be the artists > among us that would be the catalysts for cultural revival....? You are a > wonderful artist (yes, I have seen some of your work), have a good sense of > fun and a commitment to your culture and identity.? You are a living example > of those who make change happen.? Don't let the"guilt bug" bite!? You have > gifts to share that no one else is sharing/can share.? Just continue on in > the most sustainable way you can and don't give up!? The fruits of your work > will grow.... > > Eekoshi pitamaa. > Heather > > On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: >> >> kweh Heather, >> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >> invited to present our >> own version of Ohio Native history/culture lessons at a summer conference >> for teachers. >> I know Darryl's story and its a pretty good one...wonderful that he and >> his wife created a "nest" at home >> where his kids grew up speaking myami. >> Darryl's story is also a real deep guilt-rouser for me. >> "If you were really dedicated,see what you could have been doing by now?" >> But I'm who i am, an unschooled "linguist",and a full time artist and >> well...my wife isn't THAT interested, >> (she's non-native)?doesn't enjoy linguistics, and so our prep time for >> classroom is usually... ....short. >> I'm not complaining... shes my biggest supporter! >> She sacrificed an established life in Santa Fe NM. to support me here in >> one of the most impoverished (In many ways) areas of Oklahoma for these past >> 6 years. >> Yeah the Myaamia project is a reminder of how far away we are from an >> active living language culture. >> and how much more INTENSE sacrifice its going to take to even get close. >> ske:noh >> Richard >> >> >> >> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >>> >>> Taanshi, Richard, >>> >>> I continue to be both encouraged and impressed by your commitment.? I was >>> wondering if you happened to know about the Miami language and the work of >>> Darrel Baldwin and others to revitalize it?? The language "went silent" in >>> the 1960's and Darryl, a tribal member, taught himself to speak what he >>> calls a "functional form" of the language.? Then, he went on to teach his >>> children.? They became the first "first language" speakers in decades. >>> >>> It is an amazing story and the kind of which I hope becomes much more >>> common place.? I hope you draw strength from it.... >>> >>> http://www.endangered-languages.com/miami.php >>> http://www.youtube.com/watch?v=G4418jOBgpI >>> http://www.myaamiaproject.org/staff.html >>> >>> Eekoshi pitamaa. >>> Heather >>> >>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith >>> wrote: >>>> >>>> kweh Beth, >>>> I don't remember if i responded to your nice note...? ? so tizham?h >>>> (thanks!) >>>> >>>> It's a really interesting time in Wyandot tribal history. >>>> If we're represented as a spiraling ...we're wound down to the very >>>> center, >>>> just about couldn't collapse any further(assimilated) if we tried. >>>> Presently there is a slight flexing at the center and an "effort" at >>>> "bending back" >>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>> spiral),but its only a flexing >>>> creating an amazing amount of friction and tension on the downward >>>> curve. >>>> Teachers and administrators for the Wyandotte Preschool have little >>>> interest in learning the language. >>>> There are a couple teachers who sit and "learn/participate" with the >>>> kids...but thats it. >>>> No?(LOCAL)?tribal member seems to be aware of the IMMENSE VALUE of their >>>> own language. >>>> Most of the encouragements i receive come from people like yourself . >>>> and i so appreciate it, because i know YOU KNOW how important these >>>> efforts can be. >>>> The TPR techniques are going great and we all get a full body exercise >>>> performing >>>> all kinds of imperatives and folding them in with the songs. >>>> we're gonna start singing these imperatives soon I can just tell. >>>> try to say ? tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>> without singing it! >>>> ?One teacher just sits emotionless, head staring down scribbling at her >>>> desk, >>>> ?like : ?"this guy has got to be insane" >>>> when we're all down on the floor on our backs jabbing one leg in the >>>> air! ?HA! >>>> but the Teachers ALL help out when we get the kids organized for >>>> performance social dances >>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>> show up! >>>> thanks again for all the support and encouragement >>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>> pay for it? >>>> naaah, probably not. >>>> ske:noh >>>> Richard >>>> >>>> >>>> >>>> >>>> >>>> >>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>>> >>>>> Hi Richard, >>>>> >>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>> and my experience was very similar to what you're describing. The classroom >>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>> English, despite our objections and justifications. We too did not have >>>>> regular meetings between language speakers and teachers, so communication >>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>> considered sub-par, since the majority of our speakers are not licensed >>>>> teachers. I still work at the school, but in a different capacity and I've >>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>> want our input. It seems like sometimes it's just about finding the right >>>>> people to stand behind us. >>>>> >>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>> that's the case for you. Also, do the teachers know or are they learning >>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>> as if they will never understand or don't want to, no matter what evidence >>>>> you present them with. I've worked with those people and it's very >>>>> challenging on many levels, but what brought me through was the support and >>>>> encouragement of other language activists, which is why I wanted to write to >>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>> even see now. >>>>> >>>>> Best wishes to you, >>>>> >>>>> Beth Brown >>>>> >>>>> Program Associate, Dakota Language >>>>> American Indian Studies >>>>> University of Minnesota >>>>> >>>>> >>>>> >>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith >>>>> wrote: >>>>>> >>>>>> I'm working with preschool kids >>>>>> introducing the Wyandot language...which is great..but >>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>> position. >>>>>> So far the tribal council hasn't considered our Language as >>>>>> essential...(another topic!) >>>>>> Relationships are good with teachers BUT >>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>> students!!! >>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>> INTERPRETATION >>>>>> and if something isn't working, its MY problem and i'll try using >>>>>> the "new" words in a different context... >>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>> words. >>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>> head >>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>> I requested a meeting,that isn't happening... >>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>> problem? >>>>>> ske:noh >>>>>> Richard >>>>>> -- >>>>>> >>>>>> "It is easier to build strong children than to repair broken men." >>>>>> >>>>>> - Frederick Douglass >>>>> >>>> >>>> >>>> >>>> -- >>>> >>>> Bread for myself is a material question. Bread for my neighbor is a >>>> spiritual one." >>>> >>>> - Nicholas Berdyaev >>>> >>>> "its easier to build strong children than repair broken men"?Frederick >>>> Douglas >>>> >>>> >>> >> >> >> >> -- >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> "its easier to build strong children than repair broken men"?Frederick >> Douglas >> >> > > From rzs at WILDBLUE.NET Fri Dec 10 01:16:58 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 9 Dec 2010 19:16:58 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: tizham?h Heather! and you are so right...Louis Riel - wow...a great role model. Your history is incredible. SO unknown here in the states is the Metis People and their Struggle for recognition. (often kids unaccepted in white schools and unaccepted in Gov.funded Indian schools) Then you have people today who are simply of mixed heritage claiming to be "Metis" but we know the recognized Metis People have distinct beautiful cultures. and coming from different areas in Canada, unique Metis songs ceremonies customs and languages. we'll do what we can and keep those fires burning! uneh, ske:noh Richard On Thu, Dec 9, 2010 at 5:29 PM, Heather Souter wrote: > Taanshi, Richard, > > Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a > lot of guts and passion to continue to bring language into the lives of > children in spite of the lack of support and other challenges you face! > > By the way, one of our greatest Metis heroes, the great Louis Riel is > thought to have said something to the effect that it would be the artists > among us that would be the catalysts for cultural revival.... You are a > wonderful artist (yes, I have seen some of your work), have a good sense of > fun and a commitment to your culture and identity. You are a living example > of those who make change happen. Don't let the"guilt bug" bite! You have > gifts to share that no one else is sharing/can share. Just continue on in > the most sustainable way you can and don't give up! The fruits of your work > will grow.... > > Eekoshi pitamaa. > Heather > > > On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: > >> kweh Heather, >> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >> invited to present our >> own version of Ohio Native history/culture lessons at a summer conference >> for teachers. >> I know Darryl's story and its a pretty good one...wonderful that he and >> his wife created a "nest" at home >> where his kids grew up speaking myami. >> >> Darryl's story is also a real deep guilt-rouser for me. >> "If you were really dedicated,see what you could have been doing by now?" >> >> But I'm who i am, an unschooled "linguist",and a full time artist and >> well...my wife isn't THAT interested, >> (she's non-native) doesn't enjoy linguistics, and so our prep time for >> classroom is usually... ....short. >> I'm not complaining... shes my biggest supporter! >> She sacrificed an established life in Santa Fe NM. to support me here in >> one of the most impoverished (In many ways) areas of Oklahoma for these past >> 6 years. >> >> Yeah the Myaamia project is a reminder of how far away we are from an >> active living language culture. >> and how much more INTENSE sacrifice its going to take to even get close. >> >> ske:noh >> Richard >> >> >> >> >> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >> >>> Taanshi, Richard, >>> >>> I continue to be both encouraged and impressed by your commitment. I was >>> wondering if you happened to know about the Miami language and the work of >>> Darrel Baldwin and others to revitalize it? The language "went silent" in >>> the 1960's and Darryl, a tribal member, taught himself to speak what he >>> calls a "functional form" of the language. Then, he went on to teach his >>> children. They became the first "first language" speakers in decades. >>> >>> It is an amazing story and the kind of which I hope becomes much more >>> common place. I hope you draw strength from it.... >>> >>> http://www.endangered-languages.com/miami.php >>> http://www.youtube.com/watch?v=G4418jOBgpI >>> http://www.myaamiaproject.org/staff.html >>> >>> Eekoshi pitamaa. >>> Heather >>> >>> >>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >>> >>>> kweh Beth, >>>> I don't remember if i responded to your nice note...? so tizham?h >>>> (thanks!) >>>> >>>> It's a really interesting time in Wyandot tribal history. >>>> If we're represented as a spiraling ...we're wound down to the very >>>> center, >>>> just about couldn't collapse any further(assimilated) if we tried. >>>> Presently there is a slight flexing at the center and an "effort" at >>>> "bending back" >>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>> spiral),but its only a flexing >>>> creating an amazing amount of friction and tension on the downward >>>> curve. >>>> >>>> Teachers and administrators for the Wyandotte Preschool have little >>>> interest in learning the language. >>>> There are a couple teachers who sit and "learn/participate" with the >>>> kids...but thats it. >>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of their >>>> own language. >>>> Most of the encouragements i receive come from people like yourself . >>>> and i so appreciate it, because i know YOU KNOW how important these >>>> efforts can be. >>>> >>>> The TPR techniques are going great and we all get a full body exercise >>>> performing >>>> all kinds of imperatives and folding them in with the songs. >>>> we're gonna start singing these imperatives soon I can just tell. >>>> >>>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>> without singing it! >>>> >>>> One teacher just sits emotionless, head staring down scribbling at her >>>> desk, >>>> like : "this guy has got to be insane" >>>> when we're all down on the floor on our backs jabbing one leg in the >>>> air! HA! >>>> >>>> but the Teachers ALL help out when we get the kids organized for >>>> performance social dances >>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>> show up! >>>> >>>> thanks again for all the support and encouragement >>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>> pay for it? >>>> naaah, probably not. >>>> >>>> ske:noh >>>> Richard >>>> >>>> >>>> >>>> >>>> >>>> >>>> >>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>> >>>>> Hi Richard, >>>>> >>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>> and my experience was very similar to what you're describing. The classroom >>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>> English, despite our objections and justifications. We too did not have >>>>> regular meetings between language speakers and teachers, so communication >>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>> considered sub-par, since the majority of our speakers are not licensed >>>>> teachers. I still work at the school, but in a different capacity and I've >>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>> want our input. It seems like sometimes it's just about finding the right >>>>> people to stand behind us. >>>>> >>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>> that's the case for you. Also, do the teachers know or are they learning >>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>> as if they will never understand or don't want to, no matter what evidence >>>>> you present them with. I've worked with those people and it's very >>>>> challenging on many levels, but what brought me through was the support and >>>>> encouragement of other language activists, which is why I wanted to write to >>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>> even see now. >>>>> >>>>> Best wishes to you, >>>>> >>>>> Beth Brown >>>>> >>>>> Program Associate, Dakota Language >>>>> American Indian Studies >>>>> University of Minnesota >>>>> >>>>> >>>>> >>>>> >>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith >>>> > wrote: >>>>> >>>>>> I'm working with preschool kids >>>>>> introducing the Wyandot language...which is great..but >>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>> position. >>>>>> So far the tribal council hasn't considered our Language as >>>>>> essential...(another topic!) >>>>>> >>>>>> Relationships are good with teachers BUT >>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>> students!!! >>>>>> >>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>> INTERPRETATION >>>>>> and if something isn't working, its MY problem and i'll try using >>>>>> the "new" words in a different context... >>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>> words. >>>>>> >>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>> head >>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>> I requested a meeting,that isn't happening... >>>>>> >>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>> problem? >>>>>> ske:noh >>>>>> Richard >>>>>> >>>>>> -- >>>>>> * >>>>>> >>>>>> "It is easier to build strong children than to repair broken men." >>>>>> >>>>>> - Frederick Douglass >>>>>> >>>>>> * >>>>>> >>>>> >>>>> >>>> >>>> >>>> -- >>>> * >>>> >>>> Bread for myself is a material question. Bread for my neighbor is a >>>> spiritual one." >>>> >>>> - Nicholas Berdyaev >>>> >>>> >>>> "its easier to build strong children than repair broken men" Frederick >>>> Douglas >>>> >>>> >>>> >>>> * >>>> >>> >>> >> >> >> -- >> * >> >> Bread for myself is a material question. Bread for my neighbor is a >> spiritual one." >> >> - Nicholas Berdyaev >> >> >> "its easier to build strong children than repair broken men" Frederick >> Douglas >> >> >> >> * >> > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Fri Dec 10 02:15:08 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 9 Dec 2010 20:15:08 -0600 Subject: suggestions anyone? In-Reply-To: Message-ID: Taanshi, Richard, I tracked down the quote! It is much more powerful than my poor paraphrase..... *Louis Riel, July 4, 1885* My people will sleep for one hundred years, but *when they awake, it will be the artists who give them **their spirit** back*. (The underlying and bolding are mine.....) Eekoshi pitamaa. Heather On Thu, Dec 9, 2010 at 7:16 PM, Richard Zane Smith wrote: > tizham?h Heather! > > and you are so right...Louis Riel - wow...a great role model. Your history > is incredible. > SO unknown here in the states is the Metis People and their Struggle for > recognition. > (often kids unaccepted in white schools and unaccepted in Gov.funded Indian > schools) > > Then you have people today who are simply of mixed heritage claiming to be > "Metis" > but we know the recognized Metis People have distinct beautiful cultures. > and coming from different areas in Canada, unique Metis songs ceremonies > customs and languages. > we'll do what we can and keep those fires burning! > uneh, ske:noh > Richard > > > On Thu, Dec 9, 2010 at 5:29 PM, Heather Souter wrote: > >> Taanshi, Richard, >> >> Sigh.... I didn't mean to rouse any guilt! You are inspiring! It take a >> lot of guts and passion to continue to bring language into the lives of >> children in spite of the lack of support and other challenges you face! >> >> By the way, one of our greatest Metis heroes, the great Louis Riel is >> thought to have said something to the effect that it would be the artists >> among us that would be the catalysts for cultural revival.... You are a >> wonderful artist (yes, I have seen some of your work), have a good sense of >> fun and a commitment to your culture and identity. You are a living example >> of those who make change happen. Don't let the"guilt bug" bite! You have >> gifts to share that no one else is sharing/can share. Just continue on in >> the most sustainable way you can and don't give up! The fruits of your work >> will grow.... >> >> Eekoshi pitamaa. >> Heather >> >> >> On Thu, Dec 9, 2010 at 5:07 PM, Richard Zane Smith wrote: >> >>> kweh Heather, >>> yes I've met Darryl,actually in Ohio when some of us "Ohio Indians" were >>> invited to present our >>> own version of Ohio Native history/culture lessons at a summer conference >>> for teachers. >>> I know Darryl's story and its a pretty good one...wonderful that he and >>> his wife created a "nest" at home >>> where his kids grew up speaking myami. >>> >>> Darryl's story is also a real deep guilt-rouser for me. >>> "If you were really dedicated,see what you could have been doing by now?" >>> >>> But I'm who i am, an unschooled "linguist",and a full time artist and >>> well...my wife isn't THAT interested, >>> (she's non-native) doesn't enjoy linguistics, and so our prep time for >>> classroom is usually... ....short. >>> I'm not complaining... shes my biggest supporter! >>> She sacrificed an established life in Santa Fe NM. to support me here in >>> one of the most impoverished (In many ways) areas of Oklahoma for these past >>> 6 years. >>> >>> Yeah the Myaamia project is a reminder of how far away we are from an >>> active living language culture. >>> and how much more INTENSE sacrifice its going to take to even get close. >>> >>> ske:noh >>> Richard >>> >>> >>> >>> >>> On Thu, Dec 9, 2010 at 3:20 PM, Heather Souter wrote: >>> >>>> Taanshi, Richard, >>>> >>>> I continue to be both encouraged and impressed by your commitment. I >>>> was wondering if you happened to know about the Miami language and the work >>>> of Darrel Baldwin and others to revitalize it? The language "went silent" >>>> in the 1960's and Darryl, a tribal member, taught himself to speak what he >>>> calls a "functional form" of the language. Then, he went on to teach his >>>> children. They became the first "first language" speakers in decades. >>>> >>>> It is an amazing story and the kind of which I hope becomes much more >>>> common place. I hope you draw strength from it.... >>>> >>>> http://www.endangered-languages.com/miami.php >>>> http://www.youtube.com/watch?v=G4418jOBgpI >>>> http://www.myaamiaproject.org/staff.html >>>> >>>> Eekoshi pitamaa. >>>> Heather >>>> >>>> >>>> On Thu, Dec 9, 2010 at 2:12 PM, Richard Zane Smith wrote: >>>> >>>>> kweh Beth, >>>>> I don't remember if i responded to your nice note...? so tizham?h >>>>> (thanks!) >>>>> >>>>> It's a really interesting time in Wyandot tribal history. >>>>> If we're represented as a spiraling ...we're wound down to the very >>>>> center, >>>>> just about couldn't collapse any further(assimilated) if we tried. >>>>> Presently there is a slight flexing at the center and an "effort" at >>>>> "bending back" >>>>> to possibly reverse bend TOWARDS revitalization(unwinding the >>>>> spiral),but its only a flexing >>>>> creating an amazing amount of friction and tension on the downward >>>>> curve. >>>>> >>>>> Teachers and administrators for the Wyandotte Preschool have little >>>>> interest in learning the language. >>>>> There are a couple teachers who sit and "learn/participate" with the >>>>> kids...but thats it. >>>>> No (LOCAL) tribal member seems to be aware of the IMMENSE VALUE of >>>>> their own language. >>>>> Most of the encouragements i receive come from people like yourself . >>>>> and i so appreciate it, because i know YOU KNOW how important these >>>>> efforts can be. >>>>> >>>>> The TPR techniques are going great and we all get a full body exercise >>>>> performing >>>>> all kinds of imperatives and folding them in with the songs. >>>>> we're gonna start singing these imperatives soon I can just tell. >>>>> >>>>> try to say tsa-tah-ma-wah ... tsa-tah-ma-wah .. (turn around) >>>>> without singing it! >>>>> >>>>> One teacher just sits emotionless, head staring down scribbling at her >>>>> desk, >>>>> like : "this guy has got to be insane" >>>>> when we're all down on the floor on our backs jabbing one leg in the >>>>> air! HA! >>>>> >>>>> but the Teachers ALL help out when we get the kids organized for >>>>> performance social dances >>>>> for the Turtle Tot "pow-wow" event in the spring. HUNDREDS of kinfolk >>>>> show up! >>>>> >>>>> thanks again for all the support and encouragement >>>>> one day i'll get the TPR book... wonder if the tribal admin. MIGHT even >>>>> pay for it? >>>>> naaah, probably not. >>>>> >>>>> ske:noh >>>>> Richard >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> >>>>> On Tue, Nov 30, 2010 at 4:56 PM, Beth Brown wrote: >>>>> >>>>>> Hi Richard, >>>>>> >>>>>> I'm not sure that I have any advice to offer, but I wanted to wish you >>>>>> well and commend you on your efforts. I was a Dakota language immersion >>>>>> preschool teacher within the Minneapolis Public Schools for several years >>>>>> and my experience was very similar to what you're describing. The classroom >>>>>> teacher and prep teachers in our Dakota IMMERSION room would come in and use >>>>>> English, despite our objections and justifications. We too did not have >>>>>> regular meetings between language speakers and teachers, so communication >>>>>> was stymied. Furthermore, our knowledge of language acquisition was >>>>>> considered sub-par, since the majority of our speakers are not licensed >>>>>> teachers. I still work at the school, but in a different capacity and I've >>>>>> found allies in the school who DO value our knowledge as speakers and who DO >>>>>> want our input. It seems like sometimes it's just about finding the right >>>>>> people to stand behind us. >>>>>> >>>>>> Do the teachers have to be in your classroom? We had to have licensed >>>>>> teachers in the room because we were not licensed, but I'm not sure if >>>>>> that's the case for you. Also, do the teachers know or are they learning >>>>>> some of the language? Maybe someone had suggested it already, but doing a >>>>>> TPR demonstration with the teachers in a language they DON'T know can be >>>>>> pretty convincing! Or, sometimes it helps for them to see research data that >>>>>> supports the effectiveness of immersion. That said, there are some who seem >>>>>> as if they will never understand or don't want to, no matter what evidence >>>>>> you present them with. I've worked with those people and it's very >>>>>> challenging on many levels, but what brought me through was the support and >>>>>> encouragement of other language activists, which is why I wanted to write to >>>>>> you. The work you're doing -as a volunteer, no less!- seems very admirable >>>>>> and I'm sure it's making a difference for those kids far beyond what you can >>>>>> even see now. >>>>>> >>>>>> Best wishes to you, >>>>>> >>>>>> Beth Brown >>>>>> >>>>>> Program Associate, Dakota Language >>>>>> American Indian Studies >>>>>> University of Minnesota >>>>>> >>>>>> >>>>>> >>>>>> >>>>>> On Tue, Nov 23, 2010 at 12:04 PM, Richard Zane Smith < >>>>>> rzs at wildblue.net> wrote: >>>>>> >>>>>>> I'm working with preschool kids >>>>>>> introducing the Wyandot language...which is great..but >>>>>>> its not ideal.I can only volunteer so much time as its not a funded >>>>>>> position. >>>>>>> So far the tribal council hasn't considered our Language as >>>>>>> essential...(another topic!) >>>>>>> >>>>>>> Relationships are good with teachers BUT >>>>>>> I'm finding I'm having conflict when I'm using ONLY "wandat" >>>>>>> and teachers keep "helping" -- interpreting into english for the >>>>>>> students!!! >>>>>>> >>>>>>> they don't seem to understand that KIDS DON'T NEED ENGLISH >>>>>>> INTERPRETATION >>>>>>> and if something isn't working, its MY problem and i'll try using >>>>>>> the "new" words in a different context... >>>>>>> maybe stressing the new words less, and wrapping it with familiar >>>>>>> words. >>>>>>> >>>>>>> But what can i tell these teachers!?! I don't want to offend them >>>>>>> by correcting them in class...though , in a couple classes i shook my >>>>>>> head >>>>>>> smiling saying "no interpreting!" but they looked offended. >>>>>>> I requested a meeting,that isn't happening... >>>>>>> >>>>>>> Is there some "easy to comprehend" instruction about this kind of >>>>>>> problem? >>>>>>> ske:noh >>>>>>> Richard >>>>>>> >>>>>>> -- >>>>>>> * >>>>>>> >>>>>>> "It is easier to build strong children than to repair broken men." >>>>>>> >>>>>>> - Frederick Douglass >>>>>>> >>>>>>> * >>>>>>> >>>>>> >>>>>> >>>>> >>>>> >>>>> -- >>>>> * >>>>> >>>>> Bread for myself is a material question. Bread for my neighbor is a >>>>> spiritual one." >>>>> >>>>> - Nicholas Berdyaev >>>>> >>>>> >>>>> "its easier to build strong children than repair broken men" Frederick >>>>> Douglas >>>>> >>>>> >>>>> >>>>> * >>>>> >>>> >>>> >>> >>> >>> -- >>> * >>> >>> Bread for myself is a material question. Bread for my neighbor is a >>> spiritual one." >>> >>> - Nicholas Berdyaev >>> >>> >>> "its easier to build strong children than repair broken men" Frederick >>> Douglas >>> >>> >>> >>> * >>> >> >> > > > -- > * > > Bread for myself is a material question. Bread for my neighbor is a > spiritual one." > > - Nicholas Berdyaev > > > "its easier to build strong children than repair broken men" Frederick > Douglas > > > > * > -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Fri Dec 10 07:00:15 2010 From: huangc20 at UFL.EDU (Chun (Jimmy) Huang) Date: Fri, 10 Dec 2010 02:00:15 -0500 Subject: suggestions anyone? Message-ID: Thanks, Phil, for the observation. Yeah it may be cultural. (I think it was) Dorothy Lee wrote something like this: For the Americans, zero/silence is "nothing" and thus needs to be filled up; but for Japanese (for example), it bears its own existence and value. Hence, a Japanese person can sit around all day not doing anything (in American eyes) while enjoying her break, but when an American got a break, she'd need to find something to do or she'd feel that she has wasted the time. Yeah but the teacher-student/adult-children relationship must be a different thing. I think in East Asian cultures in general the adults would have a even stronger desire to help children do things than the American or European adults would. In Taiwan's Han society, there's this saying, "Children should be all ears, no mouth" - that is, when adults (parents and teachers) speak, children are not supposed to respond. Maybe that's why the Taiwanese students, when learning a second language, tend to be better in writing and reading than in speaking. maybe. Dr. Hardman, please help me out if I made a wrong reference. I am on a road trip and couldn't check my bookshelves. Jimmy/Chun On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash wrote: > Hi all, > > I don't know if anybody has mentioned this but I will just > briefly add > that in terms of behavior, adults have this (mostly unexamined) > drive > to be understood when speaking to children. Much like when > people > have this (largely unexamined) need to blurt out speech when > silence > enters into the conversation. Is it a cultural thing? Hmm, not > sure, > maybe. > > Perhaps it might force the issue when teaching a language. One > could > have the greatest curriculum in the world but if the teacher has > this > unexamined need to be understood it could limit the options of > learners. Maybe this is the source for some teachers blurting > out > English during your lessons. > > Just curious, > Phil > > From hardman at UFL.EDU Fri Dec 10 15:11:42 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Fri, 10 Dec 2010 10:11:42 -0500 Subject: suggestions anyone? In-Reply-To: <964531751.442831291964415200.JavaMail.osg@osgjas03.cns.ufl.edu> Message-ID: Yes, you are quite right. What constitutes 'speech turns' varies enormously. Remember the story in Wagner's book about the teenage boy in English and in Haudenosaunee, where the English boy got all the attention, interrupting the two women's conversation, and the Haudenosaunee teenage boy served but did not interrupt his mother and her guest? Remember the article in the Aymara book that compared Aymara, Chinese and Cuban? Aymara took turns with a lot of silence between, Chinese with a little bit, and Cubans overtalked. Cubans generally overtalk (and for them it is not interrupting -- it's like having two conversations simultaneously -- and I could do that back then myself, but not now). Who speaks to whom and in what rhythm varies enormously culture by culture and that includes children/adults and in what role. When I was a child I was scolded for greeting adults; when I got to Per? I quickly noticed it was otherwise and behaved appropriately. Another young woman arrived and behaved like a gringa, and the adults were seriously insulted -- she was trying 'not to interrupt'. Discovering what is correct may not be easy; in Field Methods, as you know, I teach students to think of themselves as 2 year olds, and really funny -- grownups who can't even talk as well as 2 year olds, so, learn to laugh *at* yourself and *with* others so that you can learn and so that telling you that you are making a mistake is not being discourteous (as is the case almost every place). There is a lot, a massive lot, of bad ethnography and linguistic info out there because courtesy did not allow someone to say 'that's not right'. Creating a situation where it is discourteous NOT to correct you has to be job of a researcher, plus incorporating the notion that you are two intellectuals with the same goal -- understanding a language/culture, two equals, the inside voice and the outside voice. And oh yes, silence. One of my former students, Polish, actually did a book on silence in language, the meaning thereof, when and how it is used. Now, I have gone on too long; you shouldn't have asked the question! (not really, but I suspect that for those of this list, I'm only saying what everybody knows). I hope you are enjoying the work. MJ On 12/10/10 2:00 AM, "Chun (Jimmy) Huang" wrote: > Thanks, Phil, for the observation. > Yeah it may be cultural. (I think it was) Dorothy Lee wrote > something like this: For the Americans, zero/silence is "nothing" > and thus needs to be filled up; but for Japanese (for example), it > bears its own existence and value. Hence, a Japanese person can > sit around all day not doing anything (in American eyes) while > enjoying her break, but when an American got a break, she'd need > to find something to do or she'd feel that she has wasted the > time. > > Yeah but the teacher-student/adult-children relationship must be a > different thing. I think in East Asian cultures in general the > adults would have a even stronger desire to help children do > things than the American or European adults would. In Taiwan's Han > society, there's this saying, "Children should be all ears, no > mouth" - that is, when adults (parents and teachers) speak, > children are not supposed to respond. Maybe that's why the > Taiwanese students, when learning a second language, tend to be > better in writing and reading than in speaking. maybe. > > Dr. Hardman, please help me out if I made a wrong reference. I am > on a road trip and couldn't check my bookshelves. > > Jimmy/Chun > > > > On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash > wrote: > >> Hi all, >> >> I don't know if anybody has mentioned this but I will just >> briefly add >> that in terms of behavior, adults have this (mostly unexamined) >> drive >> to be understood when speaking to children. Much like when >> people >> have this (largely unexamined) need to blurt out speech when >> silence >> enters into the conversation. Is it a cultural thing? Hmm, not >> sure, >> maybe. >> >> Perhaps it might force the issue when teaching a language. One >> could >> have the greatest curriculum in the world but if the teacher has >> this >> unexamined need to be understood it could limit the options of >> learners. Maybe this is the source for some teachers blurting >> out >> English during your lessons. >> >> Just curious, >> Phil >> >> > From rtroike at EMAIL.ARIZONA.EDU Fri Dec 10 17:57:45 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 10 Dec 2010 10:57:45 -0700 Subject: On silence Message-ID: Phil makes a good point -- silence is definitely a cultural thing. See the discussion of this and many other culturally-relevant topics in Muriel Saville-Troike - The Ethnography of Communication: An Introduction, and Deborah Tannen & M. S-T (eds)- Perspectives on Silence. Silence is particularly valued in Navajo and Apache cultures. Responding to a question right away is considered rude, as it suggests one has not taken time to think about it. People meeting after an absence do not speak for a suitable time. Nancy Modiano told about a conference for teachers in bilingual programs in Albuquerque some years ago, in which attendance consisted of 65% Navajo, 15% Puebloan, and 20% Anglo. The Anglo teachers talked 75% of the time, the Puebloan 15%, the Navajo 10%. Rudy Rudy Troike Dept. of English University of Arizona Tucson, AZ On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash wrote: > Hi all, > > I don't know if anybody has mentioned this but I will just briefly add > that in terms of behavior, adults have this (mostly unexamined) drive > to be understood when speaking to children. Much like when people > have this (largely unexamined) need to blurt out speech when silence > enters into the conversation. Is it a cultural thing? Hmm, not sure, > maybe. > > Perhaps it might force the issue when teaching a language. One could > have the greatest curriculum in the world but if the teacher has this > unexamined need to be understood it could limit the options of > learners. Maybe this is the source for some teachers blurting out > English during your lessons. > > Just curious, > Phil > From rzs at WILDBLUE.NET Fri Dec 10 18:38:50 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Fri, 10 Dec 2010 12:38:50 -0600 Subject: On silence In-Reply-To: <20101210105745.uo4ow4o4gsk4sswk@www.email.arizona.edu> Message-ID: Kweh Rudy, And we all know there is more to it than just silence. Silence itself has flavors and moods and one has to learn to feel and to pick up on the cultural nuances. Some kinds of silence is to make someone feel UNwelcome (even a visiting relative) Some silence is to make a person(even a stranger) feel like "you're just one of us" I grew up into manhood on the Navajo Rez, my twenties and i learned pretty quickly to pick up on "mood." When visitors would come while we were all sitting around you could feel the silence mood change depending on who the person was. My best friend ,a Navajo brother, who has since passed on, seemed to break all the "Navajo silence rules" and everybody's faces would light up when he came in teasing speaking either Deneh or english, expressive, loud, and smiling so big, tapping kids, doing all the things I would tell a newcomer NOT to do! But it was the MOOD he brought...he was NOT being polite or rude, he was just GENUINE and it was refreshing and he seemed ALWAYS welcome I would just watch elders faces light up by his own antics. I guess we all can spot "correct politeness"....and it really stinks. I learned a lot from my brother and i'll never forget the lessons he taught me by his example in the years we shared our lives. It's helped me to enter groups of strangers whose eyes are all cooly on me. I think of my bro, smile, and get busy...and you know?...its never failed. ske:noh Richard On Fri, Dec 10, 2010 at 11:57 AM, Rudy Troike wrote: > Phil makes a good point -- silence is definitely a cultural thing. > See the discussion of this and many other culturally-relevant topics > in Muriel Saville-Troike - The Ethnography of Communication: An > Introduction, and Deborah Tannen & M. S-T (eds)- Perspectives on Silence. > > Silence is particularly valued in Navajo and Apache cultures. Responding > to a question right away is considered rude, as it suggests one has not > taken time to think about it. People meeting after an absence do not > speak for a suitable time. Nancy Modiano told about a conference for > teachers in bilingual programs in Albuquerque some years ago, in which > attendance consisted of 65% Navajo, 15% Puebloan, and 20% Anglo. The > Anglo teachers talked 75% of the time, the Puebloan 15%, the Navajo 10%. > > Rudy > > Rudy Troike > Dept. of English > University of Arizona > Tucson, AZ > > On Thu Dec 09 18:40:54 EST 2010, Phillip E Cash Cash > wrote: > > > Hi all, > > > > I don't know if anybody has mentioned this but I will just briefly add > > that in terms of behavior, adults have this (mostly unexamined) drive > > to be understood when speaking to children. Much like when people > > have this (largely unexamined) need to blurt out speech when silence > > enters into the conversation. Is it a cultural thing? Hmm, not sure, > > maybe. > > > > Perhaps it might force the issue when teaching a language. One could > > have the greatest curriculum in the world but if the teacher has this > > unexamined need to be understood it could limit the options of > > learners. Maybe this is the source for some teachers blurting out > > English during your lessons. > > > > Just curious, > > Phil > > > -- * Bread for myself is a material question. Bread for my neighbor is a spiritual one." - Nicholas Berdyaev "its easier to build strong children than repair broken men" Frederick Douglas * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:26:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:26:51 -0700 Subject: Lessons in Alutiiq language coming to Kodiak (fwd link) Message-ID: Lessons in Alutiiq language coming to Kodiak By LOUIS GARCIA / Kodiak Daily Mirror Published: December 10th, 2010 11:05 PM USA KODIAK, Alaska - Next semester Kodiak High School students can say "cama'I" to an Alutiiq language program - the first since the early 1990s. "The idea to have an Alutiiq language class at the high school so soon was brought up at the Alaska Federation of Natives Elders and Youth Gathering," said Candace Branson, youth leadership development coordinator with the Kodiak Area Native Association. "The students approached me and asked if I thought it was possible if we could have an Alutiiq language class in the high school someday," she said. "They've been inspired by this conference to search for their identity the language was something they really wanted to find." Curriculums had been developed, the school was ready for it and students wanted to learn it. The teaching position will be funded through an Alaska Success Within Education and Retention Grant. Read more: http://www.adn.com/2010/12/10/1598822/lessons-in-alutiiq-language-coming.html#ixzz17oF0agy8 From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:30:33 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:30:33 -0700 Subject: 'Priorities wrong' adding Aboriginal languages to Qld curriculum (fwd link) Message-ID: 'Priorities wrong' adding Aboriginal languages to Qld curriculum Updated Fri Dec 10, 2010 12:32pm AEDT AUS Queensland is the last state in Australia to introduce Aboriginal languages into its curriculum. (ABC News) The Queensland Opposition says the State Government has its priorities wrong with its move to add Aboriginal languages to the curriculum of 18 schools next year. Access full article below: http://www.abc.net.au/news/stories/2010/12/10/3089845.htm?section=justin From cashcash at EMAIL.ARIZONA.EDU Sat Dec 11 13:32:33 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 11 Dec 2010 06:32:33 -0700 Subject: Tiga Talk! Returns With More Tools For Teaching Aboriginal Languages To Kids (fwd link) Message-ID: Tiga Talk! Returns With More Tools For Teaching Aboriginal Languages To Kids WRITTEN BY ADMINISTRATOR THURSDAY, 09 DECEMBER 2010 17:31 Canada PRESCHOOL TV SERIES LAUNCHING SEASON 3, INTERACTIVE WEBSITE, MOBILE APP Victoria BC / Winnipeg MB (December 9, 2010) ? The popular preschool series Tiga Talk! will ring in the New Year with the premiere of a new season on the Aboriginal Peoples Television Network (APTN), a brand new interactive website, and an iPhone application: Tiga Talk! Season 3 Begins January 6, 2011 Airs Thursday mornings on APTN (check local listings for time) Interactive Website Launches December 8, 2010 www.tigatalk.com IPhone App Launches January 6, 2011 Access full article below: http://www.firstperspective.ca/index.php?option=com_content&view=article&id=1070:tiga-talk-returns-with-more-tools-for-teaching-aboriginal-languages-to-kids&catid=25:releases&Itemid=50 From Tracy.Jacobs at PARLIAMENT.GOVT.NZ Sun Dec 12 23:55:05 2010 From: Tracy.Jacobs at PARLIAMENT.GOVT.NZ (Tracy Jacobs) Date: Mon, 13 Dec 2010 12:55:05 +1300 Subject: Reminder: 2nd ICLDC Conference pre-registration deadline January 15 In-Reply-To: Message-ID: Just in case the budget extends that far. :) -----Original Message----- From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of National Foreign Language Resource Center Sent: Tuesday, 7 December 2010 18:27p.m. To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Reminder: 2nd ICLDC Conference pre-registration deadline January 15 Apologies for any cross-postings . . . 2nd International Conference on Language Documentation and Conservation: Strategies for Moving Forward. Honolulu, Hawai'i, February 11-13, 2011 http://nflrc.hawaii.edu/ICLDC/2011 The 2nd International Conference on Language Documentation and Conservation (ICLDC) will be held February 11-13, 2011, at the Hawai'i Imin International Conference Center on the University of Hawai'i at Manoa campus. Two days of optional technical training workshops will precede the conference (Feb 9-10 - see details below). An optional Hilo Field Study (on the Big Island of Hawai'i) to visit Hawaiian language revitalization programs in action will immediately follow the conference (Feb. 14-15). The 1st ICLDC, with its theme "Supporting Small Languages Together," underscored the need for communities, linguists, and other academics to work in close collaboration. The theme of the 2nd ICLDC is "Strategies for Moving Forward." We aim to build on the strong momentum created at the 1st ICLDC and to discuss research and revitalization approaches yielding rich, accessible records which can benefit both the field of language documentation and speech communities. We hope you will join us. PLENARY TALKS * Strategies for moving ahead: Linguistic and community goals Keren D. Rice, University of Toronto * Language management and minority language maintenance in Indonesia: Strategic issues Wayan Arka, Australian National University/Udayana University * A journey of beginnings: The Hawaiian language revitalization efforts, 1970's forward Larry Kimura, University of Hawai'i at Hilo INVITED COLLOQUIA * Colloquium on Dictionaries and Endangered Languages: Technology, Revitalization, and Collaboration (Organizer: Sarah Ogilvie) * The Use of Film in Language Documentation (Organizers: Rozenn Milin and Melissa Bisagni) * Grammaticography (Organizer: Sebastian Nordhoff) PRE-REGISTRATION (DEADLINE - JANUARY 15, 2011) Register early to enjoy discounted conference rates! Deadline - January 15, 2011. http://nflrc.hawaii.edu/ICLDC/2011/registration.html ************************************************************************* 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 ************************************************************************* -------------------------------------------------------------------------- Please consider the environment before printing this email. The content of this email, including any attachment, is intended for the named recipient only and is not necessarily the official view or communication of the Office of the Clerk. It may contain privileged material and/or confidential information. If you are not the intended recipient of this email, you must not copy it, distribute it or take any action in reliance on it. If you have received this email in error, please notify the sender immediately and delete this email. Although this email has been scanned for viruses, this email is not guaranteed to be free of viruses and should be checked by your own security mechanisms. No liability is accepted for any loss or damage arising from the use of this email or its attachments. From cashcash at EMAIL.ARIZONA.EDU Tue Dec 14 20:02:40 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 14 Dec 2010 13:02:40 -0700 Subject: Students learn indigenous language (fwd link) Message-ID: Students learn indigenous language Mel Mcmillan Reporter | 15th December 2010 AUS ANIMALS of the Bundjalung Nation are the subject of a new book featuring artwork by children from Casino West Public School. The book, devised by the school's cultural liaison officer, Shane Caldwell, was created to preserve and teach Bundjalung language to both indigenous and non-indigenous students. Chininsa Byers, 10, and Stacey Close, 10, are two of the students whose work appears in the book. Both said they felt proud of their contribution. Access full article below: http://www.northernstar.com.au/story/2010/12/15/students-learn-indigenous-language-casino-west-sch/ From cashcash at EMAIL.ARIZONA.EDU Wed Dec 15 17:19:36 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Dec 2010 10:19:36 -0700 Subject: Soaking up some Ojibwa (fwd link) Message-ID: Soaking up some Ojibwa For kids in six city elementary schools, it's becoming their second language By: Nick Martin Posted: 15/12/2010 1:00 AM USA Well yes, linguist and artist Ricky Henderson acknowledges, mouse is a much easier word to pronounce than waabigozhiish. And Ricky can pronounce waabigozhiish just fine, thank you very much. Ricky, a nine-year-old Grade 4 student at Strathcona School, was being totally cool about all the notepads, microphones and cameras invading his classroom Tuesday as he drew a mouse and wrote a description as part of his Ojibwa language class. Moments earlier, Rocky was up at the board, leading the rest of the class through the calendar in Ojibwa. Strathcona is one of half a dozen elementary schools in Winnipeg School Division in which kids are in their second year of taking an hour of Ojibwa each day for part of the school year. Access full article below: http://www.winnipegfreepress.com/local/soaking-up-some-ojibwa-111907714.html From cashcash at EMAIL.ARIZONA.EDU Wed Dec 15 17:21:25 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 15 Dec 2010 10:21:25 -0700 Subject: Officials hope education program will help preserve aboriginal language (fwd link) Message-ID: Officials hope education program will help preserve aboriginal language Updated: Tue Dec. 14 2010 18:56:08 Canada A program in some Winnipeg schools is offering students of all backgrounds the chance to learn the Ojibwe language. Access full article below: http://winnipeg.ctv.ca/servlet/an/local/CTVNews/20101214/wpg_language_101214/20101214/?hub=WinnipegHome From dave_pearson at SIL.ORG Fri Dec 17 13:28:48 2010 From: dave_pearson at SIL.ORG (Dave Pearson) Date: Fri, 17 Dec 2010 13:28:48 -0000 Subject: U.S. now supports UN Declaration on the Rights of Indigenous Peoples. Message-ID: U.S. President Barack Obama says the U.S. is lending its support to the United Nations Declaration on the Rights of Indigenous Peoples. President Obama made the announcement Thursday at a White House Tribal Nations Conference, bringing together leaders of the 565 federally recognized tribes. The audience applauded and cheered after Mr. Obama declared U.S. support for the U.N. declaration. He said the aspirations it affirms, including respect for the institutions and rich cultures of native peoples, are ones the U.S. must always seek to fulfill. http://www.voanews.com/english/news/usa/Obama-Announces-Support-for-UN-Indig enous-Rights-Declaration-112008964.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Dec 18 00:13:47 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 17 Dec 2010 17:13:47 -0700 Subject: Young students learning to speak Cree in attempt to save language (fwd link) Message-ID: Young students learning to speak Cree in attempt to save language By Susan Zielinski - Red Deer Advocate Published: December 17, 2010 6:41 AM A Red Deer program is promoting aboriginal culture and language. Wichinahin Kohopikiwan Play School, operated by Red Deer Child Care Society, introduces Plains Cree language to aboriginal children age 19 months to five years. Program co-ordinator Yvonne Peebles hopes it will help revitalize the dying language. Access full article below: http://www.albertalocalnews.com/reddeeradvocate/news/local/Young_students_learning_to_speak_Cree_in_attempt_to_save_language_112063654.html From cashcash at EMAIL.ARIZONA.EDU Sat Dec 18 00:14:56 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 17 Dec 2010 17:14:56 -0700 Subject: Aboriginal apps give old languages modern edge (fwd link) Message-ID: Aboriginal apps give old languages modern edge BY JUDITH LAVOIE, POSTMEDIA NEWS DECEMBER 16, 2010 VICTORIA ? Some of British Columbia's ancient languages are getting an ultra-modern boost in the hopes that cool technology will appeal to young aboriginal people. New language apps for Apple's iPod, iPad and iPhone devices have been developed for two native languages in the province: Sencoten, spoken on southern Vancouver Island; and Halq'emeylem, spoken in the Fraser Valley. Six more communities are using archives of recorded words and phrases to build mobile audio dictionaries with funding help from the province. Read more: http://www.timescolonist.com/life/Aboriginal+apps+give+languages+modern+edge/3986863/story.html#ixzz18PxLywB2 From David.Lewis at GRANDRONDE.ORG Sat Dec 18 01:15:10 2010 From: David.Lewis at GRANDRONDE.ORG (David Lewis) Date: Fri, 17 Dec 2010 17:15:10 -0800 Subject: Indian Sign Language Message-ID: Phil- you still working on Indian sign language? I found a reference to a sign in Jacobs notes. sign is for vagina... <`?..?`?..?`?... <`?..?`?... David G. Lewis, PhD Manager, Cultural Resources Department Confederated Tribes of Grand Ronde Office 503.879.1634 David.Lewis at grandronde.org .?`?..`?.. ><{{{{?>`?..?`?...><{{{{?>`?..? "Eating Popcorn, is Like Eating Little Explosions"- Saghaley Lewis 2009 From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:42:21 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:42:21 -0700 Subject: Government of Canada Renews Support for Aboriginal Languages Across the Country (fwd link) Message-ID: Government of Canada Renews Support for Aboriginal Languages Across the Country http://www.einnews.com/pr-news/268379-government-of-canada-renews-support-for-aboriginal-languages-across-the-country- The Honourable James Moore, Minister of Canadian Heritage and Official Languages, today announced a three-year renewal of the Aboriginal Languages Initiative, as well as a new formula for First Nations languages that distributes funding according to the regional realities of languages across Canada. The new funding formula for First Nations languages is based on regional distribution of these languages. First Nations organizations active in language initiatives in provinces and territories with a greater number of languages will have access to more funding than those where fewer languages are found. The new formula comes into effect on April 1, 2011. "Language is critical to the maintenance and transmission of cultural identity," said Minister Moore. "With the renewal of the Aboriginal Languages Initiative, we are ensuring that support continues for First Nations, M?tis, and Inuit language revitalization." Minister Moore also announced funding for 16 language projects in British Columbia: 12 under the auspices of the First Peoples'' Cultural Foundation and 4 other First Nations projects. "Ensuring that languages are seen and heard as living languages within Aboriginal communities is essential for them to thrive," added Minister Moore. "Our Government is committed to safeguarding these languages and supports Aboriginal communities in their efforts to protect and enhance them." The Government of Canada has provided a total of $334,569 in funding for these projects through the Aboriginal Languages Initiative (ALI) of the Department of Canadian Heritage''s Aboriginal Peoples'' Program. The goal of ALI is to support the preservation and promotion of Aboriginal languages for future generations of Aboriginal peoples and other Canadians. For a list of organizations receiving funding, see the attached backgrounder. (This news release is available on the Internet at www.canadianheritage.gc.ca under Newsroom.) BACKGROUNDER The following British Columbia organizations are part of this funding announcement: Upper St''at''imc Language, Culture and Education Society, Lillooet -- $44,941 Okanagan Indian Educational Resources Society, Penticton -- $44,870 U''Mista Cultural Society, Alert Bay -- $44,100 Maya''xala''xa Youth Recreation and Culture Society, Port Hardy -- $32,328 Saulteau First Nations & Muskoti Learning Centre, Chetwynd -- $15,000 Treaty 8 Tribal Association, Fort St. John -- $15,000 Tsay Keh Dene, Prince George -- $15,000 West Moberly First Nation, Moberly Lake -- $15,000 Taku River Tlingit First Nations, Atlin -- $14,968 Coqualeetza Cultural Education Centre, Chilliwack -- $14,910 Salk''uz First Nation, Vanderhoof -- $14,708 NAMGIS First Nation / T''lisalagi''lakw School, Alert Bay -- $14,335 Kwantlen First Nation, Fort Langley -- $13,950 Cook''s Ferry Indian Band, Spences Bridge -- $13,459 Penticton Indian Band / Outma Sqilxw Cultural School, Penticton -- $12,000 Skeetchestn Indian Band, Savona -- $10,000 Office of the Minister of Canadian Heritage and Official Languages Codie Taylor - Press Secretary 819-997-7788 Canadian Heritage Media Relations 819-994-9101 1-866-569-6155 media at pch.gc.ca From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:43:50 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:43:50 -0700 Subject: Ottawa to help preserve aboriginal languages (fwd link) Message-ID: Ottawa to help preserve aboriginal languages ROBERT MATAS VANCOUVER? From Tuesday's Globe and Mail Published Monday, Dec. 20, 2010 9:20PM EST Canada With 30 aboriginal languages close to extinction, the federal government has announced plans to quadruple funds for programs in British Columbia to revitalize those that can be saved and preserve those that will disappear possibly within the next five years. Access full article below: http://www.theglobeandmail.com/news/national/british-columbia/ottawa-to-help-preserve-aboriginal-languages/article1845286/ From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:45:30 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:45:30 -0700 Subject: Alaska Natives seek greater presence on map (fwd link) Message-ID: Alaska Natives seek greater presence on map Alex DeMarban | Tundra Drums | Dec 20, 2010 USA In a growing effort to put Native culture on the map, literally, the Southwest Alaska village of Alakanuk wants to change the spelling of its name. But it won't be any easier to pronounce.Outsiders usually call it uh-luk-uh-nuk. Now say that while clearing your throat midway through the word. That's roughly how the Yup'ik people said it for eons, long before an officer with the U.S. Coast and Geodetic Survey "discovered" the village and anglicized the name in 1899. Problem was, there was no English letter for that guttural growl at the time. Access full article below: http://www.alaskadispatch.com/dispatches/rural-alaska/7887-alaska-natives-seek-greater-presence-on-map From cashcash at EMAIL.ARIZONA.EDU Tue Dec 21 19:47:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 21 Dec 2010 12:47:46 -0700 Subject: Christ's endangered language gets new lease of life in Oxford (fwd link) Message-ID: Christ's endangered language gets new lease of life in Oxford An Aramaic course offered by Oxford University is drawing scores of scholars from as far afield as Liverpool and London Maev Kennedy guardian.co.uk, Tuesday 21 December 2010 16.34 GMT It is the language that Christ spoke, but is regarded as "endangered" with ever fewer scattered groups of native speakers. But in Oxford, Aramaic has been flourishing again, with a course in the ancient language drawing people from as far afield as Liverpool and London. There are now 56 people learning Aramaic at the university, including three classics professors, solemnly completing their weekly homework tasks and regularly attending the free lunchtime lessons, more than the numbers studying Greek. Access full article below: http://www.guardian.co.uk/education/2010/dec/21/aramaic-language-oxford-university From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:25:06 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:25:06 -0700 Subject: Apple, Cherokee Indians Partner on iPhone Language Capability (fwd link) Message-ID: Apple, Cherokee Indians Partner on iPhone Language Capability By: Nathan Eddy 2010-12-24 USA While the age of smoke signals as a means of rapid communication has clearly passed, a partnership between slick computer maker Apple and members of the Cherokee Indian tribe in the U.S. suggest the spoken language of the country?s native inhabitants won?t be lost to history-- the tribe is currently working with the company to develop Cherokee language software for Apple?s iPhone, iPod and iPad tablet devices. "There are countries vying to get on these devices for languages, so we are pretty excited we were included," Joseph Erb, who works in the Cherokee Nation's language technology division, told the Associated Press. Access full article below: http://www.eweek.com/c/a/Midmarket/Apple-Cherokee-Indians-Partner-on-iPhone-Language-Capability-724515/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:28:34 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:28:34 -0700 Subject: UA Program Supports Educators in Indigenous Communities (fwd link) Message-ID: UA Program Supports Educators in Indigenous Communities The SEED Project, a teacher-education program at the UA, informs visiting teachers from Mexico on different pedagogical information and strategies that may be used to improve instruction and learning among students in rural and remote communities. By La Monica Everett-Haynes, University Communications, December 22, 2010 USA Javier Gomez Santiz has spent the last eight years teaching school-age children in Mexico and finds it concerning that indigenous language and culture are being lost in favor of relying on Spanish. Access full article below: http://uanews.org/node/35577 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:34:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:34:03 -0700 Subject: Preserving Sino-Burman languages (fwd link) Message-ID: Friday, December 24, 2010 Preserving Sino-Burman languages Khalique Moshreqi, Central road, Dhanmondi, Dhaka Chinese is the most dominant amongst the ethnic Mongolian languages in Asia. It is also a language spoken by the highest number of people in the world. There are about 30 different Mongolian Sino-Burman languages spoken by the Adivasi or indigenous people of this country, but their condition is pitiable. Access full article below: http://www.thedailystar.net/newDesign/news-details.php?nid=167109 From cashcash at EMAIL.ARIZONA.EDU Fri Dec 24 23:35:16 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 24 Dec 2010 16:35:16 -0700 Subject: Cherokee, Apple partner to put language on iPhones (fwd link) Message-ID: Cherokee, Apple partner to put language on iPhones (AP) ? 1 day ago USA TAHLEQUAH, Okla. (AP) ? Nine-year-old Lauren Hummingbird wants a cell phone for Christmas ? and not just any old phone, but an iPhone. Such a request normally would be met with skepticism by her father, Cherokee Nation employee Jamie Hummingbird. He could dismiss the obvious reasons a kid might want an iPhone, except for this ? he's a proud Cherokee and buying his daughter the phone just might help keep the tribe's language alive. Nearly two centuries after a blacksmith named Sequoyah converted Cherokee into its own unique written form, the tribe has worked with Apple to develop Cherokee language software for the iPhone, iPod and ? soon ? the iPad. Computers used by students ? including Lauren ? at the tribe's language immersion school already allow them to type using Cherokee characters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5g1Yk_ny9nQbQCBS7pT0bidHTOFeg?docId=25ad6e0efaf84ba28cec8201611e6e2e From mikinakn at SHAW.CA Sat Dec 25 00:01:49 2010 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 24 Dec 2010 19:01:49 -0500 Subject: Cherokee, Apple partner to put language on iPhones (fwd link) In-Reply-To: Message-ID: Phillip...its Christmas Eve...you better go home now...lol....have a great Christmas season and thank you for all the postings you do... _______ wahjeh rolland nadjiwon -------------------------------------------------------------------------------- -----Original Message----- From: Phillip E Cash Cash Sent: Friday, December 24, 2010 6:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Cherokee, Apple partner to put language on iPhones (fwd link) Cherokee, Apple partner to put language on iPhones (AP) ? 1 day ago USA TAHLEQUAH, Okla. (AP) ? Nine-year-old Lauren Hummingbird wants a cell phone for Christmas ? and not just any old phone, but an iPhone. Such a request normally would be met with skepticism by her father, Cherokee Nation employee Jamie Hummingbird. He could dismiss the obvious reasons a kid might want an iPhone, except for this ? he's a proud Cherokee and buying his daughter the phone just might help keep the tribe's language alive. Nearly two centuries after a blacksmith named Sequoyah converted Cherokee into its own unique written form, the tribe has worked with Apple to develop Cherokee language software for the iPhone, iPod and ? soon ? the iPad. Computers used by students ? including Lauren ? at the tribe's language immersion school already allow them to type using Cherokee characters. Access full article below: http://www.google.com/hostednews/ap/article/ALeqM5g1Yk_ny9nQbQCBS7pT0bidHTOFeg?docId=25ad6e0efaf84ba28cec8201611e6e2e ----- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1170 / Virus Database: 1435/3334 - Release Date: 12/23/10 From cashcash at EMAIL.ARIZONA.EDU Wed Dec 29 17:55:04 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 29 Dec 2010 10:55:04 -0700 Subject: Geek of the Week: Halq=?UTF-8?Q?=E2=80=99em=C3=A9ylemFirstVoices_?= app fo r iPhone (fwd link) Message-ID: Geek of the Week: Halq?em?ylem FirstVoices app for iPhone By Stephen Hui, December 27, 2010 Canada The Halq?em?ylem FirstVoices app is available for the iPhone and the iPod Touch. Halq?em?ylem is one of many B.C. First Nations languages at risk of becoming extinct. The Sto:lo Nation in the Fraser Valley is harnessing the latest technology in an effort to keep this language alive. Access full article below: http://www.straight.com/article-365985/vancouver/halqemeylem-firstvoices-app-aims-keep-language-alive From cashcash at EMAIL.ARIZONA.EDU Fri Dec 31 17:10:23 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Dec 2010 10:10:23 -0700 Subject: Eyak language to get boost from website (fwd link) Message-ID: Eyak language to get boost from website Published on December 30th, 2010 1:45 pm By ALASKA NEWSPAPERS STAFF USA Eyak became the first of Alaska's endangered Languages to be declared "extinct" when the last Native speaker, Marie Smith Jones, died in January 2008. Now, nearly three years later, there is an ambitious new effort to make Eyak the first Alaska language to be brought back to life, a news release said. On Jan. 1, a website will be launched just after midnight to begin the process of helping Eyaks learn the basics of their "lost" language. It is just one part of the Eyak Language Project: q'aayaa tl'hix (A New Beginning) -- an intensive effort to document, preserve and distribute learning materials to individuals and institutions throughout Alaska and beyond. Access full article below: http://thebristolbaytimes.com/article/1052eyak_language_to_get_boost_from_website Website cited: http://sites.google.com/site/eyaklanguageproject/ From cashcash at EMAIL.ARIZONA.EDU Fri Dec 31 17:13:01 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Dec 2010 10:13:01 -0700 Subject: Remembering a Lost Language (fwd link) Message-ID: Remembering a Lost Language By Marina Gaytan USA Visalia - When Deyetta ?Cassetta? Crowley-Gaytan stopped speaking her Native American language during her teenage years, she never thought some of the language would be forgotten. And when her long time family friend, Darlene Franco, approached her this summer to ask if she would become a Native language teacher for the Owens Valley Career Development Center, Gaytan never thought that 60 years later, she would be speaking ?Choinumni? again. Access full article below: http://www.valleyvoicenewspaper.com/vv/stories/2010/vv_lostlanguage_0792.htm