From cashcash at EMAIL.ARIZONA.EDU Sat Oct 2 05:49:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 1 Oct 2010 22:49:57 -0700 Subject: W=?UTF-8?Q?=C3=B4pan=C3=A2akTalk_?= Leads Little Doe To Genius Grant (fw d link) Message-ID: Friday, October 1, 2010 Wôpanâak Talk Leads Little Doe To Genius Grant By PETER BRANNEN USA Jessie Little Doe Baird was having a bad week. On Sept. 13 she went to a ceremony to ask for cleansing, to ask for help and to give thanks for the good and the bad in her life. “We need both of those things, unfortunately. We do,” she said in an interview at her home in Aquinnah, built by her husband, the medicine man of the Wampanoag Tribe of Gay Head (Aquinnah), Jason Baird. When her six-year-old daughter, Mae, got off the school bus that Monday afternoon — the child is the first native speaker of the Wampanoag language, Wôpanâak, in over a century and a half — Mrs. Baird settled into her ongoing work to resurrect her native tongue. Then the phone rang. “There was a man on the other end of the phone and he said, ‘Are you Jessie Little Doe Baird?’ I said, ‘Yes.’ He said to me, ‘Are you alone?’ And I said, ‘Okay, you know something, I’ve had a long day, I don’t need to deal with this.’” The tone of the conversation changed dramatically, however, when the man identified himself as a representative of the John D. and Catherine T. MacArthur Foundation. Mrs. Baird had been selected for the fellowship, or “genius award,” in recognition for her 17 years of linguistic work to restore the long-dormant language of her ancestors. Access full article below: http://www.mvgazette.com/article.php?27539 -------------- next part -------------- An HTML attachment was scrubbed... URL: From scoronelmolina at GMAIL.COM Sat Oct 2 20:10:25 2010 From: scoronelmolina at GMAIL.COM (Serafin Coronel-Molina) Date: Sat, 2 Oct 2010 16:10:25 -0400 Subject: Working Papers in Literacy, Culture, and Language Education (WPLCLE) Message-ID: Working Papers in Literacy, Culture, and Language Education (WPLCLE) Indiana University Bloomington http://education.indiana.edu/Home/tabid/13967/Default.aspxThe The Department of Literacy, Culture, and Language Education at Indiana University solicits submissions for publication in the Working Papers in Literacy, Culture, and Language Education (WPLCLE). Graduate students, post-docs and faculty are strongly encouraged to submit their papers. We especially welcome submissions dealing with the following areas of research: First and second language acquisition Macro and micro sociolinguistics in education Linguistic anthropology in education Language policy and planning from local and global perspectives Language revitalization and documentation Pragmatics in language teaching and learning Literacy, bi-literacy and multi-literacy Hybrid literacies Bilingual education Multilingual and multicultural education Classroom research on language and literacy Discourse analysis Technology and language teaching and learning Language and gender Language teaching professional development Quantitative and qualitative research on language and literacy education Language related to curriculum design Assessment and evaluation English as a foreign and second language Multimodal literacy The New Literacy Studies Home and workplace literacy Indigenous literacies of the Americas Sociocultural approaches to language and literacy education Second language instruction and second language teacher education. Literacy as social practice Critical literacy Early literacy Practitioner inquiry/teacher research Children’s literacy African American literacies Latino/Hispanic Literacies Cross-linguistic and cross-cultural literacy practices Heritage language and culture maintenance and loss Local and global (transnational) literacies Book reviews in these areas are also welcome. They should not exceed 2,500 words including the bibliography. All papers should be submitted to wplcle at indiana.edu Submissions to WPLCLE must be in PDF or Microsoft Word document file format. All submissions should be full length unpublished articles, which will be reviewed by members of the Editorial Board, whose decisions are based upon the relevance, clarity, and value of the articles. All submissions must be in APA format (American Psychological Association, 5th Edition) and should not exceed 8,000 words in total length. Please include all related components: charts, graphs, endnotes, footnotes, references, appendices, or other necessary information. Include an abstract between 100 and 150 words. Include a cover page with the following information: Article title, name and contact information, and a biosketch of 60 words. Any WPLCLE article published elsewhere at a later time should include a reference to WPLCLE. The individual authors hold copyright privileges. WPLCLE is not responsible for returning articles that have been sent to our office. Please follow Indiana University’s ethical guidelines for research or those set forth by your individual academic institution. Questions concerning submission can be directed to the Editorial Manager, Yi-Ching Lee at wplcle at indiana.edu. The deadline for submission for the 2011 issue is March 30th, 2011. For more information about WPLCLE, please visit the following link: http://education.indiana.edu/Home/tabid/13967/Default.aspx ---------------------------------------------------------- Serafin M. Coronel-Molina, Ph.D. Assistant Professor of Language Education Department of Literacy, Culture, and Language Education School of Education http://education.indiana.edu/Indiana University Bloomington http://www.iub.edu/ Phone: (812) 856-8270 Fax: (812) 856-8287 E-mail: scoronel at indiana.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 05:49:41 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 3 Oct 2010 22:49:41 -0700 Subject: Cherokee Language Now Available for iPhone and iPod touch (fwd link) Message-ID: Cherokee Language Now Available for iPhone and iPod touch By Adam Rosen (5:48 am, Oct. 02, 2010) Surviving for centuries and advancing across cultures, the Native American Cherokee language has gone digital and is now available for iPhone and iPod touch handhelds running iOS 4.1: Access full article below: http://www.cultofmac.com/cherokee-language-now-available-for-iphone-and-ipod-touch/61501 ~~~ ILAT note: A set of instructions are available via a link in the above news article describing how to use the Cherokee keyboard: How to Type in ᏣᎳᎩ on the iPhone and iPod Touch. Very interesting! From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 05:54:19 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 3 Oct 2010 22:54:19 -0700 Subject: Nahow (yes), speak your language (fwd link) Message-ID: Nahow (yes), speak your language By JORGE ANTONIO VALLEJOS Posted 1 day ago Canada When Albert Owl walks into a room full of kids he smiles from ear to ear. These days, Owl, 50, from Sagamok Anishnawbek, is living out --teaching the language. It's what's ours," he says. It's what belongs to us. It's almost lost. The younger generations, they don't know the language. But it's coming back pretty strong." Access full article below: http://www.nugget.ca/ArticleDisplay.aspx?e=2783030 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 23:19:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 4 Oct 2010 16:19:57 -0700 Subject: Native Language Teachers No Longer Need Certification (fwd link) Message-ID: Native Language Teachers No Longer Need Certification Date: 10/04/2010 By Laura Weber USA A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. Access full article below: http://ipr.interlochen.org/ipr-news-features/episode/10253 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 17:34:58 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 10:34:58 -0700 Subject: Government of Canada Supports Preservation of the Nakoda Language (fwd link) Message-ID: Government of Canada Supports Preservation of the Nakoda Language Posted on 10/05/10 at 12:30pm by Benzinga Staff Canada MORLEY, ALBERTA--(Marketwire - Oct. 5, 2010) - On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, Blake Richards, Member of Parliament (Wild Rose), today announced funding for the Rocky Mountain Nakoda Centre for Language and Culture Preservation for its Rocky Mountain Nakoda Website Project. Access full article below: http://www.benzinga.com/pressreleases/10/10/m509230/government-of-canada-supports-preservation-of-the-nakoda-language From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 17:48:37 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 10:48:37 -0700 Subject: Got pocket cam? Message-ID: It seemed only a matter of time before somebody dropped a decent mic on a pocket cam. Now a gadget worth trying out. Zoom fans will be pleased. l8ter, Phil Zoom Q3HD Handy Video Recorder Shoots 1080p and Has Stereo Mics to Match http://gizmodo.com/5654906/zoom-q3hd-handy-video-recorder-shoots-1080p-video-and-has-stereo-mics-to-match From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 18:06:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 11:06:32 -0700 Subject: New language discovered in India (fwd link) Message-ID: Oct 05, 2010 USA New language discovered in India In the midst of a period of rapid language extinction, with one language estimated to die every two weeks, linguists have found a small ray of hope, they discovered a language previously unknown to science in the far northeastern corner of India. A team of linguists working with National Geographic's Enduring Voices project uncovered this hidden language, known as Koro, in the state of Arunachal Pradesh. A member of the Tibeto-Burman language family, it has only 800 to 1,200 speakers and is unwritten. Access full article below: http://content.usatoday.com/communities/sciencefair/post/2010/10/new-language-discovered-in-india/1 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 23:34:29 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 16:34:29 -0700 Subject: Rare Find: a New Language (fwd link) Message-ID: OCTOBER 6, 2010 Rare Find: a New Language As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic Specimen By ROBERT LEE HOTZ USA In the foothills of the Himalayas, two field linguists have uncovered a find as rare as any endangered species—a language completely new to science. The researchers encountered it for the first time along the western ridges of Arunachal Pradesh, India's northeastern-most state, where more than 120 languages are spoken. There, isolated by craggy slopes and rushing rivers, the hunters and subsistence farmers who speak this rare tongue live in a dozen or so villages of bamboo houses built on stilts. The language—called Koro—was identified during a 2008 expedition conducted as part of National Geographic's Enduring Voices project. The researchers announced their discovery Tuesday in Washington, D.C. So many languages have vanished world-wide in recent decades that the naming of a new one commanded scientific attention. Access full article below: http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 23:37:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 16:37:03 -0700 Subject: Hale Kuamo=?UTF-8?Q?=CA=BBoawarded_?= grant for Hawaiian oral langua ge development (fwd link) Message-ID: Hale Kuamoʻo awarded grant for Hawaiian oral language development University of Hawaiʻi at Hilo Contact:Alyson Kakugawa-Leong, (808) 974-7642 Director, Media Relations, University Relations Posted: Oct. 5, 2010 USA The University of Hawaiʻi at Hilo Hale Kuamoʻo Hawaiian Language Center at the Ka Haka ʻUla O Keʻelikōlani College of Hawaiian Language has obtained a three-year grant from the U.S Department of Health and Human Services, Administration for Native Americans (ANA) for oral language development, effective September 30, 2010. The federal share totals $888,000, but grows to more than $1.1 million when combined with matching funds. The Ka ‘Ōlelo ʻŌiwi Hawaiian Oral Language Development Project will focus on the oral language abilities of the Hawaiian Language Immersion Program (HLIP) for K-6 students at 15 schools on five islands. By building collaboration between Hale Kuamoʻo, HLIP schools and families, the project aims to develop the Hawaiian oral language proficiencies of grammar, fluency and cultural perspectives. Access full article below: http://www.hawaii.edu/news/article.php?aId=3899 -------------- next part -------------- An HTML attachment was scrubbed... URL: From teeter42 at GMAIL.COM Thu Oct 7 07:46:02 2010 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Thu, 7 Oct 2010 16:46:02 +0900 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: How it possible for these linguists to have "discovered" a language? Certainly, the speakers of the language have been using it and they surely know that their language exists. Best wishes, Jennifer Teeter Kyoto On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > OCTOBER 6, 2010 > > Rare Find: a New Language > As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic > Specimen > > By ROBERT LEE HOTZ > USA > > In the foothills of the Himalayas, two field linguists have uncovered > a find as rare as any endangered species—a language completely new to > science. > > The researchers encountered it for the first time along the western > ridges of Arunachal Pradesh, India's northeastern-most state, where > more than 120 languages are spoken. There, isolated by craggy slopes > and rushing rivers, the hunters and subsistence farmers who speak this > rare tongue live in a dozen or so villages of bamboo houses built on > stilts. > > The language—called Koro—was identified during a 2008 expedition > conducted as part of National Geographic's Enduring Voices project. > The researchers announced their discovery Tuesday in Washington, D.C. > So many languages have vanished world-wide in recent decades that the > naming of a new one commanded scientific attention. > > Access full article below: > > > http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > -- Greenheart Project www.greenheartproject.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From bulbulthegreat at GMAIL.COM Thu Oct 7 09:49:07 2010 From: bulbulthegreat at GMAIL.COM (=?UTF-8?B?U2xhdm9tw61yIMSMw6lwbMO2?=) Date: Thu, 7 Oct 2010 11:49:07 +0200 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: Dear Jennifer, for one, the verb 'to discover' is used here in very much the same meaning as when it refers to the discovery of America. The natives sure knew it was there, but who cares about them - it was a new thing to us in Europe and that's all that matters. But it was a true discovery in another sense: "Indeed, the local Koro speakers themselves didn't consider theirs a separate language, even though it is as distinct from those spoken by other villagers as English is from Russian, the researchers said." Somewhat OT, I'm quite surprised that no one has yet commented on some strange turns of phrase used in the article: ... encoded in its mental grammar of words and sentence structure that helps shape thought itself ... where so many languages are spoken that they seem to intermingle effortlessly in streams of thought Yours, bulbul On Thu, Oct 7, 2010 at 09:46, Jennifer Teeter wrote: > How it possible for these linguists to have "discovered" a language? > Certainly, the speakers of the language > have been using it and they surely know that their language exists. > > Best wishes, > Jennifer Teeter > Kyoto > > On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash > wrote: >> >> OCTOBER 6, 2010 >> >> Rare Find: a New Language >> As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic >> Specimen >> >> By ROBERT LEE HOTZ >> USA >> >> In the foothills of the Himalayas, two field linguists have uncovered >> a find as rare as any endangered species—a language completely new to >> science. >> >> The researchers encountered it for the first time along the western >> ridges of Arunachal Pradesh, India's northeastern-most state, where >> more than 120 languages are spoken. There, isolated by craggy slopes >> and rushing rivers, the hunters and subsistence farmers who speak this >> rare tongue live in a dozen or so villages of bamboo houses built on >> stilts. >> >> The language—called Koro—was identified during a 2008 expedition >> conducted as part of National Geographic's Enduring Voices project. >> The researchers announced their discovery Tuesday in Washington, D.C. >> So many languages have vanished world-wide in recent decades that the >> naming of a new one commanded scientific attention. >> >> Access full article below: >> >> >> http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > > > > -- > Greenheart Project > www.greenheartproject.org > From teeter42 at GMAIL.COM Thu Oct 7 10:19:46 2010 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Thu, 7 Oct 2010 19:19:46 +0900 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: Dear Slavomir Yes indeed. Very similar to the faulty and bigoted use of discovery in reference to the Americas. I am still skeptical though. Did the local Koro speakers just call their language the same name or did they really just think it was the same language? I don't think there is enough information in this article to know, and maybe the author of the article doesn't have all the info either, or isn't quoting directly despite the quotation marks. This has happened to me before with reporters quoting something I said, but I didnt say it how they wrote it... Cheers, Jennifer 2010/10/7 Slavomír Čéplö > Dear Jennifer, > > for one, the verb 'to discover' is used here in very much the same > meaning as when it refers to the discovery of America. The > natives sure knew it was there, but who cares about them - it was a > new thing to us in Europe and that's all that matters. > But it was a true discovery in another sense: > > "Indeed, the local Koro speakers themselves didn't consider theirs a > separate language, even though it is as distinct from those spoken by > other villagers as English is from Russian, the researchers said." > > Somewhat OT, I'm quite surprised that no one has yet commented on some > strange turns of phrase used in the article: > > ... encoded in its mental grammar of words and sentence structure that > helps shape thought itself > ... where so many languages are spoken that they seem to intermingle > effortlessly in streams of thought > > Yours, > > bulbul > > On Thu, Oct 7, 2010 at 09:46, Jennifer Teeter wrote: > > How it possible for these linguists to have "discovered" a language? > > Certainly, the speakers of the language > > have been using it and they surely know that their language exists. > > > > Best wishes, > > Jennifer Teeter > > Kyoto > > > > On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash > > wrote: > >> > >> OCTOBER 6, 2010 > >> > >> Rare Find: a New Language > >> As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic > >> Specimen > >> > >> By ROBERT LEE HOTZ > >> USA > >> > >> In the foothills of the Himalayas, two field linguists have uncovered > >> a find as rare as any endangered species—a language completely new to > >> science. > >> > >> The researchers encountered it for the first time along the western > >> ridges of Arunachal Pradesh, India's northeastern-most state, where > >> more than 120 languages are spoken. There, isolated by craggy slopes > >> and rushing rivers, the hunters and subsistence farmers who speak this > >> rare tongue live in a dozen or so villages of bamboo houses built on > >> stilts. > >> > >> The language—called Koro—was identified during a 2008 expedition > >> conducted as part of National Geographic's Enduring Voices project. > >> The researchers announced their discovery Tuesday in Washington, D.C. > >> So many languages have vanished world-wide in recent decades that the > >> naming of a new one commanded scientific attention. > >> > >> Access full article below: > >> > >> > >> > http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > > > > > > > > -- > > Greenheart Project > > www.greenheartproject.org > > > -- Greenheart Project www.greenheartproject.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at EMAIL.ARIZONA.EDU Fri Oct 8 17:22:08 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 8 Oct 2010 10:22:08 -0700 Subject: ILAT Digest - 5 Oct 2010 to 7 Oct 2010 (#2010-211) In-Reply-To: Message-ID: Probably 'recognize' or 'identify' (a verb used in the article) would be a better choice. 'Discover' is certainly Eurocentric, as is 'exotic'. Rudy Troike From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:32:40 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:32:40 -0700 Subject: Alutiiq language flash cards debut on phone apps (fwd link) Message-ID: Alutiiq language flash cards debut on phone apps Article published on Thursday, October 7th, 2010 By LOUIS GARCIA Mirror Writer USA The first fruits from a five-year Alutiiq language revitalization project have been released to the public. Native Village of Afognak (NVA), in partnership with the Native Village of Port Lions, is spearheading an effort to create different ways for people to learn the language. An iPhone, iPad and Blackberry application, gFlash, currently has three sets of Alutiiq flash cards waiting to be not only read, but also heard. “We launched three Alutiiq language sets,” said Melissa Borton, tribal administrator for NVA. “We’re going to add more photographs. It’s a really easy tool.” Access full article below: http://www.kodiakdailymirror.com/?pid=19&id=9209 From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:34:28 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:34:28 -0700 Subject: Sealaska Heritage Institute receives donation of recordings of Native elders (fwd link) Message-ID: Thursday, October 07, 2010 Sealaska Heritage Institute receives donation of recordings of Native elders JUNEAU EMPIRE USA Local radio host Cy Peck, Jr., has donated to Sealaska Heritage Institute a major collection of recordings capturing the words of Native Elders and leaders. The recordings, which have been digitized, include interviews with many Native Elders and leaders, including Cy Peck, Sr., Matthew Fred, Austin Hammond, Charlie Jimmie and Walter Williams to name a few. "I think it's found a home here," said Peck at a recent ceremony in Juneau where the collection was formally presented to the institute. "I want everyone to know where to come and hear the Elders speak in their original way they spoke at potlatches and ceremonies and honoring people." Access full article below: http://www.juneauempire.com/stories/100710/loc_717052659.shtml From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:35:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:35:46 -0700 Subject: Film Documents Passamaquoddy Tribe's Struggle to Save Language (fwd link) Message-ID: Film Documents Passamaquoddy Tribe's Struggle to Save Language 10/06/2010 Reported By: Tom Porter USA A Maine-based filmmaker has launched an effort to help New England's native American population keep their languages alive. Ben Levine, who in the past has documented the efforts of Maine's Franco Americans to rediscover their heritage, has released a 90-minute documentary recording the struggles of three New England tribes to maintain their languages and traditions. Access full article below: http://www.mpbn.net/News/MaineNewsArchive/tabid/181/ctl/ViewItem/mid/3475/ItemId/13783/Default.aspx From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:38:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:38:51 -0700 Subject: Language program begins (fwd link) Message-ID: Language program begins By Shannon Hurst - Smithers Interior News Published: October 06, 2010 8:00 AM BC Canada An all new immersion called the Gitanmaax Aboriginal Language Nest program is set to get underway this week after months of preparation. Access full article below: http://www.bclocalnews.com/bc_north/interior-news/community/104358729.html From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:43:38 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:43:38 -0700 Subject: Trent University Welcomes Cree Elder to Promote Indigenous Knowledge in a New Program Initiative (fwd link) Message-ID: Trent University Welcomes Cree Elder to Promote Indigenous Knowledge in a New Program Initiative WRITTEN BY ADMINISTRATOR FRIDAY, 08 OCTOBER 2010 15:14 Canada Rebecca Martell is announced as the first guest to the New Elders and Traditional Teachers Program in Indigenous Studies The Elders and Traditional Teachers program, a new initiative of the Indigenous Studies Department at Trent, brings Cree Elder and Traditional Teacher Rebecca Martell to promote Indigenous knowledge in the university community from October 12 to 21, 2010. Access full article below: http://www.firstperspective.ca/index.php/releases/719-trent-university-welcomes-cree-elder-to-promote-indigenous-knowledge-in-a-new-program-initiative From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:24:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:24:03 -0700 Subject: Hunting One Language, Stumbling Upon Another (fwd link) Message-ID: Hunting One Language, Stumbling Upon Another By JOHN NOBLE WILFORD Published: October 11, 2010 USA Two years ago, a team of linguists plunged into the remote hill country of northeastern India to study little-known languages, many of them unwritten and in danger of falling out of use. On average, every two weeks one of the world’s recorded 7,000 languages becomes extinct, and the expedition was seeking to document and help preserve the endangered ones in these isolated villages. Access full article below: http://www.nytimes.com/2010/10/12/science/12language.html?_r=1 From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:26:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:26:57 -0700 Subject: Trying out indigenous languages (fwd link) Message-ID: Trying out indigenous languages At UCLA and other schools, some students are forgoing French, Spanish and Chinese to try indigenous Latin American languages such as Zapotec, Mixtec and Quechua. Some leap in for the adventure. Others want to get closer to their roots. Esmeralda Bermudez, Los Angeles Times October 11, 2010 The words come out in abrupt breaths, as if Felipe Lopez were whispering to the chalkboard. "Rseidy. Rseidy," he asks his students to repeat. "Learns." "And Dizh. Dizh, say it with me, is 'language.' " In unison, the students in the UCLA classroom follow, training their tongues to the rhythm of Zapotec, an ancient language that few people in Los Angeles have ever spoken or even heard. It comes from Oaxaca, on the southern tip of Mexico, a state known for its elaborate, historic traditions. Access full article below: http://www.latimes.com/news/local/la-me-indigenous-20101011,0,1180730.story From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:34:04 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:34:04 -0700 Subject: 'Experimental Eskimos' tells story of attempt to assimilate Inuit kids in 1960s (fwd link) Message-ID: The Canadian Press - ONLINE EDITION 'Experimental Eskimos' tells story of attempt to assimilate Inuit kids in 1960s By: Nelson Wyatt, The Canadian Press Posted: 10/10/2010 12:02 PM | Comments: 10 | Last Modified: 10/10/2010 3:49 PM MONTREAL - When federal bureaucrats plucked three smart young Inuit boys from their families in the 1960s and sent them to high school in the south, they probably had little idea that they would help transform Canada. But Peter Ittinuar, Zebedee Nungak and Eric Tagoona did just that, making their mark in federal politics, gaining aboriginal rights and negotiating landmark land claims treaties such as the James Bay agreement and the creation of Nunavut. Their education came with a steep price — the loss of their language and culture as they were steeped in white culture living with families in Ottawa, resulting in alienation from their families and friends back home. Access full article below: http://www.winnipegfreepress.com/canada/breakingnews/experimental-eskimos-tells-story-of-attempt-to-assimilate-inuit-kids-in-1960s-104666574.html From nflrc at HAWAII.EDU Mon Oct 11 21:56:42 2010 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Mon, 11 Oct 2010 11:56:42 -1000 Subject: October 2010 issue (14:3) of Language Learning & Technology is now available Message-ID: Aloha! We are happy to announce that Volume 14 Number 3 of Language Learning & Technology is now available at http://llt.msu.edu. We hope you enjoy our new look! We are also pleased to announce a Call for Papers for a new Action Research Column, edited by Fernando Naiditch (Montclair State University). Please visit the LLT Web site and be sure to enter your free subscription if you have not already done so. We welcome your contributions for future issues. See our guidelines for submission at http://llt.msu.edu/contrib.html Sincerely, Dorothy Chun and Irene Thompson, Editors Language Learning & Technology ************************************************************************* 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 cashcash at EMAIL.ARIZONA.EDU Tue Oct 12 18:29:26 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 12 Oct 2010 11:29:26 -0700 Subject: N.B. program aims to increase the use of Maliseet language (fwd link) Message-ID: N.B. program aims to increase the use of Maliseet language Published Tuesday October 12th, 2010 Jennifer Pritchett Telegraph-Journal Canada With the Maliseet language nearing extinction, St. Mary's First Nation is launching the first adult immersion program of its kind in New Brunswick to bolster the number of native speakers. A grant of $243,000 from the Social Sciences and Humanities Research Council of Canada, a federal agency that promotes and supports university-based research and training, is making the three-year pilot program possible. Access full article below: http://telegraphjournal.canadaeast.com/front/article/1258505 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 12 18:31:02 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 12 Oct 2010 11:31:02 -0700 Subject: Tribe awarded grant to train middle school language teacher (fwd link) Message-ID: Tribe awarded grant to train middle school language teacher By Staff reports Story Published: Oct 12, 2010 USA The Lower Elwha Klallam Tribe received confirmation Sept. 23 that the Klallam Language Program was awarded a $483,744 three-year language grant. Out of 387 other applicants, only eight grants were awarded. Part of the funding will be used to train an apprentice to become tribal/state certified middle school Klallam language teacher. “The goal of this grant will be to strengthen and broaden our community of Klallam language speakers by transcribing recorded stories; developing lessons from these stories, and training a middle school Klallam language teacher.” said Program Manager Jamie Valadez. “This grant will also create job opportunities for tribal artists, as the stories will be illustrated and published.” Access full article below: http://www.indiancountrytoday.com/living/Tribe-awarded-grant-to-train-middle-school-language-teacher-104774799.html From dzo at BISHARAT.NET Mon Oct 18 19:32:07 2010 From: dzo at BISHARAT.NET (Don Osborn) Date: Mon, 18 Oct 2010 21:32:07 +0200 Subject: Alutiiq language flash cards debut on phone apps (fwd link) In-Reply-To: Message-ID: Has this application been used in a similar way for any other languages? > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Phillip E Cash Cash > Sent: Friday, October 08, 2010 11:33 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Alutiiq language flash cards debut on phone apps (fwd > link) > > Alutiiq language flash cards debut on phone apps > > Article published on Thursday, October 7th, 2010 > By LOUIS GARCIA > Mirror Writer > USA > > The first fruits from a five-year Alutiiq language revitalization > project have been released to the public. > > Native Village of Afognak (NVA), in partnership with the Native > Village of Port Lions, is spearheading an effort to create different > ways for people to learn the language. > > An iPhone, iPad and Blackberry application, gFlash, currently has > three sets of Alutiiq flash cards waiting to be not only read, but > also heard. > > “We launched three Alutiiq language sets,” said Melissa Borton, tribal > administrator for NVA. “We’re going to add more photographs. It’s a > really easy tool.” > > Access full article below: > http://www.kodiakdailymirror.com/?pid=19&id=9209 From whalen at HASKINS.YALE.EDU Mon Oct 18 20:50:13 2010 From: whalen at HASKINS.YALE.EDU (Doug Whalen) Date: Mon, 18 Oct 2010 16:50:13 -0400 Subject: Becky Bending passes Message-ID: Dear all, The Endangered Language Fund regretfully reports the passing of Rebecca Diane Bending. Becky was a founding member of the Endangered Language Fund's Board of Directors. She generously shared her knowledge of language revitalization and her enthusiasm for language communities. We would like to extend our condolences to Ray, Ray Jr., and all of Becky's friends and family. You are invited to read about Becky's life and achievements here: In Memory of Rebecca Bending: http://obits.dignitymemorial.com/dignity-memorial/obituary.aspx?n=Rebecca-Bending&lc=7554&mid=4393425 Doug Whalen DhW Douglas H. Whalen, President Endangered Language Fund 300 George St., Suite 900 New Haven, CT 06511 USA +1-203-865-6163, ext. 265 (or 234 for Whalen) elf at endangeredlanguagefund.org From languages at MUSHKEG.CA Mon Oct 18 20:46:06 2010 From: languages at MUSHKEG.CA (Mushkeg Media) Date: Mon, 18 Oct 2010 16:46:06 -0400 Subject: publisher of learner's guides? Message-ID: We found a simple and very fast way to make a book is by using the ibook function in Apple's iPhoto application. This may only work if you use a Mac but it is quite amazing. The program uses a limited number of templates which you simply fill with text or photos. If you have a complex page you can do it in photoshop or Illustrator and import it into your book projects as a full page. Books can be printed in a variety of sizes with hard or soft covers. The last book we made was 26 pages, 6in. x 8in. spiral bound and cost about $12.00 each. There is a discount for over 50 books. The best thing about this process is the speedy delivery. You send it off to Apple and it comes back in less than a week looking absolutely beautiful. George Hargrave Producer Mushkeg Media Inc. 103 rue Villeneuve O. Montreal, QC H2T 2R6 Tel: 514-279-3507 hargrave at mushkeg.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:00:37 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:00:37 -0700 Subject: Film to the rescue of indigenous languages (fwd link) Message-ID: Film to the rescue of indigenous languages The Arts Oct 17, 2010 Nigeria For Nigerian indigenous languages to be preserved and saved from total extinction, there is an imperative need for the government at all levels to encourage the production of indigenous language films reports, Benjamin Njoku. This was the observation of over 300 film makers, scriptwriters, directors, stakeholders and industry operators who gathered in Akure, Ondo State capital last week, for this year’s edition of the annual, Behind the Screen festival of indigenous languages, now known as, Festival of Indigenous African Language Films. The festival, which held between October 3 and October 9, at Owena International Hotels, Akure saw the participants drawn from different parts of the country urging the government at all levels to consider the option of giving Nigeria’s indigenous language films a boost as a way of preserving such languages as well as saving them from total extinction as presently being threatened by global statistics. Access full article below: http://www.vanguardngr.com/2010/10/film-to-the-rescue-of-indigenous-languages/ From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:04:55 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:04:55 -0700 Subject: Three books on language (fwd link) Message-ID: Three books on language Sunday, October 17, 2010 USA Environmentalists are alarmed by the rapid decline of biodiversity over the last century, with species becoming extinct at a rate that outpaces science's ability to discover, let alone study, them. The same is true of languages the world over. Access full article below: http://www.washingtonpost.com/wp-dyn/content/article/2010/10/15/AR2010101503603.html From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:07:52 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:07:52 -0700 Subject: Government of Canada Supports Preservation of the Blackfoot Language (fwd link) Message-ID: Oct 18, 2010 12:30 ET Government of Canada Supports Preservation of the Blackfoot Language CALGARY, ALBERTA--(Marketwire - Oct. 18, 2010) - On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, Lee Richardson, Member of Parliament (Calgary Centre), today announced funding for the Urban Society for Aboriginal Youth (USAY) for its Blackfoot Language Introduction Project. This funding will enable USAY to develop tools to teach Aboriginal youth aged 15 to 24 the basics of the Blackfoot language. This includes building an online four-week course module, creating a digital library of interviews with native speakers of the language, and creating supporting documents that will help students with context and pronunciation. Access full article below: http://www.marketwire.com/press-release/Government-of-Canada-Supports-Preservation-of-the-Blackfoot-Language-1336704.htm From scoronelmolina at GMAIL.COM Tue Oct 19 00:01:11 2010 From: scoronelmolina at GMAIL.COM (Serafin Coronel-Molina) Date: Mon, 18 Oct 2010 20:01:11 -0400 Subject: 2nd Symposiun on Teaching and Learning Indigenous Languages Message-ID: Symposium on Teaching and Learning Indigenous Languages of Latin America Call for Proposals *en español* The Association for Teaching and Learning Indigenous Languages of Latin America (ATLILLA) and the Kellogg Institute for International Studies at the University of Notre Dame invite proposals for panels, individual papers, round table discussions, interactive workshops, poster sessions, and technological tools showcases to be presented at the second *Symposium on Teaching and Learning Indigenous Languages of Latin America (STLILLA-2011).*Proceedings of the Symposium will be published. *The deadline for receipt of proposals is Monday, December 6, 2010.* *Proposals will be accepted only through the online submission system .* Successful proposals will clearly indicate the relationship of the presentation to the core symposium themes. Presentations should provide an opportunity for symposium participants to engage with some of the challenging and fundamental questions at the intersection of research and the teaching and learning of Latin American indigenous languages. Priority will be given to proposals that address one or more of the following topics: - Best practices, methodologies, and strategies in indigenous languages pedagogy - The interplay of research, theory, and practice in teaching and learning indigenous languages - Languages as vehicles to cultures and the world of living experience - Language revitalization and documentation - Distance learning / online courses - Issues of dialectology and standardization in language instruction - Impact of language attitudes and ideologies on teaching and learning indigenous languages - Intellectual, cultural, and political role of indigenous languages in Latin America - Indigenous languages, cultures, and identity - Connecting, celebrating and maintaining traditions through teaching - Assessment and evaluation of indigenous language learning - Innovative technologies for teaching and learning indigenous languages and cultures - Effects of language policy and planning on the teaching and learning of indigenous languages - Language, literacy, and cultural practices - Issues of bi-literacy and bilingual education in Latin America - Music/musicology and the teaching and learning of indigenous languages - Sociolinguistics, applied linguistics, and pragmatics in the teaching and learning of indigenous languages - Programmatic structure for Less Commonly Taught Language (LCTL) instruction General Proposal Guidelines Proposals and presentations are welcome in *English*, *Spanish* or*Portuguese *. All proposals, regardless of type, must include the following: - Name and title of the author/organizer, institutional affiliation, and contact information - Title of the proposed presentation - Abstract (300 words) - Indicate any equipment needs for your presentation Proposals for panels and round table discussions must also include: - Name, title, and institutional affiliation for each additional participant - Role or proposed topic to be covered by each additional participant (150 words) - Indication that all proposed participants have been contacted and have agreed to participate The submission of proposals will be handled through an online submission system. See below for specific guidelines on the different types of proposals. Types of Presentation Presentations may be made in a number of formats, as listed below. You must indicate the proposed format in your submission. The Conference Committee may negotiate the proposed delivery format with the speaker. Panel Presentations (75 minutes) Individuals or institutional sponsors may propose to organize a panel of presentations on a related subject, with each presenter offering a perspective on the topic. Panels may include a chair/moderator, three or four presenters, and a discussant. Depending on the number of panelists, each presenter will be allotted 15-20 minutes to deliver his/her paper, allowing 15 minutes at the end of the panel for commentary by a discussant and/or questions. Panel proposals must include information on all proposed participants and must indicate that they have been contacted and agree to participate. The individual submitting the proposal will be the sole contact person regarding the panel. Individual Papers (15-20 minutes) Individual paper proposals provide an opportunity to present original contributions to the research, theory, and practice of indigenous language teaching and learning. Submissions should demonstrate an awareness of relevant literature, and clearly indicate the importance of the proposed topic to conference themes. Upon acceptance, individual papers will be organized into panels of three or four by subject. As described above, depending on the number of participants on a given panel, individual presenters will have 15-20 minutes to deliver the content of their individual papers. Round Table Discussions (45 minutes) Individuals or institutional sponsors may propose to organize a round table discussion on a topic related to symposium themes. Like panels, round table discussions are coordinated by an organizer/moderator, and offer different perspectives on the proposed topic. However, rather than focusing on the presentation of individual papers, presentation time for each discussant is limited to 5-7 minutes. The majority of the session is devoted to dialogue between the discussants and the audience. In the best round tables, the speakers are aware of each other's work and views, and they refute or support those views in their own talks. There's real interchange, as well as the chance to go in-depth very quickly. They are time-efficient and encourage audience participation in the discussion. Proposals for round table discussions must include information on all proposed discussants and must indicate that they have been contacted and agree to participate. The individual submitting the proposal will be the sole contact person regarding the round table discussion. Interactive Workshops (45 minutes) Presenters spend a short amount of time on the delivery of the pedagogical concept, theory or model, and the majority of the session is devoted to direct, hands-on participation by the attendees. Workshops are organized to address a theme, discussion is informal and interactive, and *papers are not presented.* Poster Sessions / Technological Tools Showcases Poster and technological tool presenters will be allocated a time slot within the main symposium venue to showcase their pedagogical and technological tool or model through a poster exhibition or a technological tool showcase. Symposium participants will be able to view displays at their leisure during session breaks. Poster/technological tool proposals should briefly describe not only the subject matter to be presented, but also how the material will be presented visually. *Proposals will only be accepted through the online submission systemand the deadline is December 6, 2010. Each proposal will be reviewed by the Proposal Review Committee.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Tue Oct 19 00:54:58 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 18 Oct 2010 19:54:58 -0500 Subject: publisher of learner's guides? In-Reply-To: <35267FD1-E9D6-48EE-AC6F-5B81270B3AB4@mushkeg.ca> Message-ID: Kweh George, I've played around with it, but I can't manipulate by enlarging, or shrinking no little white glove grabber fist to move things, like you can do with pictures and text on powerpoint. In comparison It seems confining,(can't move text boxes where i want them. but maybe its because I need to start with a completely blank page? since i finally figured out Powerpoint, (sort of) (photoshop drives me nuts with those D@#&M layers!! till i simply quit!) maybe i'll try what you suggested import a finished page (from powerpoint?) onto the book....see what happens. another thing, i'm not sure why i get little yellow exclamation point warning signs on just about everything i upload.. whats with that?? I have to add,I spent five full days putting together a PowerPoint presentation for ONLA, our Oklahoma Language Conference in Ada Okl. only to have it all go haywire when i exported it from my iMac onto a memory stick and plugged it in to the PC on the lectern. Embedded audios failed (some did, some didn't) the ones that *did* work had no volume...nobody in the auditorium could hear it. texts were loosing all their shading and some photos didn't appear at all. Then to make it worse the whole slide series was projected *too large* so text was often missing until i scrolled down, at which point I'd accidently advance the slide to the next one....auuugh and so it was ...a frustrating distracting nuisance to say the least. people were wonderful and polite and told me "it was good", but it really wasn't. I'm NOT a HIGH techie, and when things go this bad i start losing any momentum i have left. So much work to do! and this kind of stuff drags like a dead weight. Richard Zane Smith Wyandotte Oklahoma On Mon, Oct 18, 2010 at 3:46 PM, Mushkeg Media wrote: > We found a simple and very fast way to make a book is by using the ibook > function in Apple's iPhoto application. This may only work if you use a Mac > but it is quite amazing. > The program uses a limited number of templates which you simply fill with > text or photos. If you have a complex page you can do it in photoshop or > Illustrator and import it into your book projects as a full page. Books can > be printed in a variety of sizes with hard or soft covers. The last book > we made was 26 pages, 6in. x 8in. spiral bound and cost about $12.00 each. > There is a discount for over 50 books. The best thing about this process is > the speedy delivery. You send it off to Apple and it comes back in less than > a week looking absolutely beautiful. > > George Hargrave > Producer > Mushkeg Media Inc. > 103 rue Villeneuve O. > Montreal, QC H2T 2R6 > Tel: 514-279-3507 > hargrave at mushkeg.ca > -------------- next part -------------- An HTML attachment was scrubbed... URL: From languages at MUSHKEG.CA Tue Oct 19 13:18:12 2010 From: languages at MUSHKEG.CA (Mushkeg Media) Date: Tue, 19 Oct 2010 09:18:12 -0400 Subject: publisher of learner's guides? In-Reply-To: Message-ID: Hello Richard I agree, the iBook templates in iPhoto can be very frustrating. Specially on the first project which is almost always time sensitive. I haven't used powerpoint so I can't say how it would integrate with this program. Can you export frames as pdf's or jpeg's? The Apple iBook program seems to work well with imported JPEG's, so if you convert text and other graphics into a jpeg file , they can then be imported into the template. The yellow exclamation mark usually indicate that the image is of a low resolution that won't print well. It might also mean that all the text is not showing and you need to use a smaller font or shorten the text. When the ibook is complete on your computer, it is converted into a high quality pdf document which is then sent to Apple for printing. Or you can save it as a pdf document for other uses . It would probably import into powerpoint too. Once a presentation is in pdf form, it can't change anymore so there would be fewer surprises when projected as part of a presentation. Good luck George On 18-Oct-10, at 8:54 PM, Richard Zane Smith wrote: > Kweh George, > I've played around with it, but I can't manipulate by enlarging, or > shrinking > no little white glove grabber fist to move things, > like you can do with pictures and text on powerpoint. > In comparison It seems confining,(can't move text boxes where i want > them. > but maybe its because I need to start with a completely blank page? > > since i finally figured out Powerpoint, (sort of) > (photoshop drives me nuts with those D@#&M layers!! till i simply > quit!) > maybe i'll try what you suggested > import a finished page (from powerpoint?) onto the book....see what > happens. > > another thing, i'm not sure why i get little yellow exclamation > point warning signs > on just about everything i upload.. whats with that?? > > I have to add,I spent five full days putting together a PowerPoint > presentation for ONLA, our Oklahoma Language Conference in Ada Okl. > only to have it all go haywire when i exported it from > my iMac onto a memory stick and plugged it in to the PC on the > lectern. > Embedded audios failed (some did, some didn't) > the ones that did work had no volume...nobody in the auditorium > could hear it. > texts were loosing all their shading and some photos didn't appear > at all. > Then to make it worse the whole slide series was projected too large > so text was often missing until i scrolled down, at which point > I'd accidently advance the slide to the next one....auuugh > and so it was ...a frustrating distracting nuisance to say the least. > > people were wonderful and polite and told me "it was good", > but it really wasn't. > > I'm NOT a HIGH techie, and when things go this bad i start losing any > momentum i have left. > So much work to do! and this kind of stuff drags like a dead weight. > > > Richard Zane Smith > Wyandotte Oklahoma > > > On Mon, Oct 18, 2010 at 3:46 PM, Mushkeg Media > wrote: > We found a simple and very fast way to make a book is by using the > ibook function in Apple's iPhoto application. This may only work if > you use a Mac but it is quite amazing. > The program uses a limited number of templates which you simply fill > with text or photos. If you have a complex page you can do it in > photoshop or Illustrator and import it into your book projects as a > full page. Books can be printed in a variety of sizes with hard or > soft covers. The last book we made was 26 pages, 6in. x 8in. spiral > bound and cost about $12.00 each. There is a discount for over 50 > books. The best thing about this process is the speedy delivery. You > send it off to Apple and it comes back in less than a week looking > absolutely beautiful. > > George Hargrave > Producer > Mushkeg Media Inc. > 103 rue Villeneuve O. > Montreal, QC H2T 2R6 > Tel: 514-279-3507 > hargrave at mushkeg.ca > -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Tue Oct 19 14:56:08 2010 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 19 Oct 2010 07:56:08 -0700 Subject: Job opening--Director of CAIL Message-ID: Begin forwarded message: From: "Marianna Di Paolo" Date: October 18, 2010 4:45:08 PM PDT To: andrekar at NCIDC.ORG Subject: Job opening--Director of CAIL Hi! I wonder if you could post an email on the Endandered Language List pointing to a job ad? My Department is replacing Lyle Campbell, who has gone to Hawaii. We are searching for an Associate Professor in the Department of Linguistics who will also serve as Director of our Center for American Indian Languages. The official ad appears on LinguistList at http://linguistlist.org/jobs/get-jobs.cfm?JobID=79560&SubID=2651239. I would be happy to answer questions about the Department, the Center, the University, and living in the Salt Lake Valley. Thanks! Marianna -- Marianna Di Paolo Department of Linguistics & Center for American Indian Languages University of Utah 255 S. Central Campus Dr, Rm 2328 Salt Lake City, UT 84112 801-581-4389 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: www.andrekaruk.posterous.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: pastedGraphic.tiff Type: image/tiff Size: 5582 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Tue Oct 19 17:32:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 19 Oct 2010 10:32:32 -0700 Subject: Back from the brink: Learning the Yurok language (fwd link) Message-ID: Back from the brink: Learning the Yurok language Written by Kelley Atherton, The Triplicate October 18, 2010 10:30 pm DN students study language that was once nearly extinct A class of 22 high school students is learning how to speak a language that nearly went extinct. It’s estimated there are about 10 fluent speakers of Yurok, the native language of the tribe. This is the first year the language is being taught at Del Norte High School. “For years, we have been trying to get a class at Del Norte High School,” said the instructor, Barbara McQuillen. Access full article below: http://www.triplicate.com/20101018110520/News/Local-News/Back-from-the-brink-Learning-the-Yurok-language From cashcash at EMAIL.ARIZONA.EDU Tue Oct 19 17:38:49 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 19 Oct 2010 10:38:49 -0700 Subject: Traditional Athabascan stories retold through modern technology (fwd link) Message-ID: Traditional Athabascan stories retold through modern technology by Mary Beth Smetzer / msmetzer at newsminer.com USA FAIRBANKS - Athabascan storyteller Bill Williams lives in the small community of Hughes on the Koyukuk River. He grew up there, moving from seasonal camp to seasonal camp and packing his correspondence school books along the way. The 73-year-old elder has many stories to share — traditional animal stories, k’edonts’ednee (belief stories) and family stories, among others. Williams also has a rapt audience of young listeners from many villages along the Yukon, Koyukuk and Tanana rivers. Every Wednesday afternoon, Williams tells a new story via the Yukon-Koyukuk School District’s video conference system, headquartered in Fairbanks. Access full article below: http://newsminer.com/bookmark/9964921-Traditional-Athabascan-stories-retold-through-modern-technology From cashcash at EMAIL.ARIZONA.EDU Wed Oct 20 18:47:39 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 20 Oct 2010 11:47:39 -0700 Subject: Tribunal warns te reo Maori near crisis point (fwd link) Message-ID: Tribunal warns te reo Maori near crisis point By Yvonne Tahana 12:00 PM Wednesday Oct 20, 2010 The Waitangi Tribunal has released a scathing assessment of the Crown's performance on te reo Maori in the last 25 years, recommending urgent action to halt the decline of the language. Access full article below: http://www.nzherald.co.nz/politics/news/article.cfm?c_id=280&objectid=10681810 From cashcash at EMAIL.ARIZONA.EDU Wed Oct 20 18:55:59 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 20 Oct 2010 11:55:59 -0700 Subject: Return to storytelling could encourage young Natives to preserve languages (fwd link) Message-ID: Return to storytelling could encourage young Natives to preserve languages KOYUKON: Youth convention's keynote speaker cites tradition. The Associated Press Published: October 19th, 2010 09:40 PM USA FAIRBANKS -- Alaska Native elders and young people are being encouraged to take the time to talk to each other to help preserve their languages and traditions. Eliza Jones, keynote speaker at the First Alaskans Institute's Elders and Youth Conference in Fairbanks, said both generations will need patience and determination, The Fairbanks Daily News-Miner reported. Read more: http://www.adn.com/2010/10/19/1509832/return-to-storytelling-could-encourage.html#ixzz12vWUxESf From rzs at WILDBLUE.NET Thu Oct 21 16:39:38 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 21 Oct 2010 11:39:38 -0500 Subject: indigenous language survival Message-ID: Kweh all, just some thoughts.... I know linguists can't hep but be linguists, as artists can't help but be artists. but when i read about the threat of EVEN the Maori language extinction, it really got me thinking. Many are busy creating indigenous words for NON-indigenous* thought paradigms*. At an immersion school in Aotearoa I visited, students science classes were being taught with a myriad of NEW designed Maori words to describe atoms,particles etc... in other words "things" that many of our indigenous cultures never *broke down* in a traditional context other than perhaps stories about "how things are all connected" Might this forced and continual translation of noun based colonized terms into indigenous terms be actually turning our languages into "*codes*" to basicly think *the same thoughts* but to represent them as indigenous characters and sounds? Are we paradigm shifting basic-thought pattern of OUR languages when we do this? Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, English,Mohawk but what if the whole IDEA of text messaging isn't weighed "culturally" and every NEW gadget is now "NDignized" just like we have Nammy Awards instead of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every WHITE thing the dominant (even parasitical) culture comes up with. What are we doing? Are we thinking about what we are doing? Aren't we the people who are supposed to lead the way to LIFE sustainability? The dominant system of conquest is still marching, and its cancerous to our planet. We KNOW in our minds that a language survives/thrives only in *context* of its own healthy culture.But unless children grow up imbedded in Wyandot culture(life/ways), going to school and learning to speak Wyandot does not a Wyandot make. They are only speaking Wyandot code .* the new code talkers?* If this is true, dying languages are only PART or symptomatic of a bigger problem. Our minds are changing, our children's minds are changing, and if we want them to be strong in their languages they are going to need *a whole lot more* than Wyandot language classes. or free gadgets to do Wyandot texting. The reason the languages are dying is because there is a *replacement *of thinking. Its EASIER ,maybe even more appropriate? to use English when students are dissecting a frog because its the nature of that kind of thinking to dissect things and solve problems by taking things apart. Is that OUR way? When we Wyandotized the process of dissecting a frog, we lose Wyandot paradigm. If you dissect a frog and learn science that can cure cancer thats wonderful, Kids should learn that ALSO. but I'm just wondering the benefit of mixing.blending thinking paradigms. Traditionalist always tell me - ceremony has to stay OUT of politics for that very reason...the various "thinkings" don't mix well. I heard just at ONLA from a Cherokee language teacher in Talequah that a modern childs attention span is now *9 seconds .* *why? **Its the average time it takes to send a text message.* what are we doing folks? Are we simply getting on board this Titantic because OUR language needs to be on the ship?? Maybe we need to strengthen our cultural roots/languages/arts/communities and be VERY selective/careful about introducing all these new shiny toys? Shall we talk about the addiction of* "the new"* ? uuuh ...some other time... just some thoughts, i don't know the answers I'm someone who still plays in the mud ....for a living! Richard Zane Smith Wyandotte Oklahoma -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Oct 21 17:33:37 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 21 Oct 2010 12:33:37 -0500 Subject: indigenous language survival In-Reply-To: Message-ID: Taanshi, Richard, I am pondering your thoughts.... I wonder about many of the same things as I do work on our language. I worry that if we place such great a focus on technology, all we will be left with are "holograms" of elders speaking our languages. I also often think about how to show the connection between our language, our ways of thinking and the land to which we are related.... I wonder if is not to start from the most basic and local--to think about all the things that sustain us as peoples-starting from the most basic--food, family, community, art/spirituality--and make sure that our languages are central to them all. It seems to me that our languages provide us with an important--perhaps the most important?--way to keep and recreate an internally cohesive identity in ways that are authentic to our cultures.... The question is how to do this effectively when we all now live embedded in a dominant culture with dominant patterns of thought and ways of interacting that are not just associated with one nation or region but with global reach? Eekoshi pitamaa. Heather On Thu, Oct 21, 2010 at 11:39 AM, Richard Zane Smith wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous* thought > paradigms*. > At an immersion school in Aotearoa I visited, students science classes were > being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never *broke > down* > in a traditional context other than perhaps stories about "how things are > all connected" > > Might this forced and continual translation of noun based colonized terms > into indigenous terms > be actually turning our languages into "*codes*" to basicly think *the > same thoughts* > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead > of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every > WHITE thing the dominant (even parasitical) culture comes up with. What are > we doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in *context* of > its own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .* the new code talkers?* > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want > them to be strong in their languages they are going to need *a whole lot > more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement *of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting > a frog because its the nature of that kind of thinking to dissect things > and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of* "the new"* ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From pjkeeganwh at XTRA.CO.NZ Thu Oct 21 20:13:21 2010 From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan) Date: Fri, 22 Oct 2010 09:13:21 +1300 Subject: indigenous language survival In-Reply-To: Message-ID: Thanks Richard for you comments Maori doesn't face immediate extinction as the Waitangi Tribunal report seems to imply. We should always be careful when reading these types of reports and think carefully about who wrote them and what their real aims might be. The same Tribunal make important recommendations back in 1986, then led to a Maori Language Act, Maori Language Commission and many other indirect benefits. There is real concern though, about the decreasing numbers of students entering kohanga reo and other forms of Maori-medium education, and that too many in the Maori community just don't care enough about the language to actually make the effort to learn it. The report does little to highlight the many gains that have made in Maori language revitalization and I am sure that Maori is not too much different from many other language revitalization programmes in that the way forward is never easy, often one step forward and two steps back. I'll keep speaking Maori to my daughter, wife, whanau (family) members and friends that speak the language and encourage others to start learning. Peter J Keegan (Auckland, New Zealand/Aotearoa) (Waikato-Maniapoto/Ngati Porou (-tribes I belong to)) On 22/10/2010 5:39 a.m., Richard Zane Smith wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but > be artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous/thought > paradigms/. > At an immersion school in Aotearoa I visited, students science classes > were being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never > /broke down/ > in a traditional context other than perhaps stories about "how things > are all connected" > > Might this forced and continual translation of noun based colonized > terms into indigenous terms > be actually turning our languages into "*codes*" to basicly think > /*the same thoughts*/ > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when > we do this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed > "culturally" and every NEW gadget is now "NDignized" just like we have > Nammy Awards instead of Grammy Awards, Native RAP version of Ghetto > RAP, An NDN version of every WHITE thing the dominant (even > parasitical) culture comes up with. What are we doing? Are we thinking > about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous > to our planet. > > We KNOW in our minds that a language survives/thrives only in > /context/ of its own healthy culture.But unless children grow up > imbedded in Wyandot culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .*/the new code talkers?/* > If this is true, dying languages are only PART or symptomatic of a > bigger problem. > Our minds are changing, our children's minds are changing, and if we > want them to be strong in their languages they are going to need *a > whole lot more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement > *of thinking. > Its EASIER ,maybe even more appropriate? to use English when students > are dissecting > a frog because its the nature of that kind of thinking to dissect > things and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of/*"the new"*/ ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at EARTHLINK.NET Thu Oct 21 21:26:35 2010 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Thu, 21 Oct 2010 17:26:35 -0400 Subject: indigenous language survival Message-ID: Richard Zane Smith has some interesting points. In my work on ideophones, I've found that their semantics is often concerned with loss or lack of control of animate, rational entities. Tucker Childs has written extensively about educated or city living speakers of ideophone-rich languages in Africa no longer in command of these systems, under pressure from Western-style prejudices against ideophone use. But I wonder if there is more going on here, having to do with adoption of a different attitude toward life and a person's place in it, with increasing use of high-tech contraptions that may increase one's control over one's environment, other persons, etc. Along a different line, Yahgan, down to one fluent speaker but now the subject of new efforts to save it thanks to Yoram Meroz and real grant money, has been restructured to be more in line with English and Spanish. Apparently nearly gone are the complex bipartite constructions with instrument/bodypart prefixes and position/path suffixes, and extensive serialization. Use of auxiliaries and preverbal clitics has expanded at the expense of the old inflectional suffixes, some actually borrowed from English and Spanish. Yahgan already was in the throes of a switch from OV to VO typology when first described in the 19th C., but exposure to the European cultures seems to have accelerated these changes. It would be really interesting to know how much (and WHAT) is lost when a new world view is adopted in such cases, when it ultimately affects the way the language is used, its structures, etc. On the other hand languages should not be seen as static specimens for the linguistic museum. All this has been argued ad nauseum by others. Does the language do its job? Are the speakers satisfied with it? If the language is on the verge of extinction active use even of a simplified version should be applauded- later on we can then introduce the 'classical' variety and see if there are any takers. Jess Tauber phonosemantics at earthlink.net From rzs at WILDBLUE.NET Fri Oct 22 04:54:38 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 21 Oct 2010 23:54:38 -0500 Subject: indigenous language survival In-Reply-To: <4CC09EE1.8090309@xtra.co.nz> Message-ID: kweh (kia ora) Peter, so good the language is alive with your family If the Maori fail to revitalize...there is probably little hope for any of us. Because *mana* is strong and evident in Aotearoa. That "mana" is directly related to "whakapapa" as i understand it. and how does one translate such concepts? *mana* like essence , or powerful unseen reality? *whakapapa* is an ancestrial kind of rootedness ? We have words in our Wyandot language for similar concepts...but it seems to always translate out as "law/story/way" *whakapapa* can't be "obtained" by a Pahkia student taking a night course in Maori language. Culture is imbedded in language and language is inseparable from culture. THIS is what i mean when i express concern about a newer kind of notion "I'll just take a language class" it might teach something but its not enough for survival. I was just forwarded a copy of "the Te Paparahi o Te Raki Tribunal Inquiry" Pat Hohepa, by my good friend Manos Nathan, one who carved and supervised the carving of many of the beautiful carved posts at the bay of Waitangi. It was an excellent report and raised good points about *interpretation* of the Treaty of Waitangi. Pat Hohepa stated: "When a word is translated ,are you trying to fit it into the cultural context of the others language or are you shifting what it means in yours?" p.22.58 giving the example of *mua* - in front -- in Maori representing "the past" *muri * - behind - representing "the future" try to wrap an anglophone brain around that one! Makes me think about a lot of our nation to nation indigenous treaties. how much was signed with little clarity and a perceived insignificant gesture or scratch? but once a chiefs x mark was put on paper it became irrevocable within the foreign mindset and LAW. I only hope for our Native American languages the same successes as the Maori. Anyone who has seen the Haka performed can feel the *mana and Ihi in Aotearoa.* * * *kia kaha, kia maia, kia manawanui * Richard Zane Smith Wyandote Oklahoma On Thu, Oct 21, 2010 at 3:13 PM, Peter J Keegan wrote: > Thanks Richard for you comments > > Maori doesn't face immediate extinction as the Waitangi Tribunal report > seems to imply. > We should always be careful when reading these types of reports and think > carefully about > who wrote them and what their real aims might be. > > The same Tribunal make important recommendations back in 1986, then led to > a Maori Language Act, Maori Language Commission and many other indirect > benefits. > > There is real concern though, about the decreasing numbers of students > entering > kohanga reo and other forms of Maori-medium education, and that too many > in the Maori community just don't care enough about the language to > actually > make the effort to learn it. > > The report does little to highlight the many gains that have made in Maori > language > revitalization and I am sure that Maori is not too much different from many > other > language revitalization programmes in that the way forward is never easy, > often one step forward and two steps back. > > I'll keep speaking Maori to my daughter, wife, whanau (family) members > and friends that speak the language and encourage others to start learning. > > Peter J Keegan (Auckland, New Zealand/Aotearoa) > > (Waikato-Maniapoto/Ngati Porou (-tribes I belong to)) > > > On 22/10/2010 5:39 a.m., Richard Zane Smith wrote: > > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous* thought > paradigms*. > At an immersion school in Aotearoa I visited, students science classes were > being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never *broke > down* > in a traditional context other than perhaps stories about "how things are > all connected" > > Might this forced and continual translation of noun based colonized terms > into indigenous terms > be actually turning our languages into "*codes*" to basicly think *the > same thoughts* > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead > of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every > WHITE thing the dominant (even parasitical) culture comes up with. What are > we doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in *context*of its own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .* the new code talkers?* > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want > them to be strong in their languages they are going to need *a whole lot > more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement *of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting > a frog because its the nature of that kind of thinking to dissect things > and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of* "the new"* ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at EMAIL.ARIZONA.EDU Fri Oct 22 07:36:00 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 22 Oct 2010 00:36:00 -0700 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: Richard, Very interesting thoughts -- but haven't ALL languages always been adapted by their speakers to meet the needs of culture change? When agriculture was adopted and replaced purely nomadic ways, new ways of living and interacting were developed and communicated about. The Cahokia mounds even show the presence of an incredibly organized and presumably hierarchically structured society in the midst of North America, requiring new and different modes of communication. I've always been impressed by the way the code-talkers were transported from the midst of a traditional way of life to the front lines of the most modern mechanized culture of the time, and figured out how to communicate about it effectively, incorporating all of the advanced technology into their normal language. The structure of a language does not have to be affected by culture change, and the structure can change even with no change in culture. If a language is "museumized", it will no longer function for its speakers to cope with communicating about and in a changed cultural landscape, and will stop being used. Rudy Rudy Troike [No message body text] From jieikobu at HOTMAIL.COM Fri Oct 22 12:50:55 2010 From: jieikobu at HOTMAIL.COM (Derksen Jacob) Date: Fri, 22 Oct 2010 12:50:55 +0000 Subject: Sencoten Message-ID: >From the Victoria Times-Colonist, Oct 22, 2010: http://www.timescolonist.com/technology/What+name+save+First+Nations+language/3708443/story.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 15:25:08 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 11:25:08 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: Yes, you are right. I heard this same thing from the director of the college on the Navajo reservation; he was trying to keep the college from splitting up what was NOT split up in Navajo culture, like, art-music-medicine was not three things. For this reason I am trying to turn all of my old materials into Œliterature¹ for the young ones ‹ or they will translate from Spanish ‹ something we have had severe problems convincing the Ministry, who want only new materials ‹ exactly as you describe below, while we are saying, OK, but, at least only those written originally in Jaqaru, but NO TRANSLATIONS. I tell my Field Methods students that no sentence from translation can be used for grammatical discovery: it tells you about the original sentence not language. It happened in class this week. English demands subjects. The students didn¹t get a translation. I foolishly Œhelped¹ them by telling them the subject (excuse: I¹m not well) and right there the consultant added in a subject ‹ sentence ruined. I apologized and the sentence went back to the proper way, and it was a serendipitous lesson for the students, but, as always, Richard, you are so right. MJ On 10/21/10 12:39 PM, "Richard Zane Smith" wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous thought paradigms. > At an immersion school in Aotearoa I visited, students science classes were > being taught >  with a myriad of NEW designed Maori words to describe atoms,particles etc... > in other words "things" that many of our indigenous cultures never broke down > in a traditional context other than perhaps stories about "how things are all > connected" > > Might this forced and continual translation of noun based colonized terms into > indigenous terms > be actually turning our languages into "codes" to basicly think the same > thoughts > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, > English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead of > Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every WHITE > thing the dominant (even parasitical) culture comes up with. What are we > doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in context of its > own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways),  > going to school and learning to speak Wyandot does not a Wyandot make.  > They are only speaking Wyandot code . the new code talkers? > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want them > to be strong in their languages they are going to need a whole lot more than > Wyandot language classes. > or free gadgets to do Wyandot texting.  > > The reason the languages are dying is because there is a replacement of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting  > a frog because its the nature of that kind of thinking to dissect things and > solve problems by taking things apart.  Is that OUR way?  > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I  heard just at ONLA from a Cherokee language teacher in Talequah  > that a modern childs attention span is now 9 seconds . > why? Its the average time it takes to send a text message. > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of "the new" ?    > uuuh ...some other time... > > just some thoughts, i don't know the answers  > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith  > Wyandotte Oklahoma > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 15:32:39 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 11:32:39 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: I have been very ill, so please forgive me if this is a resend. Over the summer my husband finally got his book published ­ a history, an ethnology, lots of linguistics, and serious politics along these lines. As one of the presenters said (and we hope to have her words posted eventually), this is a view from inside, in great detail. Nearly 400 pages. With pictures and maps he drew. Info currently at: http://unmsmnoticiasfondoeditorial.blogspot.com/2010_08_01_archive.html Very difficult problems. MJ On 10/21/10 1:33 PM, "Heather Souter" wrote: > Taanshi, Richard, > > I am pondering your thoughts....  I wonder about many of the same things as I > do work on our language.  I worry that if we place such great a focus on > technology, all we will be left with are "holograms" of elders speaking our > languages. > > I also often think about how to show the connection between our language, our > ways of thinking and the land to which we are related....   I wonder if is not > to start from the most basic and local--to think about all the things that > sustain us as peoples-starting from the most basic--food, family, community, > art/spirituality--and make sure that our languages are central to them all.  > It seems to me that our languages provide us with an important--perhaps the > most important?--way to keep and recreate an internally cohesive identity in > ways that are authentic to our cultures....  The question is how to do this > effectively when we all now live embedded in a dominant culture with dominant > patterns of thought and ways of interacting that are not just associated with > one nation or region but  with global reach? > > Eekoshi pitamaa. > Heather > > On Thu, Oct 21, 2010 at 11:39 AM, Richard Zane Smith wrote: >> Kweh all, >> just some thoughts.... >> I know linguists can't hep but be linguists, as artists can't help but be >> artists. >> but when i read about the threat of EVEN the Maori language extinction, >> it really got me thinking. >> Many are busy creating indigenous words for NON-indigenous thought paradigms. >> At an immersion school in Aotearoa I visited, students science classes were >> being taught >>  with a myriad of NEW designed Maori words to describe atoms,particles etc... >> in other words "things" that many of our indigenous cultures never broke down >> in a traditional context other than perhaps stories about "how things are all >> connected" >> >> Might this forced and continual translation of noun based colonized terms >> into indigenous terms >> be actually turning our languages into "codes" to basicly think the same >> thoughts >> but to represent them as indigenous characters and sounds? >> Are we paradigm shifting basic-thought pattern of OUR languages when we do >> this? >> >> Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, >> English,Mohawk >> but what if the whole IDEA of text messaging isn't weighed "culturally" and >> every NEW gadget is now "NDignized" just like we have Nammy Awards instead of >> Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every >> WHITE thing the dominant (even parasitical) culture comes up with. What are >> we doing? Are we thinking about what we are doing? >> Aren't we the people who are supposed to lead the way to LIFE sustainability? >> The dominant system of conquest is still marching, and its cancerous to our >> planet. >> >> We KNOW in our minds that a language survives/thrives only in context of its >> own healthy culture.But unless children grow up imbedded in Wyandot >> culture(life/ways),  >> going to school and learning to speak Wyandot does not a Wyandot make.  >> They are only speaking Wyandot code . the new code talkers? >> If this is true, dying languages are only PART or symptomatic of a bigger >> problem. >> Our minds are changing, our children's minds are changing, and if we want >> them to be strong in their languages they are going to need a whole lot more >> than Wyandot language classes. >> or free gadgets to do Wyandot texting.  >> >> The reason the languages are dying is because there is a replacement of >> thinking. >> Its EASIER ,maybe even more appropriate? to use English when students are >> dissecting  >> a frog because its the nature of that kind of thinking to dissect things and >> solve problems by taking things apart.  Is that OUR way?  >> When we Wyandotized the process of dissecting a frog, we lose Wyandot >> paradigm. >> If you dissect a frog and learn science that can cure cancer thats wonderful, >> Kids should learn that ALSO. >> but I'm just wondering the benefit of mixing.blending thinking paradigms. >> >> Traditionalist always tell me - ceremony has to stay OUT of politics >> for that very reason...the various "thinkings" don't mix well. >> >> I  heard just at ONLA from a Cherokee language teacher in Talequah  >> that a modern childs attention span is now 9 seconds . >> why? Its the average time it takes to send a text message. >> what are we doing folks? Are we simply getting on board this Titantic >> because OUR language needs to be on the ship?? >> Maybe we need to strengthen our cultural roots/languages/arts/communities >> and be VERY selective/careful about introducing all these new shiny toys? >> Shall we talk about the addiction of "the new" ?    >> uuuh ...some other time... >> >> just some thoughts, i don't know the answers  >> I'm someone who still plays in the mud ....for a living! >> >> Richard Zane Smith  >> Wyandotte Oklahoma >> >> > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 16:12:31 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 12:12:31 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: The Aymara would understand the mua / muri example perfectly. As to the treaties, yes indeed. And the ethnographies as well; I ended up learning more about the anthropologists that about the Aymara, e.g. And we had one last night (I hate translation): Musa feel, think, ponder, appreciate, cogitate or in Spanish: sentir, querer, apreciar, pensar, cognizar I like the Italian saying: < traduttore, traditore >, the translator is a traitor, said for European languages, but even more true of the ones we work with. MJ On 10/22/10 12:54 AM, "Richard Zane Smith" wrote: > kweh (kia ora) Peter, > so good the language is alive with your family > If the Maori fail to revitalize...there is probably little hope for any of us. > Because  mana  is strong and evident in Aotearoa. > That "mana" is directly related to "whakapapa" as i understand it. > and how does one translate such concepts? > mana  like essence , or powerful unseen reality? > whakapapa is an ancestrial kind of rootedness ? > We have words in our Wyandot language for similar concepts...but it seems to > always > translate out as "law/story/way" > whakapapa can't be "obtained" by a Pahkia student taking a night course in > Maori language. > Culture is imbedded in language and language is inseparable from culture. > THIS is what i mean when i express concern about a newer kind of notion > "I'll just take a language class"    it might teach something but its not > enough for survival. > > > Pat Hohepa stated: > "When a word is translated ,are you trying to fit it into the cultural context > of the others language > or are you shifting what it means in yours?" p.22.58 > > giving the example of  mua  - in front -- in Maori representing  "the past" >                                  muri  - behind -  representing    "the > future" > > try to wrap an anglophone brain around that one! > > Makes me think about a lot of our nation to nation indigenous treaties. > how much was signed with little clarity and a perceived insignificant gesture > or scratch? > but once a chiefs x mark was put on paper > it became irrevocable within the foreign mindset and LAW. > > I only hope for our Native American languages the same successes as the Maori. > Anyone who has seen the Haka performed can feel the mana and Ihi  in Aotearoa. > > kia kaha, kia maia, kia manawanui   > > Richard Zane Smith  > Wyandote Oklahoma -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 16:19:28 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 12:19:28 -0400 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: <20101022003600.8gcgwgowswkwcowg@www.email.arizona.edu> Message-ID: What you say is true, and I don't think any of us are asking that the languages be "museumized", but working only from texts specifically translated from another language does destroy a language. Change must come from within, and it does, and I have lived long enough to see internal change in Jaqaru, and the elders rant about it just like ours do (the young are corrupting the language -- I myself so say to my young'uns who leave the aspiration off of where so it sounds like wear). But that is different. ALL complain about the translated texts. Think about trying to read the instructions in English from an imported gadget, directly translated from, say Japanese. The two problems are quite different & I heard Richard referring to the latter, not the former. Did I mishear? MJ On 10/22/10 3:36 AM, "Rudy Troike" wrote: > Richard, > > Very interesting thoughts -- but haven't ALL languages always been > adapted by their speakers to meet the needs of culture change? When > agriculture was adopted and replaced purely nomadic ways, new ways > of living and interacting were developed and communicated about. The > Cahokia mounds even show the presence of an incredibly organized and > presumably hierarchically structured society in the midst of North > America, requiring new and different modes of communication. > > I've always been impressed by the way the code-talkers were > transported from the midst of a traditional way of life to the front > lines of the most modern mechanized culture of the time, and figured > out how to communicate about it effectively, incorporating all of the > advanced technology into their normal language. The structure of a > language does not have to be affected by culture change, and the > structure can change even with no change in culture. If a language > is "museumized", it will no longer function for its speakers to cope > with communicating about and in a changed cultural landscape, and > will stop being used. > > Rudy > > Rudy Troike > > > [No message body text] > From rzs at WILDBLUE.NET Sat Oct 23 17:29:41 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sat, 23 Oct 2010 12:29:41 -0500 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: MJ, so sorry to hear about your illness ...i hope you're recovering well? Yes i think its a much different question (and problem) than simply about whether to freeze frame a language in a perceived "language purity phase" or to push forward a "backward" language to "get with the times." It has to do with the survival of once sustainable culture/world views. These views are desperately needed for survival of our planet, NOT to put on museum shelves as artifacts of by-gone primitives. I assume views of reality are always evolving/changing in any culture, but some paradigms like capitalism is based on *competition and unlimited growth*, an untested sustainable concept that's eventually irrational and destructive. To interpret/imprint/imbed this kind of "get with it" capitalism into/upon an ancient culture is like building a McDonalds in Mecca or on Machu Picchu . Ok...so lets use McDonalds as an example: Because McDonalds seeks Omnipresence on earth (capitalistic systems ideal) It will twist its way in to pretend to satisfy any culture to gain foothold. But with it comes a price. It will in effect distorts cultural norms. Are we doing the same by interpreting/bringing in concepts like "processed-cow-parts-ground-and-mixed-from- thousands-of-unknown-cattle-from-massive-filthy-stockyards-where-once-grass-eaters-are-filled-with-processed-corn-and-growth-hormones-and-shipped-thousands-of-miles-from-people-you-don't-know" and yet hiding Its true description by giving it a nice friendly name like * "Hamburger?"* Wouldn't it be better to allow a culture access to the truth about these strange foreign customs and allow the people themselves to call it a more appropriate and culturally astute description : *foreign-spirit-dead-animal-shreds 'tween-airy-white-breads* Here see, the deeper more sustainable cultural perspective is preserved from people who KNOW what THEY have been eating and might have even had just butchered that morning. sorry to ruin anyones lunch! bon appetite ! ske:noh Richard Zane Smith Wyandotte Oklahoma On Sat, Oct 23, 2010 at 11:19 AM, MJ Hardman wrote: > What you say is true, and I don't think any of us are asking that the > languages be "museumized", but working only from texts specifically > translated from another language does destroy a language. Change must come > from within, and it does, and I have lived long enough to see internal > change in Jaqaru, and the elders rant about it just like ours do (the young > are corrupting the language -- I myself so say to my young'uns who leave > the > aspiration off of where so it sounds like wear). But that is different. > ALL complain about the translated texts. Think about trying to read the > instructions in English from an imported gadget, directly translated from, > say Japanese. > > The two problems are quite different & I heard Richard referring to the > latter, not the former. Did I mishear? MJ > > On 10/22/10 3:36 AM, "Rudy Troike" wrote: > > > Richard, > > > > Very interesting thoughts -- but haven't ALL languages always been > > adapted by their speakers to meet the needs of culture change? When > > agriculture was adopted and replaced purely nomadic ways, new ways > > of living and interacting were developed and communicated about. The > > Cahokia mounds even show the presence of an incredibly organized and > > presumably hierarchically structured society in the midst of North > > America, requiring new and different modes of communication. > > > > I've always been impressed by the way the code-talkers were > > transported from the midst of a traditional way of life to the front > > lines of the most modern mechanized culture of the time, and figured > > out how to communicate about it effectively, incorporating all of the > > advanced technology into their normal language. The structure of a > > language does not have to be affected by culture change, and the > > structure can change even with no change in culture. If a language > > is "museumized", it will no longer function for its speakers to cope > > with communicating about and in a changed cultural landscape, and > > will stop being used. > > > > Rudy > > > > Rudy Troike > > > > > > [No message body text] > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 18:18:00 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 14:18:00 -0400 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: Ah, yes, I did hear you correctly. Agreed. On a purely linguistic level, there is also, as hinted at in your original post, the issue of importing massive nouns into, e.g., a verb-based language and thus doing just what you are saying below: things become the focus. In organic change, importations may be nouns in the original language but turn into verbs if organically borrowed, not imposed by, say, a Ministry. Thanks, as always. I hope I recover; chancy but possible. MJ On 10/23/10 1:29 PM, "Richard Zane Smith" wrote: > MJ,  > so sorry to hear about your illness ...i hope you're recovering well? > > Yes i think its a much different question (and problem) than simply > about whether to freeze frame a language in a perceived "language purity > phase" > or to push forward a "backward" language to "get with the times." > > It has to do with the survival of once sustainable culture/world views. > These views are desperately needed for survival of our planet, > NOT to put on museum shelves as artifacts of by-gone primitives. > > I assume views of reality are always evolving/changing in any culture, > but some paradigms like capitalism is based on competition and unlimited > growth, > an untested sustainable concept that's eventually irrational and destructive. > To interpret/imprint/imbed this kind of "get with it" capitalism into/upon an > ancient  > culture is like building a McDonalds in Mecca or on Machu Picchu . > > Ok...so lets use McDonalds as an example: > > Because McDonalds seeks Omnipresence on earth  (capitalistic systems ideal) > It will twist its way in to pretend to satisfy any culture to gain foothold. > But with it comes a price. It will in effect distorts cultural norms. > > Are we doing the same by interpreting/bringing in concepts like >  "processed-cow-parts-ground-and-mixed-from-thousands-of-unknown-cattle-from-m > assive-filthy-stockyards-where-once-grass-eaters-are-filled-with-processed-cor > n-and-growth-hormones-and-shipped-thousands-of-miles-from-people-you-don't-kno > w"  > and yet hiding Its true description by giving it a nice friendly name like >  "Hamburger?" > > Wouldn't it be better to allow a culture access to the truth about > these strange foreign customs and allow the people themselves to call it a > more > appropriate and culturally astute description : > > foreign-spirit-dead-animal-shreds    'tween-airy-white-breads > > Here see, the deeper more sustainable cultural perspective is preserved > from people who KNOW what THEY have been eating and might have even had > just butchered that morning. > > sorry to ruin anyones lunch! > bon appetite ! > > ske:noh > Richard Zane Smith > Wyandotte Oklahoma > >> > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Oct 25 00:06:33 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sun, 24 Oct 2010 19:06:33 -0500 Subject: Fw: Native Language Teachers No Longer Need Certification In-Reply-To: <68D291ED4225460DA2C807F4F5A230C7@LindasiouiPC> Message-ID: *From:* First Nations & Aboriginal Rights *Sent:* Monday, October 04, 2010 2:44 PM * * *Subject:* Native Language Teachers No Longer Need Certification [image: Causes] Bulletin from the cause: *First Nations & Aboriginal Rights* Go to Cause Posted By: Anthony Jay Henhawk Jr. To: Members in First Nations & Aboriginal Rights Native Language Teachers No Longer Need Certification A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. The Hannahville Potawatomi Indian Community in the Upper Peninsula led the push to allow its elders to teach the Potawatomi language in schools. The bill signed into law allows experts in a Native American language to teach without teacher certification. That means kids can get credits in Native American languages to fulfill the state's language credit requirement. Call to Action Spread the word. Every invitation counts: Invite Friends You are receiving this email because you are a member of the cause First Nations & Aboriginal Rights. To unsubscribe, leave the cause Causes Privacy Policy| Causes Address: 2105 Martin Luther King Jr Way, Berkeley, CA 94704 United States Tip: Add no-reply at causes.com to your address book to make sure you don't miss any opportunities to change the world. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brousseau_kevin at YAHOO.CA Mon Oct 25 14:52:43 2010 From: brousseau_kevin at YAHOO.CA (Kevin Brousseau) Date: Mon, 25 Oct 2010 10:52:43 -0400 Subject: Wendat/Wyondat Revival Message-ID: Kwey everyone, just sharing this link about the Wendat/Wyondat language revival project in Wendake. They are apparently planning on teaching the language in school using some newly published glossaries developed for that purpose. See the news report below. from http://www.radio-canada.ca/regions/Quebec/2010/10/20/004-langue_huronne_lexiques.shtml "La langue huronne-wendat revit après presque 350 ans de silence grâce au projet Yawenda auquel ont collaboré des anthropologues, des linguistes et des pédagogues. Les Hurons-Wendat lancent quatre petits lexiques illustrés portant sur quatre aspects du vocabulaire huron-wendat. Les plus récents écrits étaient des recueils de cantiques préparés par les Jésuites aux 17e et 18e siècles. Les lexiques dévoilés mercredi rassemblent des termes servant à décrire des animaux sauvages et des animaux domestiques, les chiffres, la nature et le corps humain. Des disques compacts accompagnent les lexiques afin de préciser la prononciation. L'anthropologue Linda Sioui souligne que les Hurons-Wendat caressaient depuis longtemps le rêve de faire revivre leur langue ancestrale. « Les Hurons-Wendat, on côtoie d'autres Autochtones qui parlent leur langue et nous, ça a toujours été la question, on ne parle pas notre langue. Alors, le désir était là depuis de nombreuses années », explique Mme Sioui. Selon le directeur de l'école primaire TS8taïe de Wendake, Richard Dussault, les lexiques pourraient faire leur entrée à l'école en septembre 2011. Il faudra d'abord former les enseignants et relever certains défis que pose la langue huronne-wendat. « C'est une langue parlée et non une langue écrite », mentionne M. Dussault. Le projet a par ailleurs été bien accueilli dans la communauté. Un peu plus de 60 adultes ont déjà reçu une première formation pour redécouvrir leur langue. La communauté de Wendake est située à une quinzaine de kilomètres au nord-ouest de Québec. La seule communauté huronne-wendat au Canada compte près de 3000 membres." Kevin Brousseau -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Oct 25 15:18:51 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 25 Oct 2010 10:18:51 -0500 Subject: Wendat/Wyondat Revival In-Reply-To: <20101025145243.58720@gmx.com> Message-ID: Thanks for posting this Kevin, Its been a long tough up hill climb...still is... Fortunate for Wendake there is a central community and reservation, and with help from a grant funneled through Laval University, Qc.City there are now trained Wendat linguists reviving this "dormant" language and plus: there is excitement,hunger and anticipation in the community which is paramount to success. great news! Richard Zane Smith (Wyandot tribal member) Wyandotte Oklahoma 2010/10/25 Kevin Brousseau > Kwey everyone, > > > > just sharing this link about the Wendat/Wyondat language revival project in > Wendake. They are apparently planning on teaching the language in school > using some newly published glossaries developed for that purpose. See the > news report below. > > > > from > http://www.radio-canada.ca/regions/Quebec/2010/10/20/004-langue_huronne_lexiques.shtml > > > "La langue huronne-wendat revit après presque 350 ans de silence grâce au > projet Yawenda auquel ont collaboré des anthropologues, des linguistes et > des pédagogues. Les Hurons-Wendat lancent quatre petits lexiques illustrés > portant sur quatre aspects du vocabulaire huron-wendat. > > > Les plus récents écrits étaient des recueils de cantiques préparés par > les Jésuites aux 17e et 18e siècles. > > Les lexiques dévoilés mercredi rassemblent des termes servant à décrire des > animaux sauvages et des animaux domestiques, les chiffres, la nature et le > corps humain. Des disques compacts accompagnent les lexiques afin de > préciser la prononciation. > > L'anthropologue Linda Sioui souligne que les Hurons-Wendat caressaient > depuis longtemps le rêve de faire revivre leur langue ancestrale. « Les > Hurons-Wendat, on côtoie d'autres Autochtones qui parlent leur langue et > nous, ça a toujours été la question, on ne parle pas notre langue. Alors, le > désir était là depuis de nombreuses années », explique Mme Sioui. > > Selon le directeur de l'école primaire TS8taïe de Wendake, Richard > Dussault, les lexiques pourraient faire leur entrée à l'école en septembre > 2011. Il faudra d'abord former les enseignants et relever certains défis que > pose la langue huronne-wendat. « C'est une langue parlée et non une langue > écrite », mentionne M. Dussault. > > > Le projet a par ailleurs été bien accueilli dans la communauté. Un peu > plus de 60 adultes ont déjà reçu une première formation pour redécouvrir > leur langue. > > > La communauté de Wendake est située à une quinzaine de kilomètres au > nord-ouest de Québec. La seule communauté huronne-wendat au Canada compte > près de 3000 membres." > > > > Kevin Brousseau > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:04:09 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:04:09 -0700 Subject: American Indian Studies Program Celebrates Milestones (fwd link) Message-ID: American Indian Studies Program Celebrates Milestones USA October 25, 2010 — Since fall 2005, Wayne C'Hair has commuted from the Wind River Indian Reservation in central Wyoming to teach an Arapaho language course at the University of Wyoming. Access full article below: http://www.uwyo.edu/uw/news/2010/10/american-indian-studies-program-celebrates-milestones.html From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:07:26 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:07:26 -0700 Subject: GOVERNMENT OF CANADA SUPPORTS TALKING WITH TECHNOLOGY PROJECT (fwd link) Message-ID: GOVERNMENT OF CANADA SUPPORTS TALKING WITH TECHNOLOGY PROJECT Sunday, 24 October 2010 Canada On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, the Honourable John Duncan, Minister of Indian Affairs and Northern Development, Federal Interlocutor for Métis and Non-Status Indians, Minister of the Canadian Northern Economic Development Agency, and Member of Parliament (Vancouver Island North), today announced funding for the U'mista Cultural Society (UCS) for their project Talking with Technology. The funding will allow the UCS to create new learning materials in the Kwak'wala language, which will include the production of audio and video recordings of speakers talking about traditional and cultural aspects of fishing, food preparation, plants and animals, singing, and dancing. These recordings will be transcribed in the Kwak'wala orthography, and 12 new language lesson plans will be prepared. These resources will be made available to community members, schools, and community language classes through the UCS website. Access full article below: http://pr-canada.net/index.php?option=com_content&task=view&id=282693&Itemid=59 From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:10:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:10:03 -0700 Subject: Project aims to halt loss of Aboriginal languages (fwd link) Message-ID: Project aims to halt loss of Aboriginal languages By Marie Le Moel (AFP) – 16 hours ago AUS SYDNEY — Lorraine Injie smiles as she remembers the rich patchwork of Aboriginal languages used during her childhood in Australia's remote Pilbara region. "In my community, it was common to speak 10 languages. Speaking three wasn't that impressive," she says. However, use of native tongues has declined at an alarming rate, from hundreds just 200 years ago, the time of European settlement, to about 20 now. "There would be less than 50 speakers of Banyjima, less than 10 still speaking Yinhawangka. As it was forbidden to use our own languages, they have disappeared. It is very upsetting," Injie says. Injie, 48, is part of a programme which is trying to stop languages dying out by training teachers, who can pass them on to schoolchildren. Access full article below: http://www.google.com/hostednews/afp/article/ALeqM5iXPBMZhfdsyiLJQ3FR0RKFnVcJCg?docId=CNG.6f4b5aa5633087bf3a787c537dc06ab9.2e1 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:24:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:24:51 -0700 Subject: His Holiness the Dalai Lama Underlines Preservation of Tibetan Language (fwd link) Message-ID: Tuesday, October 26 2010 @ 09:19 pm BST His Holiness the Dalai Lama Underlines Preservation of Tibetan Language Monday, October 25 2010 @ 08:58 pm BST Toronto, Ontario: Responding to media queries on the Chinese government plans to replace Tibetan with Mandarin as the medium of instruction, His Holiness the Dalai Lama said "China is historically a Buddhist country and the preservation of the Tibetan Buddhist culture was also in the interest of the millions of Chinese who are looking for spiritual sustenance". During a half an hour meeting with the press in Toronto on Saturday, His Holiness talked about the "Tibetan language and how it has helped in promoting Tibetan Buddhism and Tibetan Buddhist culture". His Holiness said "China may want to learn from the Indian experience where preservation and promotion of the linguistic diversity is being done without that being seen as a danger of separation". Access full article below: http://www.tibetcustom.com/article.php/20101025205841898 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:26:12 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:26:12 -0700 Subject: Using art to illustrate the art of First Nation storytelling (fwd link) Message-ID: Using art to illustrate the art of First Nation storytelling BY LEISHA GREBINSKI, SPECIAL TO THE LEADER-POST OCTOBER 26, 2010 For Robin Brass, stories never end. "I am very interested in different narrative threads and this idea that nothing ever completely finishes or ends and all things continue," she says. The Regina-based performance artist, who is a member of the Peepeekisis First Nation, draws on the Nahkawe language (a Saulteaux dialect) to articulate how stories change through history and move between generations. Access full article below: http://www.leaderpost.com/entertainment/Using+illustrate+First+Nation+storytelling/3725916/story.html From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:27:43 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:27:43 -0700 Subject: Hui looks at saving language (fwd link) Message-ID: 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/ From donaghy at HAWAII.EDU Tue Oct 26 20:39:56 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 10:39:56 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: Message-ID: 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From hal1403 at YAHOO.COM Tue Oct 26 22:11:12 2010 From: hal1403 at YAHOO.COM (Haley De Korne) Date: Tue, 26 Oct 2010 15:11:12 -0700 Subject: Fw: Native Language Teachers No Longer Need Certification In-Reply-To: Message-ID: If anyone is interested in reading a bit more about the details of this, I submitted to the 'Spoken First' blog on this topic, and it was posted on October 7th (so you have to scroll down), here: http://falmouthinstitute.com/language/ The title is: "Getting Native languages into more classrooms: Teacher certification policies across the U.S. are growing" Best, Haley --- On Sun, 10/24/10, Richard Zane Smith wrote: From: Richard Zane Smith Subject: [ILAT] Fw: Native Language Teachers No Longer Need Certification To: ILAT at LISTSERV.ARIZONA.EDU Date: Sunday, October 24, 2010, 8:06 PM From: First Nations & Aboriginal Rights Sent: Monday, October 04, 2010 2:44 PM Subject: Native Language Teachers No Longer Need Certification Bulletin from the cause: First Nations & Aboriginal Rights Go to Cause Posted By: Anthony Jay Henhawk Jr. To: Members in First Nations & Aboriginal Rights Native Language Teachers No Longer Need Certification A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. The Hannahville Potawatomi Indian Community in the Upper Peninsula led the push to allow its elders to teach the Potawatomi language in schools. The bill signed into law allows experts in a Native American language to teach without teacher certification. That means kids can get credits in Native American languages to fulfill the state's language credit requirement. Call to Action Spread the word. Every invitation counts: Invite Friends You are receiving this email because you are a member of the cause First Nations & Aboriginal Rights. To unsubscribe, leave the cause Causes Privacy Policy | Causes Address: 2105 Martin Luther King Jr Way, Berkeley, CA 94704 United States Tip: Add no-reply at causes.com to your address book to make sure you don't miss any opportunities to change the world. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pjkeeganwh at XTRA.CO.NZ Wed Oct 27 02:57:42 2010 From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan) Date: Wed, 27 Oct 2010 15:57:42 +1300 Subject: Hui looks at saving language (fwd link) In-Reply-To: Message-ID: 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Wed Oct 27 06:17:14 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 20:17:14 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: <4CC79526.3020309@xtra.co.nz> Message-ID: Kia ora, Peter. Yes, this is also an issue for us. We have lost some immersion teachers to public and private schools as well. While compulsory Hawaiian at some levels may sound appealing, I also believe it would have a disastrous results. Look forward to seeing you in Pepeluali also, Larry and I were talking about you just yesterday. 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Wed Oct 27 06:21:18 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 20:21:18 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: <4CC79526.3020309@xtra.co.nz> Message-ID: I can also recommend this book that I picked up while at the Oideas Gael Irish language school in Donegal a few years ago. I recently lent it to my colleagues: http://www.amazon.com/Compulsory-Irish-Language-Education-1870S-1970s/dp/0716527472/ 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Oct 27 13:19:18 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 27 Oct 2010 08:19:18 -0500 Subject: Hui looks at saving language (fwd link) In-Reply-To: <92210541-01D5-41ED-B2DA-1B7CF210EEA5@hawaii.edu> Message-ID: Compulsory thought/education rings lots of warning bells. Of course ,its been an effective tool of oppressors, colonizers. We're still reeling from the results of forced English/Spanish/French immersion - *Chiefly with the educational bent towards Paradigm Replacement.* "Replacement" would likely NOT be a goal of any indigenous language education. However, place names, flora and fana ,eg.of Aotearoa,(or: NZ) where the language is more widespread and standardized, should be taught everywhere and pronounced correctly! TV announcers continually brutalize Maori place names and peoples names, even though they are not THAT difficult to pronounce. This is just an annoying daily display of insistant ignorance. note; This would be much more difficult in the States where we have hundreds of languages and thousands of various place names! Richard Zane Smith Wyandotte Oklahoma On Wed, Oct 27, 2010 at 1:17 AM, Keola Donaghy wrote: > Kia ora, Peter. Yes, this is also an issue for us. We have lost some > immersion teachers to public and private schools as well. While compulsory > Hawaiian at some levels may sound appealing, I also believe it would have a > disastrous results. > > Look forward to seeing you in Pepeluali also, Larry and I were talking > about you just yesterday. > > 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. > ======================================================================== > > > > -- *"denouncing evil is a far cry from doing good" Philip Gourevitch* -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Oct 27 17:45:20 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 27 Oct 2010 10:45:20 -0700 Subject: Australia tries to halt loss of Aboriginal languages (fwd link) Message-ID: Wednesday, 27th October 2010 Australia tries to halt loss of Aboriginal languages Marie Le Moel, AFP AUS Lorraine Injie smiles as she remembers the rich patchwork of Aboriginal languages used during her childhood in Australia’s remote Pilbara region. “In my community, it was common to speak 10 languages. Speaking three wasn’t that impressive,” she says. However, use of native tongues has declined at an alarming rate, from hundreds just 200 years ago – the time of European settlement – to about 20 now. “There would be less than 50 speakers of Banyjima, less than 10 still speaking Yinhawangka. As it was forbidden to use our own languages, they have disappeared. It is very upsetting,” Ms Injie says. Access full article below: http://www.timesofmalta.com/articles/view/20101027/world-news/australia-tries-to-halt-loss-of-aboriginal-languages From rtroike at EMAIL.ARIZONA.EDU Sun Oct 31 04:02:44 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sat, 30 Oct 2010 21:02:44 -0700 Subject: Tools for linguistic anthropology Message-ID: Date: Fri, 29 Oct 2010 15:46:23 -0600 From: Leila Monaghan Subject: Announcing a new SLA resource site on tools for Linguistic Anthropologists We are very pleased to announce the first of a series of new resource sites, "Tools for Linguistic Anthropologists", a blog and archive for the latest information about audio, video, and other tools we use in our field: http://kit.linguisticanthropology.org/about/ The site currently includes articles by Mark Sicoli and Robin Shoaps and links to useful websites from Bartek Plitchta, Andy Kovolos, and the American Folklife Center. More articles and suggestions for links are very welcome. We are particularly interested in pieces talking about how you use particular equipment in the field. See Mark Sicoli's piece on Video Recording for an example of what we have on offer. http://kit.linguisticanthropology.org/2010/10/28/video-recording/ We will be posting a permanent link to this site on the official SLA Website under Resource tab shortly. all best, Leila and Alex -- Leila Monaghan, PhD Department of Anthropology University of Wyoming Laramie, Wyoming LINGANTH at LISTSERV.LINGUISTLIST.ORG From cashcash at EMAIL.ARIZONA.EDU Sat Oct 2 05:49:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 1 Oct 2010 22:49:57 -0700 Subject: W=?UTF-8?Q?=C3=B4pan=C3=A2akTalk_?= Leads Little Doe To Genius Grant (fw d link) Message-ID: Friday, October 1, 2010 W?pan?ak Talk Leads Little Doe To Genius Grant By PETER BRANNEN USA Jessie Little Doe Baird was having a bad week. On Sept. 13 she went to a ceremony to ask for cleansing, to ask for help and to give thanks for the good and the bad in her life. ?We need both of those things, unfortunately. We do,? she said in an interview at her home in Aquinnah, built by her husband, the medicine man of the Wampanoag Tribe of Gay Head (Aquinnah), Jason Baird. When her six-year-old daughter, Mae, got off the school bus that Monday afternoon ? the child is the first native speaker of the Wampanoag language, W?pan?ak, in over a century and a half ? Mrs. Baird settled into her ongoing work to resurrect her native tongue. Then the phone rang. ?There was a man on the other end of the phone and he said, ?Are you Jessie Little Doe Baird?? I said, ?Yes.? He said to me, ?Are you alone?? And I said, ?Okay, you know something, I?ve had a long day, I don?t need to deal with this.?? The tone of the conversation changed dramatically, however, when the man identified himself as a representative of the John D. and Catherine T. MacArthur Foundation. Mrs. Baird had been selected for the fellowship, or ?genius award,? in recognition for her 17 years of linguistic work to restore the long-dormant language of her ancestors. Access full article below: http://www.mvgazette.com/article.php?27539 -------------- next part -------------- An HTML attachment was scrubbed... URL: From scoronelmolina at GMAIL.COM Sat Oct 2 20:10:25 2010 From: scoronelmolina at GMAIL.COM (Serafin Coronel-Molina) Date: Sat, 2 Oct 2010 16:10:25 -0400 Subject: Working Papers in Literacy, Culture, and Language Education (WPLCLE) Message-ID: Working Papers in Literacy, Culture, and Language Education (WPLCLE) Indiana University Bloomington http://education.indiana.edu/Home/tabid/13967/Default.aspxThe The Department of Literacy, Culture, and Language Education at Indiana University solicits submissions for publication in the Working Papers in Literacy, Culture, and Language Education (WPLCLE). Graduate students, post-docs and faculty are strongly encouraged to submit their papers. We especially welcome submissions dealing with the following areas of research: First and second language acquisition Macro and micro sociolinguistics in education Linguistic anthropology in education Language policy and planning from local and global perspectives Language revitalization and documentation Pragmatics in language teaching and learning Literacy, bi-literacy and multi-literacy Hybrid literacies Bilingual education Multilingual and multicultural education Classroom research on language and literacy Discourse analysis Technology and language teaching and learning Language and gender Language teaching professional development Quantitative and qualitative research on language and literacy education Language related to curriculum design Assessment and evaluation English as a foreign and second language Multimodal literacy The New Literacy Studies Home and workplace literacy Indigenous literacies of the Americas Sociocultural approaches to language and literacy education Second language instruction and second language teacher education. Literacy as social practice Critical literacy Early literacy Practitioner inquiry/teacher research Children?s literacy African American literacies Latino/Hispanic Literacies Cross-linguistic and cross-cultural literacy practices Heritage language and culture maintenance and loss Local and global (transnational) literacies Book reviews in these areas are also welcome. They should not exceed 2,500 words including the bibliography. All papers should be submitted to wplcle at indiana.edu Submissions to WPLCLE must be in PDF or Microsoft Word document file format. All submissions should be full length unpublished articles, which will be reviewed by members of the Editorial Board, whose decisions are based upon the relevance, clarity, and value of the articles. All submissions must be in APA format (American Psychological Association, 5th Edition) and should not exceed 8,000 words in total length. Please include all related components: charts, graphs, endnotes, footnotes, references, appendices, or other necessary information. Include an abstract between 100 and 150 words. Include a cover page with the following information: Article title, name and contact information, and a biosketch of 60 words. Any WPLCLE article published elsewhere at a later time should include a reference to WPLCLE. The individual authors hold copyright privileges. WPLCLE is not responsible for returning articles that have been sent to our office. Please follow Indiana University?s ethical guidelines for research or those set forth by your individual academic institution. Questions concerning submission can be directed to the Editorial Manager, Yi-Ching Lee at wplcle at indiana.edu. The deadline for submission for the 2011 issue is March 30th, 2011. For more information about WPLCLE, please visit the following link: http://education.indiana.edu/Home/tabid/13967/Default.aspx ---------------------------------------------------------- Serafin M. Coronel-Molina, Ph.D. Assistant Professor of Language Education Department of Literacy, Culture, and Language Education School of Education http://education.indiana.edu/Indiana University Bloomington http://www.iub.edu/ Phone: (812) 856-8270 Fax: (812) 856-8287 E-mail: scoronel at indiana.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 05:49:41 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 3 Oct 2010 22:49:41 -0700 Subject: Cherokee Language Now Available for iPhone and iPod touch (fwd link) Message-ID: Cherokee Language Now Available for iPhone and iPod touch By Adam Rosen (5:48 am, Oct. 02, 2010) Surviving for centuries and advancing across cultures, the Native American Cherokee language has gone digital and is now available for iPhone and iPod touch handhelds running iOS 4.1: Access full article below: http://www.cultofmac.com/cherokee-language-now-available-for-iphone-and-ipod-touch/61501 ~~~ ILAT note: A set of instructions are available via a link in the above news article describing how to use the Cherokee keyboard: How to Type in ??? on the iPhone and iPod Touch. Very interesting! From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 05:54:19 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 3 Oct 2010 22:54:19 -0700 Subject: Nahow (yes), speak your language (fwd link) Message-ID: Nahow (yes), speak your language By JORGE ANTONIO VALLEJOS Posted 1 day ago Canada When Albert Owl walks into a room full of kids he smiles from ear to ear. These days, Owl, 50, from Sagamok Anishnawbek, is living out --teaching the language. It's what's ours," he says. It's what belongs to us. It's almost lost. The younger generations, they don't know the language. But it's coming back pretty strong." Access full article below: http://www.nugget.ca/ArticleDisplay.aspx?e=2783030 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 4 23:19:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 4 Oct 2010 16:19:57 -0700 Subject: Native Language Teachers No Longer Need Certification (fwd link) Message-ID: Native Language Teachers No Longer Need Certification Date: 10/04/2010 By Laura Weber USA A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. Access full article below: http://ipr.interlochen.org/ipr-news-features/episode/10253 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 17:34:58 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 10:34:58 -0700 Subject: Government of Canada Supports Preservation of the Nakoda Language (fwd link) Message-ID: Government of Canada Supports Preservation of the Nakoda Language Posted on 10/05/10 at 12:30pm by Benzinga Staff Canada MORLEY, ALBERTA--(Marketwire - Oct. 5, 2010) - On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, Blake Richards, Member of Parliament (Wild Rose), today announced funding for the Rocky Mountain Nakoda Centre for Language and Culture Preservation for its Rocky Mountain Nakoda Website Project. Access full article below: http://www.benzinga.com/pressreleases/10/10/m509230/government-of-canada-supports-preservation-of-the-nakoda-language From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 17:48:37 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 10:48:37 -0700 Subject: Got pocket cam? Message-ID: It seemed only a matter of time before somebody dropped a decent mic on a pocket cam. Now a gadget worth trying out. Zoom fans will be pleased. l8ter, Phil Zoom Q3HD Handy Video Recorder Shoots 1080p and Has Stereo Mics to Match http://gizmodo.com/5654906/zoom-q3hd-handy-video-recorder-shoots-1080p-video-and-has-stereo-mics-to-match From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 18:06:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 11:06:32 -0700 Subject: New language discovered in India (fwd link) Message-ID: Oct 05, 2010 USA New language discovered in India In the midst of a period of rapid language extinction, with one language estimated to die every two weeks, linguists have found a small ray of hope, they discovered a language previously unknown to science in the far northeastern corner of India. A team of linguists working with National Geographic's Enduring Voices project uncovered this hidden language, known as Koro, in the state of Arunachal Pradesh. A member of the Tibeto-Burman language family, it has only 800 to 1,200 speakers and is unwritten. Access full article below: http://content.usatoday.com/communities/sciencefair/post/2010/10/new-language-discovered-in-india/1 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 23:34:29 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 16:34:29 -0700 Subject: Rare Find: a New Language (fwd link) Message-ID: OCTOBER 6, 2010 Rare Find: a New Language As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic Specimen By ROBERT LEE HOTZ USA In the foothills of the Himalayas, two field linguists have uncovered a find as rare as any endangered species?a language completely new to science. The researchers encountered it for the first time along the western ridges of Arunachal Pradesh, India's northeastern-most state, where more than 120 languages are spoken. There, isolated by craggy slopes and rushing rivers, the hunters and subsistence farmers who speak this rare tongue live in a dozen or so villages of bamboo houses built on stilts. The language?called Koro?was identified during a 2008 expedition conducted as part of National Geographic's Enduring Voices project. The researchers announced their discovery Tuesday in Washington, D.C. So many languages have vanished world-wide in recent decades that the naming of a new one commanded scientific attention. Access full article below: http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html From cashcash at EMAIL.ARIZONA.EDU Tue Oct 5 23:37:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 5 Oct 2010 16:37:03 -0700 Subject: Hale Kuamo=?UTF-8?Q?=CA=BBoawarded_?= grant for Hawaiian oral langua ge development (fwd link) Message-ID: Hale Kuamo?o awarded grant for Hawaiian oral language development University of Hawai?i at Hilo Contact:Alyson Kakugawa-Leong, (808) 974-7642 Director, Media Relations, University Relations Posted: Oct. 5, 2010 USA The University of Hawai?i at Hilo Hale Kuamo?o Hawaiian Language Center at the Ka Haka ?Ula O Ke?elik?lani College of Hawaiian Language has obtained a three-year grant from the U.S Department of Health and Human Services, Administration for Native Americans (ANA) for oral language development, effective September 30, 2010. The federal share totals $888,000, but grows to more than $1.1 million when combined with matching funds. The Ka ??lelo ??iwi Hawaiian Oral Language Development Project will focus on the oral language abilities of the Hawaiian Language Immersion Program (HLIP) for K-6 students at 15 schools on five islands. By building collaboration between Hale Kuamo?o, HLIP schools and families, the project aims to develop the Hawaiian oral language proficiencies of grammar, fluency and cultural perspectives. Access full article below: http://www.hawaii.edu/news/article.php?aId=3899 -------------- next part -------------- An HTML attachment was scrubbed... URL: From teeter42 at GMAIL.COM Thu Oct 7 07:46:02 2010 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Thu, 7 Oct 2010 16:46:02 +0900 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: How it possible for these linguists to have "discovered" a language? Certainly, the speakers of the language have been using it and they surely know that their language exists. Best wishes, Jennifer Teeter Kyoto On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > OCTOBER 6, 2010 > > Rare Find: a New Language > As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic > Specimen > > By ROBERT LEE HOTZ > USA > > In the foothills of the Himalayas, two field linguists have uncovered > a find as rare as any endangered species?a language completely new to > science. > > The researchers encountered it for the first time along the western > ridges of Arunachal Pradesh, India's northeastern-most state, where > more than 120 languages are spoken. There, isolated by craggy slopes > and rushing rivers, the hunters and subsistence farmers who speak this > rare tongue live in a dozen or so villages of bamboo houses built on > stilts. > > The language?called Koro?was identified during a 2008 expedition > conducted as part of National Geographic's Enduring Voices project. > The researchers announced their discovery Tuesday in Washington, D.C. > So many languages have vanished world-wide in recent decades that the > naming of a new one commanded scientific attention. > > Access full article below: > > > http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > -- Greenheart Project www.greenheartproject.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From bulbulthegreat at GMAIL.COM Thu Oct 7 09:49:07 2010 From: bulbulthegreat at GMAIL.COM (=?UTF-8?B?U2xhdm9tw61yIMSMw6lwbMO2?=) Date: Thu, 7 Oct 2010 11:49:07 +0200 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: Dear Jennifer, for one, the verb 'to discover' is used here in very much the same meaning as when it refers to the discovery of America. The natives sure knew it was there, but who cares about them - it was a new thing to us in Europe and that's all that matters. But it was a true discovery in another sense: "Indeed, the local Koro speakers themselves didn't consider theirs a separate language, even though it is as distinct from those spoken by other villagers as English is from Russian, the researchers said." Somewhat OT, I'm quite surprised that no one has yet commented on some strange turns of phrase used in the article: ... encoded in its mental grammar of words and sentence structure that helps shape thought itself ... where so many languages are spoken that they seem to intermingle effortlessly in streams of thought Yours, bulbul On Thu, Oct 7, 2010 at 09:46, Jennifer Teeter wrote: > How it possible for these linguists to have "discovered" a language? > Certainly, the speakers of the language > have been using it and they surely know that their language exists. > > Best wishes, > Jennifer Teeter > Kyoto > > On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash > wrote: >> >> OCTOBER 6, 2010 >> >> Rare Find: a New Language >> As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic >> Specimen >> >> By ROBERT LEE HOTZ >> USA >> >> In the foothills of the Himalayas, two field linguists have uncovered >> a find as rare as any endangered species?a language completely new to >> science. >> >> The researchers encountered it for the first time along the western >> ridges of Arunachal Pradesh, India's northeastern-most state, where >> more than 120 languages are spoken. There, isolated by craggy slopes >> and rushing rivers, the hunters and subsistence farmers who speak this >> rare tongue live in a dozen or so villages of bamboo houses built on >> stilts. >> >> The language?called Koro?was identified during a 2008 expedition >> conducted as part of National Geographic's Enduring Voices project. >> The researchers announced their discovery Tuesday in Washington, D.C. >> So many languages have vanished world-wide in recent decades that the >> naming of a new one commanded scientific attention. >> >> Access full article below: >> >> >> http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > > > > -- > Greenheart Project > www.greenheartproject.org > From teeter42 at GMAIL.COM Thu Oct 7 10:19:46 2010 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Thu, 7 Oct 2010 19:19:46 +0900 Subject: Rare Find: a New Language (fwd link) In-Reply-To: Message-ID: Dear Slavomir Yes indeed. Very similar to the faulty and bigoted use of discovery in reference to the Americas. I am still skeptical though. Did the local Koro speakers just call their language the same name or did they really just think it was the same language? I don't think there is enough information in this article to know, and maybe the author of the article doesn't have all the info either, or isn't quoting directly despite the quotation marks. This has happened to me before with reporters quoting something I said, but I didnt say it how they wrote it... Cheers, Jennifer 2010/10/7 Slavom?r ??pl? > Dear Jennifer, > > for one, the verb 'to discover' is used here in very much the same > meaning as when it refers to the discovery of America. The > natives sure knew it was there, but who cares about them - it was a > new thing to us in Europe and that's all that matters. > But it was a true discovery in another sense: > > "Indeed, the local Koro speakers themselves didn't consider theirs a > separate language, even though it is as distinct from those spoken by > other villagers as English is from Russian, the researchers said." > > Somewhat OT, I'm quite surprised that no one has yet commented on some > strange turns of phrase used in the article: > > ... encoded in its mental grammar of words and sentence structure that > helps shape thought itself > ... where so many languages are spoken that they seem to intermingle > effortlessly in streams of thought > > Yours, > > bulbul > > On Thu, Oct 7, 2010 at 09:46, Jennifer Teeter wrote: > > How it possible for these linguists to have "discovered" a language? > > Certainly, the speakers of the language > > have been using it and they surely know that their language exists. > > > > Best wishes, > > Jennifer Teeter > > Kyoto > > > > On Wed, Oct 6, 2010 at 8:34 AM, Phillip E Cash Cash > > wrote: > >> > >> OCTOBER 6, 2010 > >> > >> Rare Find: a New Language > >> As Native Tongues Rapidly Become Extinct, Linguists Discover an Exotic > >> Specimen > >> > >> By ROBERT LEE HOTZ > >> USA > >> > >> In the foothills of the Himalayas, two field linguists have uncovered > >> a find as rare as any endangered species?a language completely new to > >> science. > >> > >> The researchers encountered it for the first time along the western > >> ridges of Arunachal Pradesh, India's northeastern-most state, where > >> more than 120 languages are spoken. There, isolated by craggy slopes > >> and rushing rivers, the hunters and subsistence farmers who speak this > >> rare tongue live in a dozen or so villages of bamboo houses built on > >> stilts. > >> > >> The language?called Koro?was identified during a 2008 expedition > >> conducted as part of National Geographic's Enduring Voices project. > >> The researchers announced their discovery Tuesday in Washington, D.C. > >> So many languages have vanished world-wide in recent decades that the > >> naming of a new one commanded scientific attention. > >> > >> Access full article below: > >> > >> > >> > http://online.wsj.com/article/SB10001424052748703843804575534122591921594.html > > > > > > > > -- > > Greenheart Project > > www.greenheartproject.org > > > -- Greenheart Project www.greenheartproject.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at EMAIL.ARIZONA.EDU Fri Oct 8 17:22:08 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 8 Oct 2010 10:22:08 -0700 Subject: ILAT Digest - 5 Oct 2010 to 7 Oct 2010 (#2010-211) In-Reply-To: Message-ID: Probably 'recognize' or 'identify' (a verb used in the article) would be a better choice. 'Discover' is certainly Eurocentric, as is 'exotic'. Rudy Troike From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:32:40 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:32:40 -0700 Subject: Alutiiq language flash cards debut on phone apps (fwd link) Message-ID: Alutiiq language flash cards debut on phone apps Article published on Thursday, October 7th, 2010 By LOUIS GARCIA Mirror Writer USA The first fruits from a five-year Alutiiq language revitalization project have been released to the public. Native Village of Afognak (NVA), in partnership with the Native Village of Port Lions, is spearheading an effort to create different ways for people to learn the language. An iPhone, iPad and Blackberry application, gFlash, currently has three sets of Alutiiq flash cards waiting to be not only read, but also heard. ?We launched three Alutiiq language sets,? said Melissa Borton, tribal administrator for NVA. ?We?re going to add more photographs. It?s a really easy tool.? Access full article below: http://www.kodiakdailymirror.com/?pid=19&id=9209 From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:34:28 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:34:28 -0700 Subject: Sealaska Heritage Institute receives donation of recordings of Native elders (fwd link) Message-ID: Thursday, October 07, 2010 Sealaska Heritage Institute receives donation of recordings of Native elders JUNEAU EMPIRE USA Local radio host Cy Peck, Jr., has donated to Sealaska Heritage Institute a major collection of recordings capturing the words of Native Elders and leaders. The recordings, which have been digitized, include interviews with many Native Elders and leaders, including Cy Peck, Sr., Matthew Fred, Austin Hammond, Charlie Jimmie and Walter Williams to name a few. "I think it's found a home here," said Peck at a recent ceremony in Juneau where the collection was formally presented to the institute. "I want everyone to know where to come and hear the Elders speak in their original way they spoke at potlatches and ceremonies and honoring people." Access full article below: http://www.juneauempire.com/stories/100710/loc_717052659.shtml From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:35:46 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:35:46 -0700 Subject: Film Documents Passamaquoddy Tribe's Struggle to Save Language (fwd link) Message-ID: Film Documents Passamaquoddy Tribe's Struggle to Save Language 10/06/2010 Reported By: Tom Porter USA A Maine-based filmmaker has launched an effort to help New England's native American population keep their languages alive. Ben Levine, who in the past has documented the efforts of Maine's Franco Americans to rediscover their heritage, has released a 90-minute documentary recording the struggles of three New England tribes to maintain their languages and traditions. Access full article below: http://www.mpbn.net/News/MaineNewsArchive/tabid/181/ctl/ViewItem/mid/3475/ItemId/13783/Default.aspx From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:38:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:38:51 -0700 Subject: Language program begins (fwd link) Message-ID: Language program begins By Shannon Hurst - Smithers Interior News Published: October 06, 2010 8:00 AM BC Canada An all new immersion called the Gitanmaax Aboriginal Language Nest program is set to get underway this week after months of preparation. Access full article below: http://www.bclocalnews.com/bc_north/interior-news/community/104358729.html From cashcash at EMAIL.ARIZONA.EDU Fri Oct 8 21:43:38 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 8 Oct 2010 14:43:38 -0700 Subject: Trent University Welcomes Cree Elder to Promote Indigenous Knowledge in a New Program Initiative (fwd link) Message-ID: Trent University Welcomes Cree Elder to Promote Indigenous Knowledge in a New Program Initiative WRITTEN BY ADMINISTRATOR FRIDAY, 08 OCTOBER 2010 15:14 Canada Rebecca Martell is announced as the first guest to the New Elders and Traditional Teachers Program in Indigenous Studies The Elders and Traditional Teachers program, a new initiative of the Indigenous Studies Department at Trent, brings Cree Elder and Traditional Teacher Rebecca Martell to promote Indigenous knowledge in the university community from October 12 to 21, 2010. Access full article below: http://www.firstperspective.ca/index.php/releases/719-trent-university-welcomes-cree-elder-to-promote-indigenous-knowledge-in-a-new-program-initiative From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:24:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:24:03 -0700 Subject: Hunting One Language, Stumbling Upon Another (fwd link) Message-ID: Hunting One Language, Stumbling Upon Another By JOHN NOBLE WILFORD Published: October 11, 2010 USA Two years ago, a team of linguists plunged into the remote hill country of northeastern India to study little-known languages, many of them unwritten and in danger of falling out of use. On average, every two weeks one of the world?s recorded 7,000 languages becomes extinct, and the expedition was seeking to document and help preserve the endangered ones in these isolated villages. Access full article below: http://www.nytimes.com/2010/10/12/science/12language.html?_r=1 From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:26:57 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:26:57 -0700 Subject: Trying out indigenous languages (fwd link) Message-ID: Trying out indigenous languages At UCLA and other schools, some students are forgoing French, Spanish and Chinese to try indigenous Latin American languages such as Zapotec, Mixtec and Quechua. Some leap in for the adventure. Others want to get closer to their roots. Esmeralda Bermudez, Los Angeles Times October 11, 2010 The words come out in abrupt breaths, as if Felipe Lopez were whispering to the chalkboard. "Rseidy. Rseidy," he asks his students to repeat. "Learns." "And Dizh. Dizh, say it with me, is 'language.' " In unison, the students in the UCLA classroom follow, training their tongues to the rhythm of Zapotec, an ancient language that few people in Los Angeles have ever spoken or even heard. It comes from Oaxaca, on the southern tip of Mexico, a state known for its elaborate, historic traditions. Access full article below: http://www.latimes.com/news/local/la-me-indigenous-20101011,0,1180730.story From cashcash at EMAIL.ARIZONA.EDU Mon Oct 11 20:34:04 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 11 Oct 2010 13:34:04 -0700 Subject: 'Experimental Eskimos' tells story of attempt to assimilate Inuit kids in 1960s (fwd link) Message-ID: The Canadian Press - ONLINE EDITION 'Experimental Eskimos' tells story of attempt to assimilate Inuit kids in 1960s By: Nelson Wyatt, The Canadian Press Posted: 10/10/2010 12:02 PM | Comments: 10 | Last Modified: 10/10/2010 3:49 PM MONTREAL - When federal bureaucrats plucked three smart young Inuit boys from their families in the 1960s and sent them to high school in the south, they probably had little idea that they would help transform Canada. But Peter Ittinuar, Zebedee Nungak and Eric Tagoona did just that, making their mark in federal politics, gaining aboriginal rights and negotiating landmark land claims treaties such as the James Bay agreement and the creation of Nunavut. Their education came with a steep price ? the loss of their language and culture as they were steeped in white culture living with families in Ottawa, resulting in alienation from their families and friends back home. Access full article below: http://www.winnipegfreepress.com/canada/breakingnews/experimental-eskimos-tells-story-of-attempt-to-assimilate-inuit-kids-in-1960s-104666574.html From nflrc at HAWAII.EDU Mon Oct 11 21:56:42 2010 From: nflrc at HAWAII.EDU (National Foreign Language Resource Center) Date: Mon, 11 Oct 2010 11:56:42 -1000 Subject: October 2010 issue (14:3) of Language Learning & Technology is now available Message-ID: Aloha! We are happy to announce that Volume 14 Number 3 of Language Learning & Technology is now available at http://llt.msu.edu. We hope you enjoy our new look! We are also pleased to announce a Call for Papers for a new Action Research Column, edited by Fernando Naiditch (Montclair State University). Please visit the LLT Web site and be sure to enter your free subscription if you have not already done so. We welcome your contributions for future issues. See our guidelines for submission at http://llt.msu.edu/contrib.html Sincerely, Dorothy Chun and Irene Thompson, Editors Language Learning & Technology ************************************************************************* 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 cashcash at EMAIL.ARIZONA.EDU Tue Oct 12 18:29:26 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 12 Oct 2010 11:29:26 -0700 Subject: N.B. program aims to increase the use of Maliseet language (fwd link) Message-ID: N.B. program aims to increase the use of Maliseet language Published Tuesday October 12th, 2010 Jennifer Pritchett Telegraph-Journal Canada With the Maliseet language nearing extinction, St. Mary's First Nation is launching the first adult immersion program of its kind in New Brunswick to bolster the number of native speakers. A grant of $243,000 from the Social Sciences and Humanities Research Council of Canada, a federal agency that promotes and supports university-based research and training, is making the three-year pilot program possible. Access full article below: http://telegraphjournal.canadaeast.com/front/article/1258505 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 12 18:31:02 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 12 Oct 2010 11:31:02 -0700 Subject: Tribe awarded grant to train middle school language teacher (fwd link) Message-ID: Tribe awarded grant to train middle school language teacher By Staff reports Story Published: Oct 12, 2010 USA The Lower Elwha Klallam Tribe received confirmation Sept. 23 that the Klallam Language Program was awarded a $483,744 three-year language grant. Out of 387 other applicants, only eight grants were awarded. Part of the funding will be used to train an apprentice to become tribal/state certified middle school Klallam language teacher. ?The goal of this grant will be to strengthen and broaden our community of Klallam language speakers by transcribing recorded stories; developing lessons from these stories, and training a middle school Klallam language teacher.? said Program Manager Jamie Valadez. ?This grant will also create job opportunities for tribal artists, as the stories will be illustrated and published.? Access full article below: http://www.indiancountrytoday.com/living/Tribe-awarded-grant-to-train-middle-school-language-teacher-104774799.html From dzo at BISHARAT.NET Mon Oct 18 19:32:07 2010 From: dzo at BISHARAT.NET (Don Osborn) Date: Mon, 18 Oct 2010 21:32:07 +0200 Subject: Alutiiq language flash cards debut on phone apps (fwd link) In-Reply-To: Message-ID: Has this application been used in a similar way for any other languages? > -----Original Message----- > From: Indigenous Languages and Technology > [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Phillip E Cash Cash > Sent: Friday, October 08, 2010 11:33 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Alutiiq language flash cards debut on phone apps (fwd > link) > > Alutiiq language flash cards debut on phone apps > > Article published on Thursday, October 7th, 2010 > By LOUIS GARCIA > Mirror Writer > USA > > The first fruits from a five-year Alutiiq language revitalization > project have been released to the public. > > Native Village of Afognak (NVA), in partnership with the Native > Village of Port Lions, is spearheading an effort to create different > ways for people to learn the language. > > An iPhone, iPad and Blackberry application, gFlash, currently has > three sets of Alutiiq flash cards waiting to be not only read, but > also heard. > > ?We launched three Alutiiq language sets,? said Melissa Borton, tribal > administrator for NVA. ?We?re going to add more photographs. It?s a > really easy tool.? > > Access full article below: > http://www.kodiakdailymirror.com/?pid=19&id=9209 From whalen at HASKINS.YALE.EDU Mon Oct 18 20:50:13 2010 From: whalen at HASKINS.YALE.EDU (Doug Whalen) Date: Mon, 18 Oct 2010 16:50:13 -0400 Subject: Becky Bending passes Message-ID: Dear all, The Endangered Language Fund regretfully reports the passing of Rebecca Diane Bending. Becky was a founding member of the Endangered Language Fund's Board of Directors. She generously shared her knowledge of language revitalization and her enthusiasm for language communities. We would like to extend our condolences to Ray, Ray Jr., and all of Becky's friends and family. You are invited to read about Becky's life and achievements here: In Memory of Rebecca Bending: http://obits.dignitymemorial.com/dignity-memorial/obituary.aspx?n=Rebecca-Bending&lc=7554&mid=4393425 Doug Whalen DhW Douglas H. Whalen, President Endangered Language Fund 300 George St., Suite 900 New Haven, CT 06511 USA +1-203-865-6163, ext. 265 (or 234 for Whalen) elf at endangeredlanguagefund.org From languages at MUSHKEG.CA Mon Oct 18 20:46:06 2010 From: languages at MUSHKEG.CA (Mushkeg Media) Date: Mon, 18 Oct 2010 16:46:06 -0400 Subject: publisher of learner's guides? Message-ID: We found a simple and very fast way to make a book is by using the ibook function in Apple's iPhoto application. This may only work if you use a Mac but it is quite amazing. The program uses a limited number of templates which you simply fill with text or photos. If you have a complex page you can do it in photoshop or Illustrator and import it into your book projects as a full page. Books can be printed in a variety of sizes with hard or soft covers. The last book we made was 26 pages, 6in. x 8in. spiral bound and cost about $12.00 each. There is a discount for over 50 books. The best thing about this process is the speedy delivery. You send it off to Apple and it comes back in less than a week looking absolutely beautiful. George Hargrave Producer Mushkeg Media Inc. 103 rue Villeneuve O. Montreal, QC H2T 2R6 Tel: 514-279-3507 hargrave at mushkeg.ca -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:00:37 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:00:37 -0700 Subject: Film to the rescue of indigenous languages (fwd link) Message-ID: Film to the rescue of indigenous languages The Arts Oct 17, 2010 Nigeria For Nigerian indigenous languages to be preserved and saved from total extinction, there is an imperative need for the government at all levels to encourage the production of indigenous language films reports, Benjamin Njoku. This was the observation of over 300 film makers, scriptwriters, directors, stakeholders and industry operators who gathered in Akure, Ondo State capital last week, for this year?s edition of the annual, Behind the Screen festival of indigenous languages, now known as, Festival of Indigenous African Language Films. The festival, which held between October 3 and October 9, at Owena International Hotels, Akure saw the participants drawn from different parts of the country urging the government at all levels to consider the option of giving Nigeria?s indigenous language films a boost as a way of preserving such languages as well as saving them from total extinction as presently being threatened by global statistics. Access full article below: http://www.vanguardngr.com/2010/10/film-to-the-rescue-of-indigenous-languages/ From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:04:55 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:04:55 -0700 Subject: Three books on language (fwd link) Message-ID: Three books on language Sunday, October 17, 2010 USA Environmentalists are alarmed by the rapid decline of biodiversity over the last century, with species becoming extinct at a rate that outpaces science's ability to discover, let alone study, them. The same is true of languages the world over. Access full article below: http://www.washingtonpost.com/wp-dyn/content/article/2010/10/15/AR2010101503603.html From cashcash at EMAIL.ARIZONA.EDU Mon Oct 18 21:07:52 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 18 Oct 2010 14:07:52 -0700 Subject: Government of Canada Supports Preservation of the Blackfoot Language (fwd link) Message-ID: Oct 18, 2010 12:30 ET Government of Canada Supports Preservation of the Blackfoot Language CALGARY, ALBERTA--(Marketwire - Oct. 18, 2010) - On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, Lee Richardson, Member of Parliament (Calgary Centre), today announced funding for the Urban Society for Aboriginal Youth (USAY) for its Blackfoot Language Introduction Project. This funding will enable USAY to develop tools to teach Aboriginal youth aged 15 to 24 the basics of the Blackfoot language. This includes building an online four-week course module, creating a digital library of interviews with native speakers of the language, and creating supporting documents that will help students with context and pronunciation. Access full article below: http://www.marketwire.com/press-release/Government-of-Canada-Supports-Preservation-of-the-Blackfoot-Language-1336704.htm From scoronelmolina at GMAIL.COM Tue Oct 19 00:01:11 2010 From: scoronelmolina at GMAIL.COM (Serafin Coronel-Molina) Date: Mon, 18 Oct 2010 20:01:11 -0400 Subject: 2nd Symposiun on Teaching and Learning Indigenous Languages Message-ID: Symposium on Teaching and Learning Indigenous Languages of Latin America Call for Proposals *en espa?ol* The Association for Teaching and Learning Indigenous Languages of Latin America (ATLILLA) and the Kellogg Institute for International Studies at the University of Notre Dame invite proposals for panels, individual papers, round table discussions, interactive workshops, poster sessions, and technological tools showcases to be presented at the second *Symposium on Teaching and Learning Indigenous Languages of Latin America (STLILLA-2011).*Proceedings of the Symposium will be published. *The deadline for receipt of proposals is Monday, December 6, 2010.* *Proposals will be accepted only through the online submission system .* Successful proposals will clearly indicate the relationship of the presentation to the core symposium themes. Presentations should provide an opportunity for symposium participants to engage with some of the challenging and fundamental questions at the intersection of research and the teaching and learning of Latin American indigenous languages. Priority will be given to proposals that address one or more of the following topics: - Best practices, methodologies, and strategies in indigenous languages pedagogy - The interplay of research, theory, and practice in teaching and learning indigenous languages - Languages as vehicles to cultures and the world of living experience - Language revitalization and documentation - Distance learning / online courses - Issues of dialectology and standardization in language instruction - Impact of language attitudes and ideologies on teaching and learning indigenous languages - Intellectual, cultural, and political role of indigenous languages in Latin America - Indigenous languages, cultures, and identity - Connecting, celebrating and maintaining traditions through teaching - Assessment and evaluation of indigenous language learning - Innovative technologies for teaching and learning indigenous languages and cultures - Effects of language policy and planning on the teaching and learning of indigenous languages - Language, literacy, and cultural practices - Issues of bi-literacy and bilingual education in Latin America - Music/musicology and the teaching and learning of indigenous languages - Sociolinguistics, applied linguistics, and pragmatics in the teaching and learning of indigenous languages - Programmatic structure for Less Commonly Taught Language (LCTL) instruction General Proposal Guidelines Proposals and presentations are welcome in *English*, *Spanish* or*Portuguese *. All proposals, regardless of type, must include the following: - Name and title of the author/organizer, institutional affiliation, and contact information - Title of the proposed presentation - Abstract (300 words) - Indicate any equipment needs for your presentation Proposals for panels and round table discussions must also include: - Name, title, and institutional affiliation for each additional participant - Role or proposed topic to be covered by each additional participant (150 words) - Indication that all proposed participants have been contacted and have agreed to participate The submission of proposals will be handled through an online submission system. See below for specific guidelines on the different types of proposals. Types of Presentation Presentations may be made in a number of formats, as listed below. You must indicate the proposed format in your submission. The Conference Committee may negotiate the proposed delivery format with the speaker. Panel Presentations (75 minutes) Individuals or institutional sponsors may propose to organize a panel of presentations on a related subject, with each presenter offering a perspective on the topic. Panels may include a chair/moderator, three or four presenters, and a discussant. Depending on the number of panelists, each presenter will be allotted 15-20 minutes to deliver his/her paper, allowing 15 minutes at the end of the panel for commentary by a discussant and/or questions. Panel proposals must include information on all proposed participants and must indicate that they have been contacted and agree to participate. The individual submitting the proposal will be the sole contact person regarding the panel. Individual Papers (15-20 minutes) Individual paper proposals provide an opportunity to present original contributions to the research, theory, and practice of indigenous language teaching and learning. Submissions should demonstrate an awareness of relevant literature, and clearly indicate the importance of the proposed topic to conference themes. Upon acceptance, individual papers will be organized into panels of three or four by subject. As described above, depending on the number of participants on a given panel, individual presenters will have 15-20 minutes to deliver the content of their individual papers. Round Table Discussions (45 minutes) Individuals or institutional sponsors may propose to organize a round table discussion on a topic related to symposium themes. Like panels, round table discussions are coordinated by an organizer/moderator, and offer different perspectives on the proposed topic. However, rather than focusing on the presentation of individual papers, presentation time for each discussant is limited to 5-7 minutes. The majority of the session is devoted to dialogue between the discussants and the audience. In the best round tables, the speakers are aware of each other's work and views, and they refute or support those views in their own talks. There's real interchange, as well as the chance to go in-depth very quickly. They are time-efficient and encourage audience participation in the discussion. Proposals for round table discussions must include information on all proposed discussants and must indicate that they have been contacted and agree to participate. The individual submitting the proposal will be the sole contact person regarding the round table discussion. Interactive Workshops (45 minutes) Presenters spend a short amount of time on the delivery of the pedagogical concept, theory or model, and the majority of the session is devoted to direct, hands-on participation by the attendees. Workshops are organized to address a theme, discussion is informal and interactive, and *papers are not presented.* Poster Sessions / Technological Tools Showcases Poster and technological tool presenters will be allocated a time slot within the main symposium venue to showcase their pedagogical and technological tool or model through a poster exhibition or a technological tool showcase. Symposium participants will be able to view displays at their leisure during session breaks. Poster/technological tool proposals should briefly describe not only the subject matter to be presented, but also how the material will be presented visually. *Proposals will only be accepted through the online submission systemand the deadline is December 6, 2010. Each proposal will be reviewed by the Proposal Review Committee.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Tue Oct 19 00:54:58 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 18 Oct 2010 19:54:58 -0500 Subject: publisher of learner's guides? In-Reply-To: <35267FD1-E9D6-48EE-AC6F-5B81270B3AB4@mushkeg.ca> Message-ID: Kweh George, I've played around with it, but I can't manipulate by enlarging, or shrinking no little white glove grabber fist to move things, like you can do with pictures and text on powerpoint. In comparison It seems confining,(can't move text boxes where i want them. but maybe its because I need to start with a completely blank page? since i finally figured out Powerpoint, (sort of) (photoshop drives me nuts with those D@#&M layers!! till i simply quit!) maybe i'll try what you suggested import a finished page (from powerpoint?) onto the book....see what happens. another thing, i'm not sure why i get little yellow exclamation point warning signs on just about everything i upload.. whats with that?? I have to add,I spent five full days putting together a PowerPoint presentation for ONLA, our Oklahoma Language Conference in Ada Okl. only to have it all go haywire when i exported it from my iMac onto a memory stick and plugged it in to the PC on the lectern. Embedded audios failed (some did, some didn't) the ones that *did* work had no volume...nobody in the auditorium could hear it. texts were loosing all their shading and some photos didn't appear at all. Then to make it worse the whole slide series was projected *too large* so text was often missing until i scrolled down, at which point I'd accidently advance the slide to the next one....auuugh and so it was ...a frustrating distracting nuisance to say the least. people were wonderful and polite and told me "it was good", but it really wasn't. I'm NOT a HIGH techie, and when things go this bad i start losing any momentum i have left. So much work to do! and this kind of stuff drags like a dead weight. Richard Zane Smith Wyandotte Oklahoma On Mon, Oct 18, 2010 at 3:46 PM, Mushkeg Media wrote: > We found a simple and very fast way to make a book is by using the ibook > function in Apple's iPhoto application. This may only work if you use a Mac > but it is quite amazing. > The program uses a limited number of templates which you simply fill with > text or photos. If you have a complex page you can do it in photoshop or > Illustrator and import it into your book projects as a full page. Books can > be printed in a variety of sizes with hard or soft covers. The last book > we made was 26 pages, 6in. x 8in. spiral bound and cost about $12.00 each. > There is a discount for over 50 books. The best thing about this process is > the speedy delivery. You send it off to Apple and it comes back in less than > a week looking absolutely beautiful. > > George Hargrave > Producer > Mushkeg Media Inc. > 103 rue Villeneuve O. > Montreal, QC H2T 2R6 > Tel: 514-279-3507 > hargrave at mushkeg.ca > -------------- next part -------------- An HTML attachment was scrubbed... URL: From languages at MUSHKEG.CA Tue Oct 19 13:18:12 2010 From: languages at MUSHKEG.CA (Mushkeg Media) Date: Tue, 19 Oct 2010 09:18:12 -0400 Subject: publisher of learner's guides? In-Reply-To: Message-ID: Hello Richard I agree, the iBook templates in iPhoto can be very frustrating. Specially on the first project which is almost always time sensitive. I haven't used powerpoint so I can't say how it would integrate with this program. Can you export frames as pdf's or jpeg's? The Apple iBook program seems to work well with imported JPEG's, so if you convert text and other graphics into a jpeg file , they can then be imported into the template. The yellow exclamation mark usually indicate that the image is of a low resolution that won't print well. It might also mean that all the text is not showing and you need to use a smaller font or shorten the text. When the ibook is complete on your computer, it is converted into a high quality pdf document which is then sent to Apple for printing. Or you can save it as a pdf document for other uses . It would probably import into powerpoint too. Once a presentation is in pdf form, it can't change anymore so there would be fewer surprises when projected as part of a presentation. Good luck George On 18-Oct-10, at 8:54 PM, Richard Zane Smith wrote: > Kweh George, > I've played around with it, but I can't manipulate by enlarging, or > shrinking > no little white glove grabber fist to move things, > like you can do with pictures and text on powerpoint. > In comparison It seems confining,(can't move text boxes where i want > them. > but maybe its because I need to start with a completely blank page? > > since i finally figured out Powerpoint, (sort of) > (photoshop drives me nuts with those D@#&M layers!! till i simply > quit!) > maybe i'll try what you suggested > import a finished page (from powerpoint?) onto the book....see what > happens. > > another thing, i'm not sure why i get little yellow exclamation > point warning signs > on just about everything i upload.. whats with that?? > > I have to add,I spent five full days putting together a PowerPoint > presentation for ONLA, our Oklahoma Language Conference in Ada Okl. > only to have it all go haywire when i exported it from > my iMac onto a memory stick and plugged it in to the PC on the > lectern. > Embedded audios failed (some did, some didn't) > the ones that did work had no volume...nobody in the auditorium > could hear it. > texts were loosing all their shading and some photos didn't appear > at all. > Then to make it worse the whole slide series was projected too large > so text was often missing until i scrolled down, at which point > I'd accidently advance the slide to the next one....auuugh > and so it was ...a frustrating distracting nuisance to say the least. > > people were wonderful and polite and told me "it was good", > but it really wasn't. > > I'm NOT a HIGH techie, and when things go this bad i start losing any > momentum i have left. > So much work to do! and this kind of stuff drags like a dead weight. > > > Richard Zane Smith > Wyandotte Oklahoma > > > On Mon, Oct 18, 2010 at 3:46 PM, Mushkeg Media > wrote: > We found a simple and very fast way to make a book is by using the > ibook function in Apple's iPhoto application. This may only work if > you use a Mac but it is quite amazing. > The program uses a limited number of templates which you simply fill > with text or photos. If you have a complex page you can do it in > photoshop or Illustrator and import it into your book projects as a > full page. Books can be printed in a variety of sizes with hard or > soft covers. The last book we made was 26 pages, 6in. x 8in. spiral > bound and cost about $12.00 each. There is a discount for over 50 > books. The best thing about this process is the speedy delivery. You > send it off to Apple and it comes back in less than a week looking > absolutely beautiful. > > George Hargrave > Producer > Mushkeg Media Inc. > 103 rue Villeneuve O. > Montreal, QC H2T 2R6 > Tel: 514-279-3507 > hargrave at mushkeg.ca > -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Tue Oct 19 14:56:08 2010 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 19 Oct 2010 07:56:08 -0700 Subject: Job opening--Director of CAIL Message-ID: Begin forwarded message: From: "Marianna Di Paolo" Date: October 18, 2010 4:45:08 PM PDT To: andrekar at NCIDC.ORG Subject: Job opening--Director of CAIL Hi! I wonder if you could post an email on the Endandered Language List pointing to a job ad? My Department is replacing Lyle Campbell, who has gone to Hawaii. We are searching for an Associate Professor in the Department of Linguistics who will also serve as Director of our Center for American Indian Languages. The official ad appears on LinguistList at http://linguistlist.org/jobs/get-jobs.cfm?JobID=79560&SubID=2651239. I would be happy to answer questions about the Department, the Center, the University, and living in the Salt Lake Valley. Thanks! Marianna -- Marianna Di Paolo Department of Linguistics & Center for American Indian Languages University of Utah 255 S. Central Campus Dr, Rm 2328 Salt Lake City, UT 84112 801-581-4389 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: www.andrekaruk.posterous.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: pastedGraphic.tiff Type: image/tiff Size: 5582 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Tue Oct 19 17:32:32 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 19 Oct 2010 10:32:32 -0700 Subject: Back from the brink: Learning the Yurok language (fwd link) Message-ID: Back from the brink: Learning the Yurok language Written by Kelley Atherton, The Triplicate October 18, 2010 10:30 pm DN students study language that was once nearly extinct A class of 22 high school students is learning how to speak a language that nearly went extinct. It?s estimated there are about 10 fluent speakers of Yurok, the native language of the tribe. This is the first year the language is being taught at Del Norte High School. ?For years, we have been trying to get a class at Del Norte High School,? said the instructor, Barbara McQuillen. Access full article below: http://www.triplicate.com/20101018110520/News/Local-News/Back-from-the-brink-Learning-the-Yurok-language From cashcash at EMAIL.ARIZONA.EDU Tue Oct 19 17:38:49 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 19 Oct 2010 10:38:49 -0700 Subject: Traditional Athabascan stories retold through modern technology (fwd link) Message-ID: Traditional Athabascan stories retold through modern technology by Mary Beth Smetzer / msmetzer at newsminer.com USA FAIRBANKS - Athabascan storyteller Bill Williams lives in the small community of Hughes on the Koyukuk River. He grew up there, moving from seasonal camp to seasonal camp and packing his correspondence school books along the way. The 73-year-old elder has many stories to share ? traditional animal stories, k?edonts?ednee (belief stories) and family stories, among others. Williams also has a rapt audience of young listeners from many villages along the Yukon, Koyukuk and Tanana rivers. Every Wednesday afternoon, Williams tells a new story via the Yukon-Koyukuk School District?s video conference system, headquartered in Fairbanks. Access full article below: http://newsminer.com/bookmark/9964921-Traditional-Athabascan-stories-retold-through-modern-technology From cashcash at EMAIL.ARIZONA.EDU Wed Oct 20 18:47:39 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 20 Oct 2010 11:47:39 -0700 Subject: Tribunal warns te reo Maori near crisis point (fwd link) Message-ID: Tribunal warns te reo Maori near crisis point By Yvonne Tahana 12:00 PM Wednesday Oct 20, 2010 The Waitangi Tribunal has released a scathing assessment of the Crown's performance on te reo Maori in the last 25 years, recommending urgent action to halt the decline of the language. Access full article below: http://www.nzherald.co.nz/politics/news/article.cfm?c_id=280&objectid=10681810 From cashcash at EMAIL.ARIZONA.EDU Wed Oct 20 18:55:59 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 20 Oct 2010 11:55:59 -0700 Subject: Return to storytelling could encourage young Natives to preserve languages (fwd link) Message-ID: Return to storytelling could encourage young Natives to preserve languages KOYUKON: Youth convention's keynote speaker cites tradition. The Associated Press Published: October 19th, 2010 09:40 PM USA FAIRBANKS -- Alaska Native elders and young people are being encouraged to take the time to talk to each other to help preserve their languages and traditions. Eliza Jones, keynote speaker at the First Alaskans Institute's Elders and Youth Conference in Fairbanks, said both generations will need patience and determination, The Fairbanks Daily News-Miner reported. Read more: http://www.adn.com/2010/10/19/1509832/return-to-storytelling-could-encourage.html#ixzz12vWUxESf From rzs at WILDBLUE.NET Thu Oct 21 16:39:38 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 21 Oct 2010 11:39:38 -0500 Subject: indigenous language survival Message-ID: Kweh all, just some thoughts.... I know linguists can't hep but be linguists, as artists can't help but be artists. but when i read about the threat of EVEN the Maori language extinction, it really got me thinking. Many are busy creating indigenous words for NON-indigenous* thought paradigms*. At an immersion school in Aotearoa I visited, students science classes were being taught with a myriad of NEW designed Maori words to describe atoms,particles etc... in other words "things" that many of our indigenous cultures never *broke down* in a traditional context other than perhaps stories about "how things are all connected" Might this forced and continual translation of noun based colonized terms into indigenous terms be actually turning our languages into "*codes*" to basicly think *the same thoughts* but to represent them as indigenous characters and sounds? Are we paradigm shifting basic-thought pattern of OUR languages when we do this? Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, English,Mohawk but what if the whole IDEA of text messaging isn't weighed "culturally" and every NEW gadget is now "NDignized" just like we have Nammy Awards instead of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every WHITE thing the dominant (even parasitical) culture comes up with. What are we doing? Are we thinking about what we are doing? Aren't we the people who are supposed to lead the way to LIFE sustainability? The dominant system of conquest is still marching, and its cancerous to our planet. We KNOW in our minds that a language survives/thrives only in *context* of its own healthy culture.But unless children grow up imbedded in Wyandot culture(life/ways), going to school and learning to speak Wyandot does not a Wyandot make. They are only speaking Wyandot code .* the new code talkers?* If this is true, dying languages are only PART or symptomatic of a bigger problem. Our minds are changing, our children's minds are changing, and if we want them to be strong in their languages they are going to need *a whole lot more* than Wyandot language classes. or free gadgets to do Wyandot texting. The reason the languages are dying is because there is a *replacement *of thinking. Its EASIER ,maybe even more appropriate? to use English when students are dissecting a frog because its the nature of that kind of thinking to dissect things and solve problems by taking things apart. Is that OUR way? When we Wyandotized the process of dissecting a frog, we lose Wyandot paradigm. If you dissect a frog and learn science that can cure cancer thats wonderful, Kids should learn that ALSO. but I'm just wondering the benefit of mixing.blending thinking paradigms. Traditionalist always tell me - ceremony has to stay OUT of politics for that very reason...the various "thinkings" don't mix well. I heard just at ONLA from a Cherokee language teacher in Talequah that a modern childs attention span is now *9 seconds .* *why? **Its the average time it takes to send a text message.* what are we doing folks? Are we simply getting on board this Titantic because OUR language needs to be on the ship?? Maybe we need to strengthen our cultural roots/languages/arts/communities and be VERY selective/careful about introducing all these new shiny toys? Shall we talk about the addiction of* "the new"* ? uuuh ...some other time... just some thoughts, i don't know the answers I'm someone who still plays in the mud ....for a living! Richard Zane Smith Wyandotte Oklahoma -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Thu Oct 21 17:33:37 2010 From: hsouter at GMAIL.COM (Heather Souter) Date: Thu, 21 Oct 2010 12:33:37 -0500 Subject: indigenous language survival In-Reply-To: Message-ID: Taanshi, Richard, I am pondering your thoughts.... I wonder about many of the same things as I do work on our language. I worry that if we place such great a focus on technology, all we will be left with are "holograms" of elders speaking our languages. I also often think about how to show the connection between our language, our ways of thinking and the land to which we are related.... I wonder if is not to start from the most basic and local--to think about all the things that sustain us as peoples-starting from the most basic--food, family, community, art/spirituality--and make sure that our languages are central to them all. It seems to me that our languages provide us with an important--perhaps the most important?--way to keep and recreate an internally cohesive identity in ways that are authentic to our cultures.... The question is how to do this effectively when we all now live embedded in a dominant culture with dominant patterns of thought and ways of interacting that are not just associated with one nation or region but with global reach? Eekoshi pitamaa. Heather On Thu, Oct 21, 2010 at 11:39 AM, Richard Zane Smith wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous* thought > paradigms*. > At an immersion school in Aotearoa I visited, students science classes were > being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never *broke > down* > in a traditional context other than perhaps stories about "how things are > all connected" > > Might this forced and continual translation of noun based colonized terms > into indigenous terms > be actually turning our languages into "*codes*" to basicly think *the > same thoughts* > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead > of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every > WHITE thing the dominant (even parasitical) culture comes up with. What are > we doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in *context* of > its own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .* the new code talkers?* > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want > them to be strong in their languages they are going to need *a whole lot > more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement *of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting > a frog because its the nature of that kind of thinking to dissect things > and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of* "the new"* ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From pjkeeganwh at XTRA.CO.NZ Thu Oct 21 20:13:21 2010 From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan) Date: Fri, 22 Oct 2010 09:13:21 +1300 Subject: indigenous language survival In-Reply-To: Message-ID: Thanks Richard for you comments Maori doesn't face immediate extinction as the Waitangi Tribunal report seems to imply. We should always be careful when reading these types of reports and think carefully about who wrote them and what their real aims might be. The same Tribunal make important recommendations back in 1986, then led to a Maori Language Act, Maori Language Commission and many other indirect benefits. There is real concern though, about the decreasing numbers of students entering kohanga reo and other forms of Maori-medium education, and that too many in the Maori community just don't care enough about the language to actually make the effort to learn it. The report does little to highlight the many gains that have made in Maori language revitalization and I am sure that Maori is not too much different from many other language revitalization programmes in that the way forward is never easy, often one step forward and two steps back. I'll keep speaking Maori to my daughter, wife, whanau (family) members and friends that speak the language and encourage others to start learning. Peter J Keegan (Auckland, New Zealand/Aotearoa) (Waikato-Maniapoto/Ngati Porou (-tribes I belong to)) On 22/10/2010 5:39 a.m., Richard Zane Smith wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but > be artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous/thought > paradigms/. > At an immersion school in Aotearoa I visited, students science classes > were being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never > /broke down/ > in a traditional context other than perhaps stories about "how things > are all connected" > > Might this forced and continual translation of noun based colonized > terms into indigenous terms > be actually turning our languages into "*codes*" to basicly think > /*the same thoughts*/ > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when > we do this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed > "culturally" and every NEW gadget is now "NDignized" just like we have > Nammy Awards instead of Grammy Awards, Native RAP version of Ghetto > RAP, An NDN version of every WHITE thing the dominant (even > parasitical) culture comes up with. What are we doing? Are we thinking > about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous > to our planet. > > We KNOW in our minds that a language survives/thrives only in > /context/ of its own healthy culture.But unless children grow up > imbedded in Wyandot culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .*/the new code talkers?/* > If this is true, dying languages are only PART or symptomatic of a > bigger problem. > Our minds are changing, our children's minds are changing, and if we > want them to be strong in their languages they are going to need *a > whole lot more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement > *of thinking. > Its EASIER ,maybe even more appropriate? to use English when students > are dissecting > a frog because its the nature of that kind of thinking to dissect > things and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of/*"the new"*/ ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at EARTHLINK.NET Thu Oct 21 21:26:35 2010 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Thu, 21 Oct 2010 17:26:35 -0400 Subject: indigenous language survival Message-ID: Richard Zane Smith has some interesting points. In my work on ideophones, I've found that their semantics is often concerned with loss or lack of control of animate, rational entities. Tucker Childs has written extensively about educated or city living speakers of ideophone-rich languages in Africa no longer in command of these systems, under pressure from Western-style prejudices against ideophone use. But I wonder if there is more going on here, having to do with adoption of a different attitude toward life and a person's place in it, with increasing use of high-tech contraptions that may increase one's control over one's environment, other persons, etc. Along a different line, Yahgan, down to one fluent speaker but now the subject of new efforts to save it thanks to Yoram Meroz and real grant money, has been restructured to be more in line with English and Spanish. Apparently nearly gone are the complex bipartite constructions with instrument/bodypart prefixes and position/path suffixes, and extensive serialization. Use of auxiliaries and preverbal clitics has expanded at the expense of the old inflectional suffixes, some actually borrowed from English and Spanish. Yahgan already was in the throes of a switch from OV to VO typology when first described in the 19th C., but exposure to the European cultures seems to have accelerated these changes. It would be really interesting to know how much (and WHAT) is lost when a new world view is adopted in such cases, when it ultimately affects the way the language is used, its structures, etc. On the other hand languages should not be seen as static specimens for the linguistic museum. All this has been argued ad nauseum by others. Does the language do its job? Are the speakers satisfied with it? If the language is on the verge of extinction active use even of a simplified version should be applauded- later on we can then introduce the 'classical' variety and see if there are any takers. Jess Tauber phonosemantics at earthlink.net From rzs at WILDBLUE.NET Fri Oct 22 04:54:38 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 21 Oct 2010 23:54:38 -0500 Subject: indigenous language survival In-Reply-To: <4CC09EE1.8090309@xtra.co.nz> Message-ID: kweh (kia ora) Peter, so good the language is alive with your family If the Maori fail to revitalize...there is probably little hope for any of us. Because *mana* is strong and evident in Aotearoa. That "mana" is directly related to "whakapapa" as i understand it. and how does one translate such concepts? *mana* like essence , or powerful unseen reality? *whakapapa* is an ancestrial kind of rootedness ? We have words in our Wyandot language for similar concepts...but it seems to always translate out as "law/story/way" *whakapapa* can't be "obtained" by a Pahkia student taking a night course in Maori language. Culture is imbedded in language and language is inseparable from culture. THIS is what i mean when i express concern about a newer kind of notion "I'll just take a language class" it might teach something but its not enough for survival. I was just forwarded a copy of "the Te Paparahi o Te Raki Tribunal Inquiry" Pat Hohepa, by my good friend Manos Nathan, one who carved and supervised the carving of many of the beautiful carved posts at the bay of Waitangi. It was an excellent report and raised good points about *interpretation* of the Treaty of Waitangi. Pat Hohepa stated: "When a word is translated ,are you trying to fit it into the cultural context of the others language or are you shifting what it means in yours?" p.22.58 giving the example of *mua* - in front -- in Maori representing "the past" *muri * - behind - representing "the future" try to wrap an anglophone brain around that one! Makes me think about a lot of our nation to nation indigenous treaties. how much was signed with little clarity and a perceived insignificant gesture or scratch? but once a chiefs x mark was put on paper it became irrevocable within the foreign mindset and LAW. I only hope for our Native American languages the same successes as the Maori. Anyone who has seen the Haka performed can feel the *mana and Ihi in Aotearoa.* * * *kia kaha, kia maia, kia manawanui * Richard Zane Smith Wyandote Oklahoma On Thu, Oct 21, 2010 at 3:13 PM, Peter J Keegan wrote: > Thanks Richard for you comments > > Maori doesn't face immediate extinction as the Waitangi Tribunal report > seems to imply. > We should always be careful when reading these types of reports and think > carefully about > who wrote them and what their real aims might be. > > The same Tribunal make important recommendations back in 1986, then led to > a Maori Language Act, Maori Language Commission and many other indirect > benefits. > > There is real concern though, about the decreasing numbers of students > entering > kohanga reo and other forms of Maori-medium education, and that too many > in the Maori community just don't care enough about the language to > actually > make the effort to learn it. > > The report does little to highlight the many gains that have made in Maori > language > revitalization and I am sure that Maori is not too much different from many > other > language revitalization programmes in that the way forward is never easy, > often one step forward and two steps back. > > I'll keep speaking Maori to my daughter, wife, whanau (family) members > and friends that speak the language and encourage others to start learning. > > Peter J Keegan (Auckland, New Zealand/Aotearoa) > > (Waikato-Maniapoto/Ngati Porou (-tribes I belong to)) > > > On 22/10/2010 5:39 a.m., Richard Zane Smith wrote: > > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous* thought > paradigms*. > At an immersion school in Aotearoa I visited, students science classes were > being taught > with a myriad of NEW designed Maori words to describe atoms,particles > etc... > in other words "things" that many of our indigenous cultures never *broke > down* > in a traditional context other than perhaps stories about "how things are > all connected" > > Might this forced and continual translation of noun based colonized terms > into indigenous terms > be actually turning our languages into "*codes*" to basicly think *the > same thoughts* > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in > Cherokee,Swahili,Chinese, English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead > of Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every > WHITE thing the dominant (even parasitical) culture comes up with. What are > we doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE > sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in *context*of its own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways), > going to school and learning to speak Wyandot does not a Wyandot make. > They are only speaking Wyandot code .* the new code talkers?* > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want > them to be strong in their languages they are going to need *a whole lot > more* than Wyandot language classes. > or free gadgets to do Wyandot texting. > > The reason the languages are dying is because there is a *replacement *of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting > a frog because its the nature of that kind of thinking to dissect things > and solve problems by taking things apart. Is that OUR way? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats > wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I heard just at ONLA from a Cherokee language teacher in Talequah > that a modern childs attention span is now *9 seconds .* > *why? **Its the average time it takes to send a text message.* > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of* "the new"* ? > uuuh ...some other time... > > just some thoughts, i don't know the answers > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith > Wyandotte Oklahoma > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at EMAIL.ARIZONA.EDU Fri Oct 22 07:36:00 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Fri, 22 Oct 2010 00:36:00 -0700 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: Richard, Very interesting thoughts -- but haven't ALL languages always been adapted by their speakers to meet the needs of culture change? When agriculture was adopted and replaced purely nomadic ways, new ways of living and interacting were developed and communicated about. The Cahokia mounds even show the presence of an incredibly organized and presumably hierarchically structured society in the midst of North America, requiring new and different modes of communication. I've always been impressed by the way the code-talkers were transported from the midst of a traditional way of life to the front lines of the most modern mechanized culture of the time, and figured out how to communicate about it effectively, incorporating all of the advanced technology into their normal language. The structure of a language does not have to be affected by culture change, and the structure can change even with no change in culture. If a language is "museumized", it will no longer function for its speakers to cope with communicating about and in a changed cultural landscape, and will stop being used. Rudy Rudy Troike [No message body text] From jieikobu at HOTMAIL.COM Fri Oct 22 12:50:55 2010 From: jieikobu at HOTMAIL.COM (Derksen Jacob) Date: Fri, 22 Oct 2010 12:50:55 +0000 Subject: Sencoten Message-ID: >From the Victoria Times-Colonist, Oct 22, 2010: http://www.timescolonist.com/technology/What+name+save+First+Nations+language/3708443/story.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 15:25:08 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 11:25:08 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: Yes, you are right. I heard this same thing from the director of the college on the Navajo reservation; he was trying to keep the college from splitting up what was NOT split up in Navajo culture, like, art-music-medicine was not three things. For this reason I am trying to turn all of my old materials into ?literature? for the young ones ? or they will translate from Spanish ? something we have had severe problems convincing the Ministry, who want only new materials ? exactly as you describe below, while we are saying, OK, but, at least only those written originally in Jaqaru, but NO TRANSLATIONS. I tell my Field Methods students that no sentence from translation can be used for grammatical discovery: it tells you about the original sentence not language. It happened in class this week. English demands subjects. The students didn?t get a translation. I foolishly ?helped? them by telling them the subject (excuse: I?m not well) and right there the consultant added in a subject ? sentence ruined. I apologized and the sentence went back to the proper way, and it was a serendipitous lesson for the students, but, as always, Richard, you are so right. MJ On 10/21/10 12:39 PM, "Richard Zane Smith" wrote: > Kweh all, > just some thoughts.... > I know linguists can't hep but be linguists, as artists can't help but be > artists. > but when i read about the threat of EVEN the Maori language extinction, > it really got me thinking. > Many are busy creating indigenous words for NON-indigenous thought paradigms. > At an immersion school in Aotearoa I visited, students science classes were > being taught > ?with a myriad of NEW designed Maori words to describe atoms,particles etc... > in other words "things" that many of our indigenous cultures never broke down > in a traditional context other than perhaps stories about "how things are all > connected" > > Might this forced and continual translation of noun based colonized terms into > indigenous terms > be actually turning our languages into "codes" to basicly think the same > thoughts > but to represent them as indigenous characters and sounds? > Are we paradigm shifting basic-thought pattern of OUR languages when we do > this? > > Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, > English,Mohawk > but what if the whole IDEA of text messaging isn't weighed "culturally" and > every NEW gadget is now "NDignized" just like we have Nammy Awards instead of > Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every WHITE > thing?the dominant (even parasitical) culture comes up with.?What are we > doing? Are we thinking about what we are doing? > Aren't we the people who are supposed to lead the way to LIFE sustainability? > The dominant system of conquest is still marching, and its cancerous to our > planet. > > We KNOW in our minds that a language survives/thrives only in?context of its > own healthy culture.But unless children grow up imbedded in Wyandot > culture(life/ways),? > going to school and learning to speak Wyandot does not a Wyandot make.? > They are only speaking Wyandot code . the new code talkers? > If this is true, dying languages are only PART or symptomatic of a bigger > problem. > Our minds are changing, our children's minds are changing, and if we want them > to be strong in their languages they are going to need a whole lot more than > Wyandot language classes. > or free gadgets to do Wyandot texting.? > > The reason the languages are dying is because there is a replacement of > thinking. > Its EASIER ,maybe even more appropriate? to use English when students are > dissecting? > a frog because its the nature of that kind of thinking to dissect things and > solve problems by taking things apart. ?Is that OUR way?? > When we Wyandotized the process of dissecting a frog, we lose Wyandot > paradigm. > If you dissect a frog and learn science that can cure cancer thats wonderful, > Kids should learn that ALSO. > but I'm just wondering the benefit of mixing.blending thinking paradigms. > > Traditionalist always tell me - ceremony has to stay OUT of politics > for that very reason...the various "thinkings" don't mix well. > > I ?heard just at ONLA from a Cherokee language teacher in Talequah? > that a modern childs attention?span is now 9 seconds . > why??Its the average time it takes to send a text message. > what are we doing folks? Are we simply getting on board this Titantic > because OUR language needs to be on the ship?? > Maybe we need to strengthen our cultural roots/languages/arts/communities > and be VERY selective/careful about introducing all these new shiny toys? > Shall we talk about the addiction of "the new" ? ?? > uuuh ...some other time... > > just some thoughts, i don't know the answers? > I'm someone who still plays in the mud ....for a living! > > Richard Zane Smith? > Wyandotte Oklahoma > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 15:32:39 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 11:32:39 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: I have been very ill, so please forgive me if this is a resend. Over the summer my husband finally got his book published ? a history, an ethnology, lots of linguistics, and serious politics along these lines. As one of the presenters said (and we hope to have her words posted eventually), this is a view from inside, in great detail. Nearly 400 pages. With pictures and maps he drew. Info currently at: http://unmsmnoticiasfondoeditorial.blogspot.com/2010_08_01_archive.html Very difficult problems. MJ On 10/21/10 1:33 PM, "Heather Souter" wrote: > Taanshi, Richard, > > I am pondering your thoughts....? I wonder about many of the same things as I > do work on our language.? I worry that if we place such great a focus on > technology, all we will be left with are "holograms" of elders speaking our > languages. > > I also often think about how to show the connection between our language, our > ways of thinking and the land to which we are related....?? I wonder if is not > to start from the most basic and local--to think about all the things that > sustain us as peoples-starting from the most basic--food, family, community, > art/spirituality--and make sure that our languages are central to them all.? > It seems to me that our languages provide us with an important--perhaps the > most important?--way to keep and recreate an internally cohesive identity in > ways that are authentic to our cultures....? The question is how to do this > effectively when we all now live embedded in a dominant culture with dominant > patterns of thought and ways of interacting that are not just associated with > one nation or region but? with global reach? > > Eekoshi pitamaa. > Heather > > On Thu, Oct 21, 2010 at 11:39 AM, Richard Zane Smith wrote: >> Kweh all, >> just some thoughts.... >> I know linguists can't hep but be linguists, as artists can't help but be >> artists. >> but when i read about the threat of EVEN the Maori language extinction, >> it really got me thinking. >> Many are busy creating indigenous words for NON-indigenous thought paradigms. >> At an immersion school in Aotearoa I visited, students science classes were >> being taught >> ?with a myriad of NEW designed Maori words to describe atoms,particles etc... >> in other words "things" that many of our indigenous cultures never broke down >> in a traditional context other than perhaps stories about "how things are all >> connected" >> >> Might this forced and continual translation of noun based colonized terms >> into indigenous terms >> be actually turning our languages into "codes" to basicly think the same >> thoughts >> but to represent them as indigenous characters and sounds? >> Are we paradigm shifting basic-thought pattern of OUR languages when we do >> this? >> >> Ok, now we will all have gadgets to text message in Cherokee,Swahili,Chinese, >> English,Mohawk >> but what if the whole IDEA of text messaging isn't weighed "culturally" and >> every NEW gadget is now "NDignized" just like we have Nammy Awards instead of >> Grammy Awards, Native RAP version of Ghetto RAP, An NDN version of every >> WHITE thing?the dominant (even parasitical) culture comes up with.?What are >> we doing? Are we thinking about what we are doing? >> Aren't we the people who are supposed to lead the way to LIFE sustainability? >> The dominant system of conquest is still marching, and its cancerous to our >> planet. >> >> We KNOW in our minds that a language survives/thrives only in?context of its >> own healthy culture.But unless children grow up imbedded in Wyandot >> culture(life/ways),? >> going to school and learning to speak Wyandot does not a Wyandot make.? >> They are only speaking Wyandot code . the new code talkers? >> If this is true, dying languages are only PART or symptomatic of a bigger >> problem. >> Our minds are changing, our children's minds are changing, and if we want >> them to be strong in their languages they are going to need a whole lot more >> than Wyandot language classes. >> or free gadgets to do Wyandot texting.? >> >> The reason the languages are dying is because there is a replacement of >> thinking. >> Its EASIER ,maybe even more appropriate? to use English when students are >> dissecting? >> a frog because its the nature of that kind of thinking to dissect things and >> solve problems by taking things apart. ?Is that OUR way?? >> When we Wyandotized the process of dissecting a frog, we lose Wyandot >> paradigm. >> If you dissect a frog and learn science that can cure cancer thats wonderful, >> Kids should learn that ALSO. >> but I'm just wondering the benefit of mixing.blending thinking paradigms. >> >> Traditionalist always tell me - ceremony has to stay OUT of politics >> for that very reason...the various "thinkings" don't mix well. >> >> I ?heard just at ONLA from a Cherokee language teacher in Talequah? >> that a modern childs attention?span is now 9 seconds . >> why??Its the average time it takes to send a text message. >> what are we doing folks? Are we simply getting on board this Titantic >> because OUR language needs to be on the ship?? >> Maybe we need to strengthen our cultural roots/languages/arts/communities >> and be VERY selective/careful about introducing all these new shiny toys? >> Shall we talk about the addiction of "the new" ? ?? >> uuuh ...some other time... >> >> just some thoughts, i don't know the answers? >> I'm someone who still plays in the mud ....for a living! >> >> Richard Zane Smith? >> Wyandotte Oklahoma >> >> > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 16:12:31 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 12:12:31 -0400 Subject: indigenous language survival In-Reply-To: Message-ID: The Aymara would understand the mua / muri example perfectly. As to the treaties, yes indeed. And the ethnographies as well; I ended up learning more about the anthropologists that about the Aymara, e.g. And we had one last night (I hate translation): Musa feel, think, ponder, appreciate, cogitate or in Spanish: sentir, querer, apreciar, pensar, cognizar I like the Italian saying: < traduttore, traditore >, the translator is a traitor, said for European languages, but even more true of the ones we work with. MJ On 10/22/10 12:54 AM, "Richard Zane Smith" wrote: > kweh (kia ora) Peter, > so good the language is alive with your family > If the Maori fail to revitalize...there is probably little hope for any of us. > Because ?mana ?is strong and evident in Aotearoa. > That "mana" is directly related to "whakapapa" as i understand it. > and how does one translate such concepts? > mana??like essence , or powerful unseen reality? > whakapapa is an ancestrial kind of rootedness ? > We have words in our Wyandot language for similar concepts...but it seems to > always > translate out as "law/story/way" > whakapapa can't be "obtained" by a Pahkia student taking a night course in > Maori language. > Culture is imbedded in language and language is inseparable from culture. > THIS is what i mean when i express concern about a newer kind of notion > "I'll just take a language class" ? ?it might teach something but its not > enough for survival. > > > Pat Hohepa stated: > "When a word is translated ,are you trying to fit it into the cultural context > of the others language > or are you shifting what it means in yours?" p.22.58 > > giving the example of ?mua ?- in front -- in Maori representing ?"the past" > ?? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? muri ?- behind - ?representing ? ?"the > future" > > try to wrap an anglophone brain around that one! > > Makes me think about a lot of our nation to nation indigenous treaties. > how much was signed with little clarity and a perceived insignificant gesture > or scratch? > but once a chiefs x mark was put on paper > it became irrevocable within the foreign mindset and LAW. > > I only hope for our Native American languages the same successes as the Maori. > Anyone who has seen the Haka performed can feel the mana and Ihi ?in Aotearoa. > > kia kaha, kia maia, kia manawanui ? > > Richard Zane Smith? > Wyandote Oklahoma -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 16:19:28 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 12:19:28 -0400 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: <20101022003600.8gcgwgowswkwcowg@www.email.arizona.edu> Message-ID: What you say is true, and I don't think any of us are asking that the languages be "museumized", but working only from texts specifically translated from another language does destroy a language. Change must come from within, and it does, and I have lived long enough to see internal change in Jaqaru, and the elders rant about it just like ours do (the young are corrupting the language -- I myself so say to my young'uns who leave the aspiration off of where so it sounds like wear). But that is different. ALL complain about the translated texts. Think about trying to read the instructions in English from an imported gadget, directly translated from, say Japanese. The two problems are quite different & I heard Richard referring to the latter, not the former. Did I mishear? MJ On 10/22/10 3:36 AM, "Rudy Troike" wrote: > Richard, > > Very interesting thoughts -- but haven't ALL languages always been > adapted by their speakers to meet the needs of culture change? When > agriculture was adopted and replaced purely nomadic ways, new ways > of living and interacting were developed and communicated about. The > Cahokia mounds even show the presence of an incredibly organized and > presumably hierarchically structured society in the midst of North > America, requiring new and different modes of communication. > > I've always been impressed by the way the code-talkers were > transported from the midst of a traditional way of life to the front > lines of the most modern mechanized culture of the time, and figured > out how to communicate about it effectively, incorporating all of the > advanced technology into their normal language. The structure of a > language does not have to be affected by culture change, and the > structure can change even with no change in culture. If a language > is "museumized", it will no longer function for its speakers to cope > with communicating about and in a changed cultural landscape, and > will stop being used. > > Rudy > > Rudy Troike > > > [No message body text] > From rzs at WILDBLUE.NET Sat Oct 23 17:29:41 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sat, 23 Oct 2010 12:29:41 -0500 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: MJ, so sorry to hear about your illness ...i hope you're recovering well? Yes i think its a much different question (and problem) than simply about whether to freeze frame a language in a perceived "language purity phase" or to push forward a "backward" language to "get with the times." It has to do with the survival of once sustainable culture/world views. These views are desperately needed for survival of our planet, NOT to put on museum shelves as artifacts of by-gone primitives. I assume views of reality are always evolving/changing in any culture, but some paradigms like capitalism is based on *competition and unlimited growth*, an untested sustainable concept that's eventually irrational and destructive. To interpret/imprint/imbed this kind of "get with it" capitalism into/upon an ancient culture is like building a McDonalds in Mecca or on Machu Picchu . Ok...so lets use McDonalds as an example: Because McDonalds seeks Omnipresence on earth (capitalistic systems ideal) It will twist its way in to pretend to satisfy any culture to gain foothold. But with it comes a price. It will in effect distorts cultural norms. Are we doing the same by interpreting/bringing in concepts like "processed-cow-parts-ground-and-mixed-from- thousands-of-unknown-cattle-from-massive-filthy-stockyards-where-once-grass-eaters-are-filled-with-processed-corn-and-growth-hormones-and-shipped-thousands-of-miles-from-people-you-don't-know" and yet hiding Its true description by giving it a nice friendly name like * "Hamburger?"* Wouldn't it be better to allow a culture access to the truth about these strange foreign customs and allow the people themselves to call it a more appropriate and culturally astute description : *foreign-spirit-dead-animal-shreds 'tween-airy-white-breads* Here see, the deeper more sustainable cultural perspective is preserved from people who KNOW what THEY have been eating and might have even had just butchered that morning. sorry to ruin anyones lunch! bon appetite ! ske:noh Richard Zane Smith Wyandotte Oklahoma On Sat, Oct 23, 2010 at 11:19 AM, MJ Hardman wrote: > What you say is true, and I don't think any of us are asking that the > languages be "museumized", but working only from texts specifically > translated from another language does destroy a language. Change must come > from within, and it does, and I have lived long enough to see internal > change in Jaqaru, and the elders rant about it just like ours do (the young > are corrupting the language -- I myself so say to my young'uns who leave > the > aspiration off of where so it sounds like wear). But that is different. > ALL complain about the translated texts. Think about trying to read the > instructions in English from an imported gadget, directly translated from, > say Japanese. > > The two problems are quite different & I heard Richard referring to the > latter, not the former. Did I mishear? MJ > > On 10/22/10 3:36 AM, "Rudy Troike" wrote: > > > Richard, > > > > Very interesting thoughts -- but haven't ALL languages always been > > adapted by their speakers to meet the needs of culture change? When > > agriculture was adopted and replaced purely nomadic ways, new ways > > of living and interacting were developed and communicated about. The > > Cahokia mounds even show the presence of an incredibly organized and > > presumably hierarchically structured society in the midst of North > > America, requiring new and different modes of communication. > > > > I've always been impressed by the way the code-talkers were > > transported from the midst of a traditional way of life to the front > > lines of the most modern mechanized culture of the time, and figured > > out how to communicate about it effectively, incorporating all of the > > advanced technology into their normal language. The structure of a > > language does not have to be affected by culture change, and the > > structure can change even with no change in culture. If a language > > is "museumized", it will no longer function for its speakers to cope > > with communicating about and in a changed cultural landscape, and > > will stop being used. > > > > Rudy > > > > Rudy Troike > > > > > > [No message body text] > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Sat Oct 23 18:18:00 2010 From: hardman at UFL.EDU (MJ Hardman) Date: Sat, 23 Oct 2010 14:18:00 -0400 Subject: ILAT Digest - 20 Oct 2010 to 21 Oct 2010 (#2010-218) In-Reply-To: Message-ID: Ah, yes, I did hear you correctly. Agreed. On a purely linguistic level, there is also, as hinted at in your original post, the issue of importing massive nouns into, e.g., a verb-based language and thus doing just what you are saying below: things become the focus. In organic change, importations may be nouns in the original language but turn into verbs if organically borrowed, not imposed by, say, a Ministry. Thanks, as always. I hope I recover; chancy but possible. MJ On 10/23/10 1:29 PM, "Richard Zane Smith" wrote: > MJ,? > so sorry to hear about your illness ...i hope you're recovering well? > > Yes i think its a much different question (and problem) than simply > about whether to freeze frame a language in a perceived "language purity > phase" > or to push forward a "backward" language to "get with the times." > > It has to do with the survival of once sustainable culture/world views. > These views are desperately needed for survival of our planet, > NOT to put on museum shelves as artifacts of by-gone primitives. > > I assume views of reality are always evolving/changing in any culture, > but some paradigms like capitalism is based on competition and unlimited > growth, > an untested sustainable concept that's eventually irrational and destructive. > To interpret/imprint/imbed this kind of "get with it" capitalism into/upon an > ancient? > culture?is like building a McDonalds in Mecca or on Machu Picchu . > > Ok...so lets use McDonalds as an example: > > Because McDonalds seeks Omnipresence on earth ?(capitalistic systems ideal) > It will twist its way in to pretend to satisfy any culture to gain foothold. > But with it comes a price. It will in effect distorts cultural norms. > > Are we doing the same by interpreting/bringing in concepts like > ?"processed-cow-parts-ground-and-mixed-from-thousands-of-unknown-cattle-from-m > assive-filthy-stockyards-where-once-grass-eaters-are-filled-with-processed-cor > n-and-growth-hormones-and-shipped-thousands-of-miles-from-people-you-don't-kno > w"? > and yet hiding Its true description by giving it a nice friendly name like > ?"Hamburger?" > > Wouldn't it be better to allow a culture access to the truth about > these strange foreign customs and allow the people themselves to call it a > more > appropriate and culturally astute description : > > foreign-spirit-dead-animal-shreds ? ?'tween-airy-white-breads > > Here see, the deeper more sustainable cultural perspective is preserved > from people who KNOW what THEY have been eating and might have even had > just butchered that morning. > > sorry to ruin anyones lunch! > bon appetite ! > > ske:noh > Richard Zane Smith > Wyandotte Oklahoma > >> > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Oct 25 00:06:33 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Sun, 24 Oct 2010 19:06:33 -0500 Subject: Fw: Native Language Teachers No Longer Need Certification In-Reply-To: <68D291ED4225460DA2C807F4F5A230C7@LindasiouiPC> Message-ID: *From:* First Nations & Aboriginal Rights *Sent:* Monday, October 04, 2010 2:44 PM * * *Subject:* Native Language Teachers No Longer Need Certification [image: Causes] Bulletin from the cause: *First Nations & Aboriginal Rights* Go to Cause Posted By: Anthony Jay Henhawk Jr. To: Members in First Nations & Aboriginal Rights Native Language Teachers No Longer Need Certification A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. The Hannahville Potawatomi Indian Community in the Upper Peninsula led the push to allow its elders to teach the Potawatomi language in schools. The bill signed into law allows experts in a Native American language to teach without teacher certification. That means kids can get credits in Native American languages to fulfill the state's language credit requirement. Call to Action Spread the word. Every invitation counts: Invite Friends You are receiving this email because you are a member of the cause First Nations & Aboriginal Rights. To unsubscribe, leave the cause Causes Privacy Policy| Causes Address: 2105 Martin Luther King Jr Way, Berkeley, CA 94704 United States Tip: Add no-reply at causes.com to your address book to make sure you don't miss any opportunities to change the world. -------------- next part -------------- An HTML attachment was scrubbed... URL: From brousseau_kevin at YAHOO.CA Mon Oct 25 14:52:43 2010 From: brousseau_kevin at YAHOO.CA (Kevin Brousseau) Date: Mon, 25 Oct 2010 10:52:43 -0400 Subject: Wendat/Wyondat Revival Message-ID: Kwey everyone, just sharing this link about the Wendat/Wyondat language revival project in Wendake. They are apparently planning on teaching the language in school using some newly published glossaries developed for that purpose. See the news report below. from http://www.radio-canada.ca/regions/Quebec/2010/10/20/004-langue_huronne_lexiques.shtml "La langue huronne-wendat revit apr?s presque 350 ans de silence gr?ce au projet Yawenda auquel ont collabor? des anthropologues, des linguistes et des p?dagogues. Les Hurons-Wendat lancent quatre petits lexiques illustr?s portant sur quatre aspects du vocabulaire huron-wendat. Les plus r?cents ?crits ?taient des recueils de cantiques pr?par?s par les J?suites aux 17e et 18e si?cles. Les lexiques d?voil?s mercredi rassemblent des termes servant ? d?crire des animaux sauvages et des animaux domestiques, les chiffres, la nature et le corps humain. Des disques compacts accompagnent les lexiques afin de pr?ciser la prononciation. L'anthropologue Linda Sioui souligne que les Hurons-Wendat caressaient depuis longtemps le r?ve de faire revivre leur langue ancestrale. ? Les Hurons-Wendat, on c?toie d'autres Autochtones qui parlent leur langue et nous, ?a a toujours ?t? la question, on ne parle pas notre langue. Alors, le d?sir ?tait l? depuis de nombreuses ann?es ?, explique Mme Sioui. Selon le directeur de l'?cole primaire TS8ta?e de Wendake, Richard Dussault, les lexiques pourraient faire leur entr?e ? l'?cole en septembre 2011. Il faudra d'abord former les enseignants et relever certains d?fis que pose la langue huronne-wendat. ? C'est une langue parl?e et non une langue ?crite ?, mentionne M. Dussault. Le projet a par ailleurs ?t? bien accueilli dans la communaut?. Un peu plus de 60 adultes ont d?j? re?u une premi?re formation pour red?couvrir leur langue. La communaut? de Wendake est situ?e ? une quinzaine de kilom?tres au nord-ouest de Qu?bec. La seule communaut? huronne-wendat au Canada compte pr?s de 3000 membres." Kevin Brousseau -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Oct 25 15:18:51 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 25 Oct 2010 10:18:51 -0500 Subject: Wendat/Wyondat Revival In-Reply-To: <20101025145243.58720@gmx.com> Message-ID: Thanks for posting this Kevin, Its been a long tough up hill climb...still is... Fortunate for Wendake there is a central community and reservation, and with help from a grant funneled through Laval University, Qc.City there are now trained Wendat linguists reviving this "dormant" language and plus: there is excitement,hunger and anticipation in the community which is paramount to success. great news! Richard Zane Smith (Wyandot tribal member) Wyandotte Oklahoma 2010/10/25 Kevin Brousseau > Kwey everyone, > > > > just sharing this link about the Wendat/Wyondat language revival project in > Wendake. They are apparently planning on teaching the language in school > using some newly published glossaries developed for that purpose. See the > news report below. > > > > from > http://www.radio-canada.ca/regions/Quebec/2010/10/20/004-langue_huronne_lexiques.shtml > > > "La langue huronne-wendat revit apr?s presque 350 ans de silence gr?ce au > projet Yawenda auquel ont collabor? des anthropologues, des linguistes et > des p?dagogues. Les Hurons-Wendat lancent quatre petits lexiques illustr?s > portant sur quatre aspects du vocabulaire huron-wendat. > > > Les plus r?cents ?crits ?taient des recueils de cantiques pr?par?s par > les J?suites aux 17e et 18e si?cles. > > Les lexiques d?voil?s mercredi rassemblent des termes servant ? d?crire des > animaux sauvages et des animaux domestiques, les chiffres, la nature et le > corps humain. Des disques compacts accompagnent les lexiques afin de > pr?ciser la prononciation. > > L'anthropologue Linda Sioui souligne que les Hurons-Wendat caressaient > depuis longtemps le r?ve de faire revivre leur langue ancestrale. ? Les > Hurons-Wendat, on c?toie d'autres Autochtones qui parlent leur langue et > nous, ?a a toujours ?t? la question, on ne parle pas notre langue. Alors, le > d?sir ?tait l? depuis de nombreuses ann?es ?, explique Mme Sioui. > > Selon le directeur de l'?cole primaire TS8ta?e de Wendake, Richard > Dussault, les lexiques pourraient faire leur entr?e ? l'?cole en septembre > 2011. Il faudra d'abord former les enseignants et relever certains d?fis que > pose la langue huronne-wendat. ? C'est une langue parl?e et non une langue > ?crite ?, mentionne M. Dussault. > > > Le projet a par ailleurs ?t? bien accueilli dans la communaut?. Un peu > plus de 60 adultes ont d?j? re?u une premi?re formation pour red?couvrir > leur langue. > > > La communaut? de Wendake est situ?e ? une quinzaine de kilom?tres au > nord-ouest de Qu?bec. La seule communaut? huronne-wendat au Canada compte > pr?s de 3000 membres." > > > > Kevin Brousseau > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:04:09 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:04:09 -0700 Subject: American Indian Studies Program Celebrates Milestones (fwd link) Message-ID: American Indian Studies Program Celebrates Milestones USA October 25, 2010 ? Since fall 2005, Wayne C'Hair has commuted from the Wind River Indian Reservation in central Wyoming to teach an Arapaho language course at the University of Wyoming. Access full article below: http://www.uwyo.edu/uw/news/2010/10/american-indian-studies-program-celebrates-milestones.html From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:07:26 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:07:26 -0700 Subject: GOVERNMENT OF CANADA SUPPORTS TALKING WITH TECHNOLOGY PROJECT (fwd link) Message-ID: GOVERNMENT OF CANADA SUPPORTS TALKING WITH TECHNOLOGY PROJECT Sunday, 24 October 2010 Canada On behalf of the Honourable James Moore, Minister of Canadian Heritage and Official Languages, the Honourable John Duncan, Minister of Indian Affairs and Northern Development, Federal Interlocutor for M?tis and Non-Status Indians, Minister of the Canadian Northern Economic Development Agency, and Member of Parliament (Vancouver Island North), today announced funding for the U'mista Cultural Society (UCS) for their project Talking with Technology. The funding will allow the UCS to create new learning materials in the Kwak'wala language, which will include the production of audio and video recordings of speakers talking about traditional and cultural aspects of fishing, food preparation, plants and animals, singing, and dancing. These recordings will be transcribed in the Kwak'wala orthography, and 12 new language lesson plans will be prepared. These resources will be made available to community members, schools, and community language classes through the UCS website. Access full article below: http://pr-canada.net/index.php?option=com_content&task=view&id=282693&Itemid=59 From cashcash at EMAIL.ARIZONA.EDU Mon Oct 25 20:10:03 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 25 Oct 2010 13:10:03 -0700 Subject: Project aims to halt loss of Aboriginal languages (fwd link) Message-ID: Project aims to halt loss of Aboriginal languages By Marie Le Moel (AFP) ? 16 hours ago AUS SYDNEY ? Lorraine Injie smiles as she remembers the rich patchwork of Aboriginal languages used during her childhood in Australia's remote Pilbara region. "In my community, it was common to speak 10 languages. Speaking three wasn't that impressive," she says. However, use of native tongues has declined at an alarming rate, from hundreds just 200 years ago, the time of European settlement, to about 20 now. "There would be less than 50 speakers of Banyjima, less than 10 still speaking Yinhawangka. As it was forbidden to use our own languages, they have disappeared. It is very upsetting," Injie says. Injie, 48, is part of a programme which is trying to stop languages dying out by training teachers, who can pass them on to schoolchildren. Access full article below: http://www.google.com/hostednews/afp/article/ALeqM5iXPBMZhfdsyiLJQ3FR0RKFnVcJCg?docId=CNG.6f4b5aa5633087bf3a787c537dc06ab9.2e1 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:24:51 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:24:51 -0700 Subject: His Holiness the Dalai Lama Underlines Preservation of Tibetan Language (fwd link) Message-ID: Tuesday, October 26 2010 @ 09:19 pm BST His Holiness the Dalai Lama Underlines Preservation of Tibetan Language Monday, October 25 2010 @ 08:58 pm BST Toronto, Ontario: Responding to media queries on the Chinese government plans to replace Tibetan with Mandarin as the medium of instruction, His Holiness the Dalai Lama said "China is historically a Buddhist country and the preservation of the Tibetan Buddhist culture was also in the interest of the millions of Chinese who are looking for spiritual sustenance". During a half an hour meeting with the press in Toronto on Saturday, His Holiness talked about the "Tibetan language and how it has helped in promoting Tibetan Buddhism and Tibetan Buddhist culture". His Holiness said "China may want to learn from the Indian experience where preservation and promotion of the linguistic diversity is being done without that being seen as a danger of separation". Access full article below: http://www.tibetcustom.com/article.php/20101025205841898 From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:26:12 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:26:12 -0700 Subject: Using art to illustrate the art of First Nation storytelling (fwd link) Message-ID: Using art to illustrate the art of First Nation storytelling BY LEISHA GREBINSKI, SPECIAL TO THE LEADER-POST OCTOBER 26, 2010 For Robin Brass, stories never end. "I am very interested in different narrative threads and this idea that nothing ever completely finishes or ends and all things continue," she says. The Regina-based performance artist, who is a member of the Peepeekisis First Nation, draws on the Nahkawe language (a Saulteaux dialect) to articulate how stories change through history and move between generations. Access full article below: http://www.leaderpost.com/entertainment/Using+illustrate+First+Nation+storytelling/3725916/story.html From cashcash at EMAIL.ARIZONA.EDU Tue Oct 26 20:27:43 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 26 Oct 2010 13:27:43 -0700 Subject: Hui looks at saving language (fwd link) Message-ID: 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/ From donaghy at HAWAII.EDU Tue Oct 26 20:39:56 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 10:39:56 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: Message-ID: 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From hal1403 at YAHOO.COM Tue Oct 26 22:11:12 2010 From: hal1403 at YAHOO.COM (Haley De Korne) Date: Tue, 26 Oct 2010 15:11:12 -0700 Subject: Fw: Native Language Teachers No Longer Need Certification In-Reply-To: Message-ID: If anyone is interested in reading a bit more about the details of this, I submitted to the 'Spoken First' blog on this topic, and it was posted on October 7th (so you have to scroll down), here: http://falmouthinstitute.com/language/ The title is: "Getting Native languages into more classrooms: Teacher certification policies across the U.S. are growing" Best, Haley --- On Sun, 10/24/10, Richard Zane Smith wrote: From: Richard Zane Smith Subject: [ILAT] Fw: Native Language Teachers No Longer Need Certification To: ILAT at LISTSERV.ARIZONA.EDU Date: Sunday, October 24, 2010, 8:06 PM From: First Nations & Aboriginal Rights Sent: Monday, October 04, 2010 2:44 PM Subject: Native Language Teachers No Longer Need Certification Bulletin from the cause: First Nations & Aboriginal Rights Go to Cause Posted By: Anthony Jay Henhawk Jr. To: Members in First Nations & Aboriginal Rights Native Language Teachers No Longer Need Certification A new law allows high schools to hire tribal elders to teach Native Americans languages, even if they are not certified teachers. Michigan already allows students to learn tribal languages to satisfy the state's high school graduation requirements, but many schools do not have instructors certified to teach Native languages. The Hannahville Potawatomi Indian Community in the Upper Peninsula led the push to allow its elders to teach the Potawatomi language in schools. The bill signed into law allows experts in a Native American language to teach without teacher certification. That means kids can get credits in Native American languages to fulfill the state's language credit requirement. Call to Action Spread the word. Every invitation counts: Invite Friends You are receiving this email because you are a member of the cause First Nations & Aboriginal Rights. To unsubscribe, leave the cause Causes Privacy Policy | Causes Address: 2105 Martin Luther King Jr Way, Berkeley, CA 94704 United States Tip: Add no-reply at causes.com to your address book to make sure you don't miss any opportunities to change the world. -------------- next part -------------- An HTML attachment was scrubbed... URL: From pjkeeganwh at XTRA.CO.NZ Wed Oct 27 02:57:42 2010 From: pjkeeganwh at XTRA.CO.NZ (Peter J Keegan) Date: Wed, 27 Oct 2010 15:57:42 +1300 Subject: Hui looks at saving language (fwd link) In-Reply-To: Message-ID: 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Wed Oct 27 06:17:14 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 20:17:14 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: <4CC79526.3020309@xtra.co.nz> Message-ID: Kia ora, Peter. Yes, this is also an issue for us. We have lost some immersion teachers to public and private schools as well. While compulsory Hawaiian at some levels may sound appealing, I also believe it would have a disastrous results. Look forward to seeing you in Pepeluali also, Larry and I were talking about you just yesterday. 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Wed Oct 27 06:21:18 2010 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Tue, 26 Oct 2010 20:21:18 -1000 Subject: Hui looks at saving language (fwd link) In-Reply-To: <4CC79526.3020309@xtra.co.nz> Message-ID: I can also recommend this book that I picked up while at the Oideas Gael Irish language school in Donegal a few years ago. I recently lent it to my colleagues: http://www.amazon.com/Compulsory-Irish-Language-Education-1870S-1970s/dp/0716527472/ 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. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Oct 27 13:19:18 2010 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 27 Oct 2010 08:19:18 -0500 Subject: Hui looks at saving language (fwd link) In-Reply-To: <92210541-01D5-41ED-B2DA-1B7CF210EEA5@hawaii.edu> Message-ID: Compulsory thought/education rings lots of warning bells. Of course ,its been an effective tool of oppressors, colonizers. We're still reeling from the results of forced English/Spanish/French immersion - *Chiefly with the educational bent towards Paradigm Replacement.* "Replacement" would likely NOT be a goal of any indigenous language education. However, place names, flora and fana ,eg.of Aotearoa,(or: NZ) where the language is more widespread and standardized, should be taught everywhere and pronounced correctly! TV announcers continually brutalize Maori place names and peoples names, even though they are not THAT difficult to pronounce. This is just an annoying daily display of insistant ignorance. note; This would be much more difficult in the States where we have hundreds of languages and thousands of various place names! Richard Zane Smith Wyandotte Oklahoma On Wed, Oct 27, 2010 at 1:17 AM, Keola Donaghy wrote: > Kia ora, Peter. Yes, this is also an issue for us. We have lost some > immersion teachers to public and private schools as well. While compulsory > Hawaiian at some levels may sound appealing, I also believe it would have a > disastrous results. > > Look forward to seeing you in Pepeluali also, Larry and I were talking > about you just yesterday. > > 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. > ======================================================================== > > > > -- *"denouncing evil is a far cry from doing good" Philip Gourevitch* -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Oct 27 17:45:20 2010 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 27 Oct 2010 10:45:20 -0700 Subject: Australia tries to halt loss of Aboriginal languages (fwd link) Message-ID: Wednesday, 27th October 2010 Australia tries to halt loss of Aboriginal languages Marie Le Moel, AFP AUS Lorraine Injie smiles as she remembers the rich patchwork of Aboriginal languages used during her childhood in Australia?s remote Pilbara region. ?In my community, it was common to speak 10 languages. Speaking three wasn?t that impressive,? she says. However, use of native tongues has declined at an alarming rate, from hundreds just 200 years ago ? the time of European settlement ? to about 20 now. ?There would be less than 50 speakers of Banyjima, less than 10 still speaking Yinhawangka. As it was forbidden to use our own languages, they have disappeared. It is very upsetting,? Ms Injie says. Access full article below: http://www.timesofmalta.com/articles/view/20101027/world-news/australia-tries-to-halt-loss-of-aboriginal-languages From rtroike at EMAIL.ARIZONA.EDU Sun Oct 31 04:02:44 2010 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Sat, 30 Oct 2010 21:02:44 -0700 Subject: Tools for linguistic anthropology Message-ID: Date: Fri, 29 Oct 2010 15:46:23 -0600 From: Leila Monaghan Subject: Announcing a new SLA resource site on tools for Linguistic Anthropologists We are very pleased to announce the first of a series of new resource sites, "Tools for Linguistic Anthropologists", a blog and archive for the latest information about audio, video, and other tools we use in our field: http://kit.linguisticanthropology.org/about/ The site currently includes articles by Mark Sicoli and Robin Shoaps and links to useful websites from Bartek Plitchta, Andy Kovolos, and the American Folklife Center. More articles and suggestions for links are very welcome. We are particularly interested in pieces talking about how you use particular equipment in the field. See Mark Sicoli's piece on Video Recording for an example of what we have on offer. http://kit.linguisticanthropology.org/2010/10/28/video-recording/ We will be posting a permanent link to this site on the official SLA Website under Resource tab shortly. all best, Leila and Alex -- Leila Monaghan, PhD Department of Anthropology University of Wyoming Laramie, Wyoming LINGANTH at LISTSERV.LINGUISTLIST.ORG