suggestions anyone?

Tue Nov 23 20:19:04 UTC 2010

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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