From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:15:28 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:15:28 -0700
Subject: Books adapted to native languages (fwd link)
Message-ID: <TUE.2.NOV.2010.111528.0700.ILAT@LISTSERV.ARIZONA.EDU>

Books adapted to native languages

News
By MICHAEL PEELING
Canada

CORNWALL -- The Akwesahsne Mohawk Board of Education has taken its
reinterpre-tation of Robert Munsch books another step towards its goal
of teaching students their native language and culture.

Munsch, a well-known and respected chil-drens' author, not only gave
his blessing to translate his books into Mohawk, he encour-aged the
Akwesahsne Mohawk Board of Education (AMBE) to have new drawings
created that better reflected First Nations culture.

Access full article below:
http://www.standard-freeholder.com/ArticleDisplay.aspx?e=2826504


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:16:58 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:16:58 -0700
Subject: One of Minnesota=?UTF-8?Q?=E2=80=99sfirst_?= languages makes a
 comebac k (fwd link)
Message-ID: <TUE.2.NOV.2010.111658.0700.ILAT@LISTSERV.ARIZONA.EDU>

One of Minnesota’s first languages makes a comeback

BY LISA STEINMANN, TC DAILY PLANET
October 31, 2010
USA

It was a wild and windy evening, but a crowd of about 60 people turned
out for a preview of a documentary about the rescue and revitalization
of the Ojibwe language at the Anishinaabe School in Minneapolis on
October 26. Many of those in attendance were members of the Ojibwe
community who are active in local language education programs. The
film is a production of Twin Cities Public Television and will have
its debut on November 1 at 8 p.m. on TPT 2.

Access full article below:
http://www.tcdailyplanet.net/news/2010/10/30/one-minnesota’s-first-languages-makes-comeback


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:23:33 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:23:33 -0700
Subject: Mid north coast indigenous language wins U-N recognition (fwd
 link)
Message-ID: <TUE.2.NOV.2010.112333.0700.ILAT@LISTSERV.ARIZONA.EDU>

Mid north coast indigenous language wins U-N recognition

Updated November 1, 2010 12:05:00
Aden Ridgeway (FaHCSIA)

The U-N's Media Peace Award 2010 has been given to former Senator Aden
Ridgeway for an article on reconciliation.

The editorial in the Gumbaynggirr language was the first of its kind
to run on the Sydney Morning Herald's (SMH) front page in its 178 year
history.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/01/3053591.htm?site=midnorthcoast&section=news


From djh514 at YORK.AC.UK  Wed Nov  3 18:16:55 2010
From: djh514 at YORK.AC.UK (Damien Hall)
Date: Wed, 3 Nov 2010 18:16:55 +0000
Subject: Cambridge Conference on Endangered Languages (reminder)
Message-ID: <WED.3.NOV.2010.181655.0000.>

Forwarded on behalf of Mari Jones.  Apologies for cross-postings!

Damien Hall

From: "Dr. M.C. Jones" <mcj11 at cam.ac.uk>
Subject: Cambridge Conference on Endangered Languages

Dear All,

This is a reminder that the call for papers for the First Cambridge  
Conference on Language Endangerment will close on November 26th. We  
are also attaching a poster - please feel free to distribute it to  
your colleagues, students, or further afield.

Best wishes,
Mari Jones and Sarah Ogilvie


***


Language Endangerment: Documentation, Pedagogy, and Revitalization

Friday, 25 March 2011
Location: University of Cambridge
http://www.crassh.cam.ac.uk/events/1332/

Call for Papers Deadline: abstracts due 26 November, 2010.
On-line Registration opens 1 January 2011.

Conveners

Dr Mari Jones (Department of French/Peterhouse, University of Cambridge)
Dr Sarah Ogilvie (Department of Linguistics/Lucy Cavendish College,  
University of Cambridge)



Summary

The First Cambridge International Conference on Language Endangerment  
will focus on language documentation, pedagogy, and revitalization.


The following speakers have agreed to give plenary sessions at the  
conference:

Professor Peter Austin (SOAS, University of London, UK)

Language Revitalization and Pedagogy: a case from eastern Australia

Professor David K. Harrison (Living Tongues Institute for Endangered  
Languages, Oregon, USA) Language Extinction: Local and Global  
Perspectives

Professor Dr Nikolaus Himmelmann (University of M?nster, Germany) On  
Language Documentation



Call for Papers

This conference will bring together academics, students, and members  
of indigenous communities from around the world to discuss current  
theories, methodologies, and practices of language documentation,  
pedagogy, revitalization.

Most of the world's languages have diminishing numbers of speakers  
and are on the brink of falling silent. Currently around the globe,  
scholars are collaborating with members of indigenous communities to  
document and describe these endangered languages and cultures.  
Mindful that their work will be used by future speech communities to  
learn, teach, and revitalize their languages, scholars face new  
challenges in the way they gather materials and in the way they  
present their findings. This conference will discuss current efforts  
to record, collect, and archive endangered languages in writing,  
sound, and video that will support future language learners and  
speakers.

Documentation is of critical and immediate importance, and is often  
considered one of the main tasks of the field linguist. Future  
revitalization efforts may succeed or fail on the basis of the  
quality and range of material gathered, and yet the process may be  
rapid and dependent on conscious decisions by linguists and language  
workers who may be analyzing the form of a language for the first  
time, and codifying it in dictionaries and grammars. Written  
documentation of course not only aids the process of standardization  
but also serves important needs and functions within a community in  
support of language maintenance such as providing the basis for  
pedagogical materials in schools and helping to create a community's  
sense of identity.  However, indigenous communities and scholars of  
endangered languages are beginning to realise that the rapid and  
often artificial nature of this process can have negative effects -  
politically, linguistically, and culturally - which feed into issues  
relating to education and, ultimately, language revitalization.

In addition to the opportunity of sharing experiences with a network  
of linguists, it is hoped that participants will leave the conference  
with a new understanding of the topic, innovative ideas for  
documentation and pedagogy within their own linguistic contexts, and  
a renewed vigour to implement what they have learnt in their own  
language situations.



Submission Guidelines

We welcome abstracts (200 words maximum) for papers (20 minute paper  
+ 10 minute discussion) that include, among other topics, discussion  
of interdisciplinary approaches and innovative techniques for  
collecting raw material, presenting metadata, and archiving language  
materials; teaching endangered languages to both children and adults;  
and revitalizing language use in homes, schools, and communities.

Abstracts are due by 26 November 2010, and should be sent to:
Dr Mari Jones (mcj11 at cam.ac.uk) and Dr Sarah Ogilvie (svo21 at cam.ac.uk).


Sponsor

The conveners are grateful for the support of  The Centre for  
Research in the Arts, Social Sciences and Humanities (CRASSH) at the  
University of Cambridge.


From cashcash at EMAIL.ARIZONA.EDU  Wed Nov  3 19:08:18 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 3 Nov 2010 12:08:18 -0700
Subject: Indian sound recordings bring history to life (fwd link)
Message-ID: <WED.3.NOV.2010.120818.0700.ILAT@LISTSERV.ARIZONA.EDU>

3 November 2010

Indian sound recordings bring history to life

By Mark Dummett
BBC News, Delhi

A collection of Indian sound recordings from the early 20th Century,
which has never been made public before, has been put online and is
available to download free.

The recordings were made by British colonial officers as part of a
massive effort to study hundreds of different languages and dialects
spoken in Britain's Indian Empire, which in those days stretched from
the frontier with Afghanistan all the way into Burma.

Access full article below:
http://www.bbc.co.uk/news/world-south-asia-11677932


From cashcash at EMAIL.ARIZONA.EDU  Wed Nov  3 19:10:26 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 3 Nov 2010 12:10:26 -0700
Subject: New plans for language overhaul (fwd link)
Message-ID: <WED.3.NOV.2010.121026.0700.ILAT@LISTSERV.ARIZONA.EDU>

New plans for language overhaul

Aaron Beswick
Northern News Services
Published Monday, November 1, 2010

SOMBA K'E/YELLOWKNIFE - The Northwest Territories' aboriginal
languages are on course for extinction unless something changes.

The territorial government unveiled its plan on Wednesday for a course
change, listing 73 recommendations to "revitalize" the territory's
nine aboriginal languages.

"I've committed that all of them will be followed through on," said
Minister Responsible for Official Languages Jackson Lafferty. "The
potential for loss of a number of our languages is very high and is
likely to occur unless we work together to strengthen aboriginal
language use."

Speakers of nwt languages of 2009

English - 42,724
French - 3,915
Inuktitut - 240
Invialuktun - 499
Inuinnaqtun - 196
Tlicho - 2,617
Cree - 222
Chipewyan - 663
North Slavey - 1,167
South Slavey - 1,458
Gwich'in - 228

Access full article below:
http://nnsl.com/northern-news-services/stories/papers/nov1_10np.html


From gforger at EMAIL.ARIZONA.EDU  Fri Nov  5 16:37:43 2010
From: gforger at EMAIL.ARIZONA.EDU (Garry Forger)
Date: Fri, 5 Nov 2010 09:37:43 -0700
Subject: Conference call
Message-ID: <FRI.5.NOV.2010.093743.0700.ILAT@LISTSERV.ARIZONA.EDU>

This may be of interest to some here.  


Conference for next summer, ED-MEDIA Call for Participation,  Submissions
Deadline: December 17, 2010, June 27 - July 1, 2011 - Lisbon, Portugal


http://aace.org/conf/edmedia/call.htm

 

Specifically there is this topic that they are looking for submission on:

 

Indigenous Peoples & Technology

*	This topic provides information on the issues and applications
related to indigenous peoples and technology. Submissions are invited on the
following non-exclusive list of topics
*	The Internet's effects on linguistic diversity
*	Promoting indigenous language development via discussion & chat
*	Multimedia support of language & culture
*	Exploring language with digital resources
*	Cultural attitudes and technology acceptance
*	Modifying computers to meet minority language requirements
*	Oral tradition meets voice dictation
*	Voice over IP, net meetings and collaborative thinking
*	Asynchronous, reflective discourse
*	On-line dictionaries and language development 

 

 

 

 

-- 

Garry

 

___________________________________________

Garry J. Forger, MLS, MWS

(Santa Cruz Watershed)

Marketing, Promotion & Grants Management 

http://oia.arizona.edu

The Office of Instruction and Assessment

in the Manuel Pacheco Integrated Learning Center

1500 E. University Blvd., Bldg. 70

University of Arizona

Tucson, AZ 85721

The University of Arizona

gforger at email.arizona.edu

520-626-3918

Fax 520-626-8220

 

The opinions or statements expressed herein are my own and should not be
taken as a position, opinion, or endorsement of the University of Arizona.
Please consider the environment before printing this email. 

 

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From andrekar at NCIDC.ORG  Fri Nov  5 17:43:50 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 10:43:50 -0700
Subject: Community Language Survey
Message-ID: <FRI.5.NOV.2010.104350.0700.ILAT@LISTSERV.ARIZONA.EDU>

Has anyone done a community language survey.  If you have I would like  
to borrow it so our language program can survey our Tribal members as  
part of our long term strategic planning process.


matêevanihich /Later
André Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org) 707.445.8451

To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/




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From Jon.Reyhner at NAU.EDU  Fri Nov  5 17:54:42 2010
From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner)
Date: Fri, 5 Nov 2010 17:54:42 +0000
Subject: FW: [lg policy] FOR POSTING IN "LANGUAGE POLICY NEWSLATTER"
In-Reply-To: <9c6e6.643439cd.3a0437d4@aol.com>
Message-ID: <FRI.5.NOV.2010.175442.0000.ILAT@LISTSERV.ARIZONA.EDU>

ILAT Subscribers:

FYI a request from Joshua Fishman.

Jon Reyhner
Professor of Bilingual Multicultural Education
Northern Arizona University
Flagstaff, Arizona
http://jan.ucc.nau.edu/~jar/
________________________________________
From: lgpolicy-list-bounces at groups.sas.upenn.edu [lgpolicy-list-bounces at groups.sas.upenn.edu] on behalf of JoshuaAFishman at aol.com [JoshuaAFishman at aol.com]
Sent: Thursday, November 04, 2010 9:22 AM
To: lgpolicy-list at groups.sas.upenn.edu
Subject: [lg policy] FOR POSTING IN "LANGUAGE POLICY NEWSLATTER"

Dear friend:
I am seeking your help and suggestions re preparing a brochure with the above name to underscore the fact that many of the small languages whose imminent deaths we decry are still very much alive and used in innovative and creative ways. Can you write (or suggest someone who could write) an account of the creation and use of a song, story, poem, film, videotape, dramatic presentation, puppet-show, class-lesson, study-group, school, journal, newsletter or any other effort for the purposes of fostering a small and weak language? I would like to put together a small collection of these for the edification of the general public who is of the opinion that "there is no use crying over spilled milk" and to indicate that there is still much that can be done by anyone who cares.

SINCERELY,
JOSHUA A. FISHMNA


POINTS TO COVER IN YOUR SUBMISSION OF ANY  ACCOUNT OF YOUR EFFORT(S) TO FOSTER AN “ENDANGRED BUT CREATIVE” LANGUAGE
(FOR PEER REVIEW AND ULTIMATE SELECTION OR FURTHER COMMUNICATION)

1. A SHORT PARAGRAPH OR TWO ABOUT YOURSELF, HOW YOU EARN YOU LIVING AND ABOUT THE LANGUAGE THAT YOU ARE TRYING TO FOSTER

2. HAS THE EFFORT YOU ARE TRYING TO  FOSTER BEEN PRESENTED TO THE INTENDED PUBLIC (WHERE, WHEN, HOW MANY TIMES)?

3. HOW MANY INDIVIDIUALS (APPROXIMATELY) HAVE BEEN REACHED BY THIS EFFORT? IS IT STILL ONGOING?

4. DO YOU HAVE ANY FURTHER EFFORTS SCHEDULED OR IN MIND? DESCRIBE THEM WHEN DO YOU HOPE THAT THEY WILL BE READY FOR PRSENTATION/PUBLICATION?

5. HOW DO YOU SECURE ANY BUDGETARY ASSISTANCE YOU REQUIRE IN CONNECTION WITH THE EFFORTS YOU HAVE BEEN UNDERTAKING?

6. WHAT EVIDENCE DO YOU HAVE (OR SEEK) TO CONFIRM THE EFECTIVENESS OF YOUR EFFORTS?

7. WHAT ORGANIZATIONAL, DITRIBUTIONAL. TECHNICAL SUPPOR HAVE YOU GOTTEN OR SEEK/SOUGHT IN ORDER TO FOSTER YOUR MINORITY ENDANGERED LANGUAGE EFFORTS?

8. WHAT TYPES OF RECOGNITION HAVE YOU RECEIVED PUBLICIZING YOUR EFFORTS? DO YOU NEED FURTHER RECOGNITION OR ASSISTSNCE?

9. DO YOU SPEAK THE LANGIAGE THAT YOU ARE FOSTERING: IN YOU OWN HOME, WITH YOUR OWN FAMILY, FRIENDS AND NEIGHBORS?

10. GIVE ANY BACKGROUND OR EXPLANATION OF WORDS, CONCEPTS OR INTRODUCTION TO HISTORICAL EVENTS OR CIRCUMSTANCES NECESSARY FOR A BETTER UNDERSTANDING OF THE EFFORT YOU ARE RECOUNTING OF PRESENTING.

ATTACH A GLOSSY PHOTO OF YOURSELF, PRESENTATION: (TEXT, VIDEO-, FILM, AUDIO-TAPE).

.

BE SURE TO INCLUDE YOUR RETURN E-MAIL <ADDRESS>, YOUR POST-OFFICE ADDRESS AND TELEPHONE NUMBER. WHAT TIME ZONE YOU ARE IN?
BEST WISHES AND MANY THANKS FOR YOUR COOPERATION. JOSHUA A. FISHMAN


Unless otherwise indicated in the above message, my co-ordinates are always:
3616 Henry Hudson Parkway #7B N
Bronx, NY 10463
tel:718-796-8484; fax: 718-796-8155




Unless otherwise indicated in the above message, my co-ordinates are always:
3616 Henry Hudson Parkway #7B N
Bronx, NY 10463
tel:718-796-8484; fax: 718-796-8155
www.joshuaafishman.com/index.html (or just: www.joshuaafishman.com)
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From donaghy at HAWAII.EDU  Fri Nov  5 19:00:12 2010
From: donaghy at HAWAII.EDU (Keola Donaghy)
Date: Fri, 5 Nov 2010 09:00:12 -1000
Subject: Microsoft and M=?utf-8?Q?=C4=81ori?=
Message-ID: <FRI.5.NOV.2010.090012.1000.ILAT@LISTSERV.ARIZONA.EDU>

Aloha kākou, this video was shown to us at the ILI symposium in New Mexico last month and now on Microsoft's website. Tip o' the hat to Te Taka Keegan.

Select the video from the column on the right.

microsoft.com/llp/

Keola



========================================================================
Keola Donaghy                                           
Assistant Professor of Hawaiian Studies 
Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/

"Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
A country without its language is a country without its soul.
========================================================================



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From andrekar at NCIDC.ORG  Fri Nov  5 19:10:01 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 12:10:01 -0700
Subject: Seeking language planning facilitator
Message-ID: <FRI.5.NOV.2010.121001.0700.ILAT@LISTSERV.ARIZONA.EDU>



Begin forwarded message:

From: Ruth Rouvier <rrouvier at karuk.us>
Date: November 5, 2010 12:01:44 PM PDT
To: Karuk Announcements <karukannouncements at yahoogroups.com>
Subject: [karukannouncements] Seeking language planning facilitator


Ayukii!



The Language Program and the Karuk Language Restoration Committee are  
seeking an experienced facilitator to help us develop a comprehensive  
strategic plan to revive the Karuk language.  For details, see the  
attached RFP, or go to http://www.karuk.us/karuk2/jobs/request-for-proposals 
.



Please forward to anyone who might be interested in submitting a  
proposal.  The proposal deadline is December 3.



Ruth Rouvier

Language Program Coordinator

Karuk Tribe

PO Box 1016

Happy Camp, CA 96039

phone (800)505-2785 x. 2205

cell (530)643-0486

fax (530)493-1658




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matêevanihich /Later
André Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org) 707.445.8451

To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/




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From andrekar at NCIDC.ORG  Fri Nov  5 20:54:47 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 13:54:47 -0700
Subject: Arctic Circle Community (language)
Message-ID: <FRI.5.NOV.2010.135447.0700.ILAT@LISTSERV.ARIZONA.EDU>

Scientist lives with endangered tribe to save disappearing language
11/05/10 09:26 AM, EDT
As inhospitable environments go, it doesn't get much trickier than  
living near the Arctic Circle where the temperature can plummet to  
minus 40 degrees Celsius in the permanent winter darkness and the diet  
consists of walrus and whale blubber.
FULL STORY
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From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:42:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:42:15 -0700
Subject: Australian of the Year finalists for NT named (fwd link)
Message-ID: <FRI.5.NOV.2010.144215.0700.ILAT@LISTSERV.ARIZONA.EDU>

Australian of the Year finalists for NT named

By James Glenday
Posted Thu Nov 4, 2010 6:21pm AEDT

An Indigenous language expert, a footballer and a youth worker have
made the Northern Territory finals of the Australian of the Year
Awards.

Linguist Professor Michael Christie made the finals for his research
work in remote communities and the development of Indigenous language
programs at Charles Darwin University.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/04/3057530.htm


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:44:46 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:44:46 -0700
Subject: Inuit studies: not just for Qallunaat (fwd link)
Message-ID: <FRI.5.NOV.2010.144446.0700.ILAT@LISTSERV.ARIZONA.EDU>

NEWS: Around the Arctic November 04, 2010 - 2:55 pm

Inuit studies: not just for Qallunaat
The 17th Inuit studies conference attracts many Inuit researchers

Since Laval university anthropologist and linguist Louis-Jacques
Dorais organized the first Inuit studies conference 34 years ago, he’s
seen many changes in the gathering, which started as a small meeting
of like-minded, non-Inuit Arctic researchers in Quebec City.

Access full article below:
http://www.nunatsiaqonline.ca/stories/article/447589_inuit_studies_not_just_for_qallunaat/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:46:21 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:46:21 -0700
Subject: Scientist lives with endangered tribe to save disappearing
 language (fwd link)
Message-ID: <FRI.5.NOV.2010.144621.0700.ILAT@LISTSERV.ARIZONA.EDU>

Scientist lives with endangered tribe to save disappearing language

By Thair Shaikh, CNN
November 5, 2010 12:24 p.m. EDT

Stephen Pax Leonard is living with the Inughuit in Greenland

London, England (CNN) -- As inhospitable environments go, it doesn't
get much trickier than living near the Arctic Circle where the
temperature can plummet to minus 40 degrees Celsius in the permanent
winter darkness and the diet consists of walrus and whale blubber.

But this is where a British adventurer has been living for the last
three months with an endangered tribe so that he can record their
rapidly disappearing culture and language.

Access full article below:
http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:47:40 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:47:40 -0700
Subject: Saving a language from extinction (fwd link)
Message-ID: <FRI.5.NOV.2010.144740.0700.ILAT@LISTSERV.ARIZONA.EDU>

Nov 3, 2010 3:14pm

Saving a language from extinction

First Nation working with school board to keep Squamish language alive

By Gagandeep Ghuman

For understatement, you could perhaps call Charlene Williams a teacher.

But at the Squamish Nation Totem Hall, they know this 30-year-old
aboriginal language and cultural instructor is much more than that.

Charlene Williams is hope.

Williams is one of the few young people in the Squamish Nation who can
speak the Squamish language (Sḵwx̱wú7mesh snichim), a language that is
on the verge of extinction.

Access full article below:
http://www.piquenewsmagazine.com/pique/index.php?cat=C_News&content=Squamish+language+1744


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 22:19:55 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 15:19:55 -0700
Subject: Arctic Circle Community (language)
In-Reply-To: <369CEF14-473E-4099-AB27-62A9DCA2A6D5@ncidc.org>
Message-ID: <FRI.5.NOV.2010.151955.0700.ILAT@LISTSERV.ARIZONA.EDU>

Apologies for the double news post!  Phil



On Fri, Nov 5, 2010 at 1:54 PM, Andre Cramblit <andrekar at ncidc.org> wrote:

> *Scientist lives with endangered tribe to save disappearing language*<http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/index.html>
> 11/05/10 09:26 AM, EDT
> As inhospitable environments go, it doesn't get much trickier than living
> near the Arctic Circle where the temperature can plummet to minus 40 degrees
> Celsius in the permanent winter darkness and the diet consists of walrus and
> whale blubber.
> *FULL STORY<http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/index.html>
> *
>
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From mslinn at OU.EDU  Fri Nov  5 22:31:52 2010
From: mslinn at OU.EDU (Linn, Mary S.)
Date: Fri, 5 Nov 2010 22:31:52 +0000
Subject: Community Language Survey
In-Reply-To: <2BA0F71C-A598-45A2-A1B9-B4715D4A3C32@ncidc.org>
Message-ID: <FRI.5.NOV.2010.223152.0000.ILAT@LISTSERV.ARIZONA.EDU>

Andre,

Keren Rice and I taught a class at In-Field 2010 on community language surveys. The In-Field website has posted our syllabus, course notes, a bibliography on surveys, and quite a few surveys and survey reports from all over that we put together for this class. We were hoping that it would serve as a resource for others who may be starting to do a survey.

Go to the In-Field workshop page:   http://logos.uoregon.edu/infield2010/workshops/index.php
and then scroll down the page to 16. Survey Methods. Click on that and you will get to all the material.

I recommend that everyone look around at the wonderful and helpful materials posted for all the workshops. It is a great resource.

Hope this helps, and feel free to ask any questions you may have along the way.

Mary Linn


Sent from my iPhone

On Nov 5, 2010, at 12:44 PM, "Andre Cramblit" <andrekar at NCIDC.ORG<mailto:andrekar at NCIDC.ORG>> wrote:


Has anyone done a community language survey.  If you have I would like to borrow it so our language program can survey our Tribal members as part of our long term strategic planning process.

<pastedGraphic.tiff>
matêevanihich /Later
André Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org<http://www.ncidc.org/>) 707.445.8451

To subscribe to a blog of interest to Natives send go to: <http://andrekaruk.posterous.com/> http://andrekaruk.posterous.com/




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From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:25:49 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:25:49 -0700
Subject: Saving a language (fwd link)
Message-ID: <TUE.9.NOV.2010.102549.0700.ILAT@LISTSERV.ARIZONA.EDU>

Saving a language

NOVEMBER 8, 2010
CAROLYN GRANT

As reported in Friday's Bulletin, Chelsea Nicholas, an employee of the
Paq'mi Nuq'yuk Aboriginal Early Years program, is teaching the Ktunaxa
language to young children.

The work is vitally important, Nicholas says, because the Ktunaxa
language is spoken only in this particular part of the world. It's an
isolate, and as such could be in danger of becoming extinct.

Access full article below:
http://www.dailybulletin.ca/article/20101108/KIMBERLEY0101/311089980/0/KIMBERLEY02/saving-a-language


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:29:59 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:29:59 -0700
Subject: Neal Charlie dies at 91: Minto elder, former chief kept language,
 culture alive (fwd link)
Message-ID: <TUE.9.NOV.2010.102959.0700.ILAT@LISTSERV.ARIZONA.EDU>

Neal Charlie dies at 91: Minto elder, former chief kept language, culture alive

by Christopher Eshleman/ceshleman at newsminer.com

FAIRBANKS — Neal Charlie Sr., a Native leader and Minto elder who
worked to document the village’s traditional language, died Saturday
of complications from pneumonia. He was 91.

Charlie was considered a go-to authority for insight into Alaska
Athabascan customs and the Lower Tanana language, family and friends
said Monday. His input was sought on a range of projects, from
cross-cultural education to language instruction, they said.

“He was a very well-regarded, very-well respected elder,” said Jerry
Isaac, president of Tanana Chiefs Conference. He said Charlie’s strong
individual values and spiritual leadership helped encourage regional
cooperation across Interior communities.

“He knew more than all of us elders,” his widow, Geraldine Charlie,
said. “He had that much knowledge and wisdom.”


Read more: Fairbanks Daily News-Miner - Neal Charlie dies at 91 Minto
elder former chief kept language culture alive
http://newsminer.com/bookmark/10212065-Neal-Charlie-dies-at-91-Minto-elder-former-chief-kept-language-culture-alive


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:34:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:34:15 -0700
Subject: Tomson Highway releases plays in Cree (fwd link)
Message-ID: <TUE.9.NOV.2010.103415.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tomson Highway releases plays in Cree

Monday, November 8, 2010 | 9:32 PM ET
CBC News
Canada

Award-winning Canadian playwright Tomson Highway is releasing two of
his most famous works in his first language — Cree.

The Cree versions of the plays The Rez Sisters and Dry Lips Oughta
Move to Kapuskasing were officially released at a launch party at the
University of Ottawa Monday night. Highway, 58, said a publisher,
Fitzhenry and Whiteside, approached him earlier this year and
expressed its interest in releasing the plays — both of which have
been performed in English since the 1980s — in Cree.

Read more: http://www.cbc.ca/arts/theatre/story/2010/11/08/tomson-highway-cree389.html#ixzz14o8OdPsP


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 19:44:43 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 12:44:43 -0700
Subject: Language Learning Apps
Message-ID: <TUE.9.NOV.2010.124443.0700.ILAT@LISTSERV.ARIZONA.EDU>

Fyi,

If you have experience from a users perspective on some aspect of
"learning" or "creating" (apps) for an iPod Touch or iPhone, please
feel free to drop us a note and share your insights!  ;-)

Brief Review of Language Learning Apps for iPod Touch and iPhone
https://blogs.princeton.edu/hrc/2010/06/brief_review_of_language_learning_apps_for_ipod_touch_and_iphone.html

later,

Phil


From saxon at UVIC.CA  Tue Nov  9 23:37:57 2010
From: saxon at UVIC.CA (Leslie Saxon)
Date: Tue, 9 Nov 2010 15:37:57 -0800
Subject: FW:  University Affairs (Canada): The fight to revitalize
 Canada's Indigenous languages
In-Reply-To: <C8FF0E06.B239%lornawil@uvic.ca>
Message-ID: <TUE.9.NOV.2010.153757.0800.ILAT@LISTSERV.ARIZONA.EDU>

The fight to revitalize Canada's Indigenous languages
University Affairs Nov 8, 2010

Welcome to the Yawenda project, a federally funded, million-dollar effort launched in August 2007 that aims to revive the use of the Huron-Wendat language of the Wendake First Nation. This in-depth look by University Affairs magazine includes comment by UVic education professor Dr. Lorna Williams, a member of the Lil'wat First Nation and UVic's Canada Research Chair in Indigenous Knowledge and Learning, about the dire situation facing Indigenous languages in Canada.

http://www.universityaffairs.ca/fight-to-revitalize-canadas-indigenous-languages.aspx?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+UniversityAffairsFeatures+%28Features+|+University+Affairs%29&utm_content=Google+Reader

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From neskiem at GMAIL.COM  Wed Nov 10 02:34:31 2010
From: neskiem at GMAIL.COM (Neskie Manuel)
Date: Tue, 9 Nov 2010 18:34:31 -0800
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <TUE.9.NOV.2010.183431.0800.ILAT@LISTSERV.ARIZONA.EDU>

Weytk,

Thanks for this Phil.  I've been thinking it would be neat to create an app.
 I think one way for people to look at that would save money is to adapt an
already existing website for iPhone usage, in the process the website would
also conceivably work with an Android phone or anything else, and the games
should also be able to be played on the Desktop as well.  This is what I
plan to do with Secwepemctsnem (http://language.secwepemcradio.ath.cx).

On Tue, Nov 9, 2010 at 11:44 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> e experience from a users perspective on some aspect of
> "learning" or "creating" (apps) for an iPod Touch or iPhone, please
> feel free to drop us a note and share your insights!  ;-)
>
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From daryn at ACRA.ORG.AU  Wed Nov 10 04:53:33 2010
From: daryn at ACRA.ORG.AU (Daryn McKenny)
Date: Wed, 10 Nov 2010 15:53:33 +1100
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <WED.10.NOV.2010.155333.1100.ILAT@LISTSERV.ARIZONA.EDU>

Hi Phil,

Just yesterday I uploaded to my iPad and iPhone with our beta 2 version of iMiromaa, a learning app which takes the language and multimedia from a Miromaa export and then provides you with a learning area and access to your language including, words, translations, phrases, images and audio all on either your iPhone, iTouch or iPad.  We are very excited about this and its possibilities.

Never less, it is still in beta and we are doing our best to have this ready asap amongst our other upcoming new features with Miromaa.


Regards

Daryn McKenny

Arwarbukarl Cultural Resource Association Inc. Trading as:
Miromaa Aboriginal Language and Technology Centre

P | 02 4927 8222    F | 02 4925 2185    E | daryn at acra.org.au W | www.acra.org.au & www.miromaa.com.au

P Please consider the environment before printing this email

The Arwarbukarl Cultural Resource Association Inc. respects the privacy of individuals and strives to comply with all areas of the Privacy Act. The contents of this email are intended for the purpose of the person or persons named in either the "To" or "CC" boxes of the email. Any person not named in these boxes in receipt of this email should immediately delete this email and advise the sender accordingly.



________________________________
From: phil cash <cashcash at email.arizona.edu>
Reply-To: Indigenous Languages and Technology <ILAT at LISTSERV.ARIZONA.EDU>
Date: Wed, 10 Nov 2010 06:44:43 +1100
To: Indigenous Languages and Technology <ILAT at LISTSERV.ARIZONA.EDU>
Subject: [ILAT] Language Learning Apps

Fyi,

If you have experience from a users perspective on some aspect of
"learning" or "creating" (apps) for an iPod Touch or iPhone, please
feel free to drop us a note and share your insights!  ;-)

Brief Review of Language Learning Apps for iPod Touch and iPhone
https://blogs.princeton.edu/hrc/2010/06/brief_review_of_language_learning_apps_for_ipod_touch_and_iphone.html

later,

Phil

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From cashcash at EMAIL.ARIZONA.EDU  Wed Nov 10 21:29:03 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 10 Nov 2010 14:29:03 -0700
Subject: Living in the age of language death (fwd link)
Message-ID: <WED.10.NOV.2010.142903.0700.ILAT@LISTSERV.ARIZONA.EDU>

Living in the age of language death
David HARRISON: Of 6,800 languages existing today, only 3,000 will
still be around in 2100

By Dmytro Drozdovsky, Vsesvit, special to The Day
Ukraine
	
In September, some Verkhovna Rada deputies launched an attempt to
change the status of the Russian language in Ukraine under the cover
of the purported desire to guarantee preservation and unfettered
development of regional languages. Unfortunately, the people’s elected
representatives have forgotten the sad experience of Ireland and
Belarus. In these countries, the desire to introduce English and
Russian at the official level (as it is proposed in Ukraine),
respectively, brought about tragic linguicide — today the Irish and
Belarusian languages belong to category of “the languages on the verge
of extinction.” Ultimately, the process of “language death” itself is
inevitable and natural. And herein lies the tragic essence of a
language: having been born, it must die one day.

Access full article below:
http://www.day.kiev.ua/316136


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:12:33 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:12:33 -0700
Subject: Indigenous language expert is top Territorian (fwd link)
Message-ID: <FRI.12.NOV.2010.101233.0700.ILAT@LISTSERV.ARIZONA.EDU>

Indigenous language expert is top Territorian

By Phoebe Stewart
Updated Fri Nov 12, 2010 10:31am AEDT
Australia

An Indigenous language expert has been named the Northern Territory's
Australian of the Year.

Professor Michael Christie was honoured at a ceremony in Darwin last
night for his work on Indigenous languages in east Arnhem Land.

He worked as a linguist at Milingimbi and Yirrkala in the 1970s and
1980s and, along with Yolngu elders, established a Yolngu studies
program at Charles Darwin University.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/12/3064517.htm


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:14:12 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:14:12 -0700
Subject: Latin American Indigenous Language Speakers Face Communication
 Obstacles In New York City (fwd link)
Message-ID: <FRI.12.NOV.2010.101412.0700.ILAT@LISTSERV.ARIZONA.EDU>

Latin American Indigenous Language Speakers Face Communication
Obstacles In New York City

Posted by Roque Planas on Nov 11th, 2010

NEW YORK – When she was six years old, Reina Carranza traveled to the
city of Tlapa, in the Mexican state of Guerrero, from her home on the
urban periphery. In Tlapa, she learned Spanish. Twelve years later,
she continued on to New  York City, where she’s been ever since.

Carranza is part of a growing wave of Latin American immigrants to the
city whose first language is not Spanish, but rather an indigenous
language – in Carranza’s case, Mixteco. Her fluency in Spanish and
Mixteco has allowed her to contribute her services as an intepreter
for the Little Sisters of the Assumption Family Health Service
(LSAFHS) in East Harlem.

Access full article below:
http://latindispatch.com/2010/11/11/latin-american-indigenous-language-speakers-face-communication-obstacles-in-new-york-city/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:18:38 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:18:38 -0700
Subject: Last bid to save language of Kenyan ex-cave dwellers (fwd link)
Message-ID: <FRI.12.NOV.2010.101838.0700.ILAT@LISTSERV.ARIZONA.EDU>

Last bid to save language of Kenyan ex-cave dwellers

By Boris Bachorz (AFP) – 13 hours ago

DOLDOL, Kenya — Half a dozen old men, draped in traditional blankets,
are chatting under an acacia tree here in the foothills of Mount
Kenya; when they die the Yaaku language will die with them.

Its disappearance is unlikely to make headlines: over the past three
generations more than 200 languages have disappeared and 2,500 others
are in danger of disappearing, out of a total of 6,000 in existence,
according to the Atlas of the World's Languages in Danger, published
by UNESCO.

Except that these elders -- many of whom are so old they no longer
have teeth -- have decided to fight for the survival of Yaaku.

"We are the last Yaaku speakers and before our generation disappears
we need to pass our knowledge on to the children," 87-year-old Johana
Saroney Ole Matunge told AFP.

Access full article below:
http://www.google.com/hostednews/afp/article/ALeqM5gKV7lJXorlVrn8nsCUo0ggZHQq5w?docId=CNG.4ec41186499555541d520f7116297c27.531


From pasxapu at DAKOTACOM.NET  Fri Nov 12 17:34:17 2010
From: pasxapu at DAKOTACOM.NET (phil cash cash)
Date: Fri, 12 Nov 2010 10:34:17 -0700
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <FRI.12.NOV.2010.103417.0700.ILAT@LISTSERV.ARIZONA.EDU>

Just a bit of follow up...

Apparently, the folks in Australia who have done some amazing work in  
regard to mobile phone apps.  If you have not seen this link or blog,  
it is quite interesting to say the least.  It is noted in the blog  
post that the mobile phone dictionary uses the Java platform.

http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html

As a test, a tribal community member recently tried to load the mobile  
phone dictionary from the above link.  Here is the response:

"I tried to install the mobile dictionary and I could not get it to  
load. My mobile phone uses WM and I have had trouble with any program  
that uses Java platform on it. Perhaps someone who is using a  
blackberry or a droid could try to load it and let us know."

All of this is exploratory at the moment and community members are  
very interested in on how things may work in this regard.

Phil


From fmarmole at EMAIL.ARIZONA.EDU  Sun Nov 14 03:02:33 2010
From: fmarmole at EMAIL.ARIZONA.EDU (Francisco Marmolejo)
Date: Sat, 13 Nov 2010 20:02:33 -0700
Subject: Second language competency
Message-ID: <SAT.13.NOV.2010.200233.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear colleagues:

 

Enclosed please find my most recent column published in The Chronicle of
Higher Education. I hope it deserves your interest.

You can take a look to the column at:

 

Deficiency in Foreign Language Competency: What is Wrong with the U.S.
Educational System?
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> 

Probably many readers of The Chronicle of Higher Education watched recently
the unforgettable moment in which Luis Urzúa, the last of the trapped
Chilean miners, stepped out of the “Phoenix” capsule after 69 days of
anguish and hope, hugged his family members and then said to the Chilean
president in firm and clear Spanish: “Señor Presidente: Le entrego el turno”
(Mr. President: you are now on shift). They then had a very emotional
conversation in front of the TV cameras. A friend of mine who was among the
more than 1 billion viewers worldwide watching this special moment later
sent me an e-mail from the U.S. sharing her frustration with not being able
to understand what was said. “I was astounded that minute after precious
minute, CNN didn’t provide any translation of what was being said. The hosts
never even piped down long enough for us to be able to hear the emotion and
jubilation in people’s voices. 
  Finally after 10 minutes, a translator
could be heard at the top of the broadcast. 
  This was such a missed
opportunity,” my friend wrote.

Among those of us engaged in international education, it is considered a
basic premise that, in today’s knowledge-based global economy and society, a
full command of at least one second language is a core competency that
should become mandatory for all graduates of higher-education institutions.
It is also generally acknowledged that, higher-education institutions and
entire educational systems should dedicate more serious efforts to go beyond
mere lip-service to students by making sure that competency in a foreign
language is really acquired at a functional level.

It doesn’t take much to realize that the U.S. trails far behind other
countries on the second language issue. Moreover, we constantly receive
clear signals of the need to more seriously discuss the appropriateness and
feasibility of implementing a second-language education policy. At the same
time, we hear voices telling us that such an idea is just another
unnecessary notion. The rationale used by many who justify this widespread
second-language deficiency is that English is today’s lingua franca.

 
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> Read More 

 

Previous articles

 

Internationalization of Higher Education: the Good, the Bad, and the
Unexpected
<http://chronicle.com/blogs/worldwise/internationalization-of-higher-educati
on-the-good-the-bad-and-the-unexpected/27512>  

Internacionalización de la educación superior: lo bueno, lo malo y lo
inesperado
<http://chronicle.com/blogs/worldwise/internationalizacion-de-la-educacion-s
uperior-lo-bueno-lo-malo-y-lo-inesperado/27553>  

 

The Madness of Rankings
<http://chronicle.com/blogs/worldwise/the-madness-of-rankings/27100> 

La fiebre de los rankings
<http://chronicle.com/blogs/worldwise/la-fiebre-de-los-rankings/27137> 

 

Is Brazil Prepared for Its New Role in the World?
<http://chronicle.com/blogs/worldwise/is-brazil-prepared-for-its-new-role-in
-the-world/26883> 

 
<http://chronicle.com/blogs/worldwise/est-brasil-preparado-para-su-nuevo-pap
el-en-el-mundo/26885> ¿Está Brasil preparado para su nuevo papel en el
mundo?

 

Challenges of Mexican Higher Education; Are There Implications for the
United States?
<http://chronicle.com/blogs/worldwise/challenges-of-mexican-higher-education
-are-there-implications-for-the-united-states/26808> 

 
<http://chronicle.com/blogs/worldwise/retos-de-la-educaci-n-en-la-educaci-n-
superior-mexicana-esto-tiene-implicaciones-para-los-estados-unidos/26810>
Retos de la educación en la educación superior mexicana: ¿esto tiene
implicaciones para los Estados Unidos?

 

2-Year Colleges: Second-Class Citizens in the World of Higher Education?
<http://chronicle.com/blogs/worldwise/2-year-colleges-second-class-citizens-
in-the-world-of-higher-education/26305> 

 
<http://chronicle.com/blogs/worldwise/instituciones-universitarias-de-dos-a-
os-ciudadanos-de-segunda-en-el-mundo-de-la-educaci-n-superior/26306>
Instituciones universitarias de dos años: ¿ciudadanos de segunda en el mundo
de la educación superior?

 

International Migration Outlook: Lessons and Experiences for International
Education
<http://chronicle.com/blogs/worldwise/international-migration-outlook-lesson
sexperiences-for-international-education/25633> 

 
<http://chronicle.com/blogs/worldwise/una-mirada-a-la-migraci-n-internaciona
l-lecciones-y-experiencias-para-la-educaci-n-internacional/25632> Una Mirada
a La Migración Internacional: Lecciones y Experiencias Para La Educación
Internacional

 

Access, Quality, and Internationalization in Brazilian Higher Education
<http://chronicle.com/blogs/worldwise/access-qualityinternationalization-in-
brazilian-higher-education/25410> 

 
<http://chronicle.com/blogs/worldwise/acceso-calidad-e-internacionalizaci-n-
de-la-educaci-n-superior-en-brasil-una-historia-familiar-2/25412> Acceso,
Calidad, e Internacionalización de La Educación Superior en Brasil: ¿Una
Historia Familiar?

 

>From a Global Village to a Local World
<http://chronicle.com/blogs/worldwise/from-a-global-village-to-a-local-world
/25151> 

 
<http://chronicle.com/blogs/worldwise/transitando-desde-una-aldea-global-hac
ia-un-mundo-local/25173> Transitando Desde una Aldea Global Hacia un Mundo
Local

 

 

 

Regards,

Francisco

 

Francisco Marmolejo

Executive Director

Consortium for North American Higher Education Collaboration

CONAHEC - University of Arizona

PO Box 210300

220 W. Sixth Street

Tucson, AZ 85721-0300 USA

Tel. +1 (520) 621-9080 / 621-7761

Fax +1 (520) 626-2675

Email:  <mailto:fmarmole at email.arizona.edu> fmarmole at email.arizona.edu

 <http://conahec.org/> http://conahec.org

 

Description: cid:image001.jpg at 01C7AF30.82AF8360

 

Francisco Marmolejo

Assistant Vice President for Western Hemispheric Programs

University of Arizona

PO Box 210158

888 N. Euclid Ave. / University Services Bldg.

Tucson, AZ 85721 USA

Tel. +1 (520) 626-4258

Fax +1 (520) 621-6011

Email:  <mailto:fmarmole at email.arizona.edu> fmarmole at email.arizona.edu

http://www.whp.arizona.edu

 

Description: ua125-email   

 

 

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From dave_pearson at SIL.ORG  Mon Nov 15 05:18:51 2010
From: dave_pearson at SIL.ORG (Dave Pearson)
Date: Mon, 15 Nov 2010 05:18:51 -0000
Subject: WeSay: software that helps people to build a dictionary
Message-ID: <MON.15.NOV.2010.051851.0000.ILAT@LISTSERV.ARIZONA.EDU>

The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's
International Literacy Day in September with a dictionary making workshop
<http://www.sil.org/sil/news/2010/intl-literacy-day-celebrations.htm> .
Seventeen participants learned how to use WeSay
<http://www.wesay.org/wiki/Main_Page> : software that helps people with no
linguistic training to build a dictionary in their own language.

 

Dave Pearson

SIL International

 

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From ftmojavelanguagerecovery at GMAIL.COM  Mon Nov 15 15:31:40 2010
From: ftmojavelanguagerecovery at GMAIL.COM (FMLRP)
Date: Mon, 15 Nov 2010 08:31:40 -0700
Subject: WeSay: software that helps people to build a dictionary
In-Reply-To: <001901cb8484$9bb83000$d3289000$@org>
Message-ID: <MON.15.NOV.2010.083140.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Dave,

Are there any workshop notes or links available? We at Fort Mojave are exploring the possibility of online or digital dictionaries for our community. It would be great to have some of the information that was covered there. 

Natalie Diaz

Sent from my iPhone

On Nov 14, 2010, at 10:18 PM, Dave Pearson <dave_pearson at SIL.ORG> wrote:

> The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's International Literacy Day in September with a dictionary making workshop. Seventeen participants learned how to use WeSay: software that helps people with no linguistic training to build a dictionary in their own language.
> 
>  
> 
> Dave Pearson
> 
> SIL International
> 
>  
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:44:39 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:44:39 -0700
Subject: Push to get students into the world of languages (fwd link)
Message-ID: <MON.15.NOV.2010.124439.0700.ILAT@LISTSERV.ARIZONA.EDU>

Push to get students into the world of languages

Jewel Topsfield
November 15, 2010
AUS

MOST Victorian public primary schools are failing to teach the
recommended 150 minutes of languages a week, with Australian students
spending less time learning a second language than any other students
in the industrialised world.

An Education Department report says only 56 per cent of state primary
schools and half of high schools offer a continuous languages program
where students can study the same language over time.

The report - which outlines a 10-year plan aimed at increasing student
participation in learning languages and reviving Aboriginal languages
- also says there are too few new languages teachers entering the
workforce.

Access full article below:
http://www.theage.com.au/victoria/push-to-get-students-into-the-world-of-languages-20101114-17spo.html


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:50:09 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:50:09 -0700
Subject: Students learn forbidden language (fwd link)
Message-ID: <MON.15.NOV.2010.125009.0700.ILAT@LISTSERV.ARIZONA.EDU>

Students learn forbidden language

15th November 2010
Cathy Adams
AUS

UNCLE Charlie Moran remembers when his people were forbidden to speak
their own language.

Today the Bundjalung elder couldn’t be happier to see both indigenous
and non-indigenous children learning his language at schools like
Rainbow Ridge Steiner School.

“It really gladdens my heart,” he said.

“To think that this is being recognised now is so good.

“There has been a lot of people who didn’t want to speak their
language because they were ashamed, because on the missions you
weren’t allowed to speak your language.

“So to see it coming back today it really makes me feel good.”

Access full article below:
http://www.northernstar.com.au/story/2010/11/15/bundjalung-elder-knows-the-value-of-sharing-free-s/


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:54:25 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:54:25 -0700
Subject: Language keepers (fwd link)
Message-ID: <MON.15.NOV.2010.125425.0700.ILAT@LISTSERV.ARIZONA.EDU>

Language keepers

By Donna Laurent Caruso, Today correspondent
Story Published: Nov 15, 2010

“L8dwaw8gan wji Abaznodakaw8gan” (The Language of Basket Making) is a
newly available book (November 2010, Bowman Books, New York) by Jesse
Bruchac with Elie Joubert and Jeanne Brink that presents a unique way
to continue the revitalization of the Abenaki language.

Bruchac writes in the preface that this is “the first attempt at
creating a ‘how-to’ manual within the Abenaki language.” Western
Abenaki is translated into colloquial English in a series of steps
with clear black and white photographs showing the process – and thus
revealing the culture – of wood splint ash basket making in the
Wabanaki culture.

Access full article below:
http://www.indiancountrytoday.com/living/education/Language-keepers-106978428.html


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 16 16:45:22 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 16 Nov 2010 09:45:22 -0700
Subject: Language erosion: You don't hear that often... (fwd link)
Message-ID: <TUE.16.NOV.2010.094522.0700.ILAT@LISTSERV.ARIZONA.EDU>

Language erosion: You don't hear that often...
The discovery of a previously unknown language in the foothills of the
Himalayas bucks a trend of extinction and decline, says Laura Spinney

Tuesday, 16 November 2010
UK

Tomorrow is World Languages Day, and it seems appropriate to announce
a happy but increasingly uncommon event: the discovery of a previously
unknown language in the foothills of the Himalayas.

Koro, as the language is called, is spoken by hill tribes living in
the northeastern state of India called Arunachal Pradesh, near the
borders with China and Burma. Its discovery bucks a trend, since
linguists have estimated that at least half of the roughly 7,000
extant human languages will be dead or moribund – meaning that
children will not be able to speak them – by 2100. In fact, Koro was
first identified by a team of Indian language surveyors in 2003, but
its findings were never published. The three linguists who announced
their "discovery" of Koro last month travelled to the remote Indian
province as part of National Geographic's Enduring Voices project, to
record two other, little-known languages belonging to the
Tibeto-Burman language family, Aka and Miju, and rediscovered Koro by
accident.

Access full article below:
http://www.independent.co.uk/environment/language-erosion-you-dont-hear-that-often-2134915.html


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 16 16:51:45 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 16 Nov 2010 09:51:45 -0700
Subject: Lakota LLEAPs to the Leading Edge of Second-Language Education
 (fwd link)
Message-ID: <TUE.16.NOV.2010.095145.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tue Nov 16 07:07:53 2010 Pacific Time

      Lakota LLEAPs to the Leading Edge of Second-Language Education

       PIERRE, S.D., Nov. 16 (AScribe Newswire) -- The revival of the
Lakota language opens a new chapter in 2011, as two institutions of
higher learning in the Great Plains initiate undergraduate degree
majors for teachers of Lakota as a second language-making Lakota the
first Native American language to achieve this kind of professional
recognition.

       Beginning in January 2011, the University of South Dakota (USD)
School of Education (Vermillion, SD) and the Sitting Bull College
(SBC) Education Department (Standing Rock Sioux Tribe, Fort Yates, ND)
will each offer a two-year Lakota Language Teaching and Learning
curriculum, as a degree major for a Bachelor of Arts in Education at
USD or Bachelor of Science in Education at SBC.

Access full article below:
http://newswire.ascribe.org/cgi-bin/behold.pl?ascribeid=20101116.043816&time=07%2007%20PST&year=2010&public=0


From susan.penfield at GMAIL.COM  Tue Nov 16 23:26:45 2010
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Tue, 16 Nov 2010 18:26:45 -0500
Subject: JOB ANNOUNCEMENT- University of Florida
Message-ID: <TUE.16.NOV.2010.182645.0500.ILAT@LISTSERV.ARIZONA.EDU>

FYI:
Please contact Kenneth Sassaman (sassaman at ufl.edu) if interested!

University of Florida Department of Anthropology Assistant/Associate
Professor of Linguistic Anthropology



The University of Florida Department of Anthropology enthusiastically
announces a search for an endowed position at the rank of Assistant or
Associate Professor specializing in southeastern U.S. Native American
languages. The Elling Eide Endowed Professorship in Miccosukee Language and
Culture supports research and professional activities related to Miccosukee,
Muskogee, and associated languages. Candidates must have established
research in southeastern U.S. Native American languages and cultures, with
possible specializations including but not limited to language
documentation, language planning, language revitalization, and training.
Community involvement is highly desirable, as is interest in endangered
languages and cultures. A Ph.D. is required at the time of appointment,
August 16, 2011.  Applicants should have an excellent record of funded
research, publications, as well as experience and demonstrable enthusiasm
for teaching and mentoring both undergraduate and graduate students. The
successful candidate will work closely with the Department of Linguistics
and other appropriate units on campus. Teaching expectations include
Language and Culture at the undergraduate and graduate levels, courses on
topics relevant to the study of endangered languages and cultures, courses
on southeastern U.S. Native communities, and courses in the candidate's area
of specialization. In addition, the candidate is expected to maintain a
vigorous research program, including pursuing external funding, regularly
publishing research results, and mentoring graduate and undergraduate
students. Endowment funds are available for program building and to support
research of the candidate. Salary is competitive and negotiable. The
University of Florida Anthropology Department has 27 faculty members, 170
graduate students, and is an interdisciplinary unit within a University of
over 49,000 students. Application must include a letter detailing research
and teaching interests and accomplishments, a current CV, and the names,
addresses (including email), and telephone numbers of four references.
 Electronic
submission of application materials should be directed to Eide Professor of
Linguistic Anthropology, Reference # 00008307 and sent to
anthro-search at ufl.edu.  If necessary, paper applications should be sent to
Eide Professor of Linguistic Anthropology Search Committee, Department of
Anthropology, University of Florida, P.O. Box 117305, Gainesville, FL
32611-7305. After submitting the application package, candidates must
complete an online data card at http://www.hr.ufl.edu/job/datacard.htm. The
closing date for receiving applications is January 3, 2011. The University
of Florida is an equal opportunity institution dedicated to building a
diverse and inclusive faculty and staff. Minorities, women, and those from
other underserved groups are encouraged to apply. Applicants who will be
attending the AAA or LSA meetings are encouraged to meet with UF faculty for
further information.



-- 
**********************************************************************************************
*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
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From aidan at USYD.EDU.AU  Wed Nov 17 07:06:00 2010
From: aidan at USYD.EDU.AU (Aidan Wilson)
Date: Wed, 17 Nov 2010 18:06:00 +1100
Subject: Language Learning Apps
In-Reply-To: <E1D2999A-9166-48C6-B7E1-F84623D1E879@DakotaCom.Net>
Message-ID: <WED.17.NOV.2010.180600.1100.ILAT@LISTSERV.ARIZONA.EDU>

Yes, we've had some issues with various phones, such is java. Unfortunately
the sorts of phones that most people have in community situations are the
cheapest off-the-shelf ones that all run different software. It would be a
lot simpler if everyone had Androids, or even those other ones made by
Apple, but that won't happen anytime soon.

Incidentally, a book containing a chapter I wrote on the project has just
been published by Sydney University Press and is available to order from:
http://fmx01.ucc.usyd.edu.au/jspcart/cart/Product.jsp?nID=525&nCategoryID=24

-Aidan

-- 
Aidan Wilson

Department of Linguistics
The University of Melbourne
a.wilson at pgrad.unimelb.edu.au

On Fri, 12 Nov 2010, phil cash cash wrote:

> Just a bit of follow up...
>
> Apparently, the folks in Australia who have done some amazing work in regard 
> to mobile phone apps.  If you have not seen this link or blog, it is quite 
> interesting to say the least.  It is noted in the blog post that the mobile 
> phone dictionary uses the Java platform.
>
> http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html
>
> As a test, a tribal community member recently tried to load the mobile phone 
> dictionary from the above link.  Here is the response:
>
> "I tried to install the mobile dictionary and I could not get it to load. My 
> mobile phone uses WM and I have had trouble with any program that uses Java 
> platform on it. Perhaps someone who is using a blackberry or a droid could 
> try to load it and let us know."
>
> All of this is exploratory at the moment and community members are very 
> interested in on how things may work in this regard.
>
> Phil


From dave_pearson at SIL.ORG  Wed Nov 17 12:41:43 2010
From: dave_pearson at SIL.ORG (Dave Pearson)
Date: Wed, 17 Nov 2010 12:41:43 -0000
Subject: FW: [ILAT] WeSay: software that helps people to build a dictionary
Message-ID: <WED.17.NOV.2010.124143.0000.ILAT@LISTSERV.ARIZONA.EDU>

Dear Natalie,

 

You'll see below that Ross Webb, who ran the Vanuatu workshop, doesn't have
much to offer in the way of workshop documentation. There is a WeSay
discussion group at http://groups.google.com/group/wesay/topics. At first
glance it seems to be mostly about the software itself rather than how to
use it in a workshop. It might be worth browsing further, and you could join
it and ask if anybody in the group has any suggestions.

 

Dave

 

From: Director (Vanuatu) [mailto:director_vanuatu at sil.org] 
Sent: 16 November 2010 22:04
To: 'Dave Pearson'
Subject: RE: [ILAT] WeSay: software that helps people to build a dictionary

 

Dear Dave,

 

No, I'm sorry I don't have any prepared course material for running a WeSay
workshop. My approach was very low key. Every participant had a computer
with WeSay pre-installed, including sample clipart for use in their
to-be-started dictionary. I used a data projector to demonstrate the use of
the program and merely followed the good documentation that came with WeSay.

 

The idea of online/digital dictionaries has crossed my mind so I would love
to hear other ideas on that. I have in mind a collaborative effort for
building a dictionary online by members of a particular language community
that has access. How it would be moderated, and whether in the end it would
be useful because of all the variant spelling, duplicated contribution etc,
I'm not sure, but I'd sure love to listen in on other's conversations in
that regard. That is about as far as my own thinking has come!

 

Sorry I don't have more to offer,

 

Ross

 

  _____  

From: Dave Pearson [mailto:dave_pearson at sil.org] 
Sent: Tuesday, 16 November 2010 4:52 AM
To: Ross Webb
Subject: FW: [ILAT] WeSay: software that helps people to build a dictionary

Dear Ross,

 

Do you have any documentation that might help Natalie run a dictionary
workshop?

 

Dave

 

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of FMLRP
Sent: 15 November 2010 15:32
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] WeSay: software that helps people to build a dictionary

 

Dear Dave,

 

Are there any workshop notes or links available? We at Fort Mojave are
exploring the possibility of online or digital dictionaries for our
community. It would be great to have some of the information that was
covered there. 

 

Natalie Diaz


Sent from my iPhone


On Nov 14, 2010, at 10:18 PM, Dave Pearson <dave_pearson at SIL.ORG> wrote:

The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's
International Literacy Day in September with a dictionary making workshop
<http://www.sil.org/sil/news/2010/intl-literacy-day-celebrations.htm> .
Seventeen participants learned how to use WeSay
<http://www.wesay.org/wiki/Main_Page> : software that helps people with no
linguistic training to build a dictionary in their own language.

 

Dave Pearson

SIL International

 

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From cashcash at EMAIL.ARIZONA.EDU  Thu Nov 18 19:47:38 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 18 Nov 2010 12:47:38 -0700
Subject: Extinction of languages in East Africa worries Unesco (fwd link)
Message-ID: <THU.18.NOV.2010.124738.0700.ILAT@LISTSERV.ARIZONA.EDU>

Extinction of languages in East Africa worries Unesco

By Jeff Otieno  (email the author)
Posted Thursday, November 18 2010 at 19:03
Kenya

Nominated MP Millie Odhiambo prides herself as being among the few
descendants of the threatened ethnic tribe Abasuba.

Her Suba father married her Nilotic Luo mother many years ago when
inter-marriages between the two communities were at their peak. Yet
none of them can communicate in Suba the way they do in Dholuo,
English or Kiswahili.

“It was only my grandfather’s first brother who could speak the
language fluently, but my siblings and I only speak Luo; we were never
taught Suba,” says Ms Odhiambo.

The legislator is not alone, as many Kenyans of Suba descent can
neither speak the language nor practice the culture.

According to the latest United Nations Educational, Scientific and
Cultural Organization (Unesco) atlas on the world’s languages in
danger, Suba is one of those on the brink of extinction. Though
widespread during the colonial and pre-colonial times, the language is
now confined to a few pockets in Nyanza, namely the two Islands of
Lake Victoria Mfangano and Rusinga and parts of Gwasi.

Access full article below:
http://www.theeastafrican.co.ke/magazine/-/434746/1056140/-/1227htmz/-/


From donaghy at HAWAII.EDU  Thu Nov 18 20:36:59 2010
From: donaghy at HAWAII.EDU (Keola Donaghy)
Date: Thu, 18 Nov 2010 10:36:59 -1000
Subject: Top school makes te reo compulsory
In-Reply-To: <4CC79526.3020309@xtra.co.nz>
Message-ID: <THU.18.NOV.2010.103659.1000.ILAT@LISTSERV.ARIZONA.EDU>

Aloha kākou, I thought that the timing of this article was interesting given our previous discussion:

"Te reo Maori is finding a home in one of the country's most prestigious schools. Earlier this year, exclusive Auckland private school King's College made te reo Maori a compulsory subject for all Year Nine students."

http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323

Keola




On 2010 ʻOk. 26, at 16:57, Peter J Keegan wrote:

> Aloha Keola,
> 
> Personally, I also find calls for compulsory language instruction somewhat difficult to understand. New Zealand in recent decades did have compulsory language in many high schools, no guesses as to what happened. In the case of Maori, making Maori compulsory would have a negative effect on the Maori-medium education sector, which would lose Maori teachers to English medium schools that would offer better working conditions.
> 
> Given the state of the New Zealand economy, and a government cutting back on education spending, the compulsory teaching of Maori is unlikely to make the discussion table.
> 
> A hui hou (Pepeluali)
> 
> Peter J Keegan
> 
> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
> 
> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>> 
>> Interesting. Regarding his statement "People argued that making it compulsory would turn children off, but that theory had never been tested" -           Prof. Reedy obviously hasn't spoken to anyone regarding compulsory Irish.
>> 
>> Keola
>> 
>> On 2010 ʻOk. 26, at 10:27, Phillip E Cash Cash wrote:
>> 
>>> Hui looks at saving language
>>> 
>>> Laurel Stowell | 27th October 2010
>>> 
>>> Maori language ought to be compulsory in New Zealand schools, says
>>> Professor Tamati Reedy. That's his personal opinion. And those
>>> attending a series of hui on the future of the language are saying
>>> people ought to value it at least as highly as the country's native
>>> birds and plants.
>>> 
>>> Access full article below:
>>> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>> 
>> 
>> 
>> ========================================================================
>> Keola Donaghy                                           
>> Assistant Professor of Hawaiian Studies 
>> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
>> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/
>> 
>> "Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
>> A country without its language is a country without its soul.
>> ========================================================================
>> 
>> 
>> 
> 
> 
> -- 
> 
> regards,
> 
> Peter J Keegan
> 



========================================================================
Keola Donaghy                                           
Assistant Professor of Hawaiian Studies 
Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/

"Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
A country without its language is a country without its soul.
========================================================================



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From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 19 00:13:40 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 18 Nov 2010 17:13:40 -0700
Subject: Re-awakening languages: theory and practice in the revitalisation
 of Australia's Indigenous languages (fwd)
Message-ID: <THU.18.NOV.2010.171340.0700.ILAT@LISTSERV.ARIZONA.EDU>

fyi...

Subject: Re-awakening languages: theory and practice in the
revitalisation of Australia's Indigenous languages

Please distribute through your networks:

Re-awakening languages: theory and practice in the revitalisation of
Australia's Indigenous languages
Edited by John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh
Sydney University Press
ISBN: 9781920899554

The Indigenous languages of Australia have been undergoing a
renaissance over recent decades. Many languages that had long ceased
to be heard in public and consequently deemed 'dead' or 'extinct',
have begun to emerge.

Geographically and linguistically isolated, revitalisers of Indigenous
Australian languages have often struggled to find guidance for their
circumstances, unaware of the others walking a similar path. In this
context Re-awakening languages seeks to provide the first
comprehensive snapshot of the actions and aspirations of Indigenous
people and their supporters for the revitalisation of Australian
languages in the twenty-first century.

The contributions to this volume describe the satisfactions and
tensions of this ongoing struggle. They also draw attention to the
need for effective planning and strong advocacy at the highest
political and administrative levels, if language revitalisation in
Australia is to be successful and people's efforts are to have
longevity.

Order from:

http://fmx01.ucc.usyd.edu.au/jspcart/cart/Product.jsp?nID=525&nCategoryID=24

Contents, etc downloadable from:

http://ses.library.usyd.edu.au/handle/2123/6647/browse?type=title&submit_browse=Title

Regards,

John

JOHN HOBSON | Lecturer
Coordinator, Indigenous Languages Education | Koori Centre
THE UNIVERSITY OF SYDNEY
Rm 214, Old Teacher’s College A22 | The University of Sydney | NSW | 2006
T +61 2 9351 6994 | F +61 2 9351 6924
E john.hobson at sydney.edu.au | W http://sydney.edu.au/koori/staff/jhobson.shtml


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 19 22:14:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 19 Nov 2010 15:14:15 -0700
Subject: Potawatomi members get language lesson (fwd link)
Message-ID: <FRI.19.NOV.2010.151415.0700.ILAT@LISTSERV.ARIZONA.EDU>

Potawatomi members get language lesson

NOVEMBER 19, 2010
USA

The Nottawaseppi Huron Band of the Potawatomi (NHBP) is making it a
top priority to preserve and revitalize Potawatomi language and
culture. As part of an increased effort to help Tribal Members learn
their Potawatomi (Bodewadmi) language, the Tribe will hold a four-day
language immersion workshop this week. The four-day workshop for
Potawatomi Tribal Members and their families at the Pine Creek Indian
Reservation will be held November 18-21.

Potawatomi (Bodewadmimen) is one of three Native American languages in
Michigan. In recent years, there has been resurgence across the
country to preserve the Native language.

Access full article below:
http://www.battlecreekenquirer.com/article/20101119/NEIGHBORHOODS09/11190333


From pjkeeganwh at XTRA.CO.NZ  Mon Nov 22 01:36:43 2010
From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan)
Date: Mon, 22 Nov 2010 14:36:43 +1300
Subject: Top school makes te reo compulsory
In-Reply-To: <9E8AA0AD-CC73-4896-8A98-5DC626E2A319@hawaii.edu>
Message-ID: <MON.22.NOV.2010.143643.1300.ILAT@LISTSERV.ARIZONA.EDU>

I know the teacher that has been hired to teach in that school. He has 
spent many years in Maori-medium schools, I think his partner still 
teaches in a Maori-medium school.
Perhaps one day he may return to a Maori-medium school or continue his 
contribution to Maori-medium education in some way.

Peter J Keegan

On 19/11/2010 9:36 a.m., Keola Donaghy wrote:
> Aloha kākou, I thought that the timing of this article was interesting 
> given our previous discussion:
>
> "Te reo Maori is finding a home in one of the country's most 
> prestigious schools. Earlier this year, exclusive Auckland private 
> school King's College made te reo Maori a compulsory subject for all 
> Year Nine students."
>
> http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323 
> <http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323>
>
> Keola
>
>
>
>
> On 2010 ʻOk. 26, at 16:57, Peter J Keegan wrote:
>
>> Aloha Keola,
>>
>> Personally, I also find calls for compulsory language instruction 
>> somewhat difficult to understand. New Zealand in recent decades did 
>> have compulsory language in many high schools, no guesses as to what 
>> happened. In the case of Maori, making Maori compulsory would have a 
>> negative effect on the Maori-medium education sector, which would 
>> lose Maori teachers to English medium schools that would offer better 
>> working conditions.
>>
>> Given the state of the New Zealand economy, and a government cutting 
>> back on education spending, the compulsory teaching of Maori is 
>> unlikely to make the discussion table.
>>
>> A hui hou (Pepeluali)
>>
>> Peter J Keegan
>>
>> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
>>
>> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>>> Interesting. Regarding his statement "People argued that making it 
>>> compulsory would turn children off, but that theory had never been 
>>> tested" - Prof. Reedy obviously hasn't spoken to anyone regarding 
>>> compulsory Irish.
>>>
>>> Keola
>>>
>>> On 2010 ʻOk. 26, at 10:27, Phillip E Cash Cash wrote:
>>>
>>>> Hui looks at saving language
>>>>
>>>> Laurel Stowell | 27th October 2010
>>>>
>>>> Maori language ought to be compulsory in New Zealand schools, says
>>>> Professor Tamati Reedy. That's his personal opinion. And those
>>>> attending a series of hui on the future of the language are saying
>>>> people ought to value it at least as highly as the country's native
>>>> birds and plants.
>>>>
>>>> Access full article below:
>>>> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>>>
>>>
>>>
>>> ========================================================================
>>> Keola Donaghy
>>> Assistant Professor of Hawaiian Studies
>>> Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu 
>>> <mailto:keola at leoki.uhh.hawaii.edu>
>>> University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ 
>>> <http://www2.hawaii.edu/%7Edonaghy/>
>>>
>>> "Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
>>> A country without its language is a country without its soul.
>>> ========================================================================
>>>
>>>
>>>
>>
>>
>> -- 
>>
>> regards,
>>
>> Peter J Keegan
>>
>
>
>
> ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu 
> <mailto:keola at leoki.uhh.hawaii.edu>
> University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ 
> <http://www2.hawaii.edu/%7Edonaghy/>
>
> "Tír gan teanga, tír gan anam."(Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>


-- 

regards,

Peter J Keegan


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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 22 06:12:53 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 21 Nov 2010 23:12:53 -0700
Subject: First indigenous-language Taiwanese film welcomed in Germany (fwd
 link)
Message-ID: <SUN.21.NOV.2010.231253.0700.ILAT@LISTSERV.ARIZONA.EDU>

First indigenous-language Taiwanese film welcomed in Germany

2010/11/21 23:17:45

Berlin, Nov. 20 (CNA) The first Taiwanese film whose lines were all
written in an indigenous language was well received by the audience at
one of Germany's important film festivals on Saturday.

Access full article below:
http://focustaiwan.tw/ShowNews/WebNews_Detail.aspx?Type=aALL&ID=201011210024


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 22 06:15:04 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 21 Nov 2010 23:15:04 -0700
Subject: Tribe looks to keep language alive (fwd link)
Message-ID: <SUN.21.NOV.2010.231504.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tribe looks to keep language alive

JUSTIN A. HINKLEY • THE ENQUIRER • NOVEMBER 20, 2010
USA

ATHENS — A dozen people sat quietly at the Community Center on Pine
Creek Reservation on Friday, listening to Don Perrot tell how their
ancestors treated a feast.

In the Potawatomi culture, elders and children eat first and the
strongest in the community eat last, Perrot explained, speaking first
in a tongue used by very few these days, and then translating it into
English.

"We each take our turn in that circle, in that wheel of life," he said.

The lesson was part of the Athens Township-based Nottawaseppi Huron
Band of Potawatomi's four-day "language immersion workshop."

Access full article below:
http://www.battlecreekenquirer.com/article/20101120/NEWS01/11200308/Tribe-looks-to-keep-language-alive


From rzs at WILDBLUE.NET  Mon Nov 22 12:29:48 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 22 Nov 2010 06:29:48 -0600
Subject: Top school makes te reo compulsory
In-Reply-To: <4CE9C92B.9000505@xtra.co.nz>
Message-ID: <MON.22.NOV.2010.062948.0600.ILAT@LISTSERV.ARIZONA.EDU>

the article says :

*"... te reo Maori teacher Lincoln Savage says the initiative aims to give
students an insight and perspective into te ao Maori (the Maori world)."
These are the future leaders of our country so improving the understanding
between our cultures can only be a good thing," he said.*

and...

"*When they go to university to do law and medicine there will be a Maori
component to those papers, so this work will give them a better perspective
of how to work with and treat Maori families."*
This approach is much more advanced than anything in the States or Canada.
The course is not necessarily to create fluent speakers, as it is to nurture
a fuller understanding of the indigenous *thinking ways *of Maori people
for those who choose to live on Maori islands...Aotearoa.

It's Native American Awareness Month here in Oklahoma,
and we are busy in the public school giving CRAM/CRASH courses
(in 40 to 20 minute sessions!) on our own different tribal heritages.
like giving each student a half kernel of wild rice and asking them how it
tastes.

Ok..., sure, it's a beginning, after years of suppression and stereotype
but its only creating a wonderful NDN classroom shelf that might be
left pretty much bare for the rest of the year for many schools
who do not offer or require Native Studies as part of the curriculum.

ske:noh
Richard Zane Smith






On Sun, Nov 21, 2010 at 7:36 PM, Peter J Keegan <pjkeeganwh at xtra.co.nz>wrote:

>  I know the teacher that has been hired to teach in that school. He has
> spent many years in Maori-medium schools, I think his partner still teaches
> in a Maori-medium school.
> Perhaps one day he may return to a Maori-medium school or continue his
> contribution to Maori-medium education in some way.
>
> Peter J Keegan
>
> On 19/11/2010 9:36 a.m., Keola Donaghy wrote:
>
> Aloha kākou, I thought that the timing of this article was interesting
> given our previous discussion:
>
>  "Te reo Maori is finding a home in one of the country's most prestigious
> schools. Earlier this year, exclusive Auckland private school King's
> College made te reo Maori a compulsory subject for all Year Nine students."
>
>  http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323
>
>  Keola
>
>
>
>
>
>
>  On 2010 ʻOk. 26, at 16:57, Peter J Keegan wrote:
>
>  Aloha Keola,
>
> Personally, I also find calls for compulsory language instruction somewhat
> difficult to understand. New Zealand in recent decades did have compulsory
> language in many high schools, no guesses as to what happened. In the case
> of Maori, making Maori compulsory would have a negative effect on the
> Maori-medium education sector, which would lose Maori teachers to English
> medium schools that would offer better working conditions.
>
> Given the state of the New Zealand economy, and a government cutting back
> on education spending, the compulsory teaching of Maori is unlikely to make
> the discussion table.
>
> A hui hou (Pepeluali)
>
> Peter J Keegan
>
> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
>
> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>
> Interesting. Regarding his statement "People argued that making it
> compulsory would turn children off, but that theory had never been tested" -
> Prof. Reedy obviously hasn't spoken to anyone regarding compulsory Irish.
>
>  Keola
>
>   On 2010 ʻOk. 26, at 10:27, Phillip E Cash Cash wrote:
>
>  Hui looks at saving language
>
> Laurel Stowell | 27th October 2010
>
> Maori language ought to be compulsory in New Zealand schools, says
> Professor Tamati Reedy. That's his personal opinion. And those
> attending a series of hui on the future of the language are saying
> people ought to value it at least as highly as the country's native
> birds and plants.
>
> Access full article below:
>
> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>
>
>
>
>  ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu
> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/<http://www2.hawaii.edu/%7Edonaghy/>
>
>  "Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>
>
>
> --
>
> regards,
>
> Peter J Keegan
>
>
>
>
>
>  ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu
> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/<http://www2.hawaii.edu/%7Edonaghy/>
>
>  "Tír gan teanga, tír gan anam."  (Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>
>
>
> --
>
> regards,
>
> Peter J Keegan
>
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pasxapu at DAKOTACOM.NET  Mon Nov 22 14:39:08 2010
From: pasxapu at DAKOTACOM.NET (phil cash cash)
Date: Mon, 22 Nov 2010 07:39:08 -0700
Subject: ILAT note...
Message-ID: <MON.22.NOV.2010.073908.0700.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

Just a quick note to say that I will be on travel in coming weeks.  I  
will try and provde news from wherever I can find WiFi.  I return to  
my desk on Dec. 4th.  Otherwise, please feel free to provide us your  
input, discussions, and news items as it moves you.  Thank you.

Phil
ILAT UofA


From mikinakn at SHAW.CA  Mon Nov 22 19:26:48 2010
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 22 Nov 2010 14:26:48 -0500
Subject: ILAT note...
In-Reply-To: <B5415790-9B48-406A-B575-60261FB0623C@DakotaCom.Net>
Message-ID: <MON.22.NOV.2010.142648.0500.ILAT@LISTSERV.ARIZONA.EDU>

Have some great adventures Phil...and thanks for all the poignant news 
you pass on every day. It is all very appreciated...

On 22/11/2010 9:39 AM, phil cash cash wrote:
> Greetings,
>
> Just a quick note to say that I will be on travel in coming weeks.  I 
> will try and provde news from wherever I can find WiFi.  I return to 
> my desk on Dec. 4th.  Otherwise, please feel free to provide us your 
> input, discussions, and news items as it moves you.  Thank you.
>
> Phil
> ILAT UofA
>
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From fmarmole at EMAIL.ARIZONA.EDU  Tue Nov 23 02:51:41 2010
From: fmarmole at EMAIL.ARIZONA.EDU (Francisco Marmolejo)
Date: Mon, 22 Nov 2010 19:51:41 -0700
Subject: Article. The Chronicle of Higher Education / Access-Retention and
 Success in Higher Education
Message-ID: <MON.22.NOV.2010.195141.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear colleagues:

 

Last week, the University of Arizona, with the support of CONAHEC, hosted
the International Workshop on Equitable Access to Higher Education,
co-convened by IAU, the World Bank and UofA, thanks to the support of Lumina
Foundation. Our weekly column in The Chronicle of Higher Education
<http://www.chronicle.com/worldwise> , is precisely related to the topic
discussed there. 

Enclosed please find the reference with a link to the whole story in both
English and Spanish. 

 

Your comments either on the Web site or directly to me are much more than
welcomed.

 

Best regards,

Francisco Marmolejo

fmarmole at email.arizona.edu 

 

November 22, 2010, 10:24 am


 
<http://chronicle.com/blogs/worldwise/access-retention-and-success-in-higher
-education-around-the-world-are-we-widening-or-narrowing-the-gaps/27599>
Access, Retention, And Success in Higher Education Around the World


By  <http://chronicle.com/blogs/worldwise/author/fmarmolejo/> Francisco
Marmolejo

In the world of higher education there is good news and some not so good.
First the good: Practically all forecast analyses made by experts, from
UNESCO to OECD, and also at the national level in most countries, predict
that, during the coming decade, worldwide enrollment in higher education
will continue to increase, thus benefiting more people than ever.  The not
so good news is that although the number of higher-education students will
increase, unfortunately, it looks as though higher education will remain
primarily elitist as it is today. It is evident that despite many efforts,
concrete interventions, and a good number of initiatives–some of them very
successful and scalable–and in an environment full of rhetoric and politics,
the sad reality seems to be that gaps between countries may widen, and,
moreover, gaps within countries between the better-off and the ones which
are no
 

 
<http://chronicle.com/blogs/worldwise/access-retention-and-success-in-higher
-education-around-the-world-are-we-widening-or-narrowing-the-gaps/27599>
Read More 

+++++

November 22, 2010, 10:21 am


 
<http://chronicle.com/blogs/worldwise/acceso-retencion-y-exito-profesional-e
n-la-educacion-superior-en-el-mundo-%c2%bfestamos-ampliando-o-reduciendo-las
-brechas/27602> Acceso, retención y éxito profesional en la educación
superior en el mundo


By  <http://chronicle.com/blogs/worldwise/author/fmarmolejo/> Francisco
Marmolejo

En el mundo de la educación superior hay buenas y malas noticias. Primero
las buenas nuevas: prácticamente todos las proyecciones elaboradas por
expertos–desde la UNESCO hasta la OCDE, pasando por las elaboradas a nivel
nacional en la mayoría de los países– señalan que en la presente década el
número de estudiantes inscritos en instituciones de educación superior
continuará incrementándose, consecuentemente beneficiando a un mayor número
de personas. La mala noticia es que aun cuando el número de estudiantes
universitarios a nivel internacional alcanzará niveles históricos,
desafortunadamente tal parece que la educación superior continuará siendo
tan elitista como lo es actualmente. Es evidente que, a pesar de tantos
esfuerzos, intervenciones concretas y un sinnúmero de buenas iniciativas
–algunas bastante exitosas y replicables-, en un ambiente político cargado
de 
 

 
<http://chronicle.com/blogs/worldwise/acceso-retencion-y-exito-profesional-e
n-la-educacion-superior-en-el-mundo-%c2%bfestamos-ampliando-o-reduciendo-las
-brechas/27602> Read More 

PREVIOUS ARTICLES

 

Deficiency in Foreign Language Competency: What is Wrong with the U.S.
Educational System?
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> 

 

Internationalization of Higher Education: the Good, the Bad, and the
Unexpected
<http://chronicle.com/blogs/worldwise/internationalization-of-higher-educati
on-the-good-the-bad-and-the-unexpected/27512>  

Internacionalización de la educación superior: lo bueno, lo malo y lo
inesperado
<http://chronicle.com/blogs/worldwise/internationalizacion-de-la-educacion-s
uperior-lo-bueno-lo-malo-y-lo-inesperado/27553>  

 

The Madness of Rankings
<http://chronicle.com/blogs/worldwise/the-madness-of-rankings/27100> 

La fiebre de los rankings
<http://chronicle.com/blogs/worldwise/la-fiebre-de-los-rankings/27137> 

 

Is Brazil Prepared for Its New Role in the World?
<http://chronicle.com/blogs/worldwise/is-brazil-prepared-for-its-new-role-in
-the-world/26883> 

 
<http://chronicle.com/blogs/worldwise/est-brasil-preparado-para-su-nuevo-pap
el-en-el-mundo/26885> ¿Está Brasil preparado para su nuevo papel en el
mundo?

 

Challenges of Mexican Higher Education: Are There Implications for the
United States?
<http://chronicle.com/blogs/worldwise/challenges-of-mexican-higher-education
-are-there-implications-for-the-united-states/26808> 

 
<http://chronicle.com/blogs/worldwise/retos-de-la-educaci-n-en-la-educaci-n-
superior-mexicana-esto-tiene-implicaciones-para-los-estados-unidos/26810>
Retos de la educación en la educación superior mexicana: ¿esto tiene
implicaciones para los Estados Unidos?

 

2-Year Colleges: Second-Class Citizens in the World of Higher Education?
<http://chronicle.com/blogs/worldwise/2-year-colleges-second-class-citizens-
in-the-world-of-higher-education/26305> 

 
<http://chronicle.com/blogs/worldwise/instituciones-universitarias-de-dos-a-
os-ciudadanos-de-segunda-en-el-mundo-de-la-educaci-n-superior/26306>
Instituciones universitarias de dos años: ¿ciudadanos de segunda en el mundo
de la educación superior?

 

International Migration Outlook: Lessons and Experiences for International
Education
<http://chronicle.com/blogs/worldwise/international-migration-outlook-lesson
sexperiences-for-international-education/25633> 

 
<http://chronicle.com/blogs/worldwise/una-mirada-a-la-migraci-n-internaciona
l-lecciones-y-experiencias-para-la-educaci-n-internacional/25632> Una Mirada
a La Migración Internacional: Lecciones y Experiencias Para La Educación
Internacional

 

Access, Quality, and Internationalization in Brazilian Higher Education
<http://chronicle.com/blogs/worldwise/access-qualityinternationalization-in-
brazilian-higher-education/25410> 

 
<http://chronicle.com/blogs/worldwise/acceso-calidad-e-internacionalizaci-n-
de-la-educaci-n-superior-en-brasil-una-historia-familiar-2/25412> Acceso,
Calidad, e Internacionalización de La Educación Superior en Brasil: ¿Una
Historia Familiar?

 

>From a Global Village to a Local World
<http://chronicle.com/blogs/worldwise/from-a-global-village-to-a-local-world
/25151> 

 
<http://chronicle.com/blogs/worldwise/transitando-desde-una-aldea-global-hac
ia-un-mundo-local/25173> Transitando Desde una Aldea Global Hacia un Mundo
Local

 

 

 

 

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From rzs at WILDBLUE.NET  Tue Nov 23 18:04:33 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 12:04:33 -0600
Subject: suggestions anyone?
Message-ID: <TUE.23.NOV.2010.120433.0600.ILAT@LISTSERV.ARIZONA.EDU>

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

*
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From nks23 at NAU.EDU  Tue Nov 23 18:19:28 2010
From: nks23 at NAU.EDU (Navin Singh)
Date: Tue, 23 Nov 2010 11:19:28 -0700
Subject: suggestions anyone?
In-Reply-To: <AANLkTik9-R-LczOorVRKYA7JB5dgPW3At5ZcuPPtacXX@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.111928.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Frederick Douglass,

It is very challenging to change the preconceived notion of some
teachers, in terms of interpretation in English. So I think you can do
a trade off and ask teachers to bring some pictures and images and
give options to students for their own interpretations. If nothing can
work in getting across the meaning to students, then teachers can only
use English interpretation. So the point is that you need to ask your
helper teachers to use translation as a technique but not as a method
or an approach in your class.

I hope it might help you to resolve your issues.

Thank you,
Navin K. Singh
C&I Doc.
NAU


On Tue, Nov 23, 2010 at 11:04 AM, 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
>


From rzs at WILDBLUE.NET  Tue Nov 23 19:52:24 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 13:52:24 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTinsdGBJ-p_JcgfWP8g0CG0bb_2Hb4zNrcwvffvY@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.135224.0600.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Navin
(as much as i'd like to BE Frederick Douglas,
regretfully i'm not, but then, i only signed off with my first name,Richard)

Unfortunately...the teachers don't really contribute to the native language
part
and its kinda left up to me....so i have to get creative.
My wife often helps...and maybe i can "plant her" among the kids to offer
the correct response if the kids get stuck.
heres an example:
 I was trying to convey * nenh,* i*yatonh Ske:shuh*   ("now,  i say: red
fox")   and
  *nenh,* *ndae'* *tsatonh *  ("now, you all say it")

which is closely parallel in meaning in both languages ( familiarity - a
good place to start!)

these are things that gestures can emulate, and in fact the teacher figured
it out first
and excited about her deciphering... started "explaining in english"  to the
3 year olds!
If instead she gave the  answer: "Ske:shuh"
when i asked "now, you say it!"  it might have been more helpful?

I feel little ones can easily understand the language when i combine it with
gestures,
and are NOT having to think in english ...necessarily to get there.
maybe i'm just feeling sorry for myself, having no tribal members
here who seem interested?

Richard Zane Smith
Wyandotte, Oklahoma



On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:

> Dear Frederick Douglass,
>
> It is very challenging to change the preconceived notion of some
> teachers, in terms of interpretation in English. So I think you can do
> a trade off and ask teachers to bring some pictures and images and
> give options to students for their own interpretations. If nothing can
> work in getting across the meaning to students, then teachers can only
> use English interpretation. So the point is that you need to ask your
> helper teachers to use translation as a technique but not as a method
> or an approach in your class.
>
> I hope it might help you to resolve your issues.
>
> Thank you,
> Navin K. Singh
> C&I Doc.
> NAU
>
>
> On Tue, Nov 23, 2010 at 11:04 AM, 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
> >
>



-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pmeyer8 at COX.NET  Tue Nov 23 20:07:58 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Tue, 23 Nov 2010 12:07:58 -0800
Subject: suggestions anyone?
Message-ID: <TUE.23.NOV.2010.120758.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, how close are you to New Mexico?  There is a great Keres language nest at Cochiti Pueblo.  It would really help your teachers to observe them.  I forwarded your email to them, but you might want to contact them: www.pueblodecochiti.org.  for contact info.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Tuesday, November 23, 2010 11:52 AM
  Subject: Re: [ILAT] suggestions anyone?


  Thanks Navin
  (as much as i'd like to BE Frederick Douglas,
  regretfully i'm not, but then, i only signed off with my first name,Richard)


  Unfortunately...the teachers don't really contribute to the native language part
  and its kinda left up to me....so i have to get creative.
  My wife often helps...and maybe i can "plant her" among the kids to offer
  the correct response if the kids get stuck.
  heres an example:
   I was trying to convey  nenh, iyatonh Ske:shuh   ("now,  i say: red fox")   and  
    nenh, ndae' tsatonh   ("now, you all say it")


  which is closely parallel in meaning in both languages ( familiarity - a good place to start!)



  these are things that gestures can emulate, and in fact the teacher figured it out first
  and excited about her deciphering... started "explaining in english"  to the 3 year olds!
  If instead she gave the  answer: "Ske:shuh"  
  when i asked "now, you say it!"  it might have been more helpful?


  I feel little ones can easily understand the language when i combine it with gestures,
  and are NOT having to think in english ...necessarily to get there.
  maybe i'm just feeling sorry for myself, having no tribal members 
  here who seem interested?


  Richard Zane Smith
  Wyandotte, Oklahoma






  On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:

    Dear Frederick Douglass,

    It is very challenging to change the preconceived notion of some
    teachers, in terms of interpretation in English. So I think you can do
    a trade off and ask teachers to bring some pictures and images and
    give options to students for their own interpretations. If nothing can
    work in getting across the meaning to students, then teachers can only
    use English interpretation. So the point is that you need to ask your
    helper teachers to use translation as a technique but not as a method
    or an approach in your class.

    I hope it might help you to resolve your issues.

    Thank you,
    Navin K. Singh
    C&I Doc.
    NAU



    On Tue, Nov 23, 2010 at 11:04 AM, 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
    >




  -- 

  "It is easier to build strong children than to repair broken men."

  - Frederick Douglass


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From rzs at WILDBLUE.NET  Tue Nov 23 20:19:04 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 14:19:04 -0600
Subject: suggestions anyone?
In-Reply-To: <F4259836261D4EF8983A2CCAF006AD80@NewDell>
Message-ID: <TUE.23.NOV.2010.141904.0600.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Paula,
used to live near there...but now Wyandotte Oklahoma is only about 13 hours
drive from Cochiti!
actually we have a number of excellent immersion and non-immersion language
schools here in Oklahoma
but again OUR teachers here are not even Wyandot tribal members...
thanks for forwarding on my email!
-Richard


On Tue, Nov 23, 2010 at 2:07 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, how close are you to New Mexico?  There is a great Keres
> language nest at Cochiti Pueblo.  It would really help your teachers to
> observe them.  I forwarded your email to them, but you might want to contact
> them: www.pueblodecochiti.org.  for contact info.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Tuesday, November 23, 2010 11:52 AM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> Thanks Navin
> (as much as i'd like to BE Frederick Douglas,
> regretfully i'm not, but then, i only signed off with my first
> name,Richard)
>
> Unfortunately...the teachers don't really contribute to the native language
> part
> and its kinda left up to me....so i have to get creative.
> My wife often helps...and maybe i can "plant her" among the kids to offer
> the correct response if the kids get stuck.
> heres an example:
>  I was trying to convey * nenh,* i*yatonh Ske:shuh*   ("now,  i say: red
> fox")   and
>   *nenh,* *ndae'* *tsatonh *  ("now, you all say it")
>
> which is closely parallel in meaning in both languages ( familiarity - a
> good place to start!)
>
> these are things that gestures can emulate, and in fact the teacher figured
> it out first
> and excited about her deciphering... started "explaining in english"  to
> the 3 year olds!
> If instead she gave the  answer: "Ske:shuh"
> when i asked "now, you say it!"  it might have been more helpful?
>
> I feel little ones can easily understand the language when i combine it
> with gestures,
> and are NOT having to think in english ...necessarily to get there.
> maybe i'm just feeling sorry for myself, having no tribal members
> here who seem interested?
>
> Richard Zane Smith
> Wyandotte, Oklahoma
>
>
>
> On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:
>
>> Dear Frederick Douglass,
>>
>> It is very challenging to change the preconceived notion of some
>> teachers, in terms of interpretation in English. So I think you can do
>> a trade off and ask teachers to bring some pictures and images and
>> give options to students for their own interpretations. If nothing can
>> work in getting across the meaning to students, then teachers can only
>> use English interpretation. So the point is that you need to ask your
>> helper teachers to use translation as a technique but not as a method
>> or an approach in your class.
>>
>> I hope it might help you to resolve your issues.
>>
>> Thank you,
>> Navin K. Singh
>> C&I Doc.
>> NAU
>>
>>
>> On Tue, Nov 23, 2010 at 11:04 AM, 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
>> >
>>
>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From mikinakn at SHAW.CA  Tue Nov 23 20:22:20 2010
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Tue, 23 Nov 2010 15:22:20 -0500
Subject: Jimmy Chen
In-Reply-To: <AANLkTinPfvpBfDENPyAtXBb6sJyUrfxiL6FHwHv903HV@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.152220.0500.ILAT@LISTSERV.ARIZONA.EDU>

I have had a computer crash and lost all y email addresses. Jimmy Chen, 
if you get this, please respond. If anyone has his contact, please let 
me know or let him know I am trying to reconnect. Thank you all in 
advance and apologies for not being very indigenously linguistic or 
technological with my post. I will try harder at polish if not 
brilliance....


From rzs at WILDBLUE.NET  Wed Nov 24 14:41:24 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 24 Nov 2010 08:41:24 -0600
Subject: suggestions anyone?
In-Reply-To: <Pine.SOL.4.58.1011240115280.19513@basil.u.arizona.edu>
Message-ID: <WED.24.NOV.2010.084124.0600.ILAT@LISTSERV.ARIZONA.EDU>

thanks Doug and Natasha,
good way to explain it about not "giving away the answer" in class.
the books (Natasha) sounds excellent...another project! for me to look into.
(sounds like i need to have some meetings with these teachers)

Its tough because ...sadly: *I'm it*. I'm our local language revitalization
effort,
which is foolish and even ridiculous. there is no language committee in our
tribe
and if anythings going to happen its because I'm insane enough to volunteer
to
attempt it on my own....and this is the 6th year of me  ..."doing it alone"

You all who have healthy language/culture revitalization efforts
Have something to thank the Creator for.
Just don't forget about some of us foolish ones, winging it alone,
carrying the whole weight but determined not to give up..even if it kills
us.

'preciate having some pros to bounce ideas upon here on ILAT!
ske;noh
Richard





On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:

> I think Leanne Hinton's book that's actually a guide to the Master
> Apprentice program, _How to Keep your Language Alive_, has some good
> explanations of why immersion without translation is the way to go.  Maybe
> something in that would help you with how to explain it to the teachers.
> It's a challenging issue--even people who really know better about
> immersion so often want to just "help" by providing translation.  Good
> luck.
>
> Natasha
>
>
> *******************************************************************************
> Natasha Warner
> Associate Professor, Department of Linguistics
> University of Arizona
> PO Box 210028
> Tucson, AZ 85721-0028
> U.S.A.
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From hsouter at GMAIL.COM  Wed Nov 24 16:40:33 2010
From: hsouter at GMAIL.COM (Heather Souter)
Date: Wed, 24 Nov 2010 10:40:33 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTimRSbECrDcLUFbeoeYa=Gt9mOqx=77UfnNEaAxf@mail.gmail.com>
Message-ID: <WED.24.NOV.2010.104033.0600.ILAT@LISTSERV.ARIZONA.EDU>

Taanshi, Richard,

I am wondering if the teachers you work with might not benefit from viewing
the following videos by the Gift of Language and Culture Project on
YouTube....
http://www.youtube.com/watch?v=2WtNWzzZcIo&feature=recentlik
http://www.youtube.com/watch?v=CBs6XE6SpIE&feature=related
And also taking a tour of their website....
http://www.giftoflanguageandculture.ca/

Minnie McKenzie, site coordinator, and the other staff of GCLP are
fantastic, committed people and understand the power of immersion for
teaching language.  (I know a number of them personally.) They are
supportive all people who struggle to revitalize /maintain their languages.
Note that they work with a number of different languages and dialects as
part of their project....  I know that possibilities exist for localization
of some of resources they have created. (Of course, we all have different
cultures, so the images may not work for you and your people, but there may
be some that could....)  Anyhow, I am sure they would welcome contact from
you....
http://www.giftoflanguageandculture.ca/comments.html

Eekoshi.
Heather



On Wed, Nov 24, 2010 at 8:41 AM, Richard Zane Smith <rzs at wildblue.net>wrote:

> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look
> into.
> (sounds like i need to have some meetings with these teachers)
>
> Its tough because ...sadly: *I'm it*. I'm our local language
> revitalization effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer
> to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
>
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills
> us.
>
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
>
>
>
>
>
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>>
>> Natasha
>>
>>
>> *******************************************************************************
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
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From Dmark916 at AOL.COM  Wed Nov 24 19:18:39 2010
From: Dmark916 at AOL.COM (Dmark916 at AOL.COM)
Date: Wed, 24 Nov 2010 14:18:39 EST
Subject: suggestions anyone?
Message-ID: <WED.24.NOV.2010.141839.EST.ILAT@LISTSERV.ARIZONA.EDU>

Richard, what you are doing invites a special legacy for the people, and  
even though it may not seem to be valued, it lights a way for language to  
flourish. Many years ago (like the 1970's) Berty Seigle developed a  technique 
call Total Physical Response (TPR). As you are exposing very young  
children to language, please consider using her approach, as it involves  movement 
and action in language learning. Gradually the children anticipate the  
language and begin using it themselves, not in a word-by-word context, but  
actually in descriptive ways. There is no "translation" necessary. And the  
teachers, looking on or looking in, can become involved as well.
While some teacher inservice workshops might be helpful, without  
administrative backing they might just be resented. Try the TPR approach (or  some 
iteration of it) instead.
In Spirit,
Dorothy Martinez-K
 
 
In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,  
rzs at WILDBLUE.NET writes:

thanks Doug and Natasha,
good way to explain it about not  "giving away the answer" in class.
the books (Natasha) sounds excellent...another project!  for me to look 
into.
(sounds like i need to have some meetings with these  teachers)


Its tough because ...sadly: I'm it. I'm our  local language revitalization 
effort,
which is foolish and even ridiculous. there is no  language committee in 
our tribe
and if anythings going to happen its because I'm insane  enough to 
volunteer to
attempt it on my own....and this is the 6th year of me  ..."doing it alone"


You all who have healthy language/culture  revitalization efforts
Have something to thank the Creator for.
Just don't forget about some of us foolish ones,  winging it alone,
carrying the whole weight but determined not to give  up..even if it kills 
us.


'preciate having some pros to bounce ideas upon here on  ILAT!
ske;noh
Richard










On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <_nwarner at u.arizona.edu_ 
(mailto:nwarner at u.arizona.edu) >  wrote:

I think Leanne Hinton's book that's actually a guide to  the Master
Apprentice program, _How to Keep your Language Alive_, has  some good
explanations of why immersion without translation is the way to  go.  Maybe
something in that would help you with how to explain it  to the teachers.
It's a challenging issue--even people who really know  better about
immersion so often want to just "help" by providing  translation.  Good
luck.

Natasha

****************************************************************************
***
Natasha  Warner
Associate Professor, Department of Linguistics
University of  Arizona
PO Box 210028
Tucson, AZ  85721-0028
U.S.A.






--  
"It  is easier to build strong children than to repair broken men." 
- Frederick  Douglass

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From rzs at WILDBLUE.NET  Thu Nov 25 00:29:18 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 24 Nov 2010 18:29:18 -0600
Subject: suggestions anyone?
In-Reply-To: <a76d3.48be1455.3a1ebf0f@aol.com>
Message-ID: <WED.24.NOV.2010.182918.0600.ILAT@LISTSERV.ARIZONA.EDU>

thanks Dorothy,
I have been hearing reference to TPR in some seminars I've attended
but haven't seen anything indepth. I'll look into it
I do use my body alot while i'm teaching and gestues,
which is how we all learned our first language (without translations!)

 i also use puppets animals who "talk" ,so i can model conversations
between myself and puppets...which ALSO means
there becomes more than one Language Speaker in the room!

its nice to hear the advice
and to simply be able to talk with people who know its value!

 tizhameh (thanks)
Richard


On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

>  Richard, what you are doing invites a special legacy for the people, and
> even though it may not seem to be valued, it lights a way for language to
> flourish. Many years ago (like the 1970's) Berty Seigle developed a
> technique call Total Physical Response (TPR). As you are exposing very young
> children to language, please consider using her approach, as it involves
> movement and action in language learning. Gradually the children anticipate
> the language and begin using it themselves, not in a word-by-word context,
> but actually in descriptive ways. There is no "translation" necessary. And
> the teachers, looking on or looking in, can become involved as well.
> While some teacher inservice workshops might be helpful, without
> administrative backing they might just be resented. Try the TPR approach (or
> some iteration of it) instead.
> In Spirit,
> Dorothy Martinez-K
>
>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
> rzs at WILDBLUE.NET writes:
>
> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look
> into.
> (sounds like i need to have some meetings with these teachers)
>
> Its tough because ...sadly: *I'm it*. I'm our local language
> revitalization effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer
> to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
>
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills
> us.
>
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
>
>
>
>
>
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>>
>> Natasha
>>
>>
>> *******************************************************************************
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pmeyer8 at COX.NET  Thu Nov 25 01:54:51 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Wed, 24 Nov 2010 17:54:51 -0800
Subject: suggestions anyone?
Message-ID: <WED.24.NOV.2010.175451.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Wednesday, November 24, 2010 4:29 PM
  Subject: Re: [ILAT] suggestions anyone?


  thanks Dorothy,
  I have been hearing reference to TPR in some seminars I've attended
  but haven't seen anything indepth. I'll look into it
  I do use my body alot while i'm teaching and gestues,
  which is how we all learned our first language (without translations!)


   i also use puppets animals who "talk" ,so i can model conversations
  between myself and puppets...which ALSO means 
  there becomes more than one Language Speaker in the room!



  its nice to hear the advice
  and to simply be able to talk with people who know its value!


   tizhameh (thanks)
  Richard




  On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

    Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
    While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
    In Spirit,
    Dorothy Martinez-K

    In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
      thanks Doug and Natasha,
      good way to explain it about not "giving away the answer" in class.

      the books (Natasha) sounds excellent...another project! for me to look into.
      (sounds like i need to have some meetings with these teachers)


      Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
      which is foolish and even ridiculous. there is no language committee in our tribe
      and if anythings going to happen its because I'm insane enough to volunteer to
      attempt it on my own....and this is the 6th year of me  ..."doing it alone"


      You all who have healthy language/culture revitalization efforts
      Have something to thank the Creator for.
      Just don't forget about some of us foolish ones, winging it alone,
      carrying the whole weight but determined not to give up..even if it kills us.


      'preciate having some pros to bounce ideas upon here on ILAT!
      ske;noh
      Richard










      On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

        I think Leanne Hinton's book that's actually a guide to the Master
        Apprentice program, _How to Keep your Language Alive_, has some good
        explanations of why immersion without translation is the way to go.  Maybe
        something in that would help you with how to explain it to the teachers.
        It's a challenging issue--even people who really know better about
        immersion so often want to just "help" by providing translation.  Good
        luck.

        Natasha

        *******************************************************************************
        Natasha Warner
        Associate Professor, Department of Linguistics
        University of Arizona
        PO Box 210028
        Tucson, AZ 85721-0028
        U.S.A.





      -- 

      "It is easier to build strong children than to repair broken men."

      - Frederick Douglass






  -- 

  "It is easier to build strong children than to repair broken men."

  - Frederick Douglass


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From hardman at UFL.EDU  Thu Nov 25 03:58:07 2010
From: hardman at UFL.EDU (MJ Hardman)
Date: Wed, 24 Nov 2010 22:58:07 -0500
Subject: suggestions anyone?
In-Reply-To: <AANLkTimRSbECrDcLUFbeoeYa=Gt9mOqx=77UfnNEaAxf@mail.gmail.com>
Message-ID: <WED.24.NOV.2010.225807.0500.ILAT@LISTSERV.ARIZONA.EDU>

Back when I was doing this I had no technology at all beyond a tape recorder
(not useful).  One thing I did was that I introduced the children to a
number of words I thought they might not know from a story, and then I would
read them the story in Jaqaru, always a story that would be immediately
recognizable (one of the ubiquitous Andean tales, known in every Andean
language including Spanish).  They loved it.  Another thing I did that the
children loved was that I would ask them what words they wanted written in
their own language ‹ and they always had plenty, usually the names of their
chacras (their cultivated plots).  These were never easy words and they were
always seriously distorted by the
Spanish version ‹ great learning activity because they wanted it so and
could take it home to the family.
MJ

On 11/24/10 9:41 AM, "Richard Zane Smith" <rzs at WILDBLUE.NET> wrote:

> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look into.
> (sounds like i need to have some meetings with these teachers)
> 
> Its tough because ...sadly: I'm it. I'm our local language revitalization
> effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
> 
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills us.
> 
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
> 
> 
> 
> 
> 
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>
> wrote:
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>> 
>> Natasha
>> 
>> *****************************************************************************
>> **
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>> 
> 
> 

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From rzs at WILDBLUE.NET  Thu Nov 25 17:10:26 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 25 Nov 2010 11:10:26 -0600
Subject: suggestions anyone?
In-Reply-To: <DD11B04C76BA43EB814BF1C2BF842975@NewDell>
Message-ID: <THU.25.NOV.2010.111026.0600.ILAT@LISTSERV.ARIZONA.EDU>

Paula (and ALL of you) thanks!

I've been enjoying the youtube videos of TPR in action
but i assure you I WILL get the book which sounds excellent.

*wandat* (Wyandot) hasn't had fluent elders in a 100 years

In order for me to implement TPR which in some forms i've accidently done
already,
(Though i get most of the kids singing some "vocabulary" from day one)
I have to "create" the material first.    --from scratch. (((no elders to
ask,of course)))
I have to search from our "word lists" and "root/stem lists"
attempt a construction, send it off via email to a busy linguist
(who is not paid by our tribe for any work he volunteers)
wait for up to a week get an "ok" or "a correction" with excellent
persuasive reasons.

Imperatives have their unique status and problems. Not about
rudeness...but...
*raise your hand !*   ...ok....
should i start with introducing   2p singular? ,   or 2p plural?  ,
definitely not   2p dual !

or is it better to DROP imperatives all together and start with actions I
can "join in" ?
1p plural inclusive:
*now, we all raise our hand(s)    we stand  - we sit -  we walk*
*
*
as you can see there's no prepackaged language course for me to simply
follow
and its why I appreciate ALL the suggestions given.

After the first day children know when i'm asking "where?" something is
because I'm using gestures and pretending to look around puzzled.
( to get them to respond in wandat will take longer!)

4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)

K- 5th the kids realize that all the other numbers are "easy"
once they memorize the foundational "number song".
they LOVE having me put   (ex)  5432  on the board for them to verbalize..
but i'm rambling and using your time, have a great thanksgiving!

much to be thankful for!

Richard Zane Smith
Wyandotte Oklahoma,



On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, I have used TPR for Kumeyaay, and it has gone over very well and
> people have learned a lot and liked it.  The lessons are very happy events.
> It has to be adapted culturally, e.g. direct commands are considered rude in
> a lot of languages and the vocabulary is not always appropriate, but this is
> easily changed.  You have to teach and practice it with the teachers.  If
> you get Asher's basic book Learning another language through actions (
> www.tpr-world.com), you can adapt it, and the teachers can do it once they
> understand the concept.  We practice before each lesson.  You might want to
> look at TPR Storytelling too, another of Asher's books. .Since you are
> dealing with preschoolers, they probably don't need all of this; in my
> experience, they get bored with the structure and need a more natural
> situation.  However, it may give your teachers something to hold onto that's
> a language-teaching "method," and they might feel more secure.  If your
> teachers are into "research," there are tons of it to support not changing
> back and forth between languages, especially with the majority language.  I
> hate to keep beating this horse, but do you have any videos of language
> nests?  They could look at those if they can't visit one, because
> preschoolers are such little sponges in any language, and seeing it in
> action might help them get rid of the majority language in their
> interactions with the children.  Good luck.  Your efforts will be rewarded
> when you hear those little kids talking to each other in their heritage
> language.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Wednesday, November 24, 2010 4:29 PM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> thanks Dorothy,
> I have been hearing reference to TPR in some seminars I've attended
> but haven't seen anything indepth. I'll look into it
> I do use my body alot while i'm teaching and gestues,
> which is how we all learned our first language (without translations!)
>
>  i also use puppets animals who "talk" ,so i can model conversations
> between myself and puppets...which ALSO means
> there becomes more than one Language Speaker in the room!
>
> its nice to hear the advice
> and to simply be able to talk with people who know its value!
>
>  tizhameh (thanks)
> Richard
>
>
> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>
>>  Richard, what you are doing invites a special legacy for the people, and
>> even though it may not seem to be valued, it lights a way for language to
>> flourish. Many years ago (like the 1970's) Berty Seigle developed a
>> technique call Total Physical Response (TPR). As you are exposing very young
>> children to language, please consider using her approach, as it involves
>> movement and action in language learning. Gradually the children anticipate
>> the language and begin using it themselves, not in a word-by-word context,
>> but actually in descriptive ways. There is no "translation" necessary. And
>> the teachers, looking on or looking in, can become involved as well.
>> While some teacher inservice workshops might be helpful, without
>> administrative backing they might just be resented. Try the TPR approach (or
>> some iteration of it) instead.
>> In Spirit,
>> Dorothy Martinez-K
>>
>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>> rzs at WILDBLUE.NET writes:
>>
>> thanks Doug and Natasha,
>> good way to explain it about not "giving away the answer" in class.
>> the books (Natasha) sounds excellent...another project! for me to look
>> into.
>> (sounds like i need to have some meetings with these teachers)
>>
>> Its tough because ...sadly: *I'm it*. I'm our local language
>> revitalization effort,
>> which is foolish and even ridiculous. there is no language committee in
>> our tribe
>> and if anythings going to happen its because I'm insane enough to
>> volunteer to
>> attempt it on my own....and this is the 6th year of me  ..."doing it
>> alone"
>>
>> You all who have healthy language/culture revitalization efforts
>> Have something to thank the Creator for.
>> Just don't forget about some of us foolish ones, winging it alone,
>> carrying the whole weight but determined not to give up..even if it kills
>> us.
>>
>> 'preciate having some pros to bounce ideas upon here on ILAT!
>> ske;noh
>> Richard
>>
>>
>>
>>
>>
>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>>
>>> I think Leanne Hinton's book that's actually a guide to the Master
>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>> explanations of why immersion without translation is the way to go.
>>>  Maybe
>>> something in that would help you with how to explain it to the teachers.
>>> It's a challenging issue--even people who really know better about
>>> immersion so often want to just "help" by providing translation.  Good
>>> luck.
>>>
>>> Natasha
>>>
>>>
>>> *******************************************************************************
>>> Natasha Warner
>>> Associate Professor, Department of Linguistics
>>> University of Arizona
>>> PO Box 210028
>>> Tucson, AZ 85721-0028
>>> U.S.A.
>>>
>>>
>>
>>
>> --
>> *
>>
>> "It is easier to build strong children than to repair broken men."
>>
>> - Frederick Douglass
>> *
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"those who desire to give up freedom in order to gain security will not
have,nor do they deserve,either one." Benjamin Franklin

"its easier to build strong children than repair broken men" Frederick
Douglas


"It is easier to build strong children than to repair broken men"

- Frederick Douglass

*
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From pmeyer8 at COX.NET  Thu Nov 25 19:55:38 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Thu, 25 Nov 2010 11:55:38 -0800
Subject: suggestions anyone?
Message-ID: <THU.25.NOV.2010.115538.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, just a little answer:  Start with 2nd p plural so they all do it.  Native speakers of Kumeyaay like to put the word for "all" with this.  Later, when you are sure some can do it, switch to 2nd p singular and use those students as models.  You could also use the dual with two students in between the sing and the pl since it's less threatening to do something with a partner; also, it's part of the language.  
Also, when they get ready to SAY where something is, they will.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Thursday, November 25, 2010 9:10 AM
  Subject: Re: [ILAT] suggestions anyone?


  Paula (and ALL of you) thanks!


  I've been enjoying the youtube videos of TPR in action
  but i assure you I WILL get the book which sounds excellent.



  wandat (Wyandot) hasn't had fluent elders in a 100 years


  In order for me to implement TPR which in some forms i've accidently done already,
  (Though i get most of the kids singing some "vocabulary" from day one)
  I have to "create" the material first.    --from scratch. (((no elders to ask,of course)))
  I have to search from our "word lists" and "root/stem lists"
  attempt a construction, send it off via email to a busy linguist
  (who is not paid by our tribe for any work he volunteers) 
  wait for up to a week get an "ok" or "a correction" with excellent persuasive reasons.


  Imperatives have their unique status and problems. Not about rudeness...but...
  raise your hand !   ...ok....
  should i start with introducing   2p singular? ,   or 2p plural?  , definitely not   2p dual !


  or is it better to DROP imperatives all together and start with actions I can "join in" ?   
  1p plural inclusive:   
  now, we all raise our hand(s)    we stand  - we sit -  we walk


  as you can see there's no prepackaged language course for me to simply follow
  and its why I appreciate ALL the suggestions given.


  After the first day children know when i'm asking "where?" something is
  because I'm using gestures and pretending to look around puzzled.
  ( to get them to respond in wandat will take longer!)



  4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)


  K- 5th the kids realize that all the other numbers are "easy"
  once they memorize the foundational "number song".
  they LOVE having me put   (ex)  5432  on the board for them to verbalize..
  but i'm rambling and using your time, have a great thanksgiving!


  much to be thankful for!


  Richard Zane Smith 
  Wyandotte Oklahoma,






  On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

    Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
    Paula
      ----- Original Message ----- 
      From: Richard Zane Smith 
      To: ILAT at LISTSERV.ARIZONA.EDU 
      Sent: Wednesday, November 24, 2010 4:29 PM
      Subject: Re: [ILAT] suggestions anyone?


      thanks Dorothy, 
      I have been hearing reference to TPR in some seminars I've attended
      but haven't seen anything indepth. I'll look into it
      I do use my body alot while i'm teaching and gestues,
      which is how we all learned our first language (without translations!)


       i also use puppets animals who "talk" ,so i can model conversations
      between myself and puppets...which ALSO means 
      there becomes more than one Language Speaker in the room!



      its nice to hear the advice
      and to simply be able to talk with people who know its value!


       tizhameh (thanks)
      Richard




      On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

        Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
        While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
        In Spirit,
        Dorothy Martinez-K

        In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
          thanks Doug and Natasha,
          good way to explain it about not "giving away the answer" in class.

          the books (Natasha) sounds excellent...another project! for me to look into.
          (sounds like i need to have some meetings with these teachers)


          Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
          which is foolish and even ridiculous. there is no language committee in our tribe
          and if anythings going to happen its because I'm insane enough to volunteer to
          attempt it on my own....and this is the 6th year of me  ..."doing it alone"


          You all who have healthy language/culture revitalization efforts
          Have something to thank the Creator for.
          Just don't forget about some of us foolish ones, winging it alone,
          carrying the whole weight but determined not to give up..even if it kills us.


          'preciate having some pros to bounce ideas upon here on ILAT!
          ske;noh
          Richard










          On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

            I think Leanne Hinton's book that's actually a guide to the Master
            Apprentice program, _How to Keep your Language Alive_, has some good
            explanations of why immersion without translation is the way to go.  Maybe
            something in that would help you with how to explain it to the teachers.
            It's a challenging issue--even people who really know better about
            immersion so often want to just "help" by providing translation.  Good
            luck.

            Natasha

            *******************************************************************************
            Natasha Warner
            Associate Professor, Department of Linguistics
            University of Arizona
            PO Box 210028
            Tucson, AZ 85721-0028
            U.S.A.





          -- 

          "It is easier to build strong children than to repair broken men."

          - Frederick Douglass






      -- 

      "It is easier to build strong children than to repair broken men."

      - Frederick Douglass






  -- 


  "those who desire to give up freedom in order to gain security will not have,nor do they deserve,either one." Benjamin Franklin



  "its easier to build strong children than repair broken men" Frederick Douglas








  "It is easier to build strong children than to repair broken men"
  - Frederick Douglass







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From hsouter at GMAIL.COM  Thu Nov 25 20:47:23 2010
From: hsouter at GMAIL.COM (Heather Souter)
Date: Thu, 25 Nov 2010 14:47:23 -0600
Subject: suggestions anyone?
In-Reply-To: <982B17DD3D714CB9BB6C9B35EF5DDA67@NewDell>
Message-ID: <THU.25.NOV.2010.144723.0600.ILAT@LISTSERV.ARIZONA.EDU>

Taanshi, Paula and Richard,

This sounds really good!  Especially about the part that WHEN the children
are READY to speak they will!  It is a really natural, stress-free
approach!  No wrong, no right, no stress!  Relaxed learning that is
engaging---great!

Eekoshi.
Heather

On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, just a little answer:  Start with 2nd p plural so they all do
> it.  Native speakers of Kumeyaay like to put the word for "all" with this.
> Later, when you are sure some can do it, switch to 2nd p singular and use
> those students as models.  You could also use the dual with two students in
> between the sing and the pl since it's less threatening to do something with
> a partner; also, it's part of the language.
> Also, when they get ready to SAY where something is, they will.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Thursday, November 25, 2010 9:10 AM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> Paula (and ALL of you) thanks!
>
> I've been enjoying the youtube videos of TPR in action
> but i assure you I WILL get the book which sounds excellent.
>
> *wandat* (Wyandot) hasn't had fluent elders in a 100 years
>
> In order for me to implement TPR which in some forms i've accidently done
> already,
> (Though i get most of the kids singing some "vocabulary" from day one)
> I have to "create" the material first.    --from scratch. (((no elders to
> ask,of course)))
> I have to search from our "word lists" and "root/stem lists"
> attempt a construction, send it off via email to a busy linguist
> (who is not paid by our tribe for any work he volunteers)
> wait for up to a week get an "ok" or "a correction" with excellent
> persuasive reasons.
>
> Imperatives have their unique status and problems. Not about
> rudeness...but...
> *raise your hand !*   ...ok....
> should i start with introducing   2p singular? ,   or 2p plural?  ,
> definitely not   2p dual !
>
> or is it better to DROP imperatives all together and start with actions I
> can "join in" ?
> 1p plural inclusive:
> *now, we all raise our hand(s)    we stand  - we sit -  we walk*
> *
> *
> as you can see there's no prepackaged language course for me to simply
> follow
> and its why I appreciate ALL the suggestions given.
>
> After the first day children know when i'm asking "where?" something is
> because I'm using gestures and pretending to look around puzzled.
> ( to get them to respond in wandat will take longer!)
>
> 4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)
>
> K- 5th the kids realize that all the other numbers are "easy"
> once they memorize the foundational "number song".
> they LOVE having me put   (ex)  5432  on the board for them to verbalize..
> but i'm rambling and using your time, have a great thanksgiving!
>
> much to be thankful for!
>
> Richard Zane Smith
> Wyandotte Oklahoma,
>
>
>
> On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>
>>  Richard, I have used TPR for Kumeyaay, and it has gone over very well
>> and people have learned a lot and liked it.  The lessons are very happy
>> events.  It has to be adapted culturally, e.g. direct commands are
>> considered rude in a lot of languages and the vocabulary is not always
>> appropriate, but this is easily changed.  You have to teach and
>> practice it with the teachers.  If you get Asher's basic book Learning
>> another language through actions (www.tpr-world.com), you can adapt it,
>> and the teachers can do it once they understand the concept.  We practice
>> before each lesson.  You might want to look at TPR Storytelling too, another
>> of Asher's books. .Since you are dealing with preschoolers, they probably
>> don't need all of this; in my experience, they get bored with the structure
>> and need a more natural situation.  However, it may give your teachers
>> something to hold onto that's a language-teaching "method," and they might
>> feel more secure.  If your teachers are into "research," there are tons of
>> it to support not changing back and forth between languages, especially with
>> the majority language.  I hate to keep beating this horse, but do you have
>> any videos of language nests?  They could look at those if they can't visit
>> one, because preschoolers are such little sponges in any language, and
>> seeing it in action might help them get rid of the majority language in
>> their interactions with the children.  Good luck.  Your efforts will be
>> rewarded when you hear those little kids talking to each other in their
>> heritage language.
>> Paula
>>
>>  ----- Original Message -----
>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>>  *Sent:* Wednesday, November 24, 2010 4:29 PM
>> *Subject:* Re: [ILAT] suggestions anyone?
>>
>>  thanks Dorothy,
>> I have been hearing reference to TPR in some seminars I've attended
>> but haven't seen anything indepth. I'll look into it
>> I do use my body alot while i'm teaching and gestues,
>> which is how we all learned our first language (without translations!)
>>
>>  i also use puppets animals who "talk" ,so i can model conversations
>> between myself and puppets...which ALSO means
>> there becomes more than one Language Speaker in the room!
>>
>> its nice to hear the advice
>> and to simply be able to talk with people who know its value!
>>
>>  tizhameh (thanks)
>> Richard
>>
>>
>> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>>
>>>  Richard, what you are doing invites a special legacy for the people,
>>> and even though it may not seem to be valued, it lights a way for language
>>> to flourish. Many years ago (like the 1970's) Berty Seigle developed a
>>> technique call Total Physical Response (TPR). As you are exposing very young
>>> children to language, please consider using her approach, as it involves
>>> movement and action in language learning. Gradually the children anticipate
>>> the language and begin using it themselves, not in a word-by-word context,
>>> but actually in descriptive ways. There is no "translation" necessary. And
>>> the teachers, looking on or looking in, can become involved as well.
>>> While some teacher inservice workshops might be helpful, without
>>> administrative backing they might just be resented. Try the TPR approach (or
>>> some iteration of it) instead.
>>> In Spirit,
>>> Dorothy Martinez-K
>>>
>>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>>> rzs at WILDBLUE.NET writes:
>>>
>>> thanks Doug and Natasha,
>>> good way to explain it about not "giving away the answer" in class.
>>> the books (Natasha) sounds excellent...another project! for me to look
>>> into.
>>> (sounds like i need to have some meetings with these teachers)
>>>
>>> Its tough because ...sadly: *I'm it*. I'm our local language
>>> revitalization effort,
>>> which is foolish and even ridiculous. there is no language committee in
>>> our tribe
>>> and if anythings going to happen its because I'm insane enough to
>>> volunteer to
>>> attempt it on my own....and this is the 6th year of me  ..."doing it
>>> alone"
>>>
>>> You all who have healthy language/culture revitalization efforts
>>> Have something to thank the Creator for.
>>> Just don't forget about some of us foolish ones, winging it alone,
>>> carrying the whole weight but determined not to give up..even if it kills
>>> us.
>>>
>>> 'preciate having some pros to bounce ideas upon here on ILAT!
>>> ske;noh
>>> Richard
>>>
>>>
>>>
>>>
>>>
>>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu
>>> > wrote:
>>>
>>>> I think Leanne Hinton's book that's actually a guide to the Master
>>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>>> explanations of why immersion without translation is the way to go.
>>>>  Maybe
>>>> something in that would help you with how to explain it to the teachers.
>>>> It's a challenging issue--even people who really know better about
>>>> immersion so often want to just "help" by providing translation.  Good
>>>> luck.
>>>>
>>>> Natasha
>>>>
>>>>
>>>> *******************************************************************************
>>>> Natasha Warner
>>>> Associate Professor, Department of Linguistics
>>>> University of Arizona
>>>> PO Box 210028
>>>> Tucson, AZ 85721-0028
>>>> U.S.A.
>>>>
>>>>
>>>
>>>
>>> --
>>> *
>>>
>>> "It is easier to build strong children than to repair broken men."
>>>
>>> - Frederick Douglass
>>> *
>>>
>>>
>>
>>
>> --
>> *
>>
>> "It is easier to build strong children than to repair broken men."
>>
>> - Frederick Douglass
>> *
>>
>>
>
>
> --
> *
>
> "those who desire to give up freedom in order to gain security will not
> have,nor do they deserve,either one." Benjamin Franklin
>
>  "its easier to build strong children than repair broken men" Frederick
> Douglas
>
>
> "It is easier to build strong children than to repair broken men"
>
> - Frederick Douglass
>
>   *
>
>
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From alianaparker at GMAIL.COM  Fri Nov 26 03:46:16 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Thu, 25 Nov 2010 19:46:16 -0800
Subject: Questions regarding Facebook and language revitalization efforts
Message-ID: <THU.25.NOV.2010.194616.0800.ILAT@LISTSERV.ARIZONA.EDU>

Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking
emails! I joined the ILAT just last winter and have really enjoyed learning
through your discussions. I am a linguistics graduate student in Canada and
I hope participate and contribute in some small way to language
revitalization efforts through my research.

Currently, I am trying to learn about the role of web-based media in
indigenous language education, particularly regarding the use of Facebook
for education and revitalization. Earlier this year in January an email
exchange went around regarding the use of Facebook with indigenous
languages, and I would like to follow up on that.

Are any of you currently using Facebook, either pages, groups, games or
other applications to help your language efforts, or do you know of others
who are? Do you use FB in a personal way in your own language as a concious
choice to maintain your language? Also, even if you can't answer the first
questions, do you have any thoughts regarding the use of FB in such a way?
Do you think it is an effective tool or do you think there are problems with
the use of it for language revitalization?

Any thoughts or comments or links you might have would be greatly
appreciated.

With many thanks and warm wishes,

Aliana Parker
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From djcunlif at GLAM.AC.UK  Fri Nov 26 09:49:52 2010
From: djcunlif at GLAM.AC.UK (Cunliffe D J (AT))
Date: Fri, 26 Nov 2010 09:49:52 +0000
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTi=RiEx9Z+EdKu+p5VyRWFh-p2RNWDykmmY8r7YA@mail.gmail.com>
Message-ID: <FRI.26.NOV.2010.094952.0000.ILAT@LISTSERV.ARIZONA.EDU>

Hello Aliana,

We have done some work looking at the use of Welsh on Facebook which you might find interesting.


The use of the Welsh language on Facebook: an initial investigation.<http://dx.doi.org/10.1080/13691180902914628> Honeycutt, C. and Cunliffe, D. Information, Communication and Society, 13 (2), 2010: 226-248.

We have done some further work looking at young Welsh speakers use of Welsh in their social networks (both online and offline) which we are currently writing up.

Our work is not so much looking at Facebook as a tool for education or as a deliberate tool for revitalisation, we are more interested in the natural (largely unconscious) behaviours of Welsh speakers within the Facebook environment and the perception among speakers that it is a space in which Welsh can be and is naturally used.

I suspect that the significance of Facebook and the way in which it could be used will vary greatly from one language context to another, so be cautious of generalising from one to another.

Hwyl,

Daniel.


From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Aliana Parker
Sent: 26 November 2010 03:46
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: [ILAT] Questions regarding Facebook and language revitalization efforts

Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking emails! I joined the ILAT just last winter and have really enjoyed learning through your discussions. I am a linguistics graduate student in Canada and I hope participate and contribute in some small way to language revitalization efforts through my research.

Currently, I am trying to learn about the role of web-based media in indigenous language education, particularly regarding the use of Facebook for education and revitalization. Earlier this year in January an email exchange went around regarding the use of Facebook with indigenous languages, and I would like to follow up on that.

Are any of you currently using Facebook, either pages, groups, games or other applications to help your language efforts, or do you know of others who are? Do you use FB in a personal way in your own language as a concious choice to maintain your language? Also, even if you can't answer the first questions, do you have any thoughts regarding the use of FB in such a way? Do you think it is an effective tool or do you think there are problems with the use of it for language revitalization?

Any thoughts or comments or links you might have would be greatly appreciated.

With many thanks and warm wishes,

Aliana Parker
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From alianaparker at GMAIL.COM  Sat Nov 27 03:58:22 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Fri, 26 Nov 2010 19:58:22 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <B94AF7EF850B1E4CA0DAA771791846B8234DBDC9@MailDB1.uni.glam.ac.uk>
Message-ID: <FRI.26.NOV.2010.195822.0800.ILAT@LISTSERV.ARIZONA.EDU>

Thanks very much, Daniel. This is indeed both helpful and thought-provoking.
I appreciate your insights.

Best regards,
Aliana


On Fri, Nov 26, 2010 at 1:49 AM, Cunliffe D J (AT) <djcunlif at glam.ac.uk>wrote:

> Hello Aliana,
>
>
>
> We have done some work looking at the use of Welsh on Facebook which you
> might find interesting.
>
>
>
> *The use of the Welsh language on Facebook: an initial investigation.<http://dx.doi.org/10.1080/13691180902914628>
> * Honeycutt, C. and Cunliffe, D. Information, Communication and Society,
> 13 (2), 2010: 226-248.
>
>
>
> We have done some further work looking at young Welsh speakers use of Welsh
> in their social networks (both online and offline) which we are currently
> writing up.
>
>
>
> Our work is not so much looking at Facebook as a tool for education or as a
> deliberate tool for revitalisation, we are more interested in the natural
> (largely unconscious) behaviours of Welsh speakers within the Facebook
> environment and the perception among speakers that it is a space in which
> Welsh can be and is naturally used.
>
>
>
> I suspect that the significance of Facebook and the way in which it could
> be used will vary greatly from one language context to another, so be
> cautious of generalising from one to another.
>
>
>
> Hwyl,
>
>
>
> Daniel.
>
>
>
>
>
> *From:* Indigenous Languages and Technology [mailto:
> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Aliana Parker
> *Sent:* 26 November 2010 03:46
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Subject:* [ILAT] Questions regarding Facebook and language revitalization
> efforts
>
>
>
> Winter greetings to all,
>
> First, thank you to all for your many interesting and thought-provoking
> emails! I joined the ILAT just last winter and have really enjoyed learning
> through your discussions. I am a linguistics graduate student in Canada and
> I hope participate and contribute in some small way to language
> revitalization efforts through my research.
>
> Currently, I am trying to learn about the role of web-based media in
> indigenous language education, particularly regarding the use of Facebook
> for education and revitalization. Earlier this year in January an email
> exchange went around regarding the use of Facebook with indigenous
> languages, and I would like to follow up on that.
>
> Are any of you currently using Facebook, either pages, groups, games or
> other applications to help your language efforts, or do you know of others
> who are? Do you use FB in a personal way in your own language as a concious
> choice to maintain your language? Also, even if you can't answer the first
> questions, do you have any thoughts regarding the use of FB in such a way?
> Do you think it is an effective tool or do you think there are problems with
> the use of it for language revitalization?
>
> Any thoughts or comments or links you might have would be greatly
> appreciated.
>
> With many thanks and warm wishes,
>
> Aliana Parker
>
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From neskiem at GMAIL.COM  Sat Nov 27 07:42:55 2010
From: neskiem at GMAIL.COM (Neskie Manuel)
Date: Fri, 26 Nov 2010 23:42:55 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTi=RiEx9Z+EdKu+p5VyRWFh-p2RNWDykmmY8r7YA@mail.gmail.com>
Message-ID: <FRI.26.NOV.2010.234255.0800.ILAT@LISTSERV.ARIZONA.EDU>

Weytk Aliana,

I think you should check out the Inupiaq word of the day.  I think it has
been posted it on here before.

I don't know how many people know this but you can translate the Facebook
application itself.:

http://www.facebook.com/translations/

I know that the Cherokee Nation is working on localizing and translating
Facebook into their language.  To translate facebook you need to first have
it listed as an option on their.  We don't have it for Secwepemctsín, so I
just wrote a browser add on that seems to work well:

https://github.com/neskie/secwepemc-facebook

Now I remember what phone is in Secwepemctsín
<http://www.facebook.com/translations/>

On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>wrote:

> Winter greetings to all,
>
> First, thank you to all for your many interesting and thought-provoking
> emails! I joined the ILAT just last winter and have really enjoyed learning
> through your discussions. I am a linguistics graduate student in Canada and
> I hope participate and contribute in some small way to language
> revitalization efforts through my research.
>
> Currently, I am trying to learn about the role of web-based media in
> indigenous language education, particularly regarding the use of Facebook
> for education and revitalization. Earlier this year in January an email
> exchange went around regarding the use of Facebook with indigenous
> languages, and I would like to follow up on that.
>
> Are any of you currently using Facebook, either pages, groups, games or
> other applications to help your language efforts, or do you know of others
> who are? Do you use FB in a personal way in your own language as a concious
> choice to maintain your language? Also, even if you can't answer the first
> questions, do you have any thoughts regarding the use of FB in such a way?
> Do you think it is an effective tool or do you think there are problems with
> the use of it for language revitalization?
>
> Any thoughts or comments or links you might have would be greatly
> appreciated.
>
> With many thanks and warm wishes,
>
> Aliana Parker
>
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From hal1403 at YAHOO.COM  Sat Nov 27 23:19:56 2010
From: hal1403 at YAHOO.COM (Haley De Korne)
Date: Sat, 27 Nov 2010 15:19:56 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTim-_PRMJUO-9mj0a681G=PsbxeEZPTay6tpPs_q@mail.gmail.com>
Message-ID: <SAT.27.NOV.2010.151956.0800.ILAT@LISTSERV.ARIZONA.EDU>

Hi Aliana,
There's a great group that runs virtual Anishinaabemowin & Cree lessons once a week:

http://www.learnojibweonline.blogspot.com/

They use facebook to remind people to log in for lessons, and as a sort of discussion forum.  You can look for them on facebook: 'Learn Ojibwe Online'.  Also I see plenty of Anishinaabemowin posting & commenting on facebook, and as a student of Anishinaabemowin it's great practice for me to try to read & understand what's being said.  I see different spellings too, and I wonder if 'regular' or 'standard' spellings might eventually emerge in a sort of democratic way, with everyone contributing & adapting in the virtual forum-- rather than the kind of top-down standardization that is often imposed on languages.
Hope all's well up there in Victoria(:
All the best, 
Haley



--- On Fri, 11/26/10, Aliana Parker <alianaparker at GMAIL.COM> wrote:

From: Aliana Parker <alianaparker at GMAIL.COM>
Subject: Re: [ILAT] Questions regarding Facebook and language revitalization efforts
To: ILAT at LISTSERV.ARIZONA.EDU
Date: Friday, November 26, 2010, 10:58 PM

Thanks very much, Daniel. This is indeed both helpful and thought-provoking. I appreciate your insights.

Best regards,
Aliana


On Fri, Nov 26, 2010 at 1:49 AM, Cunliffe D J (AT) <djcunlif at glam.ac.uk> wrote:

Hello Aliana,
 We have done some work looking at the use of Welsh on Facebook which you might find interesting.
 
The use of the Welsh language on Facebook: an initial investigation. Honeycutt, C. and Cunliffe, D. Information, Communication and Society, 13 (2), 2010: 226-248. 
 We have done some further work looking at young Welsh speakers use of Welsh in their social networks (both online and offline) which we are currently writing up.
 Our work is not so much looking at Facebook as a tool for education or as a deliberate tool for revitalisation, we are more interested in the natural (largely unconscious) behaviours of Welsh speakers within the Facebook environment and the perception among speakers that it is a space in which Welsh can be and is naturally used.
 I suspect that the significance of Facebook and the way in which it could be used will vary greatly from one language context to another, so be cautious of generalising from one to another.
 Hwyl, 
Daniel.  
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Aliana Parker

Sent: 26 November 2010 03:46
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: [ILAT] Questions regarding Facebook and language revitalization efforts
 Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking emails! I joined the ILAT just last winter and have really enjoyed learning through your discussions. I am a linguistics graduate student in Canada and I hope participate and contribute in some small way to language revitalization efforts through my research.


Currently, I am trying to learn about the role of web-based media in indigenous language education, particularly regarding the use of Facebook for education and revitalization. Earlier this year in January an email exchange went around regarding the use of Facebook with indigenous languages, and I would like to follow up on that.


Are any of you currently using Facebook, either pages, groups, games or other applications to help your language efforts, or do you know of others who are? Do you use FB in a personal way in your own language as a concious choice to maintain your language? Also, even if you can't answer the first questions, do you have any thoughts regarding the use of FB in such a way? Do you think it is an effective tool or do you think there are problems with the use of it for language revitalization? 


Any thoughts or comments or links you might have would be greatly appreciated. 

With many thanks and warm wishes,

Aliana Parker




      
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 29 19:53:36 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 29 Nov 2010 12:53:36 -0700
Subject: All of Our Relations: A Language and Story Event (fwd)
Message-ID: <MON.29.NOV.2010.125336.0700.ILAT@LISTSERV.ARIZONA.EDU>

Fyi...

Here is a bit of news worth sharing!  Phil
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 29 19:58:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 29 Nov 2010 12:58:15 -0700
Subject: Digital Media and Learning Summer Institute (fwd)
Message-ID: <MON.29.NOV.2010.125815.0700.ILAT@LISTSERV.ARIZONA.EDU>

ILAT Fyi...

~~~
Digital Media and Learning Summer Institute

The Digital Media and Learning Research Hub invites advanced graduate
students and postdoctoral scholars conducting research in the field of
Digital Media and Learning to submit applications for a DML Research
Associates Summer Institute to be held August 15-19, 2011 at the
University of California, Irvine. This 1-week institute is designed to
support the development of a cohort of junior scholars working in the
emerging field of digital media and learning. Participants will share
information about their research, build relationships with researchers
at institutions across the country and globally, develop a
publication, grant proposal, dissertation or book chapter or other
relevant outcome, and have opportunities to initiate mentoring
relationships with a small number of scholars working in the field of
Digital Media and Learning. The theme for this annual meeting will be
“Designing Learning Futures.”

DEADLINE: December 15, 2010

http://dmlcentral.net/call-for-applications-summer-institute-program


From nflrc at HAWAII.EDU  Tue Nov 30 02:21:40 2010
From: nflrc at HAWAII.EDU (National Foreign Language Resource Center)
Date: Mon, 29 Nov 2010 16:21:40 -1000
Subject: JOB ANNOUNCEMENT: Assistant/Associate Professor,
 Dept. of Second Language Studies, University of Hawaii at Manoa
Message-ID: <MON.29.NOV.2010.162140.1000.ILAT@LISTSERV.ARIZONA.EDU>

Apologies for any cross-postings...


UNIVERSITY OF HAWAI'I AT MANOA, DEPARTMENT OF SECOND LANGUAGE STUDIES
ASSISTANT/ASSOCIATE PROFESSOR

The Department of Second Language Studies, University of Hawaii at Manoa, seeks 
to fill a vacancy at the assistant/associate professor level in the area of 
interfaces between language structure and meaning as related to second language 
learning, use, processing and instruction. The Department offers an MA and a 
PhD in Second Language Studies as well as an Advanced Graduate Certificate. A 
BA with an ESL specialization is available through the University's 
Interdisciplinary Studies Program. Faculty members have interests in a wide 
range of domains in second language studies, including research on 
second/foreign language and bilingualism/multilingualism. For more information, 
visit our website: http://www.hawaii.edu/sls/

ASSISTANT/ASSOCIATE PROFESSOR, POSITION # 84247, tenure track, full time 
9-month, pending position clearance and availability of funding, to begin 1 
August 2011.

MINIMUM QUALIFICATIONS: a doctorate in second language studies, applied 
linguistics or a closely related field by August 2011; demonstrated relevant 
research ability in the area, commensurate with rank, as evidenced primarily by 
publications in peer-reviewed journals; evidence of teaching excellence

DESIRABLE QUALIFICATIONS: expertise in experimental methods and/or 
computational modeling; ability to win competitive research funding; teaching 
experience in a second language studies or equivalent graduate program; 
experience linking theoretical and applied concerns; interest in the 
Asia-Pacific region, including Asian and Pacific languages; second or foreign 
language teaching experience

DUTIES: teach undergraduate and graduate courses in the area of specialization 
in the Department of Second Language Studies; conduct and publish research; 
participate in departmental, college, university and community service

ANNUAL 9-MONTH SALARY RANGE: commensurate with qualifications and experience

E-MAIL INQUIRIES:	Dr. Richard Schmidt <schmidt at hawaii.edu> or
 			Dr. Bonnie D. Schwartz <bds at hawaii.edu>

TO APPLY: Send cover letter describing research and teaching interests and 
experience, a CV, a research statement, a teaching statement (including a list 
of courses taught), sample publications, and evidence of teaching excellence 
(e.g. a summary of teaching evaluations). In addition, letters of reference 
should be submitted directly by three recommenders. All application materials 
should be sent in hard copy or email attachment to:

Dr. J.D. Brown, Chair
Department of Second Language Studies
570 Moore Hall
1890 East-West Road
University of Hawaii
Honolulu, Hawaii  96822, USA
brownj at hawaii.edu

CLOSING DATE: Ongoing until position is filled.  Review of applications will 
begin on January 7, 2011.

The University of Hawai'i is an equal opportunity and affirmative action 
employer.


*************************************************************************
   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 alianaparker at GMAIL.COM  Tue Nov 30 03:31:08 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Mon, 29 Nov 2010 19:31:08 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTinz21o9e5KpaH_JF2WOc-WM+rmRhCrfnXHSZ=mn@mail.gmail.com>
Message-ID: <MON.29.NOV.2010.193108.0800.ILAT@LISTSERV.ARIZONA.EDU>

Thank you so much, Neskie. This is very helpful indeed- I wasn't previously
aware of the Facebook translate application.

Best wishes,
Aliana

On Fri, Nov 26, 2010 at 11:42 PM, Neskie Manuel <neskiem at gmail.com> wrote:

>
> Weytk Aliana,
>
> I think you should check out the Inupiaq word of the day.  I think it has
> been posted it on here before.
>
> I don't know how many people know this but you can translate the Facebook
> application itself.:
>
> http://www.facebook.com/translations/
>
> I know that the Cherokee Nation is working on localizing and translating
> Facebook into their language.  To translate facebook you need to first have
> it listed as an option on their.  We don't have it for Secwepemctsín, so I
> just wrote a browser add on that seems to work well:
>
> https://github.com/neskie/secwepemc-facebook
>
> Now I remember what phone is in Secwepemctsín
> <http://www.facebook.com/translations/>
>
> On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>wrote:
>
>> Winter greetings to all,
>>
>> First, thank you to all for your many interesting and thought-provoking
>> emails! I joined the ILAT just last winter and have really enjoyed learning
>> through your discussions. I am a linguistics graduate student in Canada and
>> I hope participate and contribute in some small way to language
>> revitalization efforts through my research.
>>
>> Currently, I am trying to learn about the role of web-based media in
>> indigenous language education, particularly regarding the use of Facebook
>> for education and revitalization. Earlier this year in January an email
>> exchange went around regarding the use of Facebook with indigenous
>> languages, and I would like to follow up on that.
>>
>> Are any of you currently using Facebook, either pages, groups, games or
>> other applications to help your language efforts, or do you know of others
>> who are? Do you use FB in a personal way in your own language as a concious
>> choice to maintain your language? Also, even if you can't answer the first
>> questions, do you have any thoughts regarding the use of FB in such a way?
>> Do you think it is an effective tool or do you think there are problems with
>> the use of it for language revitalization?
>>
>> Any thoughts or comments or links you might have would be greatly
>> appreciated.
>>
>> With many thanks and warm wishes,
>>
>> Aliana Parker
>>
>
>
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From lang.support at GMAIL.COM  Tue Nov 30 04:27:31 2010
From: lang.support at GMAIL.COM (Andrew Cunningham)
Date: Tue, 30 Nov 2010 15:27:31 +1100
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTikuPRJLkvocwsf15M+BaeBLMDdFEMPAo5+56CjW@mail.gmail.com>
Message-ID: <TUE.30.NOV.2010.152731.1100.ILAT@LISTSERV.ARIZONA.EDU>

Facebook is an interesting beast

I'm more familiar with content in Dinka and Burmese on facebook.

With Dinka, more and more Dinka users are using Dinka language on
status updates, wall postings and notes.

And a few people have got together via facebook to publish a Dinka
language magazine in Kenya and Sth Sudan.

The one issue i'd mention is that of font requirements.

Facebook uses a single font stack regardless of the language being
used, and relies on operating system level font fall-backs or on
browser level font fall-backs

So for some languages, depending on operating system, getting text to
display correctly can be complicated.

Andrew

On 30 November 2010 14:31, Aliana Parker <alianaparker at gmail.com> wrote:
> Thank you so much, Neskie. This is very helpful indeed- I wasn't previously
> aware of the Facebook translate application.
>
> Best wishes,
> Aliana
>
> On Fri, Nov 26, 2010 at 11:42 PM, Neskie Manuel <neskiem at gmail.com> wrote:
>>
>> Weytk Aliana,
>> I think you should check out the Inupiaq word of the day.  I think it has
>> been posted it on here before.
>> I don't know how many people know this but you can translate the Facebook
>> application itself.:
>> http://www.facebook.com/translations/
>> I know that the Cherokee Nation is working on localizing and translating
>> Facebook into their language.  To translate facebook you need to first have
>> it listed as an option on their.  We don't have it for Secwepemctsín, so I
>> just wrote a browser add on that seems to work well:
>> https://github.com/neskie/secwepemc-facebook
>> Now I remember what phone is in Secwepemctsín
>>
>> On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>
>> wrote:
>>>
>>> Winter greetings to all,
>>>
>>> First, thank you to all for your many interesting and thought-provoking
>>> emails! I joined the ILAT just last winter and have really enjoyed learning
>>> through your discussions. I am a linguistics graduate student in Canada and
>>> I hope participate and contribute in some small way to language
>>> revitalization efforts through my research.
>>>
>>> Currently, I am trying to learn about the role of web-based media in
>>> indigenous language education, particularly regarding the use of Facebook
>>> for education and revitalization. Earlier this year in January an email
>>> exchange went around regarding the use of Facebook with indigenous
>>> languages, and I would like to follow up on that.
>>>
>>> Are any of you currently using Facebook, either pages, groups, games or
>>> other applications to help your language efforts, or do you know of others
>>> who are? Do you use FB in a personal way in your own language as a concious
>>> choice to maintain your language? Also, even if you can't answer the first
>>> questions, do you have any thoughts regarding the use of FB in such a way?
>>> Do you think it is an effective tool or do you think there are problems with
>>> the use of it for language revitalization?
>>>
>>> Any thoughts or comments or links you might have would be greatly
>>> appreciated.
>>>
>>> With many thanks and warm wishes,
>>>
>>> Aliana Parker
>>
>
>



-- 
Andrew Cunningham
Senior Project Manager, Research and Development
Vicnet
State Library of Victoria
Australia

andrewc at vicnet.net.au
lang.support at gmail.com


From rzs at WILDBLUE.NET  Tue Nov 30 04:55:50 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 29 Nov 2010 22:55:50 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTi=JCq_1rkPTXeopU2NY2iBExL+5x0Lzk6_rPF4F@mail.gmail.com>
Message-ID: <MON.29.NOV.2010.225550.0600.ILAT@LISTSERV.ARIZONA.EDU>

tizhamëh !  everyone for the suggestions about TPR!

My 3 classes each of preschoolers and i had a TPR blast this morning,
with a good chunk of actions... which they enjoyed
after our morning prayer song... when they're calm.
It actually becomes a good foundation not only for imperatives,
but it gets them "quiet" and "listening" so that when we move
from commands into pointing out our body parts using songs and
incorporating verbs...and then counting ...it flows nicely.
I also find it helps me "stay in the language"
for much longer periods of time.
so again tizhamëh!

ske:noh
Richard


On Thu, Nov 25, 2010 at 2:47 PM, Heather Souter <hsouter at gmail.com> wrote:

> Taanshi, Paula and Richard,
>
> This sounds really good!  Especially about the part that WHEN the children
> are READY to speak they will!  It is a really natural, stress-free
> approach!  No wrong, no right, no stress!  Relaxed learning that is
> engaging---great!
>
> Eekoshi.
> Heather
>
>
> On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>
>>  Richard, just a little answer:  Start with 2nd p plural so they all do
>> it.  Native speakers of Kumeyaay like to put the word for "all" with this.
>> Later, when you are sure some can do it, switch to 2nd p singular and use
>> those students as models.  You could also use the dual with two students in
>> between the sing and the pl since it's less threatening to do something with
>> a partner; also, it's part of the language.
>> Also, when they get ready to SAY where something is, they will.
>> Paula
>>
>> ----- Original Message -----
>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>> *Sent:* Thursday, November 25, 2010 9:10 AM
>> *Subject:* Re: [ILAT] suggestions anyone?
>>
>> Paula (and ALL of you) thanks!
>>
>> I've been enjoying the youtube videos of TPR in action
>> but i assure you I WILL get the book which sounds excellent.
>>
>> *wandat* (Wyandot) hasn't had fluent elders in a 100 years
>>
>> In order for me to implement TPR which in some forms i've accidently done
>> already,
>> (Though i get most of the kids singing some "vocabulary" from day one)
>> I have to "create" the material first.    --from scratch. (((no elders to
>> ask,of course)))
>> I have to search from our "word lists" and "root/stem lists"
>> attempt a construction, send it off via email to a busy linguist
>> (who is not paid by our tribe for any work he volunteers)
>> wait for up to a week get an "ok" or "a correction" with excellent
>> persuasive reasons.
>>
>> Imperatives have their unique status and problems. Not about
>> rudeness...but...
>> *raise your hand !*   ...ok....
>> should i start with introducing   2p singular? ,   or 2p plural?  ,
>> definitely not   2p dual !
>>
>> or is it better to DROP imperatives all together and start with actions I
>> can "join in" ?
>> 1p plural inclusive:
>> *now, we all raise our hand(s)    we stand  - we sit -  we walk*
>> *
>> *
>> as you can see there's no prepackaged language course for me to simply
>> follow
>> and its why I appreciate ALL the suggestions given.
>>
>> After the first day children know when i'm asking "where?" something is
>> because I'm using gestures and pretending to look around puzzled.
>> ( to get them to respond in wandat will take longer!)
>>
>> 4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)
>>
>> K- 5th the kids realize that all the other numbers are "easy"
>> once they memorize the foundational "number song".
>> they LOVE having me put   (ex)  5432  on the board for them to verbalize..
>> but i'm rambling and using your time, have a great thanksgiving!
>>
>> much to be thankful for!
>>
>> Richard Zane Smith
>> Wyandotte Oklahoma,
>>
>>
>>
>> On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>>
>>>  Richard, I have used TPR for Kumeyaay, and it has gone over very well
>>> and people have learned a lot and liked it.  The lessons are very happy
>>> events.  It has to be adapted culturally, e.g. direct commands are
>>> considered rude in a lot of languages and the vocabulary is not always
>>> appropriate, but this is easily changed.  You have to teach and
>>> practice it with the teachers.  If you get Asher's basic book Learning
>>> another language through actions (www.tpr-world.com), you can adapt it,
>>> and the teachers can do it once they understand the concept.  We practice
>>> before each lesson.  You might want to look at TPR Storytelling too, another
>>> of Asher's books. .Since you are dealing with preschoolers, they probably
>>> don't need all of this; in my experience, they get bored with the structure
>>> and need a more natural situation.  However, it may give your teachers
>>> something to hold onto that's a language-teaching "method," and they might
>>> feel more secure.  If your teachers are into "research," there are tons of
>>> it to support not changing back and forth between languages, especially with
>>> the majority language.  I hate to keep beating this horse, but do you have
>>> any videos of language nests?  They could look at those if they can't visit
>>> one, because preschoolers are such little sponges in any language, and
>>> seeing it in action might help them get rid of the majority language in
>>> their interactions with the children.  Good luck.  Your efforts will be
>>> rewarded when you hear those little kids talking to each other in their
>>> heritage language.
>>> Paula
>>>
>>>  ----- Original Message -----
>>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>>>  *Sent:* Wednesday, November 24, 2010 4:29 PM
>>> *Subject:* Re: [ILAT] suggestions anyone?
>>>
>>>  thanks Dorothy,
>>> I have been hearing reference to TPR in some seminars I've attended
>>> but haven't seen anything indepth. I'll look into it
>>> I do use my body alot while i'm teaching and gestues,
>>> which is how we all learned our first language (without translations!)
>>>
>>>  i also use puppets animals who "talk" ,so i can model conversations
>>> between myself and puppets...which ALSO means
>>> there becomes more than one Language Speaker in the room!
>>>
>>> its nice to hear the advice
>>> and to simply be able to talk with people who know its value!
>>>
>>>  tizhameh (thanks)
>>> Richard
>>>
>>>
>>> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>>>
>>>>  Richard, what you are doing invites a special legacy for the people,
>>>> and even though it may not seem to be valued, it lights a way for language
>>>> to flourish. Many years ago (like the 1970's) Berty Seigle developed a
>>>> technique call Total Physical Response (TPR). As you are exposing very young
>>>> children to language, please consider using her approach, as it involves
>>>> movement and action in language learning. Gradually the children anticipate
>>>> the language and begin using it themselves, not in a word-by-word context,
>>>> but actually in descriptive ways. There is no "translation" necessary. And
>>>> the teachers, looking on or looking in, can become involved as well.
>>>> While some teacher inservice workshops might be helpful, without
>>>> administrative backing they might just be resented. Try the TPR approach (or
>>>> some iteration of it) instead.
>>>> In Spirit,
>>>> Dorothy Martinez-K
>>>>
>>>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>>>> rzs at WILDBLUE.NET writes:
>>>>
>>>> thanks Doug and Natasha,
>>>> good way to explain it about not "giving away the answer" in class.
>>>> the books (Natasha) sounds excellent...another project! for me to look
>>>> into.
>>>> (sounds like i need to have some meetings with these teachers)
>>>>
>>>> Its tough because ...sadly: *I'm it*. I'm our local language
>>>> revitalization effort,
>>>> which is foolish and even ridiculous. there is no language committee in
>>>> our tribe
>>>> and if anythings going to happen its because I'm insane enough to
>>>> volunteer to
>>>> attempt it on my own....and this is the 6th year of me  ..."doing it
>>>> alone"
>>>>
>>>> You all who have healthy language/culture revitalization efforts
>>>> Have something to thank the Creator for.
>>>> Just don't forget about some of us foolish ones, winging it alone,
>>>> carrying the whole weight but determined not to give up..even if it
>>>> kills us.
>>>>
>>>> 'preciate having some pros to bounce ideas upon here on ILAT!
>>>> ske;noh
>>>> Richard
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <
>>>> nwarner at u.arizona.edu> wrote:
>>>>
>>>>> I think Leanne Hinton's book that's actually a guide to the Master
>>>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>>>> explanations of why immersion without translation is the way to go.
>>>>>  Maybe
>>>>> something in that would help you with how to explain it to the
>>>>> teachers.
>>>>> It's a challenging issue--even people who really know better about
>>>>> immersion so often want to just "help" by providing translation.  Good
>>>>> luck.
>>>>>
>>>>> Natasha
>>>>>
>>>>>
>>>>> *******************************************************************************
>>>>> Natasha Warner
>>>>> Associate Professor, Department of Linguistics
>>>>> University of Arizona
>>>>> PO Box 210028
>>>>> Tucson, AZ 85721-0028
>>>>> U.S.A.
>>>>>
>>>>>
>>>>
>>>>
>>>> --
>>>> *
>>>>
>>>> "It is easier to build strong children than to repair broken men."
>>>>
>>>> - Frederick Douglass
>>>> *
>>>>
>>>>
>>>
>>>
>>> --
>>> *
>>>
>>> "It is easier to build strong children than to repair broken men."
>>>
>>> - Frederick Douglass
>>> *
>>>
>>>
>>
>>
>> --
>> *
>>
>>  "those who desire to give up freedom in order to gain security will not
>> have,nor do they deserve,either one." Benjamin Franklin
>>
>>  "its easier to build strong children than repair broken men" Frederick
>> Douglas
>>
>>
>> "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



*
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From pmeyer8 at COX.NET  Tue Nov 30 05:37:34 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Mon, 29 Nov 2010 21:37:34 -0800
Subject: suggestions anyone?
Message-ID: <MON.29.NOV.2010.213734.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, are you making videos of your sessions?  I would love to see them if you are.
Paula
p.s. Does anyone know of funding sources for language nests?  The teachers can't give up their regular jobs to do this, and pretty soon there will not be anybody who knows the language.  The time committment is great, especially for people who can't survive without working.
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Monday, November 29, 2010 8:55 PM
  Subject: Re: [ILAT] suggestions anyone?


  tizhamëh !  everyone for the suggestions about TPR!


  My 3 classes each of preschoolers and i had a TPR blast this morning, 
  with a good chunk of actions... which they enjoyed 
  after our morning prayer song... when they're calm.
  It actually becomes a good foundation not only for imperatives,
  but it gets them "quiet" and "listening" so that when we move 
  from commands into pointing out our body parts using songs and 
  incorporating verbs...and then counting ...it flows nicely.
  I also find it helps me "stay in the language"
  for much longer periods of time.
  so again tizhamëh!


  ske:noh
  Richard




  On Thu, Nov 25, 2010 at 2:47 PM, Heather Souter <hsouter at gmail.com> wrote:

    Taanshi, Paula and Richard,

    This sounds really good!  Especially about the part that WHEN the children are READY to speak they will!  It is a really natural, stress-free approach!  No wrong, no right, no stress!  Relaxed learning that is engaging---great!

    Eekoshi.
    Heather



    On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

      Richard, just a little answer:  Start with 2nd p plural so they all do it.  Native speakers of Kumeyaay like to put the word for "all" with this.  Later, when you are sure some can do it, switch to 2nd p singular and use those students as models.  You could also use the dual with two students in between the sing and the pl since it's less threatening to do something with a partner; also, it's part of the language.  
      Also, when they get ready to SAY where something is, they will.
      Paula
        ----- Original Message ----- 
        From: Richard Zane Smith 
        To: ILAT at LISTSERV.ARIZONA.EDU 
        Sent: Thursday, November 25, 2010 9:10 AM
        Subject: Re: [ILAT] suggestions anyone?


        Paula (and ALL of you) thanks!


        I've been enjoying the youtube videos of TPR in action
        but i assure you I WILL get the book which sounds excellent.



        wandat (Wyandot) hasn't had fluent elders in a 100 years


        In order for me to implement TPR which in some forms i've accidently done already,
        (Though i get most of the kids singing some "vocabulary" from day one)
        I have to "create" the material first.    --from scratch. (((no elders to ask,of course)))
        I have to search from our "word lists" and "root/stem lists"
        attempt a construction, send it off via email to a busy linguist
        (who is not paid by our tribe for any work he volunteers) 
        wait for up to a week get an "ok" or "a correction" with excellent persuasive reasons.


        Imperatives have their unique status and problems. Not about rudeness...but...
        raise your hand !   ...ok....
        should i start with introducing   2p singular? ,   or 2p plural?  , definitely not   2p dual !


        or is it better to DROP imperatives all together and start with actions I can "join in" ?   
        1p plural inclusive:   
        now, we all raise our hand(s)    we stand  - we sit -  we walk


        as you can see there's no prepackaged language course for me to simply follow
        and its why I appreciate ALL the suggestions given.


        After the first day children know when i'm asking "where?" something is 
        because I'm using gestures and pretending to look around puzzled.
        ( to get them to respond in wandat will take longer!)



        4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)


        K- 5th the kids realize that all the other numbers are "easy"
        once they memorize the foundational "number song".
        they LOVE having me put   (ex)  5432  on the board for them to verbalize..
        but i'm rambling and using your time, have a great thanksgiving!


        much to be thankful for!


        Richard Zane Smith 
        Wyandotte Oklahoma,






        On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

          Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
          Paula
            ----- Original Message ----- 
            From: Richard Zane Smith 
            To: ILAT at LISTSERV.ARIZONA.EDU 
            Sent: Wednesday, November 24, 2010 4:29 PM
            Subject: Re: [ILAT] suggestions anyone?


            thanks Dorothy, 
            I have been hearing reference to TPR in some seminars I've attended
            but haven't seen anything indepth. I'll look into it
            I do use my body alot while i'm teaching and gestues,
            which is how we all learned our first language (without translations!)


             i also use puppets animals who "talk" ,so i can model conversations
            between myself and puppets...which ALSO means 
            there becomes more than one Language Speaker in the room!



            its nice to hear the advice
            and to simply be able to talk with people who know its value!


             tizhameh (thanks)
            Richard




            On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

              Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
              While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
              In Spirit,
              Dorothy Martinez-K

              In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
                thanks Doug and Natasha,
                good way to explain it about not "giving away the answer" in class.

                the books (Natasha) sounds excellent...another project! for me to look into.
                (sounds like i need to have some meetings with these teachers)


                Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
                which is foolish and even ridiculous. there is no language committee in our tribe
                and if anythings going to happen its because I'm insane enough to volunteer to
                attempt it on my own....and this is the 6th year of me  ..."doing it alone"


                You all who have healthy language/culture revitalization efforts
                Have something to thank the Creator for.
                Just don't forget about some of us foolish ones, winging it alone,
                carrying the whole weight but determined not to give up..even if it kills us.


                'preciate having some pros to bounce ideas upon here on ILAT!
                ske;noh
                Richard










                On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

                  I think Leanne Hinton's book that's actually a guide to the Master
                  Apprentice program, _How to Keep your Language Alive_, has some good
                  explanations of why immersion without translation is the way to go.  Maybe
                  something in that would help you with how to explain it to the teachers.
                  It's a challenging issue--even people who really know better about
                  immersion so often want to just "help" by providing translation.  Good
                  luck.

                  Natasha

                  *******************************************************************************
                  Natasha Warner
                  Associate Professor, Department of Linguistics
                  University of Arizona
                  PO Box 210028
                  Tucson, AZ 85721-0028
                  U.S.A.





                -- 

                "It is easier to build strong children than to repair broken men."

                - Frederick Douglass






            -- 

            "It is easier to build strong children than to repair broken men."

            - Frederick Douglass






        -- 


        "those who desire to give up freedom in order to gain security will not have,nor do they deserve,either one." Benjamin Franklin



        "its easier to build strong children than repair broken men" Frederick Douglas








        "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














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From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:47:04 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:47:04 -0700
Subject: ASU center bringing new life to Native languages (fwd link)
Message-ID: <TUE.30.NOV.2010.134704.0700.ILAT@LISTSERV.ARIZONA.EDU>

ASU center bringing new life to Native languages

By Mary Shinn November 29, 2010 at 10:44 pm
USA

Languages once as diverse as the people who spoke them are falling
silent around the world.

In our own state, indigenous languages like that of the Mojave tribe
are considered endangered, and linguists at ASU are working to save
them.

The Center for Indian Education at ASU, created 51 years ago as a
research, teaching and outreach effort, works with the Navajo Nation,
Gila River Indian Community and others in the state.

There are about 175 to 200 Native American languages still spoken in
the United States said Teresa McCarty, the co-director for the Center
for Indian Education at ASU.

Access full article below:
http://www.statepress.com/2010/11/29/asu-center-bringing-new-life-to-native-languages/


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:49:07 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:49:07 -0700
Subject: Speak up, native language champions urged (fwd link)
Message-ID: <TUE.30.NOV.2010.134907.0700.ILAT@LISTSERV.ARIZONA.EDU>

Speak up, native language champions urged

TUE, 30 NOVE 2010 10:48
By Luke Rintod

KOTA KINABALU: The eight sub-ethnic languages - Bajau, Murut, Rungus,
Bisaya, Iranun, Suluk, Sungai, and Ubian - spoken in Sabah may all be
facing a slow quiet demise.

The Human Rights Commission of Malaysia or Suhakam said 'champions' of
these native groups in Sabah should speak up to upgrade their
languages to become an optional subject in schools and colleges.

Suhakam Commissioner Jannie Lasimbang said this at Suhakam's one-day
'Workshop on Education for Natives' at a hotel here yesterday.

Access full article below:
http://www.freemalaysiatoday.com/fmt-english/politics/sabah-and-sarawak/13511-speak-up-native-language-champions-urged


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:50:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:50:15 -0700
Subject: Lakota language program fills void (fwd link)
Message-ID: <TUE.30.NOV.2010.135015.0700.ILAT@LISTSERV.ARIZONA.EDU>

Lakota language program fills void

Program at USD, North Dakota school raises the bar

NOVEMBER 29, 2010
USA

Once, the Lakota language was suppressed in South Dakota schools.

Now, many schools on or near reservations give children a taste of the
language, with words for colors, numbers and family members.

But there's been a lack of formal structure taught in schools because
instructors, although perhaps fluent in Lakota themselves, had no
training in sentence structure or conjugation.

That's all going to change with the development of a bachelor's degree
program at the University of South Dakota and Sitting Bull College in
Fort Yates, N.D., designed to train educators to teach Lakota as a
second language.

Access full article below:
http://www.argusleader.com/article/20101129/VOICES01/11290308/1052/OPINION01


From brow0857 at UMN.EDU  Tue Nov 30 22:56:16 2010
From: brow0857 at UMN.EDU (Beth Brown)
Date: Tue, 30 Nov 2010 16:56:16 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTik9-R-LczOorVRKYA7JB5dgPW3At5ZcuPPtacXX@mail.gmail.com>
Message-ID: <TUE.30.NOV.2010.165616.0600.ILAT@LISTSERV.ARIZONA.EDU>

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
>
> *
>
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From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:15:28 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:15:28 -0700
Subject: Books adapted to native languages (fwd link)
Message-ID: <TUE.2.NOV.2010.111528.0700.ILAT@LISTSERV.ARIZONA.EDU>

Books adapted to native languages

News
By MICHAEL PEELING
Canada

CORNWALL -- The Akwesahsne Mohawk Board of Education has taken its
reinterpre-tation of Robert Munsch books another step towards its goal
of teaching students their native language and culture.

Munsch, a well-known and respected chil-drens' author, not only gave
his blessing to translate his books into Mohawk, he encour-aged the
Akwesahsne Mohawk Board of Education (AMBE) to have new drawings
created that better reflected First Nations culture.

Access full article below:
http://www.standard-freeholder.com/ArticleDisplay.aspx?e=2826504


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:16:58 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:16:58 -0700
Subject: One of Minnesota=?UTF-8?Q?=E2=80=99sfirst_?= languages makes a
 comebac k (fwd link)
Message-ID: <TUE.2.NOV.2010.111658.0700.ILAT@LISTSERV.ARIZONA.EDU>

One of Minnesota?s first languages makes a comeback

BY LISA STEINMANN, TC DAILY PLANET
October 31, 2010
USA

It was a wild and windy evening, but a crowd of about 60 people turned
out for a preview of a documentary about the rescue and revitalization
of the Ojibwe language at the Anishinaabe School in Minneapolis on
October 26. Many of those in attendance were members of the Ojibwe
community who are active in local language education programs. The
film is a production of Twin Cities Public Television and will have
its debut on November 1 at 8 p.m. on TPT 2.

Access full article below:
http://www.tcdailyplanet.net/news/2010/10/30/one-minnesota?s-first-languages-makes-comeback


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  2 18:23:33 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 2 Nov 2010 11:23:33 -0700
Subject: Mid north coast indigenous language wins U-N recognition (fwd
 link)
Message-ID: <TUE.2.NOV.2010.112333.0700.ILAT@LISTSERV.ARIZONA.EDU>

Mid north coast indigenous language wins U-N recognition

Updated November 1, 2010 12:05:00
Aden Ridgeway (FaHCSIA)

The U-N's Media Peace Award 2010 has been given to former Senator Aden
Ridgeway for an article on reconciliation.

The editorial in the Gumbaynggirr language was the first of its kind
to run on the Sydney Morning Herald's (SMH) front page in its 178 year
history.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/01/3053591.htm?site=midnorthcoast&section=news


From djh514 at YORK.AC.UK  Wed Nov  3 18:16:55 2010
From: djh514 at YORK.AC.UK (Damien Hall)
Date: Wed, 3 Nov 2010 18:16:55 +0000
Subject: Cambridge Conference on Endangered Languages (reminder)
Message-ID: <WED.3.NOV.2010.181655.0000.>

Forwarded on behalf of Mari Jones.  Apologies for cross-postings!

Damien Hall

From: "Dr. M.C. Jones" <mcj11 at cam.ac.uk>
Subject: Cambridge Conference on Endangered Languages

Dear All,

This is a reminder that the call for papers for the First Cambridge  
Conference on Language Endangerment will close on November 26th. We  
are also attaching a poster - please feel free to distribute it to  
your colleagues, students, or further afield.

Best wishes,
Mari Jones and Sarah Ogilvie


***


Language Endangerment: Documentation, Pedagogy, and Revitalization

Friday, 25 March 2011
Location: University of Cambridge
http://www.crassh.cam.ac.uk/events/1332/

Call for Papers Deadline: abstracts due 26 November, 2010.
On-line Registration opens 1 January 2011.

Conveners

Dr Mari Jones (Department of French/Peterhouse, University of Cambridge)
Dr Sarah Ogilvie (Department of Linguistics/Lucy Cavendish College,  
University of Cambridge)



Summary

The First Cambridge International Conference on Language Endangerment  
will focus on language documentation, pedagogy, and revitalization.


The following speakers have agreed to give plenary sessions at the  
conference:

Professor Peter Austin (SOAS, University of London, UK)

Language Revitalization and Pedagogy: a case from eastern Australia

Professor David K. Harrison (Living Tongues Institute for Endangered  
Languages, Oregon, USA) Language Extinction: Local and Global  
Perspectives

Professor Dr Nikolaus Himmelmann (University of M?nster, Germany) On  
Language Documentation



Call for Papers

This conference will bring together academics, students, and members  
of indigenous communities from around the world to discuss current  
theories, methodologies, and practices of language documentation,  
pedagogy, revitalization.

Most of the world's languages have diminishing numbers of speakers  
and are on the brink of falling silent. Currently around the globe,  
scholars are collaborating with members of indigenous communities to  
document and describe these endangered languages and cultures.  
Mindful that their work will be used by future speech communities to  
learn, teach, and revitalize their languages, scholars face new  
challenges in the way they gather materials and in the way they  
present their findings. This conference will discuss current efforts  
to record, collect, and archive endangered languages in writing,  
sound, and video that will support future language learners and  
speakers.

Documentation is of critical and immediate importance, and is often  
considered one of the main tasks of the field linguist. Future  
revitalization efforts may succeed or fail on the basis of the  
quality and range of material gathered, and yet the process may be  
rapid and dependent on conscious decisions by linguists and language  
workers who may be analyzing the form of a language for the first  
time, and codifying it in dictionaries and grammars. Written  
documentation of course not only aids the process of standardization  
but also serves important needs and functions within a community in  
support of language maintenance such as providing the basis for  
pedagogical materials in schools and helping to create a community's  
sense of identity.  However, indigenous communities and scholars of  
endangered languages are beginning to realise that the rapid and  
often artificial nature of this process can have negative effects -  
politically, linguistically, and culturally - which feed into issues  
relating to education and, ultimately, language revitalization.

In addition to the opportunity of sharing experiences with a network  
of linguists, it is hoped that participants will leave the conference  
with a new understanding of the topic, innovative ideas for  
documentation and pedagogy within their own linguistic contexts, and  
a renewed vigour to implement what they have learnt in their own  
language situations.



Submission Guidelines

We welcome abstracts (200 words maximum) for papers (20 minute paper  
+ 10 minute discussion) that include, among other topics, discussion  
of interdisciplinary approaches and innovative techniques for  
collecting raw material, presenting metadata, and archiving language  
materials; teaching endangered languages to both children and adults;  
and revitalizing language use in homes, schools, and communities.

Abstracts are due by 26 November 2010, and should be sent to:
Dr Mari Jones (mcj11 at cam.ac.uk) and Dr Sarah Ogilvie (svo21 at cam.ac.uk).


Sponsor

The conveners are grateful for the support of  The Centre for  
Research in the Arts, Social Sciences and Humanities (CRASSH) at the  
University of Cambridge.


From cashcash at EMAIL.ARIZONA.EDU  Wed Nov  3 19:08:18 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 3 Nov 2010 12:08:18 -0700
Subject: Indian sound recordings bring history to life (fwd link)
Message-ID: <WED.3.NOV.2010.120818.0700.ILAT@LISTSERV.ARIZONA.EDU>

3 November 2010

Indian sound recordings bring history to life

By Mark Dummett
BBC News, Delhi

A collection of Indian sound recordings from the early 20th Century,
which has never been made public before, has been put online and is
available to download free.

The recordings were made by British colonial officers as part of a
massive effort to study hundreds of different languages and dialects
spoken in Britain's Indian Empire, which in those days stretched from
the frontier with Afghanistan all the way into Burma.

Access full article below:
http://www.bbc.co.uk/news/world-south-asia-11677932


From cashcash at EMAIL.ARIZONA.EDU  Wed Nov  3 19:10:26 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 3 Nov 2010 12:10:26 -0700
Subject: New plans for language overhaul (fwd link)
Message-ID: <WED.3.NOV.2010.121026.0700.ILAT@LISTSERV.ARIZONA.EDU>

New plans for language overhaul

Aaron Beswick
Northern News Services
Published Monday, November 1, 2010

SOMBA K'E/YELLOWKNIFE - The Northwest Territories' aboriginal
languages are on course for extinction unless something changes.

The territorial government unveiled its plan on Wednesday for a course
change, listing 73 recommendations to "revitalize" the territory's
nine aboriginal languages.

"I've committed that all of them will be followed through on," said
Minister Responsible for Official Languages Jackson Lafferty. "The
potential for loss of a number of our languages is very high and is
likely to occur unless we work together to strengthen aboriginal
language use."

Speakers of nwt languages of 2009

English - 42,724
French - 3,915
Inuktitut - 240
Invialuktun - 499
Inuinnaqtun - 196
Tlicho - 2,617
Cree - 222
Chipewyan - 663
North Slavey - 1,167
South Slavey - 1,458
Gwich'in - 228

Access full article below:
http://nnsl.com/northern-news-services/stories/papers/nov1_10np.html


From gforger at EMAIL.ARIZONA.EDU  Fri Nov  5 16:37:43 2010
From: gforger at EMAIL.ARIZONA.EDU (Garry Forger)
Date: Fri, 5 Nov 2010 09:37:43 -0700
Subject: Conference call
Message-ID: <FRI.5.NOV.2010.093743.0700.ILAT@LISTSERV.ARIZONA.EDU>

This may be of interest to some here.  


Conference for next summer, ED-MEDIA Call for Participation,  Submissions
Deadline: December 17, 2010, June 27 - July 1, 2011 - Lisbon, Portugal


http://aace.org/conf/edmedia/call.htm

 

Specifically there is this topic that they are looking for submission on:

 

Indigenous Peoples & Technology

*	This topic provides information on the issues and applications
related to indigenous peoples and technology. Submissions are invited on the
following non-exclusive list of topics
*	The Internet's effects on linguistic diversity
*	Promoting indigenous language development via discussion & chat
*	Multimedia support of language & culture
*	Exploring language with digital resources
*	Cultural attitudes and technology acceptance
*	Modifying computers to meet minority language requirements
*	Oral tradition meets voice dictation
*	Voice over IP, net meetings and collaborative thinking
*	Asynchronous, reflective discourse
*	On-line dictionaries and language development 

 

 

 

 

-- 

Garry

 

___________________________________________

Garry J. Forger, MLS, MWS

(Santa Cruz Watershed)

Marketing, Promotion & Grants Management 

http://oia.arizona.edu

The Office of Instruction and Assessment

in the Manuel Pacheco Integrated Learning Center

1500 E. University Blvd., Bldg. 70

University of Arizona

Tucson, AZ 85721

The University of Arizona

gforger at email.arizona.edu

520-626-3918

Fax 520-626-8220

 

The opinions or statements expressed herein are my own and should not be
taken as a position, opinion, or endorsement of the University of Arizona.
Please consider the environment before printing this email. 

 

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From andrekar at NCIDC.ORG  Fri Nov  5 17:43:50 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 10:43:50 -0700
Subject: Community Language Survey
Message-ID: <FRI.5.NOV.2010.104350.0700.ILAT@LISTSERV.ARIZONA.EDU>

Has anyone done a community language survey.  If you have I would like  
to borrow it so our language program can survey our Tribal members as  
part of our long term strategic planning process.


mat?evanihich /Later
Andr? Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org) 707.445.8451

To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/




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From Jon.Reyhner at NAU.EDU  Fri Nov  5 17:54:42 2010
From: Jon.Reyhner at NAU.EDU (Jon Allan Reyhner)
Date: Fri, 5 Nov 2010 17:54:42 +0000
Subject: FW: [lg policy] FOR POSTING IN "LANGUAGE POLICY NEWSLATTER"
In-Reply-To: <9c6e6.643439cd.3a0437d4@aol.com>
Message-ID: <FRI.5.NOV.2010.175442.0000.ILAT@LISTSERV.ARIZONA.EDU>

ILAT Subscribers:

FYI a request from Joshua Fishman.

Jon Reyhner
Professor of Bilingual Multicultural Education
Northern Arizona University
Flagstaff, Arizona
http://jan.ucc.nau.edu/~jar/
________________________________________
From: lgpolicy-list-bounces at groups.sas.upenn.edu [lgpolicy-list-bounces at groups.sas.upenn.edu] on behalf of JoshuaAFishman at aol.com [JoshuaAFishman at aol.com]
Sent: Thursday, November 04, 2010 9:22 AM
To: lgpolicy-list at groups.sas.upenn.edu
Subject: [lg policy] FOR POSTING IN "LANGUAGE POLICY NEWSLATTER"

Dear friend:
I am seeking your help and suggestions re preparing a brochure with the above name to underscore the fact that many of the small languages whose imminent deaths we decry are still very much alive and used in innovative and creative ways. Can you write (or suggest someone who could write) an account of the creation and use of a song, story, poem, film, videotape, dramatic presentation, puppet-show, class-lesson, study-group, school, journal, newsletter or any other effort for the purposes of fostering a small and weak language? I would like to put together a small collection of these for the edification of the general public who is of the opinion that "there is no use crying over spilled milk" and to indicate that there is still much that can be done by anyone who cares.

SINCERELY,
JOSHUA A. FISHMNA


POINTS TO COVER IN YOUR SUBMISSION OF ANY  ACCOUNT OF YOUR EFFORT(S) TO FOSTER AN ?ENDANGRED BUT CREATIVE? LANGUAGE
(FOR PEER REVIEW AND ULTIMATE SELECTION OR FURTHER COMMUNICATION)

1. A SHORT PARAGRAPH OR TWO ABOUT YOURSELF, HOW YOU EARN YOU LIVING AND ABOUT THE LANGUAGE THAT YOU ARE TRYING TO FOSTER

2. HAS THE EFFORT YOU ARE TRYING TO  FOSTER BEEN PRESENTED TO THE INTENDED PUBLIC (WHERE, WHEN, HOW MANY TIMES)?

3. HOW MANY INDIVIDIUALS (APPROXIMATELY) HAVE BEEN REACHED BY THIS EFFORT? IS IT STILL ONGOING?

4. DO YOU HAVE ANY FURTHER EFFORTS SCHEDULED OR IN MIND? DESCRIBE THEM WHEN DO YOU HOPE THAT THEY WILL BE READY FOR PRSENTATION/PUBLICATION?

5. HOW DO YOU SECURE ANY BUDGETARY ASSISTANCE YOU REQUIRE IN CONNECTION WITH THE EFFORTS YOU HAVE BEEN UNDERTAKING?

6. WHAT EVIDENCE DO YOU HAVE (OR SEEK) TO CONFIRM THE EFECTIVENESS OF YOUR EFFORTS?

7. WHAT ORGANIZATIONAL, DITRIBUTIONAL. TECHNICAL SUPPOR HAVE YOU GOTTEN OR SEEK/SOUGHT IN ORDER TO FOSTER YOUR MINORITY ENDANGERED LANGUAGE EFFORTS?

8. WHAT TYPES OF RECOGNITION HAVE YOU RECEIVED PUBLICIZING YOUR EFFORTS? DO YOU NEED FURTHER RECOGNITION OR ASSISTSNCE?

9. DO YOU SPEAK THE LANGIAGE THAT YOU ARE FOSTERING: IN YOU OWN HOME, WITH YOUR OWN FAMILY, FRIENDS AND NEIGHBORS?

10. GIVE ANY BACKGROUND OR EXPLANATION OF WORDS, CONCEPTS OR INTRODUCTION TO HISTORICAL EVENTS OR CIRCUMSTANCES NECESSARY FOR A BETTER UNDERSTANDING OF THE EFFORT YOU ARE RECOUNTING OF PRESENTING.

ATTACH A GLOSSY PHOTO OF YOURSELF, PRESENTATION: (TEXT, VIDEO-, FILM, AUDIO-TAPE).

.

BE SURE TO INCLUDE YOUR RETURN E-MAIL <ADDRESS>, YOUR POST-OFFICE ADDRESS AND TELEPHONE NUMBER. WHAT TIME ZONE YOU ARE IN?
BEST WISHES AND MANY THANKS FOR YOUR COOPERATION. JOSHUA A. FISHMAN


Unless otherwise indicated in the above message, my co-ordinates are always:
3616 Henry Hudson Parkway #7B N
Bronx, NY 10463
tel:718-796-8484; fax: 718-796-8155




Unless otherwise indicated in the above message, my co-ordinates are always:
3616 Henry Hudson Parkway #7B N
Bronx, NY 10463
tel:718-796-8484; fax: 718-796-8155
www.joshuaafishman.com/index.html (or just: www.joshuaafishman.com)
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From donaghy at HAWAII.EDU  Fri Nov  5 19:00:12 2010
From: donaghy at HAWAII.EDU (Keola Donaghy)
Date: Fri, 5 Nov 2010 09:00:12 -1000
Subject: Microsoft and M=?utf-8?Q?=C4=81ori?=
Message-ID: <FRI.5.NOV.2010.090012.1000.ILAT@LISTSERV.ARIZONA.EDU>

Aloha k?kou, this video was shown to us at the ILI symposium in New Mexico last month and now on Microsoft's website. Tip o' the hat to Te Taka Keegan.

Select the video from the column on the right.

microsoft.com/llp/

Keola



========================================================================
Keola Donaghy                                           
Assistant Professor of Hawaiian Studies 
Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/

"T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
A country without its language is a country without its soul.
========================================================================



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From andrekar at NCIDC.ORG  Fri Nov  5 19:10:01 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 12:10:01 -0700
Subject: Seeking language planning facilitator
Message-ID: <FRI.5.NOV.2010.121001.0700.ILAT@LISTSERV.ARIZONA.EDU>



Begin forwarded message:

From: Ruth Rouvier <rrouvier at karuk.us>
Date: November 5, 2010 12:01:44 PM PDT
To: Karuk Announcements <karukannouncements at yahoogroups.com>
Subject: [karukannouncements] Seeking language planning facilitator


Ayukii!



The Language Program and the Karuk Language Restoration Committee are  
seeking an experienced facilitator to help us develop a comprehensive  
strategic plan to revive the Karuk language.  For details, see the  
attached RFP, or go to http://www.karuk.us/karuk2/jobs/request-for-proposals 
.



Please forward to anyone who might be interested in submitting a  
proposal.  The proposal deadline is December 3.



Ruth Rouvier

Language Program Coordinator

Karuk Tribe

PO Box 1016

Happy Camp, CA 96039

phone (800)505-2785 x. 2205

cell (530)643-0486

fax (530)493-1658




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mat?evanihich /Later
Andr? Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org) 707.445.8451

To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/




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From andrekar at NCIDC.ORG  Fri Nov  5 20:54:47 2010
From: andrekar at NCIDC.ORG (Andre Cramblit)
Date: Fri, 5 Nov 2010 13:54:47 -0700
Subject: Arctic Circle Community (language)
Message-ID: <FRI.5.NOV.2010.135447.0700.ILAT@LISTSERV.ARIZONA.EDU>

Scientist lives with endangered tribe to save disappearing language
11/05/10 09:26 AM, EDT
As inhospitable environments go, it doesn't get much trickier than  
living near the Arctic Circle where the temperature can plummet to  
minus 40 degrees Celsius in the permanent winter darkness and the diet  
consists of walrus and whale blubber.
FULL STORY
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From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:42:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:42:15 -0700
Subject: Australian of the Year finalists for NT named (fwd link)
Message-ID: <FRI.5.NOV.2010.144215.0700.ILAT@LISTSERV.ARIZONA.EDU>

Australian of the Year finalists for NT named

By James Glenday
Posted Thu Nov 4, 2010 6:21pm AEDT

An Indigenous language expert, a footballer and a youth worker have
made the Northern Territory finals of the Australian of the Year
Awards.

Linguist Professor Michael Christie made the finals for his research
work in remote communities and the development of Indigenous language
programs at Charles Darwin University.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/04/3057530.htm


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:44:46 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:44:46 -0700
Subject: Inuit studies: not just for Qallunaat (fwd link)
Message-ID: <FRI.5.NOV.2010.144446.0700.ILAT@LISTSERV.ARIZONA.EDU>

NEWS: Around the Arctic November 04, 2010 - 2:55 pm

Inuit studies: not just for Qallunaat
The 17th Inuit studies conference attracts many Inuit researchers

Since Laval university anthropologist and linguist Louis-Jacques
Dorais organized the first Inuit studies conference 34 years ago, he?s
seen many changes in the gathering, which started as a small meeting
of like-minded, non-Inuit Arctic researchers in Quebec City.

Access full article below:
http://www.nunatsiaqonline.ca/stories/article/447589_inuit_studies_not_just_for_qallunaat/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:46:21 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:46:21 -0700
Subject: Scientist lives with endangered tribe to save disappearing
 language (fwd link)
Message-ID: <FRI.5.NOV.2010.144621.0700.ILAT@LISTSERV.ARIZONA.EDU>

Scientist lives with endangered tribe to save disappearing language

By Thair Shaikh, CNN
November 5, 2010 12:24 p.m. EDT

Stephen Pax Leonard is living with the Inughuit in Greenland

London, England (CNN) -- As inhospitable environments go, it doesn't
get much trickier than living near the Arctic Circle where the
temperature can plummet to minus 40 degrees Celsius in the permanent
winter darkness and the diet consists of walrus and whale blubber.

But this is where a British adventurer has been living for the last
three months with an endangered tribe so that he can record their
rapidly disappearing culture and language.

Access full article below:
http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 21:47:40 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 14:47:40 -0700
Subject: Saving a language from extinction (fwd link)
Message-ID: <FRI.5.NOV.2010.144740.0700.ILAT@LISTSERV.ARIZONA.EDU>

Nov 3, 2010 3:14pm

Saving a language from extinction

First Nation working with school board to keep Squamish language alive

By Gagandeep Ghuman

For understatement, you could perhaps call Charlene Williams a teacher.

But at the Squamish Nation Totem Hall, they know this 30-year-old
aboriginal language and cultural instructor is much more than that.

Charlene Williams is hope.

Williams is one of the few young people in the Squamish Nation who can
speak the Squamish language (S?wx?w?7mesh snichim), a language that is
on the verge of extinction.

Access full article below:
http://www.piquenewsmagazine.com/pique/index.php?cat=C_News&content=Squamish+language+1744


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov  5 22:19:55 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 5 Nov 2010 15:19:55 -0700
Subject: Arctic Circle Community (language)
In-Reply-To: <369CEF14-473E-4099-AB27-62A9DCA2A6D5@ncidc.org>
Message-ID: <FRI.5.NOV.2010.151955.0700.ILAT@LISTSERV.ARIZONA.EDU>

Apologies for the double news post!  Phil



On Fri, Nov 5, 2010 at 1:54 PM, Andre Cramblit <andrekar at ncidc.org> wrote:

> *Scientist lives with endangered tribe to save disappearing language*<http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/index.html>
> 11/05/10 09:26 AM, EDT
> As inhospitable environments go, it doesn't get much trickier than living
> near the Arctic Circle where the temperature can plummet to minus 40 degrees
> Celsius in the permanent winter darkness and the diet consists of walrus and
> whale blubber.
> *FULL STORY<http://www.cnn.com/2010/WORLD/europe/11/04/inuit.eskimos.greenland.language/index.html>
> *
>
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From mslinn at OU.EDU  Fri Nov  5 22:31:52 2010
From: mslinn at OU.EDU (Linn, Mary S.)
Date: Fri, 5 Nov 2010 22:31:52 +0000
Subject: Community Language Survey
In-Reply-To: <2BA0F71C-A598-45A2-A1B9-B4715D4A3C32@ncidc.org>
Message-ID: <FRI.5.NOV.2010.223152.0000.ILAT@LISTSERV.ARIZONA.EDU>

Andre,

Keren Rice and I taught a class at In-Field 2010 on community language surveys. The In-Field website has posted our syllabus, course notes, a bibliography on surveys, and quite a few surveys and survey reports from all over that we put together for this class. We were hoping that it would serve as a resource for others who may be starting to do a survey.

Go to the In-Field workshop page:   http://logos.uoregon.edu/infield2010/workshops/index.php
and then scroll down the page to 16. Survey Methods. Click on that and you will get to all the material.

I recommend that everyone look around at the wonderful and helpful materials posted for all the workshops. It is a great resource.

Hope this helps, and feel free to ask any questions you may have along the way.

Mary Linn


Sent from my iPhone

On Nov 5, 2010, at 12:44 PM, "Andre Cramblit" <andrekar at NCIDC.ORG<mailto:andrekar at NCIDC.ORG>> wrote:


Has anyone done a community language survey.  If you have I would like to borrow it so our language program can survey our Tribal members as part of our long term strategic planning process.

<pastedGraphic.tiff>
mat?evanihich /Later
Andr? Cramblit, Operations Director
Northern California Indian Development Council (NCIDC)
(http://www.ncidc.org<http://www.ncidc.org/>) 707.445.8451

To subscribe to a blog of interest to Natives send go to: <http://andrekaruk.posterous.com/> http://andrekaruk.posterous.com/




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From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:25:49 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:25:49 -0700
Subject: Saving a language (fwd link)
Message-ID: <TUE.9.NOV.2010.102549.0700.ILAT@LISTSERV.ARIZONA.EDU>

Saving a language

NOVEMBER 8, 2010
CAROLYN GRANT

As reported in Friday's Bulletin, Chelsea Nicholas, an employee of the
Paq'mi Nuq'yuk Aboriginal Early Years program, is teaching the Ktunaxa
language to young children.

The work is vitally important, Nicholas says, because the Ktunaxa
language is spoken only in this particular part of the world. It's an
isolate, and as such could be in danger of becoming extinct.

Access full article below:
http://www.dailybulletin.ca/article/20101108/KIMBERLEY0101/311089980/0/KIMBERLEY02/saving-a-language


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:29:59 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:29:59 -0700
Subject: Neal Charlie dies at 91: Minto elder, former chief kept language,
 culture alive (fwd link)
Message-ID: <TUE.9.NOV.2010.102959.0700.ILAT@LISTSERV.ARIZONA.EDU>

Neal Charlie dies at 91: Minto elder, former chief kept language, culture alive

by Christopher Eshleman/ceshleman at newsminer.com

FAIRBANKS ? Neal Charlie Sr., a Native leader and Minto elder who
worked to document the village?s traditional language, died Saturday
of complications from pneumonia. He was 91.

Charlie was considered a go-to authority for insight into Alaska
Athabascan customs and the Lower Tanana language, family and friends
said Monday. His input was sought on a range of projects, from
cross-cultural education to language instruction, they said.

?He was a very well-regarded, very-well respected elder,? said Jerry
Isaac, president of Tanana Chiefs Conference. He said Charlie?s strong
individual values and spiritual leadership helped encourage regional
cooperation across Interior communities.

?He knew more than all of us elders,? his widow, Geraldine Charlie,
said. ?He had that much knowledge and wisdom.?


Read more: Fairbanks Daily News-Miner - Neal Charlie dies at 91 Minto
elder former chief kept language culture alive
http://newsminer.com/bookmark/10212065-Neal-Charlie-dies-at-91-Minto-elder-former-chief-kept-language-culture-alive


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 17:34:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 10:34:15 -0700
Subject: Tomson Highway releases plays in Cree (fwd link)
Message-ID: <TUE.9.NOV.2010.103415.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tomson Highway releases plays in Cree

Monday, November 8, 2010 | 9:32 PM ET
CBC News
Canada

Award-winning Canadian playwright Tomson Highway is releasing two of
his most famous works in his first language ? Cree.

The Cree versions of the plays The Rez Sisters and Dry Lips Oughta
Move to Kapuskasing were officially released at a launch party at the
University of Ottawa Monday night. Highway, 58, said a publisher,
Fitzhenry and Whiteside, approached him earlier this year and
expressed its interest in releasing the plays ? both of which have
been performed in English since the 1980s ? in Cree.

Read more: http://www.cbc.ca/arts/theatre/story/2010/11/08/tomson-highway-cree389.html#ixzz14o8OdPsP


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov  9 19:44:43 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 9 Nov 2010 12:44:43 -0700
Subject: Language Learning Apps
Message-ID: <TUE.9.NOV.2010.124443.0700.ILAT@LISTSERV.ARIZONA.EDU>

Fyi,

If you have experience from a users perspective on some aspect of
"learning" or "creating" (apps) for an iPod Touch or iPhone, please
feel free to drop us a note and share your insights!  ;-)

Brief Review of Language Learning Apps for iPod Touch and iPhone
https://blogs.princeton.edu/hrc/2010/06/brief_review_of_language_learning_apps_for_ipod_touch_and_iphone.html

later,

Phil


From saxon at UVIC.CA  Tue Nov  9 23:37:57 2010
From: saxon at UVIC.CA (Leslie Saxon)
Date: Tue, 9 Nov 2010 15:37:57 -0800
Subject: FW:  University Affairs (Canada): The fight to revitalize
 Canada's Indigenous languages
In-Reply-To: <C8FF0E06.B239%lornawil@uvic.ca>
Message-ID: <TUE.9.NOV.2010.153757.0800.ILAT@LISTSERV.ARIZONA.EDU>

The fight to revitalize Canada's Indigenous languages
University Affairs Nov 8, 2010

Welcome to the Yawenda project, a federally funded, million-dollar effort launched in August 2007 that aims to revive the use of the Huron-Wendat language of the Wendake First Nation. This in-depth look by University Affairs magazine includes comment by UVic education professor Dr. Lorna Williams, a member of the Lil'wat First Nation and UVic's Canada Research Chair in Indigenous Knowledge and Learning, about the dire situation facing Indigenous languages in Canada.

http://www.universityaffairs.ca/fight-to-revitalize-canadas-indigenous-languages.aspx?utm_source=feedburner&utm_medium=feed&utm_campaign=Feed%3A+UniversityAffairsFeatures+%28Features+|+University+Affairs%29&utm_content=Google+Reader

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From neskiem at GMAIL.COM  Wed Nov 10 02:34:31 2010
From: neskiem at GMAIL.COM (Neskie Manuel)
Date: Tue, 9 Nov 2010 18:34:31 -0800
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <TUE.9.NOV.2010.183431.0800.ILAT@LISTSERV.ARIZONA.EDU>

Weytk,

Thanks for this Phil.  I've been thinking it would be neat to create an app.
 I think one way for people to look at that would save money is to adapt an
already existing website for iPhone usage, in the process the website would
also conceivably work with an Android phone or anything else, and the games
should also be able to be played on the Desktop as well.  This is what I
plan to do with Secwepemctsnem (http://language.secwepemcradio.ath.cx).

On Tue, Nov 9, 2010 at 11:44 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> e experience from a users perspective on some aspect of
> "learning" or "creating" (apps) for an iPod Touch or iPhone, please
> feel free to drop us a note and share your insights!  ;-)
>
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From daryn at ACRA.ORG.AU  Wed Nov 10 04:53:33 2010
From: daryn at ACRA.ORG.AU (Daryn McKenny)
Date: Wed, 10 Nov 2010 15:53:33 +1100
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <WED.10.NOV.2010.155333.1100.ILAT@LISTSERV.ARIZONA.EDU>

Hi Phil,

Just yesterday I uploaded to my iPad and iPhone with our beta 2 version of iMiromaa, a learning app which takes the language and multimedia from a Miromaa export and then provides you with a learning area and access to your language including, words, translations, phrases, images and audio all on either your iPhone, iTouch or iPad.  We are very excited about this and its possibilities.

Never less, it is still in beta and we are doing our best to have this ready asap amongst our other upcoming new features with Miromaa.


Regards

Daryn McKenny

Arwarbukarl Cultural Resource Association Inc. Trading as:
Miromaa Aboriginal Language and Technology Centre

P | 02 4927 8222    F | 02 4925 2185    E | daryn at acra.org.au W | www.acra.org.au & www.miromaa.com.au

P Please consider the environment before printing this email

The Arwarbukarl Cultural Resource Association Inc. respects the privacy of individuals and strives to comply with all areas of the Privacy Act. The contents of this email are intended for the purpose of the person or persons named in either the "To" or "CC" boxes of the email. Any person not named in these boxes in receipt of this email should immediately delete this email and advise the sender accordingly.



________________________________
From: phil cash <cashcash at email.arizona.edu>
Reply-To: Indigenous Languages and Technology <ILAT at LISTSERV.ARIZONA.EDU>
Date: Wed, 10 Nov 2010 06:44:43 +1100
To: Indigenous Languages and Technology <ILAT at LISTSERV.ARIZONA.EDU>
Subject: [ILAT] Language Learning Apps

Fyi,

If you have experience from a users perspective on some aspect of
"learning" or "creating" (apps) for an iPod Touch or iPhone, please
feel free to drop us a note and share your insights!  ;-)

Brief Review of Language Learning Apps for iPod Touch and iPhone
https://blogs.princeton.edu/hrc/2010/06/brief_review_of_language_learning_apps_for_ipod_touch_and_iphone.html

later,

Phil

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From cashcash at EMAIL.ARIZONA.EDU  Wed Nov 10 21:29:03 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 10 Nov 2010 14:29:03 -0700
Subject: Living in the age of language death (fwd link)
Message-ID: <WED.10.NOV.2010.142903.0700.ILAT@LISTSERV.ARIZONA.EDU>

Living in the age of language death
David HARRISON: Of 6,800 languages existing today, only 3,000 will
still be around in 2100

By Dmytro Drozdovsky, Vsesvit, special to The Day
Ukraine
	
In September, some Verkhovna Rada deputies launched an attempt to
change the status of the Russian language in Ukraine under the cover
of the purported desire to guarantee preservation and unfettered
development of regional languages. Unfortunately, the people?s elected
representatives have forgotten the sad experience of Ireland and
Belarus. In these countries, the desire to introduce English and
Russian at the official level (as it is proposed in Ukraine),
respectively, brought about tragic linguicide ? today the Irish and
Belarusian languages belong to category of ?the languages on the verge
of extinction.? Ultimately, the process of ?language death? itself is
inevitable and natural. And herein lies the tragic essence of a
language: having been born, it must die one day.

Access full article below:
http://www.day.kiev.ua/316136


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:12:33 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:12:33 -0700
Subject: Indigenous language expert is top Territorian (fwd link)
Message-ID: <FRI.12.NOV.2010.101233.0700.ILAT@LISTSERV.ARIZONA.EDU>

Indigenous language expert is top Territorian

By Phoebe Stewart
Updated Fri Nov 12, 2010 10:31am AEDT
Australia

An Indigenous language expert has been named the Northern Territory's
Australian of the Year.

Professor Michael Christie was honoured at a ceremony in Darwin last
night for his work on Indigenous languages in east Arnhem Land.

He worked as a linguist at Milingimbi and Yirrkala in the 1970s and
1980s and, along with Yolngu elders, established a Yolngu studies
program at Charles Darwin University.

Access full article below:
http://www.abc.net.au/news/stories/2010/11/12/3064517.htm


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:14:12 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:14:12 -0700
Subject: Latin American Indigenous Language Speakers Face Communication
 Obstacles In New York City (fwd link)
Message-ID: <FRI.12.NOV.2010.101412.0700.ILAT@LISTSERV.ARIZONA.EDU>

Latin American Indigenous Language Speakers Face Communication
Obstacles In New York City

Posted by Roque Planas on Nov 11th, 2010

NEW YORK ? When she was six years old, Reina Carranza traveled to the
city of Tlapa, in the Mexican state of Guerrero, from her home on the
urban periphery. In Tlapa, she learned Spanish. Twelve years later,
she continued on to New  York City, where she?s been ever since.

Carranza is part of a growing wave of Latin American immigrants to the
city whose first language is not Spanish, but rather an indigenous
language ? in Carranza?s case, Mixteco. Her fluency in Spanish and
Mixteco has allowed her to contribute her services as an intepreter
for the Little Sisters of the Assumption Family Health Service
(LSAFHS) in East Harlem.

Access full article below:
http://latindispatch.com/2010/11/11/latin-american-indigenous-language-speakers-face-communication-obstacles-in-new-york-city/


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 12 17:18:38 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 12 Nov 2010 10:18:38 -0700
Subject: Last bid to save language of Kenyan ex-cave dwellers (fwd link)
Message-ID: <FRI.12.NOV.2010.101838.0700.ILAT@LISTSERV.ARIZONA.EDU>

Last bid to save language of Kenyan ex-cave dwellers

By Boris Bachorz (AFP) ? 13 hours ago

DOLDOL, Kenya ? Half a dozen old men, draped in traditional blankets,
are chatting under an acacia tree here in the foothills of Mount
Kenya; when they die the Yaaku language will die with them.

Its disappearance is unlikely to make headlines: over the past three
generations more than 200 languages have disappeared and 2,500 others
are in danger of disappearing, out of a total of 6,000 in existence,
according to the Atlas of the World's Languages in Danger, published
by UNESCO.

Except that these elders -- many of whom are so old they no longer
have teeth -- have decided to fight for the survival of Yaaku.

"We are the last Yaaku speakers and before our generation disappears
we need to pass our knowledge on to the children," 87-year-old Johana
Saroney Ole Matunge told AFP.

Access full article below:
http://www.google.com/hostednews/afp/article/ALeqM5gKV7lJXorlVrn8nsCUo0ggZHQq5w?docId=CNG.4ec41186499555541d520f7116297c27.531


From pasxapu at DAKOTACOM.NET  Fri Nov 12 17:34:17 2010
From: pasxapu at DAKOTACOM.NET (phil cash cash)
Date: Fri, 12 Nov 2010 10:34:17 -0700
Subject: Language Learning Apps
In-Reply-To: <AANLkTim3SuukGj1MRp900F9caOhyDcRgNFM=iW1Sz=HE@mail.gmail.com>
Message-ID: <FRI.12.NOV.2010.103417.0700.ILAT@LISTSERV.ARIZONA.EDU>

Just a bit of follow up...

Apparently, the folks in Australia who have done some amazing work in  
regard to mobile phone apps.  If you have not seen this link or blog,  
it is quite interesting to say the least.  It is noted in the blog  
post that the mobile phone dictionary uses the Java platform.

http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html

As a test, a tribal community member recently tried to load the mobile  
phone dictionary from the above link.  Here is the response:

"I tried to install the mobile dictionary and I could not get it to  
load. My mobile phone uses WM and I have had trouble with any program  
that uses Java platform on it. Perhaps someone who is using a  
blackberry or a droid could try to load it and let us know."

All of this is exploratory at the moment and community members are  
very interested in on how things may work in this regard.

Phil


From fmarmole at EMAIL.ARIZONA.EDU  Sun Nov 14 03:02:33 2010
From: fmarmole at EMAIL.ARIZONA.EDU (Francisco Marmolejo)
Date: Sat, 13 Nov 2010 20:02:33 -0700
Subject: Second language competency
Message-ID: <SAT.13.NOV.2010.200233.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear colleagues:

 

Enclosed please find my most recent column published in The Chronicle of
Higher Education. I hope it deserves your interest.

You can take a look to the column at:

 

Deficiency in Foreign Language Competency: What is Wrong with the U.S.
Educational System?
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> 

Probably many readers of The Chronicle of Higher Education watched recently
the unforgettable moment in which Luis Urz?a, the last of the trapped
Chilean miners, stepped out of the ?Phoenix? capsule after 69 days of
anguish and hope, hugged his family members and then said to the Chilean
president in firm and clear Spanish: ?Se?or Presidente: Le entrego el turno?
(Mr. President: you are now on shift). They then had a very emotional
conversation in front of the TV cameras. A friend of mine who was among the
more than 1 billion viewers worldwide watching this special moment later
sent me an e-mail from the U.S. sharing her frustration with not being able
to understand what was said. ?I was astounded that minute after precious
minute, CNN didn?t provide any translation of what was being said. The hosts
never even piped down long enough for us to be able to hear the emotion and
jubilation in people?s voices. 
  Finally after 10 minutes, a translator
could be heard at the top of the broadcast. 
  This was such a missed
opportunity,? my friend wrote.

Among those of us engaged in international education, it is considered a
basic premise that, in today?s knowledge-based global economy and society, a
full command of at least one second language is a core competency that
should become mandatory for all graduates of higher-education institutions.
It is also generally acknowledged that, higher-education institutions and
entire educational systems should dedicate more serious efforts to go beyond
mere lip-service to students by making sure that competency in a foreign
language is really acquired at a functional level.

It doesn?t take much to realize that the U.S. trails far behind other
countries on the second language issue. Moreover, we constantly receive
clear signals of the need to more seriously discuss the appropriateness and
feasibility of implementing a second-language education policy. At the same
time, we hear voices telling us that such an idea is just another
unnecessary notion. The rationale used by many who justify this widespread
second-language deficiency is that English is today?s lingua franca.

 
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> Read More 

 

Previous articles

 

Internationalization of Higher Education: the Good, the Bad, and the
Unexpected
<http://chronicle.com/blogs/worldwise/internationalization-of-higher-educati
on-the-good-the-bad-and-the-unexpected/27512>  

Internacionalizaci?n de la educaci?n superior: lo bueno, lo malo y lo
inesperado
<http://chronicle.com/blogs/worldwise/internationalizacion-de-la-educacion-s
uperior-lo-bueno-lo-malo-y-lo-inesperado/27553>  

 

The Madness of Rankings
<http://chronicle.com/blogs/worldwise/the-madness-of-rankings/27100> 

La fiebre de los rankings
<http://chronicle.com/blogs/worldwise/la-fiebre-de-los-rankings/27137> 

 

Is Brazil Prepared for Its New Role in the World?
<http://chronicle.com/blogs/worldwise/is-brazil-prepared-for-its-new-role-in
-the-world/26883> 

 
<http://chronicle.com/blogs/worldwise/est-brasil-preparado-para-su-nuevo-pap
el-en-el-mundo/26885> ?Est? Brasil preparado para su nuevo papel en el
mundo?

 

Challenges of Mexican Higher Education; Are There Implications for the
United States?
<http://chronicle.com/blogs/worldwise/challenges-of-mexican-higher-education
-are-there-implications-for-the-united-states/26808> 

 
<http://chronicle.com/blogs/worldwise/retos-de-la-educaci-n-en-la-educaci-n-
superior-mexicana-esto-tiene-implicaciones-para-los-estados-unidos/26810>
Retos de la educaci?n en la educaci?n superior mexicana: ?esto tiene
implicaciones para los Estados Unidos?

 

2-Year Colleges: Second-Class Citizens in the World of Higher Education?
<http://chronicle.com/blogs/worldwise/2-year-colleges-second-class-citizens-
in-the-world-of-higher-education/26305> 

 
<http://chronicle.com/blogs/worldwise/instituciones-universitarias-de-dos-a-
os-ciudadanos-de-segunda-en-el-mundo-de-la-educaci-n-superior/26306>
Instituciones universitarias de dos a?os: ?ciudadanos de segunda en el mundo
de la educaci?n superior?

 

International Migration Outlook: Lessons and Experiences for International
Education
<http://chronicle.com/blogs/worldwise/international-migration-outlook-lesson
sexperiences-for-international-education/25633> 

 
<http://chronicle.com/blogs/worldwise/una-mirada-a-la-migraci-n-internaciona
l-lecciones-y-experiencias-para-la-educaci-n-internacional/25632> Una Mirada
a La Migraci?n Internacional: Lecciones y Experiencias Para La Educaci?n
Internacional

 

Access, Quality, and Internationalization in Brazilian Higher Education
<http://chronicle.com/blogs/worldwise/access-qualityinternationalization-in-
brazilian-higher-education/25410> 

 
<http://chronicle.com/blogs/worldwise/acceso-calidad-e-internacionalizaci-n-
de-la-educaci-n-superior-en-brasil-una-historia-familiar-2/25412> Acceso,
Calidad, e Internacionalizaci?n de La Educaci?n Superior en Brasil: ?Una
Historia Familiar?

 

>From a Global Village to a Local World
<http://chronicle.com/blogs/worldwise/from-a-global-village-to-a-local-world
/25151> 

 
<http://chronicle.com/blogs/worldwise/transitando-desde-una-aldea-global-hac
ia-un-mundo-local/25173> Transitando Desde una Aldea Global Hacia un Mundo
Local

 

 

 

Regards,

Francisco

 

Francisco Marmolejo

Executive Director

Consortium for North American Higher Education Collaboration

CONAHEC - University of Arizona

PO Box 210300

220 W. Sixth Street

Tucson, AZ 85721-0300 USA

Tel. +1 (520) 621-9080 / 621-7761

Fax +1 (520) 626-2675

Email:  <mailto:fmarmole at email.arizona.edu> fmarmole at email.arizona.edu

 <http://conahec.org/> http://conahec.org

 

Description: cid:image001.jpg at 01C7AF30.82AF8360

 

Francisco Marmolejo

Assistant Vice President for Western Hemispheric Programs

University of Arizona

PO Box 210158

888 N. Euclid Ave. / University Services Bldg.

Tucson, AZ 85721 USA

Tel. +1 (520) 626-4258

Fax +1 (520) 621-6011

Email:  <mailto:fmarmole at email.arizona.edu> fmarmole at email.arizona.edu

http://www.whp.arizona.edu

 

Description: ua125-email   

 

 

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From dave_pearson at SIL.ORG  Mon Nov 15 05:18:51 2010
From: dave_pearson at SIL.ORG (Dave Pearson)
Date: Mon, 15 Nov 2010 05:18:51 -0000
Subject: WeSay: software that helps people to build a dictionary
Message-ID: <MON.15.NOV.2010.051851.0000.ILAT@LISTSERV.ARIZONA.EDU>

The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's
International Literacy Day in September with a dictionary making workshop
<http://www.sil.org/sil/news/2010/intl-literacy-day-celebrations.htm> .
Seventeen participants learned how to use WeSay
<http://www.wesay.org/wiki/Main_Page> : software that helps people with no
linguistic training to build a dictionary in their own language.

 

Dave Pearson

SIL International

 

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From ftmojavelanguagerecovery at GMAIL.COM  Mon Nov 15 15:31:40 2010
From: ftmojavelanguagerecovery at GMAIL.COM (FMLRP)
Date: Mon, 15 Nov 2010 08:31:40 -0700
Subject: WeSay: software that helps people to build a dictionary
In-Reply-To: <001901cb8484$9bb83000$d3289000$@org>
Message-ID: <MON.15.NOV.2010.083140.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Dave,

Are there any workshop notes or links available? We at Fort Mojave are exploring the possibility of online or digital dictionaries for our community. It would be great to have some of the information that was covered there. 

Natalie Diaz

Sent from my iPhone

On Nov 14, 2010, at 10:18 PM, Dave Pearson <dave_pearson at SIL.ORG> wrote:

> The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's International Literacy Day in September with a dictionary making workshop. Seventeen participants learned how to use WeSay: software that helps people with no linguistic training to build a dictionary in their own language.
> 
>  
> 
> Dave Pearson
> 
> SIL International
> 
>  
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:44:39 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:44:39 -0700
Subject: Push to get students into the world of languages (fwd link)
Message-ID: <MON.15.NOV.2010.124439.0700.ILAT@LISTSERV.ARIZONA.EDU>

Push to get students into the world of languages

Jewel Topsfield
November 15, 2010
AUS

MOST Victorian public primary schools are failing to teach the
recommended 150 minutes of languages a week, with Australian students
spending less time learning a second language than any other students
in the industrialised world.

An Education Department report says only 56 per cent of state primary
schools and half of high schools offer a continuous languages program
where students can study the same language over time.

The report - which outlines a 10-year plan aimed at increasing student
participation in learning languages and reviving Aboriginal languages
- also says there are too few new languages teachers entering the
workforce.

Access full article below:
http://www.theage.com.au/victoria/push-to-get-students-into-the-world-of-languages-20101114-17spo.html


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:50:09 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:50:09 -0700
Subject: Students learn forbidden language (fwd link)
Message-ID: <MON.15.NOV.2010.125009.0700.ILAT@LISTSERV.ARIZONA.EDU>

Students learn forbidden language

15th November 2010
Cathy Adams
AUS

UNCLE Charlie Moran remembers when his people were forbidden to speak
their own language.

Today the Bundjalung elder couldn?t be happier to see both indigenous
and non-indigenous children learning his language at schools like
Rainbow Ridge Steiner School.

?It really gladdens my heart,? he said.

?To think that this is being recognised now is so good.

?There has been a lot of people who didn?t want to speak their
language because they were ashamed, because on the missions you
weren?t allowed to speak your language.

?So to see it coming back today it really makes me feel good.?

Access full article below:
http://www.northernstar.com.au/story/2010/11/15/bundjalung-elder-knows-the-value-of-sharing-free-s/


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 15 19:54:25 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 15 Nov 2010 12:54:25 -0700
Subject: Language keepers (fwd link)
Message-ID: <MON.15.NOV.2010.125425.0700.ILAT@LISTSERV.ARIZONA.EDU>

Language keepers

By Donna Laurent Caruso, Today correspondent
Story Published: Nov 15, 2010

?L8dwaw8gan wji Abaznodakaw8gan? (The Language of Basket Making) is a
newly available book (November 2010, Bowman Books, New York) by Jesse
Bruchac with Elie Joubert and Jeanne Brink that presents a unique way
to continue the revitalization of the Abenaki language.

Bruchac writes in the preface that this is ?the first attempt at
creating a ?how-to? manual within the Abenaki language.? Western
Abenaki is translated into colloquial English in a series of steps
with clear black and white photographs showing the process ? and thus
revealing the culture ? of wood splint ash basket making in the
Wabanaki culture.

Access full article below:
http://www.indiancountrytoday.com/living/education/Language-keepers-106978428.html


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 16 16:45:22 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 16 Nov 2010 09:45:22 -0700
Subject: Language erosion: You don't hear that often... (fwd link)
Message-ID: <TUE.16.NOV.2010.094522.0700.ILAT@LISTSERV.ARIZONA.EDU>

Language erosion: You don't hear that often...
The discovery of a previously unknown language in the foothills of the
Himalayas bucks a trend of extinction and decline, says Laura Spinney

Tuesday, 16 November 2010
UK

Tomorrow is World Languages Day, and it seems appropriate to announce
a happy but increasingly uncommon event: the discovery of a previously
unknown language in the foothills of the Himalayas.

Koro, as the language is called, is spoken by hill tribes living in
the northeastern state of India called Arunachal Pradesh, near the
borders with China and Burma. Its discovery bucks a trend, since
linguists have estimated that at least half of the roughly 7,000
extant human languages will be dead or moribund ? meaning that
children will not be able to speak them ? by 2100. In fact, Koro was
first identified by a team of Indian language surveyors in 2003, but
its findings were never published. The three linguists who announced
their "discovery" of Koro last month travelled to the remote Indian
province as part of National Geographic's Enduring Voices project, to
record two other, little-known languages belonging to the
Tibeto-Burman language family, Aka and Miju, and rediscovered Koro by
accident.

Access full article below:
http://www.independent.co.uk/environment/language-erosion-you-dont-hear-that-often-2134915.html


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 16 16:51:45 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 16 Nov 2010 09:51:45 -0700
Subject: Lakota LLEAPs to the Leading Edge of Second-Language Education
 (fwd link)
Message-ID: <TUE.16.NOV.2010.095145.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tue Nov 16 07:07:53 2010 Pacific Time

      Lakota LLEAPs to the Leading Edge of Second-Language Education

       PIERRE, S.D., Nov. 16 (AScribe Newswire) -- The revival of the
Lakota language opens a new chapter in 2011, as two institutions of
higher learning in the Great Plains initiate undergraduate degree
majors for teachers of Lakota as a second language-making Lakota the
first Native American language to achieve this kind of professional
recognition.

       Beginning in January 2011, the University of South Dakota (USD)
School of Education (Vermillion, SD) and the Sitting Bull College
(SBC) Education Department (Standing Rock Sioux Tribe, Fort Yates, ND)
will each offer a two-year Lakota Language Teaching and Learning
curriculum, as a degree major for a Bachelor of Arts in Education at
USD or Bachelor of Science in Education at SBC.

Access full article below:
http://newswire.ascribe.org/cgi-bin/behold.pl?ascribeid=20101116.043816&time=07%2007%20PST&year=2010&public=0


From susan.penfield at GMAIL.COM  Tue Nov 16 23:26:45 2010
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Tue, 16 Nov 2010 18:26:45 -0500
Subject: JOB ANNOUNCEMENT- University of Florida
Message-ID: <TUE.16.NOV.2010.182645.0500.ILAT@LISTSERV.ARIZONA.EDU>

FYI:
Please contact Kenneth Sassaman (sassaman at ufl.edu) if interested!

University of Florida Department of Anthropology Assistant/Associate
Professor of Linguistic Anthropology



The University of Florida Department of Anthropology enthusiastically
announces a search for an endowed position at the rank of Assistant or
Associate Professor specializing in southeastern U.S. Native American
languages. The Elling Eide Endowed Professorship in Miccosukee Language and
Culture supports research and professional activities related to Miccosukee,
Muskogee, and associated languages. Candidates must have established
research in southeastern U.S. Native American languages and cultures, with
possible specializations including but not limited to language
documentation, language planning, language revitalization, and training.
Community involvement is highly desirable, as is interest in endangered
languages and cultures. A Ph.D. is required at the time of appointment,
August 16, 2011.  Applicants should have an excellent record of funded
research, publications, as well as experience and demonstrable enthusiasm
for teaching and mentoring both undergraduate and graduate students. The
successful candidate will work closely with the Department of Linguistics
and other appropriate units on campus. Teaching expectations include
Language and Culture at the undergraduate and graduate levels, courses on
topics relevant to the study of endangered languages and cultures, courses
on southeastern U.S. Native communities, and courses in the candidate's area
of specialization. In addition, the candidate is expected to maintain a
vigorous research program, including pursuing external funding, regularly
publishing research results, and mentoring graduate and undergraduate
students. Endowment funds are available for program building and to support
research of the candidate. Salary is competitive and negotiable. The
University of Florida Anthropology Department has 27 faculty members, 170
graduate students, and is an interdisciplinary unit within a University of
over 49,000 students. Application must include a letter detailing research
and teaching interests and accomplishments, a current CV, and the names,
addresses (including email), and telephone numbers of four references.
 Electronic
submission of application materials should be directed to Eide Professor of
Linguistic Anthropology, Reference # 00008307 and sent to
anthro-search at ufl.edu.  If necessary, paper applications should be sent to
Eide Professor of Linguistic Anthropology Search Committee, Department of
Anthropology, University of Florida, P.O. Box 117305, Gainesville, FL
32611-7305. After submitting the application package, candidates must
complete an online data card at http://www.hr.ufl.edu/job/datacard.htm. The
closing date for receiving applications is January 3, 2011. The University
of Florida is an equal opportunity institution dedicated to building a
diverse and inclusive faculty and staff. Minorities, women, and those from
other underserved groups are encouraged to apply. Applicants who will be
attending the AAA or LSA meetings are encouraged to meet with UF faculty for
further information.



-- 
**********************************************************************************************
*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
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From aidan at USYD.EDU.AU  Wed Nov 17 07:06:00 2010
From: aidan at USYD.EDU.AU (Aidan Wilson)
Date: Wed, 17 Nov 2010 18:06:00 +1100
Subject: Language Learning Apps
In-Reply-To: <E1D2999A-9166-48C6-B7E1-F84623D1E879@DakotaCom.Net>
Message-ID: <WED.17.NOV.2010.180600.1100.ILAT@LISTSERV.ARIZONA.EDU>

Yes, we've had some issues with various phones, such is java. Unfortunately
the sorts of phones that most people have in community situations are the
cheapest off-the-shelf ones that all run different software. It would be a
lot simpler if everyone had Androids, or even those other ones made by
Apple, but that won't happen anytime soon.

Incidentally, a book containing a chapter I wrote on the project has just
been published by Sydney University Press and is available to order from:
http://fmx01.ucc.usyd.edu.au/jspcart/cart/Product.jsp?nID=525&nCategoryID=24

-Aidan

-- 
Aidan Wilson

Department of Linguistics
The University of Melbourne
a.wilson at pgrad.unimelb.edu.au

On Fri, 12 Nov 2010, phil cash cash wrote:

> Just a bit of follow up...
>
> Apparently, the folks in Australia who have done some amazing work in regard 
> to mobile phone apps.  If you have not seen this link or blog, it is quite 
> interesting to say the least.  It is noted in the blog post that the mobile 
> phone dictionary uses the Java platform.
>
> http://blogs.usyd.edu.au/elac/2008/07/mobile_phone_dictionaries.html
>
> As a test, a tribal community member recently tried to load the mobile phone 
> dictionary from the above link.  Here is the response:
>
> "I tried to install the mobile dictionary and I could not get it to load. My 
> mobile phone uses WM and I have had trouble with any program that uses Java 
> platform on it. Perhaps someone who is using a blackberry or a droid could 
> try to load it and let us know."
>
> All of this is exploratory at the moment and community members are very 
> interested in on how things may work in this regard.
>
> Phil


From dave_pearson at SIL.ORG  Wed Nov 17 12:41:43 2010
From: dave_pearson at SIL.ORG (Dave Pearson)
Date: Wed, 17 Nov 2010 12:41:43 -0000
Subject: FW: [ILAT] WeSay: software that helps people to build a dictionary
Message-ID: <WED.17.NOV.2010.124143.0000.ILAT@LISTSERV.ARIZONA.EDU>

Dear Natalie,

 

You'll see below that Ross Webb, who ran the Vanuatu workshop, doesn't have
much to offer in the way of workshop documentation. There is a WeSay
discussion group at http://groups.google.com/group/wesay/topics. At first
glance it seems to be mostly about the software itself rather than how to
use it in a workshop. It might be worth browsing further, and you could join
it and ask if anybody in the group has any suggestions.

 

Dave

 

From: Director (Vanuatu) [mailto:director_vanuatu at sil.org] 
Sent: 16 November 2010 22:04
To: 'Dave Pearson'
Subject: RE: [ILAT] WeSay: software that helps people to build a dictionary

 

Dear Dave,

 

No, I'm sorry I don't have any prepared course material for running a WeSay
workshop. My approach was very low key. Every participant had a computer
with WeSay pre-installed, including sample clipart for use in their
to-be-started dictionary. I used a data projector to demonstrate the use of
the program and merely followed the good documentation that came with WeSay.

 

The idea of online/digital dictionaries has crossed my mind so I would love
to hear other ideas on that. I have in mind a collaborative effort for
building a dictionary online by members of a particular language community
that has access. How it would be moderated, and whether in the end it would
be useful because of all the variant spelling, duplicated contribution etc,
I'm not sure, but I'd sure love to listen in on other's conversations in
that regard. That is about as far as my own thinking has come!

 

Sorry I don't have more to offer,

 

Ross

 

  _____  

From: Dave Pearson [mailto:dave_pearson at sil.org] 
Sent: Tuesday, 16 November 2010 4:52 AM
To: Ross Webb
Subject: FW: [ILAT] WeSay: software that helps people to build a dictionary

Dear Ross,

 

Do you have any documentation that might help Natalie run a dictionary
workshop?

 

Dave

 

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of FMLRP
Sent: 15 November 2010 15:32
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] WeSay: software that helps people to build a dictionary

 

Dear Dave,

 

Are there any workshop notes or links available? We at Fort Mojave are
exploring the possibility of online or digital dictionaries for our
community. It would be great to have some of the information that was
covered there. 

 

Natalie Diaz


Sent from my iPhone


On Nov 14, 2010, at 10:18 PM, Dave Pearson <dave_pearson at SIL.ORG> wrote:

The University of the South Pacific in Vanuatu and SIL celebrated UNESCO's
International Literacy Day in September with a dictionary making workshop
<http://www.sil.org/sil/news/2010/intl-literacy-day-celebrations.htm> .
Seventeen participants learned how to use WeSay
<http://www.wesay.org/wiki/Main_Page> : software that helps people with no
linguistic training to build a dictionary in their own language.

 

Dave Pearson

SIL International

 

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From cashcash at EMAIL.ARIZONA.EDU  Thu Nov 18 19:47:38 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 18 Nov 2010 12:47:38 -0700
Subject: Extinction of languages in East Africa worries Unesco (fwd link)
Message-ID: <THU.18.NOV.2010.124738.0700.ILAT@LISTSERV.ARIZONA.EDU>

Extinction of languages in East Africa worries Unesco

By Jeff Otieno  (email the author)
Posted Thursday, November 18 2010 at 19:03
Kenya

Nominated MP Millie Odhiambo prides herself as being among the few
descendants of the threatened ethnic tribe Abasuba.

Her Suba father married her Nilotic Luo mother many years ago when
inter-marriages between the two communities were at their peak. Yet
none of them can communicate in Suba the way they do in Dholuo,
English or Kiswahili.

?It was only my grandfather?s first brother who could speak the
language fluently, but my siblings and I only speak Luo; we were never
taught Suba,? says Ms Odhiambo.

The legislator is not alone, as many Kenyans of Suba descent can
neither speak the language nor practice the culture.

According to the latest United Nations Educational, Scientific and
Cultural Organization (Unesco) atlas on the world?s languages in
danger, Suba is one of those on the brink of extinction. Though
widespread during the colonial and pre-colonial times, the language is
now confined to a few pockets in Nyanza, namely the two Islands of
Lake Victoria Mfangano and Rusinga and parts of Gwasi.

Access full article below:
http://www.theeastafrican.co.ke/magazine/-/434746/1056140/-/1227htmz/-/


From donaghy at HAWAII.EDU  Thu Nov 18 20:36:59 2010
From: donaghy at HAWAII.EDU (Keola Donaghy)
Date: Thu, 18 Nov 2010 10:36:59 -1000
Subject: Top school makes te reo compulsory
In-Reply-To: <4CC79526.3020309@xtra.co.nz>
Message-ID: <THU.18.NOV.2010.103659.1000.ILAT@LISTSERV.ARIZONA.EDU>

Aloha k?kou, I thought that the timing of this article was interesting given our previous discussion:

"Te reo Maori is finding a home in one of the country's most prestigious schools. Earlier this year, exclusive Auckland private school King's College made te reo Maori a compulsory subject for all Year Nine students."

http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323

Keola




On 2010 ?Ok. 26, at 16:57, Peter J Keegan wrote:

> Aloha Keola,
> 
> Personally, I also find calls for compulsory language instruction somewhat difficult to understand. New Zealand in recent decades did have compulsory language in many high schools, no guesses as to what happened. In the case of Maori, making Maori compulsory would have a negative effect on the Maori-medium education sector, which would lose Maori teachers to English medium schools that would offer better working conditions.
> 
> Given the state of the New Zealand economy, and a government cutting back on education spending, the compulsory teaching of Maori is unlikely to make the discussion table.
> 
> A hui hou (Pepeluali)
> 
> Peter J Keegan
> 
> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
> 
> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>> 
>> Interesting. Regarding his statement "People argued that making it compulsory would turn children off, but that theory had never been tested" -           Prof. Reedy obviously hasn't spoken to anyone regarding compulsory Irish.
>> 
>> Keola
>> 
>> On 2010 ?Ok. 26, at 10:27, Phillip E Cash Cash wrote:
>> 
>>> Hui looks at saving language
>>> 
>>> Laurel Stowell | 27th October 2010
>>> 
>>> Maori language ought to be compulsory in New Zealand schools, says
>>> Professor Tamati Reedy. That's his personal opinion. And those
>>> attending a series of hui on the future of the language are saying
>>> people ought to value it at least as highly as the country's native
>>> birds and plants.
>>> 
>>> Access full article below:
>>> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>> 
>> 
>> 
>> ========================================================================
>> Keola Donaghy                                           
>> Assistant Professor of Hawaiian Studies 
>> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
>> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/
>> 
>> "T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
>> A country without its language is a country without its soul.
>> ========================================================================
>> 
>> 
>> 
> 
> 
> -- 
> 
> regards,
> 
> Peter J Keegan
> 



========================================================================
Keola Donaghy                                           
Assistant Professor of Hawaiian Studies 
Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu 
University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/

"T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
A country without its language is a country without its soul.
========================================================================



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From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 19 00:13:40 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 18 Nov 2010 17:13:40 -0700
Subject: Re-awakening languages: theory and practice in the revitalisation
 of Australia's Indigenous languages (fwd)
Message-ID: <THU.18.NOV.2010.171340.0700.ILAT@LISTSERV.ARIZONA.EDU>

fyi...

Subject: Re-awakening languages: theory and practice in the
revitalisation of Australia's Indigenous languages

Please distribute through your networks:

Re-awakening languages: theory and practice in the revitalisation of
Australia's Indigenous languages
Edited by John Hobson, Kevin Lowe, Susan Poetsch and Michael Walsh
Sydney University Press
ISBN: 9781920899554

The Indigenous languages of Australia have been undergoing a
renaissance over recent decades. Many languages that had long ceased
to be heard in public and consequently deemed 'dead' or 'extinct',
have begun to emerge.

Geographically and linguistically isolated, revitalisers of Indigenous
Australian languages have often struggled to find guidance for their
circumstances, unaware of the others walking a similar path. In this
context Re-awakening languages seeks to provide the first
comprehensive snapshot of the actions and aspirations of Indigenous
people and their supporters for the revitalisation of Australian
languages in the twenty-first century.

The contributions to this volume describe the satisfactions and
tensions of this ongoing struggle. They also draw attention to the
need for effective planning and strong advocacy at the highest
political and administrative levels, if language revitalisation in
Australia is to be successful and people's efforts are to have
longevity.

Order from:

http://fmx01.ucc.usyd.edu.au/jspcart/cart/Product.jsp?nID=525&nCategoryID=24

Contents, etc downloadable from:

http://ses.library.usyd.edu.au/handle/2123/6647/browse?type=title&submit_browse=Title

Regards,

John

JOHN HOBSON | Lecturer
Coordinator, Indigenous Languages Education | Koori Centre
THE UNIVERSITY OF SYDNEY
Rm 214, Old Teacher?s College A22 | The University of Sydney | NSW | 2006
T +61 2 9351 6994 | F +61 2 9351 6924
E john.hobson at sydney.edu.au | W http://sydney.edu.au/koori/staff/jhobson.shtml


From cashcash at EMAIL.ARIZONA.EDU  Fri Nov 19 22:14:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 19 Nov 2010 15:14:15 -0700
Subject: Potawatomi members get language lesson (fwd link)
Message-ID: <FRI.19.NOV.2010.151415.0700.ILAT@LISTSERV.ARIZONA.EDU>

Potawatomi members get language lesson

NOVEMBER 19, 2010
USA

The Nottawaseppi Huron Band of the Potawatomi (NHBP) is making it a
top priority to preserve and revitalize Potawatomi language and
culture. As part of an increased effort to help Tribal Members learn
their Potawatomi (Bodewadmi) language, the Tribe will hold a four-day
language immersion workshop this week. The four-day workshop for
Potawatomi Tribal Members and their families at the Pine Creek Indian
Reservation will be held November 18-21.

Potawatomi (Bodewadmimen) is one of three Native American languages in
Michigan. In recent years, there has been resurgence across the
country to preserve the Native language.

Access full article below:
http://www.battlecreekenquirer.com/article/20101119/NEIGHBORHOODS09/11190333


From pjkeeganwh at XTRA.CO.NZ  Mon Nov 22 01:36:43 2010
From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan)
Date: Mon, 22 Nov 2010 14:36:43 +1300
Subject: Top school makes te reo compulsory
In-Reply-To: <9E8AA0AD-CC73-4896-8A98-5DC626E2A319@hawaii.edu>
Message-ID: <MON.22.NOV.2010.143643.1300.ILAT@LISTSERV.ARIZONA.EDU>

I know the teacher that has been hired to teach in that school. He has 
spent many years in Maori-medium schools, I think his partner still 
teaches in a Maori-medium school.
Perhaps one day he may return to a Maori-medium school or continue his 
contribution to Maori-medium education in some way.

Peter J Keegan

On 19/11/2010 9:36 a.m., Keola Donaghy wrote:
> Aloha k?kou, I thought that the timing of this article was interesting 
> given our previous discussion:
>
> "Te reo Maori is finding a home in one of the country's most 
> prestigious schools. Earlier this year, exclusive Auckland private 
> school King's College made te reo Maori a compulsory subject for all 
> Year Nine students."
>
> http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323 
> <http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323>
>
> Keola
>
>
>
>
> On 2010 ?Ok. 26, at 16:57, Peter J Keegan wrote:
>
>> Aloha Keola,
>>
>> Personally, I also find calls for compulsory language instruction 
>> somewhat difficult to understand. New Zealand in recent decades did 
>> have compulsory language in many high schools, no guesses as to what 
>> happened. In the case of Maori, making Maori compulsory would have a 
>> negative effect on the Maori-medium education sector, which would 
>> lose Maori teachers to English medium schools that would offer better 
>> working conditions.
>>
>> Given the state of the New Zealand economy, and a government cutting 
>> back on education spending, the compulsory teaching of Maori is 
>> unlikely to make the discussion table.
>>
>> A hui hou (Pepeluali)
>>
>> Peter J Keegan
>>
>> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
>>
>> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>>> Interesting. Regarding his statement "People argued that making it 
>>> compulsory would turn children off, but that theory had never been 
>>> tested" - Prof. Reedy obviously hasn't spoken to anyone regarding 
>>> compulsory Irish.
>>>
>>> Keola
>>>
>>> On 2010 ?Ok. 26, at 10:27, Phillip E Cash Cash wrote:
>>>
>>>> Hui looks at saving language
>>>>
>>>> Laurel Stowell | 27th October 2010
>>>>
>>>> Maori language ought to be compulsory in New Zealand schools, says
>>>> Professor Tamati Reedy. That's his personal opinion. And those
>>>> attending a series of hui on the future of the language are saying
>>>> people ought to value it at least as highly as the country's native
>>>> birds and plants.
>>>>
>>>> Access full article below:
>>>> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>>>
>>>
>>>
>>> ========================================================================
>>> Keola Donaghy
>>> Assistant Professor of Hawaiian Studies
>>> Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu 
>>> <mailto:keola at leoki.uhh.hawaii.edu>
>>> University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ 
>>> <http://www2.hawaii.edu/%7Edonaghy/>
>>>
>>> "T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
>>> A country without its language is a country without its soul.
>>> ========================================================================
>>>
>>>
>>>
>>
>>
>> -- 
>>
>> regards,
>>
>> Peter J Keegan
>>
>
>
>
> ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu 
> <mailto:keola at leoki.uhh.hawaii.edu>
> University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ 
> <http://www2.hawaii.edu/%7Edonaghy/>
>
> "T?r gan teanga, t?r gan anam."(Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>


-- 

regards,

Peter J Keegan


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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 22 06:12:53 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 21 Nov 2010 23:12:53 -0700
Subject: First indigenous-language Taiwanese film welcomed in Germany (fwd
 link)
Message-ID: <SUN.21.NOV.2010.231253.0700.ILAT@LISTSERV.ARIZONA.EDU>

First indigenous-language Taiwanese film welcomed in Germany

2010/11/21 23:17:45

Berlin, Nov. 20 (CNA) The first Taiwanese film whose lines were all
written in an indigenous language was well received by the audience at
one of Germany's important film festivals on Saturday.

Access full article below:
http://focustaiwan.tw/ShowNews/WebNews_Detail.aspx?Type=aALL&ID=201011210024


From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 22 06:15:04 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 21 Nov 2010 23:15:04 -0700
Subject: Tribe looks to keep language alive (fwd link)
Message-ID: <SUN.21.NOV.2010.231504.0700.ILAT@LISTSERV.ARIZONA.EDU>

Tribe looks to keep language alive

JUSTIN A. HINKLEY ? THE ENQUIRER ? NOVEMBER 20, 2010
USA

ATHENS ? A dozen people sat quietly at the Community Center on Pine
Creek Reservation on Friday, listening to Don Perrot tell how their
ancestors treated a feast.

In the Potawatomi culture, elders and children eat first and the
strongest in the community eat last, Perrot explained, speaking first
in a tongue used by very few these days, and then translating it into
English.

"We each take our turn in that circle, in that wheel of life," he said.

The lesson was part of the Athens Township-based Nottawaseppi Huron
Band of Potawatomi's four-day "language immersion workshop."

Access full article below:
http://www.battlecreekenquirer.com/article/20101120/NEWS01/11200308/Tribe-looks-to-keep-language-alive


From rzs at WILDBLUE.NET  Mon Nov 22 12:29:48 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 22 Nov 2010 06:29:48 -0600
Subject: Top school makes te reo compulsory
In-Reply-To: <4CE9C92B.9000505@xtra.co.nz>
Message-ID: <MON.22.NOV.2010.062948.0600.ILAT@LISTSERV.ARIZONA.EDU>

the article says :

*"... te reo Maori teacher Lincoln Savage says the initiative aims to give
students an insight and perspective into te ao Maori (the Maori world)."
These are the future leaders of our country so improving the understanding
between our cultures can only be a good thing," he said.*

and...

"*When they go to university to do law and medicine there will be a Maori
component to those papers, so this work will give them a better perspective
of how to work with and treat Maori families."*
This approach is much more advanced than anything in the States or Canada.
The course is not necessarily to create fluent speakers, as it is to nurture
a fuller understanding of the indigenous *thinking ways *of Maori people
for those who choose to live on Maori islands...Aotearoa.

It's Native American Awareness Month here in Oklahoma,
and we are busy in the public school giving CRAM/CRASH courses
(in 40 to 20 minute sessions!) on our own different tribal heritages.
like giving each student a half kernel of wild rice and asking them how it
tastes.

Ok..., sure, it's a beginning, after years of suppression and stereotype
but its only creating a wonderful NDN classroom shelf that might be
left pretty much bare for the rest of the year for many schools
who do not offer or require Native Studies as part of the curriculum.

ske:noh
Richard Zane Smith






On Sun, Nov 21, 2010 at 7:36 PM, Peter J Keegan <pjkeeganwh at xtra.co.nz>wrote:

>  I know the teacher that has been hired to teach in that school. He has
> spent many years in Maori-medium schools, I think his partner still teaches
> in a Maori-medium school.
> Perhaps one day he may return to a Maori-medium school or continue his
> contribution to Maori-medium education in some way.
>
> Peter J Keegan
>
> On 19/11/2010 9:36 a.m., Keola Donaghy wrote:
>
> Aloha k?kou, I thought that the timing of this article was interesting
> given our previous discussion:
>
>  "Te reo Maori is finding a home in one of the country's most prestigious
> schools. Earlier this year, exclusive Auckland private school King's
> College made te reo Maori a compulsory subject for all Year Nine students."
>
>  http://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=10685323
>
>  Keola
>
>
>
>
>
>
>  On 2010 ?Ok. 26, at 16:57, Peter J Keegan wrote:
>
>  Aloha Keola,
>
> Personally, I also find calls for compulsory language instruction somewhat
> difficult to understand. New Zealand in recent decades did have compulsory
> language in many high schools, no guesses as to what happened. In the case
> of Maori, making Maori compulsory would have a negative effect on the
> Maori-medium education sector, which would lose Maori teachers to English
> medium schools that would offer better working conditions.
>
> Given the state of the New Zealand economy, and a government cutting back
> on education spending, the compulsory teaching of Maori is unlikely to make
> the discussion table.
>
> A hui hou (Pepeluali)
>
> Peter J Keegan
>
> (Auckland, NZ/Tamaki Makaurau, Aotearoa)
>
> On 27/10/2010 9:39 a.m., Keola Donaghy wrote:
>
> Interesting. Regarding his statement "People argued that making it
> compulsory would turn children off, but that theory had never been tested" -
> Prof. Reedy obviously hasn't spoken to anyone regarding compulsory Irish.
>
>  Keola
>
>   On 2010 ?Ok. 26, at 10:27, Phillip E Cash Cash wrote:
>
>  Hui looks at saving language
>
> Laurel Stowell | 27th October 2010
>
> Maori language ought to be compulsory in New Zealand schools, says
> Professor Tamati Reedy. That's his personal opinion. And those
> attending a series of hui on the future of the language are saying
> people ought to value it at least as highly as the country's native
> birds and plants.
>
> Access full article below:
>
> http://www.wanganuichronicle.co.nz/local/news/hui-looks-at-saving-language/3927758/
>
>
>
>
>  ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu
> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/<http://www2.hawaii.edu/%7Edonaghy/>
>
>  "T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>
>
>
> --
>
> regards,
>
> Peter J Keegan
>
>
>
>
>
>  ========================================================================
> Keola Donaghy
> Assistant Professor of Hawaiian Studies
> Ka Haka 'Ula O Ke'elikolani             keola at leoki.uhh.hawaii.edu
> University of Hawai'i at Hilo           http://www2.hawaii.edu/~donaghy/<http://www2.hawaii.edu/%7Edonaghy/>
>
>  "T?r gan teanga, t?r gan anam."  (Irish Gaelic saying)
> A country without its language is a country without its soul.
> ========================================================================
>
>
>
>
>
> --
>
> regards,
>
> Peter J Keegan
>
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pasxapu at DAKOTACOM.NET  Mon Nov 22 14:39:08 2010
From: pasxapu at DAKOTACOM.NET (phil cash cash)
Date: Mon, 22 Nov 2010 07:39:08 -0700
Subject: ILAT note...
Message-ID: <MON.22.NOV.2010.073908.0700.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

Just a quick note to say that I will be on travel in coming weeks.  I  
will try and provde news from wherever I can find WiFi.  I return to  
my desk on Dec. 4th.  Otherwise, please feel free to provide us your  
input, discussions, and news items as it moves you.  Thank you.

Phil
ILAT UofA


From mikinakn at SHAW.CA  Mon Nov 22 19:26:48 2010
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 22 Nov 2010 14:26:48 -0500
Subject: ILAT note...
In-Reply-To: <B5415790-9B48-406A-B575-60261FB0623C@DakotaCom.Net>
Message-ID: <MON.22.NOV.2010.142648.0500.ILAT@LISTSERV.ARIZONA.EDU>

Have some great adventures Phil...and thanks for all the poignant news 
you pass on every day. It is all very appreciated...

On 22/11/2010 9:39 AM, phil cash cash wrote:
> Greetings,
>
> Just a quick note to say that I will be on travel in coming weeks.  I 
> will try and provde news from wherever I can find WiFi.  I return to 
> my desk on Dec. 4th.  Otherwise, please feel free to provide us your 
> input, discussions, and news items as it moves you.  Thank you.
>
> Phil
> ILAT UofA
>
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From fmarmole at EMAIL.ARIZONA.EDU  Tue Nov 23 02:51:41 2010
From: fmarmole at EMAIL.ARIZONA.EDU (Francisco Marmolejo)
Date: Mon, 22 Nov 2010 19:51:41 -0700
Subject: Article. The Chronicle of Higher Education / Access-Retention and
 Success in Higher Education
Message-ID: <MON.22.NOV.2010.195141.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear colleagues:

 

Last week, the University of Arizona, with the support of CONAHEC, hosted
the International Workshop on Equitable Access to Higher Education,
co-convened by IAU, the World Bank and UofA, thanks to the support of Lumina
Foundation. Our weekly column in The Chronicle of Higher Education
<http://www.chronicle.com/worldwise> , is precisely related to the topic
discussed there. 

Enclosed please find the reference with a link to the whole story in both
English and Spanish. 

 

Your comments either on the Web site or directly to me are much more than
welcomed.

 

Best regards,

Francisco Marmolejo

fmarmole at email.arizona.edu 

 

November 22, 2010, 10:24 am


 
<http://chronicle.com/blogs/worldwise/access-retention-and-success-in-higher
-education-around-the-world-are-we-widening-or-narrowing-the-gaps/27599>
Access, Retention, And Success in Higher Education Around the World


By  <http://chronicle.com/blogs/worldwise/author/fmarmolejo/> Francisco
Marmolejo

In the world of higher education there is good news and some not so good.
First the good: Practically all forecast analyses made by experts, from
UNESCO to OECD, and also at the national level in most countries, predict
that, during the coming decade, worldwide enrollment in higher education
will continue to increase, thus benefiting more people than ever.  The not
so good news is that although the number of higher-education students will
increase, unfortunately, it looks as though higher education will remain
primarily elitist as it is today. It is evident that despite many efforts,
concrete interventions, and a good number of initiatives?some of them very
successful and scalable?and in an environment full of rhetoric and politics,
the sad reality seems to be that gaps between countries may widen, and,
moreover, gaps within countries between the better-off and the ones which
are no
 

 
<http://chronicle.com/blogs/worldwise/access-retention-and-success-in-higher
-education-around-the-world-are-we-widening-or-narrowing-the-gaps/27599>
Read More 

+++++

November 22, 2010, 10:21 am


 
<http://chronicle.com/blogs/worldwise/acceso-retencion-y-exito-profesional-e
n-la-educacion-superior-en-el-mundo-%c2%bfestamos-ampliando-o-reduciendo-las
-brechas/27602> Acceso, retenci?n y ?xito profesional en la educaci?n
superior en el mundo


By  <http://chronicle.com/blogs/worldwise/author/fmarmolejo/> Francisco
Marmolejo

En el mundo de la educaci?n superior hay buenas y malas noticias. Primero
las buenas nuevas: pr?cticamente todos las proyecciones elaboradas por
expertos?desde la UNESCO hasta la OCDE, pasando por las elaboradas a nivel
nacional en la mayor?a de los pa?ses? se?alan que en la presente d?cada el
n?mero de estudiantes inscritos en instituciones de educaci?n superior
continuar? increment?ndose, consecuentemente beneficiando a un mayor n?mero
de personas. La mala noticia es que aun cuando el n?mero de estudiantes
universitarios a nivel internacional alcanzar? niveles hist?ricos,
desafortunadamente tal parece que la educaci?n superior continuar? siendo
tan elitista como lo es actualmente. Es evidente que, a pesar de tantos
esfuerzos, intervenciones concretas y un sinn?mero de buenas iniciativas
?algunas bastante exitosas y replicables-, en un ambiente pol?tico cargado
de 
 

 
<http://chronicle.com/blogs/worldwise/acceso-retencion-y-exito-profesional-e
n-la-educacion-superior-en-el-mundo-%c2%bfestamos-ampliando-o-reduciendo-las
-brechas/27602> Read More 

PREVIOUS ARTICLES

 

Deficiency in Foreign Language Competency: What is Wrong with the U.S.
Educational System?
<http://chronicle.com/blogs/worldwise/deficiency-in-foreign-language-compete
ncy-what-is-wrong-with-the-u-s-educational-system/27558> 

 

Internationalization of Higher Education: the Good, the Bad, and the
Unexpected
<http://chronicle.com/blogs/worldwise/internationalization-of-higher-educati
on-the-good-the-bad-and-the-unexpected/27512>  

Internacionalizaci?n de la educaci?n superior: lo bueno, lo malo y lo
inesperado
<http://chronicle.com/blogs/worldwise/internationalizacion-de-la-educacion-s
uperior-lo-bueno-lo-malo-y-lo-inesperado/27553>  

 

The Madness of Rankings
<http://chronicle.com/blogs/worldwise/the-madness-of-rankings/27100> 

La fiebre de los rankings
<http://chronicle.com/blogs/worldwise/la-fiebre-de-los-rankings/27137> 

 

Is Brazil Prepared for Its New Role in the World?
<http://chronicle.com/blogs/worldwise/is-brazil-prepared-for-its-new-role-in
-the-world/26883> 

 
<http://chronicle.com/blogs/worldwise/est-brasil-preparado-para-su-nuevo-pap
el-en-el-mundo/26885> ?Est? Brasil preparado para su nuevo papel en el
mundo?

 

Challenges of Mexican Higher Education: Are There Implications for the
United States?
<http://chronicle.com/blogs/worldwise/challenges-of-mexican-higher-education
-are-there-implications-for-the-united-states/26808> 

 
<http://chronicle.com/blogs/worldwise/retos-de-la-educaci-n-en-la-educaci-n-
superior-mexicana-esto-tiene-implicaciones-para-los-estados-unidos/26810>
Retos de la educaci?n en la educaci?n superior mexicana: ?esto tiene
implicaciones para los Estados Unidos?

 

2-Year Colleges: Second-Class Citizens in the World of Higher Education?
<http://chronicle.com/blogs/worldwise/2-year-colleges-second-class-citizens-
in-the-world-of-higher-education/26305> 

 
<http://chronicle.com/blogs/worldwise/instituciones-universitarias-de-dos-a-
os-ciudadanos-de-segunda-en-el-mundo-de-la-educaci-n-superior/26306>
Instituciones universitarias de dos a?os: ?ciudadanos de segunda en el mundo
de la educaci?n superior?

 

International Migration Outlook: Lessons and Experiences for International
Education
<http://chronicle.com/blogs/worldwise/international-migration-outlook-lesson
sexperiences-for-international-education/25633> 

 
<http://chronicle.com/blogs/worldwise/una-mirada-a-la-migraci-n-internaciona
l-lecciones-y-experiencias-para-la-educaci-n-internacional/25632> Una Mirada
a La Migraci?n Internacional: Lecciones y Experiencias Para La Educaci?n
Internacional

 

Access, Quality, and Internationalization in Brazilian Higher Education
<http://chronicle.com/blogs/worldwise/access-qualityinternationalization-in-
brazilian-higher-education/25410> 

 
<http://chronicle.com/blogs/worldwise/acceso-calidad-e-internacionalizaci-n-
de-la-educaci-n-superior-en-brasil-una-historia-familiar-2/25412> Acceso,
Calidad, e Internacionalizaci?n de La Educaci?n Superior en Brasil: ?Una
Historia Familiar?

 

>From a Global Village to a Local World
<http://chronicle.com/blogs/worldwise/from-a-global-village-to-a-local-world
/25151> 

 
<http://chronicle.com/blogs/worldwise/transitando-desde-una-aldea-global-hac
ia-un-mundo-local/25173> Transitando Desde una Aldea Global Hacia un Mundo
Local

 

 

 

 

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From rzs at WILDBLUE.NET  Tue Nov 23 18:04:33 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 12:04:33 -0600
Subject: suggestions anyone?
Message-ID: <TUE.23.NOV.2010.120433.0600.ILAT@LISTSERV.ARIZONA.EDU>

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

*
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From nks23 at NAU.EDU  Tue Nov 23 18:19:28 2010
From: nks23 at NAU.EDU (Navin Singh)
Date: Tue, 23 Nov 2010 11:19:28 -0700
Subject: suggestions anyone?
In-Reply-To: <AANLkTik9-R-LczOorVRKYA7JB5dgPW3At5ZcuPPtacXX@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.111928.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Frederick Douglass,

It is very challenging to change the preconceived notion of some
teachers, in terms of interpretation in English. So I think you can do
a trade off and ask teachers to bring some pictures and images and
give options to students for their own interpretations. If nothing can
work in getting across the meaning to students, then teachers can only
use English interpretation. So the point is that you need to ask your
helper teachers to use translation as a technique but not as a method
or an approach in your class.

I hope it might help you to resolve your issues.

Thank you,
Navin K. Singh
C&I Doc.
NAU


On Tue, Nov 23, 2010 at 11:04 AM, 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
>


From rzs at WILDBLUE.NET  Tue Nov 23 19:52:24 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 13:52:24 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTinsdGBJ-p_JcgfWP8g0CG0bb_2Hb4zNrcwvffvY@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.135224.0600.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Navin
(as much as i'd like to BE Frederick Douglas,
regretfully i'm not, but then, i only signed off with my first name,Richard)

Unfortunately...the teachers don't really contribute to the native language
part
and its kinda left up to me....so i have to get creative.
My wife often helps...and maybe i can "plant her" among the kids to offer
the correct response if the kids get stuck.
heres an example:
 I was trying to convey * nenh,* i*yatonh Ske:shuh*   ("now,  i say: red
fox")   and
  *nenh,* *ndae'* *tsatonh *  ("now, you all say it")

which is closely parallel in meaning in both languages ( familiarity - a
good place to start!)

these are things that gestures can emulate, and in fact the teacher figured
it out first
and excited about her deciphering... started "explaining in english"  to the
3 year olds!
If instead she gave the  answer: "Ske:shuh"
when i asked "now, you say it!"  it might have been more helpful?

I feel little ones can easily understand the language when i combine it with
gestures,
and are NOT having to think in english ...necessarily to get there.
maybe i'm just feeling sorry for myself, having no tribal members
here who seem interested?

Richard Zane Smith
Wyandotte, Oklahoma



On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:

> Dear Frederick Douglass,
>
> It is very challenging to change the preconceived notion of some
> teachers, in terms of interpretation in English. So I think you can do
> a trade off and ask teachers to bring some pictures and images and
> give options to students for their own interpretations. If nothing can
> work in getting across the meaning to students, then teachers can only
> use English interpretation. So the point is that you need to ask your
> helper teachers to use translation as a technique but not as a method
> or an approach in your class.
>
> I hope it might help you to resolve your issues.
>
> Thank you,
> Navin K. Singh
> C&I Doc.
> NAU
>
>
> On Tue, Nov 23, 2010 at 11:04 AM, 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
> >
>



-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pmeyer8 at COX.NET  Tue Nov 23 20:07:58 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Tue, 23 Nov 2010 12:07:58 -0800
Subject: suggestions anyone?
Message-ID: <TUE.23.NOV.2010.120758.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, how close are you to New Mexico?  There is a great Keres language nest at Cochiti Pueblo.  It would really help your teachers to observe them.  I forwarded your email to them, but you might want to contact them: www.pueblodecochiti.org.  for contact info.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Tuesday, November 23, 2010 11:52 AM
  Subject: Re: [ILAT] suggestions anyone?


  Thanks Navin
  (as much as i'd like to BE Frederick Douglas,
  regretfully i'm not, but then, i only signed off with my first name,Richard)


  Unfortunately...the teachers don't really contribute to the native language part
  and its kinda left up to me....so i have to get creative.
  My wife often helps...and maybe i can "plant her" among the kids to offer
  the correct response if the kids get stuck.
  heres an example:
   I was trying to convey  nenh, iyatonh Ske:shuh   ("now,  i say: red fox")   and  
    nenh, ndae' tsatonh   ("now, you all say it")


  which is closely parallel in meaning in both languages ( familiarity - a good place to start!)



  these are things that gestures can emulate, and in fact the teacher figured it out first
  and excited about her deciphering... started "explaining in english"  to the 3 year olds!
  If instead she gave the  answer: "Ske:shuh"  
  when i asked "now, you say it!"  it might have been more helpful?


  I feel little ones can easily understand the language when i combine it with gestures,
  and are NOT having to think in english ...necessarily to get there.
  maybe i'm just feeling sorry for myself, having no tribal members 
  here who seem interested?


  Richard Zane Smith
  Wyandotte, Oklahoma






  On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:

    Dear Frederick Douglass,

    It is very challenging to change the preconceived notion of some
    teachers, in terms of interpretation in English. So I think you can do
    a trade off and ask teachers to bring some pictures and images and
    give options to students for their own interpretations. If nothing can
    work in getting across the meaning to students, then teachers can only
    use English interpretation. So the point is that you need to ask your
    helper teachers to use translation as a technique but not as a method
    or an approach in your class.

    I hope it might help you to resolve your issues.

    Thank you,
    Navin K. Singh
    C&I Doc.
    NAU



    On Tue, Nov 23, 2010 at 11:04 AM, 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
    >




  -- 

  "It is easier to build strong children than to repair broken men."

  - Frederick Douglass


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From rzs at WILDBLUE.NET  Tue Nov 23 20:19:04 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 23 Nov 2010 14:19:04 -0600
Subject: suggestions anyone?
In-Reply-To: <F4259836261D4EF8983A2CCAF006AD80@NewDell>
Message-ID: <TUE.23.NOV.2010.141904.0600.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Paula,
used to live near there...but now Wyandotte Oklahoma is only about 13 hours
drive from Cochiti!
actually we have a number of excellent immersion and non-immersion language
schools here in Oklahoma
but again OUR teachers here are not even Wyandot tribal members...
thanks for forwarding on my email!
-Richard


On Tue, Nov 23, 2010 at 2:07 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, how close are you to New Mexico?  There is a great Keres
> language nest at Cochiti Pueblo.  It would really help your teachers to
> observe them.  I forwarded your email to them, but you might want to contact
> them: www.pueblodecochiti.org.  for contact info.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Tuesday, November 23, 2010 11:52 AM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> Thanks Navin
> (as much as i'd like to BE Frederick Douglas,
> regretfully i'm not, but then, i only signed off with my first
> name,Richard)
>
> Unfortunately...the teachers don't really contribute to the native language
> part
> and its kinda left up to me....so i have to get creative.
> My wife often helps...and maybe i can "plant her" among the kids to offer
> the correct response if the kids get stuck.
> heres an example:
>  I was trying to convey * nenh,* i*yatonh Ske:shuh*   ("now,  i say: red
> fox")   and
>   *nenh,* *ndae'* *tsatonh *  ("now, you all say it")
>
> which is closely parallel in meaning in both languages ( familiarity - a
> good place to start!)
>
> these are things that gestures can emulate, and in fact the teacher figured
> it out first
> and excited about her deciphering... started "explaining in english"  to
> the 3 year olds!
> If instead she gave the  answer: "Ske:shuh"
> when i asked "now, you say it!"  it might have been more helpful?
>
> I feel little ones can easily understand the language when i combine it
> with gestures,
> and are NOT having to think in english ...necessarily to get there.
> maybe i'm just feeling sorry for myself, having no tribal members
> here who seem interested?
>
> Richard Zane Smith
> Wyandotte, Oklahoma
>
>
>
> On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:
>
>> Dear Frederick Douglass,
>>
>> It is very challenging to change the preconceived notion of some
>> teachers, in terms of interpretation in English. So I think you can do
>> a trade off and ask teachers to bring some pictures and images and
>> give options to students for their own interpretations. If nothing can
>> work in getting across the meaning to students, then teachers can only
>> use English interpretation. So the point is that you need to ask your
>> helper teachers to use translation as a technique but not as a method
>> or an approach in your class.
>>
>> I hope it might help you to resolve your issues.
>>
>> Thank you,
>> Navin K. Singh
>> C&I Doc.
>> NAU
>>
>>
>> On Tue, Nov 23, 2010 at 11:04 AM, 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
>> >
>>
>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From mikinakn at SHAW.CA  Tue Nov 23 20:22:20 2010
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Tue, 23 Nov 2010 15:22:20 -0500
Subject: Jimmy Chen
In-Reply-To: <AANLkTinPfvpBfDENPyAtXBb6sJyUrfxiL6FHwHv903HV@mail.gmail.com>
Message-ID: <TUE.23.NOV.2010.152220.0500.ILAT@LISTSERV.ARIZONA.EDU>

I have had a computer crash and lost all y email addresses. Jimmy Chen, 
if you get this, please respond. If anyone has his contact, please let 
me know or let him know I am trying to reconnect. Thank you all in 
advance and apologies for not being very indigenously linguistic or 
technological with my post. I will try harder at polish if not 
brilliance....


From rzs at WILDBLUE.NET  Wed Nov 24 14:41:24 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 24 Nov 2010 08:41:24 -0600
Subject: suggestions anyone?
In-Reply-To: <Pine.SOL.4.58.1011240115280.19513@basil.u.arizona.edu>
Message-ID: <WED.24.NOV.2010.084124.0600.ILAT@LISTSERV.ARIZONA.EDU>

thanks Doug and Natasha,
good way to explain it about not "giving away the answer" in class.
the books (Natasha) sounds excellent...another project! for me to look into.
(sounds like i need to have some meetings with these teachers)

Its tough because ...sadly: *I'm it*. I'm our local language revitalization
effort,
which is foolish and even ridiculous. there is no language committee in our
tribe
and if anythings going to happen its because I'm insane enough to volunteer
to
attempt it on my own....and this is the 6th year of me  ..."doing it alone"

You all who have healthy language/culture revitalization efforts
Have something to thank the Creator for.
Just don't forget about some of us foolish ones, winging it alone,
carrying the whole weight but determined not to give up..even if it kills
us.

'preciate having some pros to bounce ideas upon here on ILAT!
ske;noh
Richard





On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:

> I think Leanne Hinton's book that's actually a guide to the Master
> Apprentice program, _How to Keep your Language Alive_, has some good
> explanations of why immersion without translation is the way to go.  Maybe
> something in that would help you with how to explain it to the teachers.
> It's a challenging issue--even people who really know better about
> immersion so often want to just "help" by providing translation.  Good
> luck.
>
> Natasha
>
>
> *******************************************************************************
> Natasha Warner
> Associate Professor, Department of Linguistics
> University of Arizona
> PO Box 210028
> Tucson, AZ 85721-0028
> U.S.A.
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From hsouter at GMAIL.COM  Wed Nov 24 16:40:33 2010
From: hsouter at GMAIL.COM (Heather Souter)
Date: Wed, 24 Nov 2010 10:40:33 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTimRSbECrDcLUFbeoeYa=Gt9mOqx=77UfnNEaAxf@mail.gmail.com>
Message-ID: <WED.24.NOV.2010.104033.0600.ILAT@LISTSERV.ARIZONA.EDU>

Taanshi, Richard,

I am wondering if the teachers you work with might not benefit from viewing
the following videos by the Gift of Language and Culture Project on
YouTube....
http://www.youtube.com/watch?v=2WtNWzzZcIo&feature=recentlik
http://www.youtube.com/watch?v=CBs6XE6SpIE&feature=related
And also taking a tour of their website....
http://www.giftoflanguageandculture.ca/

Minnie McKenzie, site coordinator, and the other staff of GCLP are
fantastic, committed people and understand the power of immersion for
teaching language.  (I know a number of them personally.) They are
supportive all people who struggle to revitalize /maintain their languages.
Note that they work with a number of different languages and dialects as
part of their project....  I know that possibilities exist for localization
of some of resources they have created. (Of course, we all have different
cultures, so the images may not work for you and your people, but there may
be some that could....)  Anyhow, I am sure they would welcome contact from
you....
http://www.giftoflanguageandculture.ca/comments.html

Eekoshi.
Heather



On Wed, Nov 24, 2010 at 8:41 AM, Richard Zane Smith <rzs at wildblue.net>wrote:

> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look
> into.
> (sounds like i need to have some meetings with these teachers)
>
> Its tough because ...sadly: *I'm it*. I'm our local language
> revitalization effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer
> to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
>
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills
> us.
>
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
>
>
>
>
>
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>>
>> Natasha
>>
>>
>> *******************************************************************************
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
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From Dmark916 at AOL.COM  Wed Nov 24 19:18:39 2010
From: Dmark916 at AOL.COM (Dmark916 at AOL.COM)
Date: Wed, 24 Nov 2010 14:18:39 EST
Subject: suggestions anyone?
Message-ID: <WED.24.NOV.2010.141839.EST.ILAT@LISTSERV.ARIZONA.EDU>

Richard, what you are doing invites a special legacy for the people, and  
even though it may not seem to be valued, it lights a way for language to  
flourish. Many years ago (like the 1970's) Berty Seigle developed a  technique 
call Total Physical Response (TPR). As you are exposing very young  
children to language, please consider using her approach, as it involves  movement 
and action in language learning. Gradually the children anticipate the  
language and begin using it themselves, not in a word-by-word context, but  
actually in descriptive ways. There is no "translation" necessary. And the  
teachers, looking on or looking in, can become involved as well.
While some teacher inservice workshops might be helpful, without  
administrative backing they might just be resented. Try the TPR approach (or  some 
iteration of it) instead.
In Spirit,
Dorothy Martinez-K
 
 
In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,  
rzs at WILDBLUE.NET writes:

thanks Doug and Natasha,
good way to explain it about not  "giving away the answer" in class.
the books (Natasha) sounds excellent...another project!  for me to look 
into.
(sounds like i need to have some meetings with these  teachers)


Its tough because ...sadly: I'm it. I'm our  local language revitalization 
effort,
which is foolish and even ridiculous. there is no  language committee in 
our tribe
and if anythings going to happen its because I'm insane  enough to 
volunteer to
attempt it on my own....and this is the 6th year of me  ..."doing it alone"


You all who have healthy language/culture  revitalization efforts
Have something to thank the Creator for.
Just don't forget about some of us foolish ones,  winging it alone,
carrying the whole weight but determined not to give  up..even if it kills 
us.


'preciate having some pros to bounce ideas upon here on  ILAT!
ske;noh
Richard










On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <_nwarner at u.arizona.edu_ 
(mailto:nwarner at u.arizona.edu) >  wrote:

I think Leanne Hinton's book that's actually a guide to  the Master
Apprentice program, _How to Keep your Language Alive_, has  some good
explanations of why immersion without translation is the way to  go.  Maybe
something in that would help you with how to explain it  to the teachers.
It's a challenging issue--even people who really know  better about
immersion so often want to just "help" by providing  translation.  Good
luck.

Natasha

****************************************************************************
***
Natasha  Warner
Associate Professor, Department of Linguistics
University of  Arizona
PO Box 210028
Tucson, AZ  85721-0028
U.S.A.






--  
"It  is easier to build strong children than to repair broken men." 
- Frederick  Douglass

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From rzs at WILDBLUE.NET  Thu Nov 25 00:29:18 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 24 Nov 2010 18:29:18 -0600
Subject: suggestions anyone?
In-Reply-To: <a76d3.48be1455.3a1ebf0f@aol.com>
Message-ID: <WED.24.NOV.2010.182918.0600.ILAT@LISTSERV.ARIZONA.EDU>

thanks Dorothy,
I have been hearing reference to TPR in some seminars I've attended
but haven't seen anything indepth. I'll look into it
I do use my body alot while i'm teaching and gestues,
which is how we all learned our first language (without translations!)

 i also use puppets animals who "talk" ,so i can model conversations
between myself and puppets...which ALSO means
there becomes more than one Language Speaker in the room!

its nice to hear the advice
and to simply be able to talk with people who know its value!

 tizhameh (thanks)
Richard


On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

>  Richard, what you are doing invites a special legacy for the people, and
> even though it may not seem to be valued, it lights a way for language to
> flourish. Many years ago (like the 1970's) Berty Seigle developed a
> technique call Total Physical Response (TPR). As you are exposing very young
> children to language, please consider using her approach, as it involves
> movement and action in language learning. Gradually the children anticipate
> the language and begin using it themselves, not in a word-by-word context,
> but actually in descriptive ways. There is no "translation" necessary. And
> the teachers, looking on or looking in, can become involved as well.
> While some teacher inservice workshops might be helpful, without
> administrative backing they might just be resented. Try the TPR approach (or
> some iteration of it) instead.
> In Spirit,
> Dorothy Martinez-K
>
>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
> rzs at WILDBLUE.NET writes:
>
> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look
> into.
> (sounds like i need to have some meetings with these teachers)
>
> Its tough because ...sadly: *I'm it*. I'm our local language
> revitalization effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer
> to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
>
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills
> us.
>
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
>
>
>
>
>
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>>
>> Natasha
>>
>>
>> *******************************************************************************
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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From pmeyer8 at COX.NET  Thu Nov 25 01:54:51 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Wed, 24 Nov 2010 17:54:51 -0800
Subject: suggestions anyone?
Message-ID: <WED.24.NOV.2010.175451.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Wednesday, November 24, 2010 4:29 PM
  Subject: Re: [ILAT] suggestions anyone?


  thanks Dorothy,
  I have been hearing reference to TPR in some seminars I've attended
  but haven't seen anything indepth. I'll look into it
  I do use my body alot while i'm teaching and gestues,
  which is how we all learned our first language (without translations!)


   i also use puppets animals who "talk" ,so i can model conversations
  between myself and puppets...which ALSO means 
  there becomes more than one Language Speaker in the room!



  its nice to hear the advice
  and to simply be able to talk with people who know its value!


   tizhameh (thanks)
  Richard




  On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

    Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
    While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
    In Spirit,
    Dorothy Martinez-K

    In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
      thanks Doug and Natasha,
      good way to explain it about not "giving away the answer" in class.

      the books (Natasha) sounds excellent...another project! for me to look into.
      (sounds like i need to have some meetings with these teachers)


      Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
      which is foolish and even ridiculous. there is no language committee in our tribe
      and if anythings going to happen its because I'm insane enough to volunteer to
      attempt it on my own....and this is the 6th year of me  ..."doing it alone"


      You all who have healthy language/culture revitalization efforts
      Have something to thank the Creator for.
      Just don't forget about some of us foolish ones, winging it alone,
      carrying the whole weight but determined not to give up..even if it kills us.


      'preciate having some pros to bounce ideas upon here on ILAT!
      ske;noh
      Richard










      On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

        I think Leanne Hinton's book that's actually a guide to the Master
        Apprentice program, _How to Keep your Language Alive_, has some good
        explanations of why immersion without translation is the way to go.  Maybe
        something in that would help you with how to explain it to the teachers.
        It's a challenging issue--even people who really know better about
        immersion so often want to just "help" by providing translation.  Good
        luck.

        Natasha

        *******************************************************************************
        Natasha Warner
        Associate Professor, Department of Linguistics
        University of Arizona
        PO Box 210028
        Tucson, AZ 85721-0028
        U.S.A.





      -- 

      "It is easier to build strong children than to repair broken men."

      - Frederick Douglass






  -- 

  "It is easier to build strong children than to repair broken men."

  - Frederick Douglass


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From hardman at UFL.EDU  Thu Nov 25 03:58:07 2010
From: hardman at UFL.EDU (MJ Hardman)
Date: Wed, 24 Nov 2010 22:58:07 -0500
Subject: suggestions anyone?
In-Reply-To: <AANLkTimRSbECrDcLUFbeoeYa=Gt9mOqx=77UfnNEaAxf@mail.gmail.com>
Message-ID: <WED.24.NOV.2010.225807.0500.ILAT@LISTSERV.ARIZONA.EDU>

Back when I was doing this I had no technology at all beyond a tape recorder
(not useful).  One thing I did was that I introduced the children to a
number of words I thought they might not know from a story, and then I would
read them the story in Jaqaru, always a story that would be immediately
recognizable (one of the ubiquitous Andean tales, known in every Andean
language including Spanish).  They loved it.  Another thing I did that the
children loved was that I would ask them what words they wanted written in
their own language ? and they always had plenty, usually the names of their
chacras (their cultivated plots).  These were never easy words and they were
always seriously distorted by the
Spanish version ? great learning activity because they wanted it so and
could take it home to the family.
MJ

On 11/24/10 9:41 AM, "Richard Zane Smith" <rzs at WILDBLUE.NET> wrote:

> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look into.
> (sounds like i need to have some meetings with these teachers)
> 
> Its tough because ...sadly: I'm it. I'm our local language revitalization
> effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer to
> attempt it on my own....and this is the 6th year of me ?..."doing it alone"
> 
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills us.
> 
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
> 
> 
> 
> 
> 
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>
> wrote:
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go. ?Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation. ?Good
>> luck.
>> 
>> Natasha
>> 
>> *****************************************************************************
>> **
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>> 
> 
> 

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From rzs at WILDBLUE.NET  Thu Nov 25 17:10:26 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 25 Nov 2010 11:10:26 -0600
Subject: suggestions anyone?
In-Reply-To: <DD11B04C76BA43EB814BF1C2BF842975@NewDell>
Message-ID: <THU.25.NOV.2010.111026.0600.ILAT@LISTSERV.ARIZONA.EDU>

Paula (and ALL of you) thanks!

I've been enjoying the youtube videos of TPR in action
but i assure you I WILL get the book which sounds excellent.

*wandat* (Wyandot) hasn't had fluent elders in a 100 years

In order for me to implement TPR which in some forms i've accidently done
already,
(Though i get most of the kids singing some "vocabulary" from day one)
I have to "create" the material first.    --from scratch. (((no elders to
ask,of course)))
I have to search from our "word lists" and "root/stem lists"
attempt a construction, send it off via email to a busy linguist
(who is not paid by our tribe for any work he volunteers)
wait for up to a week get an "ok" or "a correction" with excellent
persuasive reasons.

Imperatives have their unique status and problems. Not about
rudeness...but...
*raise your hand !*   ...ok....
should i start with introducing   2p singular? ,   or 2p plural?  ,
definitely not   2p dual !

or is it better to DROP imperatives all together and start with actions I
can "join in" ?
1p plural inclusive:
*now, we all raise our hand(s)    we stand  - we sit -  we walk*
*
*
as you can see there's no prepackaged language course for me to simply
follow
and its why I appreciate ALL the suggestions given.

After the first day children know when i'm asking "where?" something is
because I'm using gestures and pretending to look around puzzled.
( to get them to respond in wandat will take longer!)

4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)

K- 5th the kids realize that all the other numbers are "easy"
once they memorize the foundational "number song".
they LOVE having me put   (ex)  5432  on the board for them to verbalize..
but i'm rambling and using your time, have a great thanksgiving!

much to be thankful for!

Richard Zane Smith
Wyandotte Oklahoma,



On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, I have used TPR for Kumeyaay, and it has gone over very well and
> people have learned a lot and liked it.  The lessons are very happy events.
> It has to be adapted culturally, e.g. direct commands are considered rude in
> a lot of languages and the vocabulary is not always appropriate, but this is
> easily changed.  You have to teach and practice it with the teachers.  If
> you get Asher's basic book Learning another language through actions (
> www.tpr-world.com), you can adapt it, and the teachers can do it once they
> understand the concept.  We practice before each lesson.  You might want to
> look at TPR Storytelling too, another of Asher's books. .Since you are
> dealing with preschoolers, they probably don't need all of this; in my
> experience, they get bored with the structure and need a more natural
> situation.  However, it may give your teachers something to hold onto that's
> a language-teaching "method," and they might feel more secure.  If your
> teachers are into "research," there are tons of it to support not changing
> back and forth between languages, especially with the majority language.  I
> hate to keep beating this horse, but do you have any videos of language
> nests?  They could look at those if they can't visit one, because
> preschoolers are such little sponges in any language, and seeing it in
> action might help them get rid of the majority language in their
> interactions with the children.  Good luck.  Your efforts will be rewarded
> when you hear those little kids talking to each other in their heritage
> language.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Wednesday, November 24, 2010 4:29 PM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> thanks Dorothy,
> I have been hearing reference to TPR in some seminars I've attended
> but haven't seen anything indepth. I'll look into it
> I do use my body alot while i'm teaching and gestues,
> which is how we all learned our first language (without translations!)
>
>  i also use puppets animals who "talk" ,so i can model conversations
> between myself and puppets...which ALSO means
> there becomes more than one Language Speaker in the room!
>
> its nice to hear the advice
> and to simply be able to talk with people who know its value!
>
>  tizhameh (thanks)
> Richard
>
>
> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>
>>  Richard, what you are doing invites a special legacy for the people, and
>> even though it may not seem to be valued, it lights a way for language to
>> flourish. Many years ago (like the 1970's) Berty Seigle developed a
>> technique call Total Physical Response (TPR). As you are exposing very young
>> children to language, please consider using her approach, as it involves
>> movement and action in language learning. Gradually the children anticipate
>> the language and begin using it themselves, not in a word-by-word context,
>> but actually in descriptive ways. There is no "translation" necessary. And
>> the teachers, looking on or looking in, can become involved as well.
>> While some teacher inservice workshops might be helpful, without
>> administrative backing they might just be resented. Try the TPR approach (or
>> some iteration of it) instead.
>> In Spirit,
>> Dorothy Martinez-K
>>
>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>> rzs at WILDBLUE.NET writes:
>>
>> thanks Doug and Natasha,
>> good way to explain it about not "giving away the answer" in class.
>> the books (Natasha) sounds excellent...another project! for me to look
>> into.
>> (sounds like i need to have some meetings with these teachers)
>>
>> Its tough because ...sadly: *I'm it*. I'm our local language
>> revitalization effort,
>> which is foolish and even ridiculous. there is no language committee in
>> our tribe
>> and if anythings going to happen its because I'm insane enough to
>> volunteer to
>> attempt it on my own....and this is the 6th year of me  ..."doing it
>> alone"
>>
>> You all who have healthy language/culture revitalization efforts
>> Have something to thank the Creator for.
>> Just don't forget about some of us foolish ones, winging it alone,
>> carrying the whole weight but determined not to give up..even if it kills
>> us.
>>
>> 'preciate having some pros to bounce ideas upon here on ILAT!
>> ske;noh
>> Richard
>>
>>
>>
>>
>>
>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>>
>>> I think Leanne Hinton's book that's actually a guide to the Master
>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>> explanations of why immersion without translation is the way to go.
>>>  Maybe
>>> something in that would help you with how to explain it to the teachers.
>>> It's a challenging issue--even people who really know better about
>>> immersion so often want to just "help" by providing translation.  Good
>>> luck.
>>>
>>> Natasha
>>>
>>>
>>> *******************************************************************************
>>> Natasha Warner
>>> Associate Professor, Department of Linguistics
>>> University of Arizona
>>> PO Box 210028
>>> Tucson, AZ 85721-0028
>>> U.S.A.
>>>
>>>
>>
>>
>> --
>> *
>>
>> "It is easier to build strong children than to repair broken men."
>>
>> - Frederick Douglass
>> *
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"those who desire to give up freedom in order to gain security will not
have,nor do they deserve,either one." Benjamin Franklin

"its easier to build strong children than repair broken men" Frederick
Douglas


"It is easier to build strong children than to repair broken men"

- Frederick Douglass

*
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From pmeyer8 at COX.NET  Thu Nov 25 19:55:38 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Thu, 25 Nov 2010 11:55:38 -0800
Subject: suggestions anyone?
Message-ID: <THU.25.NOV.2010.115538.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, just a little answer:  Start with 2nd p plural so they all do it.  Native speakers of Kumeyaay like to put the word for "all" with this.  Later, when you are sure some can do it, switch to 2nd p singular and use those students as models.  You could also use the dual with two students in between the sing and the pl since it's less threatening to do something with a partner; also, it's part of the language.  
Also, when they get ready to SAY where something is, they will.
Paula
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Thursday, November 25, 2010 9:10 AM
  Subject: Re: [ILAT] suggestions anyone?


  Paula (and ALL of you) thanks!


  I've been enjoying the youtube videos of TPR in action
  but i assure you I WILL get the book which sounds excellent.



  wandat (Wyandot) hasn't had fluent elders in a 100 years


  In order for me to implement TPR which in some forms i've accidently done already,
  (Though i get most of the kids singing some "vocabulary" from day one)
  I have to "create" the material first.    --from scratch. (((no elders to ask,of course)))
  I have to search from our "word lists" and "root/stem lists"
  attempt a construction, send it off via email to a busy linguist
  (who is not paid by our tribe for any work he volunteers) 
  wait for up to a week get an "ok" or "a correction" with excellent persuasive reasons.


  Imperatives have their unique status and problems. Not about rudeness...but...
  raise your hand !   ...ok....
  should i start with introducing   2p singular? ,   or 2p plural?  , definitely not   2p dual !


  or is it better to DROP imperatives all together and start with actions I can "join in" ?   
  1p plural inclusive:   
  now, we all raise our hand(s)    we stand  - we sit -  we walk


  as you can see there's no prepackaged language course for me to simply follow
  and its why I appreciate ALL the suggestions given.


  After the first day children know when i'm asking "where?" something is
  because I'm using gestures and pretending to look around puzzled.
  ( to get them to respond in wandat will take longer!)



  4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)


  K- 5th the kids realize that all the other numbers are "easy"
  once they memorize the foundational "number song".
  they LOVE having me put   (ex)  5432  on the board for them to verbalize..
  but i'm rambling and using your time, have a great thanksgiving!


  much to be thankful for!


  Richard Zane Smith 
  Wyandotte Oklahoma,






  On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

    Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
    Paula
      ----- Original Message ----- 
      From: Richard Zane Smith 
      To: ILAT at LISTSERV.ARIZONA.EDU 
      Sent: Wednesday, November 24, 2010 4:29 PM
      Subject: Re: [ILAT] suggestions anyone?


      thanks Dorothy, 
      I have been hearing reference to TPR in some seminars I've attended
      but haven't seen anything indepth. I'll look into it
      I do use my body alot while i'm teaching and gestues,
      which is how we all learned our first language (without translations!)


       i also use puppets animals who "talk" ,so i can model conversations
      between myself and puppets...which ALSO means 
      there becomes more than one Language Speaker in the room!



      its nice to hear the advice
      and to simply be able to talk with people who know its value!


       tizhameh (thanks)
      Richard




      On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

        Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
        While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
        In Spirit,
        Dorothy Martinez-K

        In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
          thanks Doug and Natasha,
          good way to explain it about not "giving away the answer" in class.

          the books (Natasha) sounds excellent...another project! for me to look into.
          (sounds like i need to have some meetings with these teachers)


          Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
          which is foolish and even ridiculous. there is no language committee in our tribe
          and if anythings going to happen its because I'm insane enough to volunteer to
          attempt it on my own....and this is the 6th year of me  ..."doing it alone"


          You all who have healthy language/culture revitalization efforts
          Have something to thank the Creator for.
          Just don't forget about some of us foolish ones, winging it alone,
          carrying the whole weight but determined not to give up..even if it kills us.


          'preciate having some pros to bounce ideas upon here on ILAT!
          ske;noh
          Richard










          On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

            I think Leanne Hinton's book that's actually a guide to the Master
            Apprentice program, _How to Keep your Language Alive_, has some good
            explanations of why immersion without translation is the way to go.  Maybe
            something in that would help you with how to explain it to the teachers.
            It's a challenging issue--even people who really know better about
            immersion so often want to just "help" by providing translation.  Good
            luck.

            Natasha

            *******************************************************************************
            Natasha Warner
            Associate Professor, Department of Linguistics
            University of Arizona
            PO Box 210028
            Tucson, AZ 85721-0028
            U.S.A.





          -- 

          "It is easier to build strong children than to repair broken men."

          - Frederick Douglass






      -- 

      "It is easier to build strong children than to repair broken men."

      - Frederick Douglass






  -- 


  "those who desire to give up freedom in order to gain security will not have,nor do they deserve,either one." Benjamin Franklin



  "its easier to build strong children than repair broken men" Frederick Douglas








  "It is easier to build strong children than to repair broken men"
  - Frederick Douglass







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From hsouter at GMAIL.COM  Thu Nov 25 20:47:23 2010
From: hsouter at GMAIL.COM (Heather Souter)
Date: Thu, 25 Nov 2010 14:47:23 -0600
Subject: suggestions anyone?
In-Reply-To: <982B17DD3D714CB9BB6C9B35EF5DDA67@NewDell>
Message-ID: <THU.25.NOV.2010.144723.0600.ILAT@LISTSERV.ARIZONA.EDU>

Taanshi, Paula and Richard,

This sounds really good!  Especially about the part that WHEN the children
are READY to speak they will!  It is a really natural, stress-free
approach!  No wrong, no right, no stress!  Relaxed learning that is
engaging---great!

Eekoshi.
Heather

On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

>  Richard, just a little answer:  Start with 2nd p plural so they all do
> it.  Native speakers of Kumeyaay like to put the word for "all" with this.
> Later, when you are sure some can do it, switch to 2nd p singular and use
> those students as models.  You could also use the dual with two students in
> between the sing and the pl since it's less threatening to do something with
> a partner; also, it's part of the language.
> Also, when they get ready to SAY where something is, they will.
> Paula
>
> ----- Original Message -----
> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Thursday, November 25, 2010 9:10 AM
> *Subject:* Re: [ILAT] suggestions anyone?
>
> Paula (and ALL of you) thanks!
>
> I've been enjoying the youtube videos of TPR in action
> but i assure you I WILL get the book which sounds excellent.
>
> *wandat* (Wyandot) hasn't had fluent elders in a 100 years
>
> In order for me to implement TPR which in some forms i've accidently done
> already,
> (Though i get most of the kids singing some "vocabulary" from day one)
> I have to "create" the material first.    --from scratch. (((no elders to
> ask,of course)))
> I have to search from our "word lists" and "root/stem lists"
> attempt a construction, send it off via email to a busy linguist
> (who is not paid by our tribe for any work he volunteers)
> wait for up to a week get an "ok" or "a correction" with excellent
> persuasive reasons.
>
> Imperatives have their unique status and problems. Not about
> rudeness...but...
> *raise your hand !*   ...ok....
> should i start with introducing   2p singular? ,   or 2p plural?  ,
> definitely not   2p dual !
>
> or is it better to DROP imperatives all together and start with actions I
> can "join in" ?
> 1p plural inclusive:
> *now, we all raise our hand(s)    we stand  - we sit -  we walk*
> *
> *
> as you can see there's no prepackaged language course for me to simply
> follow
> and its why I appreciate ALL the suggestions given.
>
> After the first day children know when i'm asking "where?" something is
> because I'm using gestures and pretending to look around puzzled.
> ( to get them to respond in wandat will take longer!)
>
> 4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)
>
> K- 5th the kids realize that all the other numbers are "easy"
> once they memorize the foundational "number song".
> they LOVE having me put   (ex)  5432  on the board for them to verbalize..
> but i'm rambling and using your time, have a great thanksgiving!
>
> much to be thankful for!
>
> Richard Zane Smith
> Wyandotte Oklahoma,
>
>
>
> On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>
>>  Richard, I have used TPR for Kumeyaay, and it has gone over very well
>> and people have learned a lot and liked it.  The lessons are very happy
>> events.  It has to be adapted culturally, e.g. direct commands are
>> considered rude in a lot of languages and the vocabulary is not always
>> appropriate, but this is easily changed.  You have to teach and
>> practice it with the teachers.  If you get Asher's basic book Learning
>> another language through actions (www.tpr-world.com), you can adapt it,
>> and the teachers can do it once they understand the concept.  We practice
>> before each lesson.  You might want to look at TPR Storytelling too, another
>> of Asher's books. .Since you are dealing with preschoolers, they probably
>> don't need all of this; in my experience, they get bored with the structure
>> and need a more natural situation.  However, it may give your teachers
>> something to hold onto that's a language-teaching "method," and they might
>> feel more secure.  If your teachers are into "research," there are tons of
>> it to support not changing back and forth between languages, especially with
>> the majority language.  I hate to keep beating this horse, but do you have
>> any videos of language nests?  They could look at those if they can't visit
>> one, because preschoolers are such little sponges in any language, and
>> seeing it in action might help them get rid of the majority language in
>> their interactions with the children.  Good luck.  Your efforts will be
>> rewarded when you hear those little kids talking to each other in their
>> heritage language.
>> Paula
>>
>>  ----- Original Message -----
>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>>  *Sent:* Wednesday, November 24, 2010 4:29 PM
>> *Subject:* Re: [ILAT] suggestions anyone?
>>
>>  thanks Dorothy,
>> I have been hearing reference to TPR in some seminars I've attended
>> but haven't seen anything indepth. I'll look into it
>> I do use my body alot while i'm teaching and gestues,
>> which is how we all learned our first language (without translations!)
>>
>>  i also use puppets animals who "talk" ,so i can model conversations
>> between myself and puppets...which ALSO means
>> there becomes more than one Language Speaker in the room!
>>
>> its nice to hear the advice
>> and to simply be able to talk with people who know its value!
>>
>>  tizhameh (thanks)
>> Richard
>>
>>
>> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>>
>>>  Richard, what you are doing invites a special legacy for the people,
>>> and even though it may not seem to be valued, it lights a way for language
>>> to flourish. Many years ago (like the 1970's) Berty Seigle developed a
>>> technique call Total Physical Response (TPR). As you are exposing very young
>>> children to language, please consider using her approach, as it involves
>>> movement and action in language learning. Gradually the children anticipate
>>> the language and begin using it themselves, not in a word-by-word context,
>>> but actually in descriptive ways. There is no "translation" necessary. And
>>> the teachers, looking on or looking in, can become involved as well.
>>> While some teacher inservice workshops might be helpful, without
>>> administrative backing they might just be resented. Try the TPR approach (or
>>> some iteration of it) instead.
>>> In Spirit,
>>> Dorothy Martinez-K
>>>
>>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>>> rzs at WILDBLUE.NET writes:
>>>
>>> thanks Doug and Natasha,
>>> good way to explain it about not "giving away the answer" in class.
>>> the books (Natasha) sounds excellent...another project! for me to look
>>> into.
>>> (sounds like i need to have some meetings with these teachers)
>>>
>>> Its tough because ...sadly: *I'm it*. I'm our local language
>>> revitalization effort,
>>> which is foolish and even ridiculous. there is no language committee in
>>> our tribe
>>> and if anythings going to happen its because I'm insane enough to
>>> volunteer to
>>> attempt it on my own....and this is the 6th year of me  ..."doing it
>>> alone"
>>>
>>> You all who have healthy language/culture revitalization efforts
>>> Have something to thank the Creator for.
>>> Just don't forget about some of us foolish ones, winging it alone,
>>> carrying the whole weight but determined not to give up..even if it kills
>>> us.
>>>
>>> 'preciate having some pros to bounce ideas upon here on ILAT!
>>> ske;noh
>>> Richard
>>>
>>>
>>>
>>>
>>>
>>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu
>>> > wrote:
>>>
>>>> I think Leanne Hinton's book that's actually a guide to the Master
>>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>>> explanations of why immersion without translation is the way to go.
>>>>  Maybe
>>>> something in that would help you with how to explain it to the teachers.
>>>> It's a challenging issue--even people who really know better about
>>>> immersion so often want to just "help" by providing translation.  Good
>>>> luck.
>>>>
>>>> Natasha
>>>>
>>>>
>>>> *******************************************************************************
>>>> Natasha Warner
>>>> Associate Professor, Department of Linguistics
>>>> University of Arizona
>>>> PO Box 210028
>>>> Tucson, AZ 85721-0028
>>>> U.S.A.
>>>>
>>>>
>>>
>>>
>>> --
>>> *
>>>
>>> "It is easier to build strong children than to repair broken men."
>>>
>>> - Frederick Douglass
>>> *
>>>
>>>
>>
>>
>> --
>> *
>>
>> "It is easier to build strong children than to repair broken men."
>>
>> - Frederick Douglass
>> *
>>
>>
>
>
> --
> *
>
> "those who desire to give up freedom in order to gain security will not
> have,nor do they deserve,either one." Benjamin Franklin
>
>  "its easier to build strong children than repair broken men" Frederick
> Douglas
>
>
> "It is easier to build strong children than to repair broken men"
>
> - Frederick Douglass
>
>   *
>
>
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From alianaparker at GMAIL.COM  Fri Nov 26 03:46:16 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Thu, 25 Nov 2010 19:46:16 -0800
Subject: Questions regarding Facebook and language revitalization efforts
Message-ID: <THU.25.NOV.2010.194616.0800.ILAT@LISTSERV.ARIZONA.EDU>

Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking
emails! I joined the ILAT just last winter and have really enjoyed learning
through your discussions. I am a linguistics graduate student in Canada and
I hope participate and contribute in some small way to language
revitalization efforts through my research.

Currently, I am trying to learn about the role of web-based media in
indigenous language education, particularly regarding the use of Facebook
for education and revitalization. Earlier this year in January an email
exchange went around regarding the use of Facebook with indigenous
languages, and I would like to follow up on that.

Are any of you currently using Facebook, either pages, groups, games or
other applications to help your language efforts, or do you know of others
who are? Do you use FB in a personal way in your own language as a concious
choice to maintain your language? Also, even if you can't answer the first
questions, do you have any thoughts regarding the use of FB in such a way?
Do you think it is an effective tool or do you think there are problems with
the use of it for language revitalization?

Any thoughts or comments or links you might have would be greatly
appreciated.

With many thanks and warm wishes,

Aliana Parker
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From djcunlif at GLAM.AC.UK  Fri Nov 26 09:49:52 2010
From: djcunlif at GLAM.AC.UK (Cunliffe D J (AT))
Date: Fri, 26 Nov 2010 09:49:52 +0000
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTi=RiEx9Z+EdKu+p5VyRWFh-p2RNWDykmmY8r7YA@mail.gmail.com>
Message-ID: <FRI.26.NOV.2010.094952.0000.ILAT@LISTSERV.ARIZONA.EDU>

Hello Aliana,

We have done some work looking at the use of Welsh on Facebook which you might find interesting.


The use of the Welsh language on Facebook: an initial investigation.<http://dx.doi.org/10.1080/13691180902914628> Honeycutt, C. and Cunliffe, D. Information, Communication and Society, 13 (2), 2010: 226-248.

We have done some further work looking at young Welsh speakers use of Welsh in their social networks (both online and offline) which we are currently writing up.

Our work is not so much looking at Facebook as a tool for education or as a deliberate tool for revitalisation, we are more interested in the natural (largely unconscious) behaviours of Welsh speakers within the Facebook environment and the perception among speakers that it is a space in which Welsh can be and is naturally used.

I suspect that the significance of Facebook and the way in which it could be used will vary greatly from one language context to another, so be cautious of generalising from one to another.

Hwyl,

Daniel.


From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Aliana Parker
Sent: 26 November 2010 03:46
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: [ILAT] Questions regarding Facebook and language revitalization efforts

Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking emails! I joined the ILAT just last winter and have really enjoyed learning through your discussions. I am a linguistics graduate student in Canada and I hope participate and contribute in some small way to language revitalization efforts through my research.

Currently, I am trying to learn about the role of web-based media in indigenous language education, particularly regarding the use of Facebook for education and revitalization. Earlier this year in January an email exchange went around regarding the use of Facebook with indigenous languages, and I would like to follow up on that.

Are any of you currently using Facebook, either pages, groups, games or other applications to help your language efforts, or do you know of others who are? Do you use FB in a personal way in your own language as a concious choice to maintain your language? Also, even if you can't answer the first questions, do you have any thoughts regarding the use of FB in such a way? Do you think it is an effective tool or do you think there are problems with the use of it for language revitalization?

Any thoughts or comments or links you might have would be greatly appreciated.

With many thanks and warm wishes,

Aliana Parker
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From alianaparker at GMAIL.COM  Sat Nov 27 03:58:22 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Fri, 26 Nov 2010 19:58:22 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <B94AF7EF850B1E4CA0DAA771791846B8234DBDC9@MailDB1.uni.glam.ac.uk>
Message-ID: <FRI.26.NOV.2010.195822.0800.ILAT@LISTSERV.ARIZONA.EDU>

Thanks very much, Daniel. This is indeed both helpful and thought-provoking.
I appreciate your insights.

Best regards,
Aliana


On Fri, Nov 26, 2010 at 1:49 AM, Cunliffe D J (AT) <djcunlif at glam.ac.uk>wrote:

> Hello Aliana,
>
>
>
> We have done some work looking at the use of Welsh on Facebook which you
> might find interesting.
>
>
>
> *The use of the Welsh language on Facebook: an initial investigation.<http://dx.doi.org/10.1080/13691180902914628>
> * Honeycutt, C. and Cunliffe, D. Information, Communication and Society,
> 13 (2), 2010: 226-248.
>
>
>
> We have done some further work looking at young Welsh speakers use of Welsh
> in their social networks (both online and offline) which we are currently
> writing up.
>
>
>
> Our work is not so much looking at Facebook as a tool for education or as a
> deliberate tool for revitalisation, we are more interested in the natural
> (largely unconscious) behaviours of Welsh speakers within the Facebook
> environment and the perception among speakers that it is a space in which
> Welsh can be and is naturally used.
>
>
>
> I suspect that the significance of Facebook and the way in which it could
> be used will vary greatly from one language context to another, so be
> cautious of generalising from one to another.
>
>
>
> Hwyl,
>
>
>
> Daniel.
>
>
>
>
>
> *From:* Indigenous Languages and Technology [mailto:
> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Aliana Parker
> *Sent:* 26 November 2010 03:46
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Subject:* [ILAT] Questions regarding Facebook and language revitalization
> efforts
>
>
>
> Winter greetings to all,
>
> First, thank you to all for your many interesting and thought-provoking
> emails! I joined the ILAT just last winter and have really enjoyed learning
> through your discussions. I am a linguistics graduate student in Canada and
> I hope participate and contribute in some small way to language
> revitalization efforts through my research.
>
> Currently, I am trying to learn about the role of web-based media in
> indigenous language education, particularly regarding the use of Facebook
> for education and revitalization. Earlier this year in January an email
> exchange went around regarding the use of Facebook with indigenous
> languages, and I would like to follow up on that.
>
> Are any of you currently using Facebook, either pages, groups, games or
> other applications to help your language efforts, or do you know of others
> who are? Do you use FB in a personal way in your own language as a concious
> choice to maintain your language? Also, even if you can't answer the first
> questions, do you have any thoughts regarding the use of FB in such a way?
> Do you think it is an effective tool or do you think there are problems with
> the use of it for language revitalization?
>
> Any thoughts or comments or links you might have would be greatly
> appreciated.
>
> With many thanks and warm wishes,
>
> Aliana Parker
>
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From neskiem at GMAIL.COM  Sat Nov 27 07:42:55 2010
From: neskiem at GMAIL.COM (Neskie Manuel)
Date: Fri, 26 Nov 2010 23:42:55 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTi=RiEx9Z+EdKu+p5VyRWFh-p2RNWDykmmY8r7YA@mail.gmail.com>
Message-ID: <FRI.26.NOV.2010.234255.0800.ILAT@LISTSERV.ARIZONA.EDU>

Weytk Aliana,

I think you should check out the Inupiaq word of the day.  I think it has
been posted it on here before.

I don't know how many people know this but you can translate the Facebook
application itself.:

http://www.facebook.com/translations/

I know that the Cherokee Nation is working on localizing and translating
Facebook into their language.  To translate facebook you need to first have
it listed as an option on their.  We don't have it for Secwepemcts?n, so I
just wrote a browser add on that seems to work well:

https://github.com/neskie/secwepemc-facebook

Now I remember what phone is in Secwepemcts?n
<http://www.facebook.com/translations/>

On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>wrote:

> Winter greetings to all,
>
> First, thank you to all for your many interesting and thought-provoking
> emails! I joined the ILAT just last winter and have really enjoyed learning
> through your discussions. I am a linguistics graduate student in Canada and
> I hope participate and contribute in some small way to language
> revitalization efforts through my research.
>
> Currently, I am trying to learn about the role of web-based media in
> indigenous language education, particularly regarding the use of Facebook
> for education and revitalization. Earlier this year in January an email
> exchange went around regarding the use of Facebook with indigenous
> languages, and I would like to follow up on that.
>
> Are any of you currently using Facebook, either pages, groups, games or
> other applications to help your language efforts, or do you know of others
> who are? Do you use FB in a personal way in your own language as a concious
> choice to maintain your language? Also, even if you can't answer the first
> questions, do you have any thoughts regarding the use of FB in such a way?
> Do you think it is an effective tool or do you think there are problems with
> the use of it for language revitalization?
>
> Any thoughts or comments or links you might have would be greatly
> appreciated.
>
> With many thanks and warm wishes,
>
> Aliana Parker
>
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From hal1403 at YAHOO.COM  Sat Nov 27 23:19:56 2010
From: hal1403 at YAHOO.COM (Haley De Korne)
Date: Sat, 27 Nov 2010 15:19:56 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTim-_PRMJUO-9mj0a681G=PsbxeEZPTay6tpPs_q@mail.gmail.com>
Message-ID: <SAT.27.NOV.2010.151956.0800.ILAT@LISTSERV.ARIZONA.EDU>

Hi Aliana,
There's a great group that runs virtual Anishinaabemowin & Cree lessons once a week:

http://www.learnojibweonline.blogspot.com/

They use facebook to remind people to log in for lessons, and as a sort of discussion forum.? You can look for them on facebook: 'Learn Ojibwe Online'.? Also I see plenty of Anishinaabemowin posting & commenting on facebook, and as a student of Anishinaabemowin it's great practice for me to try to read & understand what's being said.? I see different spellings too, and I wonder if 'regular' or 'standard' spellings might eventually emerge in a sort of democratic way, with everyone contributing & adapting in the virtual forum-- rather than the kind of top-down standardization that is often imposed on languages.
Hope all's well up there in Victoria(:
All the best, 
Haley



--- On Fri, 11/26/10, Aliana Parker <alianaparker at GMAIL.COM> wrote:

From: Aliana Parker <alianaparker at GMAIL.COM>
Subject: Re: [ILAT] Questions regarding Facebook and language revitalization efforts
To: ILAT at LISTSERV.ARIZONA.EDU
Date: Friday, November 26, 2010, 10:58 PM

Thanks very much, Daniel. This is indeed both helpful and thought-provoking. I appreciate your insights.

Best regards,
Aliana


On Fri, Nov 26, 2010 at 1:49 AM, Cunliffe D J (AT) <djcunlif at glam.ac.uk> wrote:

Hello Aliana,
?We have done some work looking at the use of Welsh on Facebook which you might find interesting.
?
The use of the Welsh language on Facebook: an initial investigation. Honeycutt, C. and Cunliffe, D. Information, Communication and Society, 13 (2), 2010: 226-248. 
?We have done some further work looking at young Welsh speakers use of Welsh in their social networks (both online and offline) which we are currently writing up.
?Our work is not so much looking at Facebook as a tool for education or as a deliberate tool for revitalisation, we are more interested in the natural (largely unconscious) behaviours of Welsh speakers within the Facebook environment and the perception among speakers that it is a space in which Welsh can be and is naturally used.
?I suspect that the significance of Facebook and the way in which it could be used will vary greatly from one language context to another, so be cautious of generalising from one to another.
?Hwyl,?
Daniel.??
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Aliana Parker

Sent: 26 November 2010 03:46
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: [ILAT] Questions regarding Facebook and language revitalization efforts
?Winter greetings to all,

First, thank you to all for your many interesting and thought-provoking emails! I joined the ILAT just last winter and have really enjoyed learning through your discussions. I am a linguistics graduate student in Canada and I hope participate and contribute in some small way to language revitalization efforts through my research.


Currently, I am trying to learn about the role of web-based media in indigenous language education, particularly regarding the use of Facebook for education and revitalization. Earlier this year in January an email exchange went around regarding the use of Facebook with indigenous languages, and I would like to follow up on that.


Are any of you currently using Facebook, either pages, groups, games or other applications to help your language efforts, or do you know of others who are? Do you use FB in a personal way in your own language as a concious choice to maintain your language? Also, even if you can't answer the first questions, do you have any thoughts regarding the use of FB in such a way? Do you think it is an effective tool or do you think there are problems with the use of it for language revitalization? 


Any thoughts or comments or links you might have would be greatly appreciated. 

With many thanks and warm wishes,

Aliana Parker




      
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 29 19:53:36 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 29 Nov 2010 12:53:36 -0700
Subject: All of Our Relations: A Language and Story Event (fwd)
Message-ID: <MON.29.NOV.2010.125336.0700.ILAT@LISTSERV.ARIZONA.EDU>

Fyi...

Here is a bit of news worth sharing!  Phil
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From cashcash at EMAIL.ARIZONA.EDU  Mon Nov 29 19:58:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 29 Nov 2010 12:58:15 -0700
Subject: Digital Media and Learning Summer Institute (fwd)
Message-ID: <MON.29.NOV.2010.125815.0700.ILAT@LISTSERV.ARIZONA.EDU>

ILAT Fyi...

~~~
Digital Media and Learning Summer Institute

The Digital Media and Learning Research Hub invites advanced graduate
students and postdoctoral scholars conducting research in the field of
Digital Media and Learning to submit applications for a DML Research
Associates Summer Institute to be held August 15-19, 2011 at the
University of California, Irvine. This 1-week institute is designed to
support the development of a cohort of junior scholars working in the
emerging field of digital media and learning. Participants will share
information about their research, build relationships with researchers
at institutions across the country and globally, develop a
publication, grant proposal, dissertation or book chapter or other
relevant outcome, and have opportunities to initiate mentoring
relationships with a small number of scholars working in the field of
Digital Media and Learning. The theme for this annual meeting will be
?Designing Learning Futures.?

DEADLINE: December 15, 2010

http://dmlcentral.net/call-for-applications-summer-institute-program


From nflrc at HAWAII.EDU  Tue Nov 30 02:21:40 2010
From: nflrc at HAWAII.EDU (National Foreign Language Resource Center)
Date: Mon, 29 Nov 2010 16:21:40 -1000
Subject: JOB ANNOUNCEMENT: Assistant/Associate Professor,
 Dept. of Second Language Studies, University of Hawaii at Manoa
Message-ID: <MON.29.NOV.2010.162140.1000.ILAT@LISTSERV.ARIZONA.EDU>

Apologies for any cross-postings...


UNIVERSITY OF HAWAI'I AT MANOA, DEPARTMENT OF SECOND LANGUAGE STUDIES
ASSISTANT/ASSOCIATE PROFESSOR

The Department of Second Language Studies, University of Hawaii at Manoa, seeks 
to fill a vacancy at the assistant/associate professor level in the area of 
interfaces between language structure and meaning as related to second language 
learning, use, processing and instruction. The Department offers an MA and a 
PhD in Second Language Studies as well as an Advanced Graduate Certificate. A 
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ASSISTANT/ASSOCIATE PROFESSOR, POSITION # 84247, tenure track, full time 
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From alianaparker at GMAIL.COM  Tue Nov 30 03:31:08 2010
From: alianaparker at GMAIL.COM (Aliana Parker)
Date: Mon, 29 Nov 2010 19:31:08 -0800
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTinz21o9e5KpaH_JF2WOc-WM+rmRhCrfnXHSZ=mn@mail.gmail.com>
Message-ID: <MON.29.NOV.2010.193108.0800.ILAT@LISTSERV.ARIZONA.EDU>

Thank you so much, Neskie. This is very helpful indeed- I wasn't previously
aware of the Facebook translate application.

Best wishes,
Aliana

On Fri, Nov 26, 2010 at 11:42 PM, Neskie Manuel <neskiem at gmail.com> wrote:

>
> Weytk Aliana,
>
> I think you should check out the Inupiaq word of the day.  I think it has
> been posted it on here before.
>
> I don't know how many people know this but you can translate the Facebook
> application itself.:
>
> http://www.facebook.com/translations/
>
> I know that the Cherokee Nation is working on localizing and translating
> Facebook into their language.  To translate facebook you need to first have
> it listed as an option on their.  We don't have it for Secwepemcts?n, so I
> just wrote a browser add on that seems to work well:
>
> https://github.com/neskie/secwepemc-facebook
>
> Now I remember what phone is in Secwepemcts?n
> <http://www.facebook.com/translations/>
>
> On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>wrote:
>
>> Winter greetings to all,
>>
>> First, thank you to all for your many interesting and thought-provoking
>> emails! I joined the ILAT just last winter and have really enjoyed learning
>> through your discussions. I am a linguistics graduate student in Canada and
>> I hope participate and contribute in some small way to language
>> revitalization efforts through my research.
>>
>> Currently, I am trying to learn about the role of web-based media in
>> indigenous language education, particularly regarding the use of Facebook
>> for education and revitalization. Earlier this year in January an email
>> exchange went around regarding the use of Facebook with indigenous
>> languages, and I would like to follow up on that.
>>
>> Are any of you currently using Facebook, either pages, groups, games or
>> other applications to help your language efforts, or do you know of others
>> who are? Do you use FB in a personal way in your own language as a concious
>> choice to maintain your language? Also, even if you can't answer the first
>> questions, do you have any thoughts regarding the use of FB in such a way?
>> Do you think it is an effective tool or do you think there are problems with
>> the use of it for language revitalization?
>>
>> Any thoughts or comments or links you might have would be greatly
>> appreciated.
>>
>> With many thanks and warm wishes,
>>
>> Aliana Parker
>>
>
>
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From lang.support at GMAIL.COM  Tue Nov 30 04:27:31 2010
From: lang.support at GMAIL.COM (Andrew Cunningham)
Date: Tue, 30 Nov 2010 15:27:31 +1100
Subject: Questions regarding Facebook and language revitalization
 efforts
In-Reply-To: <AANLkTikuPRJLkvocwsf15M+BaeBLMDdFEMPAo5+56CjW@mail.gmail.com>
Message-ID: <TUE.30.NOV.2010.152731.1100.ILAT@LISTSERV.ARIZONA.EDU>

Facebook is an interesting beast

I'm more familiar with content in Dinka and Burmese on facebook.

With Dinka, more and more Dinka users are using Dinka language on
status updates, wall postings and notes.

And a few people have got together via facebook to publish a Dinka
language magazine in Kenya and Sth Sudan.

The one issue i'd mention is that of font requirements.

Facebook uses a single font stack regardless of the language being
used, and relies on operating system level font fall-backs or on
browser level font fall-backs

So for some languages, depending on operating system, getting text to
display correctly can be complicated.

Andrew

On 30 November 2010 14:31, Aliana Parker <alianaparker at gmail.com> wrote:
> Thank you so much, Neskie. This is very helpful indeed- I wasn't previously
> aware of the Facebook translate application.
>
> Best wishes,
> Aliana
>
> On Fri, Nov 26, 2010 at 11:42 PM, Neskie Manuel <neskiem at gmail.com> wrote:
>>
>> Weytk Aliana,
>> I think you should check out the Inupiaq word of the day. ?I think it has
>> been posted it on here before.
>> I don't know how many people know this but you can translate the Facebook
>> application itself.:
>> http://www.facebook.com/translations/
>> I know that the Cherokee Nation is working on localizing and translating
>> Facebook into their language. ?To translate facebook you need to first have
>> it listed as an option on their. ?We don't have it for Secwepemcts?n, so I
>> just wrote a browser add on that seems to work well:
>> https://github.com/neskie/secwepemc-facebook
>> Now I remember what phone is in Secwepemcts?n
>>
>> On Thu, Nov 25, 2010 at 7:46 PM, Aliana Parker <alianaparker at gmail.com>
>> wrote:
>>>
>>> Winter greetings to all,
>>>
>>> First, thank you to all for your many interesting and thought-provoking
>>> emails! I joined the ILAT just last winter and have really enjoyed learning
>>> through your discussions. I am a linguistics graduate student in Canada and
>>> I hope participate and contribute in some small way to language
>>> revitalization efforts through my research.
>>>
>>> Currently, I am trying to learn about the role of web-based media in
>>> indigenous language education, particularly regarding the use of Facebook
>>> for education and revitalization. Earlier this year in January an email
>>> exchange went around regarding the use of Facebook with indigenous
>>> languages, and I would like to follow up on that.
>>>
>>> Are any of you currently using Facebook, either pages, groups, games or
>>> other applications to help your language efforts, or do you know of others
>>> who are? Do you use FB in a personal way in your own language as a concious
>>> choice to maintain your language? Also, even if you can't answer the first
>>> questions, do you have any thoughts regarding the use of FB in such a way?
>>> Do you think it is an effective tool or do you think there are problems with
>>> the use of it for language revitalization?
>>>
>>> Any thoughts or comments or links you might have would be greatly
>>> appreciated.
>>>
>>> With many thanks and warm wishes,
>>>
>>> Aliana Parker
>>
>
>



-- 
Andrew Cunningham
Senior Project Manager, Research and Development
Vicnet
State Library of Victoria
Australia

andrewc at vicnet.net.au
lang.support at gmail.com


From rzs at WILDBLUE.NET  Tue Nov 30 04:55:50 2010
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 29 Nov 2010 22:55:50 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTi=JCq_1rkPTXeopU2NY2iBExL+5x0Lzk6_rPF4F@mail.gmail.com>
Message-ID: <MON.29.NOV.2010.225550.0600.ILAT@LISTSERV.ARIZONA.EDU>

tizham?h !  everyone for the suggestions about TPR!

My 3 classes each of preschoolers and i had a TPR blast this morning,
with a good chunk of actions... which they enjoyed
after our morning prayer song... when they're calm.
It actually becomes a good foundation not only for imperatives,
but it gets them "quiet" and "listening" so that when we move
from commands into pointing out our body parts using songs and
incorporating verbs...and then counting ...it flows nicely.
I also find it helps me "stay in the language"
for much longer periods of time.
so again tizham?h!

ske:noh
Richard


On Thu, Nov 25, 2010 at 2:47 PM, Heather Souter <hsouter at gmail.com> wrote:

> Taanshi, Paula and Richard,
>
> This sounds really good!  Especially about the part that WHEN the children
> are READY to speak they will!  It is a really natural, stress-free
> approach!  No wrong, no right, no stress!  Relaxed learning that is
> engaging---great!
>
> Eekoshi.
> Heather
>
>
> On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>
>>  Richard, just a little answer:  Start with 2nd p plural so they all do
>> it.  Native speakers of Kumeyaay like to put the word for "all" with this.
>> Later, when you are sure some can do it, switch to 2nd p singular and use
>> those students as models.  You could also use the dual with two students in
>> between the sing and the pl since it's less threatening to do something with
>> a partner; also, it's part of the language.
>> Also, when they get ready to SAY where something is, they will.
>> Paula
>>
>> ----- Original Message -----
>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>> *Sent:* Thursday, November 25, 2010 9:10 AM
>> *Subject:* Re: [ILAT] suggestions anyone?
>>
>> Paula (and ALL of you) thanks!
>>
>> I've been enjoying the youtube videos of TPR in action
>> but i assure you I WILL get the book which sounds excellent.
>>
>> *wandat* (Wyandot) hasn't had fluent elders in a 100 years
>>
>> In order for me to implement TPR which in some forms i've accidently done
>> already,
>> (Though i get most of the kids singing some "vocabulary" from day one)
>> I have to "create" the material first.    --from scratch. (((no elders to
>> ask,of course)))
>> I have to search from our "word lists" and "root/stem lists"
>> attempt a construction, send it off via email to a busy linguist
>> (who is not paid by our tribe for any work he volunteers)
>> wait for up to a week get an "ok" or "a correction" with excellent
>> persuasive reasons.
>>
>> Imperatives have their unique status and problems. Not about
>> rudeness...but...
>> *raise your hand !*   ...ok....
>> should i start with introducing   2p singular? ,   or 2p plural?  ,
>> definitely not   2p dual !
>>
>> or is it better to DROP imperatives all together and start with actions I
>> can "join in" ?
>> 1p plural inclusive:
>> *now, we all raise our hand(s)    we stand  - we sit -  we walk*
>> *
>> *
>> as you can see there's no prepackaged language course for me to simply
>> follow
>> and its why I appreciate ALL the suggestions given.
>>
>> After the first day children know when i'm asking "where?" something is
>> because I'm using gestures and pretending to look around puzzled.
>> ( to get them to respond in wandat will take longer!)
>>
>> 4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)
>>
>> K- 5th the kids realize that all the other numbers are "easy"
>> once they memorize the foundational "number song".
>> they LOVE having me put   (ex)  5432  on the board for them to verbalize..
>> but i'm rambling and using your time, have a great thanksgiving!
>>
>> much to be thankful for!
>>
>> Richard Zane Smith
>> Wyandotte Oklahoma,
>>
>>
>>
>> On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:
>>
>>>  Richard, I have used TPR for Kumeyaay, and it has gone over very well
>>> and people have learned a lot and liked it.  The lessons are very happy
>>> events.  It has to be adapted culturally, e.g. direct commands are
>>> considered rude in a lot of languages and the vocabulary is not always
>>> appropriate, but this is easily changed.  You have to teach and
>>> practice it with the teachers.  If you get Asher's basic book Learning
>>> another language through actions (www.tpr-world.com), you can adapt it,
>>> and the teachers can do it once they understand the concept.  We practice
>>> before each lesson.  You might want to look at TPR Storytelling too, another
>>> of Asher's books. .Since you are dealing with preschoolers, they probably
>>> don't need all of this; in my experience, they get bored with the structure
>>> and need a more natural situation.  However, it may give your teachers
>>> something to hold onto that's a language-teaching "method," and they might
>>> feel more secure.  If your teachers are into "research," there are tons of
>>> it to support not changing back and forth between languages, especially with
>>> the majority language.  I hate to keep beating this horse, but do you have
>>> any videos of language nests?  They could look at those if they can't visit
>>> one, because preschoolers are such little sponges in any language, and
>>> seeing it in action might help them get rid of the majority language in
>>> their interactions with the children.  Good luck.  Your efforts will be
>>> rewarded when you hear those little kids talking to each other in their
>>> heritage language.
>>> Paula
>>>
>>>  ----- Original Message -----
>>> *From:* Richard Zane Smith <rzs at WILDBLUE.NET>
>>> *To:* ILAT at LISTSERV.ARIZONA.EDU
>>>  *Sent:* Wednesday, November 24, 2010 4:29 PM
>>> *Subject:* Re: [ILAT] suggestions anyone?
>>>
>>>  thanks Dorothy,
>>> I have been hearing reference to TPR in some seminars I've attended
>>> but haven't seen anything indepth. I'll look into it
>>> I do use my body alot while i'm teaching and gestues,
>>> which is how we all learned our first language (without translations!)
>>>
>>>  i also use puppets animals who "talk" ,so i can model conversations
>>> between myself and puppets...which ALSO means
>>> there becomes more than one Language Speaker in the room!
>>>
>>> its nice to hear the advice
>>> and to simply be able to talk with people who know its value!
>>>
>>>  tizhameh (thanks)
>>> Richard
>>>
>>>
>>> On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:
>>>
>>>>  Richard, what you are doing invites a special legacy for the people,
>>>> and even though it may not seem to be valued, it lights a way for language
>>>> to flourish. Many years ago (like the 1970's) Berty Seigle developed a
>>>> technique call Total Physical Response (TPR). As you are exposing very young
>>>> children to language, please consider using her approach, as it involves
>>>> movement and action in language learning. Gradually the children anticipate
>>>> the language and begin using it themselves, not in a word-by-word context,
>>>> but actually in descriptive ways. There is no "translation" necessary. And
>>>> the teachers, looking on or looking in, can become involved as well.
>>>> While some teacher inservice workshops might be helpful, without
>>>> administrative backing they might just be resented. Try the TPR approach (or
>>>> some iteration of it) instead.
>>>> In Spirit,
>>>> Dorothy Martinez-K
>>>>
>>>>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
>>>> rzs at WILDBLUE.NET writes:
>>>>
>>>> thanks Doug and Natasha,
>>>> good way to explain it about not "giving away the answer" in class.
>>>> the books (Natasha) sounds excellent...another project! for me to look
>>>> into.
>>>> (sounds like i need to have some meetings with these teachers)
>>>>
>>>> Its tough because ...sadly: *I'm it*. I'm our local language
>>>> revitalization effort,
>>>> which is foolish and even ridiculous. there is no language committee in
>>>> our tribe
>>>> and if anythings going to happen its because I'm insane enough to
>>>> volunteer to
>>>> attempt it on my own....and this is the 6th year of me  ..."doing it
>>>> alone"
>>>>
>>>> You all who have healthy language/culture revitalization efforts
>>>> Have something to thank the Creator for.
>>>> Just don't forget about some of us foolish ones, winging it alone,
>>>> carrying the whole weight but determined not to give up..even if it
>>>> kills us.
>>>>
>>>> 'preciate having some pros to bounce ideas upon here on ILAT!
>>>> ske;noh
>>>> Richard
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <
>>>> nwarner at u.arizona.edu> wrote:
>>>>
>>>>> I think Leanne Hinton's book that's actually a guide to the Master
>>>>> Apprentice program, _How to Keep your Language Alive_, has some good
>>>>> explanations of why immersion without translation is the way to go.
>>>>>  Maybe
>>>>> something in that would help you with how to explain it to the
>>>>> teachers.
>>>>> It's a challenging issue--even people who really know better about
>>>>> immersion so often want to just "help" by providing translation.  Good
>>>>> luck.
>>>>>
>>>>> Natasha
>>>>>
>>>>>
>>>>> *******************************************************************************
>>>>> Natasha Warner
>>>>> Associate Professor, Department of Linguistics
>>>>> University of Arizona
>>>>> PO Box 210028
>>>>> Tucson, AZ 85721-0028
>>>>> U.S.A.
>>>>>
>>>>>
>>>>
>>>>
>>>> --
>>>> *
>>>>
>>>> "It is easier to build strong children than to repair broken men."
>>>>
>>>> - Frederick Douglass
>>>> *
>>>>
>>>>
>>>
>>>
>>> --
>>> *
>>>
>>> "It is easier to build strong children than to repair broken men."
>>>
>>> - Frederick Douglass
>>> *
>>>
>>>
>>
>>
>> --
>> *
>>
>>  "those who desire to give up freedom in order to gain security will not
>> have,nor do they deserve,either one." Benjamin Franklin
>>
>>  "its easier to build strong children than repair broken men" Frederick
>> Douglas
>>
>>
>> "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



*
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From pmeyer8 at COX.NET  Tue Nov 30 05:37:34 2010
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Mon, 29 Nov 2010 21:37:34 -0800
Subject: suggestions anyone?
Message-ID: <MON.29.NOV.2010.213734.0800.ILAT@LISTSERV.ARIZONA.EDU>

Richard, are you making videos of your sessions?  I would love to see them if you are.
Paula
p.s. Does anyone know of funding sources for language nests?  The teachers can't give up their regular jobs to do this, and pretty soon there will not be anybody who knows the language.  The time committment is great, especially for people who can't survive without working.
  ----- Original Message ----- 
  From: Richard Zane Smith 
  To: ILAT at LISTSERV.ARIZONA.EDU 
  Sent: Monday, November 29, 2010 8:55 PM
  Subject: Re: [ILAT] suggestions anyone?


  tizham?h !  everyone for the suggestions about TPR!


  My 3 classes each of preschoolers and i had a TPR blast this morning, 
  with a good chunk of actions... which they enjoyed 
  after our morning prayer song... when they're calm.
  It actually becomes a good foundation not only for imperatives,
  but it gets them "quiet" and "listening" so that when we move 
  from commands into pointing out our body parts using songs and 
  incorporating verbs...and then counting ...it flows nicely.
  I also find it helps me "stay in the language"
  for much longer periods of time.
  so again tizham?h!


  ske:noh
  Richard




  On Thu, Nov 25, 2010 at 2:47 PM, Heather Souter <hsouter at gmail.com> wrote:

    Taanshi, Paula and Richard,

    This sounds really good!  Especially about the part that WHEN the children are READY to speak they will!  It is a really natural, stress-free approach!  No wrong, no right, no stress!  Relaxed learning that is engaging---great!

    Eekoshi.
    Heather



    On Thu, Nov 25, 2010 at 1:55 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

      Richard, just a little answer:  Start with 2nd p plural so they all do it.  Native speakers of Kumeyaay like to put the word for "all" with this.  Later, when you are sure some can do it, switch to 2nd p singular and use those students as models.  You could also use the dual with two students in between the sing and the pl since it's less threatening to do something with a partner; also, it's part of the language.  
      Also, when they get ready to SAY where something is, they will.
      Paula
        ----- Original Message ----- 
        From: Richard Zane Smith 
        To: ILAT at LISTSERV.ARIZONA.EDU 
        Sent: Thursday, November 25, 2010 9:10 AM
        Subject: Re: [ILAT] suggestions anyone?


        Paula (and ALL of you) thanks!


        I've been enjoying the youtube videos of TPR in action
        but i assure you I WILL get the book which sounds excellent.



        wandat (Wyandot) hasn't had fluent elders in a 100 years


        In order for me to implement TPR which in some forms i've accidently done already,
        (Though i get most of the kids singing some "vocabulary" from day one)
        I have to "create" the material first.    --from scratch. (((no elders to ask,of course)))
        I have to search from our "word lists" and "root/stem lists"
        attempt a construction, send it off via email to a busy linguist
        (who is not paid by our tribe for any work he volunteers) 
        wait for up to a week get an "ok" or "a correction" with excellent persuasive reasons.


        Imperatives have their unique status and problems. Not about rudeness...but...
        raise your hand !   ...ok....
        should i start with introducing   2p singular? ,   or 2p plural?  , definitely not   2p dual !


        or is it better to DROP imperatives all together and start with actions I can "join in" ?   
        1p plural inclusive:   
        now, we all raise our hand(s)    we stand  - we sit -  we walk


        as you can see there's no prepackaged language course for me to simply follow
        and its why I appreciate ALL the suggestions given.


        After the first day children know when i'm asking "where?" something is 
        because I'm using gestures and pretending to look around puzzled.
        ( to get them to respond in wandat will take longer!)



        4 yr old pre-school numbers:  we work up to "twenty"   (they sing it)


        K- 5th the kids realize that all the other numbers are "easy"
        once they memorize the foundational "number song".
        they LOVE having me put   (ex)  5432  on the board for them to verbalize..
        but i'm rambling and using your time, have a great thanksgiving!


        much to be thankful for!


        Richard Zane Smith 
        Wyandotte Oklahoma,






        On Wed, Nov 24, 2010 at 7:54 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

          Richard, I have used TPR for Kumeyaay, and it has gone over very well and people have learned a lot and liked it.  The lessons are very happy events.  It has to be adapted culturally, e.g. direct commands are considered rude in a lot of languages and the vocabulary is not always appropriate, but this is easily changed.  You have to teach and practice it with the teachers.  If you get Asher's basic book Learning another language through actions (www.tpr-world.com), you can adapt it, and the teachers can do it once they understand the concept.  We practice before each lesson.  You might want to look at TPR Storytelling too, another of Asher's books. .Since you are dealing with preschoolers, they probably don't need all of this; in my experience, they get bored with the structure and need a more natural situation.  However, it may give your teachers something to hold onto that's a language-teaching "method," and they might feel more secure.  If your teachers are into "research," there are tons of it to support not changing back and forth between languages, especially with the majority language.  I hate to keep beating this horse, but do you have any videos of language nests?  They could look at those if they can't visit one, because preschoolers are such little sponges in any language, and seeing it in action might help them get rid of the majority language in their interactions with the children.  Good luck.  Your efforts will be rewarded when you hear those little kids talking to each other in their heritage language.
          Paula
            ----- Original Message ----- 
            From: Richard Zane Smith 
            To: ILAT at LISTSERV.ARIZONA.EDU 
            Sent: Wednesday, November 24, 2010 4:29 PM
            Subject: Re: [ILAT] suggestions anyone?


            thanks Dorothy, 
            I have been hearing reference to TPR in some seminars I've attended
            but haven't seen anything indepth. I'll look into it
            I do use my body alot while i'm teaching and gestues,
            which is how we all learned our first language (without translations!)


             i also use puppets animals who "talk" ,so i can model conversations
            between myself and puppets...which ALSO means 
            there becomes more than one Language Speaker in the room!



            its nice to hear the advice
            and to simply be able to talk with people who know its value!


             tizhameh (thanks)
            Richard




            On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

              Richard, what you are doing invites a special legacy for the people, and even though it may not seem to be valued, it lights a way for language to flourish. Many years ago (like the 1970's) Berty Seigle developed a technique call Total Physical Response (TPR). As you are exposing very young children to language, please consider using her approach, as it involves movement and action in language learning. Gradually the children anticipate the language and begin using it themselves, not in a word-by-word context, but actually in descriptive ways. There is no "translation" necessary. And the teachers, looking on or looking in, can become involved as well.
              While some teacher inservice workshops might be helpful, without administrative backing they might just be resented. Try the TPR approach (or some iteration of it) instead.
              In Spirit,
              Dorothy Martinez-K

              In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time, rzs at WILDBLUE.NET writes:
                thanks Doug and Natasha,
                good way to explain it about not "giving away the answer" in class.

                the books (Natasha) sounds excellent...another project! for me to look into.
                (sounds like i need to have some meetings with these teachers)


                Its tough because ...sadly: I'm it. I'm our local language revitalization effort,
                which is foolish and even ridiculous. there is no language committee in our tribe
                and if anythings going to happen its because I'm insane enough to volunteer to
                attempt it on my own....and this is the 6th year of me  ..."doing it alone"


                You all who have healthy language/culture revitalization efforts
                Have something to thank the Creator for.
                Just don't forget about some of us foolish ones, winging it alone,
                carrying the whole weight but determined not to give up..even if it kills us.


                'preciate having some pros to bounce ideas upon here on ILAT!
                ske;noh
                Richard










                On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu> wrote:

                  I think Leanne Hinton's book that's actually a guide to the Master
                  Apprentice program, _How to Keep your Language Alive_, has some good
                  explanations of why immersion without translation is the way to go.  Maybe
                  something in that would help you with how to explain it to the teachers.
                  It's a challenging issue--even people who really know better about
                  immersion so often want to just "help" by providing translation.  Good
                  luck.

                  Natasha

                  *******************************************************************************
                  Natasha Warner
                  Associate Professor, Department of Linguistics
                  University of Arizona
                  PO Box 210028
                  Tucson, AZ 85721-0028
                  U.S.A.





                -- 

                "It is easier to build strong children than to repair broken men."

                - Frederick Douglass






            -- 

            "It is easier to build strong children than to repair broken men."

            - Frederick Douglass






        -- 


        "those who desire to give up freedom in order to gain security will not have,nor do they deserve,either one." Benjamin Franklin



        "its easier to build strong children than repair broken men" Frederick Douglas








        "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














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From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:47:04 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:47:04 -0700
Subject: ASU center bringing new life to Native languages (fwd link)
Message-ID: <TUE.30.NOV.2010.134704.0700.ILAT@LISTSERV.ARIZONA.EDU>

ASU center bringing new life to Native languages

By Mary Shinn November 29, 2010 at 10:44 pm
USA

Languages once as diverse as the people who spoke them are falling
silent around the world.

In our own state, indigenous languages like that of the Mojave tribe
are considered endangered, and linguists at ASU are working to save
them.

The Center for Indian Education at ASU, created 51 years ago as a
research, teaching and outreach effort, works with the Navajo Nation,
Gila River Indian Community and others in the state.

There are about 175 to 200 Native American languages still spoken in
the United States said Teresa McCarty, the co-director for the Center
for Indian Education at ASU.

Access full article below:
http://www.statepress.com/2010/11/29/asu-center-bringing-new-life-to-native-languages/


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:49:07 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:49:07 -0700
Subject: Speak up, native language champions urged (fwd link)
Message-ID: <TUE.30.NOV.2010.134907.0700.ILAT@LISTSERV.ARIZONA.EDU>

Speak up, native language champions urged

TUE, 30 NOVE 2010 10:48
By Luke Rintod

KOTA KINABALU: The eight sub-ethnic languages - Bajau, Murut, Rungus,
Bisaya, Iranun, Suluk, Sungai, and Ubian - spoken in Sabah may all be
facing a slow quiet demise.

The Human Rights Commission of Malaysia or Suhakam said 'champions' of
these native groups in Sabah should speak up to upgrade their
languages to become an optional subject in schools and colleges.

Suhakam Commissioner Jannie Lasimbang said this at Suhakam's one-day
'Workshop on Education for Natives' at a hotel here yesterday.

Access full article below:
http://www.freemalaysiatoday.com/fmt-english/politics/sabah-and-sarawak/13511-speak-up-native-language-champions-urged


From cashcash at EMAIL.ARIZONA.EDU  Tue Nov 30 20:50:15 2010
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 30 Nov 2010 13:50:15 -0700
Subject: Lakota language program fills void (fwd link)
Message-ID: <TUE.30.NOV.2010.135015.0700.ILAT@LISTSERV.ARIZONA.EDU>

Lakota language program fills void

Program at USD, North Dakota school raises the bar

NOVEMBER 29, 2010
USA

Once, the Lakota language was suppressed in South Dakota schools.

Now, many schools on or near reservations give children a taste of the
language, with words for colors, numbers and family members.

But there's been a lack of formal structure taught in schools because
instructors, although perhaps fluent in Lakota themselves, had no
training in sentence structure or conjugation.

That's all going to change with the development of a bachelor's degree
program at the University of South Dakota and Sitting Bull College in
Fort Yates, N.D., designed to train educators to teach Lakota as a
second language.

Access full article below:
http://www.argusleader.com/article/20101129/VOICES01/11290308/1052/OPINION01


From brow0857 at UMN.EDU  Tue Nov 30 22:56:16 2010
From: brow0857 at UMN.EDU (Beth Brown)
Date: Tue, 30 Nov 2010 16:56:16 -0600
Subject: suggestions anyone?
In-Reply-To: <AANLkTik9-R-LczOorVRKYA7JB5dgPW3At5ZcuPPtacXX@mail.gmail.com>
Message-ID: <TUE.30.NOV.2010.165616.0600.ILAT@LISTSERV.ARIZONA.EDU>

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
>
> *
>
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