From andrekar at NCIDC.ORG Tue Mar 1 22:28:48 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 1 Mar 2011 14:28:48 -0800 Subject: Native Language & Tecnology (event) Message-ID: A non-text attachment was scrubbed... Name: NativeLanguage&Technology.pdf Type: application/pdf Size: 267741 bytes Desc: not available URL: From bischoff.st at GMAIL.COM Wed Mar 2 15:49:48 2011 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 2 Mar 2011 10:49:48 -0500 Subject: collecting data online Message-ID: Hi all, We are still collecting data for the two surveys explained below...your help is greatly appreciated. Thanks, Shannon Please forward We are conducting two surveys about endangered languages. One is regarding language use. The other is regarding the relationship between language and technology. Please take a few minutes to visit our website http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html and take the short surveys (10 questions each). Each survey should take 10 to 20 minutes to complete. The surveys are in Spanish and English. Please note participation is voluntary. Participants must be 18 years old. If you have any questions please contact Shannon Bischoff at bischoff [dot] st [at] gmail [dot] com or Rosita Rivera at rositalisa [dot] rivera [at] gmail [dot ] com or Kimberly Santiago at kimberly [dot] santiago [at] upr [dot] edu. The surveys will be available indefinitely, and results will be added to the website periodically. Thank you for your time. Estamos administrando dos encuestas acerca de lenguajes en peligro de extinci?n. Uno es relacionado al uso del idioma. El otro es acerca de la relaci?n entre el uso del lenguaje y la tecnolog?a. Por favor, tome unos minutos para visitar nuestro sitio en el web http://users.ipfw.edu/bischofs/ling/langsurvey/survey1homespn.html y conteste la encuesta (10 preguntas cada una). Cada encuesta debe tomar unos 10 a 20 minutos para completar. Las encuestas est?n disponibles en espa?ol y en ingl?s. Su participaci?n es voluntaria. Los participantes deben ser mayor de 18 a?os. Si tiene alguna pregunta relacionada con la encuesta, por favor, contacte a Shannon Bischoff a bischoff [dot] st [at] gmail [dot] com o a Rosita L. Rivera a rositalisa [dot] rivera [at] gmail [dot ] com o a Kimberly Santiago a kimberly [dot] santiago [at] upr [dot] edu. Gracias por su tiempo -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 2 17:50:41 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 2 Mar 2011 10:50:41 -0700 Subject: Language Diversity Index Tracks Global Loss of Mother Tongues (fwd link) Message-ID: Language Diversity Index Tracks Global Loss of Mother Tongues Posted on March 1, 2011 USA "For the past several years, we had been hearing anecdotal reports about endangered languages--how we're losing languages by the day, how we may lose 50-90 percent of languages before the end of the century. But nobody had any reliable quantitative data to corroborate these claims," says Luisa Maffi, co-founder and director of Terralingua, an international NGO devoted to sustaining the biocultural diversity of life through research, education, policy, and on-the-ground work. "But now a new Index of Linguistic Diversity (ILD), the first of its kind, shows quantitatively, for the first time, what's really happening with the world's languages," Maffi adds. "The ILD shows in quantitatively rigorous ways what the trends have been over the past 30 years in the numbers of mother-tongue speakers of the world's languages--and the news is not good: an overall decline of more than 20 percent in that period alone." Access full article below: http://blogs.nationalgeographic.com/blogs/news/chiefeditor/2011/03/language-diversity-index-tracks-global-loss-of-mother-tongues.html From cashcash at EMAIL.ARIZONA.EDU Thu Mar 3 20:40:35 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 13:40:35 -0700 Subject: Aboriginal Languages Month (fwd) Message-ID: Aboriginal Languages Month by: Government of the Northwest Territories | Mar 2nd, 2011 During Aboriginal Languages Month, residents across the Northwest Territories are encouraged to celebrate our Aboriginal languages and culture by spending time with elders and participating in community events. Languages are about identity who we are and how we understand and interact with each other, says Minister of Education, Culture and Employment (ECE), Jackson Lafferty. Promoting Aboriginal languages encourages the promotion of healthy lifestyles, and family and cultural values. In 1993, the Assembly of First Nations declared the month of March as Aboriginal Languages Month. Since then, March is a time when Northwest Territories residents celebrate and reflect on the importance of language and culture in their lives. In addition to celebrating Aboriginal Languages in March, ECE is developing a full implementation plan for the Aboriginal Languages Strategy. The Strategy, Northwest Territories Aboriginal Languages Plan A Shared Responsibility, outlines a strategy to strengthen peoples understanding of Aboriginal languages, encourages people to use their languages and establishes practical approaches to deliver government services in Aboriginal languages. The implementation plan will outline timeframes and give more detail to the actions and outcomes proposed in the Strategy. For more information, contact: Amy Doerksen Manager, Public Affairs Education, Culture and Employment Telephone: (867) 920-6222 Email: amy_doerksen at gov.nt.ca From cashcash at EMAIL.ARIZONA.EDU Fri Mar 4 06:42:14 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 23:42:14 -0700 Subject: Bringing language to life (fwd link) Message-ID: Bringing language to life Kira Curtis Northern News Services Published Thursday, March 3, 2011 INUVIK - Barbara Memogana walked into Aurora College in Inuvik Tuesday afternoon accompanied by her pack of sun-kissed Aboriginal Language and Cultural Instructor students. The group of students spent the crisp, sunny Tuesday out on the land, learning to set snares, light dry willow fires and eating caribou stew. This is Memogana's first year teaching the diploma program, but over the years she assisted her predecessor, Liz Hansen. She walks into her classroom answering questions with such confidence it's like she's an old hand at this. Access full article below: http://nnsl.com/northern-news-services/stories/papers/mar3_11lan.html From cashcash at EMAIL.ARIZONA.EDU Fri Mar 4 06:43:59 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 23:43:59 -0700 Subject: The soon to be lost languages of our Indigenous cultures (fwd link) Message-ID: 4 March, 2011 12:04PM ACDT The soon to be lost languages of our Indigenous cultures By Brett Williamson AUS With the disappearance of many Indigenous languages in South Australia a current threat, a group of Univeristy of Adelaide researchers have spent the past five years investigating how the languages could be preserved. Access full article below: http://www.abc.net.au/local/stories/2011/03/04/3155189.htm From cashcash at EMAIL.ARIZONA.EDU Mon Mar 7 21:37:15 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 7 Mar 2011 14:37:15 -0700 Subject: Fwd: Endangered Languages Program 2011 In-Reply-To: Message-ID: fyi ILAT ---------- Forwarded message ---------- From: Mariyam Medovaya Date: Mon, Mar 7, 2011 at 2:03 PM Subject: Endangered Languages Program 2011 To: mariyamsacredearth at gmail.com Greetings, Endangered Languages Program is pleased to announce its continuation into the fourth year! Endangered Languages Program aims to support preservation and revival of those indigenous languages which are threatened with extinction and which are vital to indigenous cultures of Siberia and North/Central America. One of the components of the Program is financial assistance to projects working towards these goals. ELP was initiated in 2008 by Sacred Earth Network, but since then has moved under the umbrella of EarthAction Network (EAN), 501(c). You will find the call for proposals to 2011 Program's grants in the attachment. The deadline for electronic submission of proposals is May 16, 2011. We are very much hoping for your assistance in dissemination of this information among interested organizations and individuals. Both active projects and new initiatives are welcome to apply to the Program. We will be extremely grateful for your help in spreading the word about the Program. Perhaps, you could post our announcement in one of your newsletters or on the website? Please address inquiries about the Endangered Languages Program to the Program's Coordinator, Mariyam Medovaya, at mariyamsacredearth at gmail.com Again, we are grateful in advance for your assistance in helping us reach out to interested individuals and organizations who might benefit from the Program. With best regards, Mariyam Medovaya Coordinator of the Endangered Languages Program (ELP) EarthAction Network, Amherst, MA, USA Email: mariyamsacredearth at gmail.com Website: www.earthaction.org/endangered-languages-program.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Request for Proposals to Endangered Languages Program.rtf Type: application/rtf Size: 17369 bytes Desc: not available URL: From klokeid at UVIC.CA Mon Mar 7 21:49:15 2011 From: klokeid at UVIC.CA (Terry J. Klokeid) Date: Mon, 7 Mar 2011 13:49:15 -0800 Subject: Fwd: Endangered Languages Program 2011 In-Reply-To: Message-ID: From the website: "Grant requests range from roughly $500 to a maximum of $3000. " On 07-03-2011, at 1:37 pm, Phillip E Cash Cash wrote: > fyi > > ILAT > ---------- Forwarded message ---------- > From: Mariyam Medovaya > Date: Mon, Mar 7, 2011 at 2:03 PM > Subject: Endangered Languages Program 2011 > To: mariyamsacredearth at gmail.com > > > Greetings, > > Endangered Languages Program is pleased to announce its continuation > into the fourth year! > > Endangered Languages Program aims to support preservation and revival > of those indigenous languages which are threatened with extinction and > which are vital to indigenous cultures of Siberia and North/Central > America. One of the components of the Program is financial assistance > to projects working towards these goals. > > ELP was initiated in 2008 by Sacred Earth Network, but since then has > moved under the umbrella of EarthAction Network (EAN), 501(c). > > You will find the call for proposals to 2011 Program's grants in the > attachment. The deadline for electronic submission of proposals is May > 16, 2011. > > We are very much hoping for your assistance in dissemination of this > information among interested organizations and individuals. Both > active projects and new initiatives are welcome to apply to the > Program. We will be extremely grateful for your help in spreading the > word about the Program. Perhaps, you could post our announcement in > one of your newsletters or on the website? > > Please address inquiries about the Endangered Languages Program to the > Program's Coordinator, Mariyam Medovaya, at > mariyamsacredearth at gmail.com > > Again, we are grateful in advance for your assistance in helping us > reach out to interested individuals and organizations who might > benefit from the Program. > > With best regards, > > Mariyam Medovaya > Coordinator of the Endangered Languages Program (ELP) > EarthAction Network, Amherst, MA, USA > > Email: mariyamsacredearth at gmail.com > Website: www.earthaction.org/endangered-languages-program.html > Terry J. Klokeid klokeid at uvic.ca From rtroike at EMAIL.ARIZONA.EDU Wed Mar 9 18:22:56 2011 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 9 Mar 2011 11:22:56 -0700 Subject: Developing Wikipedias in indigenous languages of Mexico Message-ID: Date: Wed, 9 Mar 2011 09:15:09 -0700 From: Leigh Thelmadatter I'm involved with a project among Wikimedia México, Red Nacional de Jóvenes Indígenas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropología e Historía (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come up with a writing system, as many do not have a standard and many, like Mixteco, have a number of dialects. Anyone who might be interested in this project are welcome to look at Wikimedia México's page at http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 Or feel free to contact me. There's a very good chance we will need some expert linguistic advice! Leigh -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Thu Mar 10 02:04:31 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Wed, 9 Mar 2011 18:04:31 -0800 Subject: Learn Ojibwe Online (language) Message-ID: Our Mission: to provide the language to all who wish to learn and regain it!: http://www.loolounge.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Thu Mar 10 22:32:33 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 10 Mar 2011 14:32:33 -0800 Subject: Survey Request Message-ID: Survey input request: We are conducting two surveys about endangered languages. One is regarding language use. The other is regarding the relationship between language and technology. Please take a few minutes to visit our website http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html and take the short surveys (10 questions each). Each survey should take 10 to 15 minutes to complete. The surveys are in Spanish and English. Please note participation is voluntary. Participants must be 18 years old. If you have any questions please contact Shannon Bischoff at bischoff [dot] st [at] gmail [dot] com or Rosita Rivera at rositalisa [dot] rivera [at] gmail [dot ] com or Kimberly Santiago at kimberly [dot] santiago [at] upr [dot] edu. The surveys will be available indefinitely, and results will be added to the website periodically. Thank you for your time. Súva Nik /So Long, See You Later André Cramblit, Operations Director Northern California Indian Development Council (NCIDC) (http://www.ncidc.org) 707.445.8451 To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: pastedGraphic.tiff Type: image/tiff Size: 6940 bytes Desc: not available URL: From neskiem at GMAIL.COM Fri Mar 11 06:38:55 2011 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Thu, 10 Mar 2011 22:38:55 -0800 Subject: Developing Wikipedias in indigenous languages of Mexico In-Reply-To: <20110309112256.co0084scw8cc8ogo@www.email.arizona.edu> Message-ID: Weytk, Wikipedia is a great place to put knowledge that you want the world to know, and it is 100% localizable into any language. On a related note. There is this wikipedia page that lists all of the language regulators http://en.wikipedia.org/wiki/List_of_language_regulators I saw that the Secwepemc Language Authority wasn't on there, so I put it on there. I would suggest someone take some time to add your language authority to the list. =) On Wed, Mar 9, 2011 at 10:22 AM, Rudy Troike wrote: > > Date: Wed, 9 Mar 2011 09:15:09 -0700 > From: Leigh Thelmadatter > > I'm involved with a project among Wikimedia México, Red Nacional de Jóvenes > Indígenas, ed de Comunicadores Boca de Polen and the Escuela Nacional de > Antropología e Historía (affiliated with INAH) to develop and promote the > creation and maintenance of Wikipedias in the various indigenous languages of > this country. We have an informal agreement with the Instituto Nacional de > Lenguas Indigenas, but are working on formalizing it. Essentially, it will > involve not only training and encouraging speakers of these languages to > write articles, but also to develop keyboards, operating systems and > interfaces with Wikipedia in the target languages. For most of the languages, > the first main challenge is to come up with a writing system, as many do not > have a standard and many, like Mixteco, have a number of dialects. > > Anyone who might be interested in this project are welcome to look at > Wikimedia México's page at > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico  and especially the > minutes of the last meeting on 4 March here > (in Spanish) > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. There's a very good chance we will need some > expert linguistic advice! > > Leigh > > > Darn! The organization is not involved with indigenous languages in Mexico.  Im involved with a project among Wikimedia México, Red Nacional de Jóvenes Indígenas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropología e Historía (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come  up with a writing system, as many do not have a standard and many, like Mixteca, have a lot of dialects. > > Anyone who might be interested in this project are welcome to look at Wikimedia México's page at  http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico  and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. Theres a very good chance we will need some expert linguistic advice! > > Leigh > >> Date: Tue, 8 Mar 2011 22:00:04 -0700 >> From: rtroike at EMAIL.ARIZONA.EDU >> Subject: Foundation for Endangered Languages newsletter >> To: UAESL-L at LISTSERV.ARIZONA.EDU >> >> Click on this link: >> >> http://www.ogmios.org/ogmios/Ogmios_043.pdf > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From Andrekar at NCIDC.ORG Fri Mar 11 19:38:23 2011 From: Andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 11 Mar 2011 11:38:23 -0800 Subject: Learn the Basics of Language Immersion Programs (event/language) Message-ID: Indian Country Today: http://tinyurl.com/4dymmb3 A three-day workshop—Immersion A-Z: Essential Basics for Language Immersion Programs—will be held June 29 to July 1 at the University of Arizona, College of Education Building in Tucson, Arizona for those planning and starting immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts including at home, in the community, at day care centers, at preschool and head start and at schools. “Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program,” according to a press release. The registration deadline is April 15 and forms are available online through the Indigenous Language Institute. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Rrlapier at AOL.COM Fri Mar 11 22:29:00 2011 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Fri, 11 Mar 2011 17:29:00 EST Subject: Climate Change, Indigenous Peoples and Adaptation Symp... Message-ID: Hello Everyone, Please check out the website at _http://indigenousideas.org_ (http://indigenousideas.org/) ... * _Home_ (http://indigenousideas.org/index.html) * _Speakers_ (http://indigenousideas.org/speakers.html) * _Agenda_ (http://indigenousideas.org/agenda.html) * _UM Campus_ (http://www.umt.edu/home/Map/) * _Lodging_ (http://indigenousideas.org/lodging.html) * _Contact_ (mailto:migizee at yahoo.com) Climate Change, Indigenous Peoples and Adaptation Symposium Announcement Saturday, April 30, 2011 UC Theatre, University of Montana campus Hosted by the Numerical Terradynamic Simulation Group (NTSG) Overview The CCIPA Symposium is a blend of Indigenous ecological knowledge and the most current voices in climate change research. The discussions will focus on climate change impacts and adaptation strategies, both environmental and cultural, for indigenous communities in the northern hemisphere. Speakers include: Dr. Steven Running (U. of Montana), Dr. Daniel Wildcat (Haskell Indian Nations University), Dr. Nancy Maynard (NASA Goddard Space Flight Center), Dr. Leroy Littlebear (University of Lethbridge), Dr. Margaret Hiza-Redsteer (U.S. Geological Survey) and the Honorable Elizabeth Kronk (U. of Montana). Website for Symposium: _http://indigenousideas.org_ (http://indigenousideas.org/) * (http://www.ntsg.umt.edu/) * (http://aianclimatechange.com/index.html) * (http://www.cfc.umt.edu/) * (http://www.mtnsfepscor.org/) * (http://www.umt.edu/future.aspx) * (http://www.nasa.gov/) Point of contact: Michael Price, Graduate Student, NTSG, College of Forestry & Conservation, University of Montana. 406-544-9391 or _migizee at yahoo.com_ (mailto:migizee at yahoo.com) © 2011 CCIPA -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ntsg_web.jpg Type: image/jpeg Size: 12509 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: AIANCCWGweb.jpg Type: image/jpeg Size: 7915 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... 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If there are strong national and language community groups to back it up, then that works in your favor. In addition there may be an uphill struggle with Wikimedia if an effort falters. My impression from discussions about African language Wikipedias is that there is a line of thinking among some that it is better to delete Wikipedia editions that are showing no activity than to outreach to try to encourage activity. The case of most African language Wikipedias (dubbed at one point "Afrophone wikis") is somewhat different than that of most indigenous languages of, say, the Americas, but the issues encountered by them and views expressed about their development may be of interest - see the Afrophonewikis Yahoogroup (via yahoo.com - I don't have the URL handy). HTH Don Sent from my Verizon Wireless BlackBerry -----Original Message----- From: Neskie Manuel Sender: Indigenous Languages and Technology Date: Thu, 10 Mar 2011 22:38:55 To: Reply-To: Indigenous Languages and Technology Subject: Re: [ILAT] Developing Wikipedias in indigenous languages of Mexico Weytk, Wikipedia is a great place to put knowledge that you want the world to know, and it is 100% localizable into any language. On a related note. There is this wikipedia page that lists all of the language regulators http://en.wikipedia.org/wiki/List_of_language_regulators I saw that the Secwepemc Language Authority wasn't on there, so I put it on there. I would suggest someone take some time to add your language authority to the list. =) On Wed, Mar 9, 2011 at 10:22 AM, Rudy Troike wrote: > > Date: Wed, 9 Mar 2011 09:15:09 -0700 > From: Leigh Thelmadatter > > I'm involved with a project among Wikimedia México, Red Nacional de Jóvenes > Indígenas, ed de Comunicadores Boca de Polen and the Escuela Nacional de > Antropología e Historía (affiliated with INAH) to develop and promote the > creation and maintenance of Wikipedias in the various indigenous languages of > this country. We have an informal agreement with the Instituto Nacional de > Lenguas Indigenas, but are working on formalizing it. Essentially, it will > involve not only training and encouraging speakers of these languages to > write articles, but also to develop keyboards, operating systems and > interfaces with Wikipedia in the target languages. For most of the languages, > the first main challenge is to come up with a writing system, as many do not > have a standard and many, like Mixteco, have a number of dialects. > > Anyone who might be interested in this project are welcome to look at > Wikimedia México's page at > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico  and especially the > minutes of the last meeting on 4 March here > (in Spanish) > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. There's a very good chance we will need some > expert linguistic advice! > > Leigh > > > Darn! The organization is not involved with indigenous languages in Mexico.  Im involved with a project among Wikimedia México, Red Nacional de Jóvenes Indígenas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropología e Historía (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come  up with a writing system, as many do not have a standard and many, like Mixteca, have a lot of dialects. > > Anyone who might be interested in this project are welcome to look at Wikimedia México's page at  http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico  and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. Theres a very good chance we will need some expert linguistic advice! > > Leigh > >> Date: Tue, 8 Mar 2011 22:00:04 -0700 >> From: rtroike at EMAIL.ARIZONA.EDU >> Subject: Foundation for Endangered Languages newsletter >> To: UAESL-L at LISTSERV.ARIZONA.EDU >> >> Click on this link: >> >> http://www.ogmios.org/ogmios/Ogmios_043.pdf > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From andrekar at NCIDC.ORG Mon Mar 14 00:28:21 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sun, 13 Mar 2011 17:28:21 -0700 Subject: Learn Inuit (language) Message-ID: Learn Online the Inuit Language (and its dialects): http://www.tusaalanga.ca Tusaalanga translates as “Let’s me hear it!”. Stephane Cloutier Iqaluit, Nunavut -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:06:16 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:06:16 -0700 Subject: Languages at verge of extinction: UNESCO (fwd link) Message-ID: Languages at verge of extinction: UNESCO ISLAMABAD, Mar 15 (APP): Around 27 languages spoken in Northern Areas, Kashmir, Khyber Pakhtunkhwa and surrounding border areas of Pakistan are facing extinction, said a UNESCO report.The report revealed that language is the source of communication, education and progress and their extinction discontinue the transfer of social values to the coming generation and eventually the language are declared as dead languages.In Pakistan, Punjabi has the highest number of speakers which are 48 percent of the total population. However, Sindhi language is spoken by 12 per cent, Pashto and Urdu 8 per cent, Balochi 3 per cent, Hindko 2 per cent and Barohi 1 per cent. Access full article below: http://app.com.pk/en_/index.php?option=com_content&task=view&id=133792&Itemid=2 From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:12:50 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:12:50 -0700 Subject: Fluent in Cherokee, man hopes app will help keep language alive (fwd link) Message-ID: March 14, 2011 Fluent in Cherokee, man hopes app will help keep language alive By Keith Purtell Phoenix Staff Writer Harry Oohsawee hopes the latest technology will offer a new way to prevent the Cherokee language from dying off. Oohsawee, fluent in Cherokee, contributed his voice and image to a company that specializes in applications that are intended to revitalize Native American languages. Don Thornton, president of Thornton Media in Las Vegas, Nev., made several trips to Tahlequah to work with Oohsawee an instructor in the Cherokee Language Education Program at Northeastern State University. The app, “Writing Cherokee 1.1,” was in development for two years before its recent release. It works on iPhone (OS 4.2 or later, 19.7 MB), iPod touch, and iPad (21.6 MB). There’s a large potential market: The 2000 U.S. Census (latest statistics) showed at least 729,533 people who were full-blood Cherokee or Cherokee mixed with another tribe. Access full article below: http://muskogeephoenix.com/local/x449492606/Fluent-in-Cherokee-man-hopes-app-will-help-keep-language-alive From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:14:35 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:14:35 -0700 Subject: Alutiiq speakers gather to discuss future of language (fwd link) Message-ID: Alutiiq speakers gather to discuss future of language Article published on Monday, March 14th, 2011 By WES HANNA Mirror Writer About half of the remaining Kodiak Alutiiq language speakers gathered Thursday along with Alutiiq language learners and partner organizations to discuss current and future projects to keep the language alive and thriving for future generations. The Alutiiq Language Summit was also an opportunity to reflect on what has been accomplished in the course of the Alutiiq Museum’s Living Words project, funded for the past four years by a grant from the National Science Foundation. Grant funding will end in June. Access full article below: http://www.kodiakdailymirror.com/?pid=19&id=9666 From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:17:07 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:17:07 -0700 Subject: Cherokee language classes help keep tradition alive (fwd link) Message-ID: Cherokee language classes help keep tradition alive By CLARE HOWARD Journal Star Posted Mar 13, 2011 @ 11:55 PM EAST PEORIA — America's first languages are dying. The Rev. Dan Lybarger understands that loss would mean more than merely words. It would mean the loss of a process of thinking and understanding that evolved over thousands of years as native people learned to survive and make sense of a changing and often harsh environment. Preserving native languages and evolutionary knowledge are intertwined. The work of preservation is pursued on Tuesday nights in Lybarger's church in East Peoria with a little flute music, storytelling and word repetition. Access full article below: http://www.pjstar.com/features/x617854578/Cherokee-language-classes-help-keep-tradition-alive From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:21:12 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:21:12 -0700 Subject: Students, faculty learn to speak the Lakota language (fwd link) Message-ID: Students, faculty learn to speak the Lakota language Course seen as way to save endangered languages By Molly Marcot Sunday, March 13, 2011 A lack of a Native American studies program at this university hasn't stopped some students from learning the Lakota language. "Learn how to spit out a loogie," William Underbaggage told students yesterday afternoon, describing how to pronounce "tunkashila" — or grandfather — in the proper guttural method. A group of about a half-dozen students and faculty members gathered in the Armory as the fifth of 10 lessons on Lakota language and culture from Underbaggage, a member of the South Dakota-based Native American nation. "It's more about learning words and customs and philosophies and culture," said Xenia Strunnikova, a senior finance major who attended yesterday's class. "It's not about being fluent in the language; it's about understanding." Access full article below: http://www.diamondbackonline.com/news/students-faculty-learn-to-speak-the-lakota-language-1.2106242 From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 18:31:17 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 11:31:17 -0700 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) Message-ID: Mexican Indian Language Appears Headed for Extinction By Helena Lozano MEXICO CITY – Ayapaneco, one of the 364 Indian languages spoken in Mexico, appears headed for extinction because its last two speakers refuse to communicate with each other due to a long-running feud. Manuel Segovia and Isidro Velazquez are the last surviving speakers of the language, which has its roots in Jalpa de Mendez, a town in the southern state of Tabasco. The two elderly men live in the small community of Ayapan, but they have not spoken to each other in years even though their houses are only about 500 meters (some 1,600 feet) apart. The source of the feud between the 75-year-old Segovia and the 69-year-old Velazquez is not known. Access full article below: http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Mar 16 19:19:13 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 16 Mar 2011 15:19:13 -0400 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) In-Reply-To: Message-ID: It has to have been a young woman...they are so, so pretty and so feminine but strong....lol _______ wahjeh rolland nadjiwon From: Phillip E Cash Cash Sent: Wednesday, March 16, 2011 2:31 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Mexican Indian Language Appears Headed for Extinction (fwd link) Mexican Indian Language Appears Headed for Extinction By Helena Lozano MEXICO CITY – Ayapaneco, one of the 364 Indian languages spoken in Mexico, appears headed for extinction because its last two speakers refuse to communicate with each other due to a long-running feud. Manuel Segovia and Isidro Velazquez are the last surviving speakers of the language, which has its roots in Jalpa de Mendez, a town in the southern state of Tabasco. The two elderly men live in the small community of Ayapan, but they have not spoken to each other in years even though their houses are only about 500 meters (some 1,600 feet) apart. The source of the feud between the 75-year-old Segovia and the 69-year-old Velazquez is not known. Access full article below: http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: 03/15/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 20:01:00 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 13:01:00 -0700 Subject: The birth of a word Message-ID: tá’c haláXp, (good day!) Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 21:21:17 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 14:21:17 -0700 Subject: CFP: 18th Stabilizing Indigenous Languages Symposium Message-ID: * CALL FOR PROPOSALS 18th Stabilizing Indigenous Languages Symposium* We invite you to submit a proposal that will fit in one of four venues: paper presentations, workshops, poster sessions, panel sessions, and videos. The symposium committee will select proposals that focus on language documentation, revitalization, maintenance, methodology, research, practices, and teaching which address and/or incorporate the theme of this year’s conference: *Language and Community: Building Collaboration in Revitalization Work.* We are especially seeking presentations that inform and educate Symposium participants on the best practices in language revitalization/maintenance (rather than presentations which primarily promote a specific company, product, service, or solution). Paper presentations will be 45 minutes long (30 minute papers with 15 minutes for questions). Workshops will be in 90 minute sessions and panels in 60 minute blocks. *Important Dates * - Complete proposals must be received *no later than April 8, 2010* by 5:00 pm MST. - The committee will contact you on or before April 15, 2011 to let you know if your proposal has been selected for presentation at the Symposium. All decisions are final. * **Symposium proposals should include the following: * - Name of the person(s) who will be part of the session - Affiliation (tribe, nation, organization, etc.) - Title and description of the session – up to *500 words* - Audio, visual, computer needs – **please note, we may not be able to provide laptop computers* - Type of session (panel session, paper, poster session, presentation, workshop) - Length of session (45, 60, 90 minutes) - Presenter(s) profile(s) – on a separate page please include the following information about each presenter in your proposal: name, title (if applicable), affiliation (tribe, nation, organization, university, etc.), contact information (including email and phone number), and a biography of no more than 100 words per presenter. - Also, please indicate if you are willing to make your handouts digitally available before and/or after the SILS *Please submit your session proposal information by email to:* * 2011SILS at gmail.com * * * *For updated conference information, please visit the SILS 2011 website at: http://linggraduate.unm.edu/SILS/ * * * * * -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949 at GMAIL.COM Thu Mar 17 14:57:29 2011 From: wleman1949 at GMAIL.COM (Wayne Leman) Date: Thu, 17 Mar 2011 07:57:29 -0700 Subject: The birth of a word In-Reply-To: Message-ID: Wow, what a wonderful study. Thank you for letting us know about it, Phil. I have forwarded the link to to my Facebook page. Wayne ----- Wayne Leman Ninilchik Russian: http://ninilchik.noadsfree.com Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Mar 17 18:02:17 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 17 Mar 2011 14:02:17 -0400 Subject: The birth of a word In-Reply-To: Message-ID: Thank you Phillip...it is an excellent video. I will be watching this one a few times and thinking about it more. _______ wahjeh rolland nadjiwon From: Phillip E Cash Cash Sent: Wednesday, March 16, 2011 4:01 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] The birth of a word tá’c haláXp, (good day!) Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: 03/15/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Mar 17 18:40:47 2011 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 17 Mar 2011 11:40:47 -0700 Subject: Response to Deb Roy's study Message-ID: A comment from Rex Sprouse ( in italics and posted elsewhere) is worth considering in this context. * Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a word with the first (or with the consistent?) production of an adult-like pronunciation of the word. However, words are much more complex mental objects, relating an abstract representation of sound, grammatical category (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic features, etc. No matter how sophisticated the technology used for recording the child's speech, data about production alone can tell us about only one (and I must say, for me, the least interesting) aspect of this cognitively complex process.* ** * On a broader level, what I found disappointing about the talk is that it was difficult to identify anything like a clear research question behind the collection of massive amounts of data. This is a very central and very divisive matter within current linguistics: Recent technology has made it easier to amass huge amounts of linguistic data. However, in the absent of theoretically motivated research questions, it is difficult for me to buy into the notion that this represents genuine progress. *-My thoughts: What I find interesting, considering the ILAT audience, is how very little we still know about language acquisition (first and second) in the context of revitalization. I would like to know about any targeted research studies that would be aimed at better understanding the process. We have teaching methods (immersion, Master-Apprentice) which we all know are working in some contexts -- but how, specifically? And, what might we learn from more focused studies, that raise clear questions, which actually might improve or help us better understand what it takes to help people learn in non-traditional, less formal, contexts? Just trying to wrap my thoughts around all of this... S.- ********************************************************************************************** *Susan D. Penfield, Ph.D. * Research Coordinator, Center for Educational Resources in Culture, Language and Literacy (CERCLL), Faculty affiliate in English, Linguistics, Language, Reading and Culture Second Language Acquisition and Teaching Ph.D. Program (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: From resa.bizzaro at IUP.EDU Thu Mar 17 20:03:41 2011 From: resa.bizzaro at IUP.EDU (Resa C Bizzaro) Date: Thu, 17 Mar 2011 16:03:41 -0400 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) In-Reply-To: <79B057C0290A43B1A6D1D5565B17FD60@RolandHP> Message-ID: Hi, all. I wondered if the feud was like the Hatfield/McCoy one--over the "alleged theft of a pig ...." Resa On Wed, 16 Mar 2011 15:19:13 -0400 Rolland Nadjiwon wrote: > It has to have been a young woman...they are so, so pretty and so >feminine but strong....lol > > _______ > wahjeh > rolland nadjiwon > > >From: Phillip E Cash Cash > Sent: Wednesday, March 16, 2011 2:31 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Mexican Indian Language Appears Headed for >Extinction (fwd link) > > Mexican Indian Language Appears Headed for Extinction > > By Helena Lozano > > MEXICO CITY – Ayapaneco, one of the 364 Indian languages spoken in >Mexico, appears headed for extinction because its last two speakers >refuse to communicate with each other due to a long-running feud. > > Manuel Segovia and Isidro Velazquez are the last surviving speakers >of the language, which has its roots in Jalpa de Mendez, a town in >the southern state of Tabasco. > > The two elderly men live in the small community of Ayapan, but they >have not spoken to each other in years even though their houses are >only about 500 meters (some 1,600 feet) apart. > > The source of the feud between the 75-year-old Segovia and the >69-year-old Velazquez is not known. > > Access full article below: > http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 > > > -------------------------------------------------------------------------------- > > -------------------------------------------------------------------------------- > > No virus found in this message. > Checked by AVG - www.avg.com > Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: >03/15/11 From neskiem at GMAIL.COM Thu Mar 17 21:46:00 2011 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Thu, 17 Mar 2011 14:46:00 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > >      Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the   word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > >        On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive     amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second)  in > the context of revitalization. >  I would like to know about any targeted research studies that would be > aimed at better understanding the process.  We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically?  And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English,  Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From deanna.kingston at OREGONSTATE.EDU Fri Mar 18 16:51:53 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Fri, 18 Mar 2011 09:51:53 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the Iñupiaq to elders in my community (King Island Iñupiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From chimiskwew at HOTMAIL.COM Fri Mar 18 17:22:28 2011 From: chimiskwew at HOTMAIL.COM (Cathy's hotmail account) Date: Fri, 18 Mar 2011 11:22:28 -0600 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Re: [ILAT] Response to Deb Roy's studyI agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the Iñupiaq to elders in my community (King Island Iñupiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From deanna.kingston at OREGONSTATE.EDU Fri Mar 18 18:24:37 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Fri, 18 Mar 2011 11:24:37 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Thank you for your comment, Cathy! I also just got to thinking that Deb's other point was that they were able to map the physical location in which learning took place. "Water" was centered in the kitchen while "bye" occurred at the door. This makes a case for teaching a language in situ - i.e., if you are learning words about picking greens on the tundra, then you should be out in the tundra. If you are learning words for skinning a seal, then you should be skinning a seal. This might be the basis for increased funding for language camps out on the landscape, which can and should take place year-round. A classroom is an impersonal, not as socially or culturally significant, place to learn. Again, this may already be in the literature . . . Thanks, Deanna On 3/18/11 10:22 AM, "Cathy's hotmail account" wrote: I agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the Iñupiaq to elders in my community (King Island Iñupiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From chimiskwew at HOTMAIL.COM Fri Mar 18 18:51:00 2011 From: chimiskwew at HOTMAIL.COM (Cathy's hotmail account) Date: Fri, 18 Mar 2011 12:51:00 -0600 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Re: [ILAT] Response to Deb Roy's studymy husband describes context based language learning as an emotional process. When you "feel" the language, then it's yours! So context along with a word forms an emotion of some kind, it means something to you! We have a memory with all of the words we know and everytime we hear them, that memory is there and so does the meaning we associate with it. We become hard-wired that way! From: Kingston, Deanna Sent: Friday, March 18, 2011 12:24 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Thank you for your comment, Cathy! I also just got to thinking that Deb's other point was that they were able to map the physical location in which learning took place. "Water" was centered in the kitchen while "bye" occurred at the door. This makes a case for teaching a language in situ - i.e., if you are learning words about picking greens on the tundra, then you should be out in the tundra. If you are learning words for skinning a seal, then you should be skinning a seal. This might be the basis for increased funding for language camps out on the landscape, which can and should take place year-round. A classroom is an impersonal, not as socially or culturally significant, place to learn. Again, this may already be in the literature . . . Thanks, Deanna On 3/18/11 10:22 AM, "Cathy's hotmail account" wrote: I agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the Iñupiaq to elders in my community (King Island Iñupiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 18 19:45:19 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 18 Mar 2011 12:45:19 -0700 Subject: Dying tongues (fwd link) Message-ID: Dying tongues 3/17/2011 Latin American Press Migration, industry and discrimination endanger indigenous languages and cultural heritage. Half of the 6,000 languages spoken on Earth are facing extinction, according to the United Nations Educational, Scientific and Cultural Organization, UNESCO. Hundreds of indigenous languages across Latin America could die out — some within a generation — as migration, industry, encroachment on native lands and cultural integration continues on an ever-increasing scale. Endangered languages include Quechua — spoken up and down the Andes and the most widely spoken indigenous language of South America — Mapuche in Chile and Argentina, Garifuna in Honduras, K´iche Maya in Guatemala and scores of languages in the Amazon basin, according to UNESCO´s Atlas of the World´s Languages in Danger. In southern Costa Rica, only 57 people speak Teribe, mostly village elders. Access full article below: http://lapress.org/articles.asp?art=6331 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Fri Mar 18 21:48:38 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Fri, 18 Mar 2011 16:48:38 -0500 Subject: Indigenous languages on twitter Message-ID: Dia dhaoibh, I just created a new site which shows who is using Twitter in a number of indigenous and minority languages around the world: http://indigenoustweets.com/ I'm hoping it provides a way for small language groups to connect online. I also started a blog to go along with it: http://indigenoustweets.blogspot.com/ For the blog, I'm planning on interviewing people who are using technology and social media for language revitalization. Please contact me if that describes you, especially if you use twitter in your language! Kevin From cashcash at EMAIL.ARIZONA.EDU Fri Mar 18 22:44:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 18 Mar 2011 15:44:56 -0700 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Awesome work Kevin! This is much needed info. It will go a long way to raise awareness. I've been planning to start an endangered Nez Perce language twitter sometime soon...(sometime soon=whenever). Just need to know if twitter supports unicode or the like. l8ter, Phil On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell wrote: > Dia dhaoibh, > > I just created a new site which shows who is using Twitter in > a number of indigenous and minority languages around > the world: > > http://indigenoustweets.com/ > > I'm hoping it provides a way for small language groups > to connect online. > > I also started a blog to go along with it: > > http://indigenoustweets.blogspot.com/ > > For the blog, I'm planning on interviewing people who are > using technology and social media for language > revitalization. Please contact me if that describes you, > especially if you use twitter in your language! > > Kevin > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Sat Mar 19 13:57:48 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Sat, 19 Mar 2011 08:57:48 -0500 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Thanks Phil - I've done some test tweets with different Unicode scripts and everything seems to be handled correctly by twitter, including search. If you do end up creating an account, send me a note and I'll add you to the Indigenous Tweets site. Kevin On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash wrote: > Awesome work Kevin!  This is much needed info.  It will go a long way to > raise awareness.  I've been planning to start an endangered Nez Perce > language twitter sometime soon...(sometime soon=whenever).  Just need to > know if twitter supports unicode or the like. > > l8ter, > Phil > > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell wrote: >> >> Dia dhaoibh, >> >> I just created a new site which shows who is using Twitter in >> a number of indigenous and minority languages around >> the world: >> >> http://indigenoustweets.com/ >> >> I'm hoping it provides a way for small language groups >> to connect online. >> >> I also started a blog to go along with it: >> >> http://indigenoustweets.blogspot.com/ >> >> For the blog, I'm planning on interviewing people who are >> using technology and social media for language >> revitalization.   Please contact me if that describes you, >> especially if you use twitter in your language! >> >> Kevin > > From laurenzentz at GMAIL.COM Sat Mar 19 17:44:03 2011 From: laurenzentz at GMAIL.COM (Lauren Zentz) Date: Sat, 19 Mar 2011 10:44:03 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: This might be a good book to start with: Ochs, Elinor and Bambi Schieffelin (1986). Language Socialization Across Cultures. New York: Cambridge University Press. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > * Less than 5 minutes ago: Deb Roy appears to equate the acquisition > of a word with the first (or with the consistent?) production of an > adult-like pronunciation of the word. However, words are much more complex > mental objects, relating an abstract representation of sound, grammatical > category (noun, verb, etc.), morpho-syntactic features, semantic features, > pragmatic features, etc. No matter how sophisticated the technology used for > recording the child's speech, data about production alone can tell us about > only one (and I must say, for me, the least interesting) aspect of this > cognitively complex process.* > ** > * On a broader level, what I found disappointing about the talk is > that it was difficult to identify anything like a clear research question > behind the collection of massive amounts of data. This is a very central > and very divisive matter within current linguistics: Recent technology has > made it easier to amass huge amounts of linguistic data. However, in the > absent of theoretically motivated research questions, it is difficult for me > to buy into the notion that this represents genuine progress. > > *-My thoughts: What I find interesting, considering the ILAT audience, is > how very little we still know about language acquisition (first and second) > in the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > > ********************************************************************************************** > *Susan D. Penfield, Ph.D. > * > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From llynnh at EMAIL.ARIZONA.EDU Sat Mar 19 20:18:06 2011 From: llynnh at EMAIL.ARIZONA.EDU (LaToya Hinton) Date: Sat, 19 Mar 2011 13:18:06 -0700 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi guys, Does anyone know if they have this for specific languages ? There looks to be a group of indigenous language tweeters but for which indigenous languages? LH -- NAMA Student Linguistics Department University of Arizona On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell wrote: > Thanks Phil - I've done some test tweets with different Unicode > scripts and everything > seems to be handled correctly by twitter, including search. If you > do end up creating > an account, send me a note and I'll add you to the Indigenous Tweets site. > > Kevin > > On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash > wrote: > > Awesome work Kevin! This is much needed info. It will go a long way to > > raise awareness. I've been planning to start an endangered Nez Perce > > language twitter sometime soon...(sometime soon=whenever). Just need to > > know if twitter supports unicode or the like. > > > > l8ter, > > Phil > > > > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell > wrote: > >> > >> Dia dhaoibh, > >> > >> I just created a new site which shows who is using Twitter in > >> a number of indigenous and minority languages around > >> the world: > >> > >> http://indigenoustweets.com/ > >> > >> I'm hoping it provides a way for small language groups > >> to connect online. > >> > >> I also started a blog to go along with it: > >> > >> http://indigenoustweets.blogspot.com/ > >> > >> For the blog, I'm planning on interviewing people who are > >> using technology and social media for language > >> revitalization. Please contact me if that describes you, > >> especially if you use twitter in your language! > >> > >> Kevin > > > > > -- NAMA Student Linguistics Department University of Arizona -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Sat Mar 19 20:37:16 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Sat, 19 Mar 2011 15:37:16 -0500 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi LaToya, The main page lists the languages that are currently supported (38 languages): http://indigenoustweets.com/ If you click on any of the rows in that table, for instance the row for Anishinaabemowin/Ojibwe, you'll be taken to a new page that looks like this: http://indigenoustweets.com/oj/ This lists all of the people tweeting in the Ojibwe. I can in theory add any language to the system. Send me an email if you'd like your language to be added - I'd be happy to do so! Slán, Kevin On Sat, Mar 19, 2011 at 3:18 PM, LaToya Hinton wrote: > Hi guys, > > Does anyone know if they have this for specific languages ? There looks to > be a group of indigenous language tweeters but for which indigenous > languages? > >    LH > > -- NAMA Student >    Linguistics Department >    University of Arizona > > On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell wrote: >> >> Thanks Phil - I've done some test tweets with different Unicode >> scripts and everything >> seems to be handled correctly by twitter, including search.   If you >> do end up creating >> an account, send me a note and I'll add you to the Indigenous Tweets site. >> >> Kevin >> >> On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash >> wrote: >> > Awesome work Kevin!  This is much needed info.  It will go a long way to >> > raise awareness.  I've been planning to start an endangered Nez Perce >> > language twitter sometime soon...(sometime soon=whenever).  Just need to >> > know if twitter supports unicode or the like. >> > >> > l8ter, >> > Phil >> > >> > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell >> > wrote: >> >> >> >> Dia dhaoibh, >> >> >> >> I just created a new site which shows who is using Twitter in >> >> a number of indigenous and minority languages around >> >> the world: >> >> >> >> http://indigenoustweets.com/ >> >> >> >> I'm hoping it provides a way for small language groups >> >> to connect online. >> >> >> >> I also started a blog to go along with it: >> >> >> >> http://indigenoustweets.blogspot.com/ >> >> >> >> For the blog, I'm planning on interviewing people who are >> >> using technology and social media for language >> >> revitalization.   Please contact me if that describes you, >> >> especially if you use twitter in your language! >> >> >> >> Kevin >> > >> > > > > > -- > NAMA Student > Linguistics Department > University of Arizona > > From bischoff.st at GMAIL.COM Sat Mar 19 22:29:31 2011 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Sat, 19 Mar 2011 18:29:31 -0400 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi all, We're still collecting data regarding endangered and indigenous languages and technology...this is exactly the kind of thing we are trying to look at. If you are using twitter or any other technology (including older technology like books) we'd appreciate you're help. You can access our surveys here http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html We hope to use these preliminary surveys to develop much longer surveys to be implemented in the field at a later date. Any comments or suggestions are welcome. Thanks, Shannon On Sat, Mar 19, 2011 at 4:37 PM, Kevin Scannell wrote: > Hi LaToya, > The main page lists the languages that are currently supported (38 > languages): > http://indigenoustweets.com/ > > If you click on any of the rows in that table, for instance the row for > Anishinaabemowin/Ojibwe, you'll be taken to a new page > that looks like this: > http://indigenoustweets.com/oj/ > > This lists all of the people tweeting in the Ojibwe. > > I can in theory add any language to the system. Send me an > email if you'd like your language to be added - I'd be happy to > do so! > > Slán, > Kevin > > > On Sat, Mar 19, 2011 at 3:18 PM, LaToya Hinton > wrote: > > Hi guys, > > > > Does anyone know if they have this for specific languages ? There looks > to > > be a group of indigenous language tweeters but for which indigenous > > languages? > > > > LH > > > > -- NAMA Student > > Linguistics Department > > University of Arizona > > > > On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell > wrote: > >> > >> Thanks Phil - I've done some test tweets with different Unicode > >> scripts and everything > >> seems to be handled correctly by twitter, including search. If you > >> do end up creating > >> an account, send me a note and I'll add you to the Indigenous Tweets > site. > >> > >> Kevin > >> > >> On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash > >> wrote: > >> > Awesome work Kevin! This is much needed info. It will go a long way > to > >> > raise awareness. I've been planning to start an endangered Nez Perce > >> > language twitter sometime soon...(sometime soon=whenever). Just need > to > >> > know if twitter supports unicode or the like. > >> > > >> > l8ter, > >> > Phil > >> > > >> > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell > >> > wrote: > >> >> > >> >> Dia dhaoibh, > >> >> > >> >> I just created a new site which shows who is using Twitter in > >> >> a number of indigenous and minority languages around > >> >> the world: > >> >> > >> >> http://indigenoustweets.com/ > >> >> > >> >> I'm hoping it provides a way for small language groups > >> >> to connect online. > >> >> > >> >> I also started a blog to go along with it: > >> >> > >> >> http://indigenoustweets.blogspot.com/ > >> >> > >> >> For the blog, I'm planning on interviewing people who are > >> >> using technology and social media for language > >> >> revitalization. Please contact me if that describes you, > >> >> especially if you use twitter in your language! > >> >> > >> >> Kevin > >> > > >> > > > > > > > > > -- > > NAMA Student > > Linguistics Department > > University of Arizona > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From saxon at UVIC.CA Mon Mar 21 18:53:59 2011 From: saxon at UVIC.CA (Leslie Saxon) Date: Mon, 21 Mar 2011 11:53:59 -0700 Subject: Elders in NWT schools Message-ID: MLAs call for elder certification Unanimous support for program to allow elders to teach in NWT schools Guy Quenneville Northern News Services Published Monday, March 21, 2011 NORTHWEST TERRITORIES Aboriginal elders in the NWT might soon play a more prominent role in territorial schools thanks to a motion passed in the legislative assembly March 3. Regular MLAs have unanimously supported a motion encouraging the Department of Education, Culture and Employment to create a program certifying elders to teach in NWT schools. Led by Sahtu MLA Norman Yakeleya, MLAs voted 11 to 0 in favour of providing elders across the territory with the certification needed to teach students in elementary, secondary and post-secondary schools in time for the upcoming fall semester. "It's long overdue," said Bernice Gargan, a language specialist at Bompas Elementary School in Fort Simpson. "I think it's a really good idea because of the knowledge that they have." Gargan helps students at Bompas Elementary learn her region's South Slavey tongue - a language she says is in danger of being lost. Helping keep aboriginal languages alive will be made easier thanks to the participation of elders, she said. "The more the kids hear (the language), the better for them. Our kids understand it, but they can't speak it." Andy Norwegian, a consultant with the Dehcho Divisional Education Council, agreed. "Especially in some of the areas, in our region, it's getting more and more difficult to replace language instructors with people that are fluent in the language. I think having the students exposed to more language in the classroom will be beneficial to the languages programs in the schools." Speaking to members of the legislative assembly, Yakeleya said elders possess special knowledge that must be tapped. "Like professors that teach in universities and colleges, these elders are the university professors on the land," he said. "They know about life. If we don't use them, we're going to lose." "I think it's a really exciting opportunity to have sort of a standardized recognizing of the value that elders have in the classroom and in a variety of learning environments," said Kyla Kakfwi Scott, program manager for Dechinta: Bush University Centre for Research and Learning. Last summer, Dechinta launched a field-based pilot semester outside Yellowknife during which six students from the NWT learned about aboriginal self-determination, First Nations history and traditional practices. The six-week semester included workshops with elders, including Mary Barnaby of Fort Good Hope, who taught students the art of moosehide tanning. "The work ethic is unbelievable. Students were just in awe of it. This woman was starting before them and quitting after them and working non-stop all day long," said Kakfwi Scott. "We realized that we had all these university professors brought in. If something had happened and one of them, at the last minute, had to pull out, we can bring in another political scientist. But there's a really limited number of people that we can bring in who are experts in moosehide tanning." ________________________________ Leslie Saxon, Department of Linguistics, University of Victoria Victoria, BC, Canada V8W 3P4 (250) 721-7433 (office) (250) 721-7423 (fax) http://web.uvic.ca/ling/ Academic Advisor, Certificate in Aboriginal Language Revitalization http://www.uvcs.uvic.ca/aboriginal/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mslinn at OU.EDU Tue Mar 22 14:46:12 2011 From: mslinn at OU.EDU (Linn, Mary S.) Date: Tue, 22 Mar 2011 14:46:12 +0000 Subject: Position for Collection Manager of Native American Languages Message-ID: Hello All, I am writing you to announce the that we are taking applications for the position of Collection Manager (CM) for the Nation American Languages collection at the Sam Noble Oklahoma Museum of Natural History at the University of Oklahoma, Norman, OK. This is one of only a few digital and physical archives of endangered languages in the US. We are partnering with many different Oklahoma and regional tribes and tribal people as the collection and we are involved in collaboration efforts to make the collection significant to revitalization work. The CM is directly responsible for the processing, care, and accessibility of the collection. In addition, we sponsor programming in language documentation, revitalization, and conservation, and the CM makes the collection available and user-friendly to patrons, and makes it up-to-date as technology and user-needs change. A proactive CM will also help shape the future growth areas of the department. So, this position is unique and exciting, and a great opportunity for someone starting their career. I encourage you to apply, or to pass this information on to students and others you know with BA or MA degree and experience in language media. Here are the instruction to get to the application: http://hr.ou.edu// left Quick Links: Job Postings left: Search Listings Job Listing Number: 11275 (this is enough to get you the full listing and application) Title: Curator/Archivist I For more information on the Sam Noble Museum, please go to : http://www.snomnh.ou.edu/ For a brief introduction to the NAL Collections, please go to: http://www.snomnh.ou.edu/collections-research/nal.htm You can search our catalog at: http://www.snomnh.ou.edu/db2/nal/index.php Thank you all, Mary Mary S. Linn Associate Curator, Native American Languages Associate Professor, Anthropology Adjunct Associate Professor, Native American Studies Sam Noble Oklahoma Museum of Natural History University of Oklahoma 2401 Chautauqua Avenue Norman, OK 73072 405-325-7588 (voice) 405-325-7699 (fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 22 20:58:27 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 22 Mar 2011 13:58:27 -0700 Subject: Wampanoags Regain Their Voice (fwd link) Message-ID: Wampanoags Regain Their Voice No one had spoken the Native American Wampanoag language for more than 150 years. One woman changed all that. By Sarah Durham Wilson | Email the author | 10:48am (n.d.) USA Five years ago Jessie “Little Doe” Baird was a Wampanoag social worker living in Mashpee. By day, she worked in human services; by night, she was enfolded into dreams where her elders spoke to her in a language she could not understand. The dreams persisted, and over time began to affect her waking hours. She felt a tug as she passed a Sippewissett sign on her daily drive to work. Access full article below: http://marthasvineyard.patch.com/articles/wampanoags-regain-their-voice From daryn at ACRA.ORG.AU Wed Mar 23 01:17:43 2011 From: daryn at ACRA.ORG.AU (Daryn McKenny) Date: Wed, 23 Mar 2011 12:17:43 +1100 Subject: Puliima 2011 Language & Technology Forum - Update Message-ID: Hi Everyone, We have recently updated our website at http://www.acra.org.au/puliima/presentations.html with all of the lasted presentations, once again the variety of topics is outstanding. This year our International presentations will be from First Voices and the Indigenous Language Institute. Until the agenda is released you can get an overview of the forum here at http://www.acra.org.au/puliima/whats-happening.html Please pass this email on throughout any interested networks. Regards Daryn McKenny Arwarbukarl Cultural Resource Association Inc. Trading as: Miromaa Aboriginal Language and Technology Centre P | 02 4927 8222 F | 02 4925 2185 E | daryn at acra.org.au W | www.acra.org.au & www.miromaa.com.au P Please consider the environment before printing this email The Arwarbukarl Cultural Resource Association Inc. respects the privacy of individuals and strives to comply with all areas of the Privacy Act. The contents of this email are intended for the purpose of the person or persons named in either the "To" or "CC" boxes of the email. Any person not named in these boxes in receipt of this email should immediately delete this email and advise the sender accordingly. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Fri Mar 25 18:09:21 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 25 Mar 2011 14:09:21 -0400 Subject: Fw: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 Message-ID: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 _______ wahjeh rolland nadjiwon From: Puliima 2011 Sent: Friday, March 25, 2011 2:32 AM To: mikinakn at SHAW.CA Subject: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 Read the latest news about what is happening at the Puliima 2011 Indigenous Languages and Technology Forum - REGISTER NOW Is this email not displaying correctly? View it in your browser. Please forward throughout your networks Puliima 2011 National Indigenous Languages and Technology Forum 10th - 13th May 2011, State Library of Queensland, Brisbane With just under 7 weeks to go for Puliima 20ll in Brisbane we have placed on the Puliima website all of the latest news with an updated list of who is presenting and their session contents. We have also added the 'Whats Happening' page to give you a quick overview of the event. Over the coming weeks we will continue to keep you informed through our newsletter the latest news and highlights such as those below. Click here to REGISTER NOW Remember Puliima only comes along every 2 years so please do not miss this extremely important event. This Weeks Puliima Highlights International Presenters - Indigenous Language Institute (North America) Jeremy Montoya, Jordan Naranjo are part of a group of very inspirational Native American teens, along side of Rachael Nez from the Indigenous Languages Institute(ILI) in North America and with their mentor, Laura Jagles, they are learning their native language and have a truly remarkable story to share. They are participating in a groundbreaking pilot program that is an empowering self-study language course developed by ILI, the schools and the community. They wish to share their story and their learnings with you, come along and be inspired too. Visit the Indigenous Language Institute website Click here to learn more about "The Young Ancestors" Victoria - Why Language is Important to Me We are very pleased to have an inspirational young girl, Hollie Johnson, from Victoria presenting, "Why Language is Important to Me". Hollie has completed Year 12 Victorian Certificate of Education (VCE) in Indigenous Languages and is currently working with Victorian Aboriginal Corporation for Langauges part-time to extend her skills and knowledge. It is great to see young people getting involved with Aboriginal language revival and maintenance and carrying on the hard work that has been started by their elders. "With my language now being passed from my Elders onto me it has given me the opportunity to extend my knowledge and understanding of my people and where we come from." - Hollie Johnson Click here read more about HOLLIE'S PRESENTATION Youth Sponsorships Available The theme for this year is “Old Language – New Voices”, this means we are especially encouraging the youth to attend this conference so on that note we would like to offer 10 free registrations for anyone under the age of 21, the first 10 expressions for this offer received must include a paragraph or 2 on “what language means to you”, please send your interest to us at puliima2011 at acra.org.au and if you are successful we will contact you with further details. This could be a fantastic experience to share your story with others like Hollie and our Native American guests, Jeremy and Jordon. Optional 3rd Day On Friday 13th May 2011 we are holding 3 optional events which you may like to attend. You may choose one of the following (all sessions are concurrent): a.. Indigenous Linguists Forum (open only to Indigenous participants) b.. Miromaa Training Workshop (limit of 15 attendees) c.. "The Power of Aboriginal Language and Culture in the Hands of Aboriginal People", a Seminar by Keith Kemp from Marruwa Indigenous Consultancy Click here to read more about the OPTIONAL 3RD DAY and WHAT'S HAPPENING Your To Do's Have you booked your accommodation? We have rooms reserved at 4 lovely Brisbane hotels, but get in fast as the special Puliima rates will expire on the 10th April 2011! Click here to read more about your ACCOMMODATION OPTIONS Have you planned your travel? We have information on our website about transportation to/from and within Brisbane. Click here to read more about your TRANSPORT OPTIONS Brisbane Floods We have heard through the grapevine that some people may have concerns about the Brisbane floods affecting the conference. We can happily say that the floods have not had an impact on the conference whatsoever and everything is all running as planned. See you in Brisbane! -------------------------------------------------------- Funded by Major Sponsor -------------------------------------------------------- Follow on Facebook | Forward to a Friend Quicklinks: REGISTER NOW WHO IS PRESENTING WHAT IS HAPPENING Contact us at: puliima2011 at acra.org.au +61 2 4927 8222 www.acra.org.au/puliima Puliima is organised by Miromaa Aboriginal Language & Technology Centre unsubscribe from this list | update subscription preferences | view email in browser -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3527 - Release Date: 03/24/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 25 20:27:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 25 Mar 2011 13:27:56 -0700 Subject: Okla. man hopes app will help Cherokee language (fwd link) Message-ID: Friday, March 25, 2011 Okla. man hopes app will help Cherokee language By: KEITH PURTELL, The Muskogee Phoenix USA MUSKOGEE, OK - Harry Oohsawee hopes the latest technology will offer a new way to prevent the Cherokee language from dying off. Oohsawee, fluent in Cherokee, contributed his voice and image to a company that specializes in applications that are intended to revitalize Native American languages. Don Thornton, president of Thornton Media in Las Vegas, Nev., made several trips to Tahlequah to work with Oohsawee an instructor in the Cherokee Language Education Program at Northeastern State University. Access full article below: http://www.abc15.com/dpp/news/local_news/water_cooler/KJRH-Man-hopes-app-will-help-Cherokee-language1301081116255 From mikinakn at SHAW.CA Sun Mar 27 07:53:32 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Sun, 27 Mar 2011 03:53:32 -0400 Subject: Por Dinero Message-ID: Check out these young people. I had never heard of ‘Chatino’...very interesting. Maybe wish them luck or help them out. Probably good for the young Chatino man in the video and probably for his family and village also. That’s how it works in traditional indigenous communities. And, this is not a commercial...lol Passing this along to the experts on ILAT and NetRez...apologies for the cross posting. I convinced them, if they are successful with their project to bring it to Canada also. I guess a lot of people don’t even know we are up here...eh...lol. http://www.kickstarter.com/projects/blacksmyth/por-dinero _______ wahjeh rolland nadjiwon -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Mar 30 00:26:46 2011 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Tue, 29 Mar 2011 19:26:46 -0500 Subject: two babies talking to one another Message-ID: kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Mar 30 05:14:24 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 30 Mar 2011 01:14:24 -0400 Subject: two babies talking to one another In-Reply-To: Message-ID: I passed this on to Jeremy and Brendan...the ‘Kickstart’ twins going for the filming of the culture/language for the Chatino community in Mexico. Hope they like it...lol You can check them out again at http://www.kickstarter.com/projects/blacksmyth/por-dinero They are twins also. They are over half way to their objective. _______ wahjeh rolland nadjiwon ------------------------------------------------------------------ “Good judgment comes from experience, and a lotta that comes from bad judgment.” From: Richard Zane Smith Sent: Tuesday, March 29, 2011 8:26 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3538 - Release Date: 03/29/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Mizuki.Miyashita at MSO.UMT.EDU Wed Mar 30 15:19:15 2011 From: Mizuki.Miyashita at MSO.UMT.EDU (Miyashita, Mizuki) Date: Wed, 30 Mar 2011 09:19:15 -0600 Subject: two babies talking to one another In-Reply-To: A Message-ID: Thank you for sharing this. This is very cute and certainly interesting! Mizuki From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: Tuesday, March 29, 2011 6:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From deanna.kingston at OREGONSTATE.EDU Wed Mar 30 16:43:57 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Wed, 30 Mar 2011 09:43:57 -0700 Subject: two babies talking to one another In-Reply-To: Message-ID: I saw this yesterday from my sister's post on Facebook, so I shared it. One of my friends, who has a 2 1/2 year old son, said that her son wanted to see it again and then again. She thought he understood what they were saying! Deanna On 3/30/11 8:19 AM, "Miyashita, Mizuki" wrote: Thank you for sharing this. This is very cute and certainly interesting! Mizuki From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: Tuesday, March 29, 2011 6:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at EARTHLINK.NET Wed Mar 30 20:03:18 2011 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Wed, 30 Mar 2011 16:03:18 -0400 Subject: two babies talking to one another Message-ID: This is very disturbing. I have two words....Mars Attacks! Better pass out the Slim Whitman recordings. OTOH Natalie Portman as acting (lit/fig) POTUS might be a breath of fresh air in DC. JT From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 16:50:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 09:50:56 -0700 Subject: Tribe honored for language work (fwd link) Message-ID: Tribe honored for language work Richard Gomez/Commentary | Posted: Thursday, March 31, 2011 12:00 am USA Last week in Los Angeles, the Santa Ynez Band of Chumash Indians received special recognition at the 34th Annual California Conference on American Indian Education for our work on Assembly Bill 544, the Native American Languages Credentialing bill. We were also recognized for our work on Assembly Bill 2089, which extended the sunset of the American Indian Education Program. Access full article below: http://www.syvnews.com/opinion/commentary/article_ae0318f4-5a7d-11e0-9241-001cc4c03286.html From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 16:52:15 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 09:52:15 -0700 Subject: Preserving the Cherokee language with children=?UTF-8?Q?=E2=80=99s_?=b ooks (fwd link) Message-ID: Preserving the Cherokee language with children’s books Thursday, 31 March 2011 Written by Davin Eldridge — Staff Writer USA Local artists contribute their skills to illustrate traditional children’s stories The Kituwah Preservation & Education Program [KPEP] is taking measures to preserve the ancient language of the Eastern Band of Cherokee Indians, with colorful children’s books written in the native Cherokee language and illustrated by local artists. By commissioning artists throughout the region to illustrate the children’s books, KPEP hopes to keep the near-extinct language alive by catching the interest of Cherokee youth at an early age and introducing them to their native tongue. Access full article below: http://www.maconnews.com/arts-a-entertainment/627-preserving-the-cherokee-language-with-childrens-books From donaghy at HAWAII.EDU Thu Mar 31 19:41:56 2011 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Thu, 31 Mar 2011 09:41:56 -1000 Subject: Typing in Hawaiian on Android Message-ID: Aloha kākou, I was able to find a developer who created an Android keyboard utility, and he graciously created a Hawaiian layout for us. I'm posting this as it may be useful to others seeing to strengthen support for their languages on Android. http://www.keoladonaghy.com/?page_id=1319 Please note that the default Android font is missing many glyphs. I noticed that Joseph Erbs posts in Cherokee on Facebook fail to display properly. Hopefully the Android team will address these deficiencies. KEola ======================================================================== Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ "Tír gan teanga, tír gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 22:24:06 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 15:24:06 -0700 Subject: Professor=?UTF-8?Q?=E2=80=99s_?=project provides first-ever Guatemalan language text for Mayan students (fwd link) Message-ID: Professor’s project provides first-ever Guatemalan language text for Mayan students Posted March 31, 2011 at 3:50 pm · By ASU News USA BOONE—Imagine you’re a middle school student studying civics or local government, and instead of reading a textbook written in your native language, you must read the material in another. Timothy J. Smith, an assistant professor in Appalachian State University’s Department of Anthropology, has led a project to publish the first social science text written in a Guatemalan Mayan language. It will be distributed in May to Mayan authorities and leaders who participated in the project to create the text, as well as school officials, teachers and students in Sololá, Guatemala. Access full article below: http://www.news.appstate.edu/2011/03/31/guatemalan-language-text/ From andrekar at NCIDC.ORG Tue Mar 1 22:28:48 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Tue, 1 Mar 2011 14:28:48 -0800 Subject: Native Language & Tecnology (event) Message-ID: A non-text attachment was scrubbed... Name: NativeLanguage&Technology.pdf Type: application/pdf Size: 267741 bytes Desc: not available URL: From bischoff.st at GMAIL.COM Wed Mar 2 15:49:48 2011 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Wed, 2 Mar 2011 10:49:48 -0500 Subject: collecting data online Message-ID: Hi all, We are still collecting data for the two surveys explained below...your help is greatly appreciated. Thanks, Shannon Please forward We are conducting two surveys about endangered languages. One is regarding language use. The other is regarding the relationship between language and technology. Please take a few minutes to visit our website http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html and take the short surveys (10 questions each). Each survey should take 10 to 20 minutes to complete. The surveys are in Spanish and English. Please note participation is voluntary. Participants must be 18 years old. If you have any questions please contact Shannon Bischoff at bischoff [dot] st [at] gmail [dot] com or Rosita Rivera at rositalisa [dot] rivera [at] gmail [dot ] com or Kimberly Santiago at kimberly [dot] santiago [at] upr [dot] edu. The surveys will be available indefinitely, and results will be added to the website periodically. Thank you for your time. Estamos administrando dos encuestas acerca de lenguajes en peligro de extinci?n. Uno es relacionado al uso del idioma. El otro es acerca de la relaci?n entre el uso del lenguaje y la tecnolog?a. Por favor, tome unos minutos para visitar nuestro sitio en el web http://users.ipfw.edu/bischofs/ling/langsurvey/survey1homespn.html y conteste la encuesta (10 preguntas cada una). Cada encuesta debe tomar unos 10 a 20 minutos para completar. Las encuestas est?n disponibles en espa?ol y en ingl?s. Su participaci?n es voluntaria. Los participantes deben ser mayor de 18 a?os. Si tiene alguna pregunta relacionada con la encuesta, por favor, contacte a Shannon Bischoff a bischoff [dot] st [at] gmail [dot] com o a Rosita L. Rivera a rositalisa [dot] rivera [at] gmail [dot ] com o a Kimberly Santiago a kimberly [dot] santiago [at] upr [dot] edu. Gracias por su tiempo -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 2 17:50:41 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 2 Mar 2011 10:50:41 -0700 Subject: Language Diversity Index Tracks Global Loss of Mother Tongues (fwd link) Message-ID: Language Diversity Index Tracks Global Loss of Mother Tongues Posted on March 1, 2011 USA "For the past several years, we had been hearing anecdotal reports about endangered languages--how we're losing languages by the day, how we may lose 50-90 percent of languages before the end of the century. But nobody had any reliable quantitative data to corroborate these claims," says Luisa Maffi, co-founder and director of Terralingua, an international NGO devoted to sustaining the biocultural diversity of life through research, education, policy, and on-the-ground work. "But now a new Index of Linguistic Diversity (ILD), the first of its kind, shows quantitatively, for the first time, what's really happening with the world's languages," Maffi adds. "The ILD shows in quantitatively rigorous ways what the trends have been over the past 30 years in the numbers of mother-tongue speakers of the world's languages--and the news is not good: an overall decline of more than 20 percent in that period alone." Access full article below: http://blogs.nationalgeographic.com/blogs/news/chiefeditor/2011/03/language-diversity-index-tracks-global-loss-of-mother-tongues.html From cashcash at EMAIL.ARIZONA.EDU Thu Mar 3 20:40:35 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 13:40:35 -0700 Subject: Aboriginal Languages Month (fwd) Message-ID: Aboriginal Languages Month by: Government of the Northwest Territories | Mar 2nd, 2011 During Aboriginal Languages Month, residents across the Northwest Territories are encouraged to celebrate our Aboriginal languages and culture by spending time with elders and participating in community events. Languages are about identity who we are and how we understand and interact with each other, says Minister of Education, Culture and Employment (ECE), Jackson Lafferty. Promoting Aboriginal languages encourages the promotion of healthy lifestyles, and family and cultural values. In 1993, the Assembly of First Nations declared the month of March as Aboriginal Languages Month. Since then, March is a time when Northwest Territories residents celebrate and reflect on the importance of language and culture in their lives. In addition to celebrating Aboriginal Languages in March, ECE is developing a full implementation plan for the Aboriginal Languages Strategy. The Strategy, Northwest Territories Aboriginal Languages Plan A Shared Responsibility, outlines a strategy to strengthen peoples understanding of Aboriginal languages, encourages people to use their languages and establishes practical approaches to deliver government services in Aboriginal languages. The implementation plan will outline timeframes and give more detail to the actions and outcomes proposed in the Strategy. For more information, contact: Amy Doerksen Manager, Public Affairs Education, Culture and Employment Telephone: (867) 920-6222 Email: amy_doerksen at gov.nt.ca From cashcash at EMAIL.ARIZONA.EDU Fri Mar 4 06:42:14 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 23:42:14 -0700 Subject: Bringing language to life (fwd link) Message-ID: Bringing language to life Kira Curtis Northern News Services Published Thursday, March 3, 2011 INUVIK - Barbara Memogana walked into Aurora College in Inuvik Tuesday afternoon accompanied by her pack of sun-kissed Aboriginal Language and Cultural Instructor students. The group of students spent the crisp, sunny Tuesday out on the land, learning to set snares, light dry willow fires and eating caribou stew. This is Memogana's first year teaching the diploma program, but over the years she assisted her predecessor, Liz Hansen. She walks into her classroom answering questions with such confidence it's like she's an old hand at this. Access full article below: http://nnsl.com/northern-news-services/stories/papers/mar3_11lan.html From cashcash at EMAIL.ARIZONA.EDU Fri Mar 4 06:43:59 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 3 Mar 2011 23:43:59 -0700 Subject: The soon to be lost languages of our Indigenous cultures (fwd link) Message-ID: 4 March, 2011 12:04PM ACDT The soon to be lost languages of our Indigenous cultures By Brett Williamson AUS With the disappearance of many Indigenous languages in South Australia a current threat, a group of Univeristy of Adelaide researchers have spent the past five years investigating how the languages could be preserved. Access full article below: http://www.abc.net.au/local/stories/2011/03/04/3155189.htm From cashcash at EMAIL.ARIZONA.EDU Mon Mar 7 21:37:15 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 7 Mar 2011 14:37:15 -0700 Subject: Fwd: Endangered Languages Program 2011 In-Reply-To: Message-ID: fyi ILAT ---------- Forwarded message ---------- From: Mariyam Medovaya Date: Mon, Mar 7, 2011 at 2:03 PM Subject: Endangered Languages Program 2011 To: mariyamsacredearth at gmail.com Greetings, Endangered Languages Program is pleased to announce its continuation into the fourth year! Endangered Languages Program aims to support preservation and revival of those indigenous languages which are threatened with extinction and which are vital to indigenous cultures of Siberia and North/Central America. One of the components of the Program is financial assistance to projects working towards these goals. ELP was initiated in 2008 by Sacred Earth Network, but since then has moved under the umbrella of EarthAction Network (EAN), 501(c). You will find the call for proposals to 2011 Program's grants in the attachment. The deadline for electronic submission of proposals is May 16, 2011. We are very much hoping for your assistance in dissemination of this information among interested organizations and individuals. Both active projects and new initiatives are welcome to apply to the Program. We will be extremely grateful for your help in spreading the word about the Program. Perhaps, you could post our announcement in one of your newsletters or on the website? Please address inquiries about the Endangered Languages Program to the Program's Coordinator, Mariyam Medovaya, at mariyamsacredearth at gmail.com Again, we are grateful in advance for your assistance in helping us reach out to interested individuals and organizations who might benefit from the Program. With best regards, Mariyam Medovaya Coordinator of the Endangered Languages Program (ELP) EarthAction Network, Amherst, MA, USA Email: mariyamsacredearth at gmail.com Website: www.earthaction.org/endangered-languages-program.html -------------- next part -------------- A non-text attachment was scrubbed... Name: Request for Proposals to Endangered Languages Program.rtf Type: application/rtf Size: 17369 bytes Desc: not available URL: From klokeid at UVIC.CA Mon Mar 7 21:49:15 2011 From: klokeid at UVIC.CA (Terry J. Klokeid) Date: Mon, 7 Mar 2011 13:49:15 -0800 Subject: Fwd: Endangered Languages Program 2011 In-Reply-To: Message-ID: From the website: "Grant requests range from roughly $500 to a maximum of $3000. " On 07-03-2011, at 1:37 pm, Phillip E Cash Cash wrote: > fyi > > ILAT > ---------- Forwarded message ---------- > From: Mariyam Medovaya > Date: Mon, Mar 7, 2011 at 2:03 PM > Subject: Endangered Languages Program 2011 > To: mariyamsacredearth at gmail.com > > > Greetings, > > Endangered Languages Program is pleased to announce its continuation > into the fourth year! > > Endangered Languages Program aims to support preservation and revival > of those indigenous languages which are threatened with extinction and > which are vital to indigenous cultures of Siberia and North/Central > America. One of the components of the Program is financial assistance > to projects working towards these goals. > > ELP was initiated in 2008 by Sacred Earth Network, but since then has > moved under the umbrella of EarthAction Network (EAN), 501(c). > > You will find the call for proposals to 2011 Program's grants in the > attachment. The deadline for electronic submission of proposals is May > 16, 2011. > > We are very much hoping for your assistance in dissemination of this > information among interested organizations and individuals. Both > active projects and new initiatives are welcome to apply to the > Program. We will be extremely grateful for your help in spreading the > word about the Program. Perhaps, you could post our announcement in > one of your newsletters or on the website? > > Please address inquiries about the Endangered Languages Program to the > Program's Coordinator, Mariyam Medovaya, at > mariyamsacredearth at gmail.com > > Again, we are grateful in advance for your assistance in helping us > reach out to interested individuals and organizations who might > benefit from the Program. > > With best regards, > > Mariyam Medovaya > Coordinator of the Endangered Languages Program (ELP) > EarthAction Network, Amherst, MA, USA > > Email: mariyamsacredearth at gmail.com > Website: www.earthaction.org/endangered-languages-program.html > Terry J. Klokeid klokeid at uvic.ca From rtroike at EMAIL.ARIZONA.EDU Wed Mar 9 18:22:56 2011 From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike) Date: Wed, 9 Mar 2011 11:22:56 -0700 Subject: Developing Wikipedias in indigenous languages of Mexico Message-ID: Date: Wed, 9 Mar 2011 09:15:09 -0700 From: Leigh Thelmadatter I'm involved with a project among Wikimedia M?xico, Red Nacional de J?venes Ind?genas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropolog?a e Histor?a (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come up with a writing system, as many do not have a standard and many, like Mixteco, have a number of dialects. Anyone who might be interested in this project are welcome to look at Wikimedia M?xico's page at http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 Or feel free to contact me. There's a very good chance we will need some expert linguistic advice! Leigh -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Thu Mar 10 02:04:31 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Wed, 9 Mar 2011 18:04:31 -0800 Subject: Learn Ojibwe Online (language) Message-ID: Our Mission: to provide the language to all who wish to learn and regain it!: http://www.loolounge.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrekar at NCIDC.ORG Thu Mar 10 22:32:33 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Thu, 10 Mar 2011 14:32:33 -0800 Subject: Survey Request Message-ID: Survey input request: We are conducting two surveys about endangered languages. One is regarding language use. The other is regarding the relationship between language and technology. Please take a few minutes to visit our website http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html and take the short surveys (10 questions each). Each survey should take 10 to 15 minutes to complete. The surveys are in Spanish and English. Please note participation is voluntary. Participants must be 18 years old. If you have any questions please contact Shannon Bischoff at bischoff [dot] st [at] gmail [dot] com or Rosita Rivera at rositalisa [dot] rivera [at] gmail [dot ] com or Kimberly Santiago at kimberly [dot] santiago [at] upr [dot] edu. The surveys will be available indefinitely, and results will be added to the website periodically. Thank you for your time. S?va Nik /So Long, See You Later Andr? Cramblit, Operations Director Northern California Indian Development Council (NCIDC) (http://www.ncidc.org) 707.445.8451 To subscribe to a blog of interest to Natives send go to: http://andrekaruk.posterous.com/ -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: pastedGraphic.tiff Type: image/tiff Size: 6940 bytes Desc: not available URL: From neskiem at GMAIL.COM Fri Mar 11 06:38:55 2011 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Thu, 10 Mar 2011 22:38:55 -0800 Subject: Developing Wikipedias in indigenous languages of Mexico In-Reply-To: <20110309112256.co0084scw8cc8ogo@www.email.arizona.edu> Message-ID: Weytk, Wikipedia is a great place to put knowledge that you want the world to know, and it is 100% localizable into any language. On a related note. There is this wikipedia page that lists all of the language regulators http://en.wikipedia.org/wiki/List_of_language_regulators I saw that the Secwepemc Language Authority wasn't on there, so I put it on there. I would suggest someone take some time to add your language authority to the list. =) On Wed, Mar 9, 2011 at 10:22 AM, Rudy Troike wrote: > > Date: Wed, 9 Mar 2011 09:15:09 -0700 > From: Leigh Thelmadatter > > I'm involved with a project among Wikimedia M?xico, Red Nacional de J?venes > Ind?genas, ed de Comunicadores Boca de Polen and the Escuela Nacional de > Antropolog?a e Histor?a (affiliated with INAH) to develop and promote the > creation and maintenance of Wikipedias in the various indigenous languages of > this country. We have an informal agreement with the Instituto Nacional de > Lenguas Indigenas, but are working on formalizing it. Essentially, it will > involve not only training and encouraging speakers of these languages to > write articles, but also to develop keyboards, operating systems and > interfaces with Wikipedia in the target languages. For most of the languages, > the first main challenge is to come up with a writing system, as many do not > have a standard and many, like Mixteco, have a number of dialects. > > Anyone who might be interested in this project are welcome to look at > Wikimedia M?xico's page at > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico ?and especially the > minutes of the last meeting on 4 March here > (in Spanish) > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. There's a very good chance we will need some > expert linguistic advice! > > Leigh > > > Darn! The organization is not involved with indigenous languages in Mexico.? Im involved with a project among Wikimedia M?xico, Red Nacional de J?venes Ind?genas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropolog?a e Histor?a (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come? up with a writing system, as many do not have a standard and many, like Mixteca, have a lot of dialects. > > Anyone who might be interested in this project are welcome to look at Wikimedia M?xico's page at? http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico? and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. Theres a very good chance we will need some expert linguistic advice! > > Leigh > >> Date: Tue, 8 Mar 2011 22:00:04 -0700 >> From: rtroike at EMAIL.ARIZONA.EDU >> Subject: Foundation for Endangered Languages newsletter >> To: UAESL-L at LISTSERV.ARIZONA.EDU >> >> Click on this link: >> >> http://www.ogmios.org/ogmios/Ogmios_043.pdf > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From Andrekar at NCIDC.ORG Fri Mar 11 19:38:23 2011 From: Andrekar at NCIDC.ORG (Andre Cramblit) Date: Fri, 11 Mar 2011 11:38:23 -0800 Subject: Learn the Basics of Language Immersion Programs (event/language) Message-ID: Indian Country Today: http://tinyurl.com/4dymmb3 A three-day workshop?Immersion A-Z: Essential Basics for Language Immersion Programs?will be held June 29 to July 1 at the University of Arizona, College of Education Building in Tucson, Arizona for those planning and starting immersion programs. The workshop provides hands-on experience on language immersion methods, the proven effective way of transmitting language knowledge from one generation to the next in a variety of contexts including at home, in the community, at day care centers, at preschool and head start and at schools. ?Participants will learn how to design and implement immersion teaching, how to make long range plans for language programs, how to create language activities, how to produce fun and useful materials for language learning, and how to assess the effectiveness of the language immersion program,? according to a press release. The registration deadline is April 15 and forms are available online through the Indigenous Language Institute. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Rrlapier at AOL.COM Fri Mar 11 22:29:00 2011 From: Rrlapier at AOL.COM (Rrlapier at AOL.COM) Date: Fri, 11 Mar 2011 17:29:00 EST Subject: Climate Change, Indigenous Peoples and Adaptation Symp... Message-ID: Hello Everyone, Please check out the website at _http://indigenousideas.org_ (http://indigenousideas.org/) ... * _Home_ (http://indigenousideas.org/index.html) * _Speakers_ (http://indigenousideas.org/speakers.html) * _Agenda_ (http://indigenousideas.org/agenda.html) * _UM Campus_ (http://www.umt.edu/home/Map/) * _Lodging_ (http://indigenousideas.org/lodging.html) * _Contact_ (mailto:migizee at yahoo.com) Climate Change, Indigenous Peoples and Adaptation Symposium Announcement Saturday, April 30, 2011 UC Theatre, University of Montana campus Hosted by the Numerical Terradynamic Simulation Group (NTSG) Overview The CCIPA Symposium is a blend of Indigenous ecological knowledge and the most current voices in climate change research. The discussions will focus on climate change impacts and adaptation strategies, both environmental and cultural, for indigenous communities in the northern hemisphere. Speakers include: Dr. Steven Running (U. of Montana), Dr. Daniel Wildcat (Haskell Indian Nations University), Dr. Nancy Maynard (NASA Goddard Space Flight Center), Dr. Leroy Littlebear (University of Lethbridge), Dr. Margaret Hiza-Redsteer (U.S. Geological Survey) and the Honorable Elizabeth Kronk (U. of Montana). Website for Symposium: _http://indigenousideas.org_ (http://indigenousideas.org/) * (http://www.ntsg.umt.edu/) * (http://aianclimatechange.com/index.html) * (http://www.cfc.umt.edu/) * (http://www.mtnsfepscor.org/) * (http://www.umt.edu/future.aspx) * (http://www.nasa.gov/) Point of contact: Michael Price, Graduate Student, NTSG, College of Forestry & Conservation, University of Montana. 406-544-9391 or _migizee at yahoo.com_ (mailto:migizee at yahoo.com) ? 2011 CCIPA -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ntsg_web.jpg Type: image/jpeg Size: 12509 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: AIANCCWGweb.jpg Type: image/jpeg Size: 7915 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... 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If there are strong national and language community groups to back it up, then that works in your favor. In addition there may be an uphill struggle with Wikimedia if an effort falters. My impression from discussions about African language Wikipedias is that there is a line of thinking among some that it is better to delete Wikipedia editions that are showing no activity than to outreach to try to encourage activity. The case of most African language Wikipedias (dubbed at one point "Afrophone wikis") is somewhat different than that of most indigenous languages of, say, the Americas, but the issues encountered by them and views expressed about their development may be of interest - see the Afrophonewikis Yahoogroup (via yahoo.com - I don't have the URL handy). HTH Don Sent from my Verizon Wireless BlackBerry -----Original Message----- From: Neskie Manuel Sender: Indigenous Languages and Technology Date: Thu, 10 Mar 2011 22:38:55 To: Reply-To: Indigenous Languages and Technology Subject: Re: [ILAT] Developing Wikipedias in indigenous languages of Mexico Weytk, Wikipedia is a great place to put knowledge that you want the world to know, and it is 100% localizable into any language. On a related note. There is this wikipedia page that lists all of the language regulators http://en.wikipedia.org/wiki/List_of_language_regulators I saw that the Secwepemc Language Authority wasn't on there, so I put it on there. I would suggest someone take some time to add your language authority to the list. =) On Wed, Mar 9, 2011 at 10:22 AM, Rudy Troike wrote: > > Date: Wed, 9 Mar 2011 09:15:09 -0700 > From: Leigh Thelmadatter > > I'm involved with a project among Wikimedia M?xico, Red Nacional de J?venes > Ind?genas, ed de Comunicadores Boca de Polen and the Escuela Nacional de > Antropolog?a e Histor?a (affiliated with INAH) to develop and promote the > creation and maintenance of Wikipedias in the various indigenous languages of > this country. We have an informal agreement with the Instituto Nacional de > Lenguas Indigenas, but are working on formalizing it. Essentially, it will > involve not only training and encouraging speakers of these languages to > write articles, but also to develop keyboards, operating systems and > interfaces with Wikipedia in the target languages. For most of the languages, > the first main challenge is to come up with a writing system, as many do not > have a standard and many, like Mixteco, have a number of dialects. > > Anyone who might be interested in this project are welcome to look at > Wikimedia M?xico's page at > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico ?and especially the > minutes of the last meeting on 4 March here > (in Spanish) > http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. There's a very good chance we will need some > expert linguistic advice! > > Leigh > > > Darn! The organization is not involved with indigenous languages in Mexico.? Im involved with a project among Wikimedia M?xico, Red Nacional de J?venes Ind?genas, ed de Comunicadores Boca de Polen and the Escuela Nacional de Antropolog?a e Histor?a (affiliated with INAH) to develop and promote the creation and maintenance of Wikipedias in the various indigenous languages of this country. We have an informal agreement with the Instituto Nacional de Lenguas Indigenas, but are working on formalizing it. Essentially, it will involve not only training and encouraging speakers of these languages to write articles, but also to develop keyboards, operating systems and interfaces with Wikipedia in the target languages. For most of the languages, the first main challenge is to come? up with a writing system, as many do not have a standard and many, like Mixteca, have a lot of dialects. > > Anyone who might be interested in this project are welcome to look at Wikimedia M?xico's page at? http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico? and especially the minutes of the last meeting on 4 March here (in Spanish) http://meta.wikimedia.org/wiki/Wikimedia_M%C3%A9xico/Lenguas_de_M%C3%A9xico/Minuta_4_de_marzo_de_2011 > > Or feel free to contact me. Theres a very good chance we will need some expert linguistic advice! > > Leigh > >> Date: Tue, 8 Mar 2011 22:00:04 -0700 >> From: rtroike at EMAIL.ARIZONA.EDU >> Subject: Foundation for Endangered Languages newsletter >> To: UAESL-L at LISTSERV.ARIZONA.EDU >> >> Click on this link: >> >> http://www.ogmios.org/ogmios/Ogmios_043.pdf > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From andrekar at NCIDC.ORG Mon Mar 14 00:28:21 2011 From: andrekar at NCIDC.ORG (Andre Cramblit) Date: Sun, 13 Mar 2011 17:28:21 -0700 Subject: Learn Inuit (language) Message-ID: Learn Online the Inuit Language (and its dialects): http://www.tusaalanga.ca Tusaalanga translates as ?Let?s me hear it!?. Stephane Cloutier Iqaluit, Nunavut -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:06:16 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:06:16 -0700 Subject: Languages at verge of extinction: UNESCO (fwd link) Message-ID: Languages at verge of extinction: UNESCO ISLAMABAD, Mar 15 (APP): Around 27 languages spoken in Northern Areas, Kashmir, Khyber Pakhtunkhwa and surrounding border areas of Pakistan are facing extinction, said a UNESCO report.The report revealed that language is the source of communication, education and progress and their extinction discontinue the transfer of social values to the coming generation and eventually the language are declared as dead languages.In Pakistan, Punjabi has the highest number of speakers which are 48 percent of the total population. However, Sindhi language is spoken by 12 per cent, Pashto and Urdu 8 per cent, Balochi 3 per cent, Hindko 2 per cent and Barohi 1 per cent. Access full article below: http://app.com.pk/en_/index.php?option=com_content&task=view&id=133792&Itemid=2 From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:12:50 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:12:50 -0700 Subject: Fluent in Cherokee, man hopes app will help keep language alive (fwd link) Message-ID: March 14, 2011 Fluent in Cherokee, man hopes app will help keep language alive By Keith Purtell Phoenix Staff Writer Harry Oohsawee hopes the latest technology will offer a new way to prevent the Cherokee language from dying off. Oohsawee, fluent in Cherokee, contributed his voice and image to a company that specializes in applications that are intended to revitalize Native American languages. Don Thornton, president of Thornton Media in Las Vegas, Nev., made several trips to Tahlequah to work with Oohsawee an instructor in the Cherokee Language Education Program at Northeastern State University. The app, ?Writing Cherokee 1.1,? was in development for two years before its recent release. It works on iPhone (OS 4.2 or later, 19.7 MB), iPod touch, and iPad (21.6 MB). There?s a large potential market: The 2000 U.S. Census (latest statistics) showed at least 729,533 people who were full-blood Cherokee or Cherokee mixed with another tribe. Access full article below: http://muskogeephoenix.com/local/x449492606/Fluent-in-Cherokee-man-hopes-app-will-help-keep-language-alive From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:14:35 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:14:35 -0700 Subject: Alutiiq speakers gather to discuss future of language (fwd link) Message-ID: Alutiiq speakers gather to discuss future of language Article published on Monday, March 14th, 2011 By WES HANNA Mirror Writer About half of the remaining Kodiak Alutiiq language speakers gathered Thursday along with Alutiiq language learners and partner organizations to discuss current and future projects to keep the language alive and thriving for future generations. The Alutiiq Language Summit was also an opportunity to reflect on what has been accomplished in the course of the Alutiiq Museum?s Living Words project, funded for the past four years by a grant from the National Science Foundation. Grant funding will end in June. Access full article below: http://www.kodiakdailymirror.com/?pid=19&id=9666 From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:17:07 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:17:07 -0700 Subject: Cherokee language classes help keep tradition alive (fwd link) Message-ID: Cherokee language classes help keep tradition alive By CLARE HOWARD Journal Star Posted Mar 13, 2011 @ 11:55 PM EAST PEORIA ? America's first languages are dying. The Rev. Dan Lybarger understands that loss would mean more than merely words. It would mean the loss of a process of thinking and understanding that evolved over thousands of years as native people learned to survive and make sense of a changing and often harsh environment. Preserving native languages and evolutionary knowledge are intertwined. The work of preservation is pursued on Tuesday nights in Lybarger's church in East Peoria with a little flute music, storytelling and word repetition. Access full article below: http://www.pjstar.com/features/x617854578/Cherokee-language-classes-help-keep-tradition-alive From cashcash at EMAIL.ARIZONA.EDU Tue Mar 15 19:21:12 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 15 Mar 2011 12:21:12 -0700 Subject: Students, faculty learn to speak the Lakota language (fwd link) Message-ID: Students, faculty learn to speak the Lakota language Course seen as way to save endangered languages By Molly Marcot Sunday, March 13, 2011 A lack of a Native American studies program at this university hasn't stopped some students from learning the Lakota language. "Learn how to spit out a loogie," William Underbaggage told students yesterday afternoon, describing how to pronounce "tunkashila" ? or grandfather ? in the proper guttural method. A group of about a half-dozen students and faculty members gathered in the Armory as the fifth of 10 lessons on Lakota language and culture from Underbaggage, a member of the South Dakota-based Native American nation. "It's more about learning words and customs and philosophies and culture," said Xenia Strunnikova, a senior finance major who attended yesterday's class. "It's not about being fluent in the language; it's about understanding." Access full article below: http://www.diamondbackonline.com/news/students-faculty-learn-to-speak-the-lakota-language-1.2106242 From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 18:31:17 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 11:31:17 -0700 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) Message-ID: Mexican Indian Language Appears Headed for Extinction By Helena Lozano MEXICO CITY ? Ayapaneco, one of the 364 Indian languages spoken in Mexico, appears headed for extinction because its last two speakers refuse to communicate with each other due to a long-running feud. Manuel Segovia and Isidro Velazquez are the last surviving speakers of the language, which has its roots in Jalpa de Mendez, a town in the southern state of Tabasco. The two elderly men live in the small community of Ayapan, but they have not spoken to each other in years even though their houses are only about 500 meters (some 1,600 feet) apart. The source of the feud between the 75-year-old Segovia and the 69-year-old Velazquez is not known. Access full article below: http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Mar 16 19:19:13 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 16 Mar 2011 15:19:13 -0400 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) In-Reply-To: Message-ID: It has to have been a young woman...they are so, so pretty and so feminine but strong....lol _______ wahjeh rolland nadjiwon From: Phillip E Cash Cash Sent: Wednesday, March 16, 2011 2:31 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] Mexican Indian Language Appears Headed for Extinction (fwd link) Mexican Indian Language Appears Headed for Extinction By Helena Lozano MEXICO CITY ? Ayapaneco, one of the 364 Indian languages spoken in Mexico, appears headed for extinction because its last two speakers refuse to communicate with each other due to a long-running feud. Manuel Segovia and Isidro Velazquez are the last surviving speakers of the language, which has its roots in Jalpa de Mendez, a town in the southern state of Tabasco. The two elderly men live in the small community of Ayapan, but they have not spoken to each other in years even though their houses are only about 500 meters (some 1,600 feet) apart. The source of the feud between the 75-year-old Segovia and the 69-year-old Velazquez is not known. Access full article below: http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: 03/15/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 20:01:00 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 13:01:00 -0700 Subject: The birth of a word Message-ID: t??c hal?Xp, (good day!) Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Mar 16 21:21:17 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 16 Mar 2011 14:21:17 -0700 Subject: CFP: 18th Stabilizing Indigenous Languages Symposium Message-ID: * CALL FOR PROPOSALS 18th Stabilizing Indigenous Languages Symposium* We invite you to submit a proposal that will fit in one of four venues: paper presentations, workshops, poster sessions, panel sessions, and videos. The symposium committee will select proposals that focus on language documentation, revitalization, maintenance, methodology, research, practices, and teaching which address and/or incorporate the theme of this year?s conference: *Language and Community: Building Collaboration in Revitalization Work.* We are especially seeking presentations that inform and educate Symposium participants on the best practices in language revitalization/maintenance (rather than presentations which primarily promote a specific company, product, service, or solution). Paper presentations will be 45 minutes long (30 minute papers with 15 minutes for questions). Workshops will be in 90 minute sessions and panels in 60 minute blocks. *Important Dates * - Complete proposals must be received *no later than April 8, 2010* by 5:00 pm MST. - The committee will contact you on or before April 15, 2011 to let you know if your proposal has been selected for presentation at the Symposium. All decisions are final. * **Symposium proposals should include the following: * - Name of the person(s) who will be part of the session - Affiliation (tribe, nation, organization, etc.) - Title and description of the session ? up to *500 words* - Audio, visual, computer needs ? **please note, we may not be able to provide laptop computers* - Type of session (panel session, paper, poster session, presentation, workshop) - Length of session (45, 60, 90 minutes) - Presenter(s) profile(s) ? on a separate page please include the following information about each presenter in your proposal: name, title (if applicable), affiliation (tribe, nation, organization, university, etc.), contact information (including email and phone number), and a biography of no more than 100 words per presenter. - Also, please indicate if you are willing to make your handouts digitally available before and/or after the SILS *Please submit your session proposal information by email to:* * 2011SILS at gmail.com * * * *For updated conference information, please visit the SILS 2011 website at: http://linggraduate.unm.edu/SILS/ * * * * * -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949 at GMAIL.COM Thu Mar 17 14:57:29 2011 From: wleman1949 at GMAIL.COM (Wayne Leman) Date: Thu, 17 Mar 2011 07:57:29 -0700 Subject: The birth of a word In-Reply-To: Message-ID: Wow, what a wonderful study. Thank you for letting us know about it, Phil. I have forwarded the link to to my Facebook page. Wayne ----- Wayne Leman Ninilchik Russian: http://ninilchik.noadsfree.com Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Mar 17 18:02:17 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 17 Mar 2011 14:02:17 -0400 Subject: The birth of a word In-Reply-To: Message-ID: Thank you Phillip...it is an excellent video. I will be watching this one a few times and thinking about it more. _______ wahjeh rolland nadjiwon From: Phillip E Cash Cash Sent: Wednesday, March 16, 2011 4:01 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] The birth of a word t??c hal?Xp, (good day!) Folks, take a look at this fascinating new use of video technology and its insights into language acquisition! Deb Roy: The Birth of a Word http://www.ted.com/talks/deb_roy_the_birth_of_a_word.html Phil ILAT mg -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: 03/15/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Thu Mar 17 18:40:47 2011 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Thu, 17 Mar 2011 11:40:47 -0700 Subject: Response to Deb Roy's study Message-ID: A comment from Rex Sprouse ( in italics and posted elsewhere) is worth considering in this context. * Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a word with the first (or with the consistent?) production of an adult-like pronunciation of the word. However, words are much more complex mental objects, relating an abstract representation of sound, grammatical category (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic features, etc. No matter how sophisticated the technology used for recording the child's speech, data about production alone can tell us about only one (and I must say, for me, the least interesting) aspect of this cognitively complex process.* ** * On a broader level, what I found disappointing about the talk is that it was difficult to identify anything like a clear research question behind the collection of massive amounts of data. This is a very central and very divisive matter within current linguistics: Recent technology has made it easier to amass huge amounts of linguistic data. However, in the absent of theoretically motivated research questions, it is difficult for me to buy into the notion that this represents genuine progress. *-My thoughts: What I find interesting, considering the ILAT audience, is how very little we still know about language acquisition (first and second) in the context of revitalization. I would like to know about any targeted research studies that would be aimed at better understanding the process. We have teaching methods (immersion, Master-Apprentice) which we all know are working in some contexts -- but how, specifically? And, what might we learn from more focused studies, that raise clear questions, which actually might improve or help us better understand what it takes to help people learn in non-traditional, less formal, contexts? Just trying to wrap my thoughts around all of this... S.- ********************************************************************************************** *Susan D. Penfield, Ph.D. * Research Coordinator, Center for Educational Resources in Culture, Language and Literacy (CERCLL), Faculty affiliate in English, Linguistics, Language, Reading and Culture Second Language Acquisition and Teaching Ph.D. Program (SLAT), American Indian Language Development Institute (AILDI) The Southwest Center University of Arizona, Tucson, Arizona 85721 -------------- next part -------------- An HTML attachment was scrubbed... URL: From resa.bizzaro at IUP.EDU Thu Mar 17 20:03:41 2011 From: resa.bizzaro at IUP.EDU (Resa C Bizzaro) Date: Thu, 17 Mar 2011 16:03:41 -0400 Subject: Mexican Indian Language Appears Headed for Extinction (fwd link) In-Reply-To: <79B057C0290A43B1A6D1D5565B17FD60@RolandHP> Message-ID: Hi, all. I wondered if the feud was like the Hatfield/McCoy one--over the "alleged theft of a pig ...." Resa On Wed, 16 Mar 2011 15:19:13 -0400 Rolland Nadjiwon wrote: > It has to have been a young woman...they are so, so pretty and so >feminine but strong....lol > > _______ > wahjeh > rolland nadjiwon > > >From: Phillip E Cash Cash > Sent: Wednesday, March 16, 2011 2:31 PM > To: ILAT at LISTSERV.ARIZONA.EDU > Subject: [ILAT] Mexican Indian Language Appears Headed for >Extinction (fwd link) > > Mexican Indian Language Appears Headed for Extinction > > By Helena Lozano > > MEXICO CITY ? Ayapaneco, one of the 364 Indian languages spoken in >Mexico, appears headed for extinction because its last two speakers >refuse to communicate with each other due to a long-running feud. > > Manuel Segovia and Isidro Velazquez are the last surviving speakers >of the language, which has its roots in Jalpa de Mendez, a town in >the southern state of Tabasco. > > The two elderly men live in the small community of Ayapan, but they >have not spoken to each other in years even though their houses are >only about 500 meters (some 1,600 feet) apart. > > The source of the feud between the 75-year-old Segovia and the >69-year-old Velazquez is not known. > > Access full article below: > http://www.laht.com/article.asp?ArticleId=389552&CategoryId=14091 > > > -------------------------------------------------------------------------------- > > -------------------------------------------------------------------------------- > > No virus found in this message. > Checked by AVG - www.avg.com > Version: 10.0.1204 / Virus Database: 1498/3509 - Release Date: >03/15/11 From neskiem at GMAIL.COM Thu Mar 17 21:46:00 2011 From: neskiem at GMAIL.COM (Neskie Manuel) Date: Thu, 17 Mar 2011 14:46:00 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > ???? Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the?? word.?However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > ?????? On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive???? amounts?of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) ?in > the context of revitalization. > ?I would like to know about any targeted research studies that would be > aimed at better understanding the process.? We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically?? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, ?Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie From deanna.kingston at OREGONSTATE.EDU Fri Mar 18 16:51:53 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Fri, 18 Mar 2011 09:51:53 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the I?upiaq to elders in my community (King Island I?upiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From chimiskwew at HOTMAIL.COM Fri Mar 18 17:22:28 2011 From: chimiskwew at HOTMAIL.COM (Cathy's hotmail account) Date: Fri, 18 Mar 2011 11:22:28 -0600 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Re: [ILAT] Response to Deb Roy's studyI agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the I?upiaq to elders in my community (King Island I?upiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From deanna.kingston at OREGONSTATE.EDU Fri Mar 18 18:24:37 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Fri, 18 Mar 2011 11:24:37 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Thank you for your comment, Cathy! I also just got to thinking that Deb's other point was that they were able to map the physical location in which learning took place. "Water" was centered in the kitchen while "bye" occurred at the door. This makes a case for teaching a language in situ - i.e., if you are learning words about picking greens on the tundra, then you should be out in the tundra. If you are learning words for skinning a seal, then you should be skinning a seal. This might be the basis for increased funding for language camps out on the landscape, which can and should take place year-round. A classroom is an impersonal, not as socially or culturally significant, place to learn. Again, this may already be in the literature . . . Thanks, Deanna On 3/18/11 10:22 AM, "Cathy's hotmail account" wrote: I agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the I?upiaq to elders in my community (King Island I?upiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From chimiskwew at HOTMAIL.COM Fri Mar 18 18:51:00 2011 From: chimiskwew at HOTMAIL.COM (Cathy's hotmail account) Date: Fri, 18 Mar 2011 12:51:00 -0600 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: Re: [ILAT] Response to Deb Roy's studymy husband describes context based language learning as an emotional process. When you "feel" the language, then it's yours! So context along with a word forms an emotion of some kind, it means something to you! We have a memory with all of the words we know and everytime we hear them, that memory is there and so does the meaning we associate with it. We become hard-wired that way! From: Kingston, Deanna Sent: Friday, March 18, 2011 12:24 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Thank you for your comment, Cathy! I also just got to thinking that Deb's other point was that they were able to map the physical location in which learning took place. "Water" was centered in the kitchen while "bye" occurred at the door. This makes a case for teaching a language in situ - i.e., if you are learning words about picking greens on the tundra, then you should be out in the tundra. If you are learning words for skinning a seal, then you should be skinning a seal. This might be the basis for increased funding for language camps out on the landscape, which can and should take place year-round. A classroom is an impersonal, not as socially or culturally significant, place to learn. Again, this may already be in the literature . . . Thanks, Deanna On 3/18/11 10:22 AM, "Cathy's hotmail account" wrote: I agree Deanna, I am also learning as an adult and note that that fluent speakers tend to overcorrect adults learning versus encouraging children which has a negative impact on learning. Adults rarely have a such a nurturing environment to learn and fluent speakers are unaware of their responses as to them, it should be relatively easy for us to learn! but I have also found that once a fluent speaker attempts to learn a new second language as an adult, they soon realize it is not that easy to learn to speak a language with new spoken sounds and rhythms that unfamiliar. It takes encouragement and patience and repetition as even children must practice hearing and trying to speak words before they master it and it does take some time! When fluent speakers experience what we as second language learners go through by attempting to learn a new language, they are much more in tune with a student's perspective and learning curve. I find that refraining from English replies and instead acknowledging they comprehend what a new speaker is attempting to say boosts confidence tremendously versus a response indicating a new speaker not have yet achieved perfect pronunciation during initial speaking attempts can be very disheartening given how long it takes to even speak simple phrases for individuals! Often new speakers are reluctant to speak again as the bar of speaking ability has been raised unreasonably high so future attempts are affected. I also find that people are far too rigid dialectically however I understand they are proud of their language but again, they do not realize the negative impact these kinds of responses have on the confidence level of a new speaker. Confidence in speaking is a mandatory component of being able to gain speaking ability. Without confidence, an individual will remain with the ability to understand a language but never be speak it to others which is tantamount to being mute! I don't think that either children or adults could learn to speak well if they faced negative responses every time they attempted to speak! From: Kingston, Deanna Sent: Friday, March 18, 2011 10:51 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Response to Deb Roy's study Hi all, I am not a linguist and I do not know the literature about language acquisition, so my comment is based upon my own experience with trying to learn two different languages as an adult. It also is based on my experience in having to teach my son in other ways due to his Asperger's Syndrome (potty training, comes to mind). I am taking Neski's statement, which is his paraphrase of Deb Roy's point, which is while the parent is teaching the language to the child, the child is also teaching the parent how to teach the language. Through trial and error, I have figured out the most effective ways of teaching my son, so he has taught me which methods work and which don't. When I tried to speak the I?upiaq to elders in my community (King Island I?upiat) taught at UAF in the mid-90s, the elders several times would reply in English: "We don't say that. Those people up north (i.e., Barrow, which was the dialect we were being taught) say that." I was shut down and told that what I was taught through a formal education system was not right. I contrast that with how we teach language to babies. There is constant positive encouragement and tremendous patience (i.e., six months go to from "gaga" to "water", taking into account the development of the baby's muscular development in his mouth). As an adult, at least in my experience, I haven't received the constant positive encouragement nor patience. So, it seems to me that creating such a learning environment, with positive feedback loops, would be one key to language acquistion. I know it would help me!! : ) Deanna On 3/17/11 2:46 PM, "Neskie Manuel" wrote: Weytk Everyone, I disagree with parts of the comment that was highlighted. I think his line of inquiry was very useful and presented in a good way. What Deb Roy appeared to be saying is there are feedback loops involved in child-caregiver in language acquisition. What I heard Deb Roy say is something like, my statement. The parent is teaching the language to the child, and the child is teaching the parent how to be a teacher of the language. What are all the details behind this I don't know and I don't really care. I just want to know the important parts. I think us as Secwepemc people knew this and expressed it in the statement 'children are the closest to the creator'. As secwepemc people we had something to learn from children. This was our feedback loop we created. Different pedagogies produce different feedback loops, some are better at others, all require energy and work to keep them going. When I hear the word feedback loop, I think of differential equations and large scale dynamical and chaotic systems. Here I want to perform a thought experiment. Let's say you could mathematically model language acquisition with some set of differential equations and you want language acquistiion to increase. This set of differential equations will behave something like weather, in that it will be sensitive to initial conditions, and boundary values. What this says to me is that we have to pay close attention to the initial conditions we find ourselves in an what is going on in the environment around language acquisition. I like your two questions Susan. I think a "mathematical" look might be helpful. I would like to respond to them now, but I have to run off. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > Less than 5 minutes ago: Deb Roy appears to equate the acquisition of a > word with the first (or with the consistent?) production of an adult-like > pronunciation of the word. However, words are much more complex mental > objects, relating an abstract representation of sound, grammatical category > (noun, verb, etc.), morpho-syntactic features, semantic features, pragmatic > features, etc. No matter how sophisticated the technology used for recording > the child's speech, data about production alone can tell us about only one > (and I must say, for me, the least interesting) aspect of this cognitively > complex process. > > On a broader level, what I found disappointing about the talk is that > it was difficult to identify anything like a clear research question behind > the collection of massive amounts of data. This is a very central and > very divisive matter within current linguistics: Recent technology has made > it easier to amass huge amounts of linguistic data. However, in the absent > of theoretically motivated research questions, it is difficult for me to buy > into the notion that this represents genuine progress. > > -My thoughts: What I find interesting, considering the ILAT audience, is how > very little we still know about language acquisition (first and second) in > the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > ********************************************************************************************** > Susan D. Penfield, Ph.D. > > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -- Neskie Manuel http://neskiemanuel.ath.cx Tel: (250) 679-2821 SIP: mac at sip.ca2.link2voip.com Skype: neskiemanuel Twitter: @neskiem Identi.ca: http://identi.ca/neskie -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 18 19:45:19 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 18 Mar 2011 12:45:19 -0700 Subject: Dying tongues (fwd link) Message-ID: Dying tongues 3/17/2011 Latin American Press Migration, industry and discrimination endanger indigenous languages and cultural heritage. Half of the 6,000 languages spoken on Earth are facing extinction, according to the United Nations Educational, Scientific and Cultural Organization, UNESCO. Hundreds of indigenous languages across Latin America could die out ? some within a generation ? as migration, industry, encroachment on native lands and cultural integration continues on an ever-increasing scale. Endangered languages include Quechua ? spoken up and down the Andes and the most widely spoken indigenous language of South America ? Mapuche in Chile and Argentina, Garifuna in Honduras, K?iche Maya in Guatemala and scores of languages in the Amazon basin, according to UNESCO?s Atlas of the World?s Languages in Danger. In southern Costa Rica, only 57 people speak Teribe, mostly village elders. Access full article below: http://lapress.org/articles.asp?art=6331 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Fri Mar 18 21:48:38 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Fri, 18 Mar 2011 16:48:38 -0500 Subject: Indigenous languages on twitter Message-ID: Dia dhaoibh, I just created a new site which shows who is using Twitter in a number of indigenous and minority languages around the world: http://indigenoustweets.com/ I'm hoping it provides a way for small language groups to connect online. I also started a blog to go along with it: http://indigenoustweets.blogspot.com/ For the blog, I'm planning on interviewing people who are using technology and social media for language revitalization. Please contact me if that describes you, especially if you use twitter in your language! Kevin From cashcash at EMAIL.ARIZONA.EDU Fri Mar 18 22:44:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 18 Mar 2011 15:44:56 -0700 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Awesome work Kevin! This is much needed info. It will go a long way to raise awareness. I've been planning to start an endangered Nez Perce language twitter sometime soon...(sometime soon=whenever). Just need to know if twitter supports unicode or the like. l8ter, Phil On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell wrote: > Dia dhaoibh, > > I just created a new site which shows who is using Twitter in > a number of indigenous and minority languages around > the world: > > http://indigenoustweets.com/ > > I'm hoping it provides a way for small language groups > to connect online. > > I also started a blog to go along with it: > > http://indigenoustweets.blogspot.com/ > > For the blog, I'm planning on interviewing people who are > using technology and social media for language > revitalization. Please contact me if that describes you, > especially if you use twitter in your language! > > Kevin > -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Sat Mar 19 13:57:48 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Sat, 19 Mar 2011 08:57:48 -0500 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Thanks Phil - I've done some test tweets with different Unicode scripts and everything seems to be handled correctly by twitter, including search. If you do end up creating an account, send me a note and I'll add you to the Indigenous Tweets site. Kevin On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash wrote: > Awesome work Kevin!? This is much needed info.? It will go a long way to > raise awareness.? I've been planning to start an endangered Nez Perce > language twitter sometime soon...(sometime soon=whenever).? Just need to > know if twitter supports unicode or the like. > > l8ter, > Phil > > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell wrote: >> >> Dia dhaoibh, >> >> I just created a new site which shows who is using Twitter in >> a number of indigenous and minority languages around >> the world: >> >> http://indigenoustweets.com/ >> >> I'm hoping it provides a way for small language groups >> to connect online. >> >> I also started a blog to go along with it: >> >> http://indigenoustweets.blogspot.com/ >> >> For the blog, I'm planning on interviewing people who are >> using technology and social media for language >> revitalization. ? Please contact me if that describes you, >> especially if you use twitter in your language! >> >> Kevin > > From laurenzentz at GMAIL.COM Sat Mar 19 17:44:03 2011 From: laurenzentz at GMAIL.COM (Lauren Zentz) Date: Sat, 19 Mar 2011 10:44:03 -0700 Subject: Response to Deb Roy's study In-Reply-To: Message-ID: This might be a good book to start with: Ochs, Elinor and Bambi Schieffelin (1986). Language Socialization Across Cultures. New York: Cambridge University Press. On Thu, Mar 17, 2011 at 11:40 AM, Susan Penfield wrote: > A comment from Rex Sprouse ( in italics and posted elsewhere) is worth > considering in this context. > > * Less than 5 minutes ago: Deb Roy appears to equate the acquisition > of a word with the first (or with the consistent?) production of an > adult-like pronunciation of the word. However, words are much more complex > mental objects, relating an abstract representation of sound, grammatical > category (noun, verb, etc.), morpho-syntactic features, semantic features, > pragmatic features, etc. No matter how sophisticated the technology used for > recording the child's speech, data about production alone can tell us about > only one (and I must say, for me, the least interesting) aspect of this > cognitively complex process.* > ** > * On a broader level, what I found disappointing about the talk is > that it was difficult to identify anything like a clear research question > behind the collection of massive amounts of data. This is a very central > and very divisive matter within current linguistics: Recent technology has > made it easier to amass huge amounts of linguistic data. However, in the > absent of theoretically motivated research questions, it is difficult for me > to buy into the notion that this represents genuine progress. > > *-My thoughts: What I find interesting, considering the ILAT audience, is > how very little we still know about language acquisition (first and second) > in the context of revitalization. > I would like to know about any targeted research studies that would be > aimed at better understanding the process. We have teaching methods > (immersion, Master-Apprentice) which we all know are working in some > contexts -- but how, specifically? And, what might we learn from more > focused studies, that raise clear questions, which actually might improve or > help us better understand what it takes to help people learn in > non-traditional, less formal, contexts? > > Just trying to wrap my thoughts around all of this... > > S.- > > ********************************************************************************************** > *Susan D. Penfield, Ph.D. > * > Research Coordinator, Center for Educational Resources in Culture, Language > and Literacy (CERCLL), > Faculty affiliate in English, Linguistics, Language, Reading and Culture > Second Language Acquisition and Teaching Ph.D. Program (SLAT), > American Indian Language Development Institute (AILDI) > The Southwest Center > University of Arizona, > Tucson, Arizona 85721 > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From llynnh at EMAIL.ARIZONA.EDU Sat Mar 19 20:18:06 2011 From: llynnh at EMAIL.ARIZONA.EDU (LaToya Hinton) Date: Sat, 19 Mar 2011 13:18:06 -0700 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi guys, Does anyone know if they have this for specific languages ? There looks to be a group of indigenous language tweeters but for which indigenous languages? LH -- NAMA Student Linguistics Department University of Arizona On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell wrote: > Thanks Phil - I've done some test tweets with different Unicode > scripts and everything > seems to be handled correctly by twitter, including search. If you > do end up creating > an account, send me a note and I'll add you to the Indigenous Tweets site. > > Kevin > > On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash > wrote: > > Awesome work Kevin! This is much needed info. It will go a long way to > > raise awareness. I've been planning to start an endangered Nez Perce > > language twitter sometime soon...(sometime soon=whenever). Just need to > > know if twitter supports unicode or the like. > > > > l8ter, > > Phil > > > > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell > wrote: > >> > >> Dia dhaoibh, > >> > >> I just created a new site which shows who is using Twitter in > >> a number of indigenous and minority languages around > >> the world: > >> > >> http://indigenoustweets.com/ > >> > >> I'm hoping it provides a way for small language groups > >> to connect online. > >> > >> I also started a blog to go along with it: > >> > >> http://indigenoustweets.blogspot.com/ > >> > >> For the blog, I'm planning on interviewing people who are > >> using technology and social media for language > >> revitalization. Please contact me if that describes you, > >> especially if you use twitter in your language! > >> > >> Kevin > > > > > -- NAMA Student Linguistics Department University of Arizona -------------- next part -------------- An HTML attachment was scrubbed... URL: From kscanne at GMAIL.COM Sat Mar 19 20:37:16 2011 From: kscanne at GMAIL.COM (Kevin Scannell) Date: Sat, 19 Mar 2011 15:37:16 -0500 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi LaToya, The main page lists the languages that are currently supported (38 languages): http://indigenoustweets.com/ If you click on any of the rows in that table, for instance the row for Anishinaabemowin/Ojibwe, you'll be taken to a new page that looks like this: http://indigenoustweets.com/oj/ This lists all of the people tweeting in the Ojibwe. I can in theory add any language to the system. Send me an email if you'd like your language to be added - I'd be happy to do so! Sl?n, Kevin On Sat, Mar 19, 2011 at 3:18 PM, LaToya Hinton wrote: > Hi guys, > > Does anyone know if they have this for specific languages ? There looks to > be a group of indigenous language tweeters but for which indigenous > languages? > > ?? LH > > -- NAMA Student > ?? Linguistics Department > ?? University of Arizona > > On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell wrote: >> >> Thanks Phil - I've done some test tweets with different Unicode >> scripts and everything >> seems to be handled correctly by twitter, including search. ? If you >> do end up creating >> an account, send me a note and I'll add you to the Indigenous Tweets site. >> >> Kevin >> >> On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash >> wrote: >> > Awesome work Kevin!? This is much needed info.? It will go a long way to >> > raise awareness.? I've been planning to start an endangered Nez Perce >> > language twitter sometime soon...(sometime soon=whenever).? Just need to >> > know if twitter supports unicode or the like. >> > >> > l8ter, >> > Phil >> > >> > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell >> > wrote: >> >> >> >> Dia dhaoibh, >> >> >> >> I just created a new site which shows who is using Twitter in >> >> a number of indigenous and minority languages around >> >> the world: >> >> >> >> http://indigenoustweets.com/ >> >> >> >> I'm hoping it provides a way for small language groups >> >> to connect online. >> >> >> >> I also started a blog to go along with it: >> >> >> >> http://indigenoustweets.blogspot.com/ >> >> >> >> For the blog, I'm planning on interviewing people who are >> >> using technology and social media for language >> >> revitalization. ? Please contact me if that describes you, >> >> especially if you use twitter in your language! >> >> >> >> Kevin >> > >> > > > > > -- > NAMA Student > Linguistics Department > University of Arizona > > From bischoff.st at GMAIL.COM Sat Mar 19 22:29:31 2011 From: bischoff.st at GMAIL.COM (s.t. bischoff) Date: Sat, 19 Mar 2011 18:29:31 -0400 Subject: Indigenous languages on twitter In-Reply-To: Message-ID: Hi all, We're still collecting data regarding endangered and indigenous languages and technology...this is exactly the kind of thing we are trying to look at. If you are using twitter or any other technology (including older technology like books) we'd appreciate you're help. You can access our surveys here http://users.ipfw.edu/bischofs/ling/langsurvey/survey1home.html We hope to use these preliminary surveys to develop much longer surveys to be implemented in the field at a later date. Any comments or suggestions are welcome. Thanks, Shannon On Sat, Mar 19, 2011 at 4:37 PM, Kevin Scannell wrote: > Hi LaToya, > The main page lists the languages that are currently supported (38 > languages): > http://indigenoustweets.com/ > > If you click on any of the rows in that table, for instance the row for > Anishinaabemowin/Ojibwe, you'll be taken to a new page > that looks like this: > http://indigenoustweets.com/oj/ > > This lists all of the people tweeting in the Ojibwe. > > I can in theory add any language to the system. Send me an > email if you'd like your language to be added - I'd be happy to > do so! > > Sl?n, > Kevin > > > On Sat, Mar 19, 2011 at 3:18 PM, LaToya Hinton > wrote: > > Hi guys, > > > > Does anyone know if they have this for specific languages ? There looks > to > > be a group of indigenous language tweeters but for which indigenous > > languages? > > > > LH > > > > -- NAMA Student > > Linguistics Department > > University of Arizona > > > > On Sat, Mar 19, 2011 at 6:57 AM, Kevin Scannell > wrote: > >> > >> Thanks Phil - I've done some test tweets with different Unicode > >> scripts and everything > >> seems to be handled correctly by twitter, including search. If you > >> do end up creating > >> an account, send me a note and I'll add you to the Indigenous Tweets > site. > >> > >> Kevin > >> > >> On Fri, Mar 18, 2011 at 5:44 PM, Phillip E Cash Cash > >> wrote: > >> > Awesome work Kevin! This is much needed info. It will go a long way > to > >> > raise awareness. I've been planning to start an endangered Nez Perce > >> > language twitter sometime soon...(sometime soon=whenever). Just need > to > >> > know if twitter supports unicode or the like. > >> > > >> > l8ter, > >> > Phil > >> > > >> > On Fri, Mar 18, 2011 at 2:48 PM, Kevin Scannell > >> > wrote: > >> >> > >> >> Dia dhaoibh, > >> >> > >> >> I just created a new site which shows who is using Twitter in > >> >> a number of indigenous and minority languages around > >> >> the world: > >> >> > >> >> http://indigenoustweets.com/ > >> >> > >> >> I'm hoping it provides a way for small language groups > >> >> to connect online. > >> >> > >> >> I also started a blog to go along with it: > >> >> > >> >> http://indigenoustweets.blogspot.com/ > >> >> > >> >> For the blog, I'm planning on interviewing people who are > >> >> using technology and social media for language > >> >> revitalization. Please contact me if that describes you, > >> >> especially if you use twitter in your language! > >> >> > >> >> Kevin > >> > > >> > > > > > > > > > -- > > NAMA Student > > Linguistics Department > > University of Arizona > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From saxon at UVIC.CA Mon Mar 21 18:53:59 2011 From: saxon at UVIC.CA (Leslie Saxon) Date: Mon, 21 Mar 2011 11:53:59 -0700 Subject: Elders in NWT schools Message-ID: MLAs call for elder certification Unanimous support for program to allow elders to teach in NWT schools Guy Quenneville Northern News Services Published Monday, March 21, 2011 NORTHWEST TERRITORIES Aboriginal elders in the NWT might soon play a more prominent role in territorial schools thanks to a motion passed in the legislative assembly March 3. Regular MLAs have unanimously supported a motion encouraging the Department of Education, Culture and Employment to create a program certifying elders to teach in NWT schools. Led by Sahtu MLA Norman Yakeleya, MLAs voted 11 to 0 in favour of providing elders across the territory with the certification needed to teach students in elementary, secondary and post-secondary schools in time for the upcoming fall semester. "It's long overdue," said Bernice Gargan, a language specialist at Bompas Elementary School in Fort Simpson. "I think it's a really good idea because of the knowledge that they have." Gargan helps students at Bompas Elementary learn her region's South Slavey tongue - a language she says is in danger of being lost. Helping keep aboriginal languages alive will be made easier thanks to the participation of elders, she said. "The more the kids hear (the language), the better for them. Our kids understand it, but they can't speak it." Andy Norwegian, a consultant with the Dehcho Divisional Education Council, agreed. "Especially in some of the areas, in our region, it's getting more and more difficult to replace language instructors with people that are fluent in the language. I think having the students exposed to more language in the classroom will be beneficial to the languages programs in the schools." Speaking to members of the legislative assembly, Yakeleya said elders possess special knowledge that must be tapped. "Like professors that teach in universities and colleges, these elders are the university professors on the land," he said. "They know about life. If we don't use them, we're going to lose." "I think it's a really exciting opportunity to have sort of a standardized recognizing of the value that elders have in the classroom and in a variety of learning environments," said Kyla Kakfwi Scott, program manager for Dechinta: Bush University Centre for Research and Learning. Last summer, Dechinta launched a field-based pilot semester outside Yellowknife during which six students from the NWT learned about aboriginal self-determination, First Nations history and traditional practices. The six-week semester included workshops with elders, including Mary Barnaby of Fort Good Hope, who taught students the art of moosehide tanning. "The work ethic is unbelievable. Students were just in awe of it. This woman was starting before them and quitting after them and working non-stop all day long," said Kakfwi Scott. "We realized that we had all these university professors brought in. If something had happened and one of them, at the last minute, had to pull out, we can bring in another political scientist. But there's a really limited number of people that we can bring in who are experts in moosehide tanning." ________________________________ Leslie Saxon, Department of Linguistics, University of Victoria Victoria, BC, Canada V8W 3P4 (250) 721-7433 (office) (250) 721-7423 (fax) http://web.uvic.ca/ling/ Academic Advisor, Certificate in Aboriginal Language Revitalization http://www.uvcs.uvic.ca/aboriginal/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mslinn at OU.EDU Tue Mar 22 14:46:12 2011 From: mslinn at OU.EDU (Linn, Mary S.) Date: Tue, 22 Mar 2011 14:46:12 +0000 Subject: Position for Collection Manager of Native American Languages Message-ID: Hello All, I am writing you to announce the that we are taking applications for the position of Collection Manager (CM) for the Nation American Languages collection at the Sam Noble Oklahoma Museum of Natural History at the University of Oklahoma, Norman, OK. This is one of only a few digital and physical archives of endangered languages in the US. We are partnering with many different Oklahoma and regional tribes and tribal people as the collection and we are involved in collaboration efforts to make the collection significant to revitalization work. The CM is directly responsible for the processing, care, and accessibility of the collection. In addition, we sponsor programming in language documentation, revitalization, and conservation, and the CM makes the collection available and user-friendly to patrons, and makes it up-to-date as technology and user-needs change. A proactive CM will also help shape the future growth areas of the department. So, this position is unique and exciting, and a great opportunity for someone starting their career. I encourage you to apply, or to pass this information on to students and others you know with BA or MA degree and experience in language media. Here are the instruction to get to the application: http://hr.ou.edu// left Quick Links: Job Postings left: Search Listings Job Listing Number: 11275 (this is enough to get you the full listing and application) Title: Curator/Archivist I For more information on the Sam Noble Museum, please go to : http://www.snomnh.ou.edu/ For a brief introduction to the NAL Collections, please go to: http://www.snomnh.ou.edu/collections-research/nal.htm You can search our catalog at: http://www.snomnh.ou.edu/db2/nal/index.php Thank you all, Mary Mary S. Linn Associate Curator, Native American Languages Associate Professor, Anthropology Adjunct Associate Professor, Native American Studies Sam Noble Oklahoma Museum of Natural History University of Oklahoma 2401 Chautauqua Avenue Norman, OK 73072 405-325-7588 (voice) 405-325-7699 (fax) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Mar 22 20:58:27 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 22 Mar 2011 13:58:27 -0700 Subject: Wampanoags Regain Their Voice (fwd link) Message-ID: Wampanoags Regain Their Voice No one had spoken the Native American Wampanoag language for more than 150 years. One woman changed all that. By Sarah Durham Wilson | Email the author | 10:48am (n.d.) USA Five years ago Jessie ?Little Doe? Baird was a Wampanoag social worker living in Mashpee. By day, she worked in human services; by night, she was enfolded into dreams where her elders spoke to her in a language she could not understand. The dreams persisted, and over time began to affect her waking hours. She felt a tug as she passed a Sippewissett sign on her daily drive to work. Access full article below: http://marthasvineyard.patch.com/articles/wampanoags-regain-their-voice From daryn at ACRA.ORG.AU Wed Mar 23 01:17:43 2011 From: daryn at ACRA.ORG.AU (Daryn McKenny) Date: Wed, 23 Mar 2011 12:17:43 +1100 Subject: Puliima 2011 Language & Technology Forum - Update Message-ID: Hi Everyone, We have recently updated our website at http://www.acra.org.au/puliima/presentations.html with all of the lasted presentations, once again the variety of topics is outstanding. This year our International presentations will be from First Voices and the Indigenous Language Institute. Until the agenda is released you can get an overview of the forum here at http://www.acra.org.au/puliima/whats-happening.html Please pass this email on throughout any interested networks. Regards Daryn McKenny Arwarbukarl Cultural Resource Association Inc. Trading as: Miromaa Aboriginal Language and Technology Centre P | 02 4927 8222 F | 02 4925 2185 E | daryn at acra.org.au W | www.acra.org.au & www.miromaa.com.au P Please consider the environment before printing this email The Arwarbukarl Cultural Resource Association Inc. respects the privacy of individuals and strives to comply with all areas of the Privacy Act. The contents of this email are intended for the purpose of the person or persons named in either the "To" or "CC" boxes of the email. Any person not named in these boxes in receipt of this email should immediately delete this email and advise the sender accordingly. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Fri Mar 25 18:09:21 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Fri, 25 Mar 2011 14:09:21 -0400 Subject: Fw: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 Message-ID: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 _______ wahjeh rolland nadjiwon From: Puliima 2011 Sent: Friday, March 25, 2011 2:32 AM To: mikinakn at SHAW.CA Subject: Puliima 2011 Indigenous Language & Technology Forum - Newsletter #4 Read the latest news about what is happening at the Puliima 2011 Indigenous Languages and Technology Forum - REGISTER NOW Is this email not displaying correctly? View it in your browser. Please forward throughout your networks Puliima 2011 National Indigenous Languages and Technology Forum 10th - 13th May 2011, State Library of Queensland, Brisbane With just under 7 weeks to go for Puliima 20ll in Brisbane we have placed on the Puliima website all of the latest news with an updated list of who is presenting and their session contents. We have also added the 'Whats Happening' page to give you a quick overview of the event. Over the coming weeks we will continue to keep you informed through our newsletter the latest news and highlights such as those below. Click here to REGISTER NOW Remember Puliima only comes along every 2 years so please do not miss this extremely important event. This Weeks Puliima Highlights International Presenters - Indigenous Language Institute (North America) Jeremy Montoya, Jordan Naranjo are part of a group of very inspirational Native American teens, along side of Rachael Nez from the Indigenous Languages Institute(ILI) in North America and with their mentor, Laura Jagles, they are learning their native language and have a truly remarkable story to share. They are participating in a groundbreaking pilot program that is an empowering self-study language course developed by ILI, the schools and the community. They wish to share their story and their learnings with you, come along and be inspired too. Visit the Indigenous Language Institute website Click here to learn more about "The Young Ancestors" Victoria - Why Language is Important to Me We are very pleased to have an inspirational young girl, Hollie Johnson, from Victoria presenting, "Why Language is Important to Me". Hollie has completed Year 12 Victorian Certificate of Education (VCE) in Indigenous Languages and is currently working with Victorian Aboriginal Corporation for Langauges part-time to extend her skills and knowledge. It is great to see young people getting involved with Aboriginal language revival and maintenance and carrying on the hard work that has been started by their elders. "With my language now being passed from my Elders onto me it has given me the opportunity to extend my knowledge and understanding of my people and where we come from." - Hollie Johnson Click here read more about HOLLIE'S PRESENTATION Youth Sponsorships Available The theme for this year is ?Old Language ? New Voices?, this means we are especially encouraging the youth to attend this conference so on that note we would like to offer 10 free registrations for anyone under the age of 21, the first 10 expressions for this offer received must include a paragraph or 2 on ?what language means to you?, please send your interest to us at puliima2011 at acra.org.au and if you are successful we will contact you with further details. This could be a fantastic experience to share your story with others like Hollie and our Native American guests, Jeremy and Jordon. Optional 3rd Day On Friday 13th May 2011 we are holding 3 optional events which you may like to attend. You may choose one of the following (all sessions are concurrent): a.. Indigenous Linguists Forum (open only to Indigenous participants) b.. Miromaa Training Workshop (limit of 15 attendees) c.. "The Power of Aboriginal Language and Culture in the Hands of Aboriginal People", a Seminar by Keith Kemp from Marruwa Indigenous Consultancy Click here to read more about the OPTIONAL 3RD DAY and WHAT'S HAPPENING Your To Do's Have you booked your accommodation? We have rooms reserved at 4 lovely Brisbane hotels, but get in fast as the special Puliima rates will expire on the 10th April 2011! Click here to read more about your ACCOMMODATION OPTIONS Have you planned your travel? We have information on our website about transportation to/from and within Brisbane. Click here to read more about your TRANSPORT OPTIONS Brisbane Floods We have heard through the grapevine that some people may have concerns about the Brisbane floods affecting the conference. We can happily say that the floods have not had an impact on the conference whatsoever and everything is all running as planned. See you in Brisbane! -------------------------------------------------------- Funded by Major Sponsor -------------------------------------------------------- Follow on Facebook | Forward to a Friend Quicklinks: REGISTER NOW WHO IS PRESENTING WHAT IS HAPPENING Contact us at: puliima2011 at acra.org.au +61 2 4927 8222 www.acra.org.au/puliima Puliima is organised by Miromaa Aboriginal Language & Technology Centre unsubscribe from this list | update subscription preferences | view email in browser -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3527 - Release Date: 03/24/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Mar 25 20:27:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 25 Mar 2011 13:27:56 -0700 Subject: Okla. man hopes app will help Cherokee language (fwd link) Message-ID: Friday, March 25, 2011 Okla. man hopes app will help Cherokee language By: KEITH PURTELL, The Muskogee Phoenix USA MUSKOGEE, OK - Harry Oohsawee hopes the latest technology will offer a new way to prevent the Cherokee language from dying off. Oohsawee, fluent in Cherokee, contributed his voice and image to a company that specializes in applications that are intended to revitalize Native American languages. Don Thornton, president of Thornton Media in Las Vegas, Nev., made several trips to Tahlequah to work with Oohsawee an instructor in the Cherokee Language Education Program at Northeastern State University. Access full article below: http://www.abc15.com/dpp/news/local_news/water_cooler/KJRH-Man-hopes-app-will-help-Cherokee-language1301081116255 From mikinakn at SHAW.CA Sun Mar 27 07:53:32 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Sun, 27 Mar 2011 03:53:32 -0400 Subject: Por Dinero Message-ID: Check out these young people. I had never heard of ?Chatino?...very interesting. Maybe wish them luck or help them out. Probably good for the young Chatino man in the video and probably for his family and village also. That?s how it works in traditional indigenous communities. And, this is not a commercial...lol Passing this along to the experts on ILAT and NetRez...apologies for the cross posting. I convinced them, if they are successful with their project to bring it to Canada also. I guess a lot of people don?t even know we are up here...eh...lol. http://www.kickstarter.com/projects/blacksmyth/por-dinero _______ wahjeh rolland nadjiwon -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Mar 30 00:26:46 2011 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Tue, 29 Mar 2011 19:26:46 -0500 Subject: two babies talking to one another Message-ID: kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Wed Mar 30 05:14:24 2011 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Wed, 30 Mar 2011 01:14:24 -0400 Subject: two babies talking to one another In-Reply-To: Message-ID: I passed this on to Jeremy and Brendan...the ?Kickstart? twins going for the filming of the culture/language for the Chatino community in Mexico. Hope they like it...lol You can check them out again at http://www.kickstarter.com/projects/blacksmyth/por-dinero They are twins also. They are over half way to their objective. _______ wahjeh rolland nadjiwon ------------------------------------------------------------------ ?Good judgment comes from experience, and a lotta that comes from bad judgment.? From: Richard Zane Smith Sent: Tuesday, March 29, 2011 8:26 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------------------------------------------------------------------------- -------------------------------------------------------------------------------- No virus found in this message. Checked by AVG - www.avg.com Version: 10.0.1204 / Virus Database: 1498/3538 - Release Date: 03/29/11 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Mizuki.Miyashita at MSO.UMT.EDU Wed Mar 30 15:19:15 2011 From: Mizuki.Miyashita at MSO.UMT.EDU (Miyashita, Mizuki) Date: Wed, 30 Mar 2011 09:19:15 -0600 Subject: two babies talking to one another In-Reply-To: A Message-ID: Thank you for sharing this. This is very cute and certainly interesting! Mizuki From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: Tuesday, March 29, 2011 6:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From deanna.kingston at OREGONSTATE.EDU Wed Mar 30 16:43:57 2011 From: deanna.kingston at OREGONSTATE.EDU (Kingston, Deanna) Date: Wed, 30 Mar 2011 09:43:57 -0700 Subject: two babies talking to one another In-Reply-To: Message-ID: I saw this yesterday from my sister's post on Facebook, so I shared it. One of my friends, who has a 2 1/2 year old son, said that her son wanted to see it again and then again. She thought he understood what they were saying! Deanna On 3/30/11 8:19 AM, "Miyashita, Mizuki" wrote: Thank you for sharing this. This is very cute and certainly interesting! Mizuki From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: Tuesday, March 29, 2011 6:27 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: [ILAT] two babies talking to one another kweh all, don't know if anyone has seen this, but its a VERY interesting exchange of two diapered twins ...conversing.... (its also cute) http://www.youtube.com/watch?v=_JmA2ClUvUY&feature=player_embedded#at=14 ske:noh, Richard Zane Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From phonosemantics at EARTHLINK.NET Wed Mar 30 20:03:18 2011 From: phonosemantics at EARTHLINK.NET (jess tauber) Date: Wed, 30 Mar 2011 16:03:18 -0400 Subject: two babies talking to one another Message-ID: This is very disturbing. I have two words....Mars Attacks! Better pass out the Slim Whitman recordings. OTOH Natalie Portman as acting (lit/fig) POTUS might be a breath of fresh air in DC. JT From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 16:50:56 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 09:50:56 -0700 Subject: Tribe honored for language work (fwd link) Message-ID: Tribe honored for language work Richard Gomez/Commentary | Posted: Thursday, March 31, 2011 12:00 am USA Last week in Los Angeles, the Santa Ynez Band of Chumash Indians received special recognition at the 34th Annual California Conference on American Indian Education for our work on Assembly Bill 544, the Native American Languages Credentialing bill. We were also recognized for our work on Assembly Bill 2089, which extended the sunset of the American Indian Education Program. Access full article below: http://www.syvnews.com/opinion/commentary/article_ae0318f4-5a7d-11e0-9241-001cc4c03286.html From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 16:52:15 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 09:52:15 -0700 Subject: Preserving the Cherokee language with children=?UTF-8?Q?=E2=80=99s_?=b ooks (fwd link) Message-ID: Preserving the Cherokee language with children?s books Thursday, 31 March 2011 Written by Davin Eldridge ? Staff Writer USA Local artists contribute their skills to illustrate traditional children?s stories The Kituwah Preservation & Education Program [KPEP] is taking measures to preserve the ancient language of the Eastern Band of Cherokee Indians, with colorful children?s books written in the native Cherokee language and illustrated by local artists. By commissioning artists throughout the region to illustrate the children?s books, KPEP hopes to keep the near-extinct language alive by catching the interest of Cherokee youth at an early age and introducing them to their native tongue. Access full article below: http://www.maconnews.com/arts-a-entertainment/627-preserving-the-cherokee-language-with-childrens-books From donaghy at HAWAII.EDU Thu Mar 31 19:41:56 2011 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Thu, 31 Mar 2011 09:41:56 -1000 Subject: Typing in Hawaiian on Android Message-ID: Aloha k?kou, I was able to find a developer who created an Android keyboard utility, and he graciously created a Hawaiian layout for us. I'm posting this as it may be useful to others seeing to strengthen support for their languages on Android. http://www.keoladonaghy.com/?page_id=1319 Please note that the default Android font is missing many glyphs. I noticed that Joseph Erbs posts in Cherokee on Facebook fail to display properly. Hopefully the Android team will address these deficiencies. KEola ======================================================================== Keola Donaghy Assistant Professor of Hawaiian Studies Ka Haka 'Ula O Ke'elikolani keola at leoki.uhh.hawaii.edu University of Hawai'i at Hilo http://www2.hawaii.edu/~donaghy/ "T?r gan teanga, t?r gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ======================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Mar 31 22:24:06 2011 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 31 Mar 2011 15:24:06 -0700 Subject: Professor=?UTF-8?Q?=E2=80=99s_?=project provides first-ever Guatemalan language text for Mayan students (fwd link) Message-ID: Professor?s project provides first-ever Guatemalan language text for Mayan students Posted March 31, 2011 at 3:50 pm ? By ASU News USA BOONE?Imagine you?re a middle school student studying civics or local government, and instead of reading a textbook written in your native language, you must read the material in another. Timothy J. Smith, an assistant professor in Appalachian State University?s Department of Anthropology, has led a project to publish the first social science text written in a Guatemalan Mayan language. It will be distributed in May to Mayan authorities and leaders who participated in the project to create the text, as well as school officials, teachers and students in Solol?, Guatemala. Access full article below: http://www.news.appstate.edu/2011/03/31/guatemalan-language-text/