From cashcash at EMAIL.ARIZONA.EDU  Thu Sep  1 19:10:49 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 12:10:49 -0700
Subject: Native American Language Book Named Best Read (fwd link)
Message-ID: <THU.1.SEP.2011.121049.0700.ILAT@LISTSERV.ARIZONA.EDU>

Native American Language Book Named Best Read
By ICTMN Staff September 1, 2011

[image: Awesiinyensag Anton Treuer]

*Awesiinyensag: Dibaajimowinan
Jigikinoo’amaageng<http://birchbarkbooks.com/exclusives/awesiinyensag>
*, an Ojibwe young reader book was recently named Minnesota’s Best Read by
the Center for the Book in the Library of Congress. The book is also
Minnesota’s official choice to represent all state publications at the
National Book Festival being held September 24 to 25 in Washington, D.C.


Access full article below:

http://indiancountrytodaymedianetwork.com/2011/09/native-american-language-book-named-best-read/
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep  1 19:24:18 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 12:24:18 -0700
Subject: Bilingual brain stays 'flexible' longer: Study (fwd link)
Message-ID: <THU.1.SEP.2011.122418.0700.ILAT@LISTSERV.ARIZONA.EDU>

Bilingual brain stays 'flexible' longer: Study

FIRST POSTED: TUESDAY, AUGUST 30, 2011 10:58 AM EDT
Canada

The brains of babies raised in bilingual households are "flexible" to
different languages longer, especially if they hear a lot of language
at home, according to a new study from the Institute for Learning and
Brain Sciences.

"The bilingual brain is fascinating because it reflects humans'
abilities for flexible thinking - bilingual babies learn that objects
and events in the world have two names, and flexibly switch between
these labels, giving the brain lots of good exercise," said study
co-author Patricia Kuhl.

Access full article below:
http://www.torontosun.com/2011/08/30/bilingual-brain-stays-flexible-longer-study


From dzo at BISHARAT.NET  Thu Sep  1 22:19:22 2011
From: dzo at BISHARAT.NET (dzo at BISHARAT.NET)
Date: Thu, 1 Sep 2011 22:19:22 +0000
Subject: Conf. on the Endangered Languages & Cultures of Native America
Message-ID: <THU.1.SEP.2011.221922.0000.>

FYI (fwd from the Language Policy list)

Sent from my Verizon Wireless BlackBerry

-----Original Message-----
From: Harold Schiffman <hfsclpp at gmail.com>
Sender: lgpolicy-list-bounces+dzo=bisharat.net at groups.sas.upenn.edu
Date: Thu, 1 Sep 2011 11:48:52 
To: lp<lgpolicy-list at groups.sas.upenn.edu>
Reply-To: Language Policy List <lgpolicy-list at groups.sas.upenn.edu>
Subject: [lg policy] call: Conference on the Endangered Languages and
	Cultures of Native America

Conference on the Endangered Languages and Cultures of Native America
Short Title: CELCNA

Date: 23-Mar-2012 - 24-Mar-2012
Location: Salt Lake City, UT, USA
Contact Person: Jennifer Mitchell
Meeting Email: < click here to access email >
Web Site: http://www.cail.utah.edu/?pageId=1049

Linguistic Field(s): Anthropological Linguistics; Historical
Linguistics; Language Documentation; Sociolinguistics; Typology

Call Deadline: 13-Jan-2012

Meeting Description:

8th Annual Conference on the Endangered Languages and Cultures of
Native America (CELCNA)
Dates: March 23-24, 2012
University of Utah, Salt Lake City, Utah

Sponsors: Smithsonian Institution, College of Humanities, and the
Center for American Indian Languages, University of Utah.

Keynote speaker: TBA

Registration:

Pre-registration is available on the conference webpage.
Registration before March 12th: $75 for conference participants
(students $35) (tribal elders, no cost). (This is used to cover the
cost of conference rooms, refreshments and dinner on Friday evening.)
Registration after March 12th or on-site: $85 for conference
participants ($45 for students).

Teacher Workshop:

A concurrent workshop entitled ‘Teaching Beginning Students How to
Speak their Ancestral Language: Oral Language Development’ will be
held on Friday, March 23, organized by Marianna Di Paolo of the
University of Utah. Participation for this workshop requires
pre-registration, available on the conference website
http://www.cail.utah.edu.

Call for Papers:

Presentations are invited on any aspect of American Indian languages.
Special interest this year is being placed on language documentation
and description, computational approaches to documentation and
revitalization, community outcomes of language documentation, and
lessons learned from language documentation. Other suitable emphases
include language revitalization; historical linguistics;
anthropological linguistics; sociolinguistics; text collection and
analysis; phonetics and phonology, morphology, syntax, and semantics.
American Indian participants are especially invited and encouraged to
attend.

For more information about the conference, and to register, visit the
conference web page at http://www.cail.utah.edu and click on the
CELCNA link.

Abstracts are invited for 20-minute oral presentations. Presentations
can be given in English or Spanish.

There is a $100 'Future Scholar' award for the best student abstract
to be presented at the conference. Please make sure to indicate if you
are a student during the abstract submission process.

Deadline for abstracts: January 13, 2012
The Program Committee will announce results about February 3.

Abstract Guidelines:

Abstracts no longer than one page including references should follow
best practices and where possible include the conclusions of your
paper and any relevant data. To submit an abstract, please go to
http://www.cail.utah.edu.

Call for Workshop Proposals:

Proposals are also encouraged for special workshops in language
revitalization, such as materials development, orthographic issues,
and the use of technology within documentation programs. Proposals for
workshops or discussion sessions should specify which person or
persons will lead the discussion, and what the proposed topic/question
for discussion is.

Deadline for workshop proposals: December 16, 2011

Archive of Proceedings:

Papers delivered at the conference are eligible to be included in the
proceedings of the conference, archived on the website for the Center
for American Indian Languages. Finished papers must be received no
later than two weeks after the conference to be included in the
conference proceedings.

Additional Information:

Contact Jennifer Mitchell at cail.utahgmail.com. If you need
information not easily arranged via e-mail, please call Tel.
801-587-0720 during business hours.

http://linguistlist.org/issues/22/22-3441.html

-- 
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Members who disagree with a message are encouraged to post a rebuttal,
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From cashcash at EMAIL.ARIZONA.EDU  Fri Sep  2 05:42:56 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 22:42:56 -0700
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_languages=E2=80=99_?=(fwd
 link)
Message-ID: <THU.1.SEP.2011.224256.0700.ILAT@LISTSERV.ARIZONA.EDU>

Sep 2, 2011

‘How to protect our languages’

By Emma Mgbeahurike, Owerri
NIgeria, Africa

Nigerians have been urged to ensure that indigenous languages do not
disappear. How? By ensuring that their children acquire their
mother-tongue, rather than learn it.

The admonition was made by the Executive Secretary/CEO of the National
Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
presenting an address at the opening ceremony of the 2011 indigenous
language programme held at the Southeast zonal office in Owerri, the
Imo State capital.

Access full article below:
http://www.thenationonlineng.net/2011/index.php/newsextra/18067-‘how-to-protect-our-languages’.html


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep  2 05:47:23 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 22:47:23 -0700
Subject: UQ researchers focus on Aboriginal languages (fwd link)
Message-ID: <THU.1.SEP.2011.224723.0700.ILAT@LISTSERV.ARIZONA.EDU>

Published: 02 September 2011
AUS

UQ researchers focus on Aboriginal languages

As the number of Aboriginal languages dwindles, UQ researchers are
intensifying their studies to protect and document those that remain.

Research in Australian languages is a focus at UQ, with the University
hosting one of the largest clusters of Aboriginal language academics
in the country. The group includes researchers Dr Ilana Mushin, Dr Rob
Pensalfini, Dr Myf Turpin, Dr Felicity Meakins and Dr Erich Round.

There were approximately 250 Indigenous languages before settlement
and now only 20 remain. UQ linguists are involved in practical
community-based research which includes creating and releasing
Aboriginal dictionaries, books and collaborating with schools.

Access full article below:
http://www.uq.edu.au/news/?article=23763


From craig_spaulding at COMCAST.NET  Fri Sep  2 14:30:58 2011
From: craig_spaulding at COMCAST.NET (Craig Spaulding)
Date: Fri, 2 Sep 2011 14:30:58 +0000
Subject: Teaching Oral Language via Technology
In-Reply-To: <911521091.816955.1314973787348.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <FRI.2.SEP.2011.143058.0000.ILAT@LISTSERV.ARIZONA.EDU>


What can anyone recommend for an approach to teaching language via the internet or DVD where the main goal/focus is oral language without all the trappings and issues of dealing with literacy? I use to work at Rosetta Stone and their approach was highly integrated with literacy, though it could be customized by the user to focus on the audio/verbal component. Unfortunately, they are not taking on any more projects for the near future and I wondered if there were other software approaches that list members know of or have experience using that are effective. 


Thanks in advance. 


Craig 
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From kevinroach at CENTURYTEL.NET  Fri Sep  2 15:11:54 2011
From: kevinroach at CENTURYTEL.NET (Kevin Roach)
Date: Fri, 2 Sep 2011 10:11:54 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <2045835491.817082.1314973858081.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <FRI.2.SEP.2011.101154.0500.ILAT@LISTSERV.ARIZONA.EDU>

>
> Hi Craig and All,
>
> We have created a software for teaching Ojibwe, using tools from  
> Transparent Language.
> Teachers are starting to use this for distance language courses (I  
> know two in particular).
> Still not a perfect replacement for a speech community, but at least  
> offers videos of semi-natural conversations.
> It does have built in voice recognition, pronunciation practice and  
> conversation practice.
> Our tool is: Ojibwemodaa, find it at :  www.grassrootsindigenousmultimedia.org
>
> And write to me or Kevin if you want more info!
> Good luck
> What language/s do you work in?
>
> --------------------------------------------
> Mary Hermes, PhD
> Visiting and Associate Professor, Curriculum and Instruction
> University of Minnesota




On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:

> What can anyone recommend for an approach to teaching language via  
> the internet or DVD where the main goal/focus is oral language  
> without all the trappings and issues of dealing with literacy? I use  
> to work at Rosetta Stone and their approach was highly integrated  
> with literacy, though it could be customized by the user to focus on  
> the audio/verbal component. Unfortunately, they are not taking on  
> any more projects for the near future and I wondered if there were  
> other software approaches that list members know of or have  
> experience using that are effective.
>
> Thanks in advance.
>
> Craig

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From mccreery at UVIC.CA  Fri Sep  2 16:22:53 2011
From: mccreery at UVIC.CA (Dale McCreery)
Date: Fri, 2 Sep 2011 09:22:53 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <7395E397-2E3D-4A71-BCAA-464FC9E6FC64@centurytel.net>
Message-ID: <FRI.2.SEP.2011.092253.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
downloaded the pimsleur Ojibwe course and found it fairly useful, and have
been working towards incorporating something similar into a way of
teaching Michif.  Basically, we created a couple sequences for the
different aspects of the grammar, morphology, syntax, etc that a new
student would need to learn and have been making purely audio lessons to
teach them, though we’re still pretty early in the process.  The idea is
to combine these with a couple hundred hours of audio recording that has
been done going over the SIL Dictionary Development Plan (?), which is the
way i learnt the language myself (though I used a couple different Cree
textbooks to acquire the grammar of the language before doing the
documentation).  Once the students have the structural knowledge to
understand what is being said, they can then learn the vocabulary and
reinforce their knowledge of grammar through hearing it used in
conversations (translated) and they should also then be able to learn more
from our elders who speak the language but might not have an idea as to
how to teach it.

I think that a method that can naturally introduce the grammar of a
language (orally), combined with (lots of) recordings that explore the
vocabulary in a natural setting is probably the easiest approach, at least
in terms of how much work it takes to produce compared to the results (I
hope!).  Especially for languages where the community does a lot of
arguing over orthography.

-dale-


>>
>> Hi Craig and All,
>>
>> We have created a software for teaching Ojibwe, using tools from
>> Transparent Language.
>> Teachers are starting to use this for distance language courses (I
>> know two in particular).
>> Still not a perfect replacement for a speech community, but at least
>> offers videos of semi-natural conversations.
>> It does have built in voice recognition, pronunciation practice and
>> conversation practice.
>> Our tool is: Ojibwemodaa, find it at :
>> www.grassrootsindigenousmultimedia.org
>>
>> And write to me or Kevin if you want more info!
>> Good luck
>> What language/s do you work in?
>>
>> --------------------------------------------
>> Mary Hermes, PhD
>> Visiting and Associate Professor, Curriculum and Instruction
>> University of Minnesota
>
>
>
>
> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
>
>> What can anyone recommend for an approach to teaching language via
>> the internet or DVD where the main goal/focus is oral language
>> without all the trappings and issues of dealing with literacy? I use
>> to work at Rosetta Stone and their approach was highly integrated
>> with literacy, though it could be customized by the user to focus on
>> the audio/verbal component. Unfortunately, they are not taking on
>> any more projects for the near future and I wondered if there were
>> other software approaches that list members know of or have
>> experience using that are effective.
>>
>> Thanks in advance.
>>
>> Craig
>
>


From mhermes at UMN.EDU  Fri Sep  2 16:38:09 2011
From: mhermes at UMN.EDU (Mary Hermes)
Date: Fri, 2 Sep 2011 11:38:09 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <2d9a7c19ba5bfac2b40debdc9f46ac48.squirrel@wm3.uvic.ca>
Message-ID: <FRI.2.SEP.2011.113809.0500.ILAT@LISTSERV.ARIZONA.EDU>

The Institute for Advanced Studies here is sponsoring a one day workshop between terms (so January, 2012)
for teachers who are trying to figure out how to use this software (Ojibwemodaa).
I will lead, and also use the opportunity  to help them switch toward oral proficiency,
as opposed to the written that many teachers use.  I can invite all of you, I think it is a free-bee,
 a good opportunity to put our heads together about using software to teach indigenous languages.

Basically, we are using unscripted conversations as our content.
There is a grammar reference built in (so grammar on demand) enough sentence patterns along with word by word 
re-dictated flashcards to get a learning going in the direction of speaking. I think it is a step in the right direction.

Please do try the demo and let us know!
Much room for more to do.

--------------------------------------------
Mary Hermes, PhD
I


On Sep 2, 2011, at 11:22 AM, Dale McCreery wrote:

> Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
> downloaded the pimsleur Ojibwe course and found it fairly useful, and have
> been working towards incorporating something similar into a way of
> teaching Michif.  Basically, we created a couple sequences for the
> different aspects of the grammar, morphology, syntax, etc that a new
> student would need to learn and have been making purely audio lessons to
> teach them, though we’re still pretty early in the process.  The idea is
> to combine these with a couple hundred hours of audio recording that has
> been done going over the SIL Dictionary Development Plan (?), which is the
> way i learnt the language myself (though I used a couple different Cree
> textbooks to acquire the grammar of the language before doing the
> documentation).  Once the students have the structural knowledge to
> understand what is being said, they can then learn the vocabulary and
> reinforce their knowledge of grammar through hearing it used in
> conversations (translated) and they should also then be able to learn more
> from our elders who speak the language but might not have an idea as to
> how to teach it.
> 
> I think that a method that can naturally introduce the grammar of a
> language (orally), combined with (lots of) recordings that explore the
> vocabulary in a natural setting is probably the easiest approach, at least
> in terms of how much work it takes to produce compared to the results (I
> hope!).  Especially for languages where the community does a lot of
> arguing over orthography.
> 
> -dale-
> 
> 
>>> 
>>> Hi Craig and All,
>>> 
>>> We have created a software for teaching Ojibwe, using tools from
>>> Transparent Language.
>>> Teachers are starting to use this for distance language courses (I
>>> know two in particular).
>>> Still not a perfect replacement for a speech community, but at least
>>> offers videos of semi-natural conversations.
>>> It does have built in voice recognition, pronunciation practice and
>>> conversation practice.
>>> Our tool is: Ojibwemodaa, find it at :
>>> www.grassrootsindigenousmultimedia.org
>>> 
>>> And write to me or Kevin if you want more info!
>>> Good luck
>>> What language/s do you work in?
>>> 
>>> --------------------------------------------
>>> Mary Hermes, PhD
>>> Visiting and Associate Professor, Curriculum and Instruction
>>> University of Minnesota
>> 
>> 
>> 
>> 
>> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
>> 
>>> What can anyone recommend for an approach to teaching language via
>>> the internet or DVD where the main goal/focus is oral language
>>> without all the trappings and issues of dealing with literacy? I use
>>> to work at Rosetta Stone and their approach was highly integrated
>>> with literacy, though it could be customized by the user to focus on
>>> the audio/verbal component. Unfortunately, they are not taking on
>>> any more projects for the near future and I wondered if there were
>>> other software approaches that list members know of or have
>>> experience using that are effective.
>>> 
>>> Thanks in advance.
>>> 
>>> Craig
>> 
>> 


From harveyd at SOU.EDU  Fri Sep  2 23:13:24 2011
From: harveyd at SOU.EDU (Dan Harvey)
Date: Fri, 2 Sep 2011 16:13:24 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <4E14145D-9B55-4ED4-9F06-547319B95E9F@umn.edu>
Message-ID: <FRI.2.SEP.2011.161324.0700.ILAT@LISTSERV.ARIZONA.EDU>

Check out the ACORNS project at http://cs.sou.edu/~harveyd/acorns

It is a free download.

On Fri, Sep 2, 2011 at 9:38 AM, Mary Hermes <mhermes at umn.edu> wrote:

> The Institute for Advanced Studies here is sponsoring a one day workshop
> between terms (so January, 2012)
> for teachers who are trying to figure out how to use this software
> (Ojibwemodaa).
> I will lead, and also use the opportunity  to help them switch toward oral
> proficiency,
> as opposed to the written that many teachers use.  I can invite all of you,
> I think it is a free-bee,
>  a good opportunity to put our heads together about using software to teach
> indigenous languages.
>
> Basically, we are using unscripted conversations as our content.
> There is a grammar reference built in (so grammar on demand) enough
> sentence patterns along with word by word
> re-dictated flashcards to get a learning going in the direction of
> speaking. I think it is a step in the right direction.
>
> Please do try the demo and let us know!
> Much room for more to do.
>
> --------------------------------------------
> Mary Hermes, PhD
> I
>
>
> On Sep 2, 2011, at 11:22 AM, Dale McCreery wrote:
>
> > Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
> > downloaded the pimsleur Ojibwe course and found it fairly useful, and
> have
> > been working towards incorporating something similar into a way of
> > teaching Michif.  Basically, we created a couple sequences for the
> > different aspects of the grammar, morphology, syntax, etc that a new
> > student would need to learn and have been making purely audio lessons to
> > teach them, though we’re still pretty early in the process.  The idea is
> > to combine these with a couple hundred hours of audio recording that has
> > been done going over the SIL Dictionary Development Plan (?), which is
> the
> > way i learnt the language myself (though I used a couple different Cree
> > textbooks to acquire the grammar of the language before doing the
> > documentation).  Once the students have the structural knowledge to
> > understand what is being said, they can then learn the vocabulary and
> > reinforce their knowledge of grammar through hearing it used in
> > conversations (translated) and they should also then be able to learn
> more
> > from our elders who speak the language but might not have an idea as to
> > how to teach it.
> >
> > I think that a method that can naturally introduce the grammar of a
> > language (orally), combined with (lots of) recordings that explore the
> > vocabulary in a natural setting is probably the easiest approach, at
> least
> > in terms of how much work it takes to produce compared to the results (I
> > hope!).  Especially for languages where the community does a lot of
> > arguing over orthography.
> >
> > -dale-
> >
> >
> >>>
> >>> Hi Craig and All,
> >>>
> >>> We have created a software for teaching Ojibwe, using tools from
> >>> Transparent Language.
> >>> Teachers are starting to use this for distance language courses (I
> >>> know two in particular).
> >>> Still not a perfect replacement for a speech community, but at least
> >>> offers videos of semi-natural conversations.
> >>> It does have built in voice recognition, pronunciation practice and
> >>> conversation practice.
> >>> Our tool is: Ojibwemodaa, find it at :
> >>> www.grassrootsindigenousmultimedia.org
> >>>
> >>> And write to me or Kevin if you want more info!
> >>> Good luck
> >>> What language/s do you work in?
> >>>
> >>> --------------------------------------------
> >>> Mary Hermes, PhD
> >>> Visiting and Associate Professor, Curriculum and Instruction
> >>> University of Minnesota
> >>
> >>
> >>
> >>
> >> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
> >>
> >>> What can anyone recommend for an approach to teaching language via
> >>> the internet or DVD where the main goal/focus is oral language
> >>> without all the trappings and issues of dealing with literacy? I use
> >>> to work at Rosetta Stone and their approach was highly integrated
> >>> with literacy, though it could be customized by the user to focus on
> >>> the audio/verbal component. Unfortunately, they are not taking on
> >>> any more projects for the near future and I wondered if there were
> >>> other software approaches that list members know of or have
> >>> experience using that are effective.
> >>>
> >>> Thanks in advance.
> >>>
> >>> Craig
> >>
> >>
>
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From mikinakn at SHAW.CA  Tue Sep  6 04:41:01 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Tue, 6 Sep 2011 00:41:01 -0400
Subject: What happened the year I was born....
Message-ID: <TUE.6.SEP.2011.004101.0400.ILAT@LISTSERV.ARIZONA.EDU>

For some, it may not go back that far..

 

http://whathappenedinmybirthyear.com/

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3879 - Release Date: 09/05/11

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From bischoff.st at GMAIL.COM  Tue Sep  6 13:36:58 2011
From: bischoff.st at GMAIL.COM (s.t. bischoff)
Date: Tue, 6 Sep 2011 09:36:58 -0400
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_languages=E2=80=99_?=(fwd l
 ink)
In-Reply-To: <CACL86RxjD4yMmS35+OgUCgLVrtWJ-GsqZPdrRzXsrxyYuaU9=g@mail.gmail.com>
Message-ID: <TUE.6.SEP.2011.093658.0400.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Phil,

This quote:

“there is need to conserve linguistic diversity, especially in the face of
the English language’s awesome ability to displace and eliminate other
languages.”

got me thinking...has anyone invoked the metaphor of "invasive species" when
talking about language endangerment? We see a number of metaphors borrowed
from biology, but I wonder if anyone has used this before.

Cheers,
Shannon

On Fri, Sep 2, 2011 at 1:42 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Sep 2, 2011
>
> ‘How to protect our languages’
>
> By Emma Mgbeahurike, Owerri
> NIgeria, Africa
>
> Nigerians have been urged to ensure that indigenous languages do not
> disappear. How? By ensuring that their children acquire their
> mother-tongue, rather than learn it.
>
> The admonition was made by the Executive Secretary/CEO of the National
> Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
> presenting an address at the opening ceremony of the 2011 indigenous
> language programme held at the Southeast zonal office in Owerri, the
> Imo State capital.
>
> Access full article below:
> http://www.thenationonlineng.net/2011/index.php/newsextra/18067-
> ‘how-to-protect-our-languages’.html
>
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From hammond at U.ARIZONA.EDU  Tue Sep  6 15:00:36 2011
From: hammond at U.ARIZONA.EDU (Mike Hammond)
Date: Tue, 6 Sep 2011 08:00:36 -0700
Subject: =?windows-1252?Q?=91How_to_protect_our_language_s=92_?=(fwd l
 ink)
In-Reply-To: <CABBCDhosd-NFAPitqqKbrudt4sz2CZg2d-d7B+bCFwYzZPFUzw@mail.gmail.com>
Message-ID: <TUE.6.SEP.2011.080036.0700.ILAT@LISTSERV.ARIZONA.EDU>

sb

I've certainly made the "biodiversity" argument, but I'm guessing lots of folks have. I've not seen "invasive species" specifically.

mh

On Sep 6, 2011, at 6:36 AM, s.t. bischoff wrote:

> Thanks Phil,
> 
> This quote:
> 
> “there is need to conserve linguistic diversity, especially in the face of the English language’s awesome ability to displace and eliminate other languages.”
> 
> got me thinking...has anyone invoked the metaphor of "invasive species" when talking about language endangerment? We see a number of metaphors borrowed from biology, but I wonder if anyone has used this before.
> 
> Cheers,
> Shannon
> 
> On Fri, Sep 2, 2011 at 1:42 AM, Phillip E Cash Cash <cashcash at email.arizona.edu> wrote:
> Sep 2, 2011
> 
> ‘How to protect our languages’
> 
> By Emma Mgbeahurike, Owerri
> NIgeria, Africa
> 
> Nigerians have been urged to ensure that indigenous languages do not
> disappear. How? By ensuring that their children acquire their
> mother-tongue, rather than learn it.
> 
> The admonition was made by the Executive Secretary/CEO of the National
> Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
> presenting an address at the opening ceremony of the 2011 indigenous
> language programme held at the Southeast zonal office in Owerri, the
> Imo State capital.
> 
> Access full article below:
> http://www.thenationonlineng.net/2011/index.php/newsextra/18067-‘how-to-protect-our-languages’.html
> 

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From everyshadow at GMAIL.COM  Wed Sep  7 22:50:03 2011
From: everyshadow at GMAIL.COM (Anna Weil)
Date: Wed, 7 Sep 2011 18:50:03 -0400
Subject: =?windows-1252?Q?=91How_to_protect_our_language_s=92_?=(fwd
 l ink)
In-Reply-To: <5BE6A3B2-70B2-415F-9CEA-1713DEC078D0@u.arizona.edu>
Message-ID: <WED.7.SEP.2011.185003.0400.ILAT@LISTSERV.ARIZONA.EDU>

I completely agree with the 'invasive species' metaphor. As someone
interested in language preservation who is also currently studying TEFL, I
have mixed feelings about the field - I'd like to get a job overseas and
teach, but I'd rather also learn whatever language is spoken wherever I go
than only promote mine. It seems to me that English is becoming a necessary
skill in our global world, so it is important that people learn it.
Economically, they might be better off being able to speak English. But they
must also understand the importance of their own language and find ways to
keep it alive as well. Shouldn't everyone be at least bilingual in this
world? We might all end up speaking English, but as long as the other
languages also remain alive I'm basically ok with that fact. The problem is,
other languages are dying out. We need more organizations like the Living
Tongues Institute encouraging speakers of minority languages to keep on
speaking, although that is not a final solution.

~Anna Weil
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From craig_spaulding at COMCAST.NET  Thu Sep  8 01:00:19 2011
From: craig_spaulding at COMCAST.NET (Craig Spaulding)
Date: Thu, 8 Sep 2011 01:00:19 +0000
Subject: Teaching Oral Language via Technology
In-Reply-To: <2045835491.817082.1314973858081.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <THU.8.SEP.2011.010019.0000.ILAT@LISTSERV.ARIZONA.EDU>

I've been out of internet contact for the last few days. Thanks to everyone who responded to my inquiry. I'll follow up with these leads to see which might be most appropriate for a group wanting to focus primary on adult orality. 


Craig 

----- Forwarded Message -----
From: "craig spaulding" <craig_spaulding at comcast.net> 
To: ILAT at LISTSERV.ARIZONA.EDU 
Sent: Friday, September 2, 2011 10:30:58 AM 
Subject: Teaching Oral Language via Technology 



What can anyone recommend for an approach to teaching language via the internet or DVD where the main goal/focus is oral language without all the trappings and issues of dealing with literacy? I use to work at Rosetta Stone and their approach was highly integrated with literacy, though it could be customized by the user to focus on the audio/verbal component. Unfortunately, they are not taking on any more projects for the near future and I wondered if there were other software approaches that list members know of or have experience using that are effective. 


Thanks in advance. 


Craig 
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From rtroike at EMAIL.ARIZONA.EDU  Thu Sep  8 19:11:35 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Thu, 8 Sep 2011 12:11:35 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <ILAT%201109080030021105.03FD@LISTSERV.ARIZONA.EDU>
Message-ID: <THU.8.SEP.2011.121135.0700.ILAT@LISTSERV.ARIZONA.EDU>

In regard to Craig's important question, in our 1968 book on Cochabamba 
Quechua
(Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
exchanges in conversations, as mnemonics for supporting memorization. Though
the text introduced the conversations (and other practice/explanatory 
material)
in written form to accompany the audiotape practice activities, this could
easily be substituted with accompanying online oral translation (a purely
visual representation could lead to mistaken inferences). Psycholinguistic
research makes clear that most second language learning involves translation,
until a fair level of proficiency is attained. An eclectic approach which
utilizes 'whatever approaches work'(and this can differ between individuals
and even for the same person at different times) is the best way to go. There
is no room for orthodoxy or ideology in language teaching methods. Using
multiple modes of presentation and practice to keep motivation high and avoid
discouragement is really essential. Part of this is following a 'spiral'
review, reintegration, and practice, to keep building without losing what has
been gained. Developing self-confidence in the use of the language is an
important ingredient. It is also especially important to keep in mind that
receptive knowledge/understanding can grow faster than productive oral 
ability,
and will ultimately form a foundation for greater oral ability, so a 
successful
program should keep this in mind, and include 'passive' hearing/comprehension
activities which do not require oral production.

   Rudy Troike

   University of Arizona
   Tucson, Arizona


From mikinakn at SHAW.CA  Thu Sep  8 19:44:03 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 8 Sep 2011 15:44:03 -0400
Subject: ON THE ICE
Message-ID: <THU.8.SEP.2011.154403.0400.ILAT@LISTSERV.ARIZONA.EDU>

Worth the watch..

 

http://www.youtube.com/watch?v=CvAceiILq4A

 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From mikinakn at SHAW.CA  Thu Sep  8 20:11:50 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 8 Sep 2011 16:11:50 -0400
Subject: On the passing of Project Gutenberg's Founder
Message-ID: <THU.8.SEP.2011.161150.0400.ILAT@LISTSERV.ARIZONA.EDU>

I have used Gutenberg for many years and still do. It is a great site for
all kinds of reading and research materials. I was also once a proofreader.

 

http://www.gutenberg.org/w/index.php?title=Michael_S._Hart

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From webmaster at SAIVUS.ORG  Thu Sep  8 22:17:29 2011
From: webmaster at SAIVUS.ORG (Mathias Bullerman)
Date: Thu, 8 Sep 2011 17:17:29 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <20110908121135.9c00c44kk48c4gco@www.email.arizona.edu>
Message-ID: <THU.8.SEP.2011.171729.0500.ILAT@LISTSERV.ARIZONA.EDU>

Regarding Craig's initial inquiry and Rudy's followup pertaining to  
visual means of language learning, software called vizlingo is  
launching shortly with a product that transliterates text sentences  
into 1-2 second video clips. The beta is curently viewable at  
vizlingo.com, shortly there will be an upload function where users can  
submit their own videos with customized captions, with the ability to  
post sentences to social-media pages. The beta is plagued primarily  
with mis-captioned videos and mis-synchronization, but it could be  
great for language revitalization. It currently supports audio.

The kinetic nature of the program allows for lots of freedom in  
illustrating verbs. Symbolism (subjective to culture) enables the  
visual representation of abstract concepts.

The beta has many pitfalls and mistaken inferences are a problem, but  
an organic 'visual grammar' is emerging, one that can elucidate many  
grammatical distinctions such as active vs. passive verbs, deictic vs.  
anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'  
amounts primarily to production style. For example:

'was given' = video screen consists primarily of a person facing the  
front of the camera, being given something by a hand.

'is giving' = video screen consists of primarily of the back of a  
person giving something to the body of another person in the background.

Genericness in production style helps alleviate mistaken inferences as  
well as the need for an exorbitant number of clips by countering  
specificity. For example:

'to give' (something) = a clip of someone giving someone else such as  
a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the  
object)

vs.

'to give' (generic) = a hand moving holding some indiscernable object  
(or an object iconic to giving, such as a present) toward the body of  
another person. (1 clip needed, followed by a clip of the noun).

Of course, it's infeasible to discuss everything about the product's  
design, advantages, limitations, possibilities, etc. The main benefit  
is that it allows one to quickly illustrate sentences with either  
static images or brief video clips.

-Mathias Bullerman



Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:

> In regard to Craig's important question, in our 1968 book on Cochabamba
> Quechua
> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
> exchanges in conversations, as mnemonics for supporting memorization. Though
> the text introduced the conversations (and other practice/explanatory
> material)
> in written form to accompany the audiotape practice activities, this could
> easily be substituted with accompanying online oral translation (a purely
> visual representation could lead to mistaken inferences). Psycholinguistic
> research makes clear that most second language learning involves translation,
> until a fair level of proficiency is attained. An eclectic approach which
> utilizes 'whatever approaches work'(and this can differ between individuals
> and even for the same person at different times) is the best way to go. There
> is no room for orthodoxy or ideology in language teaching methods. Using
> multiple modes of presentation and practice to keep motivation high and avoid
> discouragement is really essential. Part of this is following a 'spiral'
> review, reintegration, and practice, to keep building without losing what has
> been gained. Developing self-confidence in the use of the language is an
> important ingredient. It is also especially important to keep in mind that
> receptive knowledge/understanding can grow faster than productive oral
> ability,
> and will ultimately form a foundation for greater oral ability, so a
> successful
> program should keep this in mind, and include 'passive' hearing/comprehension
> activities which do not require oral production.
>
>   Rudy Troike
>
>   University of Arizona
>   Tucson, Arizona


From rtroike at EMAIL.ARIZONA.EDU  Fri Sep  9 00:25:34 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Thu, 8 Sep 2011 17:25:34 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <20110908171729.oa3zaidqdc4ssk0s@webmail.opentransfer.com>
Message-ID: <THU.8.SEP.2011.172534.0700.ILAT@LISTSERV.ARIZONA.EDU>

Mathias' description of vizlingo sounds like a very exciting potential
tool for quick creation of useful teaching materials in many contexts.
I wanted to add that the sketches we used (done by Bernardo Vallejo)
also gave culturally authentic depictions of the settings and actions,
which would be relevant to teaching indigenous languages.

   Rudy


Quoting Mathias Bullerman <webmaster at saivus.org>:

> Regarding Craig's initial inquiry and Rudy's followup pertaining to
> visual means of language learning, software called vizlingo is
> launching shortly with a product that transliterates text sentences
> into 1-2 second video clips. The beta is curently viewable at
> vizlingo.com, shortly there will be an upload function where users can
> submit their own videos with customized captions, with the ability to
> post sentences to social-media pages. The beta is plagued primarily
> with mis-captioned videos and mis-synchronization, but it could be
> great for language revitalization. It currently supports audio.
>
> The kinetic nature of the program allows for lots of freedom in
> illustrating verbs. Symbolism (subjective to culture) enables the
> visual representation of abstract concepts.
>
> The beta has many pitfalls and mistaken inferences are a problem, but
> an organic 'visual grammar' is emerging, one that can elucidate many
> grammatical distinctions such as active vs. passive verbs, deictic vs.
> anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'
> amounts primarily to production style. For example:
>
> 'was given' = video screen consists primarily of a person facing the
> front of the camera, being given something by a hand.
>
> 'is giving' = video screen consists of primarily of the back of a
> person giving something to the body of another person in the background.
>
> Genericness in production style helps alleviate mistaken inferences as
> well as the need for an exorbitant number of clips by countering
> specificity. For example:
>
> 'to give' (something) = a clip of someone giving someone else such as
> a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the
> object)
>
> vs.
>
> 'to give' (generic) = a hand moving holding some indiscernable object
> (or an object iconic to giving, such as a present) toward the body of
> another person. (1 clip needed, followed by a clip of the noun).
>
> Of course, it's infeasible to discuss everything about the product's
> design, advantages, limitations, possibilities, etc. The main benefit
> is that it allows one to quickly illustrate sentences with either
> static images or brief video clips.
>
> -Mathias Bullerman
>
>
>
> Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:
>
>> In regard to Craig's important question, in our 1968 book on Cochabamba
>> Quechua
>> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
>> exchanges in conversations, as mnemonics for supporting memorization. Though
>> the text introduced the conversations (and other practice/explanatory
>> material)
>> in written form to accompany the audiotape practice activities, this could
>> easily be substituted with accompanying online oral translation (a purely
>> visual representation could lead to mistaken inferences). Psycholinguistic
>> research makes clear that most second language learning involves 
>> translation,
>> until a fair level of proficiency is attained. An eclectic approach which
>> utilizes 'whatever approaches work'(and this can differ between individuals
>> and even for the same person at different times) is the best way to 
>> go. There
>> is no room for orthodoxy or ideology in language teaching methods. Using
>> multiple modes of presentation and practice to keep motivation high 
>> and avoid
>> discouragement is really essential. Part of this is following a 'spiral'
>> review, reintegration, and practice, to keep building without losing 
>> what has
>> been gained. Developing self-confidence in the use of the language is an
>> important ingredient. It is also especially important to keep in mind that
>> receptive knowledge/understanding can grow faster than productive oral
>> ability,
>> and will ultimately form a foundation for greater oral ability, so a
>> successful
>> program should keep this in mind, and include 'passive' 
>> hearing/comprehension
>> activities which do not require oral production.
>>
>>   Rudy Troike
>>
>>   University of Arizona
>>   Tucson, Arizona


From rzs at WILDBLUE.NET  Fri Sep  9 11:41:26 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Fri, 9 Sep 2011 06:41:26 -0500
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_language_s=E2=80=99_?=(fwd
 l ink)
In-Reply-To: <CAEr2JToPhoz-8tpjM6KzW-QkAKcu=vRm+pnCVPvpy76cpjN3BA@mail.gmail.com>
Message-ID: <FRI.9.SEP.2011.064126.0500.ILAT@LISTSERV.ARIZONA.EDU>

many of us in the process of revitalizing a threatened language know its not
just "language"
we are resurrecting ,but the lifeways that the language is imbedded in.

modern generic english is a useful tool - IF its understood NOT as a
*replacement
language*,
but as a tool (as I'm using it here) for cross-cultural and or generic
exchange.Even in that way
it can have its own beauty,poetry and function...as a steel tool might
"surpass" a stone tool.

English feels like the ENEMY when its lost its context and becomes THE
LANGUAGE.
As when English became the language of cultural conquest used in boarding
schools here.

generic-english might be that invasive species WHEN it's USED consciously or
unconsciously
as a tool to REPLACE or undermine another's cultural thinking pattern. But I
doubt most peoples
of the world would give up the use of steel (as an invasive species) simply
because it didn't
arise from our own indigenous culture.

always love these kinds of thoughtful exchanges on this forum! (stretching
our english too!)

ske:nonh (peace/well-being)
Richard Zane Smith
Wyandotte, Oklahoma



On Wed, Sep 7, 2011 at 5:50 PM, Anna Weil <everyshadow at gmail.com> wrote:

> I completely agree with the 'invasive species' metaphor. As someone
> interested in language preservation who is also currently studying TEFL, I
> have mixed feelings about the field - I'd like to get a job overseas and
> teach, but I'd rather also learn whatever language is spoken wherever I go
> than only promote mine. It seems to me that English is becoming a necessary
> skill in our global world, so it is important that people learn it.
> Economically, they might be better off being able to speak English. But they
> must also understand the importance of their own language and find ways to
> keep it alive as well. Shouldn't everyone be at least bilingual in this
> world? We might all end up speaking English, but as long as the other
> languages also remain alive I'm basically ok with that fact. The problem is,
> other languages are dying out. We need more organizations like the Living
> Tongues Institute encouraging speakers of minority languages to keep on
> speaking, although that is not a final solution.
>
> ~Anna Weil
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From rtroike at EMAIL.ARIZONA.EDU  Fri Sep  9 17:50:00 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Fri, 9 Sep 2011 10:50:00 -0700
Subject: On the passing of Project Gutenberg's Founder
Message-ID: <FRI.9.SEP.2011.105000.0700.ILAT@LISTSERV.ARIZONA.EDU>

Thanks to Rolland for sharing this sad news.

Michael Hart was just getting Project Gutenberg off the ground when I was
at the University of Illinois -- his goal was to make all books out of
copyright freely accessible in the public domain. He began by painstakingly
typing in whole books himself, then recruited friends and volunteers to
assist in typing and proofreading. With the advent of scanners and pdf, the
operation began an explosive expansion, now readily including books in other
languages, and contributors from around the world. Now you can download a
single book, or you can order a CD of recent accessions, or even a DVD with
10,000 books on one disk, The whole operation still relies on volunteers and
contributions, such as Rolland.

If you ever want to consult works published before 1921 (without renewed
copyright), you can just search Google or Yahoo for Project Gutenberg, and
you will probably find what you want, or discover many other gems. I have
been using it in some of my research on historical sources for Gullah, the
African American semi-creole spoken on the Sea Islands and coastal areas
of South Carolina and Georgia.

Michael Hart will forever be an inspiring example of the difference one
individual can make in the world.

 --Rudy


From mikinakn at SHAW.CA  Fri Sep  9 20:18:05 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 16:18:05 -0400
Subject: Earthquake strikes Vancouver and islands- 6.7 magnitude
Message-ID: <FRI.9.SEP.2011.161805.0400.ILAT@LISTSERV.ARIZONA.EDU>

 

http://www.cbc.ca/news/canada/story/2011/09/09/bc-earthquake-vancouver-islan
d.html 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From mikinakn at SHAW.CA  Fri Sep  9 21:07:14 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 17:07:14 -0400
Subject: On the passing of Project Gutenberg's Founder
In-Reply-To: <20110909105000.rj4g8ck8okw0okk8@www.email.arizona.edu>
Message-ID: <FRI.9.SEP.2011.170714.0400.ILAT@LISTSERV.ARIZONA.EDU>

Thank you, Rudy for the by-line.  If anyone is interested, you can go to
'Project Gutenberg' and volunteer, at your own leisure and free time, to
contribute to the site in various ways. There is always a need for editors,
keyboarders, proofreaders and correct, or needed citations. It is definitely
a worthy cause and I do believe we are deeply indebted to Michael Hart for
his contribution and to all the volunteers who have made this incredible
opportunity possible. I often download readings to my KOBO ereader...it has
great variety.

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
-----Original Message-----
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Rudy Troike
Sent: September-09-11 1:50 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] On the passing of Project Gutenberg's Founder

Michael Hart was just getting Project Gutenberg off the ground when I was
at the University of Illinois -- his goal was to make all books out of
copyright freely accessible in the public domain. He began by painstakingly
typing in whole books himself, then recruited friends and volunteers to
assist in typing and proofreading. With the advent of scanners and pdf, the
operation began an explosive expansion, now readily including books in other
languages, and contributors from around the world. Now you can download a
single book, or you can order a CD of recent accessions, or even a DVD with
10,000 books on one disk, The whole operation still relies on volunteers and
contributions, such as Rolland.

If you ever want to consult works published before 1921 (without renewed
copyright), you can just search Google or Yahoo for Project Gutenberg, and
you will probably find what you want, or discover many other gems. I have
been using it in some of my research on historical sources for Gullah, the
African American semi-creole spoken on the Sea Islands and coastal areas
of South Carolina and Georgia.

Michael Hart will forever be an inspiring example of the difference one
individual can make in the world.

 --Rudy


-----
No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3885 - Release Date: 09/08/11


From mikinakn at SHAW.CA  Fri Sep  9 21:57:12 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 17:57:12 -0400
Subject: 'How to protect our language s' (fwd  l i nk)
In-Reply-To: <CAEx=+Y+4BM9gUzYNj_P5z=kB5utsBRVxmOn83myqL1a6DWxUiw@mail.gmail.com>
Message-ID: <FRI.9.SEP.2011.175712.0400.ILAT@LISTSERV.ARIZONA.EDU>

A major problem with English, as I see it, English is very portable, capable
of expressing and discussing immense abstraction, speculation and is not
dependent on place or time. I agree all language is a tool. However, as I
see it, when tools come into a culture and bring with them their own
cultural meanings, we have a situation of assimilation. If the cultural
values of the receiving cultures imbue that tool with their own separate and
independent cultural meanings for that tool it is integrated. Otherwise, it
is culturally destructive in the same manner as was Christianity, itself
being speculative, portable and abstract. The destructiveness of both, in my
opinion, are in their use as tools of imperialism and total assimilation.a
situation not necessitated by the tools.

 

I live at the headwaters of Lake Superior, Lake Huron and Lake Michigan. A
large content of our language regards water in the particular and as well,
ceremonies and rituals particular again to this place - this earth, this
water. I would think, therefore, language, and in particular indigenous
peoples' languages grow with and from unique and culturally exclusive
experiences of place and relationship.

 

Just a quick thought for an exciting Friday evening.lol. Have a great week
end. 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Richard Zane Smith
Sent: September-09-11 7:41 AM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] 'How to protect our language s' (fwd l ink)

 

many of us in the process of revitalizing a threatened language know its not
just "language"

we are resurrecting ,but the lifeways that the language is imbedded in. 

 

modern generic english is a useful tool - IF its understood NOT as a
replacement language,

but as a tool (as I'm using it here) for cross-cultural and or generic
exchange.Even in that way

it can have its own beauty,poetry and function...as a steel tool might
"surpass" a stone tool.

 

English feels like the ENEMY when its lost its context and becomes THE
LANGUAGE.

As when English became the language of cultural conquest used in boarding
schools here.

 

generic-english might be that invasive species WHEN it's USED consciously or
unconsciously

as a tool to REPLACE or undermine another's cultural thinking pattern. But I
doubt most peoples 

of the world would give up the use of steel (as an invasive species) simply
because it didn't

arise from our own indigenous culture.


always love these kinds of thoughtful exchanges on this forum! (stretching
our english too!)

 

ske:nonh (peace/well-being)

Richard Zane Smith

Wyandotte, Oklahoma

 

 

 

On Wed, Sep 7, 2011 at 5:50 PM, Anna Weil <everyshadow at gmail.com> wrote:

I completely agree with the 'invasive species' metaphor. As someone
interested in language preservation who is also currently studying TEFL, I
have mixed feelings about the field - I'd like to get a job overseas and
teach, but I'd rather also learn whatever language is spoken wherever I go
than only promote mine. It seems to me that English is becoming a necessary
skill in our global world, so it is important that people learn it.
Economically, they might be better off being able to speak English. But they
must also understand the importance of their own language and find ways to
keep it alive as well. Shouldn't everyone be at least bilingual in this
world? We might all end up speaking English, but as long as the other
languages also remain alive I'm basically ok with that fact. The problem is,
other languages are dying out. We need more organizations like the Living
Tongues Institute encouraging speakers of minority languages to keep on
speaking, although that is not a final solution. 

~Anna Weil 





 

-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

 

richardzanesmith.wordpress.com

 

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3885 - Release Date: 09/08/11

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From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 10 04:20:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 9 Sep 2011 23:20:39 -0500
Subject: Peru: The State of Quechua on the Internet (fwd link)
Message-ID: <FRI.9.SEP.2011.232039.0500.ILAT@LISTSERV.ARIZONA.EDU>

Peru: The State of Quechua on the Internet
Translation posted 9 September 2011
http://globalvoicesonline.org/2011/09/09/peru-the-state-of-quechua-on-the-internet/

~~~

ILAT note: greetings from Quito Ecuador!  Phil


From rzs at WILDBLUE.NET  Sat Sep 10 14:49:10 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Sat, 10 Sep 2011 09:49:10 -0500
Subject: school truancy law - a punishment for missing school to attend
 cultural activities?
Message-ID: <SAT.10.SEP.2011.094910.0500.ILAT@LISTSERV.ARIZONA.EDU>

Kweh friends,
please see these disturbing articles in the Alaska Dispatch,
Could Indigenous parents of "truant" children who perhaps attend cultural
events be jailed or fined?
We have this problem here ,to a lesser degree, where students can take off
school for Thanksgiving Day
but cannot take off school to attend Our Green Corn ceremonies, ancient
cultural events that pre-date Columbus.
(another disturbing thing is to read the comments posted from obviously
non-natives on the site)

*
http://www.alaskadispatch.com/article/uqa-upta-naala-niuruksraurusi-when-we-talk-you-listen?page=0,0
*

*an excerpt :*

*The Alaska Dispatch article, “**Parents charged with crimes after kids
repeatedly miss
school*<http://www.alaskadispatch.com/article/parents-charged-crimes-after-kids-repeatedly-miss-school>
*,” from Aug. 30, 2011, describes the issue of student truancy in schools in
some Western Alaska Native communities and the possible legal ramifications
for parents, but it does not address the more important question of whether
the current schools have a legitimate place in Alaska Native communities,
let alone an unquestionable moral authority that parents should bow to.
Instead, the article privileges the socially, culturally, and politically
biased views of the state, and misses an important opportunity to
interrogate the historical and contemporary nature of American schooling for
Alaska Native peoples, and the colonial perspectives and attitudes that have
contributed to its evolution to the present day.*

*By failing to raise the question of “what is or should be the purpose of
schooling for Alaska Native peoples?” talk of truancy in the article takes
place within a historical and political vacuum, and we as readers are
expected to take for granted that schools have and continue to play a
benevolent role in Alaska Native communities. Parents should support schools
and ensure that our children attend simply because we are told to. We are
expected to unquestioningly support teachers and what is taught even though
we are almost never asked what we think should be taught and how. This is
problematic because as Alaska Native peoples, we have arguably lost more
than we have gained from American education, despite the good (though often
misguided) intentions of many teachers, administrators, and school board
members...... *
Timothy Aqukkasuk Argetsinger | Sep 06, 2011



thanks Jelyn for sending this to my attention!

Richard Zane Smith
Wyandotte Oklahoma
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From cgenetti at LINGUISTICS.UCSB.EDU  Sat Sep 10 19:52:46 2011
From: cgenetti at LINGUISTICS.UCSB.EDU (Carol Genetti)
Date: Sat, 10 Sep 2011 12:52:46 -0700
Subject: JOB: Discourse-based approaches to functional explanation for
 grammar
Message-ID: <SAT.10.SEP.2011.125246.0700.ILAT@LISTSERV.ARIZONA.EDU>

ILAT readers are encouraged to apply!

APOLOGIES FOR CROSS-POSTING

The Linguistics Department of the University of California, Santa Barbara
seeks to hire a specialist in discourse-based approaches to functional
explanation for grammar. The appointment will be tenure-track at the
Assistant Professor level, effective July 1, 2012.

Candidates' research should be based on a functionally oriented,
empirically grounded approach to discourse and grammar, addressing the ways
that language use shapes linguistic structure, and making significant
theoretical contributions to the question of why languages are as they are.
Candidates will be preferred whose research addresses the multidimensional
nature of functional explanation, integrating insights from among the
following areas: cross-linguistic and typological approaches to functional
explanation for grammar; semantic and pragmatic motivations for grammar;
historical change, evolution, and grammaticization; interactional functions
and sociolinguistic variation of grammar; cognitive processing of grammar;
use of innovative methodologies, such as current techniques for
corpus-based quantitative and qualitative analysis; work with understudied
language(s).

We are especially interested in candidates who show the ability to link the
theoretical implications of their research to other subdisciplines in
linguistics and to related fields, and to interact with colleagues and
students across disciplinary boundaries at UCSB. Candidates must have
demonstrated excellence in teaching, and will be expected to teach a range
of graduate and undergraduate courses in both functional grammar and
general linguistics.

Ph.D. in linguistics or a related field is required. Ph.D. normally
required by the time of appointment. To ensure full consideration, all
application materials, including letters of reference, should be received
by November 1, 2011. The position will remain open until filled. Applicants
should submit the following to search at linguistics.ucsb.edu in a standard
electronic format (preferably pdf or rtf): letter of application, statement
of research interests, curriculum vitae, and 2 writing samples. Applicants
should request 3 academic letters of reference to be sent directly to
search at linguistics.ucsb.edu by the November 1 deadline. Applicants should
also complete the supplemental online data form at
http://www.linguistics.ucsb.edu/search/coversheet.html. Fax and mail
applications not accepted. Inquiries may be addressed to the Search
Committee at search at linguistics.ucsb.edu. Interviews will be conducted
either via Skype video conference call or in person at the Linguistic
Society of America annual meeting (January 5-8, 2012); either interview
format will be considered equivalent for consideration.

Our department has a genuine commitment to diversity, and is especially
interested in candidates who can contribute to the diversity and excellence
of the academic community through research, teaching and service. UCSB is
an Equal Opportunity/Affirmative Action employer.


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 13 02:37:46 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 12 Sep 2011 21:37:46 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
Message-ID: <MON.12.SEP.2011.213746.0500.ILAT@LISTSERV.ARIZONA.EDU>

A century later, Ishi still has lessons to teach

By Barry Bergman, NewsCenter | September 12, 2011
USA

BERKELEY - They came both to bury Ishi — at least the outdated notion
of Ishi prevalent in pop culture — and to praise him. They came to
learn from him, to remember him not as a research subject but as a
teacher, not as an artifact of a vanishing culture but as a survivor
and, as Berkeley law professor Karen Biestman put it, “a pioneer of
indigenous intellectual property protection.”


Earl Neconie, right, gave the morning's traditional blessing (Peg
Skorpinski photos)
Joseph Myers, a School of Law graduate and lecturer in Native American
studies here, put it more simply.

“I like the idea of celebrating Ishi,” Myers said. “But let’s
celebrate him as a human being. “

Access full article below:
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 13 02:42:18 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 12 Sep 2011 21:42:18 -0500
Subject: Early language support for Indigenous school learning success
 (fwd link)
Message-ID: <MON.12.SEP.2011.214218.0500.ILAT@LISTSERV.ARIZONA.EDU>

Early language support for Indigenous school learning success

By Charles Darwin University Sep 06, 2011 1:41PM UTC
AUS

Almost three-quarters of the 1300 Aboriginal children who enter
Northern Territory schools each year are from families where languages
other than English are spoken in the home.

A review by Charles Darwin University’s Menzies School of Health
Research highlights the importance of additional language support in
the early years to enable success in the school learning of Aboriginal
children.

Menzies Professor Sven Silburn said there was evidence that both
bilingual and English Second Language (ESL) instructional approaches
could be effective but the most effective approach for a specific
community depended on the availability of local language speakers,
community preferences and the availability of suitably trained staff
and other school resources.

Access full article below:
http://asiancorrespondent.com/64224/early-language-support-for-indigenous-school-learning-success/


From jieikobu at HOTMAIL.COM  Tue Sep 13 09:40:18 2011
From: jieikobu at HOTMAIL.COM (Derksen Jacob)
Date: Tue, 13 Sep 2011 09:40:18 +0000
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CACL86RxVMxU8Rv3eNGL6cdsDTWKpvK-Dh4VaxP_4QVHYaytmvA@mail.gmail.com>
Message-ID: <TUE.13.SEP.2011.094018.0000.ILAT@LISTSERV.ARIZONA.EDU>


Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His Tribe, that acted as the spark that ignited my interest in endangered languages. Just last month I had occasion to be in San Francisco and happened to find a copy of Theodora Kroeber's book of the same name. 
 

> Date: Mon, 12 Sep 2011 21:37:46 -0500
> From: cashcash at EMAIL.ARIZONA.EDU
> Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd link)
> To: ILAT at LISTSERV.ARIZONA.EDU
> 
> A century later, Ishi still has lessons to teach
> 
> By Barry Bergman, NewsCenter | September 12, 2011
> USA
> 
> BERKELEY - They came both to bury Ishi — at least the outdated notion
> of Ishi prevalent in pop culture — and to praise him. They came to
> learn from him, to remember him not as a research subject but as a
> teacher, not as an artifact of a vanishing culture but as a survivor
> and, as Berkeley law professor Karen Biestman put it, “a pioneer of
> indigenous intellectual property protection.”
> 
> 
> Earl Neconie, right, gave the morning's traditional blessing (Peg
> Skorpinski photos)
> Joseph Myers, a School of Law graduate and lecturer in Native American
> studies here, put it more simply.
> 
> “I like the idea of celebrating Ishi,” Myers said. “But let’s
> celebrate him as a human being. “
> 
> Access full article below:
> http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
 		 	   		  
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From rzs at WILDBLUE.NET  Tue Sep 13 13:36:41 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 13 Sep 2011 08:36:41 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <SNT118-W4236B1985333A950EA8FDAD3050@phx.gbl>
Message-ID: <TUE.13.SEP.2011.083641.0500.ILAT@LISTSERV.ARIZONA.EDU>

It was reading the book Ishi in the 70's that sparked me and made me take
notice
of how anthropology,a brand new field, was studying people as rare specimens
in a dish.
The article is good, and it was good to hear aboriginal people respond.
I'm not sure I agree with one of the last comments quoted in the article:

*One reason for the persistence of the “last wild Indian” trope, **Myers
speculated, is the comfort to be found in the belief that if “the last one
is gone,” then “we’ve done our job.”*
well...Though, this might have been the attitude of land grabbing U.S.
government, where any other "nation" is a threat,
Other forces were at work that are STILL having a detrimental effect on our
survival as indigenous cultures.
One was(and is) cultural ignorance from popular novel induced infatuation
with  * "the last of....(fill in the blank")*
feeding a kind of wistful sentimentalism that was being applied widespread
upon traditional cultures facing violent opposition
and even extinction. "aww...the poor little indians" .
Feeling pity is dangerous because it often supplants itself as a substitute
for real action.
"I feel sorry...therefore I'm not the oppressor , and because i feel
sorry...I've done what i can."

there are OTHER forces at work on the powerful down stream flow against ALL
of us working on cultural revitalization efforts.

I think its OUR time to study the studiers, do anthropology on the
anthropologists, archaeology on the archaeologists
linguistic studies on you "expert" linguists!   Might be a new field in and
of itself --- especially within Native colleges!

Sohahiyoh (Richard Zane Smith)
Wyandotte Oklahoma


On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com> wrote:

>  Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
> Tribe, that acted as the spark that ignited my interest in endangered
> languages. Just last month I had occasion to be in San Francisco and
> happened to find a copy of Theodora Kroeber's book of the same name.
>
>  > Date: Mon, 12 Sep 2011 21:37:46 -0500
> > From: cashcash at EMAIL.ARIZONA.EDU
> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
> link)
> > To: ILAT at LISTSERV.ARIZONA.EDU
>
> >
> > A century later, Ishi still has lessons to teach
> >
> > By Barry Bergman, NewsCenter | September 12, 2011
> > USA
> >
> > BERKELEY - They came both to bury Ishi — at least the outdated notion
> > of Ishi prevalent in pop culture — and to praise him. They came to
> > learn from him, to remember him not as a research subject but as a
> > teacher, not as an artifact of a vanishing culture but as a survivor
> > and, as Berkeley law professor Karen Biestman put it, “a pioneer of
> > indigenous intellectual property protection.”
> >
> >
> > Earl Neconie, right, gave the morning's traditional blessing (Peg
> > Skorpinski photos)
> > Joseph Myers, a School of Law graduate and lecturer in Native American
> > studies here, put it more simply.
> >
> > “I like the idea of celebrating Ishi,” Myers said. “But let’s
> > celebrate him as a human being. “
> >
> > Access full article below:
> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From rrlapier at AOL.COM  Tue Sep 13 16:10:33 2011
From: rrlapier at AOL.COM (rrlapier at AOL.COM)
Date: Tue, 13 Sep 2011 12:10:33 -0400
Subject: Fwd: University of Montana - Director,
 Native American Research Laboratory job announcment
In-Reply-To: <B5F13C5CFD13DE4CBDBA00059C8CAA5B21FD0E@CH1PRD0102MB160.prod.exchangelabs.com>
Message-ID: <TUE.13.SEP.2011.121033.0400.ILAT@LISTSERV.ARIZONA.EDU>




Subject: University of Montana - Director, Native American Research Laboratory 
ob announcment
PLEASE SHARE
Director, Native American Research Laboratory https://university-montana-hr.silkroad.com/epostings/?fuseaction=app.jobinfo&jobid=216&version=1#.Tm5jx7FuL_I.email
Job Description
he University of Montana Native American Research Laboratory (UM NARL) was 
stablished in 2007. The primary mission of NARL is to provide advanced 
hands-on” research opportunities to Native American students in a highly 
nterdisciplinary and inter-tribally as well as inter-culturally diverse 
raining environment, guided by culturally relevant faculty role models and 
entors.  Although UM NARL is dedicated to serving Native American students, the 
articipation of non-Native and international students is also a priority to 
acilitate intercultural exchange.
Broadly, the mission of the NARL laboratory includes serving as a training 
acility to provide research-training opportunities for all students in STEM 
isciplines, through collaborative interactions with UM faculty and programs 
ithin and outside of the university.  Currently, UM NARL is equipped as a 
icrobiology, molecular biology, and biochemistry research facility with several 
ctive, federally funded projects that provide a broad spectrum of research 
pportunities for student researchers with diverse interests.
The UM NARL Director will also have a key support role in the University’s 
lfred P. Sloan Indigenous Graduate Partnership (SIGP) program.  The UM SIGP 
rovides scholarships for indigenous students pursuing advanced degrees in the 
TEM. Within the SIGP program, the NARL director will focus on recruitment and 
etention, as well as serve on the program’s steering committee.  Position is 
xpected to establish vigorous funded research program and coordinate the 
dministration activities of the NARL program.
Position duties include, but are not limited to:
•Develop and maintain a robust individual faculty research program, the success 
f which will be demonstrated through acquisition of significant extramural 
upport and publication in peer-reviewed scientific journals.
Teach select science-based courses (at least one course per year) at both the 
ndergraduate and graduate level.
Support the Sloan Indigenous Partnership (SIGP) program at The University of 
ontana in identification, recruitment and retention of Indigenous graduate 
tudents in STEM disciplines.
Develop and maintain a pipeline for the SIGP program by identifying and 
ecruiting Native American undergraduate students to The University of Montana, 
ith a focus on those who qualify for undergraduate minority research and 
raining program support and fellowships in science-based programs.
Develop and maintain a set of diverse and interdisciplinary research 
pportunities for students in STEM fields (e.g., areas of study that that have 
istorically been of interest to the target population served by NARL include 
eneral biology, microbiology, biochemistry, biophysics, biomedical sciences, 
nd conservation sciences).
Establish, organize, and direct summer research experience programs for UM NARL 
nd acquire extramural funding to support such programs.
Develop and expand international research opportunities for UM NARL students.
Direct and oversee the daily activities of UM NARL.
Acquire extramural support/funding to enhance and expand UM NARL.
Develop and maintain domestic and international research collaborations with 
ther academic institutions, government entities, and private companies that 
ill enhance opportunities for NARL students and contribute to achieving the 
forementioned duties.
he successful candidate for the UM NARL director position will be expected to 
aintain a robust individual faculty research program, develop and maintain 
nterdisciplinary projects and collaborations that provide research training 
pportunities for students with different research interests, interact with the 
raduate School and multiple departments across campus to facilitate 
pportunities for Native American science students, and enhance and expand all 
spects of UM NARL activities.
The administrative appointment as NARL director will be up to 0.5 FTE within the 
raduate School, and the tenure-track faculty appointment will be at least 0.5 
TE as Assistant or Associate Professor in the Department of Biomedical and 
harmaceutical Sciences, which would welcome applications in the area of 
TEM-based health disparities research, and/or in the Division of Biological 
ciences. The locus of tenure would reside with the department(s) whose 
iscipline matches closely with that of the successful candidate.
Qualified candidates interested in a tenure-track position in other STEM-based 
epartments are also strongly encouraged to apply.
Because one of the most significant features of UM NARL, which sets it apart 
rom other minority-serving programs across the nation, is the availability of 
ulturally relevant faculty role models and mentors, qualified Native American, 
laskan Native and Native Hawaiian applicants—groups that have been 
istorically-underrepresented in all STEM disciplines—are strongly encouraged to 
pply.
HOW TO APPLY
Screening of applications will begin on October 1, 2011, and continue until 
osition is filled. Applications received after 10/1 may be considered.
Upload the following materials: *Please note: only five (5) attachments are 
llowed per application. Please combine documents accordingly.
•A letter of interest
A curriculum vita
Research plans
A brief statement of teaching methods and philosophies •Names, addresses, and 
elephone numbers of three (3) professional references Criminal Background 
nvestigation is required prior to Offer of Employment In accordance with 
niversity policy, finalists for this position will be subject to criminal 
ackground investigations.
DA/EOE/AA/Veteran's Preference
easonable accommodations are provided in the hiring process for persons with 
isabilities. For example, this material is available in alternative format upon 
equest. As an Equal Opportunity/Affirmative Action employer, we encourage 
pplications from minorities, veterans, and women. Qualified candidates may 
equest veterans’ or disabilities preference in accordance with state law.
eferences
References not listed on the application materials may be contacted; notice may 
e provided to the applicant.
esting
ndividual hiring departments at UM-M may elect to administer pre-employment 
ests, which are relevant to essential job functions
Required Skills
A robust record of teaching, service, research and scholarship.
A strong record of mentoring science students from historically 
nderrepresented groups.
An established record of successfully engaging science students from 
istorically underrepresented groups in inter-institutional and international 
esearch activity.
Ability to establish a student recruitment plan.
Demonstrated managerial, collaborative and leadership skills.
Demonstrated ability to work with diverse populations.
Demonstrated ability to teach a broad spectrum of courses within the 
pplicant's general research discipline.
A robust history of obtaining extramural research and student training support 
rom federal agencies and/or private foundations.
equired Experience
An earned doctorate (Ph.D. or D.Sci.) in a physical or natural science based 
iscipline.
ob Location
issoula, MT, US.
osition Type
ull-Time/Regular

----Original Message-----
rom: email at addthis.com [mailto:email at addthis.com] On Behalf Of 
alena.hill at umontana.edu
ent: Monday, September 12, 2011 1:56 PM
o: salena.hill at umontana.edu
ubject: University of Montana - Director, Native American Research Laboratory

https://university-montana-hr.silkroad.com/epostings/?fuseaction=app.jobinfo&jobid=216&version=1#.Tm5jx7FuL_I.email
---
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From mithun at LINGUISTICS.UCSB.EDU  Tue Sep 13 20:12:52 2011
From: mithun at LINGUISTICS.UCSB.EDU (Marianne Mithun)
Date: Tue, 13 Sep 2011 13:12:52 -0700
Subject: JOB: Discourse-based approaches to functional explanation for
 grammar
In-Reply-To: <6D7810BAD6CA43D830F8DDF8@[10.0.0.2]>
Message-ID: <TUE.13.SEP.2011.131252.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi Carol,

I'm just back from Ecuador, and about to leave again tomorrow at the crack 
of dawn. But I saw your message a few days ago saying where you'd sent our 
ad. It looks like I accidentally deleted it. Could you tell me again where 
you've sent the ad? (I'm already getting inquiries of the kind we've been 
talking about, from more senior people.)

Thanks,
Marianne

--On Saturday, September 10, 2011 12:52 PM -0700 Carol Genetti 
<cgenetti at LINGUISTICS.UCSB.EDU> wrote:

> ILAT readers are encouraged to apply!
>
> APOLOGIES FOR CROSS-POSTING
>
> The Linguistics Department of the University of California, Santa Barbara
> seeks to hire a specialist in discourse-based approaches to functional
> explanation for grammar. The appointment will be tenure-track at the
> Assistant Professor level, effective July 1, 2012.
>
> Candidates' research should be based on a functionally oriented,
> empirically grounded approach to discourse and grammar, addressing the
> ways
> that language use shapes linguistic structure, and making significant
> theoretical contributions to the question of why languages are as they
> are.
> Candidates will be preferred whose research addresses the multidimensional
> nature of functional explanation, integrating insights from among the
> following areas: cross-linguistic and typological approaches to functional
> explanation for grammar; semantic and pragmatic motivations for grammar;
> historical change, evolution, and grammaticization; interactional
> functions
> and sociolinguistic variation of grammar; cognitive processing of grammar;
> use of innovative methodologies, such as current techniques for
> corpus-based quantitative and qualitative analysis; work with understudied
> language(s).
>
> We are especially interested in candidates who show the ability to link
> the
> theoretical implications of their research to other subdisciplines in
> linguistics and to related fields, and to interact with colleagues and
> students across disciplinary boundaries at UCSB. Candidates must have
> demonstrated excellence in teaching, and will be expected to teach a range
> of graduate and undergraduate courses in both functional grammar and
> general linguistics.
>
> Ph.D. in linguistics or a related field is required. Ph.D. normally
> required by the time of appointment. To ensure full consideration, all
> application materials, including letters of reference, should be received
> by November 1, 2011. The position will remain open until filled.
> Applicants
> should submit the following to search at linguistics.ucsb.edu in a standard
> electronic format (preferably pdf or rtf): letter of application,
> statement
> of research interests, curriculum vitae, and 2 writing samples. Applicants
> should request 3 academic letters of reference to be sent directly to
> search at linguistics.ucsb.edu by the November 1 deadline. Applicants should
> also complete the supplemental online data form at
> http://www.linguistics.ucsb.edu/search/coversheet.html. Fax and mail
> applications not accepted. Inquiries may be addressed to the Search
> Committee at search at linguistics.ucsb.edu. Interviews will be conducted
> either via Skype video conference call or in person at the Linguistic
> Society of America annual meeting (January 5-8, 2012); either interview
> format will be considered equivalent for consideration.
>
> Our department has a genuine commitment to diversity, and is especially
> interested in candidates who can contribute to the diversity and
> excellence
> of the academic community through research, teaching and service. UCSB is
> an Equal Opportunity/Affirmative Action employer.


From huangc20 at UFL.EDU  Wed Sep 14 00:49:18 2011
From: huangc20 at UFL.EDU (Huang,Chun)
Date: Tue, 13 Sep 2011 20:49:18 -0400
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CAEx=+YL5BV340rN6P_WViHokrJzJV=3s=i92wsi9XMnWGwsFaQ@mail.gmail.com>
Message-ID: <TUE.13.SEP.2011.204918.0400.ILAT@LISTSERV.ARIZONA.EDU>

  

Thanks, Richard, 
"I think its OUR time to study the studiers, do
anthropology on the anthropologists, archaeology on the archaeologists 


linguistic studies on you "expert" linguists! Might be a new field in
and of itself --- especially within Native colleges!" 

I agree, and I
have been thinking about it. Especially now there are more and more of
us so-called "heritage linguists" (indigenous people working with their
own language/culture). We should do something... 

Jimmy 

Chun (Jimmy)
Huang 

Assistant Professor, Department of English and Applied
Linguistics 

De La Salle University - Manila 

On Tue, 13 Sep 2011
08:36:41 -0500, Richard Zane Smith wrote: 

> It was reading the book
Ishi in the 70's that sparked me and made me take notice 
> of how
anthropology,a brand new field, was studying people as rare specimens in
a dish. 
> The article is good, and it was good to hear aboriginal
people respond. 
> I'm not sure I agree with one of the last comments
quoted in the article: 
> 
> _One reason for the persistence of the
"last wild Indian" trope, __Myers speculated, is the comfort to be found
in the belief that if "the last one is gone," then "we've done our
job."_ 
> well...Though, this might have been the attitude of land
grabbing U.S. government, where any other "nation" is a threat, 
> Other
forces were at work that are STILL having a detrimental effect on our
survival as indigenous cultures. 
> One was(and is) cultural ignorance
from popular novel induced infatuation with _ "THE LAST OF....(FILL IN
THE BLANK")_ 
> feeding a kind of wistful sentimentalism that was being
applied widespread upon traditional cultures facing violent opposition

> and even extinction. "aww...the poor little indians" . 
> Feeling
pity is dangerous because it often supplants itself as a substitute for
real action. 
> "I feel sorry...therefore I'm not the oppressor , and
because i feel sorry...I've done what i can." 
> there are OTHER forces
at work on the powerful down stream flow against ALL of us working on
cultural revitalization efforts. 
> I think its OUR time to study the
studiers, do anthropology on the anthropologists, archaeology on the
archaeologists 
> linguistic studies on you "expert" linguists! Might be
a new field in and of itself --- especially within Native colleges!
> 
>
Sohahiyoh (Richard Zane Smith) 
> Wyandotte Oklahoma 
> On Tue, Sep 13,
2011 at 4:40 AM, Derksen Jacob wrote:
> 
>> Thanks for sending that
along. It was the 1978 tv movie, Ishi: Last of His Tribe, that acted as
the spark that ignited my interest in endangered languages. Just last
month I had occasion to be in San Francisco and happened to find a copy
of Theodora Kroeber's book of the same name. 
>> 
>>> Date: Mon, 12 Sep
2011 21:37:46 -0500
>>> From: cashcash at EMAIL.ARIZONA.EDU [1]
>>>
Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
link)
>> > To: ILAT at LISTSERV.ARIZONA.EDU [2] 
>> 
>>> 
>>> A century
later, Ishi still has lessons to teach
>>> 
>>> By Barry Bergman,
NewsCenter | September 12, 2011
>> > USA
>>> 
>>> BERKELEY - They came
both to bury Ishi -- at least the outdated notion
>>> of Ishi prevalent
in pop culture -- and to praise him. They came to
>>> learn from him, to
remember him not as a research subject but as a
>> > teacher, not as an
artifact of a vanishing culture but as a survivor
>>> and, as Berkeley
law professor Karen Biestman put it, "a pioneer of
>>> indigenous
intellectual property protection."
>>> 
>>> 
>> > Earl Neconie, right,
gave the morning's traditional blessing (Peg
>>> Skorpinski photos)
>>>
Joseph Myers, a School of Law graduate and lecturer in Native
American
>>> studies here, put it more simply.
>> > 
>>> "I like the
idea of celebrating Ishi," Myers said. "But let's
>>> celebrate him as a
human being. "
>>> 
>>> Access full article below:
>>>
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/ [3]
> 
> --

> 
> _"this language of mine,of yours,is who we are and who we have
been.It is where we find our stories,our lives,our ancestors;and it
should be where we find our future too" Simon Anaviapik ... Inuit_ 
>
richardzanesmith.wordpress.com [5]

  

Links:
------
[1]
mailto:cashcash at EMAIL.ARIZONA.EDU
[2]
mailto:ILAT at LISTSERV.ARIZONA.EDU
[3]
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
[4]
mailto:jieikobu at hotmail.com
[5] http://richardzanesmith.wordpress.com
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From hardman at UFL.EDU  Wed Sep 14 01:43:24 2011
From: hardman at UFL.EDU (Dr. MJ Hardman)
Date: Tue, 13 Sep 2011 21:43:24 -0400
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <0a3619854beecbb9dcfe75772869191a@ufl.edu>
Message-ID: <TUE.13.SEP.2011.214324.0400.ILAT@LISTSERV.ARIZONA.EDU>

I do agree, and in this case I would be one of the Œstudied¹.  Way back when
half a century ago in Bolivia I had students studying the paceños (Œwhite¹
folk with power), both Aymara and others to give the Aymara knowledge to
cope with such people.  It didn¹t get very far, but there was some good that
came from it.  I wish it could have been able to continue.  That is a little
different from what you are suggesting, but in the same line ‹ who studies
and who is studied.  MJ

On 9/13/11 8:49 PM, "Huang,Chun" <huangc20 at UFL.EDU> wrote:

> Thanks, Richard,
> 
> "I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and of
> itself --- especially within Native colleges!"
> 
> I agree, and I have been thinking about it. Especially now there are more and
> more of us so-called "heritage linguists" (indigenous people working with
> their own language/culture). We should do something...
> 
>  
> 
> Jimmy
> 
>  
> 
> Chun (Jimmy) Huang
> 
> Assistant Professor, Department of English and Applied Linguistics
> 
> De La Salle University - Manila
> 
> On Tue, 13 Sep 2011 08:36:41 -0500, Richard Zane Smith wrote:
>> 
>> It was reading the book Ishi in the 70's that sparked me and made me take
>> notice
>> of how anthropology,a brand new field, was studying people as rare specimens
>> in a dish.
>> The article is good, and it was good to hear aboriginal people respond.
>> I'm not sure I agree with one of the last comments quoted in the article:
>> One reason for the persistence of the ³last wild Indian² trope, Myers
>> speculated, is the comfort to be found in the belief that if ³the last one is
>> gone,² then ³we¹ve done our job.²
>> 
>> well...Though, this might have been the attitude of land grabbing U.S.
>> government, where any other "nation" is a threat,
>> Other forces were at work that are STILL having a detrimental effect on our
>> survival as indigenous cultures.
>> One was(and is) cultural ignorance from popular novel induced infatuation
>> with   "the last of....(fill in the blank")
>> feeding a kind of wistful sentimentalism that was being applied widespread
>> upon traditional cultures facing violent opposition
>> and even extinction. "aww...the poor little indians" .
>> Feeling pity is dangerous because it often supplants itself as a substitute
>> for real action.
>> "I feel sorry...therefore I'm not the oppressor , and because i feel
>> sorry...I've done what i can."
>> 
>> there are OTHER forces at work on the powerful down stream flow against ALL
>> of us working on cultural revitalization efforts.
>> I think its OUR time to study the studiers, do anthropology on the
>> anthropologists, archaeology on the archaeologists
>> linguistic studies on you "expert" linguists!   Might be a new field in and
>> of itself --- especially within Native colleges!
>> Sohahiyoh (Richard Zane Smith)
>> Wyandotte Oklahoma
>> On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com> wrote:
>>> Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
>>> Tribe, that acted as the spark that ignited my interest in endangered
>>> languages. Just last month I had occasion to be in San Francisco and
>>> happened to find a copy of Theodora Kroeber's book of the same name.
>>>   
>>>> > Date: Mon, 12 Sep 2011 21:37:46 -0500
>>>> > From: cashcash at EMAIL.ARIZONA.EDU
>>>> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
>>>> link)
>>>>  > To: ILAT at LISTSERV.ARIZONA.EDU
>>> 
>>>> > 
>>>> > A century later, Ishi still has lessons to teach
>>>> > 
>>>> > By Barry Bergman, NewsCenter | September 12, 2011
>>>>  > USA
>>>> > 
>>>> > BERKELEY - They came both to bury Ishi ‹ at least the outdated notion
>>>> > of Ishi prevalent in pop culture ‹ and to praise him. They came to
>>>> > learn from him, to remember him not as a research subject but as a
>>>>  > teacher, not as an artifact of a vanishing culture but as a survivor
>>>> > and, as Berkeley law professor Karen Biestman put it, ³a pioneer of
>>>> > indigenous intellectual property protection.²
>>>> > 
>>>> > 
>>>>  > Earl Neconie, right, gave the morning's traditional blessing (Peg
>>>> > Skorpinski photos)
>>>> > Joseph Myers, a School of Law graduate and lecturer in Native American
>>>> > studies here, put it more simply.
>>>>  > 
>>>> > ³I like the idea of celebrating Ishi,² Myers said. ³But let¹s
>>>> > celebrate him as a human being. ³
>>>> > 
>>>> > Access full article below:
>>>> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>> 

Dr. MJ Hardman
Professor of Linguistics and Anthropology
Department of Linguistics
University of Florida, Gainesville, Florida
Doctora Honoris Causa UNMSM, Lima, Perú
website:  http://grove.ufl.edu/~hardman/ 

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From cashcash at EMAIL.ARIZONA.EDU  Wed Sep 14 14:00:16 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 14 Sep 2011 09:00:16 -0500
Subject: headlines...
Message-ID: <WED.14.SEP.2011.090016.0500.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

The day before yesterday, there were headlines in the local Quito,
Ecuador newspaper El Comercio that read:

Lunas 12 de septiembre
Lenguas en peligro de extinción

Myself, Marianne Mithun (UC Santa Barbara), and Armin Schwegler (UC
Irvine) were mentioned by name.  This is in reference to the recent
Foundation for Endangered Languages XV Annual Conference that was held
at Pontificia Universidad Católica del Ecuador in Quito, Sept 7-10,
2011.

>From Quito,
Phil Cash Cash


From rzs at WILDBLUE.NET  Wed Sep 14 18:59:21 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 14 Sep 2011 13:59:21 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CA957EFC.C213%hardman@ufl.edu>
Message-ID: <WED.14.SEP.2011.135921.0500.ILAT@LISTSERV.ARIZONA.EDU>

Nice to hear from you MJ
yours sounds like a great idea too...
lets view the " studier" through our own lenses and make our own conclusions
about what kind of creature must gather and file so much information, often
so far from home where family and relatives are.

So often i've heard "outsiders" make the classic assumptions that average
school acquired knowledge equals universal truth.  eg.  *"....so when you
people came over on the land bridge, this was at a time...."*
and i stop them and say...*"uh, remember, that is YOUR creation story...but
its not ours."*

should we assume there is ONE SIZE FITS ALL creation story?
anthropologists say we have constantly revised ours by outside influences.
well ... it seems science is always revising its own creation stories as
well.

-richard



On Tue, Sep 13, 2011 at 8:43 PM, Dr. MJ Hardman <hardman at ufl.edu> wrote:

>  I do agree, and in this case I would be one of the ‘studied’.  Way back
> when half a century ago in Bolivia I had students studying the paceños
> (‘white’ folk with power), both Aymara and others to give the Aymara
> knowledge to cope with such people.  It didn’t get very far, but there was
> some good that came from it.  I wish it could have been able to continue.
>  That is a little different from what you are suggesting, but in the same
> line — who studies and who is studied.  MJ
>
>
> On 9/13/11 8:49 PM, "Huang,Chun" <huangc20 at UFL.EDU> wrote:
>
> Thanks, Richard,
>
> "I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and
> of itself --- especially within Native colleges!"
>
> I agree, and I have been thinking about it. Especially now there are more
> and more of us so-called "heritage linguists" (indigenous people working
> with their own language/culture). We should do something...
>
>
>
> Jimmy
>
>
>
> Chun (Jimmy) Huang
>
> Assistant Professor, Department of English and Applied Linguistics
>
> De La Salle University - Manila
>
> On Tue, 13 Sep 2011 08:36:41 -0500, Richard Zane Smith wrote:
>
>
> It was reading the book Ishi in the 70's that sparked me and made me take
> notice
> of how anthropology,a brand new field, was studying people as rare
> specimens in a dish.
> The article is good, and it was good to hear aboriginal people respond.
> I'm not sure I agree with one of the last comments quoted in the article:
> *One reason for the persistence of the “last wild Indian” trope, Myers
> speculated, is the comfort to be found in the belief that if “the last one
> is gone,” then “we’ve done our job.”
> *
> well...Though, this might have been the attitude of land grabbing U.S.
> government, where any other "nation" is a threat,
> Other forces were at work that are STILL having a detrimental effect on our
> survival as indigenous cultures.
> One was(and is) cultural ignorance from popular novel induced infatuation
> with  * "the last of....(fill in the blank")
> *feeding a kind of wistful sentimentalism that was being applied
> widespread upon traditional cultures facing violent opposition
> and even extinction. "aww...the poor little indians" .
> Feeling pity is dangerous because it often supplants itself as a substitute
> for real action.
> "I feel sorry...therefore I'm not the oppressor , and because i feel
> sorry...I've done what i can."
>
> there are OTHER forces at work on the powerful down stream flow against ALL
> of us working on cultural revitalization efforts.
> I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and
> of itself --- especially within Native colleges!
> Sohahiyoh (Richard Zane Smith)
> Wyandotte Oklahoma
> On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com>
> wrote:
>
> Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
> Tribe, that acted as the spark that ignited my interest in endangered
> languages. Just last month I had occasion to be in San Francisco and
> happened to find a copy of Theodora Kroeber's book of the same name.
>
> > Date: Mon, 12 Sep 2011 21:37:46 -0500
> > From: cashcash at EMAIL.ARIZONA.EDU
> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
> link)
>  > To: ILAT at LISTSERV.ARIZONA.EDU
>
> >
> > A century later, Ishi still has lessons to teach
> >
> > By Barry Bergman, NewsCenter | September 12, 2011
>  > USA
> >
> > BERKELEY - They came both to bury Ishi — at least the outdated notion
> > of Ishi prevalent in pop culture — and to praise him. They came to
> > learn from him, to remember him not as a research subject but as a
>  > teacher, not as an artifact of a vanishing culture but as a survivor
> > and, as Berkeley law professor Karen Biestman put it, “a pioneer of
> > indigenous intellectual property protection.”
> >
> >
>  > Earl Neconie, right, gave the morning's traditional blessing (Peg
> > Skorpinski photos)
> > Joseph Myers, a School of Law graduate and lecturer in Native American
> > studies here, put it more simply.
>  >
> > “I like the idea of celebrating Ishi,” Myers said. “But let’s
> > celebrate him as a human being. “
> >
> > Access full article below:
> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>
>
>
> Dr. MJ Hardman
> Professor of Linguistics and Anthropology
> Department of Linguistics
> University of Florida, Gainesville, Florida
> Doctora Honoris Causa UNMSM, Lima, Perú
> website:  http://grove.ufl.edu/~hardman/
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 02:14:25 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 14 Sep 2011 21:14:25 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
Message-ID: <WED.14.SEP.2011.211425.0500.ILAT@LISTSERV.ARIZONA.EDU>

Berenstain Bears now speaking endangered language

By JAMES MacPHERSON, Associated Press
Wednesday, September 14, 2011

Papa Bear, Mama Bear and their cubs have helped children curb
junk-food addictions and organize messy rooms for half a century. Now,
from their tree house in idyllic Bear Country, the beloved Berenstain
Bears are helping revive an endangered American Indian language.

Access full article below:
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL


From rzs at WILDBLUE.NET  Thu Sep 15 14:55:16 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 15 Sep 2011 09:55:16 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CACL86RxM-T2mQArXnq-HTrO2-BArkR0VQV9Dznm2NQc=4boQLg@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.095516.0500.ILAT@LISTSERV.ARIZONA.EDU>

I'm going to be raw here....

this borrowing from outsider cultural icons is ...ok...if its only a
kickstart.
but I think Native people can do ALOT better than borrowing Bernstain Bears
or little kitty or whatever

Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
convey Hopi thought.
Amazing Grace sung in Wyandot might be beautiful...but its not
representative of Wyandot thought.

We have our OWN artists,
Where are our OWN writers? with our OWN songs? our own icons? based in our
OWN cultural perspectives?
Is reviving language and culture simply coming up with our own "copycat"
version of pop. society icons?

THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
THEY have a cool gang-banger cap...now we have a cool NDN version of the
same.
THEY have a cool award ceremonies...now WE have our version, an NDN award
ceremonies.

If the nations are looking to Indigenous people to be leaders towards a
sustainable future
why (with all the creative people we have) are we slipping into being
imitators and *followers* ?

sorry, i have heard alot of reasons given...just haven't heard many good
ones
to explain why WE aren't cutting edge ourselves.
just had to get that out..hope i didn't make anyone TOO mad.

-Richard
Wyandotte Oklahoma



On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Berenstain Bears now speaking endangered language
>
> By JAMES MacPHERSON, Associated Press
> Wednesday, September 14, 2011
>
> Papa Bear, Mama Bear and their cubs have helped children curb
> junk-food addictions and organize messy rooms for half a century. Now,
> from their tree house in idyllic Bear Country, the beloved Berenstain
> Bears are helping revive an endangered American Indian language.
>
> Access full article below:
>
> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From hardman at UFL.EDU  Thu Sep 15 15:03:47 2011
From: hardman at UFL.EDU (Dr. MJ Hardman)
Date: Thu, 15 Sep 2011 11:03:47 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.110347.0400.ILAT@LISTSERV.ARIZONA.EDU>

I do so agree and had have endless arguments with the Ministry of Education
that only translated works be used in the schools!  I have done my level
best to provide texts originally recorded fro native speakers as long as 50
years ago, from people born in the 19th century, but they want what you
describe below.  I now have online 160 texts in Jaqaru and 110 in Kawki that
can be used in the schools, as well as some 50 primers I did earlier.
Translations must NOT be used.  In the workshops the teachers had to write
original materials, which are also on the internet.  There IS original
material, Min Ed, please, please listen.

Thanks for this post.  You pushed one of my buttons.  MJ

On 9/15/11 10:55 AM, "Richard Zane Smith" <rzs at WILDBLUE.NET> wrote:

> I'm going to be raw here....
> 
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears or
> little kitty or whatever 
> 
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't convey
> Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not representative
> of Wyandot thought.
> 
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our OWN
> cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
>  
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
> 
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and followers ?
> 
> sorry, i have heard alot of reasons given...just haven't heard many good ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
> 
> -Richard
> Wyandotte Oklahoma
> 
> 
> 
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash
> <cashcash at email.arizona.edu> wrote:
>> Berenstain Bears now speaking endangered language
>> 
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>> 
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>> 
>> Access full article below:
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D
>> 95.DTL
> 
> 

Dr. MJ Hardman
Professor of Linguistics and Anthropology
Department of Linguistics
University of Florida, Gainesville, Florida
Doctora Honoris Causa UNMSM, Lima, Perú
website:  http://grove.ufl.edu/~hardman/ 

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From dpete at EMAIL.ARIZONA.EDU  Thu Sep 15 15:11:31 2011
From: dpete at EMAIL.ARIZONA.EDU (Donovan Pete)
Date: Thu, 15 Sep 2011 09:11:31 -0600
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.091131.0600.ILAT@LISTSERV.ARIZONA.EDU>

I think a lot of times, we need a will to push us to want to innovate
ourselves.  With the all the items you listed, it can be done, we just need
to find a way to focus that desire and distributing the need to push our
cultures.  I am Navajo and I have had this idea to shot a short film, I want
the dialogue entirely in Navajo and a bit of a love story but focusing on
the Navajo culture.

I think the reason that many are replicating mainstream/popular songs is
that its easy to do and you can easily incorporate respective languages.  It
would be great to see artists step up and do original works but
unfortunately we have that mind set of what benefits us, it use to be that
we can easily share but everyone wants credit for the work.  I think once we
begin to realize the endless potential to utilize our voices and use it
well, we can do so much and have so much power onto ourselves.

I would like to think the Berenstain Bears using an indigenous language is a
bit of a wake up call for all of us to teach the younger generation and show
the importance of our respective cultures, education is key and we are
lifelong learners, no matter if we are done with the formal, we still have
much to learn on our own.

Just my two cents.

Donovan

On Thu, Sep 15, 2011 at 8:55 AM, Richard Zane Smith <rzs at wildblue.net>wrote:

> I'm going to be raw here....
>
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears
> or little kitty or whatever
>
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
> convey Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not
> representative of Wyandot thought.
>
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our
> OWN cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
>
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee
> shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the
> same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
>
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and *followers* ?
>
> sorry, i have heard alot of reasons given...just haven't heard many good
> ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
>
> -Richard
> Wyandotte Oklahoma
>
>
>
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
> cashcash at email.arizona.edu> wrote:
>
>> Berenstain Bears now speaking endangered language
>>
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>>
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>>
>> Access full article below:
>>
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>>
>
>
>
> --
> *"this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too"   Simon Anaviapik ... Inuit*
>
> richardzanesmith.wordpress.com
>
>


-- 
Donovan Pete
Graduate Candidate, Information Resources & Library Science
Portfolio: http://donovanpete.com
SIRLS Portfolio: http://u.arizona.edu/~dpete
505.979.0459
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From tdc.aaia at VERIZON.NET  Thu Sep 15 15:27:10 2011
From: tdc.aaia at VERIZON.NET (Tammy DeCoteau)
Date: Thu, 15 Sep 2011 10:27:10 -0500
Subject: Bears
Message-ID: <THU.15.SEP.2011.102710.0500.ILAT@LISTSERV.ARIZONA.EDU>

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From mikinakn at SHAW.CA  Thu Sep 15 18:18:17 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 15 Sep 2011 14:18:17 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.141817.0400.ILAT@LISTSERV.ARIZONA.EDU>

Richard...thanks for expressing your thoughts on this 'dicey' subject
honestly and emphatically. I agree with all you have said and suggested.
Most often, our languages twist Western culture into a form which expresses
Western thought and culture...not the culture and ways of the people of that
language. I have often referred to it as the 'glass slipper syndrome' where
the language and culture of a people is squeezed into a format that just
does not fit and probably never will until we have chopped and butchered it
into the 'correct' shape for any intelligible language..in most cases
English and much like Cinderella's step sisters an crone mother. The process
contains the same authoritative forms used in standard education systems and
methodologies which are destructive to indigenous language and culture. Our
ability to raise our generations into our culture and language has been
usurped by the educational institutions and infra structures which support
it from childhood to Hollywood.
 
Some years ago, a political organization supposedly representative of the
people, decided to develop a translation unit which would translate
government information and policies into the 'people's' language. In
visiting the communities and speaking with the people, they expressed the
situation pretty emphatically. They suggested, and this was par for all the
communities, that the people know the words and understand the words but
when it is all put together none of it made any sense. In this situation,
the non indigenous world in company with the indigenous organization
supposedly representing them, were collectively changing the language and
culture of the people. Metaphorically, everything was travelling in the
wrong direction. The organization was set up to represent 'the indigenous
peoples' to foreign governments but were, however, representing the
government into the peoples and their communities.
 
One of the barriers, as I see it, and a major one is the development of an
infrastructure which will qualify our indigenous peoples to do what we
'need' done and do it in 'our' way. Prior to 1492, we were not self
destructive.
 
Every one's comments are very interesting and appreciated. We need this
level of discussion at our levels of involvement. 
 
-------
wahjen
rolland nadjiwon
___________________________________________
The government cannot give to anyone anything it has not first taken from
someone else....
 

  _____  

From:  On Behalf Of Richard Zane Smith
Sent: September-15-11 10:55 AM
To:  
Subject: Re: [ILAT] Berenstain Bears now speaking endangered language (fwd
link)


I'm going to be raw here.... 

this borrowing from outsider cultural icons is ...ok...if its only a
kickstart.
but I think Native people can do ALOT better than borrowing Bernstain Bears
or little kitty or whatever 

Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
convey Hopi thought.
Amazing Grace sung in Wyandot might be beautiful...but its not
representative of Wyandot thought.


We have our OWN artists,
Where are our OWN writers? with our OWN songs? our own icons? based in our
OWN cultural perspectives?
Is reviving language and culture simply coming up with our own "copycat"
version of pop. society icons?
 
THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
THEY have a cool gang-banger cap...now we have a cool NDN version of the
same.
THEY have a cool award ceremonies...now WE have our version, an NDN award
ceremonies.

If the nations are looking to Indigenous people to be leaders towards a
sustainable future
why (with all the creative people we have) are we slipping into being
imitators and followers ?

sorry, i have heard alot of reasons given...just haven't heard many good
ones
to explain why WE aren't cutting edge ourselves.
just had to get that out..hope i didn't make anyone TOO mad.

-Richard
Wyandotte Oklahoma



On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash
<cashcash at email.arizona.edu> wrote:


Berenstain Bears now speaking endangered language

By JAMES MacPHERSON, Associated Press
Wednesday, September 14, 2011

Papa Bear, Mama Bear and their cubs have helped children curb
junk-food addictions and organize messy rooms for half a century. Now,
from their tree house in idyllic Bear Country, the beloved Berenstain
Bears are helping revive an endangered American Indian language.

Access full article below:
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045
D95.DTL





-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

richardzanesmith.wordpress.com

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3897 - Release Date: 09/14/11

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From mikinakn at SHAW.CA  Thu Sep 15 18:22:13 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 15 Sep 2011 14:22:13 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CA978C13.C25E%hardman@ufl.edu>
Message-ID: <THU.15.SEP.2011.142213.0400.ILAT@LISTSERV.ARIZONA.EDU>

Dr. Hardman, I know that button...I probably got it from the same
distributors  :)
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Dr. MJ Hardman
Sent: September-15-11 11:04 AM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Berenstain Bears now speaking endangered language (fwd
link)


I do so agree and had have endless arguments with the Ministry of Education
that only translated works be used in the schools!  I have done my level
best to provide texts originally recorded fro native speakers as long as 50
years ago, from people born in the 19th century, but they want what you
describe below.  I now have online 160 texts in Jaqaru and 110 in Kawki that
can be used in the schools, as well as some 50 primers I did earlier.
Translations must NOT be used.  In the workshops the teachers had to write
original materials, which are also on the internet.  There IS original
material, Min Ed, please, please listen.

Thanks for this post.  You pushed one of my buttons.  MJ
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From rzs at WILDBLUE.NET  Thu Sep 15 21:34:53 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 15 Sep 2011 16:34:53 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <E5FE729ECFE3474C90BECBCBA842D3D8@RolandHP>
Message-ID: <THU.15.SEP.2011.163453.0500.ILAT@LISTSERV.ARIZONA.EDU>

good insights there Rolland,
bloody glass slipper and all...(when visiting Grimms ... do as the
Grimms...)
but really thinking about the part where "correct words" used to interpret
some foreign concept into the peoples language
is still gibberish or word stacking because the indigenous paradigm for
seeing the world is sacrificed in the process.

What if every culture in the world was asked to write their word for "green"
?
well thats very problematic,as some of our concepts about *color* are VERY
different
and it would be meaningless to try to stack up a list of sounds to describe
an english equivalent for  "green" .

Why would we want a Berenstain Bear,now talking Portuguese ,now talking
Inupiat ,now talking Pashtun, now Wyandot,now Mandarin ?
We have our OWN BEAR stories! In fact we have some wonderful bear stories
and quite the characters too.
I use raccoon and fox puppets to teach children because they are in our
stories, and they are LOVED by the kids.
we didn't have to raid sesame street...we have our own!

there is a problem if we approach education as * "lets try to make it cool
to win kids" * because kids are smarter than that.
If whats being taught is *cool* to the teacher, and the teacher is *
passionate *about the subject and loves the kids, it becomes cool to the
students.
as a teen I hated it when grown-ups tried to act like my age group to "talk
on the same level" (gag) few of us wanted to stay on that level anyway...

-richard

On Thu, Sep 15, 2011 at 1:18 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:

> **
> Richard...thanks for expressing your thoughts on this 'dicey' subject
> honestly and emphatically. I agree with all you have said and suggested.
> Most often, our languages twist Western culture into a form which expresses
> Western thought and culture...not the culture and ways of the people of that
> language. I have often referred to it as the 'glass slipper syndrome' where
> the language and culture of a people is squeezed into a format that just
> does not fit and probably never will until we have chopped and butchered it
> into the 'correct' shape for any intelligible language..in most
> cases English and much like Cinderella's step sisters an crone mother. The
> process contains the same authoritative forms used in standard education
> systems and methodologies which are destructive to indigenous language and
> culture. Our ability to raise our generations into our culture and language
> has been usurped by the educational institutions and infra structures which
> support it from childhood to Hollywood.
>
> Some years ago, a political organization supposedly representative of the
> people, decided to develop a translation unit which would translate
> government information and policies into the 'people's' language. In
> visiting the communities and speaking with the people, they expressed the
> situation pretty emphatically. They suggested, and this was par for all the
> communities, that the people know the words and understand the words but
> when it is all put together none of it made any sense. In this
> situation, the non indigenous world in company with the indigenous
> organization supposedly representing them, were collectively changing the
> language and culture of the people. Metaphorically, everything was
> travelling in the wrong direction. The organization was set up to represent
> 'the indigenous peoples' to foreign governments but were, however,
> representing the government into the peoples and their communities.
>
> One of the barriers, as I see it, and a major one is the development of an
> infrastructure which will qualify our indigenous peoples to do what we
> 'need' done and do it in 'our' way. Prior to 1492, we were not self
> destructive.
>
> Every one's comments are very interesting and appreciated. We need this
> level of discussion at our levels of involvement.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> The government cannot give to anyone anything it has not first taken from
> someone else....
>
>
>  ------------------------------
>  *From:*  *On Behalf Of *Richard Zane Smith
> *Sent:* September-15-11 10:55 AM
> *To:*
> *Subject:* Re: [ILAT] Berenstain Bears now speaking endangered language
> (fwd link)
>
> I'm going to be raw here....
>
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears
> or little kitty or whatever
>
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
> convey Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not
> representative of Wyandot thought.
>
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our
> OWN cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
>
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee
> shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the
> same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
>
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and *followers* ?
>
> sorry, i have heard alot of reasons given...just haven't heard many good
> ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
>
> -Richard
> Wyandotte Oklahoma
>
>
>
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
> cashcash at email.arizona.edu> wrote:
>
>> Berenstain Bears now speaking endangered language
>>
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>>
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>>
>> Access full article below:
>>
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>>
>
>
>
> --
>  *"this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too"   Simon Anaviapik ... Inuit*
>
> richardzanesmith.wordpress.com
>
> ------------------------------
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3897 - Release Date: 09/14/11
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 23:18:42 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 15 Sep 2011 18:18:42 -0500
Subject: Saving Warrungu (fwd link)
Message-ID: <THU.15.SEP.2011.181842.0500.ILAT@LISTSERV.ARIZONA.EDU>

17 September 2011
AUS

Saving Warrungu

LISTEN NOW [media link]

In the early 1970s on Palm Island in north Queensland, there was an
extraordinary cultural exchange - between an Aboriginal elder, Alf
Palmer, and a masters student from Japan.

Alf Palmer was the last native speaker of the Warrungu language.

Access full article/media link below:
http://www.abc.net.au/rn/awaye/stories/2011/3318759.htm


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 23:21:41 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 15 Sep 2011 18:21:41 -0500
Subject: Tribal college president to talk on Native languages (fwd link)
Message-ID: <THU.15.SEP.2011.182141.0500.ILAT@LISTSERV.ARIZONA.EDU>

Tribal college president to talk on Native languages
UM Native language teachers anticipate helpful advice

By Tom Holm
Published: Thursday, September 15, 2011
USA

Richard Littlebear and others are fighting an uphill battle. It's a
struggle against traditional English curriculum — an effort to
preserve the stories of Native American cultures.

Littlebear, a Cheyenne speaker and president of Chief Dull Knife
College, said Native languages are important conversational tools and
can teach about traditional tribal life. He will be visiting the
University of Montana Thursday to speak about the struggles of finding
ways to teach in a dual-language context, the historical importance of
preserving native languages and the necessity of bilingualism.

"One of the obstacles to teaching Native languages are parents who may
have bought into thinking that English is the only way," he said.

Access full article below:
http://www.montanakaimin.com/news/tribal-college-president-to-talk-on-native-languages-1.2591938


From clairebowern at GMAIL.COM  Fri Sep 16 14:04:03 2011
From: clairebowern at GMAIL.COM (Claire Bowern)
Date: Fri, 16 Sep 2011 10:04:03 -0400
Subject: Bears
In-Reply-To: <150225645.775649.1316100430154.JavaMail.root@vms183.mailsrvcs.net>
Message-ID: <FRI.16.SEP.2011.100403.0400.ILAT@LISTSERV.ARIZONA.EDU>

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for the local school by having the children dress up and play the parts of the characters. The older ones get involved as narrators and scene design and the younger ones play the characters. They've acted out the stories at school assemblies and videoed, and photos are taken which are then made into books. It's certainly not the same as animation but everyone got really into it, and it was lovely for the elders to see the stories come alive with the kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings about it.  
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.  Each story teaches a different value (show respect, help others, etc.) and they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who knows, though, how long those stories are going to sit in my desk drawer.  Once I talked with an animation company and do to a few minutes it was $60,000.00.  
> 
> We have always felt that anything in the language is beneficial.  Perhaps it will create the spark in someone to become passionate about their language.  
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire


From irahiv at YAHOO.COM  Fri Sep 16 15:07:01 2011
From: irahiv at YAHOO.COM (Julian Lang)
Date: Fri, 16 Sep 2011 08:07:01 -0700
Subject: Bears
In-Reply-To: <66AA2F4B-4756-44BE-8BF5-6B708DCB3011@gmail.com>
Message-ID: <FRI.16.SEP.2011.080701.0700.IRAHIV@YAHOO.COM>

There are several types of animation. And there is a wide range of digital animation tools. So there are many questions to be answered initially. How do you folks want the animated story to look like exactly? Animated still images, cell animation, stop-frame? What I've discovered about animation as a Native language person and as an animator is that animation is incredibly labor intensive. And it can easily be pricey, If you asked to animate all of the stories, it can easily cost you 60K. Perhaps 1 at a time?

Julian Lang
California

________________________________
From: Claire Bowern <clairebowern at GMAIL.COM>
To: ILAT at LISTSERV.ARIZONA.EDU
Sent: Friday, September 16, 2011 7:04 AM
Subject: Re: [ILAT] Bears

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for the local school by having the children dress up and play the parts of the characters. The older ones get involved as narrators and scene design and the younger ones play the characters. They've acted out the stories at school assemblies and videoed, and photos are taken which are then made into books. It's certainly not the same as animation but everyone got really into it, and it was lovely for the elders to see the stories come alive with the kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings about it.  
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.  Each story teaches a different value (show respect, help others, etc.) and they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who knows, though, how long those stories are going to sit in my desk drawer.  Once I talked with an animation company and do to a few minutes it was $60,000.00.  
> 
> We have always felt that anything in the language is beneficial.  Perhaps it will create the spark in someone to become passionate about their language.  
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire
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From PerezBaezG at SI.EDU  Fri Sep 16 15:20:32 2011
From: PerezBaezG at SI.EDU (Perez-Baez, Gabriela)
Date: Fri, 16 Sep 2011 11:20:32 -0400
Subject: Job Opening: Recovering Voices Program Manager
In-Reply-To: <ILAT%201109160007596635.0076@LISTSERV.ARIZONA.EDU>
Message-ID: <FRI.16.SEP.2011.112032.0400.ILAT@LISTSERV.ARIZONA.EDU>

Recovering Voices Program Manager (IS-301-12, $74,872)
Department of Anthropology, National Museum of Natural History, Smithsonian Institution
We are seeking a program manager for Recovering Voices, an interdisciplinary Smithsonian program that is working with communities to document and sustain endangered languages and knowledge.
The Recovering Voices program manager, based at the National Museum of Natural History in Washington, DC, will be responsible for the overall management and administration of the program through planning projects, workshops, symposia, conferences, outreach (including website development), budget and fundraising/ development activities.  In tandem with the Recovering Voices team, the program manager will create long-term partnerships with communities world-wide and will foster collaborations built upon community engagement. The Smithsonian's linguistic, pictorial, photographic, and film holdings of the National Anthropological Archives, the Film Archives and the museum's object collections are essential to this endeavor
The ideal candidate will have a background (Ph.D. preferred) in anthropology, linguistics, human geography or related fields, with an emphasis on interdisciplinary approaches to language endangerment or endangered knowledge systems.  Experience in successful grant writing and/or fundraising is sought.  Frequent domestic and international travel will be necessary.
This position is a non-federal, two-year term, trust-funded position with benefits.  In addition to the standard cv/resume data, please include three writing samples (e.g., grant proposals, journal articles), supervisor's name/phone number, starting/ending dates of jobs (mo./yr.), average number of hours worked per week, salary, country of citizenship, transcripts and whether we may contact your current supervisor.
Deadline: October 14, 2011
 Send your cv/resume to:  Laurie Burgess, Associate Chair, Department of Anthropology, NMNH, MRC 112, P.O. Box 37012, Washington, DC 20013-7012, burgessL at si.edu.  Electronic submissions acceptable.


From rtroike at EMAIL.ARIZONA.EDU  Fri Sep 16 16:41:43 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Fri, 16 Sep 2011 09:41:43 -0700
Subject: Berenstain Bears now speaking endangered language
Message-ID: <FRI.16.SEP.2011.094143.0700.ILAT@LISTSERV.ARIZONA.EDU>

I strongly agree with Richard and MJ -- the cultural capital of native groups
is eroded and obliterated by this pernicious process. At a more subtle level,
translation can change native mental categorizations even without people being
aware of it. Some years ago I was working with teams in Guatemala developing
materials in four Mayan languages for the national bilingual program. To keep
the curriculum parallel, so that native students would not be behind Spanish
speaking children, the math textbooks in Spanish were being translated into the
native languages. Crucially, in the introduction to sets, the translators were
simply taking the Spanish categories (e.g., 'bush:tree') and substituting Mayan
equivalents. On the surface, this might seem innocuous, but on questioning the
translators, I found that the Spanish distinctions did not always correspond
1:1 with native categories, so I suggested, to their surprise, that they NOT
simply translate the Spanish categories, but examine their languages to look
for native categories that the children could conceptually relate to.

To repeat my favorite story from Barney Old Coyote, he visited a THIRD GRADE
class with both Crow and Anglo children, and found that the Crow children were
performing miserably on simple addition problems of apples and oranges. He
asked the teacher if he could take over the class for a short while, and began
proposing probability problems based on the hand ball game. The Crow students
astounded their peers (and the teacher, who considered them hopeless) by
computing the answers at amazing speed. They showed that they were masters of
CULTURALLY RELEVANT MATH, far beyond the level of math taught in the school.

  Rudy

  Rudy Troike
  Tucson, AZ


From bernisantamaria at GMAIL.COM  Fri Sep 16 18:54:48 2011
From: bernisantamaria at GMAIL.COM (BSantaMaria)
Date: Fri, 16 Sep 2011 11:54:48 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAMrsiFzteQeJHW_NbxMfKeGTUEA6_EMdd43M+fZmWoz4NRJ41w@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.115448.0700.ILAT@LISTSERV.ARIZONA.EDU>

Ms. Penfield:

Have a question for possible grant applic to DEL next year--we've been
working on Apache place-names for the Western Apache reservations in AZ for
a couple of years without any grant funding but now find a need since the
areas we are going to focus on are very large reservation areas & will need
additional resources, etc.

My question is if you think it would be feasible for us to submit a grant
application to conduct fieldwork on gathering place-names utilizing elder
consultants (will need stipends), some current staff (can we use part of
salaries as In-Kind contribution?), & additional staff as needed?  The main
goal is to revitalize & maintain the Apache place names for use by future
generations, for teaching tools in local classrooms, develop maps, etc. (in
a nutshell) although proposal not yet developed, just ideas for now.

I would deem this to be a project that would assist our tribes in
revitalizing our Apache languages, along with teaching the oral histories of
how place-names came to be, what some represent symbolically, etc. for our
young people to learn along with the names.

One of the consultants/advisors for several years is Dr. Keith Basso,
retired Anthropology professor, & the whole group would be an adivsory
committee that consists of the Western Apache groups:  White Mountain
Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.

We've already been in discussions on this for several meetings & would like
an idea if the DEL grant funding or other you might suggest that might be
more apt?, we'd like some feedback on whether we can plan on a submission
for next year's grant cycle.

Thanks for any info & I think I mentioned before that I'm a UA graduate &
working on language & cultural knowledge issues.

Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member

PH:  (928) 594-6826

On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:

> Apologies for cross-posts --
>
> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>
> Good projects with support of the DEL program at NSF!
>
> --
>
> **********************************************************************************************
> *Susan D. Penfield, Ph.D.
> *
> Research Coordinator,
> CERCLL, The Center for Educational Resources in Culture, Language and
> Literacy
> University of Arizona
> Phone: (520) 626-8071
> Fax: (520) 626-3313
> Website: cercll.arizona.edu
>
>
>
>
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From susan.penfield at GMAIL.COM  Fri Sep 16 19:05:16 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Fri, 16 Sep 2011 12:05:16 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfnkTr2ezVOJVhRkw63Pummr-5WpxWD4yg6R3C8BGONHK5Q@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.120516.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Bernadette,

Thanks for getting in touch with me.  i am no longer at NSF but now working
at the U of A as a specialist in grant writing.  I have heard of you so I'm
glad to meet  you!  As to DEL:

- This project would be of potential interest but would need some more
expansion in areas that would give it more 'intellectual merit' (one of the
NSF criteria) -- the other criteria is 'Broader Impacts' -- which are rarely
a problem for revitalization projects.
- Simply documenting place names for revitalization won't fly I don't
think.  BUT is you partner with a geographer -- or do something pretty
creative (use GIS etc -- and you would wan to consult with Andrea Berez at
the University of Hawaii about this since she has done interesting similar
work with Ahtna in Alaska) ...then you can possibly spin something to DEL.
--DEL likes to fund tribes whenever possible and directly to communities if
they can show the ability to manage large federal grants (not easy) .
Another option is for the tribe to host the grant but to partner with some
university folks who could weigh in on the intellectual value ( I know --
seems like the project in itself has plenty of that as it will also entail a
lot of 'Traditional Ecological Knowledge' -- but remember, NSF, like all
federal agencies is under fire these days so you do need to have a pretty
strong academic side to this.
--Remember that for DEL, documentation is foremost -- Revitalization should
be talked about and planned for only in the context of 'Broader Impacts' --
sigh...
--There have been some interesting studies linking changes in place names
with climate change (in Peru ) ...something like those connections would get
NSF's attention.

I will be gone all next week but back after that -- I would be happy to sit
down with you any time to think this through -- I don't want to discourage
you at all because there is real potential in this idea -- but making it fit
with the overall NSF mission is sometime tricky.

Say hello to Keith Basso for me --

Best,
Susan

On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Ms. Penfield:
>
> Have a question for possible grant applic to DEL next year--we've been
> working on Apache place-names for the Western Apache reservations in AZ for
> a couple of years without any grant funding but now find a need since the
> areas we are going to focus on are very large reservation areas & will need
> additional resources, etc.
>
> My question is if you think it would be feasible for us to submit a grant
> application to conduct fieldwork on gathering place-names utilizing elder
> consultants (will need stipends), some current staff (can we use part of
> salaries as In-Kind contribution?), & additional staff as needed?  The main
> goal is to revitalize & maintain the Apache place names for use by future
> generations, for teaching tools in local classrooms, develop maps, etc. (in
> a nutshell) although proposal not yet developed, just ideas for now.
>
> I would deem this to be a project that would assist our tribes in
> revitalizing our Apache languages, along with teaching the oral histories of
> how place-names came to be, what some represent symbolically, etc. for our
> young people to learn along with the names.
>
> One of the consultants/advisors for several years is Dr. Keith Basso,
> retired Anthropology professor, & the whole group would be an adivsory
> committee that consists of the Western Apache groups:  White Mountain
> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>
> We've already been in discussions on this for several meetings & would like
> an idea if the DEL grant funding or other you might suggest that might be
> more apt?, we'd like some feedback on whether we can plan on a submission
> for next year's grant cycle.
>
> Thanks for any info & I think I mentioned before that I'm a UA graduate &
> working on language & cultural knowledge issues.
>
> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>
> PH:  (928) 594-6826
>
> On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:
>
>> Apologies for cross-posts --
>>
>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>
>> Good projects with support of the DEL program at NSF!
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>> CERCLL, The Center for Educational Resources in Culture, Language and
>> Literacy
>> University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From susan.penfield at GMAIL.COM  Fri Sep 16 19:19:34 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Fri, 16 Sep 2011 12:19:34 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfnkTr2ezVOJVhRkw63Pummr-5WpxWD4yg6R3C8BGONHK5Q@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.121934.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi again,
Forgot to add that I think such a grant would easily provide stipends for
elders, assistant salaries, etc....and DEL is about the only place that
supports this kind of work right now -- Although there are some other
possibilities at NSF that could play into this with the right 'tweaking'
--..Some places develop roll-over maps using technology (very cool) --
showing collaboration on such a project across so many tribes is a certain
plus as well....Also consider  NEH funding -- I can put you in touch with
folks in both agencies...

Best,
susan

On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Ms. Penfield:
>
> Have a question for possible grant applic to DEL next year--we've been
> working on Apache place-names for the Western Apache reservations in AZ for
> a couple of years without any grant funding but now find a need since the
> areas we are going to focus on are very large reservation areas & will need
> additional resources, etc.
>
> My question is if you think it would be feasible for us to submit a grant
> application to conduct fieldwork on gathering place-names utilizing elder
> consultants (will need stipends), some current staff (can we use part of
> salaries as In-Kind contribution?), & additional staff as needed?  The main
> goal is to revitalize & maintain the Apache place names for use by future
> generations, for teaching tools in local classrooms, develop maps, etc. (in
> a nutshell) although proposal not yet developed, just ideas for now.
>
> I would deem this to be a project that would assist our tribes in
> revitalizing our Apache languages, along with teaching the oral histories of
> how place-names came to be, what some represent symbolically, etc. for our
> young people to learn along with the names.
>
> One of the consultants/advisors for several years is Dr. Keith Basso,
> retired Anthropology professor, & the whole group would be an adivsory
> committee that consists of the Western Apache groups:  White Mountain
> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>
> We've already been in discussions on this for several meetings & would like
> an idea if the DEL grant funding or other you might suggest that might be
> more apt?, we'd like some feedback on whether we can plan on a submission
> for next year's grant cycle.
>
> Thanks for any info & I think I mentioned before that I'm a UA graduate &
> working on language & cultural knowledge issues.
>
> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>
> PH:  (928) 594-6826
>
> On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:
>
>> Apologies for cross-posts --
>>
>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>
>> Good projects with support of the DEL program at NSF!
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>> CERCLL, The Center for Educational Resources in Culture, Language and
>> Literacy
>> University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From huangc20 at UFL.EDU  Sat Sep 17 15:19:04 2011
From: huangc20 at UFL.EDU (Huang,Chun)
Date: Sat, 17 Sep 2011 11:19:04 -0400
Subject: Bears
In-Reply-To: <1316185621.87652.YahooMailNeo@web111404.mail.gq1.yahoo.com>
Message-ID: <SAT.17.SEP.2011.111904.0400.ILAT@LISTSERV.ARIZONA.EDU>

  

just to share a nicely done, and inexpensive, "animation" that
helps share traditional knowledge:


http://www.youtube.com/watch?v=Ia2gvsL4tsQ 

If you're also interested
in the content, originally in Tagalog by Joey Ayala, below is a rough
"translation" (can't get all the spirits right, but helps
understanding), courtesy of Dr. Machel Malay:  

in the song, the singer
talks to the sea turtle, saying, 'sea turtle, the old one, you carry
your home around with you, don't you have anywhere to put it, in the
land you grew up in? With the slapping of the waves, and the currents of
centuries, you still continue to crawl in the mud. And yet in the deep
ocean you glimpse your freedom, bobbing and diving into the deeps. O sea
turtle the old one, could you please teach me the way to make the heavy
[load] lighter?'.... then he compares the sea turtle's situation to his
own, asking 'sea turtle the old one, could we actually be kin? For even
though I have a home, I have no place to put it. The land I once knew is
full of fences, made even stronger by land titles and documents. O sea
turtle the old one, I do not understand, the land I came from is now a
property'... 

And I also do much-much appreciate the original thread
where this one branched out of. Good to hear from Richard, Dr. Hardman,
and Uncle Rolland. 

Jimmy 

 now at DLSU-Manila 

On Fri, 16 Sep 2011
08:07:01 -0700, Julian Lang wrote: 

> There are several types of
animation. And there is a wide range of digital animation tools. So
there are many questions to be answered initially. How do you folks want
the animated story to look like exactly? Animated still images, cell
animation, stop-frame? What I've discovered about animation as a Native
language person and as an animator is that animation is incredibly labor
intensive. And it can easily be pricey, If you asked to animate all of
the stories, it can easily cost you 60K. Perhaps 1 at a time? 
> Julian
Lang 
> California 
> 
> -------------------------
> FROM: Claire Bowern

> TO: ILAT at LISTSERV.ARIZONA.EDU
> SENT: Friday, September 16, 2011 7:04
AM
> SUBJECT: Re: [ILAT] Bears
> 
> Hi Tammy,
> Bardi people at One Arm
Point have had success with children's stories for the local school by
having the children dress up and play the parts of the characters. The
older ones get involved as narrators and scene design and the younger
ones play the characters. They've acted out the stories at school
assemblies and videoed, and photos are taken which are then made into
books. It's certainly not the same as animation but everyone got really
into it, and it was lovely for the elders to see the stories come alive
with the kids. They were so pleased to see it.
> Claire
> 
> On Sep 15,
2011, at 11:27 AM, Tammy DeCoteau wrote:
> 
>> Mitakuyapi (My
relatives),
>> 
>> We have discussed this topic in our office and we
have mixed feelings about it. 
>> 
>> In the drawer of my desk we have
ten stories our Treasured Elders made. Each story teaches a different
value (show respect, help others, etc.) and they feature a Turtle and a
Dragonfly. These are meant to be animated. Who knows, though, how long
those stories are going to sit in my desk drawer. Once I talked with an
animation company and do to a few minutes it was $60,000.00. 
>> 
>> We
have always felt that anything in the language is beneficial. Perhaps it
will create the spark in someone to become passionate about their
language. 
>> 
>> Tammy DeCoteau
>> AAIA Native Language Program
>> 
>

> Claire

  
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From mikinakn at SHAW.CA  Mon Sep 19 20:16:03 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 16:16:03 -0400
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <SNT137-W19FF838C03531155E3AA1FA80B0@phx.gbl>
Message-ID: <MON.19.SEP.2011.161603.0400.ILAT@LISTSERV.ARIZONA.EDU>

This is not all of the truth. Christian prayers are not admitted because
Christian people protested against it....this is not a petition, this is
racism....it does not have my vote. Also, the Christian prayers were being
made compulsory for all students without regard for their individual beliefs
or religion. Nothing more scary than rampant fundamentalism as a spur to the
ancient 'holy wars'.  I will pass this along as requested but not without my
own editorial.
 
At any rate, since the 'founding' of the 'New World' by Columbus, the
indigenous peoples of all of the Americas and archipelago have suffered the
oppression of Christianity and any other religion wanting to come into our
land and communities and recruit numbers for the 'right' religions. At this
point, I don't think it matters a 'whack' who vies for the powers of
oppression. We are not the ones who will win that 'war' anyhow and it is not
'our war' anyhow.
 
amen, tamam shud, meno geeshiguk and all that moulded and tiring old
stuff.... 
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com] 
Sent: September-19-11 8:48 AM
Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)



 

  _____  

: Sun, 18 Sep 2011 15:49:27 -0700



 

 

: We need your vote - for CityTV poll--- (Urgently!!!!)

 

Subject: We need your vote - for CityTV poll--- (Urgently!!!!)

 

Hi everyone, there is a blue website below.. it is a link to Toronto CTV
just like Calgary CTV where they have a poll question.  What happens in
Toronto will have an impact across this country... so if you don't want this
to happen in more schools you need to vote "no".

Aside from the religious part of this how in the world are they going to fit
in praying 5 times a day??? Will this take away from the curriculum time
they are already crying out "not enough time" so this then would become a
political issue next.? With having to pay someone to supervise and s
Vote "no"! We get our rights denied and they think they have the right to
ask??? 
There is something wrong here... and if there are more Muslims out there
voting, it will be passed. Click the site below it will take you to CTV's
site and you will see where to vote in the middle of the page...

**Hi Friends: 

Just to let you know the Lords Prayer and all Christianity has been taken
out of our public schools. Now they want to allow Muslim prayer in our
schools!

Please click on the blue link below and vote against this injustice. Our
rights as Christian Canadians are being violated.

Thanks for voting & sending this on so that others will see the injustice.

OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
WHAT A JOKE! 

Please vote NO.

Vote "NO" and pass it on to others immediately so they can vote, also.
Thanks.  

Help us on this poll vote..  It is crucial that you vote "no" against Muslim
prayers being conducted in Public Schools, while Christian prayers are not
permitted!!!   

 

Please vote NO in the Poll - thank you so much for your help.

 

http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
test-muslim-prayers-at-toronto-public-school

 

 

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11

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From pmeyer8 at COX.NET  Mon Sep 19 20:22:19 2011
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Mon, 19 Sep 2011 13:22:19 -0700
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <4E63EAD24F7245FFBD05A19BC147C111@RolandHP>
Message-ID: <MON.19.SEP.2011.132219.0700.ILAT@LISTSERV.ARIZONA.EDU>

You are so right, Rolland.  And of course there is nowhere to "vote" for no prayer at all.  It's the presuppositions that are the killers.
Paula
---- Rolland Nadjiwon <mikinakn at SHAW.CA> wrote: 
> This is not all of the truth. Christian prayers are not admitted because
> Christian people protested against it....this is not a petition, this is
> racism....it does not have my vote. Also, the Christian prayers were being
> made compulsory for all students without regard for their individual beliefs
> or religion. Nothing more scary than rampant fundamentalism as a spur to the
> ancient 'holy wars'.  I will pass this along as requested but not without my
> own editorial.
>  
> At any rate, since the 'founding' of the 'New World' by Columbus, the
> indigenous peoples of all of the Americas and archipelago have suffered the
> oppression of Christianity and any other religion wanting to come into our
> land and communities and recruit numbers for the 'right' religions. At this
> point, I don't think it matters a 'whack' who vies for the powers of
> oppression. We are not the ones who will win that 'war' anyhow and it is not
> 'our war' anyhow.
>  
> amen, tamam shud, meno geeshiguk and all that moulded and tiring old
> stuff.... 
>  
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>  
>  
>  
> 
>   _____  
> 
> From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com] 
> Sent: September-19-11 8:48 AM
> Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)
> 
> 
> 
>  
> 
>   _____  
> 
> : Sun, 18 Sep 2011 15:49:27 -0700
> 
> 
> 
>  
> 
>  
> 
> : We need your vote - for CityTV poll--- (Urgently!!!!)
> 
>  
> 
> Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
> 
>  
> 
> Hi everyone, there is a blue website below.. it is a link to Toronto CTV
> just like Calgary CTV where they have a poll question.  What happens in
> Toronto will have an impact across this country... so if you don't want this
> to happen in more schools you need to vote "no".
> 
> Aside from the religious part of this how in the world are they going to fit
> in praying 5 times a day??? Will this take away from the curriculum time
> they are already crying out "not enough time" so this then would become a
> political issue next.? With having to pay someone to supervise and s
> Vote "no"! We get our rights denied and they think they have the right to
> ask??? 
> There is something wrong here... and if there are more Muslims out there
> voting, it will be passed. Click the site below it will take you to CTV's
> site and you will see where to vote in the middle of the page...
> 
> **Hi Friends: 
> 
> Just to let you know the Lords Prayer and all Christianity has been taken
> out of our public schools. Now they want to allow Muslim prayer in our
> schools!
> 
> Please click on the blue link below and vote against this injustice. Our
> rights as Christian Canadians are being violated.
> 
> Thanks for voting & sending this on so that others will see the injustice.
> 
> OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
> WHAT A JOKE! 
> 
> Please vote NO.
> 
> Vote "NO" and pass it on to others immediately so they can vote, also.
> Thanks.  
> 
> Help us on this poll vote..  It is crucial that you vote "no" against Muslim
> prayers being conducted in Public Schools, while Christian prayers are not
> permitted!!!   
> 
>  
> 
> Please vote NO in the Poll - thank you so much for your help.
> 
>  
> 
> http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
> test-muslim-prayers-at-toronto-public-school
> 
>  
> 
>  
> 
>   _____  
> 
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
> 


From rzs at WILDBLUE.NET  Mon Sep 19 21:30:02 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 19 Sep 2011 16:30:02 -0500
Subject: Bears
In-Reply-To: <d005fc9b2516d8ac9788146786a50faa@ufl.edu>
Message-ID: <MON.19.SEP.2011.163002.0500.ILAT@LISTSERV.ARIZONA.EDU>

great to hear form you too Jimmy!
and a great example of indigenous thought communicated in story.
-richard-

On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:

> **
>
> just to share a nicely done, and inexpensive, "animation" that helps share
> traditional knowledge:
>
> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>
>
>
> If you're also interested in the content, originally in Tagalog by Joey
> Ayala, below is a rough "translation" (can't get all the spirits right, but
> helps understanding), courtesy of Dr. Machel Malay:
>
> in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
> old one, you carry your home around with you, don't you have anywhere to put
> it, in the land you grew up in? With the slapping of the waves, and the
> currents of centuries, you still continue to crawl in the mud. And yet in
> the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
> O sea turtle the old one, could you please teach me the way to make the
> heavy [load] lighter?'.... then he compares the sea turtle's situation to
> his own, asking 'sea turtle the old one, could we actually be kin? For even
> though I have a home, I have no place to put it. The land I once knew is
> full of fences, made even stronger by land titles and documents. O sea
> turtle the old one, I do not understand, the land I came from is now a
> property'...
>
>
> And I also do much-much appreciate the original thread where this one
> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.
>
> Jimmy
>
> now at DLSU-Manila
>
>
>
> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>
>  There are several types of animation. And there is a wide range of
> digital animation tools. So there are many questions to be answered
> initially. How do you folks want the animated story to look like exactly?
> Animated still images, cell animation, stop-frame? What I've discovered
> about animation as a Native language person and as an animator is that
> animation is incredibly labor intensive. And it can easily be pricey, If you
> asked to animate all of the stories, it can easily cost you 60K. Perhaps 1
> at a time?
> Julian Lang
> California
>  ------------------------------
> *From:* Claire Bowern
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Friday, September 16, 2011 7:04 AM
> *Subject:* Re: [ILAT] Bears
>
> Hi Tammy,
> Bardi people at One Arm Point have had success with children's stories for
> the local school by having the children dress up and play the parts of the
> characters. The older ones get involved as narrators and scene design and
> the younger ones play the characters. They've acted out the stories at
> school assemblies and videoed, and photos are taken which are then made into
> books. It's certainly not the same as animation but everyone got really into
> it, and it was lovely for the elders to see the stories come alive with the
> kids. They were so pleased to see it.
> Claire
>
> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>
> > Mitakuyapi (My relatives),
> >
> > We have discussed this topic in our office and we have mixed feelings
> about it.
> >
> > In the drawer of my desk we have ten stories our Treasured Elders made.
> Each story teaches a different value (show respect, help others, etc.) and
> they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who
> knows, though, how long those stories are going to sit in my desk drawer.
> Once I talked with an animation company and do to a few minutes it was
> $60,000.00.
> >
> > We have always felt that anything in the language is beneficial.  Perhaps
> it will create the spark in someone to become passionate about their
> language.
> >
> > Tammy DeCoteau
> > AAIA Native Language Program
> >
>
> Claire
>
>
>
>
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
-------------- next part --------------
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From mikinakn at SHAW.CA  Mon Sep 19 22:09:17 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 18:09:17 -0400
Subject: Bears
In-Reply-To: <CAEx=+YJ_-1r1K25K0dYB79VaMKa5h_4a9gQQS6y8ZA6dkH6aMQ@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.180917.0400.ILAT@LISTSERV.ARIZONA.EDU>

Excellent suggestions Jimmy. The mind wanders to many possibilities. I kind
of like it special since 'turtle' is my clan. 
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Richard Zane Smith
Sent: September-19-11 5:30 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Bears


great to hear form you too Jimmy! 
and a great example of indigenous thought communicated in story.
-richard-


On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:




just to share a nicely done, and inexpensive, "animation" that helps share
traditional knowledge:

http://www.youtube.com/watch?v=Ia2gvsL4tsQ

 

If you're also interested in the content, originally in Tagalog by Joey
Ayala, below is a rough "translation" (can't get all the spirits right, but
helps understanding), courtesy of Dr. Machel Malay: 

in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
old one, you carry your home around with you, don't you have anywhere to put
it, in the land you grew up in? With the slapping of the waves, and the
currents of centuries, you still continue to crawl in the mud. And yet in
the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
O sea turtle the old one, could you please teach me the way to make the
heavy [load] lighter?'.... then he compares the sea turtle's situation to
his own, asking 'sea turtle the old one, could we actually be kin? For even
though I have a home, I have no place to put it. The land I once knew is
full of fences, made even stronger by land titles and documents. O sea
turtle the old one, I do not understand, the land I came from is now a
property'...




And I also do much-much appreciate the original thread where this one
branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.

Jimmy

now at DLSU-Manila

 

On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:

There are several types of animation. And there is a wide range of digital
animation tools. So there are many questions to be answered initially. How
do you folks want the animated story to look like exactly? Animated still
images, cell animation, stop-frame? What I've discovered about animation as
a Native language person and as an animator is that animation is incredibly
labor intensive. And it can easily be pricey, If you asked to animate all of
the stories, it can easily cost you 60K. Perhaps 1 at a time?
Julian Lang
California
  _____  

From: Claire Bowern 
To: ILAT at LISTSERV.ARIZONA.EDU
Sent: Friday, September 16, 2011 7:04 AM
Subject: Re: [ILAT] Bears

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for
the local school by having the children dress up and play the parts of the
characters. The older ones get involved as narrators and scene design and
the younger ones play the characters. They've acted out the stories at
school assemblies and videoed, and photos are taken which are then made into
books. It's certainly not the same as animation but everyone got really into
it, and it was lovely for the elders to see the stories come alive with the
kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings
about it.  
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.
Each story teaches a different value (show respect, help others, etc.) and
they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who
knows, though, how long those stories are going to sit in my desk drawer.
Once I talked with an animation company and do to a few minutes it was
$60,000.00.  
> 
> We have always felt that anything in the language is beneficial.  Perhaps
it will create the spark in someone to become passionate about their
language.  
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire




 

 




-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

richardzanesmith.wordpress.com

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11

-------------- next part --------------
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From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:28:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:28:39 -0700
Subject: Bears
In-Reply-To: <644D568EB09749E2BCCF931B833EE48E@RolandHP>
Message-ID: <MON.19.SEP.2011.162839.0700.ILAT@LISTSERV.ARIZONA.EDU>

Just saw the video link...nice "live" animated storytelling for sure. Thanks.

It reminds me of a "live" play storytelling I saw at the native
sponsored Great Basin Languages conf some years ago.  The play was
called "The Trial of Coyote."  It was produced by a cast of all fluent
speaking paiute elders.  It depicted a modernized version of a Coyote
story where Coyote was put on trial for "molesting" some young girls.
But as Coyote stories go, he was acquited due to traditional myth
legend plot and set free.  Anyway, the play storytelling occured all
in Paiute and was simultaneously captioned thru large story cards in
English.  The cast included Coyote the main character, the young
girls, a judge, an all Paiute elder jury, and an elder band consisting
of a tub player and a washboard player.  Whenever a line was spoken in
Paiute a caption cue card in English was raised up for the rapt
audience.  Pretty funny and quite dramatic.  When Coyote was acquited,
we the audience joined in with Coyote in a large circle dance to
celebrate.

So just to echo the idea of working with stories...traditional
narratives have a particular narrative structure/plot that are well
suited for animation.  That is, they have all the ingredients of great
plot making which are rich in content.  When my class of native
language teachers created storyboards for a media-based narrative or
story, they all found how easy it was to divide up the story into
coherent sequences.

Julian is right in that there are a wide range of digital tools
available to create animated stories, some quite effective yet
low-tech.  Many are easy to use in creating digital stories.  The
funnest part, I believe, is actually creating the digital stories.

Probably the newest form of media genre to emerge is called transmedia
storytelling. One, in which I wish to explore in particular, is a
software called:

Inanimate Alice
http://www.inanimatealice.com/

later,
Phil

ps: am back from Quito!





On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:
> Excellent suggestions Jimmy. The mind wanders to many possibilities. I kind
> of like it special since 'turtle' is my clan.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>
>
>
> ________________________________
> From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
> On Behalf Of Richard Zane Smith
> Sent: September-19-11 5:30 PM
> To: ILAT at LISTSERV.ARIZONA.EDU
> Subject: Re: [ILAT] Bears
>
> great to hear form you too Jimmy!
> and a great example of indigenous thought communicated in story.
> -richard-
>
> On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
>>
>> just to share a nicely done, and inexpensive, "animation" that helps share
>> traditional knowledge:
>>
>> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>>
>>
>>
>> If you're also interested in the content, originally in Tagalog by Joey
>> Ayala, below is a rough "translation" (can't get all the spirits right, but
>> helps understanding), courtesy of Dr. Machel Malay:
>>
>> in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
>> old one, you carry your home around with you, don't you have anywhere to put
>> it, in the land you grew up in? With the slapping of the waves, and the
>> currents of centuries, you still continue to crawl in the mud. And yet in
>> the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
>> O sea turtle the old one, could you please teach me the way to make the
>> heavy [load] lighter?'.... then he compares the sea turtle's situation to
>> his own, asking 'sea turtle the old one, could we actually be kin? For even
>> though I have a home, I have no place to put it. The land I once knew is
>> full of fences, made even stronger by land titles and documents. O sea
>> turtle the old one, I do not understand, the land I came from is now a
>> property'...
>>
>> And I also do much-much appreciate the original thread where this one
>> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.
>>
>> Jimmy
>>
>> now at DLSU-Manila
>>
>>
>>
>> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>>
>> There are several types of animation. And there is a wide range of digital
>> animation tools. So there are many questions to be answered initially. How
>> do you folks want the animated story to look like exactly? Animated still
>> images, cell animation, stop-frame? What I've discovered about animation as
>> a Native language person and as an animator is that animation is incredibly
>> labor intensive. And it can easily be pricey, If you asked to animate all of
>> the stories, it can easily cost you 60K. Perhaps 1 at a time?
>> Julian Lang
>> California
>> ________________________________
>> From: Claire Bowern
>> To: ILAT at LISTSERV.ARIZONA.EDU
>> Sent: Friday, September 16, 2011 7:04 AM
>> Subject: Re: [ILAT] Bears
>>
>> Hi Tammy,
>> Bardi people at One Arm Point have had success with children's stories for
>> the local school by having the children dress up and play the parts of the
>> characters. The older ones get involved as narrators and scene design and
>> the younger ones play the characters. They've acted out the stories at
>> school assemblies and videoed, and photos are taken which are then made into
>> books. It's certainly not the same as animation but everyone got really into
>> it, and it was lovely for the elders to see the stories come alive with the
>> kids. They were so pleased to see it.
>> Claire
>>
>> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>>
>> > Mitakuyapi (My relatives),
>> >
>> > We have discussed this topic in our office and we have mixed feelings
>> > about it.
>> >
>> > In the drawer of my desk we have ten stories our Treasured Elders made.
>> > Each story teaches a different value (show respect, help others, etc.) and
>> > they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who
>> > knows, though, how long those stories are going to sit in my desk drawer.
>> > Once I talked with an animation company and do to a few minutes it was
>> > $60,000.00.
>> >
>> > We have always felt that anything in the language is beneficial.
>> > Perhaps it will create the spark in someone to become passionate about their
>> > language.
>> >
>> > Tammy DeCoteau
>> > AAIA Native Language Program
>> >
>>
>> Claire
>>
>>
>>
>>
>>
>
>
> --
> "this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too"   Simon Anaviapik ... Inuit
> richardzanesmith.wordpress.com
> ________________________________
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11


From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:34:37 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:34:37 -0700
Subject: Berenstain Bears, fluent in 20+ languages,
 adding endangered American Indian dialect Lakota (fwd link)
Message-ID: <MON.19.SEP.2011.163437.0700.ILAT@LISTSERV.ARIZONA.EDU>

Berenstain Bears, fluent in 20+ languages, adding endangered American
Indian dialect Lakota

By Associated Press, Published: September 14
USA

BISMARCK, N.D. — Papa Bear, Mama Bear and their cubs have helped
children curb junk-food addictions and organize messy rooms for half a
century. Now, from their tree house in idyllic Bear Country, the
beloved Berenstain Bears are helping revive an endangered American
Indian language.

Access full article below:
http://www.washingtonpost.com/national/berenstain-bears-fluent-in-20-languages-adding-endangered-american-indian-dialect-lakota/2011/09/14/gIQAb6UMRK_story.html


From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:36:49 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:36:49 -0700
Subject: The Berenstain Bears Now Speak an Endangered Language (fwd link)
Message-ID: <MON.19.SEP.2011.163649.0700.ILAT@LISTSERV.ARIZONA.EDU>

The Berenstain Bears Now Speak an Endangered Language

By: Megan Gibson
Sept 17th, Time NewsFeed

If anyone can save a dying language, it's Mama Bear, simply because
we're pretty sure she can do anything.

The Associated Press reports that public television in North Dakota
and South Dakota will soon be airing the animated series "Matho
Waunsila Thiwahe" — that's Lakota for "Compassionate Bear Family" —
which is a dubbed version of the beloved series The Berenstain Bears.
Instead of English, the children's cartoon characters Mama and Papa
Bear, along with Brother and Sister Bear, will be speaking in the
little-known American Indian dialect, which the AP reports fewer than
6,000 people still speak.

Read more: http://newsfeed.time.com/2011/09/17/the-berenstain-bears-now-speak-an-endangered-language/#ixzz1YRcWGYqp


From Derron.Borders at UTAH.EDU  Tue Sep 20 00:02:28 2011
From: Derron.Borders at UTAH.EDU (Derron S. Borders)
Date: Mon, 19 Sep 2011 18:02:28 -0600
Subject: Bears
In-Reply-To: <CACL86RzZ5R01Hr+pzyvmtDfNhhCXYDiPxXHxjQqDxkYbvagh9Q@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.180228.0600.ILAT@LISTSERV.ARIZONA.EDU>

I rarely interact on this listserv but occasionally read things that come
through. I just wanted to share with you what we at the Center for American
Indian Languages at the University of Utah have done. I work on the Wick R.
Miller Collection Shoshoni Project under the direction of Dr. Marianna Di
Paolo. A fellow grad student a few years ago developed a program called
SYLAP (The Shoshoni-Goshute Youth Language Apprenticeship Program). The
program is funded by the Barrick Gold Corporation and gives Shoshoni and
Goshute high school youth the opportunity to come to the University of Utah
to work as interns on the project for six weeks as well as take a Shoshoni
language course. We just finished the third summer of SYLAP. The Wick R.
Miller collection contains recordings of the Shoshoni and Goshute language
from around the past 50 years. There are many recordings that are narratives
and tales from the Shoshoni and Goshute cultures.

The project has made two claymation videos. One of the videos, that I know
for sure, was made by the SYLAP high school interns. We have also developed
story books from the recorded narratives and children learning books during
the three years of SYLAP. We work closely with Shoshoni and Goshute speaking
elders to help translate and narrate the stories. The claymation videos were
narrated by elders as well. One of the videos uses the original Wick R.
Miller recordings and has several different elders telling the same story
throughout.

I wasn't involved in the making of these videos as I just joined the team
this past year.  If you would like to know more about making the animated
claymation videos or about how we are going about making the story books and
getting them published by the University of Utah Press, you can e-mail the
following people:

Dr. Marianna Di Paolo- dipaolo at hum.utah.edu
Katherine Matsumoto-Gray (developed SYLAP) - kmatsumotogray at gmail.com

You can also contact me directly and I'll pass your question on to the
appropriate people!

Thanks, I hope this wasn't too off topic but I couldn't find the original
post!

Derron Borders
M.A. Candidate
University of Utah
Department of Linguistics &
Center for American Indian Languages
Derron.Borders at utah.edu





On Mon, Sep 19, 2011 at 5:28 PM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Just saw the video link...nice "live" animated storytelling for sure.
> Thanks.
>
> It reminds me of a "live" play storytelling I saw at the native
> sponsored Great Basin Languages conf some years ago.  The play was
> called "The Trial of Coyote."  It was produced by a cast of all fluent
> speaking paiute elders.  It depicted a modernized version of a Coyote
> story where Coyote was put on trial for "molesting" some young girls.
> But as Coyote stories go, he was acquited due to traditional myth
> legend plot and set free.  Anyway, the play storytelling occured all
> in Paiute and was simultaneously captioned thru large story cards in
> English.  The cast included Coyote the main character, the young
> girls, a judge, an all Paiute elder jury, and an elder band consisting
> of a tub player and a washboard player.  Whenever a line was spoken in
> Paiute a caption cue card in English was raised up for the rapt
> audience.  Pretty funny and quite dramatic.  When Coyote was acquited,
> we the audience joined in with Coyote in a large circle dance to
> celebrate.
>
> So just to echo the idea of working with stories...traditional
> narratives have a particular narrative structure/plot that are well
> suited for animation.  That is, they have all the ingredients of great
> plot making which are rich in content.  When my class of native
> language teachers created storyboards for a media-based narrative or
> story, they all found how easy it was to divide up the story into
> coherent sequences.
>
> Julian is right in that there are a wide range of digital tools
> available to create animated stories, some quite effective yet
> low-tech.  Many are easy to use in creating digital stories.  The
> funnest part, I believe, is actually creating the digital stories.
>
> Probably the newest form of media genre to emerge is called transmedia
> storytelling. One, in which I wish to explore in particular, is a
> software called:
>
> Inanimate Alice
> http://www.inanimatealice.com/
>
> later,
> Phil
>
> ps: am back from Quito!
>
>
>
>
>
> On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca>
> wrote:
> > Excellent suggestions Jimmy. The mind wanders to many possibilities. I
> kind
> > of like it special since 'turtle' is my clan.
> >
> > -------
> > wahjen
> > rolland nadjiwon
> > ___________________________________________
> > You cannot multiply wealth by dividing it....
> >
> >
> >
> > ________________________________
> > From: Indigenous Languages and Technology [mailto:
> ILAT at LISTSERV.ARIZONA.EDU]
> > On Behalf Of Richard Zane Smith
> > Sent: September-19-11 5:30 PM
> > To: ILAT at LISTSERV.ARIZONA.EDU
> > Subject: Re: [ILAT] Bears
> >
> > great to hear form you too Jimmy!
> > and a great example of indigenous thought communicated in story.
> > -richard-
> >
> > On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
> >>
> >> just to share a nicely done, and inexpensive, "animation" that helps
> share
> >> traditional knowledge:
> >>
> >> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
> >>
> >>
> >>
> >> If you're also interested in the content, originally in Tagalog by Joey
> >> Ayala, below is a rough "translation" (can't get all the spirits right,
> but
> >> helps understanding), courtesy of Dr. Machel Malay:
> >>
> >> in the song, the singer talks to the sea turtle, saying, 'sea turtle,
> the
> >> old one, you carry your home around with you, don't you have anywhere to
> put
> >> it, in the land you grew up in? With the slapping of the waves, and the
> >> currents of centuries, you still continue to crawl in the mud. And yet
> in
> >> the deep ocean you glimpse your freedom, bobbing and diving into the
> deeps.
> >> O sea turtle the old one, could you please teach me the way to make the
> >> heavy [load] lighter?'.... then he compares the sea turtle's situation
> to
> >> his own, asking 'sea turtle the old one, could we actually be kin? For
> even
> >> though I have a home, I have no place to put it. The land I once knew is
> >> full of fences, made even stronger by land titles and documents. O sea
> >> turtle the old one, I do not understand, the land I came from is now a
> >> property'...
> >>
> >> And I also do much-much appreciate the original thread where this one
> >> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle
> Rolland.
> >>
> >> Jimmy
> >>
> >> now at DLSU-Manila
> >>
> >>
> >>
> >> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
> >>
> >> There are several types of animation. And there is a wide range of
> digital
> >> animation tools. So there are many questions to be answered initially.
> How
> >> do you folks want the animated story to look like exactly? Animated
> still
> >> images, cell animation, stop-frame? What I've discovered about animation
> as
> >> a Native language person and as an animator is that animation is
> incredibly
> >> labor intensive. And it can easily be pricey, If you asked to animate
> all of
> >> the stories, it can easily cost you 60K. Perhaps 1 at a time?
> >> Julian Lang
> >> California
> >> ________________________________
> >> From: Claire Bowern
> >> To: ILAT at LISTSERV.ARIZONA.EDU
> >> Sent: Friday, September 16, 2011 7:04 AM
> >> Subject: Re: [ILAT] Bears
> >>
> >> Hi Tammy,
> >> Bardi people at One Arm Point have had success with children's stories
> for
> >> the local school by having the children dress up and play the parts of
> the
> >> characters. The older ones get involved as narrators and scene design
> and
> >> the younger ones play the characters. They've acted out the stories at
> >> school assemblies and videoed, and photos are taken which are then made
> into
> >> books. It's certainly not the same as animation but everyone got really
> into
> >> it, and it was lovely for the elders to see the stories come alive with
> the
> >> kids. They were so pleased to see it.
> >> Claire
> >>
> >> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
> >>
> >> > Mitakuyapi (My relatives),
> >> >
> >> > We have discussed this topic in our office and we have mixed feelings
> >> > about it.
> >> >
> >> > In the drawer of my desk we have ten stories our Treasured Elders
> made.
> >> > Each story teaches a different value (show respect, help others, etc.)
> and
> >> > they feature a Turtle and a Dragonfly.  These are meant to be
> animated.  Who
> >> > knows, though, how long those stories are going to sit in my desk
> drawer.
> >> > Once I talked with an animation company and do to a few minutes it was
> >> > $60,000.00.
> >> >
> >> > We have always felt that anything in the language is beneficial.
> >> > Perhaps it will create the spark in someone to become passionate about
> their
> >> > language.
> >> >
> >> > Tammy DeCoteau
> >> > AAIA Native Language Program
> >> >
> >>
> >> Claire
> >>
> >>
> >>
> >>
> >>
> >
> >
> > --
> > "this language of mine,of yours,is who we are and who we have been.It is
> > where we find our stories,our lives,our ancestors;and it should be where
> we
> > find our future too"   Simon Anaviapik ... Inuit
> > richardzanesmith.wordpress.com
> > ________________________________
> >
> > No virus found in this message.
> > Checked by AVG - www.avg.com
> > Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
>
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From mikinakn at SHAW.CA  Tue Sep 20 00:26:53 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 20:26:53 -0400
Subject: Bears
In-Reply-To: <CACL86RzZ5R01Hr+pzyvmtDfNhhCXYDiPxXHxjQqDxkYbvagh9Q@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.202653.0400.ILAT@LISTSERV.ARIZONA.EDU>

I wonder if they will adapt 'sesame street' but this time use language
instead of 'brown' puppets....speaking English....lol. All this struggle
should be a 'riot of humor' in its process and maybe in the final works too.
Can't capture that maybe. However, 'narrative structure/plot' has always
been the forte of animated indigenous storytelling. Much of the Eastern
storytelling are human animations of the characters. With most indigenous
cultures the story is the message not the character representation or the
character. Modern movies and television are all about the actors and most of
the storylines have nothing to do with living to the extent the 'imagined'
has replaced the 'real'...oh yeah, forgot the$$$$.

Excellent story Phil  

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 

-----Original Message-----
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Phillip E Cash Cash
Sent: September-19-11 7:29 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Bears

Just saw the video link...nice "live" animated storytelling for sure.
Thanks.

It reminds me of a "live" play storytelling I saw at the native sponsored
Great Basin Languages conf some years ago.  The play was called "The Trial
of Coyote."  It was produced by a cast of all fluent speaking paiute elders.
It depicted a modernized version of a Coyote story where Coyote was put on
trial for "molesting" some young girls.
But as Coyote stories go, he was acquited due to traditional myth legend
plot and set free.  Anyway, the play storytelling occured all in Paiute and
was simultaneously captioned thru large story cards in English.  The cast
included Coyote the main character, the young girls, a judge, an all Paiute
elder jury, and an elder band consisting of a tub player and a washboard
player.  Whenever a line was spoken in Paiute a caption cue card in English
was raised up for the rapt audience.  Pretty funny and quite dramatic.  When
Coyote was acquited, we the audience joined in with Coyote in a large circle
dance to celebrate.

So just to echo the idea of working with stories...traditional narratives
have a particular narrative structure/plot that are well suited for
animation.  That is, they have all the ingredients of great plot making
which are rich in content.  When my class of native language teachers
created storyboards for a media-based narrative or story, they all found how
easy it was to divide up the story into coherent sequences.

Julian is right in that there are a wide range of digital tools available to
create animated stories, some quite effective yet low-tech.  Many are easy
to use in creating digital stories.  The funnest part, I believe, is
actually creating the digital stories.

Probably the newest form of media genre to emerge is called transmedia
storytelling. One, in which I wish to explore in particular, is a software
called:

Inanimate Alice
http://www.inanimatealice.com/

later,
Phil

ps: am back from Quito!





On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:
> Excellent suggestions Jimmy. The mind wanders to many possibilities. I 
> kind of like it special since 'turtle' is my clan.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>
>
>
> ________________________________
> From: Indigenous Languages and Technology 
> [mailto:ILAT at LISTSERV.ARIZONA.EDU]
> On Behalf Of Richard Zane Smith
> Sent: September-19-11 5:30 PM
> To: ILAT at LISTSERV.ARIZONA.EDU
> Subject: Re: [ILAT] Bears
>
> great to hear form you too Jimmy!
> and a great example of indigenous thought communicated in story.
> -richard-
>
> On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
>>
>> just to share a nicely done, and inexpensive, "animation" that helps 
>> share traditional knowledge:
>>
>> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>>
>>
>>
>> If you're also interested in the content, originally in Tagalog by 
>> Joey Ayala, below is a rough "translation" (can't get all the spirits 
>> right, but helps understanding), courtesy of Dr. Machel Malay:
>>
>> in the song, the singer talks to the sea turtle, saying, 'sea turtle, 
>> the old one, you carry your home around with you, don't you have 
>> anywhere to put it, in the land you grew up in? With the slapping of 
>> the waves, and the currents of centuries, you still continue to crawl 
>> in the mud. And yet in the deep ocean you glimpse your freedom, bobbing
and diving into the deeps.
>> O sea turtle the old one, could you please teach me the way to make 
>> the heavy [load] lighter?'.... then he compares the sea turtle's 
>> situation to his own, asking 'sea turtle the old one, could we 
>> actually be kin? For even though I have a home, I have no place to 
>> put it. The land I once knew is full of fences, made even stronger by 
>> land titles and documents. O sea turtle the old one, I do not 
>> understand, the land I came from is now a property'...
>>
>> And I also do much-much appreciate the original thread where this one 
>> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle
Rolland.
>>
>> Jimmy
>>
>> now at DLSU-Manila
>>
>>
>>
>> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>>
>> There are several types of animation. And there is a wide range of 
>> digital animation tools. So there are many questions to be answered 
>> initially. How do you folks want the animated story to look like 
>> exactly? Animated still images, cell animation, stop-frame? What I've 
>> discovered about animation as a Native language person and as an 
>> animator is that animation is incredibly labor intensive. And it can 
>> easily be pricey, If you asked to animate all of the stories, it can
easily cost you 60K. Perhaps 1 at a time?
>> Julian Lang
>> California
>> ________________________________
>> From: Claire Bowern
>> To: ILAT at LISTSERV.ARIZONA.EDU
>> Sent: Friday, September 16, 2011 7:04 AM
>> Subject: Re: [ILAT] Bears
>>
>> Hi Tammy,
>> Bardi people at One Arm Point have had success with children's 
>> stories for the local school by having the children dress up and play 
>> the parts of the characters. The older ones get involved as narrators 
>> and scene design and the younger ones play the characters. They've 
>> acted out the stories at school assemblies and videoed, and photos 
>> are taken which are then made into books. It's certainly not the same 
>> as animation but everyone got really into it, and it was lovely for 
>> the elders to see the stories come alive with the kids. They were so
pleased to see it.
>> Claire
>>
>> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>>
>> > Mitakuyapi (My relatives),
>> >
>> > We have discussed this topic in our office and we have mixed 
>> > feelings about it.
>> >
>> > In the drawer of my desk we have ten stories our Treasured Elders made.
>> > Each story teaches a different value (show respect, help others, 
>> > etc.) and they feature a Turtle and a Dragonfly.  These are meant 
>> > to be animated.  Who knows, though, how long those stories are going to
sit in my desk drawer.
>> > Once I talked with an animation company and do to a few minutes it 
>> > was $60,000.00.
>> >
>> > We have always felt that anything in the language is beneficial.
>> > Perhaps it will create the spark in someone to become passionate 
>> > about their language.
>> >
>> > Tammy DeCoteau
>> > AAIA Native Language Program
>> >
>>
>> Claire
>>
>>
>>
>>
>>
>
>
> --
> "this language of mine,of yours,is who we are and who we have been.It 
> is where we find our stories,our lives,our ancestors;and it should be 
> where we find our future too"   Simon Anaviapik ... Inuit 
> richardzanesmith.wordpress.com ________________________________
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 
> 09/19/11


-----
No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 20 02:30:24 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 19:30:24 -0700
Subject: Small Number=?UTF-8?Q?=E2=80=99s_?=adventures continue in math
 movie 2  (fwd link)
Message-ID: <MON.19.SEP.2011.193024.0700.ILAT@LISTSERV.ARIZONA.EDU>

Small Number’s adventures continue in math movie 2

Written by Lorilee
Monday, 19 September 2011 18:22
Canada

A creative crew led by Simon Fraser University math lecturer Veselin
Jungic has created its second video aimed at transforming math into a
star in the eyes of kindergarten to high school Aboriginal youth.

Mathematics and suspense don’t often come together to equal movie
success. But that’s what Veselin and his partners hope will become of
Small Number Counts to 100 and its newly minted sequel Small Number
and the Old Canoe.

The two are a part of a series of six, less than four-minute-long
animation videos envisioned by Jungic and the other creators to help
drive up B.C. Aboriginals’ completion rate of Grade 12 math.

Access full article below:
http://www.firstperspective.ca/releases/3025-small-numbers-adventures-continue-in-math-movie-2.html


From rzs at WILDBLUE.NET  Tue Sep 20 03:17:54 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 19 Sep 2011 22:17:54 -0500
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <20110919162219.TWXE0.2001153.imail@fed1rmwml45>
Message-ID: <MON.19.SEP.2011.221754.0500.ILAT@LISTSERV.ARIZONA.EDU>

you'd think ANY believers of a universal God would be thrilled to have kids
praying five times a day...instead of once at the flag pole
that is....assuming they still do that? (or was that simply a publicity
stunt?)
but of course Islamaphobia is rotten ripe in USA and popular way to sell *scare
books*!   and of course... it is close to Halloween.

but I'm still having a hard time picturing kids being handcuffed and thrown
in detention for saying "Merry Christmas"

-richard




On Mon, Sep 19, 2011 at 3:22 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

> You are so right, Rolland.  And of course there is nowhere to "vote" for no
> prayer at all.  It's the presuppositions that are the killers.
> Paula
> ---- Rolland Nadjiwon <mikinakn at SHAW.CA> wrote:
> > This is not all of the truth. Christian prayers are not admitted because
> > Christian people protested against it....this is not a petition, this is
> > racism....it does not have my vote. Also, the Christian prayers were
> being
> > made compulsory for all students without regard for their individual
> beliefs
> > or religion. Nothing more scary than rampant fundamentalism as a spur to
> the
> > ancient 'holy wars'.  I will pass this along as requested but not without
> my
> > own editorial.
> >
> > At any rate, since the 'founding' of the 'New World' by Columbus, the
> > indigenous peoples of all of the Americas and archipelago have suffered
> the
> > oppression of Christianity and any other religion wanting to come into
> our
> > land and communities and recruit numbers for the 'right' religions. At
> this
> > point, I don't think it matters a 'whack' who vies for the powers of
> > oppression. We are not the ones who will win that 'war' anyhow and it is
> not
> > 'our war' anyhow.
> >
> > amen, tamam shud, meno geeshiguk and all that moulded and tiring old
> > stuff....
> >
> > -------
> > wahjen
> > rolland nadjiwon
> > ___________________________________________
> > You cannot multiply wealth by dividing it....
> >
> >
> >
> >
> >   _____
> >
> > From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com]
> > Sent: September-19-11 8:48 AM
> > Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> >
> >
> >   _____
> >
> > : Sun, 18 Sep 2011 15:49:27 -0700
> >
> >
> >
> >
> >
> >
> >
> > : We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> > Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> > Hi everyone, there is a blue website below.. it is a link to Toronto CTV
> > just like Calgary CTV where they have a poll question.  What happens in
> > Toronto will have an impact across this country... so if you don't want
> this
> > to happen in more schools you need to vote "no".
> >
> > Aside from the religious part of this how in the world are they going to
> fit
> > in praying 5 times a day??? Will this take away from the curriculum time
> > they are already crying out "not enough time" so this then would become a
> > political issue next.? With having to pay someone to supervise and s
> > Vote "no"! We get our rights denied and they think they have the right to
> > ask???
> > There is something wrong here... and if there are more Muslims out there
> > voting, it will be passed. Click the site below it will take you to CTV's
> > site and you will see where to vote in the middle of the page...
> >
> > **Hi Friends:
> >
> > Just to let you know the Lords Prayer and all Christianity has been taken
> > out of our public schools. Now they want to allow Muslim prayer in our
> > schools!
> >
> > Please click on the blue link below and vote against this injustice. Our
> > rights as Christian Canadians are being violated.
> >
> > Thanks for voting & sending this on so that others will see the
> injustice.
> >
> > OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
> > WHAT A JOKE!
> >
> > Please vote NO.
> >
> > Vote "NO" and pass it on to others immediately so they can vote, also.
> > Thanks.
> >
> > Help us on this poll vote..  It is crucial that you vote "no" against
> Muslim
> > prayers being conducted in Public Schools, while Christian prayers are
> not
> > permitted!!!
> >
> >
> >
> > Please vote NO in the Poll - thank you so much for your help.
> >
> >
> >
> >
> http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
> > test-muslim-prayers-at-toronto-public-school
> >
> >
> >
> >
> >
> >   _____
> >
> > No virus found in this message.
> > Checked by AVG - www.avg.com
> > Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
> >
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 20 17:23:38 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 20 Sep 2011 10:23:38 -0700
Subject: Sounds of Wiluna (fwd link)
Message-ID: <TUE.20.SEP.2011.102338.0700.ILAT@LISTSERV.ARIZONA.EDU>

20 September, 2011 2:25PM AWST

Sounds of Wiluna

By Jane Kennedy "In 100 years time hopefully someone picks up the CD
and they still know the words and the language is still strong." The
Sounds of Wiluna project is collaborating culture and community with
the power of sound.

[audio media link]

Access full article:
http://www.abc.net.au/local/audio/2011/09/20/3321908.htm?site=northwestwa


From mikinakn at SHAW.CA  Wed Sep 21 08:23:46 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Wed, 21 Sep 2011 04:23:46 -0400
Subject: ROAR : Wall Street occupation go es into 4th day
 =?UTF-8?Q?=C3=A2=E2=82=AC=E2=80=9D_?=in pictures
Message-ID: <WED.21.SEP.2011.042346.0400.ILAT@LISTSERV.ARIZONA.EDU>

Wonder what took so long...waiting for earth quakes and hurricanes maybe...eh... Some really great photo shots. I think they're all immigrants since I couldn't definitely identify any so called Native Americans...

 http://roarmag.org/2011/09/wall-street-occupation-goes-into-4th-day-in-pictures/ 

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
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From mona at ALLIESMEDIAART.COM  Wed Sep 21 13:51:55 2011
From: mona at ALLIESMEDIAART.COM (Mona Smith)
Date: Wed, 21 Sep 2011 08:51:55 -0500
Subject: http://indiancountrytodaymedianetwork.com/2011/09/ojibwe-on-the-national-mall/
Message-ID: <WED.21.SEP.2011.085155.0500.ILAT@LISTSERV.ARIZONA.EDU>

Ojibwe only book wins a best read award.  Hurray!
_______________________
AlliesLLC

http://www.alliesmediaart.com

Mona M. Smith
media artist/producer/director
Allies: media/art
4720 32nd Avenue South
Minneapolis, MN 55406

http://www.bdotememorymap.org
http://www.mappingspectraltraces.org/

612.234.1636 (234-1NDN)
reliable and speedy messages

Martin Case
research/writer/editor
Director of the Indian Treaty Signers Project
Allies: Research and Writing
4720 32nd Avenue South
Minneapolis, MN 55406
indiantreatysigners at gmail.com

coming soon - http://treatiesmatter.or

http://www.alliesmediaart.com





















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From bernisantamaria at GMAIL.COM  Wed Sep 21 20:20:24 2011
From: bernisantamaria at GMAIL.COM (BSantaMaria)
Date: Wed, 21 Sep 2011 13:20:24 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAMrsiFz_3f11hLXQZLR=snSy6VP7W8K+pLoa9zT7r9yg9AtX-Q@mail.gmail.com>
Message-ID: <WED.21.SEP.2011.132024.0700.ILAT@LISTSERV.ARIZONA.EDU>

Susan:

Thanks for your info--we'll discuss & think more on this, we have a big
Apache summit coming up in the Spring 2012 & hope to include this topic on
the agenda. We were planning on involving local GIS tech savvy people in our
natural resources depts, etc & the idea of technology involvement is good
for local purposes but we have the problem of trying not to publish maps of
locations of culturall-sensitive info such as sacred sites, ruins, etc. to
greater public or Internet access so that will have to be worked out with
more planning meetings.

Also, collaborating with a university would be an option but needs more
planning also. Please do send me contact info for those agengies you
mentioned.

Again, thanks!

Berni




On Fri, Sep 16, 2011 at 12:19 PM, Susan Penfield
<susan.penfield at gmail.com>wrote:

> Hi again,
> Forgot to add that I think such a grant would easily provide stipends for
> elders, assistant salaries, etc....and DEL is about the only place that
> supports this kind of work right now -- Although there are some other
> possibilities at NSF that could play into this with the right 'tweaking'
> --..Some places develop roll-over maps using technology (very cool) --
> showing collaboration on such a project across so many tribes is a certain
> plus as well....Also consider  NEH funding -- I can put you in touch with
> folks in both agencies...
>
> Best,
> susan
>
>  On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:
>
>> Ms. Penfield:
>>
>> Have a question for possible grant applic to DEL next year--we've been
>> working on Apache place-names for the Western Apache reservations in AZ for
>> a couple of years without any grant funding but now find a need since the
>> areas we are going to focus on are very large reservation areas & will need
>> additional resources, etc.
>>
>> My question is if you think it would be feasible for us to submit a grant
>> application to conduct fieldwork on gathering place-names utilizing elder
>> consultants (will need stipends), some current staff (can we use part of
>> salaries as In-Kind contribution?), & additional staff as needed?  The main
>> goal is to revitalize & maintain the Apache place names for use by future
>> generations, for teaching tools in local classrooms, develop maps, etc. (in
>> a nutshell) although proposal not yet developed, just ideas for now.
>>
>> I would deem this to be a project that would assist our tribes in
>> revitalizing our Apache languages, along with teaching the oral histories of
>> how place-names came to be, what some represent symbolically, etc. for our
>> young people to learn along with the names.
>>
>> One of the consultants/advisors for several years is Dr. Keith Basso,
>> retired Anthropology professor, & the whole group would be an adivsory
>> committee that consists of the Western Apache groups:  White Mountain
>> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>>
>> We've already been in discussions on this for several meetings & would
>> like an idea if the DEL grant funding or other you might suggest that might
>> be more apt?, we'd like some feedback on whether we can plan on a submission
>> for next year's grant cycle.
>>
>> Thanks for any info & I think I mentioned before that I'm a UA graduate &
>> working on language & cultural knowledge issues.
>>
>> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
>> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>>
>> PH:  (928) 594-6826
>>
>>   On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <
>> susan.penfield at gmail.com> wrote:
>>
>>> Apologies for cross-posts --
>>>
>>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>>
>>> Good projects with support of the DEL program at NSF!
>>>
>>> --
>>>
>>> **********************************************************************************************
>>> *Susan D. Penfield, Ph.D.
>>> *
>>> Research Coordinator,
>>> CERCLL, The Center for Educational Resources in Culture, Language and
>>> Literacy
>>> University of Arizona
>>> Phone: (520) 626-8071
>>> Fax: (520) 626-3313
>>> Website: cercll.arizona.edu
>>>
>>>
>>>
>>>
>>
>
>
> --
>
> **********************************************************************************************
> *Susan D. Penfield, Ph.D.
> *
> Research Coordinator,
>  CERCLL,  Center for Educational Resources in Culture, Language and
> Literacy
> CONFLUENCE, Center for Creative Inquiry
>   University of Arizona
> Phone: (520) 626-8071
> Fax: (520) 626-3313
> Website: cercll.arizona.edu
>
>
>
>
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From susan.penfield at GMAIL.COM  Thu Sep 22 15:11:34 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Thu, 22 Sep 2011 08:11:34 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfn=yYF8OL+fWXfEb2azo=Fb8cALLbnHdC45dAcMhmRzweg@mail.gmail.com>
Message-ID: <THU.22.SEP.2011.081134.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi again,
Once you have a good project summary, clearly addressing the intellectual
merit and broader impacts (NSF's criteria for evaluation) I would send it
(not over a page) to both Joan Maling (NSF -- jmaling at nsf.gov) and Helen
Aguera (NEH hagrera at neh.gov) ...You can tell them both that you have talked
with me and would just like to know if they think that your project fits
with the current call for the DEL program.

If you are around the UA anytime, lets meet and talk this through some
more...

Best,
Susan

On Wed, Sep 21, 2011 at 1:20 PM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Susan:
>
> Thanks for your info--we'll discuss & think more on this, we have a big
> Apache summit coming up in the Spring 2012 & hope to include this topic on
> the agenda. We were planning on involving local GIS tech savvy people in our
> natural resources depts, etc & the idea of technology involvement is good
> for local purposes but we have the problem of trying not to publish maps of
> locations of culturall-sensitive info such as sacred sites, ruins, etc. to
> greater public or Internet access so that will have to be worked out with
> more planning meetings.
>
> Also, collaborating with a university would be an option but needs more
> planning also. Please do send me contact info for those agengies you
> mentioned.
>
> Again, thanks!
>
> Berni
>
>
>
>
> On Fri, Sep 16, 2011 at 12:19 PM, Susan Penfield <susan.penfield at gmail.com
> > wrote:
>
>> Hi again,
>> Forgot to add that I think such a grant would easily provide stipends for
>> elders, assistant salaries, etc....and DEL is about the only place that
>> supports this kind of work right now -- Although there are some other
>> possibilities at NSF that could play into this with the right 'tweaking'
>> --..Some places develop roll-over maps using technology (very cool) --
>> showing collaboration on such a project across so many tribes is a certain
>> plus as well....Also consider  NEH funding -- I can put you in touch with
>> folks in both agencies...
>>
>> Best,
>> susan
>>
>>  On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com
>> > wrote:
>>
>>> Ms. Penfield:
>>>
>>> Have a question for possible grant applic to DEL next year--we've been
>>> working on Apache place-names for the Western Apache reservations in AZ for
>>> a couple of years without any grant funding but now find a need since the
>>> areas we are going to focus on are very large reservation areas & will need
>>> additional resources, etc.
>>>
>>> My question is if you think it would be feasible for us to submit a grant
>>> application to conduct fieldwork on gathering place-names utilizing elder
>>> consultants (will need stipends), some current staff (can we use part of
>>> salaries as In-Kind contribution?), & additional staff as needed?  The main
>>> goal is to revitalize & maintain the Apache place names for use by future
>>> generations, for teaching tools in local classrooms, develop maps, etc. (in
>>> a nutshell) although proposal not yet developed, just ideas for now.
>>>
>>> I would deem this to be a project that would assist our tribes in
>>> revitalizing our Apache languages, along with teaching the oral histories of
>>> how place-names came to be, what some represent symbolically, etc. for our
>>> young people to learn along with the names.
>>>
>>> One of the consultants/advisors for several years is Dr. Keith Basso,
>>> retired Anthropology professor, & the whole group would be an adivsory
>>> committee that consists of the Western Apache groups:  White Mountain
>>> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>>>
>>> We've already been in discussions on this for several meetings & would
>>> like an idea if the DEL grant funding or other you might suggest that might
>>> be more apt?, we'd like some feedback on whether we can plan on a submission
>>> for next year's grant cycle.
>>>
>>> Thanks for any info & I think I mentioned before that I'm a UA graduate &
>>> working on language & cultural knowledge issues.
>>>
>>> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
>>> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>>>
>>> PH:  (928) 594-6826
>>>
>>>   On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <
>>> susan.penfield at gmail.com> wrote:
>>>
>>>> Apologies for cross-posts --
>>>>
>>>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>>>
>>>> Good projects with support of the DEL program at NSF!
>>>>
>>>> --
>>>>
>>>> **********************************************************************************************
>>>> *Susan D. Penfield, Ph.D.
>>>> *
>>>> Research Coordinator,
>>>> CERCLL, The Center for Educational Resources in Culture, Language and
>>>> Literacy
>>>> University of Arizona
>>>> Phone: (520) 626-8071
>>>> Fax: (520) 626-3313
>>>> Website: cercll.arizona.edu
>>>>
>>>>
>>>>
>>>>
>>>
>>
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>>  CERCLL,  Center for Educational Resources in Culture, Language and
>> Literacy
>> CONFLUENCE, Center for Creative Inquiry
>>   University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From rzs at WILDBLUE.NET  Thu Sep 22 18:40:12 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 22 Sep 2011 13:40:12 -0500
Subject: a First Nations job - spying on our own people?
Message-ID: <THU.22.SEP.2011.134012.0500.ILAT@LISTSERV.ARIZONA.EDU>

be informed! check this out:

"The Canadian Security Intelligence Service (CSIS) is seeking motivated and
responsible individuals
to serve as Translators / Interpreters - Foreign and Aboriginal Languages.
Candidates must possess
excellent translation and written /oral communication skills as well as
possess an excellent ability to work
under pressure and meet deadlines without a loss of efficiency or
effectiveness. Candidates must also
possess an excellent ability to synthesize information, plan, analyse and
establish priorities...."

see more at:
http://www.intelligencematters.ca/en/jobs/translators-interpreters-foreign-and-aboriginal-languages



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From rzs at WILDBLUE.NET  Thu Sep 22 19:35:31 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 22 Sep 2011 14:35:31 -0500
Subject: abuse of cultural identities
Message-ID: <THU.22.SEP.2011.143531.0500.ILAT@LISTSERV.ARIZONA.EDU>

An interesting read and the comments are revealing too.

*"Sigh.   **Today in the neighborhood coffee shop, I spotted a poster made
by a local designer for an upcoming music festival. Hence the sigh.*

*A tomahawk and feathers had somehow made their way onto the poster for a
West Coast band consisting of three bearded white guys.*

* As I stood in front of the poster, **noting the word ‘primitive’ in the
write-up below the piece**, I looked over and saw a blond girl with a *

*Pendleton-style bag and a guy wearing a knitted Cowichan sweater… or maybe
a look-alike he bought at The Bay. Another sigh...." Sara Hunt*
*see the article:*
http://www.mediaindigena.com/sarah-hunt/issues-and-politics/an-open-letter-to-my-local-hipsters?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+mediaINDIGENA+(mediaINDIGENA)




-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:33:07 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:33:07 -0700
Subject: Wiluna's hip-hop hub (fwd link)
Message-ID: <FRI.23.SEP.2011.093307.0700.ILAT@LISTSERV.ARIZONA.EDU>

Wiluna's hip-hop hub

TAYISSA BARONE, The West Australian
September 22, 2011, 2:00 pm

The inspiring power of music is helping people in the remote Mid West
town of Wiluna open their eyes to a world of opportunities thought
unimaginable for some members of the troubled community.

About 25 of Wiluna's 300 permanent residents spent 18 months on a
project to write, perform and record the CD, Sounds of Wiluna, which
features Aboriginal musicians and a Fijian trio from the town's
unusually large Fijian population.

The record mixes hip-hop, country, reggae, rock and gospel, courtesy
of the town's Seventh Day Adventist Church, with traditional Martu
language and Fijian dialect featured in several songs.

Access full article below:
http://au.news.yahoo.com/thewest/entertainment/a/-/music/10316637/wilunas-hip-hop-hub/


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:35:31 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:35:31 -0700
Subject: Finland engages in dialogue on the rights of indigenous people
 (fwd quote link)
Message-ID: <FRI.23.SEP.2011.093531.0700.ILAT@LISTSERV.ARIZONA.EDU>

Quote:

"During the Human Rights Council’s panel discussion held later on
Tuesday, Finland gave a statement on the importance of languages and
culture to the well-being and identity of indigenous peoples. Among
other things, the statement draws attention to the programme to revive
the Sami language now under preparation."

Finland engages in dialogue on the rights of indigenous people
http://www.isria.com/pages/21_September_2011_129.php


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:37:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:37:39 -0700
Subject: New books help Nyoongar language (fwd link)
Message-ID: <FRI.23.SEP.2011.093739.0700.ILAT@LISTSERV.ARIZONA.EDU>

New books help Nyoongar language

22 Sep, 2011 04:00 AM
AUS

INDIGENOUS publishing company Batchelor Press, along with the
Bendictine Community at new Norcia, is working towards Nyoongar
language revival across Western Australia with the release this week
of two new books on Nyoongar language and country.

Nyoongar is one of the largest language groups in Australia and
includes 13 clans of which three main dialects are recognised today,
with increasing numbers of Nyoongar and Wadjula people wanting to
learn the Nyoongar language of their particular region.

Batchelor Press is the specialty in-house publishing division of
Batchelor Institute of Indigenous Tertiary Education.

They have been working with the Nyoongar people in WA over the past
six years on an Endangered Languages Project to rebuild and revive the
languages.

Access full article below:
http://www.centraladvocate.com.au/news/local/news/general/new-books-help-nyoongar-language/2299797.aspx


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:41:46 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:41:46 -0700
Subject: Native American Language Revitalization on Red Lake Agenda (fwd
 link)
Message-ID: <FRI.23.SEP.2011.094146.0700.ILAT@LISTSERV.ARIZONA.EDU>

Native American Language Revitalization on Red Lake Agenda

By Michael Meuers September 21, 2011  RSS
USA

Red Lake Ojibwe Nation Chairman Floyd Jourdain Jr. offered tobacco to
11 persons gathered at the Little Rock Roundhouse on September 6 for
the purpose of exploring Ojibwe language revitalization at Red Lake.
Melvin Jones offered a prayer.

The meeting was attended by fluent speakers, elders and others
interested in aspects of Ojibwemowin revitalization.

“Ojibwe is now the official language of Red Lake,” said Jourdain, “and
that’s not just a public relations thing, we want to make it so. Many
things can be done, including encouraging more language and culture in
our schools.”

Access full article below:
http://indiancountrytodaymedianetwork.com/2011/09/native-american-language-revitalization-on-red-lake-agenda/


From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 24 14:51:22 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sat, 24 Sep 2011 07:51:22 -0700
Subject: Can dubbing a cartoon help save a language? (fwd link)
Message-ID: <SAT.24.SEP.2011.075122.0700.ILAT@LISTSERV.ARIZONA.EDU>

Can dubbing a cartoon help save a language?

Published On Fri Sep 23 2011

By Antonia Zerbisias
Feature Writer
USA

Bear Country is now Sioux territory.

That’s because the classic cartoon The Berenstain Bears is being
dubbed into the endangered Lakota language and running on public TV in
North and South Dakota.

Mathó Waúnsila Thiwáhe — which translates to The Compassionate Bear
Family — is the first animated series to be translated into a native
American language in the U.S.

Originally produced at Toronto’s Nelvana studios, it’s being dubbed
under the auspices of the Standing Rock Sioux Tribe and the non-profit
Lakota Language Consortium. License fees were waived by Mike
Berenstain, son of the creators Jan and Stan, and rights were secured
from Nelvana at no cost.

“Kids love cartoons,’’ says anthropologist Wilhelm Meya, executive
director of the Lakota consortium, which works with thousands of Sioux
children to keep their ancient tongue alive. “The Berenstain Bears
will help save a language” — one now spoken by fewer than 6,000
people, according to Meya.

Access full article below:
http://www.thestar.com/news/article/1058949


From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 24 14:54:57 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sat, 24 Sep 2011 07:54:57 -0700
Subject: Students do best when using native language (fwd quote link)
Message-ID: <SAT.24.SEP.2011.075457.0700.ILAT@LISTSERV.ARIZONA.EDU>

Quote:

"Aguayo found that students who embrace their cultural heritage and
spoke in their native languages had higher grade point averages than
those who spoke English at school and home."

Access full article below:

Students do best when using native language
By JANESE SILVEY
Saturday, September 24, 2011
http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language/


From rzs at WILDBLUE.NET  Sun Sep 25 02:50:05 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Sat, 24 Sep 2011 21:50:05 -0500
Subject: Students do best when using native language (fwd quote link)
In-Reply-To: <CACL86RyFeOQ2MDyp_CcFzYD51wsFdatA42yNptFDLSro2YKmQQ@mail.gmail.com>
Message-ID: <SAT.24.SEP.2011.215005.0500.ILAT@LISTSERV.ARIZONA.EDU>

can't believe all the racist comments posted following this article...
there seems to be an assumption that English is American and didn't come
here
via immigrants the way Spanish does.



On Sat, Sep 24, 2011 at 9:54 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Quote:
>
> "Aguayo found that students who embrace their cultural heritage and
> spoke in their native languages had higher grade point averages than
> those who spoke English at school and home."
>
> Access full article below:
>
> Students do best when using native language
> By JANESE SILVEY
> Saturday, September 24, 2011
>
> http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language/
>



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From whalen at HASKINS.YALE.EDU  Sun Sep 25 14:51:54 2011
From: whalen at HASKINS.YALE.EDU (Doug Whalen)
Date: Sun, 25 Sep 2011 10:51:54 -0400
Subject: ELF Native Voices Grants
Message-ID: <SUN.25.SEP.2011.105154.0400.ILAT@LISTSERV.ARIZONA.EDU>

  Dear all,
The Endangered Language Fund  will once again be managing and distributing grants through the Native Voices Endowment: A Lewis & Clark Expedition Bicentennial Legacy. Grants through this program will be available to members of the Native American tribes that came in contact with the Lewis and Clark Expedition between 1803-1806.The list of eligible tribes can be found here:
http://www.endangeredlanguagefund.org/eligible_tribes.php
Grants are available for work on documentation and revitalization of the languages of these tribes. Principal Investigators must be enrolled tribal members or employees of tribal colleges. Scholarships for academic work in linguistics or the Native language, or for Master/Apprentice programs, are also available for tribal members.
The application deadline for the fourth round of annual Native Voices proposals will be October 17, 2011. The Request for Proposals can be found here:
http://www.endangeredlanguagefund.org/NVE_request.php
Doug Whalen DhW

From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 26 04:38:54 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 25 Sep 2011 21:38:54 -0700
Subject: Cherokee Nation Adds Sixth Grade and iPads to Bolster Native
 American Education (fwd link)
Message-ID: <SUN.25.SEP.2011.213854.0700.ILAT@LISTSERV.ARIZONA.EDU>

Cherokee Nation Adds Sixth Grade and iPads to Bolster Native American Education

By ICTMN Staff September 25, 2011
USA

Some changes are happening this year at the Cherokee Nation’s Sequoyah
Schools. The nation has added the sixth grade to its immersion school
and provided iPads to seventh and eighth grade classrooms to expand
they way subjects are taught.

For the first time since 1956, students attending the Cherokee
Nation’s Immersion School—part of Sequoyah’s school district—can
complete 12 consecutive years in the same school system.

The immersion style classroom started in 2001 at Cherokee Nation Head
Start. Immersion means that all classes are conducted in Cherokee; no
English is spoken or written during class time. This is an important
way for Native American students to retain their culture and language.

Access full article below:
http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education/


From jfnelson at EMAIL.ARIZONA.EDU  Tue Sep 27 07:12:14 2011
From: jfnelson at EMAIL.ARIZONA.EDU (Jessica Fae Nelson)
Date: Tue, 27 Sep 2011 00:12:14 -0700
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3h=C3=A3e_?=of Bra zil
Message-ID: <TUE.27.SEP.2011.001214.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi everyone,

While the petition itself is not exactly a language issue, I do work with
the Baenã-Pataxó Hãhãhãe on the revitalization of their language.  This
petition is in support of their efforts to reclaim appropriated reservation
land.  The Brazilian Supreme Federal Tribunal will be meeting about their
case again this coming Wednesday.

Thank you for your time and support!

Jessica

The petition:
http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
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From rzs at WILDBLUE.NET  Tue Sep 27 19:03:44 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 27 Sep 2011 14:03:44 -0500
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3_h=C3=A3e_?=of Bra zil
In-Reply-To: <CAGZiz6-Oy7PeZ_=yC=AvgcM+MPB5zFuKd_HV35_e2Qfwqh8opw@mail.gmail.com>
Message-ID: <TUE.27.SEP.2011.140344.0500.ILAT@LISTSERV.ARIZONA.EDU>

thanks Jessica,
for passing that on (signed!)
many of us realize that you can't separate land from language,
anymore successfully than you can separate mind from body
some things just don't slice apart neatly for nice noun boxes!

-richard


On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
jfnelson at email.arizona.edu> wrote:

> Hi everyone,
>
> While the petition itself is not exactly a language issue, I do work with
> the Baenã-Pataxó Hãhãhãe on the revitalization of their language.  This
> petition is in support of their efforts to reclaim appropriated reservation
> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
> case again this coming Wednesday.
>
> Thank you for your time and support!
>
> Jessica
>
> The petition:
> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 27 19:04:04 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 27 Sep 2011 12:04:04 -0700
Subject: Fwd: NEW articles and reviews in LD&C Vol. 5
In-Reply-To: <CABq8CFC9S8H9QSJjd0XnshxVuo1p65GD_m4xn6bDB-z_6FiXiQ@mail.gmail.com>
Message-ID: <TUE.27.SEP.2011.120404.0700.ILAT@LISTSERV.ARIZONA.EDU>

fyi...


---------- Forwarded message ----------
From: Language Documentation and Conservation <ldc at hawaii.edu>
Date: Mon, Sep 26, 2011 at 6:35 PM
Subject: NEW articles and reviews in LD&C Vol. 5
To: ldcsubscribers-l at lists.hawaii.edu


Dear LD&C subscribers,

We are happy to announce that two articles, four technology reviews
and one book review have been added to Volume 5 of Language
Documentation & Conservation.

ARTICLES
– Puana ‘Ia me ka ‘Oko‘a: A Comparative Analysis of Hawaiian Language
Pronunciation as Spoken and Sung • by Joseph Keola Donaghy
– ‘Auto-documentación Lingüística’: La experiencia de una comunidad
Jodï en la Guayana Venezolana • by Miguel Marcello Quatra

TECH REVIEWS
– Review of JVC GY-HM100U HD video camera and FFmpeg libraries •
reviewed by Jeremy Hammond
– Review of Phon: Free Software for Phonological Transcription and
Analysis • reviewed by Heather Buchan
– Review of ANVIL: Annotation of Video and Language Data 5.0 •
reviewed by Ning Tan and Jean-Claude Martin
– Review of WordSmith Tools • reviewed by D.J Prinsloo and Daniel Prinsloo

BOOK REVIEW
– Linguistic Fieldwork: A Practical Guide by Claire Bowern • reviewed
by Lameen Souag

Sincerely,
LD&C Editoral Staff
http://nflrc.hawaii.edu/ldc/


From rrlapier at AOL.COM  Tue Sep 27 19:12:52 2011
From: rrlapier at AOL.COM (rrlapier at AOL.COM)
Date: Tue, 27 Sep 2011 15:12:52 -0400
Subject: APPLICATION DEADLINE EXTENDED: NARL Director,
 The University of Montana
In-Reply-To: <B5F13C5CFD13DE4CBDBA00059C8CAA5B243E1D@CH1PRD0102MB160.prod.exchangelabs.com>
Message-ID: <TUE.27.SEP.2011.151252.0400.ILAT@LISTSERV.ARIZONA.EDU>





 
Please note that the application deadline for the Native American Research Lab Director, at The University of Montana, has been extended to November 1, 2011.  Please distribute widely.
 
SENDERS Note: While NARL is currently set up as a "microbiology, molecular biology, and biochemistry research facility", the future research direction of NARL can change based on the research discipline of the selected candidate.  This search is open to all STEM and the NARL research area will depend on the selected candidate.
 
POSITION OPENING:  Director, Native American Research Laboratory, The University of Montana, Missoula
 
The University of Montana Native American Research Laboratory (UM NARL) was established in 2007. The primary mission of NARL is to provide advanced “hands-on” research opportunities to Native American students in a highly interdisciplinary and inter-tribally as well as inter-culturally diverse training environment, guided by culturally relevant faculty role models and mentors.  Although UM NARL is dedicated to serving Native American students, the participation of non-Native and international students is also a priority to facilitate intercultural exchange. 
 
Broadly, the mission of the NARL laboratory includes serving as a training facility to provide research-training opportunities for all students in STEM disciplines, through collaborative interactions with UM faculty and programs within and outside of the university.  Currently, UM NARL is equipped as a microbiology, molecular biology, and biochemistry research facility with several active, federally funded projects that provide a broad spectrum of research opportunities for student researchers with diverse interests.
 
The UM NARL Director will also have a key support role in the University’s Alfred P. Sloan Indigenous Graduate Partnership (SIGP) program.  The UM SIGP provides scholarships for indigenous students pursuing advanced degrees in the STEM. Within the SIGP program, the NARL director will focus on recruitment and retention, as well as serve on the program’s steering committee.  Position is expected to establish vigorous funded research program and coordinate the administration activities of the NARL program.
 
Required Experience 
·         An earned doctorate (Ph.D. or D.Sci.) in a physical or natural science based discipline.
For additional information on job duties and application information, please go to job announcement:
https://university-montana-hr.silkroad.com/epostings/index.cfm?fuseaction=app.jobinfo&jobid=216&company_id=16254&version=1&source=ONLINE&jobOwner=992274&aid=1
 
 
==<>===<>===<>===<>===<>===<>===<>===<>===<>===<>===<>
Rachel Smith
Student to Academic Professoriate for American Indians (SAPAI)
Division of Biological Sciences
University of Montana
 
office:  (406) 243-5798          cell:  (406) 493-2178
fax:      (406) 243-5858
Rachel.Smith at umontana.edu
http:  http://stepup.dbs.umt.edu 

==<>===<>===<>===<>===<>===<>===<>===<>===<>===<>===<>
 
 



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From dzo at BISHARAT.NET  Tue Sep 27 21:56:37 2011
From: dzo at BISHARAT.NET (dzo at BISHARAT.NET)
Date: Tue, 27 Sep 2011 21:56:37 +0000
Subject: Fw:  Endangered Language Fund Native Voices Grants
Message-ID: <TUE.27.SEP.2011.215637.0000.>

FYI...

Sent from my Verizon Wireless BlackBerry

-----Original Message-----
From: Harold Schiffman <hfsclpp at gmail.com>
Sender: lgpolicy-list-bounces+dzo=bisharat.net at groups.sas.upenn.edu
Date: Tue, 27 Sep 2011 12:43:47 
To: lp<lgpolicy-list at groups.sas.upenn.edu>
Reply-To: Language Policy List <lgpolicy-list at groups.sas.upenn.edu>
Subject: [lg policy] Endangered Language Fund Native Voices Grants

Endangered Language Fund Native Voices Grants


Dear all,

The Endangered Language Fund will once again be managing and
distributing grants through the Native Voices Endowment: A Lewis &
Clark Expedition Bicentennial Legacy. Grants through this program will
be available to members of the Native American tribes that came in
contact with the Lewis and Clark Expedition between 1803-1806.The
list of eligible tribes can be found here:

http://www.endangeredlanguagefund.org/eligible_tribes.php

Grants are available for work on documentation and revitalization of
the languages of these tribes. Principal Investigators must be enrolled
tribal members or employees of tribal colleges. Scholarships for
academic work in linguistics or the Native language, or for
Master/Apprentice programs, are also available for tribal members.

The application deadline for the fourth round of annual Native Voices
proposals will be October 17, 2011. The Request for Proposals can be
found here:

http://www.endangeredlanguagefund.org/NVE_request.php

http://linguistlist.org/issues/22/22-3745.html

Doug Whalen DhW



-- 
**************************************
N.b.: Listing on the lgpolicy-list is merely intended as a service to
its members
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or sponsor of the list as to the veracity of a message's contents.
Members who disagree with a message are encouraged to post a rebuttal,
and to write directly to the original sender of any offensive message.
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From cashcash at EMAIL.ARIZONA.EDU  Wed Sep 28 21:40:10 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 28 Sep 2011 14:40:10 -0700
Subject: Open and free Q&A site...
Message-ID: <WED.28.SEP.2011.144010.0700.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

Just saw this today (thanks C.).  I thought some of you might be
interested in all things "open" and "community-driven".  Though the
example below is generally based in "linguistics," I can imagine
something worthwhile for "endangered languages" or the like.

http://linguistics.stackexchange.com/

Phil
ILAT


From jfnelson at EMAIL.ARIZONA.EDU  Thu Sep 29 02:29:53 2011
From: jfnelson at EMAIL.ARIZONA.EDU (Jessica Fae Nelson)
Date: Wed, 28 Sep 2011 19:29:53 -0700
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3__h=C3=A3e_?=of Bra zil
In-Reply-To: <CAEx=+YKQphXTNp4isrhxY5u59vV+V2xF1Mn7F5eJUKNYs=bZpg@mail.gmail.com>
Message-ID: <WED.28.SEP.2011.192953.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi Richard,

Thank you for your support!  And I couldn't agree more about the noun boxes.

Jessica

2011/9/27 Richard Zane Smith <rzs at wildblue.net>

> thanks Jessica,
> for passing that on (signed!)
> many of us realize that you can't separate land from language,
> anymore successfully than you can separate mind from body
> some things just don't slice apart neatly for nice noun boxes!
>
> -richard
>
>
> On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
> jfnelson at email.arizona.edu> wrote:
>
>> Hi everyone,
>>
>> While the petition itself is not exactly a language issue, I do work with
>> the Baenã-Pataxó Hãhãhãe on the revitalization of their language.  This
>> petition is in support of their efforts to reclaim appropriated reservation
>> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
>> case again this coming Wednesday.
>>
>> Thank you for your time and support!
>>
>> Jessica
>>
>> The petition:
>> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>>
>
>
>
> --
> *
>
> "The trouble with the rat race is that even if you win, you're still a
> rat."
>
>  - Lily Tomlin, comedian.
> **
>
>  richardzanesmith.wordpress.com
>
> *
>
>
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:14:00 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:14:00 -0700
Subject: Ancient ways and modern times (fwd link)
Message-ID: <THU.29.SEP.2011.071400.0700.ILAT@LISTSERV.ARIZONA.EDU>

Ancient ways and modern times

The Kumeyaay people practice their traditions and revive native crafts
in remote areas of Mexico and California as encroaching civilization
brings electricity and running water.

By Joe Mozingo, Los Angeles Times
September 26, 2011, 8:33 p.m.
USA

Reporting from the Sierra Juarez Mountains, Mexico— In the high table
land, a small, rawboned woman picks her way across ash and sand to a
cave where she slept as a girl when her family came to harvest pine
nuts every August.

Teodora Cuero is 90 years old, half-blind behind her sunglasses, with
skin like crinkled wax paper.

She moves her fingers over the lichen-mottled rock, and the memories
flood her with emotion. She talks of lost friends and family members,
how they used to live.

Her friend Mike Wilken, an anthropologist, listens with rapt
attention. What she describes are final scenes from the Indians'
ancient yearly migration between the sea and desert, a pattern of life
in Southern California and northern Baja long before the Spanish set
foot here.

Access full article below:
http://www.latimes.com/news/local/la-me-adv-kumeyaay-20110927,0,6784675.story


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:26:09 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:26:09 -0700
Subject: Teaching aboriginal languages key to restoring pride,
 say residential school survivors (fwd link)
Message-ID: <THU.29.SEP.2011.072609.0700.ILAT@LISTSERV.ARIZONA.EDU>

Teaching aboriginal languages key to restoring pride, say residential
school survivors

September 28, 2011
LOUISE BROWN
EDUCATION REPORTER
Canada

Canada must fund native language and culture programs to help rebuild
the sense of identity it destroyed through residential schools, said
members of the aboriginal community Wednesday at Queen’s Park during a
panel discussion at which several survivors broke down in tears.

“Where is the funding for language programs? Where is the funding for
our at-risk youth? Where is the funding that says it’s okay to be who
we are?” asked an emotional Kahsenniyo Wilson, a community organizer
from Six Nations and one of several panellists asked to discuss how
Canada can come to grips with abuses committed in residential schools.

Access full article below:
http://www.parentcentral.ca/parent/education/article/1061593--teaching-aboriginal-languages-key-to-restoring-pride-say-residential-school-survivors


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:30:04 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:30:04 -0700
Subject: Regional accents thrive in U.S. -- but is that a good thing? (fwd
 link)
Message-ID: <THU.29.SEP.2011.073004.0700.ILAT@LISTSERV.ARIZONA.EDU>

Regional accents thrive in U.S. -- but is that a good thing?

This story started on CNN iReport
By Rachel Rodriguez, CNN
September 29, 2011 -- Updated 1155 GMT (1955 HKT)

(CNN) -- Hours of TV each day. The internet. Increased travel and mobility.

All these factors expose us to culture and voices on a national rather
than local scale. But if you think all this exposure is homogenizing
our language, think again. Regional accents are going strong around
the United States, bringing with them all kinds of cultural flavor.

If you're one of the many that assume all this media exposure must be
homogenizing the American accent, you're not alone. It sounds like a
logical hypothesis: The accents heard in the media are far-reaching
and pervasive, so local accents must be on the decline as the
population is exposed to all this "standardized" speech. But experts
say it's a common misconception that has no basis in fact.

"There is zero evidence for television or the other popular media
disseminating or influencing sound changes or grammatical
innovations," wrote linguist J.K. Chambers in a 2006 essay for PBS.
And experts agree that regional accents around the United States are
alive and well.

Access full article below:
http://edition.cnn.com/2011/09/29/living/american-accents-ireport/


From rzs at WILDBLUE.NET  Thu Sep 29 18:58:59 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 29 Sep 2011 13:58:59 -0500
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3__h=C3=A3e_?=of Bra zil
In-Reply-To: <CAGZiz68TtJM7T6_UFCNsag-cSw6QhNYGaZNNviZ0O1veO4FH3g@mail.gmail.com>
Message-ID: <THU.29.SEP.2011.135859.0500.ILAT@LISTSERV.ARIZONA.EDU>

thanks Jessica,
yeah noun boxes can be deceptive...just like letter boxes....

*L * from the box including  *L*IAR
*O* from the box including  *O*FFAL
*V *from the box including  *V*ERMIN
*E* from the box including  *E*NEMY

*H*  from the box including  HOLY
*A*  from the box including  ANGEL
*T*  from the box including  TALENTED
*E *from the box including   ETERNITY

sorry! can't help myself sometimes....
Richard



On Wed, Sep 28, 2011 at 9:29 PM, Jessica Fae Nelson <
jfnelson at email.arizona.edu> wrote:

> Hi Richard,
>
> Thank you for your support!  And I couldn't agree more about the noun
> boxes.
>
> Jessica
>
> 2011/9/27 Richard Zane Smith <rzs at wildblue.net>
>
>> thanks Jessica,
>> for passing that on (signed!)
>> many of us realize that you can't separate land from language,
>> anymore successfully than you can separate mind from body
>> some things just don't slice apart neatly for nice noun boxes!
>>
>> -richard
>>
>>
>> On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
>> jfnelson at email.arizona.edu> wrote:
>>
>>> Hi everyone,
>>>
>>> While the petition itself is not exactly a language issue, I do work with
>>> the Baenã-Pataxó Hãhãhãe on the revitalization of their language.  This
>>> petition is in support of their efforts to reclaim appropriated reservation
>>> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
>>> case again this coming Wednesday.
>>>
>>> Thank you for your time and support!
>>>
>>> Jessica
>>>
>>> The petition:
>>> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>>>
>>
>>
>>
>> --
>> *
>>
>> "The trouble with the rat race is that even if you win, you're still a
>> rat."
>>
>>  - Lily Tomlin, comedian.
>> **
>>
>>  richardzanesmith.wordpress.com
>>
>> *
>>
>>
>


-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep  1 19:10:49 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 12:10:49 -0700
Subject: Native American Language Book Named Best Read (fwd link)
Message-ID: <THU.1.SEP.2011.121049.0700.ILAT@LISTSERV.ARIZONA.EDU>

Native American Language Book Named Best Read
By ICTMN Staff September 1, 2011

[image: Awesiinyensag Anton Treuer]

*Awesiinyensag: Dibaajimowinan
Jigikinoo?amaageng<http://birchbarkbooks.com/exclusives/awesiinyensag>
*, an Ojibwe young reader book was recently named Minnesota?s Best Read by
the Center for the Book in the Library of Congress. The book is also
Minnesota?s official choice to represent all state publications at the
National Book Festival being held September 24 to 25 in Washington, D.C.


Access full article below:

http://indiancountrytodaymedianetwork.com/2011/09/native-american-language-book-named-best-read/
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep  1 19:24:18 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 12:24:18 -0700
Subject: Bilingual brain stays 'flexible' longer: Study (fwd link)
Message-ID: <THU.1.SEP.2011.122418.0700.ILAT@LISTSERV.ARIZONA.EDU>

Bilingual brain stays 'flexible' longer: Study

FIRST POSTED: TUESDAY, AUGUST 30, 2011 10:58 AM EDT
Canada

The brains of babies raised in bilingual households are "flexible" to
different languages longer, especially if they hear a lot of language
at home, according to a new study from the Institute for Learning and
Brain Sciences.

"The bilingual brain is fascinating because it reflects humans'
abilities for flexible thinking - bilingual babies learn that objects
and events in the world have two names, and flexibly switch between
these labels, giving the brain lots of good exercise," said study
co-author Patricia Kuhl.

Access full article below:
http://www.torontosun.com/2011/08/30/bilingual-brain-stays-flexible-longer-study


From dzo at BISHARAT.NET  Thu Sep  1 22:19:22 2011
From: dzo at BISHARAT.NET (dzo at BISHARAT.NET)
Date: Thu, 1 Sep 2011 22:19:22 +0000
Subject: Conf. on the Endangered Languages & Cultures of Native America
Message-ID: <THU.1.SEP.2011.221922.0000.>

FYI (fwd from the Language Policy list)

Sent from my Verizon Wireless BlackBerry

-----Original Message-----
From: Harold Schiffman <hfsclpp at gmail.com>
Sender: lgpolicy-list-bounces+dzo=bisharat.net at groups.sas.upenn.edu
Date: Thu, 1 Sep 2011 11:48:52 
To: lp<lgpolicy-list at groups.sas.upenn.edu>
Reply-To: Language Policy List <lgpolicy-list at groups.sas.upenn.edu>
Subject: [lg policy] call: Conference on the Endangered Languages and
	Cultures of Native America

Conference on the Endangered Languages and Cultures of Native America
Short Title: CELCNA

Date: 23-Mar-2012 - 24-Mar-2012
Location: Salt Lake City, UT, USA
Contact Person: Jennifer Mitchell
Meeting Email: < click here to access email >
Web Site: http://www.cail.utah.edu/?pageId=1049

Linguistic Field(s): Anthropological Linguistics; Historical
Linguistics; Language Documentation; Sociolinguistics; Typology

Call Deadline: 13-Jan-2012

Meeting Description:

8th Annual Conference on the Endangered Languages and Cultures of
Native America (CELCNA)
Dates: March 23-24, 2012
University of Utah, Salt Lake City, Utah

Sponsors: Smithsonian Institution, College of Humanities, and the
Center for American Indian Languages, University of Utah.

Keynote speaker: TBA

Registration:

Pre-registration is available on the conference webpage.
Registration before March 12th: $75 for conference participants
(students $35) (tribal elders, no cost). (This is used to cover the
cost of conference rooms, refreshments and dinner on Friday evening.)
Registration after March 12th or on-site: $85 for conference
participants ($45 for students).

Teacher Workshop:

A concurrent workshop entitled ?Teaching Beginning Students How to
Speak their Ancestral Language: Oral Language Development? will be
held on Friday, March 23, organized by Marianna Di Paolo of the
University of Utah. Participation for this workshop requires
pre-registration, available on the conference website
http://www.cail.utah.edu.

Call for Papers:

Presentations are invited on any aspect of American Indian languages.
Special interest this year is being placed on language documentation
and description, computational approaches to documentation and
revitalization, community outcomes of language documentation, and
lessons learned from language documentation. Other suitable emphases
include language revitalization; historical linguistics;
anthropological linguistics; sociolinguistics; text collection and
analysis; phonetics and phonology, morphology, syntax, and semantics.
American Indian participants are especially invited and encouraged to
attend.

For more information about the conference, and to register, visit the
conference web page at http://www.cail.utah.edu and click on the
CELCNA link.

Abstracts are invited for 20-minute oral presentations. Presentations
can be given in English or Spanish.

There is a $100 'Future Scholar' award for the best student abstract
to be presented at the conference. Please make sure to indicate if you
are a student during the abstract submission process.

Deadline for abstracts: January 13, 2012
The Program Committee will announce results about February 3.

Abstract Guidelines:

Abstracts no longer than one page including references should follow
best practices and where possible include the conclusions of your
paper and any relevant data. To submit an abstract, please go to
http://www.cail.utah.edu.

Call for Workshop Proposals:

Proposals are also encouraged for special workshops in language
revitalization, such as materials development, orthographic issues,
and the use of technology within documentation programs. Proposals for
workshops or discussion sessions should specify which person or
persons will lead the discussion, and what the proposed topic/question
for discussion is.

Deadline for workshop proposals: December 16, 2011

Archive of Proceedings:

Papers delivered at the conference are eligible to be included in the
proceedings of the conference, archived on the website for the Center
for American Indian Languages. Finished papers must be received no
later than two weeks after the conference to be included in the
conference proceedings.

Additional Information:

Contact Jennifer Mitchell at cail.utahgmail.com. If you need
information not easily arranged via e-mail, please call Tel.
801-587-0720 during business hours.

http://linguistlist.org/issues/22/22-3441.html

-- 
**************************************
N.b.: Listing on the lgpolicy-list is merely intended as a service to
its members
and implies neither approval, confirmation nor agreement by the owner
or sponsor of the list as to the veracity of a message's contents.
Members who disagree with a message are encouraged to post a rebuttal,
and to write directly to the original sender of any offensive message.
 A copy of this may be forwarded to this list as well.? (H. Schiffman,
Moderator)

For more information about the lgpolicy-list, go to
https://groups.sas.upenn.edu/mailman/
listinfo/lgpolicy-list
*******************************************

_______________________________________________
This message came to you by way of the lgpolicy-list mailing list
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To manage your subscription unsubscribe, or arrange digest format: https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list

From cashcash at EMAIL.ARIZONA.EDU  Fri Sep  2 05:42:56 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 22:42:56 -0700
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_languages=E2=80=99_?=(fwd
 link)
Message-ID: <THU.1.SEP.2011.224256.0700.ILAT@LISTSERV.ARIZONA.EDU>

Sep 2, 2011

?How to protect our languages?

By Emma Mgbeahurike, Owerri
NIgeria, Africa

Nigerians have been urged to ensure that indigenous languages do not
disappear. How? By ensuring that their children acquire their
mother-tongue, rather than learn it.

The admonition was made by the Executive Secretary/CEO of the National
Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
presenting an address at the opening ceremony of the 2011 indigenous
language programme held at the Southeast zonal office in Owerri, the
Imo State capital.

Access full article below:
http://www.thenationonlineng.net/2011/index.php/newsextra/18067-?how-to-protect-our-languages?.html


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep  2 05:47:23 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 1 Sep 2011 22:47:23 -0700
Subject: UQ researchers focus on Aboriginal languages (fwd link)
Message-ID: <THU.1.SEP.2011.224723.0700.ILAT@LISTSERV.ARIZONA.EDU>

Published: 02 September 2011
AUS

UQ researchers focus on Aboriginal languages

As the number of Aboriginal languages dwindles, UQ researchers are
intensifying their studies to protect and document those that remain.

Research in Australian languages is a focus at UQ, with the University
hosting one of the largest clusters of Aboriginal language academics
in the country. The group includes researchers Dr Ilana Mushin, Dr Rob
Pensalfini, Dr Myf Turpin, Dr Felicity Meakins and Dr Erich Round.

There were approximately 250 Indigenous languages before settlement
and now only 20 remain. UQ linguists are involved in practical
community-based research which includes creating and releasing
Aboriginal dictionaries, books and collaborating with schools.

Access full article below:
http://www.uq.edu.au/news/?article=23763


From craig_spaulding at COMCAST.NET  Fri Sep  2 14:30:58 2011
From: craig_spaulding at COMCAST.NET (Craig Spaulding)
Date: Fri, 2 Sep 2011 14:30:58 +0000
Subject: Teaching Oral Language via Technology
In-Reply-To: <911521091.816955.1314973787348.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <FRI.2.SEP.2011.143058.0000.ILAT@LISTSERV.ARIZONA.EDU>


What can anyone recommend for an approach to teaching language via the internet or DVD where the main goal/focus is oral language without all the trappings and issues of dealing with literacy? I use to work at Rosetta Stone and their approach was highly integrated with literacy, though it could be customized by the user to focus on the audio/verbal component. Unfortunately, they are not taking on any more projects for the near future and I wondered if there were other software approaches that list members know of or have experience using that are effective. 


Thanks in advance. 


Craig 
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From kevinroach at CENTURYTEL.NET  Fri Sep  2 15:11:54 2011
From: kevinroach at CENTURYTEL.NET (Kevin Roach)
Date: Fri, 2 Sep 2011 10:11:54 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <2045835491.817082.1314973858081.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <FRI.2.SEP.2011.101154.0500.ILAT@LISTSERV.ARIZONA.EDU>

>
> Hi Craig and All,
>
> We have created a software for teaching Ojibwe, using tools from  
> Transparent Language.
> Teachers are starting to use this for distance language courses (I  
> know two in particular).
> Still not a perfect replacement for a speech community, but at least  
> offers videos of semi-natural conversations.
> It does have built in voice recognition, pronunciation practice and  
> conversation practice.
> Our tool is: Ojibwemodaa, find it at :  www.grassrootsindigenousmultimedia.org
>
> And write to me or Kevin if you want more info!
> Good luck
> What language/s do you work in?
>
> --------------------------------------------
> Mary Hermes, PhD
> Visiting and Associate Professor, Curriculum and Instruction
> University of Minnesota




On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:

> What can anyone recommend for an approach to teaching language via  
> the internet or DVD where the main goal/focus is oral language  
> without all the trappings and issues of dealing with literacy? I use  
> to work at Rosetta Stone and their approach was highly integrated  
> with literacy, though it could be customized by the user to focus on  
> the audio/verbal component. Unfortunately, they are not taking on  
> any more projects for the near future and I wondered if there were  
> other software approaches that list members know of or have  
> experience using that are effective.
>
> Thanks in advance.
>
> Craig

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From mccreery at UVIC.CA  Fri Sep  2 16:22:53 2011
From: mccreery at UVIC.CA (Dale McCreery)
Date: Fri, 2 Sep 2011 09:22:53 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <7395E397-2E3D-4A71-BCAA-464FC9E6FC64@centurytel.net>
Message-ID: <FRI.2.SEP.2011.092253.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
downloaded the pimsleur Ojibwe course and found it fairly useful, and have
been working towards incorporating something similar into a way of
teaching Michif.  Basically, we created a couple sequences for the
different aspects of the grammar, morphology, syntax, etc that a new
student would need to learn and have been making purely audio lessons to
teach them, though we?re still pretty early in the process.  The idea is
to combine these with a couple hundred hours of audio recording that has
been done going over the SIL Dictionary Development Plan (?), which is the
way i learnt the language myself (though I used a couple different Cree
textbooks to acquire the grammar of the language before doing the
documentation).  Once the students have the structural knowledge to
understand what is being said, they can then learn the vocabulary and
reinforce their knowledge of grammar through hearing it used in
conversations (translated) and they should also then be able to learn more
from our elders who speak the language but might not have an idea as to
how to teach it.

I think that a method that can naturally introduce the grammar of a
language (orally), combined with (lots of) recordings that explore the
vocabulary in a natural setting is probably the easiest approach, at least
in terms of how much work it takes to produce compared to the results (I
hope!).  Especially for languages where the community does a lot of
arguing over orthography.

-dale-


>>
>> Hi Craig and All,
>>
>> We have created a software for teaching Ojibwe, using tools from
>> Transparent Language.
>> Teachers are starting to use this for distance language courses (I
>> know two in particular).
>> Still not a perfect replacement for a speech community, but at least
>> offers videos of semi-natural conversations.
>> It does have built in voice recognition, pronunciation practice and
>> conversation practice.
>> Our tool is: Ojibwemodaa, find it at :
>> www.grassrootsindigenousmultimedia.org
>>
>> And write to me or Kevin if you want more info!
>> Good luck
>> What language/s do you work in?
>>
>> --------------------------------------------
>> Mary Hermes, PhD
>> Visiting and Associate Professor, Curriculum and Instruction
>> University of Minnesota
>
>
>
>
> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
>
>> What can anyone recommend for an approach to teaching language via
>> the internet or DVD where the main goal/focus is oral language
>> without all the trappings and issues of dealing with literacy? I use
>> to work at Rosetta Stone and their approach was highly integrated
>> with literacy, though it could be customized by the user to focus on
>> the audio/verbal component. Unfortunately, they are not taking on
>> any more projects for the near future and I wondered if there were
>> other software approaches that list members know of or have
>> experience using that are effective.
>>
>> Thanks in advance.
>>
>> Craig
>
>


From mhermes at UMN.EDU  Fri Sep  2 16:38:09 2011
From: mhermes at UMN.EDU (Mary Hermes)
Date: Fri, 2 Sep 2011 11:38:09 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <2d9a7c19ba5bfac2b40debdc9f46ac48.squirrel@wm3.uvic.ca>
Message-ID: <FRI.2.SEP.2011.113809.0500.ILAT@LISTSERV.ARIZONA.EDU>

The Institute for Advanced Studies here is sponsoring a one day workshop between terms (so January, 2012)
for teachers who are trying to figure out how to use this software (Ojibwemodaa).
I will lead, and also use the opportunity  to help them switch toward oral proficiency,
as opposed to the written that many teachers use.  I can invite all of you, I think it is a free-bee,
 a good opportunity to put our heads together about using software to teach indigenous languages.

Basically, we are using unscripted conversations as our content.
There is a grammar reference built in (so grammar on demand) enough sentence patterns along with word by word 
re-dictated flashcards to get a learning going in the direction of speaking. I think it is a step in the right direction.

Please do try the demo and let us know!
Much room for more to do.

--------------------------------------------
Mary Hermes, PhD
I


On Sep 2, 2011, at 11:22 AM, Dale McCreery wrote:

> Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
> downloaded the pimsleur Ojibwe course and found it fairly useful, and have
> been working towards incorporating something similar into a way of
> teaching Michif.  Basically, we created a couple sequences for the
> different aspects of the grammar, morphology, syntax, etc that a new
> student would need to learn and have been making purely audio lessons to
> teach them, though we?re still pretty early in the process.  The idea is
> to combine these with a couple hundred hours of audio recording that has
> been done going over the SIL Dictionary Development Plan (?), which is the
> way i learnt the language myself (though I used a couple different Cree
> textbooks to acquire the grammar of the language before doing the
> documentation).  Once the students have the structural knowledge to
> understand what is being said, they can then learn the vocabulary and
> reinforce their knowledge of grammar through hearing it used in
> conversations (translated) and they should also then be able to learn more
> from our elders who speak the language but might not have an idea as to
> how to teach it.
> 
> I think that a method that can naturally introduce the grammar of a
> language (orally), combined with (lots of) recordings that explore the
> vocabulary in a natural setting is probably the easiest approach, at least
> in terms of how much work it takes to produce compared to the results (I
> hope!).  Especially for languages where the community does a lot of
> arguing over orthography.
> 
> -dale-
> 
> 
>>> 
>>> Hi Craig and All,
>>> 
>>> We have created a software for teaching Ojibwe, using tools from
>>> Transparent Language.
>>> Teachers are starting to use this for distance language courses (I
>>> know two in particular).
>>> Still not a perfect replacement for a speech community, but at least
>>> offers videos of semi-natural conversations.
>>> It does have built in voice recognition, pronunciation practice and
>>> conversation practice.
>>> Our tool is: Ojibwemodaa, find it at :
>>> www.grassrootsindigenousmultimedia.org
>>> 
>>> And write to me or Kevin if you want more info!
>>> Good luck
>>> What language/s do you work in?
>>> 
>>> --------------------------------------------
>>> Mary Hermes, PhD
>>> Visiting and Associate Professor, Curriculum and Instruction
>>> University of Minnesota
>> 
>> 
>> 
>> 
>> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
>> 
>>> What can anyone recommend for an approach to teaching language via
>>> the internet or DVD where the main goal/focus is oral language
>>> without all the trappings and issues of dealing with literacy? I use
>>> to work at Rosetta Stone and their approach was highly integrated
>>> with literacy, though it could be customized by the user to focus on
>>> the audio/verbal component. Unfortunately, they are not taking on
>>> any more projects for the near future and I wondered if there were
>>> other software approaches that list members know of or have
>>> experience using that are effective.
>>> 
>>> Thanks in advance.
>>> 
>>> Craig
>> 
>> 


From harveyd at SOU.EDU  Fri Sep  2 23:13:24 2011
From: harveyd at SOU.EDU (Dan Harvey)
Date: Fri, 2 Sep 2011 16:13:24 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <4E14145D-9B55-4ED4-9F06-547319B95E9F@umn.edu>
Message-ID: <FRI.2.SEP.2011.161324.0700.ILAT@LISTSERV.ARIZONA.EDU>

Check out the ACORNS project at http://cs.sou.edu/~harveyd/acorns

It is a free download.

On Fri, Sep 2, 2011 at 9:38 AM, Mary Hermes <mhermes at umn.edu> wrote:

> The Institute for Advanced Studies here is sponsoring a one day workshop
> between terms (so January, 2012)
> for teachers who are trying to figure out how to use this software
> (Ojibwemodaa).
> I will lead, and also use the opportunity  to help them switch toward oral
> proficiency,
> as opposed to the written that many teachers use.  I can invite all of you,
> I think it is a free-bee,
>  a good opportunity to put our heads together about using software to teach
> indigenous languages.
>
> Basically, we are using unscripted conversations as our content.
> There is a grammar reference built in (so grammar on demand) enough
> sentence patterns along with word by word
> re-dictated flashcards to get a learning going in the direction of
> speaking. I think it is a step in the right direction.
>
> Please do try the demo and let us know!
> Much room for more to do.
>
> --------------------------------------------
> Mary Hermes, PhD
> I
>
>
> On Sep 2, 2011, at 11:22 AM, Dale McCreery wrote:
>
> > Hi!  I look forward to trying out Ojibwemodaa.  A few years back I
> > downloaded the pimsleur Ojibwe course and found it fairly useful, and
> have
> > been working towards incorporating something similar into a way of
> > teaching Michif.  Basically, we created a couple sequences for the
> > different aspects of the grammar, morphology, syntax, etc that a new
> > student would need to learn and have been making purely audio lessons to
> > teach them, though we?re still pretty early in the process.  The idea is
> > to combine these with a couple hundred hours of audio recording that has
> > been done going over the SIL Dictionary Development Plan (?), which is
> the
> > way i learnt the language myself (though I used a couple different Cree
> > textbooks to acquire the grammar of the language before doing the
> > documentation).  Once the students have the structural knowledge to
> > understand what is being said, they can then learn the vocabulary and
> > reinforce their knowledge of grammar through hearing it used in
> > conversations (translated) and they should also then be able to learn
> more
> > from our elders who speak the language but might not have an idea as to
> > how to teach it.
> >
> > I think that a method that can naturally introduce the grammar of a
> > language (orally), combined with (lots of) recordings that explore the
> > vocabulary in a natural setting is probably the easiest approach, at
> least
> > in terms of how much work it takes to produce compared to the results (I
> > hope!).  Especially for languages where the community does a lot of
> > arguing over orthography.
> >
> > -dale-
> >
> >
> >>>
> >>> Hi Craig and All,
> >>>
> >>> We have created a software for teaching Ojibwe, using tools from
> >>> Transparent Language.
> >>> Teachers are starting to use this for distance language courses (I
> >>> know two in particular).
> >>> Still not a perfect replacement for a speech community, but at least
> >>> offers videos of semi-natural conversations.
> >>> It does have built in voice recognition, pronunciation practice and
> >>> conversation practice.
> >>> Our tool is: Ojibwemodaa, find it at :
> >>> www.grassrootsindigenousmultimedia.org
> >>>
> >>> And write to me or Kevin if you want more info!
> >>> Good luck
> >>> What language/s do you work in?
> >>>
> >>> --------------------------------------------
> >>> Mary Hermes, PhD
> >>> Visiting and Associate Professor, Curriculum and Instruction
> >>> University of Minnesota
> >>
> >>
> >>
> >>
> >> On Sep 2, 2011, at 9:30 AM, Craig Spaulding wrote:
> >>
> >>> What can anyone recommend for an approach to teaching language via
> >>> the internet or DVD where the main goal/focus is oral language
> >>> without all the trappings and issues of dealing with literacy? I use
> >>> to work at Rosetta Stone and their approach was highly integrated
> >>> with literacy, though it could be customized by the user to focus on
> >>> the audio/verbal component. Unfortunately, they are not taking on
> >>> any more projects for the near future and I wondered if there were
> >>> other software approaches that list members know of or have
> >>> experience using that are effective.
> >>>
> >>> Thanks in advance.
> >>>
> >>> Craig
> >>
> >>
>
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From mikinakn at SHAW.CA  Tue Sep  6 04:41:01 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Tue, 6 Sep 2011 00:41:01 -0400
Subject: What happened the year I was born....
Message-ID: <TUE.6.SEP.2011.004101.0400.ILAT@LISTSERV.ARIZONA.EDU>

For some, it may not go back that far..

 

http://whathappenedinmybirthyear.com/

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3879 - Release Date: 09/05/11

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From bischoff.st at GMAIL.COM  Tue Sep  6 13:36:58 2011
From: bischoff.st at GMAIL.COM (s.t. bischoff)
Date: Tue, 6 Sep 2011 09:36:58 -0400
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_languages=E2=80=99_?=(fwd l
 ink)
In-Reply-To: <CACL86RxjD4yMmS35+OgUCgLVrtWJ-GsqZPdrRzXsrxyYuaU9=g@mail.gmail.com>
Message-ID: <TUE.6.SEP.2011.093658.0400.ILAT@LISTSERV.ARIZONA.EDU>

Thanks Phil,

This quote:

?there is need to conserve linguistic diversity, especially in the face of
the English language?s awesome ability to displace and eliminate other
languages.?

got me thinking...has anyone invoked the metaphor of "invasive species" when
talking about language endangerment? We see a number of metaphors borrowed
from biology, but I wonder if anyone has used this before.

Cheers,
Shannon

On Fri, Sep 2, 2011 at 1:42 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Sep 2, 2011
>
> ?How to protect our languages?
>
> By Emma Mgbeahurike, Owerri
> NIgeria, Africa
>
> Nigerians have been urged to ensure that indigenous languages do not
> disappear. How? By ensuring that their children acquire their
> mother-tongue, rather than learn it.
>
> The admonition was made by the Executive Secretary/CEO of the National
> Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
> presenting an address at the opening ceremony of the 2011 indigenous
> language programme held at the Southeast zonal office in Owerri, the
> Imo State capital.
>
> Access full article below:
> http://www.thenationonlineng.net/2011/index.php/newsextra/18067-
> ?how-to-protect-our-languages?.html
>
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From hammond at U.ARIZONA.EDU  Tue Sep  6 15:00:36 2011
From: hammond at U.ARIZONA.EDU (Mike Hammond)
Date: Tue, 6 Sep 2011 08:00:36 -0700
Subject: =?windows-1252?Q?=91How_to_protect_our_language_s=92_?=(fwd l
 ink)
In-Reply-To: <CABBCDhosd-NFAPitqqKbrudt4sz2CZg2d-d7B+bCFwYzZPFUzw@mail.gmail.com>
Message-ID: <TUE.6.SEP.2011.080036.0700.ILAT@LISTSERV.ARIZONA.EDU>

sb

I've certainly made the "biodiversity" argument, but I'm guessing lots of folks have. I've not seen "invasive species" specifically.

mh

On Sep 6, 2011, at 6:36 AM, s.t. bischoff wrote:

> Thanks Phil,
> 
> This quote:
> 
> ?there is need to conserve linguistic diversity, especially in the face of the English language?s awesome ability to displace and eliminate other languages.?
> 
> got me thinking...has anyone invoked the metaphor of "invasive species" when talking about language endangerment? We see a number of metaphors borrowed from biology, but I wonder if anyone has used this before.
> 
> Cheers,
> Shannon
> 
> On Fri, Sep 2, 2011 at 1:42 AM, Phillip E Cash Cash <cashcash at email.arizona.edu> wrote:
> Sep 2, 2011
> 
> ?How to protect our languages?
> 
> By Emma Mgbeahurike, Owerri
> NIgeria, Africa
> 
> Nigerians have been urged to ensure that indigenous languages do not
> disappear. How? By ensuring that their children acquire their
> mother-tongue, rather than learn it.
> 
> The admonition was made by the Executive Secretary/CEO of the National
> Institute for Cultural Orientation (NICO), Barclays Ayakoroma while
> presenting an address at the opening ceremony of the 2011 indigenous
> language programme held at the Southeast zonal office in Owerri, the
> Imo State capital.
> 
> Access full article below:
> http://www.thenationonlineng.net/2011/index.php/newsextra/18067-?how-to-protect-our-languages?.html
> 

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From everyshadow at GMAIL.COM  Wed Sep  7 22:50:03 2011
From: everyshadow at GMAIL.COM (Anna Weil)
Date: Wed, 7 Sep 2011 18:50:03 -0400
Subject: =?windows-1252?Q?=91How_to_protect_our_language_s=92_?=(fwd
 l ink)
In-Reply-To: <5BE6A3B2-70B2-415F-9CEA-1713DEC078D0@u.arizona.edu>
Message-ID: <WED.7.SEP.2011.185003.0400.ILAT@LISTSERV.ARIZONA.EDU>

I completely agree with the 'invasive species' metaphor. As someone
interested in language preservation who is also currently studying TEFL, I
have mixed feelings about the field - I'd like to get a job overseas and
teach, but I'd rather also learn whatever language is spoken wherever I go
than only promote mine. It seems to me that English is becoming a necessary
skill in our global world, so it is important that people learn it.
Economically, they might be better off being able to speak English. But they
must also understand the importance of their own language and find ways to
keep it alive as well. Shouldn't everyone be at least bilingual in this
world? We might all end up speaking English, but as long as the other
languages also remain alive I'm basically ok with that fact. The problem is,
other languages are dying out. We need more organizations like the Living
Tongues Institute encouraging speakers of minority languages to keep on
speaking, although that is not a final solution.

~Anna Weil
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From craig_spaulding at COMCAST.NET  Thu Sep  8 01:00:19 2011
From: craig_spaulding at COMCAST.NET (Craig Spaulding)
Date: Thu, 8 Sep 2011 01:00:19 +0000
Subject: Teaching Oral Language via Technology
In-Reply-To: <2045835491.817082.1314973858081.JavaMail.root@sz0016a.westchester.pa.mail.comcast.net>
Message-ID: <THU.8.SEP.2011.010019.0000.ILAT@LISTSERV.ARIZONA.EDU>

I've been out of internet contact for the last few days. Thanks to everyone who responded to my inquiry. I'll follow up with these leads to see which might be most appropriate for a group wanting to focus primary on adult orality. 


Craig 

----- Forwarded Message -----
From: "craig spaulding" <craig_spaulding at comcast.net> 
To: ILAT at LISTSERV.ARIZONA.EDU 
Sent: Friday, September 2, 2011 10:30:58 AM 
Subject: Teaching Oral Language via Technology 



What can anyone recommend for an approach to teaching language via the internet or DVD where the main goal/focus is oral language without all the trappings and issues of dealing with literacy? I use to work at Rosetta Stone and their approach was highly integrated with literacy, though it could be customized by the user to focus on the audio/verbal component. Unfortunately, they are not taking on any more projects for the near future and I wondered if there were other software approaches that list members know of or have experience using that are effective. 


Thanks in advance. 


Craig 
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From rtroike at EMAIL.ARIZONA.EDU  Thu Sep  8 19:11:35 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Thu, 8 Sep 2011 12:11:35 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <ILAT%201109080030021105.03FD@LISTSERV.ARIZONA.EDU>
Message-ID: <THU.8.SEP.2011.121135.0700.ILAT@LISTSERV.ARIZONA.EDU>

In regard to Craig's important question, in our 1968 book on Cochabamba 
Quechua
(Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
exchanges in conversations, as mnemonics for supporting memorization. Though
the text introduced the conversations (and other practice/explanatory 
material)
in written form to accompany the audiotape practice activities, this could
easily be substituted with accompanying online oral translation (a purely
visual representation could lead to mistaken inferences). Psycholinguistic
research makes clear that most second language learning involves translation,
until a fair level of proficiency is attained. An eclectic approach which
utilizes 'whatever approaches work'(and this can differ between individuals
and even for the same person at different times) is the best way to go. There
is no room for orthodoxy or ideology in language teaching methods. Using
multiple modes of presentation and practice to keep motivation high and avoid
discouragement is really essential. Part of this is following a 'spiral'
review, reintegration, and practice, to keep building without losing what has
been gained. Developing self-confidence in the use of the language is an
important ingredient. It is also especially important to keep in mind that
receptive knowledge/understanding can grow faster than productive oral 
ability,
and will ultimately form a foundation for greater oral ability, so a 
successful
program should keep this in mind, and include 'passive' hearing/comprehension
activities which do not require oral production.

   Rudy Troike

   University of Arizona
   Tucson, Arizona


From mikinakn at SHAW.CA  Thu Sep  8 19:44:03 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 8 Sep 2011 15:44:03 -0400
Subject: ON THE ICE
Message-ID: <THU.8.SEP.2011.154403.0400.ILAT@LISTSERV.ARIZONA.EDU>

Worth the watch..

 

http://www.youtube.com/watch?v=CvAceiILq4A

 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From mikinakn at SHAW.CA  Thu Sep  8 20:11:50 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 8 Sep 2011 16:11:50 -0400
Subject: On the passing of Project Gutenberg's Founder
Message-ID: <THU.8.SEP.2011.161150.0400.ILAT@LISTSERV.ARIZONA.EDU>

I have used Gutenberg for many years and still do. It is a great site for
all kinds of reading and research materials. I was also once a proofreader.

 

http://www.gutenberg.org/w/index.php?title=Michael_S._Hart

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From webmaster at SAIVUS.ORG  Thu Sep  8 22:17:29 2011
From: webmaster at SAIVUS.ORG (Mathias Bullerman)
Date: Thu, 8 Sep 2011 17:17:29 -0500
Subject: Teaching Oral Language via Technology
In-Reply-To: <20110908121135.9c00c44kk48c4gco@www.email.arizona.edu>
Message-ID: <THU.8.SEP.2011.171729.0500.ILAT@LISTSERV.ARIZONA.EDU>

Regarding Craig's initial inquiry and Rudy's followup pertaining to  
visual means of language learning, software called vizlingo is  
launching shortly with a product that transliterates text sentences  
into 1-2 second video clips. The beta is curently viewable at  
vizlingo.com, shortly there will be an upload function where users can  
submit their own videos with customized captions, with the ability to  
post sentences to social-media pages. The beta is plagued primarily  
with mis-captioned videos and mis-synchronization, but it could be  
great for language revitalization. It currently supports audio.

The kinetic nature of the program allows for lots of freedom in  
illustrating verbs. Symbolism (subjective to culture) enables the  
visual representation of abstract concepts.

The beta has many pitfalls and mistaken inferences are a problem, but  
an organic 'visual grammar' is emerging, one that can elucidate many  
grammatical distinctions such as active vs. passive verbs, deictic vs.  
anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'  
amounts primarily to production style. For example:

'was given' = video screen consists primarily of a person facing the  
front of the camera, being given something by a hand.

'is giving' = video screen consists of primarily of the back of a  
person giving something to the body of another person in the background.

Genericness in production style helps alleviate mistaken inferences as  
well as the need for an exorbitant number of clips by countering  
specificity. For example:

'to give' (something) = a clip of someone giving someone else such as  
a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the  
object)

vs.

'to give' (generic) = a hand moving holding some indiscernable object  
(or an object iconic to giving, such as a present) toward the body of  
another person. (1 clip needed, followed by a clip of the noun).

Of course, it's infeasible to discuss everything about the product's  
design, advantages, limitations, possibilities, etc. The main benefit  
is that it allows one to quickly illustrate sentences with either  
static images or brief video clips.

-Mathias Bullerman



Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:

> In regard to Craig's important question, in our 1968 book on Cochabamba
> Quechua
> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
> exchanges in conversations, as mnemonics for supporting memorization. Though
> the text introduced the conversations (and other practice/explanatory
> material)
> in written form to accompany the audiotape practice activities, this could
> easily be substituted with accompanying online oral translation (a purely
> visual representation could lead to mistaken inferences). Psycholinguistic
> research makes clear that most second language learning involves translation,
> until a fair level of proficiency is attained. An eclectic approach which
> utilizes 'whatever approaches work'(and this can differ between individuals
> and even for the same person at different times) is the best way to go. There
> is no room for orthodoxy or ideology in language teaching methods. Using
> multiple modes of presentation and practice to keep motivation high and avoid
> discouragement is really essential. Part of this is following a 'spiral'
> review, reintegration, and practice, to keep building without losing what has
> been gained. Developing self-confidence in the use of the language is an
> important ingredient. It is also especially important to keep in mind that
> receptive knowledge/understanding can grow faster than productive oral
> ability,
> and will ultimately form a foundation for greater oral ability, so a
> successful
> program should keep this in mind, and include 'passive' hearing/comprehension
> activities which do not require oral production.
>
>   Rudy Troike
>
>   University of Arizona
>   Tucson, Arizona


From rtroike at EMAIL.ARIZONA.EDU  Fri Sep  9 00:25:34 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Thu, 8 Sep 2011 17:25:34 -0700
Subject: Teaching Oral Language via Technology
In-Reply-To: <20110908171729.oa3zaidqdc4ssk0s@webmail.opentransfer.com>
Message-ID: <THU.8.SEP.2011.172534.0700.ILAT@LISTSERV.ARIZONA.EDU>

Mathias' description of vizlingo sounds like a very exciting potential
tool for quick creation of useful teaching materials in many contexts.
I wanted to add that the sketches we used (done by Bernardo Vallejo)
also gave culturally authentic depictions of the settings and actions,
which would be relevant to teaching indigenous languages.

   Rudy


Quoting Mathias Bullerman <webmaster at saivus.org>:

> Regarding Craig's initial inquiry and Rudy's followup pertaining to
> visual means of language learning, software called vizlingo is
> launching shortly with a product that transliterates text sentences
> into 1-2 second video clips. The beta is curently viewable at
> vizlingo.com, shortly there will be an upload function where users can
> submit their own videos with customized captions, with the ability to
> post sentences to social-media pages. The beta is plagued primarily
> with mis-captioned videos and mis-synchronization, but it could be
> great for language revitalization. It currently supports audio.
>
> The kinetic nature of the program allows for lots of freedom in
> illustrating verbs. Symbolism (subjective to culture) enables the
> visual representation of abstract concepts.
>
> The beta has many pitfalls and mistaken inferences are a problem, but
> an organic 'visual grammar' is emerging, one that can elucidate many
> grammatical distinctions such as active vs. passive verbs, deictic vs.
> anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'
> amounts primarily to production style. For example:
>
> 'was given' = video screen consists primarily of a person facing the
> front of the camera, being given something by a hand.
>
> 'is giving' = video screen consists of primarily of the back of a
> person giving something to the body of another person in the background.
>
> Genericness in production style helps alleviate mistaken inferences as
> well as the need for an exorbitant number of clips by countering
> specificity. For example:
>
> 'to give' (something) = a clip of someone giving someone else such as
> a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the
> object)
>
> vs.
>
> 'to give' (generic) = a hand moving holding some indiscernable object
> (or an object iconic to giving, such as a present) toward the body of
> another person. (1 clip needed, followed by a clip of the noun).
>
> Of course, it's infeasible to discuss everything about the product's
> design, advantages, limitations, possibilities, etc. The main benefit
> is that it allows one to quickly illustrate sentences with either
> static images or brief video clips.
>
> -Mathias Bullerman
>
>
>
> Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:
>
>> In regard to Craig's important question, in our 1968 book on Cochabamba
>> Quechua
>> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
>> exchanges in conversations, as mnemonics for supporting memorization. Though
>> the text introduced the conversations (and other practice/explanatory
>> material)
>> in written form to accompany the audiotape practice activities, this could
>> easily be substituted with accompanying online oral translation (a purely
>> visual representation could lead to mistaken inferences). Psycholinguistic
>> research makes clear that most second language learning involves 
>> translation,
>> until a fair level of proficiency is attained. An eclectic approach which
>> utilizes 'whatever approaches work'(and this can differ between individuals
>> and even for the same person at different times) is the best way to 
>> go. There
>> is no room for orthodoxy or ideology in language teaching methods. Using
>> multiple modes of presentation and practice to keep motivation high 
>> and avoid
>> discouragement is really essential. Part of this is following a 'spiral'
>> review, reintegration, and practice, to keep building without losing 
>> what has
>> been gained. Developing self-confidence in the use of the language is an
>> important ingredient. It is also especially important to keep in mind that
>> receptive knowledge/understanding can grow faster than productive oral
>> ability,
>> and will ultimately form a foundation for greater oral ability, so a
>> successful
>> program should keep this in mind, and include 'passive' 
>> hearing/comprehension
>> activities which do not require oral production.
>>
>>   Rudy Troike
>>
>>   University of Arizona
>>   Tucson, Arizona


From rzs at WILDBLUE.NET  Fri Sep  9 11:41:26 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Fri, 9 Sep 2011 06:41:26 -0500
Subject: =?UTF-8?Q?=E2=80=98How_to_protect_our_language_s=E2=80=99_?=(fwd
 l ink)
In-Reply-To: <CAEr2JToPhoz-8tpjM6KzW-QkAKcu=vRm+pnCVPvpy76cpjN3BA@mail.gmail.com>
Message-ID: <FRI.9.SEP.2011.064126.0500.ILAT@LISTSERV.ARIZONA.EDU>

many of us in the process of revitalizing a threatened language know its not
just "language"
we are resurrecting ,but the lifeways that the language is imbedded in.

modern generic english is a useful tool - IF its understood NOT as a
*replacement
language*,
but as a tool (as I'm using it here) for cross-cultural and or generic
exchange.Even in that way
it can have its own beauty,poetry and function...as a steel tool might
"surpass" a stone tool.

English feels like the ENEMY when its lost its context and becomes THE
LANGUAGE.
As when English became the language of cultural conquest used in boarding
schools here.

generic-english might be that invasive species WHEN it's USED consciously or
unconsciously
as a tool to REPLACE or undermine another's cultural thinking pattern. But I
doubt most peoples
of the world would give up the use of steel (as an invasive species) simply
because it didn't
arise from our own indigenous culture.

always love these kinds of thoughtful exchanges on this forum! (stretching
our english too!)

ske:nonh (peace/well-being)
Richard Zane Smith
Wyandotte, Oklahoma



On Wed, Sep 7, 2011 at 5:50 PM, Anna Weil <everyshadow at gmail.com> wrote:

> I completely agree with the 'invasive species' metaphor. As someone
> interested in language preservation who is also currently studying TEFL, I
> have mixed feelings about the field - I'd like to get a job overseas and
> teach, but I'd rather also learn whatever language is spoken wherever I go
> than only promote mine. It seems to me that English is becoming a necessary
> skill in our global world, so it is important that people learn it.
> Economically, they might be better off being able to speak English. But they
> must also understand the importance of their own language and find ways to
> keep it alive as well. Shouldn't everyone be at least bilingual in this
> world? We might all end up speaking English, but as long as the other
> languages also remain alive I'm basically ok with that fact. The problem is,
> other languages are dying out. We need more organizations like the Living
> Tongues Institute encouraging speakers of minority languages to keep on
> speaking, although that is not a final solution.
>
> ~Anna Weil
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From rtroike at EMAIL.ARIZONA.EDU  Fri Sep  9 17:50:00 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Fri, 9 Sep 2011 10:50:00 -0700
Subject: On the passing of Project Gutenberg's Founder
Message-ID: <FRI.9.SEP.2011.105000.0700.ILAT@LISTSERV.ARIZONA.EDU>

Thanks to Rolland for sharing this sad news.

Michael Hart was just getting Project Gutenberg off the ground when I was
at the University of Illinois -- his goal was to make all books out of
copyright freely accessible in the public domain. He began by painstakingly
typing in whole books himself, then recruited friends and volunteers to
assist in typing and proofreading. With the advent of scanners and pdf, the
operation began an explosive expansion, now readily including books in other
languages, and contributors from around the world. Now you can download a
single book, or you can order a CD of recent accessions, or even a DVD with
10,000 books on one disk, The whole operation still relies on volunteers and
contributions, such as Rolland.

If you ever want to consult works published before 1921 (without renewed
copyright), you can just search Google or Yahoo for Project Gutenberg, and
you will probably find what you want, or discover many other gems. I have
been using it in some of my research on historical sources for Gullah, the
African American semi-creole spoken on the Sea Islands and coastal areas
of South Carolina and Georgia.

Michael Hart will forever be an inspiring example of the difference one
individual can make in the world.

 --Rudy


From mikinakn at SHAW.CA  Fri Sep  9 20:18:05 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 16:18:05 -0400
Subject: Earthquake strikes Vancouver and islands- 6.7 magnitude
Message-ID: <FRI.9.SEP.2011.161805.0400.ILAT@LISTSERV.ARIZONA.EDU>

 

http://www.cbc.ca/news/canada/story/2011/09/09/bc-earthquake-vancouver-islan
d.html 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

 

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From mikinakn at SHAW.CA  Fri Sep  9 21:07:14 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 17:07:14 -0400
Subject: On the passing of Project Gutenberg's Founder
In-Reply-To: <20110909105000.rj4g8ck8okw0okk8@www.email.arizona.edu>
Message-ID: <FRI.9.SEP.2011.170714.0400.ILAT@LISTSERV.ARIZONA.EDU>

Thank you, Rudy for the by-line.  If anyone is interested, you can go to
'Project Gutenberg' and volunteer, at your own leisure and free time, to
contribute to the site in various ways. There is always a need for editors,
keyboarders, proofreaders and correct, or needed citations. It is definitely
a worthy cause and I do believe we are deeply indebted to Michael Hart for
his contribution and to all the volunteers who have made this incredible
opportunity possible. I often download readings to my KOBO ereader...it has
great variety.

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
-----Original Message-----
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Rudy Troike
Sent: September-09-11 1:50 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] On the passing of Project Gutenberg's Founder

Michael Hart was just getting Project Gutenberg off the ground when I was
at the University of Illinois -- his goal was to make all books out of
copyright freely accessible in the public domain. He began by painstakingly
typing in whole books himself, then recruited friends and volunteers to
assist in typing and proofreading. With the advent of scanners and pdf, the
operation began an explosive expansion, now readily including books in other
languages, and contributors from around the world. Now you can download a
single book, or you can order a CD of recent accessions, or even a DVD with
10,000 books on one disk, The whole operation still relies on volunteers and
contributions, such as Rolland.

If you ever want to consult works published before 1921 (without renewed
copyright), you can just search Google or Yahoo for Project Gutenberg, and
you will probably find what you want, or discover many other gems. I have
been using it in some of my research on historical sources for Gullah, the
African American semi-creole spoken on the Sea Islands and coastal areas
of South Carolina and Georgia.

Michael Hart will forever be an inspiring example of the difference one
individual can make in the world.

 --Rudy


-----
No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3885 - Release Date: 09/08/11


From mikinakn at SHAW.CA  Fri Sep  9 21:57:12 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Fri, 9 Sep 2011 17:57:12 -0400
Subject: 'How to protect our language s' (fwd  l i nk)
In-Reply-To: <CAEx=+Y+4BM9gUzYNj_P5z=kB5utsBRVxmOn83myqL1a6DWxUiw@mail.gmail.com>
Message-ID: <FRI.9.SEP.2011.175712.0400.ILAT@LISTSERV.ARIZONA.EDU>

A major problem with English, as I see it, English is very portable, capable
of expressing and discussing immense abstraction, speculation and is not
dependent on place or time. I agree all language is a tool. However, as I
see it, when tools come into a culture and bring with them their own
cultural meanings, we have a situation of assimilation. If the cultural
values of the receiving cultures imbue that tool with their own separate and
independent cultural meanings for that tool it is integrated. Otherwise, it
is culturally destructive in the same manner as was Christianity, itself
being speculative, portable and abstract. The destructiveness of both, in my
opinion, are in their use as tools of imperialism and total assimilation.a
situation not necessitated by the tools.

 

I live at the headwaters of Lake Superior, Lake Huron and Lake Michigan. A
large content of our language regards water in the particular and as well,
ceremonies and rituals particular again to this place - this earth, this
water. I would think, therefore, language, and in particular indigenous
peoples' languages grow with and from unique and culturally exclusive
experiences of place and relationship.

 

Just a quick thought for an exciting Friday evening.lol. Have a great week
end. 

 

-------

wahjen

rolland nadjiwon

___________________________________________

You cannot multiply wealth by dividing it....

 

 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Richard Zane Smith
Sent: September-09-11 7:41 AM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] 'How to protect our language s' (fwd l ink)

 

many of us in the process of revitalizing a threatened language know its not
just "language"

we are resurrecting ,but the lifeways that the language is imbedded in. 

 

modern generic english is a useful tool - IF its understood NOT as a
replacement language,

but as a tool (as I'm using it here) for cross-cultural and or generic
exchange.Even in that way

it can have its own beauty,poetry and function...as a steel tool might
"surpass" a stone tool.

 

English feels like the ENEMY when its lost its context and becomes THE
LANGUAGE.

As when English became the language of cultural conquest used in boarding
schools here.

 

generic-english might be that invasive species WHEN it's USED consciously or
unconsciously

as a tool to REPLACE or undermine another's cultural thinking pattern. But I
doubt most peoples 

of the world would give up the use of steel (as an invasive species) simply
because it didn't

arise from our own indigenous culture.


always love these kinds of thoughtful exchanges on this forum! (stretching
our english too!)

 

ske:nonh (peace/well-being)

Richard Zane Smith

Wyandotte, Oklahoma

 

 

 

On Wed, Sep 7, 2011 at 5:50 PM, Anna Weil <everyshadow at gmail.com> wrote:

I completely agree with the 'invasive species' metaphor. As someone
interested in language preservation who is also currently studying TEFL, I
have mixed feelings about the field - I'd like to get a job overseas and
teach, but I'd rather also learn whatever language is spoken wherever I go
than only promote mine. It seems to me that English is becoming a necessary
skill in our global world, so it is important that people learn it.
Economically, they might be better off being able to speak English. But they
must also understand the importance of their own language and find ways to
keep it alive as well. Shouldn't everyone be at least bilingual in this
world? We might all end up speaking English, but as long as the other
languages also remain alive I'm basically ok with that fact. The problem is,
other languages are dying out. We need more organizations like the Living
Tongues Institute encouraging speakers of minority languages to keep on
speaking, although that is not a final solution. 

~Anna Weil 





 

-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

 

richardzanesmith.wordpress.com

 

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1392 / Virus Database: 1520/3885 - Release Date: 09/08/11

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From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 10 04:20:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 9 Sep 2011 23:20:39 -0500
Subject: Peru: The State of Quechua on the Internet (fwd link)
Message-ID: <FRI.9.SEP.2011.232039.0500.ILAT@LISTSERV.ARIZONA.EDU>

Peru: The State of Quechua on the Internet
Translation posted 9 September 2011
http://globalvoicesonline.org/2011/09/09/peru-the-state-of-quechua-on-the-internet/

~~~

ILAT note: greetings from Quito Ecuador!  Phil


From rzs at WILDBLUE.NET  Sat Sep 10 14:49:10 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Sat, 10 Sep 2011 09:49:10 -0500
Subject: school truancy law - a punishment for missing school to attend
 cultural activities?
Message-ID: <SAT.10.SEP.2011.094910.0500.ILAT@LISTSERV.ARIZONA.EDU>

Kweh friends,
please see these disturbing articles in the Alaska Dispatch,
Could Indigenous parents of "truant" children who perhaps attend cultural
events be jailed or fined?
We have this problem here ,to a lesser degree, where students can take off
school for Thanksgiving Day
but cannot take off school to attend Our Green Corn ceremonies, ancient
cultural events that pre-date Columbus.
(another disturbing thing is to read the comments posted from obviously
non-natives on the site)

*
http://www.alaskadispatch.com/article/uqa-upta-naala-niuruksraurusi-when-we-talk-you-listen?page=0,0
*

*an excerpt :*

*The Alaska Dispatch article, ?**Parents charged with crimes after kids
repeatedly miss
school*<http://www.alaskadispatch.com/article/parents-charged-crimes-after-kids-repeatedly-miss-school>
*,? from Aug. 30, 2011, describes the issue of student truancy in schools in
some Western Alaska Native communities and the possible legal ramifications
for parents, but it does not address the more important question of whether
the current schools have a legitimate place in Alaska Native communities,
let alone an unquestionable moral authority that parents should bow to.
Instead, the article privileges the socially, culturally, and politically
biased views of the state, and misses an important opportunity to
interrogate the historical and contemporary nature of American schooling for
Alaska Native peoples, and the colonial perspectives and attitudes that have
contributed to its evolution to the present day.*

*By failing to raise the question of ?what is or should be the purpose of
schooling for Alaska Native peoples?? talk of truancy in the article takes
place within a historical and political vacuum, and we as readers are
expected to take for granted that schools have and continue to play a
benevolent role in Alaska Native communities. Parents should support schools
and ensure that our children attend simply because we are told to. We are
expected to unquestioningly support teachers and what is taught even though
we are almost never asked what we think should be taught and how. This is
problematic because as Alaska Native peoples, we have arguably lost more
than we have gained from American education, despite the good (though often
misguided) intentions of many teachers, administrators, and school board
members...... *
Timothy Aqukkasuk Argetsinger | Sep 06, 2011



thanks Jelyn for sending this to my attention!

Richard Zane Smith
Wyandotte Oklahoma
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From cgenetti at LINGUISTICS.UCSB.EDU  Sat Sep 10 19:52:46 2011
From: cgenetti at LINGUISTICS.UCSB.EDU (Carol Genetti)
Date: Sat, 10 Sep 2011 12:52:46 -0700
Subject: JOB: Discourse-based approaches to functional explanation for
 grammar
Message-ID: <SAT.10.SEP.2011.125246.0700.ILAT@LISTSERV.ARIZONA.EDU>

ILAT readers are encouraged to apply!

APOLOGIES FOR CROSS-POSTING

The Linguistics Department of the University of California, Santa Barbara
seeks to hire a specialist in discourse-based approaches to functional
explanation for grammar. The appointment will be tenure-track at the
Assistant Professor level, effective July 1, 2012.

Candidates' research should be based on a functionally oriented,
empirically grounded approach to discourse and grammar, addressing the ways
that language use shapes linguistic structure, and making significant
theoretical contributions to the question of why languages are as they are.
Candidates will be preferred whose research addresses the multidimensional
nature of functional explanation, integrating insights from among the
following areas: cross-linguistic and typological approaches to functional
explanation for grammar; semantic and pragmatic motivations for grammar;
historical change, evolution, and grammaticization; interactional functions
and sociolinguistic variation of grammar; cognitive processing of grammar;
use of innovative methodologies, such as current techniques for
corpus-based quantitative and qualitative analysis; work with understudied
language(s).

We are especially interested in candidates who show the ability to link the
theoretical implications of their research to other subdisciplines in
linguistics and to related fields, and to interact with colleagues and
students across disciplinary boundaries at UCSB. Candidates must have
demonstrated excellence in teaching, and will be expected to teach a range
of graduate and undergraduate courses in both functional grammar and
general linguistics.

Ph.D. in linguistics or a related field is required. Ph.D. normally
required by the time of appointment. To ensure full consideration, all
application materials, including letters of reference, should be received
by November 1, 2011. The position will remain open until filled. Applicants
should submit the following to search at linguistics.ucsb.edu in a standard
electronic format (preferably pdf or rtf): letter of application, statement
of research interests, curriculum vitae, and 2 writing samples. Applicants
should request 3 academic letters of reference to be sent directly to
search at linguistics.ucsb.edu by the November 1 deadline. Applicants should
also complete the supplemental online data form at
http://www.linguistics.ucsb.edu/search/coversheet.html. Fax and mail
applications not accepted. Inquiries may be addressed to the Search
Committee at search at linguistics.ucsb.edu. Interviews will be conducted
either via Skype video conference call or in person at the Linguistic
Society of America annual meeting (January 5-8, 2012); either interview
format will be considered equivalent for consideration.

Our department has a genuine commitment to diversity, and is especially
interested in candidates who can contribute to the diversity and excellence
of the academic community through research, teaching and service. UCSB is
an Equal Opportunity/Affirmative Action employer.


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 13 02:37:46 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 12 Sep 2011 21:37:46 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
Message-ID: <MON.12.SEP.2011.213746.0500.ILAT@LISTSERV.ARIZONA.EDU>

A century later, Ishi still has lessons to teach

By Barry Bergman, NewsCenter | September 12, 2011
USA

BERKELEY - They came both to bury Ishi ? at least the outdated notion
of Ishi prevalent in pop culture ? and to praise him. They came to
learn from him, to remember him not as a research subject but as a
teacher, not as an artifact of a vanishing culture but as a survivor
and, as Berkeley law professor Karen Biestman put it, ?a pioneer of
indigenous intellectual property protection.?


Earl Neconie, right, gave the morning's traditional blessing (Peg
Skorpinski photos)
Joseph Myers, a School of Law graduate and lecturer in Native American
studies here, put it more simply.

?I like the idea of celebrating Ishi,? Myers said. ?But let?s
celebrate him as a human being. ?

Access full article below:
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 13 02:42:18 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 12 Sep 2011 21:42:18 -0500
Subject: Early language support for Indigenous school learning success
 (fwd link)
Message-ID: <MON.12.SEP.2011.214218.0500.ILAT@LISTSERV.ARIZONA.EDU>

Early language support for Indigenous school learning success

By Charles Darwin University Sep 06, 2011 1:41PM UTC
AUS

Almost three-quarters of the 1300 Aboriginal children who enter
Northern Territory schools each year are from families where languages
other than English are spoken in the home.

A review by Charles Darwin University?s Menzies School of Health
Research highlights the importance of additional language support in
the early years to enable success in the school learning of Aboriginal
children.

Menzies Professor Sven Silburn said there was evidence that both
bilingual and English Second Language (ESL) instructional approaches
could be effective but the most effective approach for a specific
community depended on the availability of local language speakers,
community preferences and the availability of suitably trained staff
and other school resources.

Access full article below:
http://asiancorrespondent.com/64224/early-language-support-for-indigenous-school-learning-success/


From jieikobu at HOTMAIL.COM  Tue Sep 13 09:40:18 2011
From: jieikobu at HOTMAIL.COM (Derksen Jacob)
Date: Tue, 13 Sep 2011 09:40:18 +0000
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CACL86RxVMxU8Rv3eNGL6cdsDTWKpvK-Dh4VaxP_4QVHYaytmvA@mail.gmail.com>
Message-ID: <TUE.13.SEP.2011.094018.0000.ILAT@LISTSERV.ARIZONA.EDU>


Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His Tribe, that acted as the spark that ignited my interest in endangered languages. Just last month I had occasion to be in San Francisco and happened to find a copy of Theodora Kroeber's book of the same name. 
 

> Date: Mon, 12 Sep 2011 21:37:46 -0500
> From: cashcash at EMAIL.ARIZONA.EDU
> Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd link)
> To: ILAT at LISTSERV.ARIZONA.EDU
> 
> A century later, Ishi still has lessons to teach
> 
> By Barry Bergman, NewsCenter | September 12, 2011
> USA
> 
> BERKELEY - They came both to bury Ishi ? at least the outdated notion
> of Ishi prevalent in pop culture ? and to praise him. They came to
> learn from him, to remember him not as a research subject but as a
> teacher, not as an artifact of a vanishing culture but as a survivor
> and, as Berkeley law professor Karen Biestman put it, ?a pioneer of
> indigenous intellectual property protection.?
> 
> 
> Earl Neconie, right, gave the morning's traditional blessing (Peg
> Skorpinski photos)
> Joseph Myers, a School of Law graduate and lecturer in Native American
> studies here, put it more simply.
> 
> ?I like the idea of celebrating Ishi,? Myers said. ?But let?s
> celebrate him as a human being. ?
> 
> Access full article below:
> http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
 		 	   		  
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From rzs at WILDBLUE.NET  Tue Sep 13 13:36:41 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 13 Sep 2011 08:36:41 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <SNT118-W4236B1985333A950EA8FDAD3050@phx.gbl>
Message-ID: <TUE.13.SEP.2011.083641.0500.ILAT@LISTSERV.ARIZONA.EDU>

It was reading the book Ishi in the 70's that sparked me and made me take
notice
of how anthropology,a brand new field, was studying people as rare specimens
in a dish.
The article is good, and it was good to hear aboriginal people respond.
I'm not sure I agree with one of the last comments quoted in the article:

*One reason for the persistence of the ?last wild Indian? trope, **Myers
speculated, is the comfort to be found in the belief that if ?the last one
is gone,? then ?we?ve done our job.?*
well...Though, this might have been the attitude of land grabbing U.S.
government, where any other "nation" is a threat,
Other forces were at work that are STILL having a detrimental effect on our
survival as indigenous cultures.
One was(and is) cultural ignorance from popular novel induced infatuation
with  * "the last of....(fill in the blank")*
feeding a kind of wistful sentimentalism that was being applied widespread
upon traditional cultures facing violent opposition
and even extinction. "aww...the poor little indians" .
Feeling pity is dangerous because it often supplants itself as a substitute
for real action.
"I feel sorry...therefore I'm not the oppressor , and because i feel
sorry...I've done what i can."

there are OTHER forces at work on the powerful down stream flow against ALL
of us working on cultural revitalization efforts.

I think its OUR time to study the studiers, do anthropology on the
anthropologists, archaeology on the archaeologists
linguistic studies on you "expert" linguists!   Might be a new field in and
of itself --- especially within Native colleges!

Sohahiyoh (Richard Zane Smith)
Wyandotte Oklahoma


On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com> wrote:

>  Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
> Tribe, that acted as the spark that ignited my interest in endangered
> languages. Just last month I had occasion to be in San Francisco and
> happened to find a copy of Theodora Kroeber's book of the same name.
>
>  > Date: Mon, 12 Sep 2011 21:37:46 -0500
> > From: cashcash at EMAIL.ARIZONA.EDU
> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
> link)
> > To: ILAT at LISTSERV.ARIZONA.EDU
>
> >
> > A century later, Ishi still has lessons to teach
> >
> > By Barry Bergman, NewsCenter | September 12, 2011
> > USA
> >
> > BERKELEY - They came both to bury Ishi ? at least the outdated notion
> > of Ishi prevalent in pop culture ? and to praise him. They came to
> > learn from him, to remember him not as a research subject but as a
> > teacher, not as an artifact of a vanishing culture but as a survivor
> > and, as Berkeley law professor Karen Biestman put it, ?a pioneer of
> > indigenous intellectual property protection.?
> >
> >
> > Earl Neconie, right, gave the morning's traditional blessing (Peg
> > Skorpinski photos)
> > Joseph Myers, a School of Law graduate and lecturer in Native American
> > studies here, put it more simply.
> >
> > ?I like the idea of celebrating Ishi,? Myers said. ?But let?s
> > celebrate him as a human being. ?
> >
> > Access full article below:
> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From rrlapier at AOL.COM  Tue Sep 13 16:10:33 2011
From: rrlapier at AOL.COM (rrlapier at AOL.COM)
Date: Tue, 13 Sep 2011 12:10:33 -0400
Subject: Fwd: University of Montana - Director,
 Native American Research Laboratory job announcment
In-Reply-To: <B5F13C5CFD13DE4CBDBA00059C8CAA5B21FD0E@CH1PRD0102MB160.prod.exchangelabs.com>
Message-ID: <TUE.13.SEP.2011.121033.0400.ILAT@LISTSERV.ARIZONA.EDU>




Subject: University of Montana - Director, Native American Research Laboratory 
ob announcment
PLEASE SHARE
Director, Native American Research Laboratory https://university-montana-hr.silkroad.com/epostings/?fuseaction=app.jobinfo&jobid=216&version=1#.Tm5jx7FuL_I.email
Job Description
he University of Montana Native American Research Laboratory (UM NARL) was 
stablished in 2007. The primary mission of NARL is to provide advanced 
hands-on? research opportunities to Native American students in a highly 
nterdisciplinary and inter-tribally as well as inter-culturally diverse 
raining environment, guided by culturally relevant faculty role models and 
entors.  Although UM NARL is dedicated to serving Native American students, the 
articipation of non-Native and international students is also a priority to 
acilitate intercultural exchange.
Broadly, the mission of the NARL laboratory includes serving as a training 
acility to provide research-training opportunities for all students in STEM 
isciplines, through collaborative interactions with UM faculty and programs 
ithin and outside of the university.  Currently, UM NARL is equipped as a 
icrobiology, molecular biology, and biochemistry research facility with several 
ctive, federally funded projects that provide a broad spectrum of research 
pportunities for student researchers with diverse interests.
The UM NARL Director will also have a key support role in the University?s 
lfred P. Sloan Indigenous Graduate Partnership (SIGP) program.  The UM SIGP 
rovides scholarships for indigenous students pursuing advanced degrees in the 
TEM. Within the SIGP program, the NARL director will focus on recruitment and 
etention, as well as serve on the program?s steering committee.  Position is 
xpected to establish vigorous funded research program and coordinate the 
dministration activities of the NARL program.
Position duties include, but are not limited to:
?Develop and maintain a robust individual faculty research program, the success 
f which will be demonstrated through acquisition of significant extramural 
upport and publication in peer-reviewed scientific journals.
Teach select science-based courses (at least one course per year) at both the 
ndergraduate and graduate level.
Support the Sloan Indigenous Partnership (SIGP) program at The University of 
ontana in identification, recruitment and retention of Indigenous graduate 
tudents in STEM disciplines.
Develop and maintain a pipeline for the SIGP program by identifying and 
ecruiting Native American undergraduate students to The University of Montana, 
ith a focus on those who qualify for undergraduate minority research and 
raining program support and fellowships in science-based programs.
Develop and maintain a set of diverse and interdisciplinary research 
pportunities for students in STEM fields (e.g., areas of study that that have 
istorically been of interest to the target population served by NARL include 
eneral biology, microbiology, biochemistry, biophysics, biomedical sciences, 
nd conservation sciences).
Establish, organize, and direct summer research experience programs for UM NARL 
nd acquire extramural funding to support such programs.
Develop and expand international research opportunities for UM NARL students.
Direct and oversee the daily activities of UM NARL.
Acquire extramural support/funding to enhance and expand UM NARL.
Develop and maintain domestic and international research collaborations with 
ther academic institutions, government entities, and private companies that 
ill enhance opportunities for NARL students and contribute to achieving the 
forementioned duties.
he successful candidate for the UM NARL director position will be expected to 
aintain a robust individual faculty research program, develop and maintain 
nterdisciplinary projects and collaborations that provide research training 
pportunities for students with different research interests, interact with the 
raduate School and multiple departments across campus to facilitate 
pportunities for Native American science students, and enhance and expand all 
spects of UM NARL activities.
The administrative appointment as NARL director will be up to 0.5 FTE within the 
raduate School, and the tenure-track faculty appointment will be at least 0.5 
TE as Assistant or Associate Professor in the Department of Biomedical and 
harmaceutical Sciences, which would welcome applications in the area of 
TEM-based health disparities research, and/or in the Division of Biological 
ciences. The locus of tenure would reside with the department(s) whose 
iscipline matches closely with that of the successful candidate.
Qualified candidates interested in a tenure-track position in other STEM-based 
epartments are also strongly encouraged to apply.
Because one of the most significant features of UM NARL, which sets it apart 
rom other minority-serving programs across the nation, is the availability of 
ulturally relevant faculty role models and mentors, qualified Native American, 
laskan Native and Native Hawaiian applicants?groups that have been 
istorically-underrepresented in all STEM disciplines?are strongly encouraged to 
pply.
HOW TO APPLY
Screening of applications will begin on October 1, 2011, and continue until 
osition is filled. Applications received after 10/1 may be considered.
Upload the following materials: *Please note: only five (5) attachments are 
llowed per application. Please combine documents accordingly.
?A letter of interest
A curriculum vita
Research plans
A brief statement of teaching methods and philosophies ?Names, addresses, and 
elephone numbers of three (3) professional references Criminal Background 
nvestigation is required prior to Offer of Employment In accordance with 
niversity policy, finalists for this position will be subject to criminal 
ackground investigations.
DA/EOE/AA/Veteran's Preference
easonable accommodations are provided in the hiring process for persons with 
isabilities. For example, this material is available in alternative format upon 
equest. As an Equal Opportunity/Affirmative Action employer, we encourage 
pplications from minorities, veterans, and women. Qualified candidates may 
equest veterans? or disabilities preference in accordance with state law.
eferences
References not listed on the application materials may be contacted; notice may 
e provided to the applicant.
esting
ndividual hiring departments at UM-M may elect to administer pre-employment 
ests, which are relevant to essential job functions
Required Skills
A robust record of teaching, service, research and scholarship.
A strong record of mentoring science students from historically 
nderrepresented groups.
An established record of successfully engaging science students from 
istorically underrepresented groups in inter-institutional and international 
esearch activity.
Ability to establish a student recruitment plan.
Demonstrated managerial, collaborative and leadership skills.
Demonstrated ability to work with diverse populations.
Demonstrated ability to teach a broad spectrum of courses within the 
pplicant's general research discipline.
A robust history of obtaining extramural research and student training support 
rom federal agencies and/or private foundations.
equired Experience
An earned doctorate (Ph.D. or D.Sci.) in a physical or natural science based 
iscipline.
ob Location
issoula, MT, US.
osition Type
ull-Time/Regular

----Original Message-----
rom: email at addthis.com [mailto:email at addthis.com] On Behalf Of 
alena.hill at umontana.edu
ent: Monday, September 12, 2011 1:56 PM
o: salena.hill at umontana.edu
ubject: University of Montana - Director, Native American Research Laboratory

https://university-montana-hr.silkroad.com/epostings/?fuseaction=app.jobinfo&jobid=216&version=1#.Tm5jx7FuL_I.email
---
his message was sent by salena.hill at umontana.edu via http://addthis.com.  
lease note that AddThis does not verify email addresses.
Make sharing easier with the AddThis Toolbar:  http://www.addthis.com/go/toolbar-em
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From mithun at LINGUISTICS.UCSB.EDU  Tue Sep 13 20:12:52 2011
From: mithun at LINGUISTICS.UCSB.EDU (Marianne Mithun)
Date: Tue, 13 Sep 2011 13:12:52 -0700
Subject: JOB: Discourse-based approaches to functional explanation for
 grammar
In-Reply-To: <6D7810BAD6CA43D830F8DDF8@[10.0.0.2]>
Message-ID: <TUE.13.SEP.2011.131252.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi Carol,

I'm just back from Ecuador, and about to leave again tomorrow at the crack 
of dawn. But I saw your message a few days ago saying where you'd sent our 
ad. It looks like I accidentally deleted it. Could you tell me again where 
you've sent the ad? (I'm already getting inquiries of the kind we've been 
talking about, from more senior people.)

Thanks,
Marianne

--On Saturday, September 10, 2011 12:52 PM -0700 Carol Genetti 
<cgenetti at LINGUISTICS.UCSB.EDU> wrote:

> ILAT readers are encouraged to apply!
>
> APOLOGIES FOR CROSS-POSTING
>
> The Linguistics Department of the University of California, Santa Barbara
> seeks to hire a specialist in discourse-based approaches to functional
> explanation for grammar. The appointment will be tenure-track at the
> Assistant Professor level, effective July 1, 2012.
>
> Candidates' research should be based on a functionally oriented,
> empirically grounded approach to discourse and grammar, addressing the
> ways
> that language use shapes linguistic structure, and making significant
> theoretical contributions to the question of why languages are as they
> are.
> Candidates will be preferred whose research addresses the multidimensional
> nature of functional explanation, integrating insights from among the
> following areas: cross-linguistic and typological approaches to functional
> explanation for grammar; semantic and pragmatic motivations for grammar;
> historical change, evolution, and grammaticization; interactional
> functions
> and sociolinguistic variation of grammar; cognitive processing of grammar;
> use of innovative methodologies, such as current techniques for
> corpus-based quantitative and qualitative analysis; work with understudied
> language(s).
>
> We are especially interested in candidates who show the ability to link
> the
> theoretical implications of their research to other subdisciplines in
> linguistics and to related fields, and to interact with colleagues and
> students across disciplinary boundaries at UCSB. Candidates must have
> demonstrated excellence in teaching, and will be expected to teach a range
> of graduate and undergraduate courses in both functional grammar and
> general linguistics.
>
> Ph.D. in linguistics or a related field is required. Ph.D. normally
> required by the time of appointment. To ensure full consideration, all
> application materials, including letters of reference, should be received
> by November 1, 2011. The position will remain open until filled.
> Applicants
> should submit the following to search at linguistics.ucsb.edu in a standard
> electronic format (preferably pdf or rtf): letter of application,
> statement
> of research interests, curriculum vitae, and 2 writing samples. Applicants
> should request 3 academic letters of reference to be sent directly to
> search at linguistics.ucsb.edu by the November 1 deadline. Applicants should
> also complete the supplemental online data form at
> http://www.linguistics.ucsb.edu/search/coversheet.html. Fax and mail
> applications not accepted. Inquiries may be addressed to the Search
> Committee at search at linguistics.ucsb.edu. Interviews will be conducted
> either via Skype video conference call or in person at the Linguistic
> Society of America annual meeting (January 5-8, 2012); either interview
> format will be considered equivalent for consideration.
>
> Our department has a genuine commitment to diversity, and is especially
> interested in candidates who can contribute to the diversity and
> excellence
> of the academic community through research, teaching and service. UCSB is
> an Equal Opportunity/Affirmative Action employer.


From huangc20 at UFL.EDU  Wed Sep 14 00:49:18 2011
From: huangc20 at UFL.EDU (Huang,Chun)
Date: Tue, 13 Sep 2011 20:49:18 -0400
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CAEx=+YL5BV340rN6P_WViHokrJzJV=3s=i92wsi9XMnWGwsFaQ@mail.gmail.com>
Message-ID: <TUE.13.SEP.2011.204918.0400.ILAT@LISTSERV.ARIZONA.EDU>

  

Thanks, Richard, 
"I think its OUR time to study the studiers, do
anthropology on the anthropologists, archaeology on the archaeologists 


linguistic studies on you "expert" linguists! Might be a new field in
and of itself --- especially within Native colleges!" 

I agree, and I
have been thinking about it. Especially now there are more and more of
us so-called "heritage linguists" (indigenous people working with their
own language/culture). We should do something... 

Jimmy 

Chun (Jimmy)
Huang 

Assistant Professor, Department of English and Applied
Linguistics 

De La Salle University - Manila 

On Tue, 13 Sep 2011
08:36:41 -0500, Richard Zane Smith wrote: 

> It was reading the book
Ishi in the 70's that sparked me and made me take notice 
> of how
anthropology,a brand new field, was studying people as rare specimens in
a dish. 
> The article is good, and it was good to hear aboriginal
people respond. 
> I'm not sure I agree with one of the last comments
quoted in the article: 
> 
> _One reason for the persistence of the
"last wild Indian" trope, __Myers speculated, is the comfort to be found
in the belief that if "the last one is gone," then "we've done our
job."_ 
> well...Though, this might have been the attitude of land
grabbing U.S. government, where any other "nation" is a threat, 
> Other
forces were at work that are STILL having a detrimental effect on our
survival as indigenous cultures. 
> One was(and is) cultural ignorance
from popular novel induced infatuation with _ "THE LAST OF....(FILL IN
THE BLANK")_ 
> feeding a kind of wistful sentimentalism that was being
applied widespread upon traditional cultures facing violent opposition

> and even extinction. "aww...the poor little indians" . 
> Feeling
pity is dangerous because it often supplants itself as a substitute for
real action. 
> "I feel sorry...therefore I'm not the oppressor , and
because i feel sorry...I've done what i can." 
> there are OTHER forces
at work on the powerful down stream flow against ALL of us working on
cultural revitalization efforts. 
> I think its OUR time to study the
studiers, do anthropology on the anthropologists, archaeology on the
archaeologists 
> linguistic studies on you "expert" linguists! Might be
a new field in and of itself --- especially within Native colleges!
> 
>
Sohahiyoh (Richard Zane Smith) 
> Wyandotte Oklahoma 
> On Tue, Sep 13,
2011 at 4:40 AM, Derksen Jacob wrote:
> 
>> Thanks for sending that
along. It was the 1978 tv movie, Ishi: Last of His Tribe, that acted as
the spark that ignited my interest in endangered languages. Just last
month I had occasion to be in San Francisco and happened to find a copy
of Theodora Kroeber's book of the same name. 
>> 
>>> Date: Mon, 12 Sep
2011 21:37:46 -0500
>>> From: cashcash at EMAIL.ARIZONA.EDU [1]
>>>
Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
link)
>> > To: ILAT at LISTSERV.ARIZONA.EDU [2] 
>> 
>>> 
>>> A century
later, Ishi still has lessons to teach
>>> 
>>> By Barry Bergman,
NewsCenter | September 12, 2011
>> > USA
>>> 
>>> BERKELEY - They came
both to bury Ishi -- at least the outdated notion
>>> of Ishi prevalent
in pop culture -- and to praise him. They came to
>>> learn from him, to
remember him not as a research subject but as a
>> > teacher, not as an
artifact of a vanishing culture but as a survivor
>>> and, as Berkeley
law professor Karen Biestman put it, "a pioneer of
>>> indigenous
intellectual property protection."
>>> 
>>> 
>> > Earl Neconie, right,
gave the morning's traditional blessing (Peg
>>> Skorpinski photos)
>>>
Joseph Myers, a School of Law graduate and lecturer in Native
American
>>> studies here, put it more simply.
>> > 
>>> "I like the
idea of celebrating Ishi," Myers said. "But let's
>>> celebrate him as a
human being. "
>>> 
>>> Access full article below:
>>>
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/ [3]
> 
> --

> 
> _"this language of mine,of yours,is who we are and who we have
been.It is where we find our stories,our lives,our ancestors;and it
should be where we find our future too" Simon Anaviapik ... Inuit_ 
>
richardzanesmith.wordpress.com [5]

  

Links:
------
[1]
mailto:cashcash at EMAIL.ARIZONA.EDU
[2]
mailto:ILAT at LISTSERV.ARIZONA.EDU
[3]
http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
[4]
mailto:jieikobu at hotmail.com
[5] http://richardzanesmith.wordpress.com
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From hardman at UFL.EDU  Wed Sep 14 01:43:24 2011
From: hardman at UFL.EDU (Dr. MJ Hardman)
Date: Tue, 13 Sep 2011 21:43:24 -0400
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <0a3619854beecbb9dcfe75772869191a@ufl.edu>
Message-ID: <TUE.13.SEP.2011.214324.0400.ILAT@LISTSERV.ARIZONA.EDU>

I do agree, and in this case I would be one of the ?studied?.  Way back when
half a century ago in Bolivia I had students studying the pace?os (?white?
folk with power), both Aymara and others to give the Aymara knowledge to
cope with such people.  It didn?t get very far, but there was some good that
came from it.  I wish it could have been able to continue.  That is a little
different from what you are suggesting, but in the same line ? who studies
and who is studied.  MJ

On 9/13/11 8:49 PM, "Huang,Chun" <huangc20 at UFL.EDU> wrote:

> Thanks, Richard,
> 
> "I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and of
> itself --- especially within Native colleges!"
> 
> I agree, and I have been thinking about it. Especially now there are more and
> more of us so-called "heritage linguists" (indigenous people working with
> their own language/culture). We should do something...
> 
>  
> 
> Jimmy
> 
>  
> 
> Chun (Jimmy) Huang
> 
> Assistant Professor, Department of English and Applied Linguistics
> 
> De La Salle University - Manila
> 
> On Tue, 13 Sep 2011 08:36:41 -0500, Richard Zane Smith wrote:
>> 
>> It was reading the book Ishi in the 70's that sparked me and made me take
>> notice
>> of how anthropology,a brand new field, was studying people as rare specimens
>> in a dish.
>> The article is good, and it was good to hear aboriginal people respond.
>> I'm not sure I agree with one of the last comments quoted in the article:
>> One reason for the persistence of the ?last wild Indian? trope, Myers
>> speculated, is the comfort to be found in the belief that if ?the last one is
>> gone,? then ?we?ve done our job.?
>> 
>> well...Though, this might have been the attitude of land grabbing U.S.
>> government, where any other "nation" is a threat,
>> Other forces were at work that are STILL having a detrimental effect on our
>> survival as indigenous cultures.
>> One was(and is) cultural ignorance from popular novel induced infatuation
>> with   "the last of....(fill in the blank")
>> feeding a kind of wistful sentimentalism that was being applied widespread
>> upon traditional cultures facing violent opposition
>> and even extinction. "aww...the poor little indians" .
>> Feeling pity is dangerous because it often supplants itself as a substitute
>> for real action.
>> "I feel sorry...therefore I'm not the oppressor , and because i feel
>> sorry...I've done what i can."
>> 
>> there are OTHER forces at work on the powerful down stream flow against ALL
>> of us working on cultural revitalization efforts.
>> I think its OUR time to study the studiers, do anthropology on the
>> anthropologists, archaeology on the archaeologists
>> linguistic studies on you "expert" linguists!   Might be a new field in and
>> of itself --- especially within Native colleges!
>> Sohahiyoh (Richard Zane Smith)
>> Wyandotte Oklahoma
>> On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com> wrote:
>>> Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
>>> Tribe, that acted as the spark that ignited my interest in endangered
>>> languages. Just last month I had occasion to be in San Francisco and
>>> happened to find a copy of Theodora Kroeber's book of the same name.
>>>   
>>>> > Date: Mon, 12 Sep 2011 21:37:46 -0500
>>>> > From: cashcash at EMAIL.ARIZONA.EDU
>>>> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
>>>> link)
>>>>  > To: ILAT at LISTSERV.ARIZONA.EDU
>>> 
>>>> > 
>>>> > A century later, Ishi still has lessons to teach
>>>> > 
>>>> > By Barry Bergman, NewsCenter | September 12, 2011
>>>>  > USA
>>>> > 
>>>> > BERKELEY - They came both to bury Ishi ? at least the outdated notion
>>>> > of Ishi prevalent in pop culture ? and to praise him. They came to
>>>> > learn from him, to remember him not as a research subject but as a
>>>>  > teacher, not as an artifact of a vanishing culture but as a survivor
>>>> > and, as Berkeley law professor Karen Biestman put it, ?a pioneer of
>>>> > indigenous intellectual property protection.?
>>>> > 
>>>> > 
>>>>  > Earl Neconie, right, gave the morning's traditional blessing (Peg
>>>> > Skorpinski photos)
>>>> > Joseph Myers, a School of Law graduate and lecturer in Native American
>>>> > studies here, put it more simply.
>>>>  > 
>>>> > ?I like the idea of celebrating Ishi,? Myers said. ?But let?s
>>>> > celebrate him as a human being. ?
>>>> > 
>>>> > Access full article below:
>>>> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>> 

Dr. MJ Hardman
Professor of Linguistics and Anthropology
Department of Linguistics
University of Florida, Gainesville, Florida
Doctora Honoris Causa UNMSM, Lima, Per?
website:  http://grove.ufl.edu/~hardman/ 

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From cashcash at EMAIL.ARIZONA.EDU  Wed Sep 14 14:00:16 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 14 Sep 2011 09:00:16 -0500
Subject: headlines...
Message-ID: <WED.14.SEP.2011.090016.0500.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

The day before yesterday, there were headlines in the local Quito,
Ecuador newspaper El Comercio that read:

Lunas 12 de septiembre
Lenguas en peligro de extinci?n

Myself, Marianne Mithun (UC Santa Barbara), and Armin Schwegler (UC
Irvine) were mentioned by name.  This is in reference to the recent
Foundation for Endangered Languages XV Annual Conference that was held
at Pontificia Universidad Cat?lica del Ecuador in Quito, Sept 7-10,
2011.

>From Quito,
Phil Cash Cash


From rzs at WILDBLUE.NET  Wed Sep 14 18:59:21 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Wed, 14 Sep 2011 13:59:21 -0500
Subject: A century later, Ishi still has lessons to teach (fwd link)
In-Reply-To: <CA957EFC.C213%hardman@ufl.edu>
Message-ID: <WED.14.SEP.2011.135921.0500.ILAT@LISTSERV.ARIZONA.EDU>

Nice to hear from you MJ
yours sounds like a great idea too...
lets view the " studier" through our own lenses and make our own conclusions
about what kind of creature must gather and file so much information, often
so far from home where family and relatives are.

So often i've heard "outsiders" make the classic assumptions that average
school acquired knowledge equals universal truth.  eg.  *"....so when you
people came over on the land bridge, this was at a time...."*
and i stop them and say...*"uh, remember, that is YOUR creation story...but
its not ours."*

should we assume there is ONE SIZE FITS ALL creation story?
anthropologists say we have constantly revised ours by outside influences.
well ... it seems science is always revising its own creation stories as
well.

-richard



On Tue, Sep 13, 2011 at 8:43 PM, Dr. MJ Hardman <hardman at ufl.edu> wrote:

>  I do agree, and in this case I would be one of the ?studied?.  Way back
> when half a century ago in Bolivia I had students studying the pace?os
> (?white? folk with power), both Aymara and others to give the Aymara
> knowledge to cope with such people.  It didn?t get very far, but there was
> some good that came from it.  I wish it could have been able to continue.
>  That is a little different from what you are suggesting, but in the same
> line ? who studies and who is studied.  MJ
>
>
> On 9/13/11 8:49 PM, "Huang,Chun" <huangc20 at UFL.EDU> wrote:
>
> Thanks, Richard,
>
> "I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and
> of itself --- especially within Native colleges!"
>
> I agree, and I have been thinking about it. Especially now there are more
> and more of us so-called "heritage linguists" (indigenous people working
> with their own language/culture). We should do something...
>
>
>
> Jimmy
>
>
>
> Chun (Jimmy) Huang
>
> Assistant Professor, Department of English and Applied Linguistics
>
> De La Salle University - Manila
>
> On Tue, 13 Sep 2011 08:36:41 -0500, Richard Zane Smith wrote:
>
>
> It was reading the book Ishi in the 70's that sparked me and made me take
> notice
> of how anthropology,a brand new field, was studying people as rare
> specimens in a dish.
> The article is good, and it was good to hear aboriginal people respond.
> I'm not sure I agree with one of the last comments quoted in the article:
> *One reason for the persistence of the ?last wild Indian? trope, Myers
> speculated, is the comfort to be found in the belief that if ?the last one
> is gone,? then ?we?ve done our job.?
> *
> well...Though, this might have been the attitude of land grabbing U.S.
> government, where any other "nation" is a threat,
> Other forces were at work that are STILL having a detrimental effect on our
> survival as indigenous cultures.
> One was(and is) cultural ignorance from popular novel induced infatuation
> with  * "the last of....(fill in the blank")
> *feeding a kind of wistful sentimentalism that was being applied
> widespread upon traditional cultures facing violent opposition
> and even extinction. "aww...the poor little indians" .
> Feeling pity is dangerous because it often supplants itself as a substitute
> for real action.
> "I feel sorry...therefore I'm not the oppressor , and because i feel
> sorry...I've done what i can."
>
> there are OTHER forces at work on the powerful down stream flow against ALL
> of us working on cultural revitalization efforts.
> I think its OUR time to study the studiers, do anthropology on the
> anthropologists, archaeology on the archaeologists
> linguistic studies on you "expert" linguists!   Might be a new field in and
> of itself --- especially within Native colleges!
> Sohahiyoh (Richard Zane Smith)
> Wyandotte Oklahoma
> On Tue, Sep 13, 2011 at 4:40 AM, Derksen Jacob <jieikobu at hotmail.com>
> wrote:
>
> Thanks for sending that along. It was the 1978 tv movie, Ishi: Last of His
> Tribe, that acted as the spark that ignited my interest in endangered
> languages. Just last month I had occasion to be in San Francisco and
> happened to find a copy of Theodora Kroeber's book of the same name.
>
> > Date: Mon, 12 Sep 2011 21:37:46 -0500
> > From: cashcash at EMAIL.ARIZONA.EDU
> > Subject: [ILAT] A century later, Ishi still has lessons to teach (fwd
> link)
>  > To: ILAT at LISTSERV.ARIZONA.EDU
>
> >
> > A century later, Ishi still has lessons to teach
> >
> > By Barry Bergman, NewsCenter | September 12, 2011
>  > USA
> >
> > BERKELEY - They came both to bury Ishi ? at least the outdated notion
> > of Ishi prevalent in pop culture ? and to praise him. They came to
> > learn from him, to remember him not as a research subject but as a
>  > teacher, not as an artifact of a vanishing culture but as a survivor
> > and, as Berkeley law professor Karen Biestman put it, ?a pioneer of
> > indigenous intellectual property protection.?
> >
> >
>  > Earl Neconie, right, gave the morning's traditional blessing (Peg
> > Skorpinski photos)
> > Joseph Myers, a School of Law graduate and lecturer in Native American
> > studies here, put it more simply.
>  >
> > ?I like the idea of celebrating Ishi,? Myers said. ?But let?s
> > celebrate him as a human being. ?
> >
> > Access full article below:
> > http://newscenter.berkeley.edu/2011/09/12/century-of-ishi/
>
>
>
> Dr. MJ Hardman
> Professor of Linguistics and Anthropology
> Department of Linguistics
> University of Florida, Gainesville, Florida
> Doctora Honoris Causa UNMSM, Lima, Per?
> website:  http://grove.ufl.edu/~hardman/
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 02:14:25 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 14 Sep 2011 21:14:25 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
Message-ID: <WED.14.SEP.2011.211425.0500.ILAT@LISTSERV.ARIZONA.EDU>

Berenstain Bears now speaking endangered language

By JAMES MacPHERSON, Associated Press
Wednesday, September 14, 2011

Papa Bear, Mama Bear and their cubs have helped children curb
junk-food addictions and organize messy rooms for half a century. Now,
from their tree house in idyllic Bear Country, the beloved Berenstain
Bears are helping revive an endangered American Indian language.

Access full article below:
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL


From rzs at WILDBLUE.NET  Thu Sep 15 14:55:16 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 15 Sep 2011 09:55:16 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CACL86RxM-T2mQArXnq-HTrO2-BArkR0VQV9Dznm2NQc=4boQLg@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.095516.0500.ILAT@LISTSERV.ARIZONA.EDU>

I'm going to be raw here....

this borrowing from outsider cultural icons is ...ok...if its only a
kickstart.
but I think Native people can do ALOT better than borrowing Bernstain Bears
or little kitty or whatever

Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
convey Hopi thought.
Amazing Grace sung in Wyandot might be beautiful...but its not
representative of Wyandot thought.

We have our OWN artists,
Where are our OWN writers? with our OWN songs? our own icons? based in our
OWN cultural perspectives?
Is reviving language and culture simply coming up with our own "copycat"
version of pop. society icons?

THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
THEY have a cool gang-banger cap...now we have a cool NDN version of the
same.
THEY have a cool award ceremonies...now WE have our version, an NDN award
ceremonies.

If the nations are looking to Indigenous people to be leaders towards a
sustainable future
why (with all the creative people we have) are we slipping into being
imitators and *followers* ?

sorry, i have heard alot of reasons given...just haven't heard many good
ones
to explain why WE aren't cutting edge ourselves.
just had to get that out..hope i didn't make anyone TOO mad.

-Richard
Wyandotte Oklahoma



On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Berenstain Bears now speaking endangered language
>
> By JAMES MacPHERSON, Associated Press
> Wednesday, September 14, 2011
>
> Papa Bear, Mama Bear and their cubs have helped children curb
> junk-food addictions and organize messy rooms for half a century. Now,
> from their tree house in idyllic Bear Country, the beloved Berenstain
> Bears are helping revive an endangered American Indian language.
>
> Access full article below:
>
> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From hardman at UFL.EDU  Thu Sep 15 15:03:47 2011
From: hardman at UFL.EDU (Dr. MJ Hardman)
Date: Thu, 15 Sep 2011 11:03:47 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.110347.0400.ILAT@LISTSERV.ARIZONA.EDU>

I do so agree and had have endless arguments with the Ministry of Education
that only translated works be used in the schools!  I have done my level
best to provide texts originally recorded fro native speakers as long as 50
years ago, from people born in the 19th century, but they want what you
describe below.  I now have online 160 texts in Jaqaru and 110 in Kawki that
can be used in the schools, as well as some 50 primers I did earlier.
Translations must NOT be used.  In the workshops the teachers had to write
original materials, which are also on the internet.  There IS original
material, Min Ed, please, please listen.

Thanks for this post.  You pushed one of my buttons.  MJ

On 9/15/11 10:55 AM, "Richard Zane Smith" <rzs at WILDBLUE.NET> wrote:

> I'm going to be raw here....
> 
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears or
> little kitty or whatever?
> 
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't convey
> Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not representative
> of Wyandot thought.
> 
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our OWN
> cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
> ?
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
> 
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and?followers ?
> 
> sorry, i have heard alot of reasons given...just haven't heard many good ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
> 
> -Richard
> Wyandotte Oklahoma
> 
> 
> 
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash
> <cashcash at email.arizona.edu> wrote:
>> Berenstain Bears now speaking endangered language
>> 
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>> 
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>> 
>> Access full article below:
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D
>> 95.DTL
> 
> 

Dr. MJ Hardman
Professor of Linguistics and Anthropology
Department of Linguistics
University of Florida, Gainesville, Florida
Doctora Honoris Causa UNMSM, Lima, Per?
website:  http://grove.ufl.edu/~hardman/ 

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From dpete at EMAIL.ARIZONA.EDU  Thu Sep 15 15:11:31 2011
From: dpete at EMAIL.ARIZONA.EDU (Donovan Pete)
Date: Thu, 15 Sep 2011 09:11:31 -0600
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.091131.0600.ILAT@LISTSERV.ARIZONA.EDU>

I think a lot of times, we need a will to push us to want to innovate
ourselves.  With the all the items you listed, it can be done, we just need
to find a way to focus that desire and distributing the need to push our
cultures.  I am Navajo and I have had this idea to shot a short film, I want
the dialogue entirely in Navajo and a bit of a love story but focusing on
the Navajo culture.

I think the reason that many are replicating mainstream/popular songs is
that its easy to do and you can easily incorporate respective languages.  It
would be great to see artists step up and do original works but
unfortunately we have that mind set of what benefits us, it use to be that
we can easily share but everyone wants credit for the work.  I think once we
begin to realize the endless potential to utilize our voices and use it
well, we can do so much and have so much power onto ourselves.

I would like to think the Berenstain Bears using an indigenous language is a
bit of a wake up call for all of us to teach the younger generation and show
the importance of our respective cultures, education is key and we are
lifelong learners, no matter if we are done with the formal, we still have
much to learn on our own.

Just my two cents.

Donovan

On Thu, Sep 15, 2011 at 8:55 AM, Richard Zane Smith <rzs at wildblue.net>wrote:

> I'm going to be raw here....
>
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears
> or little kitty or whatever
>
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
> convey Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not
> representative of Wyandot thought.
>
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our
> OWN cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
>
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee
> shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the
> same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
>
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and *followers* ?
>
> sorry, i have heard alot of reasons given...just haven't heard many good
> ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
>
> -Richard
> Wyandotte Oklahoma
>
>
>
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
> cashcash at email.arizona.edu> wrote:
>
>> Berenstain Bears now speaking endangered language
>>
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>>
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>>
>> Access full article below:
>>
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>>
>
>
>
> --
> *"this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too"   Simon Anaviapik ... Inuit*
>
> richardzanesmith.wordpress.com
>
>


-- 
Donovan Pete
Graduate Candidate, Information Resources & Library Science
Portfolio: http://donovanpete.com
SIRLS Portfolio: http://u.arizona.edu/~dpete
505.979.0459
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From tdc.aaia at VERIZON.NET  Thu Sep 15 15:27:10 2011
From: tdc.aaia at VERIZON.NET (Tammy DeCoteau)
Date: Thu, 15 Sep 2011 10:27:10 -0500
Subject: Bears
Message-ID: <THU.15.SEP.2011.102710.0500.ILAT@LISTSERV.ARIZONA.EDU>

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From mikinakn at SHAW.CA  Thu Sep 15 18:18:17 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 15 Sep 2011 14:18:17 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CAEx=+YJcBgx=fcVPA7gdcNRvrbzrBBZbtb-xo9V-OiY8r-Rk4A@mail.gmail.com>
Message-ID: <THU.15.SEP.2011.141817.0400.ILAT@LISTSERV.ARIZONA.EDU>

Richard...thanks for expressing your thoughts on this 'dicey' subject
honestly and emphatically. I agree with all you have said and suggested.
Most often, our languages twist Western culture into a form which expresses
Western thought and culture...not the culture and ways of the people of that
language. I have often referred to it as the 'glass slipper syndrome' where
the language and culture of a people is squeezed into a format that just
does not fit and probably never will until we have chopped and butchered it
into the 'correct' shape for any intelligible language..in most cases
English and much like Cinderella's step sisters an crone mother. The process
contains the same authoritative forms used in standard education systems and
methodologies which are destructive to indigenous language and culture. Our
ability to raise our generations into our culture and language has been
usurped by the educational institutions and infra structures which support
it from childhood to Hollywood.
 
Some years ago, a political organization supposedly representative of the
people, decided to develop a translation unit which would translate
government information and policies into the 'people's' language. In
visiting the communities and speaking with the people, they expressed the
situation pretty emphatically. They suggested, and this was par for all the
communities, that the people know the words and understand the words but
when it is all put together none of it made any sense. In this situation,
the non indigenous world in company with the indigenous organization
supposedly representing them, were collectively changing the language and
culture of the people. Metaphorically, everything was travelling in the
wrong direction. The organization was set up to represent 'the indigenous
peoples' to foreign governments but were, however, representing the
government into the peoples and their communities.
 
One of the barriers, as I see it, and a major one is the development of an
infrastructure which will qualify our indigenous peoples to do what we
'need' done and do it in 'our' way. Prior to 1492, we were not self
destructive.
 
Every one's comments are very interesting and appreciated. We need this
level of discussion at our levels of involvement. 
 
-------
wahjen
rolland nadjiwon
___________________________________________
The government cannot give to anyone anything it has not first taken from
someone else....
 

  _____  

From:  On Behalf Of Richard Zane Smith
Sent: September-15-11 10:55 AM
To:  
Subject: Re: [ILAT] Berenstain Bears now speaking endangered language (fwd
link)


I'm going to be raw here.... 

this borrowing from outsider cultural icons is ...ok...if its only a
kickstart.
but I think Native people can do ALOT better than borrowing Bernstain Bears
or little kitty or whatever 

Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
convey Hopi thought.
Amazing Grace sung in Wyandot might be beautiful...but its not
representative of Wyandot thought.


We have our OWN artists,
Where are our OWN writers? with our OWN songs? our own icons? based in our
OWN cultural perspectives?
Is reviving language and culture simply coming up with our own "copycat"
version of pop. society icons?
 
THEY have a cool teeshirt...now WE have a cool NDN version of the tee shirt.
THEY have a cool gang-banger cap...now we have a cool NDN version of the
same.
THEY have a cool award ceremonies...now WE have our version, an NDN award
ceremonies.

If the nations are looking to Indigenous people to be leaders towards a
sustainable future
why (with all the creative people we have) are we slipping into being
imitators and followers ?

sorry, i have heard alot of reasons given...just haven't heard many good
ones
to explain why WE aren't cutting edge ourselves.
just had to get that out..hope i didn't make anyone TOO mad.

-Richard
Wyandotte Oklahoma



On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash
<cashcash at email.arizona.edu> wrote:


Berenstain Bears now speaking endangered language

By JAMES MacPHERSON, Associated Press
Wednesday, September 14, 2011

Papa Bear, Mama Bear and their cubs have helped children curb
junk-food addictions and organize messy rooms for half a century. Now,
from their tree house in idyllic Bear Country, the beloved Berenstain
Bears are helping revive an endangered American Indian language.

Access full article below:
http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045
D95.DTL





-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

richardzanesmith.wordpress.com

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3897 - Release Date: 09/14/11

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From mikinakn at SHAW.CA  Thu Sep 15 18:22:13 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Thu, 15 Sep 2011 14:22:13 -0400
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <CA978C13.C25E%hardman@ufl.edu>
Message-ID: <THU.15.SEP.2011.142213.0400.ILAT@LISTSERV.ARIZONA.EDU>

Dr. Hardman, I know that button...I probably got it from the same
distributors  :)
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Dr. MJ Hardman
Sent: September-15-11 11:04 AM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Berenstain Bears now speaking endangered language (fwd
link)


I do so agree and had have endless arguments with the Ministry of Education
that only translated works be used in the schools!  I have done my level
best to provide texts originally recorded fro native speakers as long as 50
years ago, from people born in the 19th century, but they want what you
describe below.  I now have online 160 texts in Jaqaru and 110 in Kawki that
can be used in the schools, as well as some 50 primers I did earlier.
Translations must NOT be used.  In the workshops the teachers had to write
original materials, which are also on the internet.  There IS original
material, Min Ed, please, please listen.

Thanks for this post.  You pushed one of my buttons.  MJ
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From rzs at WILDBLUE.NET  Thu Sep 15 21:34:53 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 15 Sep 2011 16:34:53 -0500
Subject: Berenstain Bears now speaking endangered language (fwd link)
In-Reply-To: <E5FE729ECFE3474C90BECBCBA842D3D8@RolandHP>
Message-ID: <THU.15.SEP.2011.163453.0500.ILAT@LISTSERV.ARIZONA.EDU>

good insights there Rolland,
bloody glass slipper and all...(when visiting Grimms ... do as the
Grimms...)
but really thinking about the part where "correct words" used to interpret
some foreign concept into the peoples language
is still gibberish or word stacking because the indigenous paradigm for
seeing the world is sacrificed in the process.

What if every culture in the world was asked to write their word for "green"
?
well thats very problematic,as some of our concepts about *color* are VERY
different
and it would be meaningless to try to stack up a list of sounds to describe
an english equivalent for  "green" .

Why would we want a Berenstain Bear,now talking Portuguese ,now talking
Inupiat ,now talking Pashtun, now Wyandot,now Mandarin ?
We have our OWN BEAR stories! In fact we have some wonderful bear stories
and quite the characters too.
I use raccoon and fox puppets to teach children because they are in our
stories, and they are LOVED by the kids.
we didn't have to raid sesame street...we have our own!

there is a problem if we approach education as * "lets try to make it cool
to win kids" * because kids are smarter than that.
If whats being taught is *cool* to the teacher, and the teacher is *
passionate *about the subject and loves the kids, it becomes cool to the
students.
as a teen I hated it when grown-ups tried to act like my age group to "talk
on the same level" (gag) few of us wanted to stay on that level anyway...

-richard

On Thu, Sep 15, 2011 at 1:18 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:

> **
> Richard...thanks for expressing your thoughts on this 'dicey' subject
> honestly and emphatically. I agree with all you have said and suggested.
> Most often, our languages twist Western culture into a form which expresses
> Western thought and culture...not the culture and ways of the people of that
> language. I have often referred to it as the 'glass slipper syndrome' where
> the language and culture of a people is squeezed into a format that just
> does not fit and probably never will until we have chopped and butchered it
> into the 'correct' shape for any intelligible language..in most
> cases English and much like Cinderella's step sisters an crone mother. The
> process contains the same authoritative forms used in standard education
> systems and methodologies which are destructive to indigenous language and
> culture. Our ability to raise our generations into our culture and language
> has been usurped by the educational institutions and infra structures which
> support it from childhood to Hollywood.
>
> Some years ago, a political organization supposedly representative of the
> people, decided to develop a translation unit which would translate
> government information and policies into the 'people's' language. In
> visiting the communities and speaking with the people, they expressed the
> situation pretty emphatically. They suggested, and this was par for all the
> communities, that the people know the words and understand the words but
> when it is all put together none of it made any sense. In this
> situation, the non indigenous world in company with the indigenous
> organization supposedly representing them, were collectively changing the
> language and culture of the people. Metaphorically, everything was
> travelling in the wrong direction. The organization was set up to represent
> 'the indigenous peoples' to foreign governments but were, however,
> representing the government into the peoples and their communities.
>
> One of the barriers, as I see it, and a major one is the development of an
> infrastructure which will qualify our indigenous peoples to do what we
> 'need' done and do it in 'our' way. Prior to 1492, we were not self
> destructive.
>
> Every one's comments are very interesting and appreciated. We need this
> level of discussion at our levels of involvement.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> The government cannot give to anyone anything it has not first taken from
> someone else....
>
>
>  ------------------------------
>  *From:*  *On Behalf Of *Richard Zane Smith
> *Sent:* September-15-11 10:55 AM
> *To:*
> *Subject:* Re: [ILAT] Berenstain Bears now speaking endangered language
> (fwd link)
>
> I'm going to be raw here....
>
> this borrowing from outsider cultural icons is ...ok...if its only a
> kickstart.
> but I think Native people can do ALOT better than borrowing Bernstain Bears
> or little kitty or whatever
>
> Three Blind Mice sung in Hopi might be cute...but its not Hopi doesn't
> convey Hopi thought.
> Amazing Grace sung in Wyandot might be beautiful...but its not
> representative of Wyandot thought.
>
> We have our OWN artists,
> Where are our OWN writers? with our OWN songs? our own icons? based in our
> OWN cultural perspectives?
> Is reviving language and culture simply coming up with our own "copycat"
> version of pop. society icons?
>
> THEY have a cool teeshirt...now WE have a cool NDN version of the tee
> shirt.
> THEY have a cool gang-banger cap...now we have a cool NDN version of the
> same.
> THEY have a cool award ceremonies...now WE have our version, an NDN award
> ceremonies.
>
> If the nations are looking to Indigenous people to be leaders towards a
> sustainable future
> why (with all the creative people we have) are we slipping into being
> imitators and *followers* ?
>
> sorry, i have heard alot of reasons given...just haven't heard many good
> ones
> to explain why WE aren't cutting edge ourselves.
> just had to get that out..hope i didn't make anyone TOO mad.
>
> -Richard
> Wyandotte Oklahoma
>
>
>
> On Wed, Sep 14, 2011 at 9:14 PM, Phillip E Cash Cash <
> cashcash at email.arizona.edu> wrote:
>
>> Berenstain Bears now speaking endangered language
>>
>> By JAMES MacPHERSON, Associated Press
>> Wednesday, September 14, 2011
>>
>> Papa Bear, Mama Bear and their cubs have helped children curb
>> junk-food addictions and organize messy rooms for half a century. Now,
>> from their tree house in idyllic Bear Country, the beloved Berenstain
>> Bears are helping revive an endangered American Indian language.
>>
>> Access full article below:
>>
>> http://www.sfgate.com/cgi-bin/article.cgi?f=/n/a/2011/09/14/national/a003045D95.DTL
>>
>
>
>
> --
>  *"this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too"   Simon Anaviapik ... Inuit*
>
> richardzanesmith.wordpress.com
>
> ------------------------------
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3897 - Release Date: 09/14/11
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 23:18:42 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 15 Sep 2011 18:18:42 -0500
Subject: Saving Warrungu (fwd link)
Message-ID: <THU.15.SEP.2011.181842.0500.ILAT@LISTSERV.ARIZONA.EDU>

17 September 2011
AUS

Saving Warrungu

LISTEN NOW [media link]

In the early 1970s on Palm Island in north Queensland, there was an
extraordinary cultural exchange - between an Aboriginal elder, Alf
Palmer, and a masters student from Japan.

Alf Palmer was the last native speaker of the Warrungu language.

Access full article/media link below:
http://www.abc.net.au/rn/awaye/stories/2011/3318759.htm


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 15 23:21:41 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 15 Sep 2011 18:21:41 -0500
Subject: Tribal college president to talk on Native languages (fwd link)
Message-ID: <THU.15.SEP.2011.182141.0500.ILAT@LISTSERV.ARIZONA.EDU>

Tribal college president to talk on Native languages
UM Native language teachers anticipate helpful advice

By Tom Holm
Published: Thursday, September 15, 2011
USA

Richard Littlebear and others are fighting an uphill battle. It's a
struggle against traditional English curriculum ? an effort to
preserve the stories of Native American cultures.

Littlebear, a Cheyenne speaker and president of Chief Dull Knife
College, said Native languages are important conversational tools and
can teach about traditional tribal life. He will be visiting the
University of Montana Thursday to speak about the struggles of finding
ways to teach in a dual-language context, the historical importance of
preserving native languages and the necessity of bilingualism.

"One of the obstacles to teaching Native languages are parents who may
have bought into thinking that English is the only way," he said.

Access full article below:
http://www.montanakaimin.com/news/tribal-college-president-to-talk-on-native-languages-1.2591938


From clairebowern at GMAIL.COM  Fri Sep 16 14:04:03 2011
From: clairebowern at GMAIL.COM (Claire Bowern)
Date: Fri, 16 Sep 2011 10:04:03 -0400
Subject: Bears
In-Reply-To: <150225645.775649.1316100430154.JavaMail.root@vms183.mailsrvcs.net>
Message-ID: <FRI.16.SEP.2011.100403.0400.ILAT@LISTSERV.ARIZONA.EDU>

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for the local school by having the children dress up and play the parts of the characters. The older ones get involved as narrators and scene design and the younger ones play the characters. They've acted out the stories at school assemblies and videoed, and photos are taken which are then made into books. It's certainly not the same as animation but everyone got really into it, and it was lovely for the elders to see the stories come alive with the kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings about it.  
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.  Each story teaches a different value (show respect, help others, etc.) and they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who knows, though, how long those stories are going to sit in my desk drawer.  Once I talked with an animation company and do to a few minutes it was $60,000.00.  
> 
> We have always felt that anything in the language is beneficial.  Perhaps it will create the spark in someone to become passionate about their language.  
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire


From irahiv at YAHOO.COM  Fri Sep 16 15:07:01 2011
From: irahiv at YAHOO.COM (Julian Lang)
Date: Fri, 16 Sep 2011 08:07:01 -0700
Subject: Bears
In-Reply-To: <66AA2F4B-4756-44BE-8BF5-6B708DCB3011@gmail.com>
Message-ID: <FRI.16.SEP.2011.080701.0700.IRAHIV@YAHOO.COM>

There are several types of animation. And there is a wide range of digital animation tools. So there are many questions to be answered initially. How do you folks want the animated story to look like exactly? Animated still images, cell animation, stop-frame? What I've discovered about animation as a Native language person and as an animator is that animation is incredibly labor intensive. And it can easily be pricey, If you asked to animate all of the stories, it can easily cost you 60K. Perhaps 1 at a time?

Julian Lang
California

________________________________
From: Claire Bowern <clairebowern at GMAIL.COM>
To: ILAT at LISTSERV.ARIZONA.EDU
Sent: Friday, September 16, 2011 7:04 AM
Subject: Re: [ILAT] Bears

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for the local school by having the children dress up and play the parts of the characters. The older ones get involved as narrators and scene design and the younger ones play the characters. They've acted out the stories at school assemblies and videoed, and photos are taken which are then made into books. It's certainly not the same as animation but everyone got really into it, and it was lovely for the elders to see the stories come alive with the kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings about it.? 
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.? Each story teaches a different value (show respect, help others, etc.) and they feature a Turtle and a Dragonfly.? These are meant to be animated.? Who knows, though, how long those stories are going to sit in my desk drawer.? Once I talked with an animation company and do to a few minutes it was $60,000.00.? 
> 
> We have always felt that anything in the language is beneficial.? Perhaps it will create the spark in someone to become passionate about their language.? 
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire
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From PerezBaezG at SI.EDU  Fri Sep 16 15:20:32 2011
From: PerezBaezG at SI.EDU (Perez-Baez, Gabriela)
Date: Fri, 16 Sep 2011 11:20:32 -0400
Subject: Job Opening: Recovering Voices Program Manager
In-Reply-To: <ILAT%201109160007596635.0076@LISTSERV.ARIZONA.EDU>
Message-ID: <FRI.16.SEP.2011.112032.0400.ILAT@LISTSERV.ARIZONA.EDU>

Recovering Voices Program Manager (IS-301-12, $74,872)
Department of Anthropology, National Museum of Natural History, Smithsonian Institution
We are seeking a program manager for Recovering Voices, an interdisciplinary Smithsonian program that is working with communities to document and sustain endangered languages and knowledge.
The Recovering Voices program manager, based at the National Museum of Natural History in Washington, DC, will be responsible for the overall management and administration of the program through planning projects, workshops, symposia, conferences, outreach (including website development), budget and fundraising/ development activities.  In tandem with the Recovering Voices team, the program manager will create long-term partnerships with communities world-wide and will foster collaborations built upon community engagement. The Smithsonian's linguistic, pictorial, photographic, and film holdings of the National Anthropological Archives, the Film Archives and the museum's object collections are essential to this endeavor
The ideal candidate will have a background (Ph.D. preferred) in anthropology, linguistics, human geography or related fields, with an emphasis on interdisciplinary approaches to language endangerment or endangered knowledge systems.  Experience in successful grant writing and/or fundraising is sought.  Frequent domestic and international travel will be necessary.
This position is a non-federal, two-year term, trust-funded position with benefits.  In addition to the standard cv/resume data, please include three writing samples (e.g., grant proposals, journal articles), supervisor's name/phone number, starting/ending dates of jobs (mo./yr.), average number of hours worked per week, salary, country of citizenship, transcripts and whether we may contact your current supervisor.
Deadline: October 14, 2011
 Send your cv/resume to:  Laurie Burgess, Associate Chair, Department of Anthropology, NMNH, MRC 112, P.O. Box 37012, Washington, DC 20013-7012, burgessL at si.edu.  Electronic submissions acceptable.


From rtroike at EMAIL.ARIZONA.EDU  Fri Sep 16 16:41:43 2011
From: rtroike at EMAIL.ARIZONA.EDU (Rudy Troike)
Date: Fri, 16 Sep 2011 09:41:43 -0700
Subject: Berenstain Bears now speaking endangered language
Message-ID: <FRI.16.SEP.2011.094143.0700.ILAT@LISTSERV.ARIZONA.EDU>

I strongly agree with Richard and MJ -- the cultural capital of native groups
is eroded and obliterated by this pernicious process. At a more subtle level,
translation can change native mental categorizations even without people being
aware of it. Some years ago I was working with teams in Guatemala developing
materials in four Mayan languages for the national bilingual program. To keep
the curriculum parallel, so that native students would not be behind Spanish
speaking children, the math textbooks in Spanish were being translated into the
native languages. Crucially, in the introduction to sets, the translators were
simply taking the Spanish categories (e.g., 'bush:tree') and substituting Mayan
equivalents. On the surface, this might seem innocuous, but on questioning the
translators, I found that the Spanish distinctions did not always correspond
1:1 with native categories, so I suggested, to their surprise, that they NOT
simply translate the Spanish categories, but examine their languages to look
for native categories that the children could conceptually relate to.

To repeat my favorite story from Barney Old Coyote, he visited a THIRD GRADE
class with both Crow and Anglo children, and found that the Crow children were
performing miserably on simple addition problems of apples and oranges. He
asked the teacher if he could take over the class for a short while, and began
proposing probability problems based on the hand ball game. The Crow students
astounded their peers (and the teacher, who considered them hopeless) by
computing the answers at amazing speed. They showed that they were masters of
CULTURALLY RELEVANT MATH, far beyond the level of math taught in the school.

  Rudy

  Rudy Troike
  Tucson, AZ


From bernisantamaria at GMAIL.COM  Fri Sep 16 18:54:48 2011
From: bernisantamaria at GMAIL.COM (BSantaMaria)
Date: Fri, 16 Sep 2011 11:54:48 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAMrsiFzteQeJHW_NbxMfKeGTUEA6_EMdd43M+fZmWoz4NRJ41w@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.115448.0700.ILAT@LISTSERV.ARIZONA.EDU>

Ms. Penfield:

Have a question for possible grant applic to DEL next year--we've been
working on Apache place-names for the Western Apache reservations in AZ for
a couple of years without any grant funding but now find a need since the
areas we are going to focus on are very large reservation areas & will need
additional resources, etc.

My question is if you think it would be feasible for us to submit a grant
application to conduct fieldwork on gathering place-names utilizing elder
consultants (will need stipends), some current staff (can we use part of
salaries as In-Kind contribution?), & additional staff as needed?  The main
goal is to revitalize & maintain the Apache place names for use by future
generations, for teaching tools in local classrooms, develop maps, etc. (in
a nutshell) although proposal not yet developed, just ideas for now.

I would deem this to be a project that would assist our tribes in
revitalizing our Apache languages, along with teaching the oral histories of
how place-names came to be, what some represent symbolically, etc. for our
young people to learn along with the names.

One of the consultants/advisors for several years is Dr. Keith Basso,
retired Anthropology professor, & the whole group would be an adivsory
committee that consists of the Western Apache groups:  White Mountain
Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.

We've already been in discussions on this for several meetings & would like
an idea if the DEL grant funding or other you might suggest that might be
more apt?, we'd like some feedback on whether we can plan on a submission
for next year's grant cycle.

Thanks for any info & I think I mentioned before that I'm a UA graduate &
working on language & cultural knowledge issues.

Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member

PH:  (928) 594-6826

On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:

> Apologies for cross-posts --
>
> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>
> Good projects with support of the DEL program at NSF!
>
> --
>
> **********************************************************************************************
> *Susan D. Penfield, Ph.D.
> *
> Research Coordinator,
> CERCLL, The Center for Educational Resources in Culture, Language and
> Literacy
> University of Arizona
> Phone: (520) 626-8071
> Fax: (520) 626-3313
> Website: cercll.arizona.edu
>
>
>
>
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From susan.penfield at GMAIL.COM  Fri Sep 16 19:05:16 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Fri, 16 Sep 2011 12:05:16 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfnkTr2ezVOJVhRkw63Pummr-5WpxWD4yg6R3C8BGONHK5Q@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.120516.0700.ILAT@LISTSERV.ARIZONA.EDU>

Dear Bernadette,

Thanks for getting in touch with me.  i am no longer at NSF but now working
at the U of A as a specialist in grant writing.  I have heard of you so I'm
glad to meet  you!  As to DEL:

- This project would be of potential interest but would need some more
expansion in areas that would give it more 'intellectual merit' (one of the
NSF criteria) -- the other criteria is 'Broader Impacts' -- which are rarely
a problem for revitalization projects.
- Simply documenting place names for revitalization won't fly I don't
think.  BUT is you partner with a geographer -- or do something pretty
creative (use GIS etc -- and you would wan to consult with Andrea Berez at
the University of Hawaii about this since she has done interesting similar
work with Ahtna in Alaska) ...then you can possibly spin something to DEL.
--DEL likes to fund tribes whenever possible and directly to communities if
they can show the ability to manage large federal grants (not easy) .
Another option is for the tribe to host the grant but to partner with some
university folks who could weigh in on the intellectual value ( I know --
seems like the project in itself has plenty of that as it will also entail a
lot of 'Traditional Ecological Knowledge' -- but remember, NSF, like all
federal agencies is under fire these days so you do need to have a pretty
strong academic side to this.
--Remember that for DEL, documentation is foremost -- Revitalization should
be talked about and planned for only in the context of 'Broader Impacts' --
sigh...
--There have been some interesting studies linking changes in place names
with climate change (in Peru ) ...something like those connections would get
NSF's attention.

I will be gone all next week but back after that -- I would be happy to sit
down with you any time to think this through -- I don't want to discourage
you at all because there is real potential in this idea -- but making it fit
with the overall NSF mission is sometime tricky.

Say hello to Keith Basso for me --

Best,
Susan

On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Ms. Penfield:
>
> Have a question for possible grant applic to DEL next year--we've been
> working on Apache place-names for the Western Apache reservations in AZ for
> a couple of years without any grant funding but now find a need since the
> areas we are going to focus on are very large reservation areas & will need
> additional resources, etc.
>
> My question is if you think it would be feasible for us to submit a grant
> application to conduct fieldwork on gathering place-names utilizing elder
> consultants (will need stipends), some current staff (can we use part of
> salaries as In-Kind contribution?), & additional staff as needed?  The main
> goal is to revitalize & maintain the Apache place names for use by future
> generations, for teaching tools in local classrooms, develop maps, etc. (in
> a nutshell) although proposal not yet developed, just ideas for now.
>
> I would deem this to be a project that would assist our tribes in
> revitalizing our Apache languages, along with teaching the oral histories of
> how place-names came to be, what some represent symbolically, etc. for our
> young people to learn along with the names.
>
> One of the consultants/advisors for several years is Dr. Keith Basso,
> retired Anthropology professor, & the whole group would be an adivsory
> committee that consists of the Western Apache groups:  White Mountain
> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>
> We've already been in discussions on this for several meetings & would like
> an idea if the DEL grant funding or other you might suggest that might be
> more apt?, we'd like some feedback on whether we can plan on a submission
> for next year's grant cycle.
>
> Thanks for any info & I think I mentioned before that I'm a UA graduate &
> working on language & cultural knowledge issues.
>
> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>
> PH:  (928) 594-6826
>
> On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:
>
>> Apologies for cross-posts --
>>
>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>
>> Good projects with support of the DEL program at NSF!
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>> CERCLL, The Center for Educational Resources in Culture, Language and
>> Literacy
>> University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From susan.penfield at GMAIL.COM  Fri Sep 16 19:19:34 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Fri, 16 Sep 2011 12:19:34 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfnkTr2ezVOJVhRkw63Pummr-5WpxWD4yg6R3C8BGONHK5Q@mail.gmail.com>
Message-ID: <FRI.16.SEP.2011.121934.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi again,
Forgot to add that I think such a grant would easily provide stipends for
elders, assistant salaries, etc....and DEL is about the only place that
supports this kind of work right now -- Although there are some other
possibilities at NSF that could play into this with the right 'tweaking'
--..Some places develop roll-over maps using technology (very cool) --
showing collaboration on such a project across so many tribes is a certain
plus as well....Also consider  NEH funding -- I can put you in touch with
folks in both agencies...

Best,
susan

On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Ms. Penfield:
>
> Have a question for possible grant applic to DEL next year--we've been
> working on Apache place-names for the Western Apache reservations in AZ for
> a couple of years without any grant funding but now find a need since the
> areas we are going to focus on are very large reservation areas & will need
> additional resources, etc.
>
> My question is if you think it would be feasible for us to submit a grant
> application to conduct fieldwork on gathering place-names utilizing elder
> consultants (will need stipends), some current staff (can we use part of
> salaries as In-Kind contribution?), & additional staff as needed?  The main
> goal is to revitalize & maintain the Apache place names for use by future
> generations, for teaching tools in local classrooms, develop maps, etc. (in
> a nutshell) although proposal not yet developed, just ideas for now.
>
> I would deem this to be a project that would assist our tribes in
> revitalizing our Apache languages, along with teaching the oral histories of
> how place-names came to be, what some represent symbolically, etc. for our
> young people to learn along with the names.
>
> One of the consultants/advisors for several years is Dr. Keith Basso,
> retired Anthropology professor, & the whole group would be an adivsory
> committee that consists of the Western Apache groups:  White Mountain
> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>
> We've already been in discussions on this for several meetings & would like
> an idea if the DEL grant funding or other you might suggest that might be
> more apt?, we'd like some feedback on whether we can plan on a submission
> for next year's grant cycle.
>
> Thanks for any info & I think I mentioned before that I'm a UA graduate &
> working on language & cultural knowledge issues.
>
> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>
> PH:  (928) 594-6826
>
> On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <susan.penfield at gmail.com>wrote:
>
>> Apologies for cross-posts --
>>
>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>
>> Good projects with support of the DEL program at NSF!
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>> CERCLL, The Center for Educational Resources in Culture, Language and
>> Literacy
>> University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From huangc20 at UFL.EDU  Sat Sep 17 15:19:04 2011
From: huangc20 at UFL.EDU (Huang,Chun)
Date: Sat, 17 Sep 2011 11:19:04 -0400
Subject: Bears
In-Reply-To: <1316185621.87652.YahooMailNeo@web111404.mail.gq1.yahoo.com>
Message-ID: <SAT.17.SEP.2011.111904.0400.ILAT@LISTSERV.ARIZONA.EDU>

  

just to share a nicely done, and inexpensive, "animation" that
helps share traditional knowledge:


http://www.youtube.com/watch?v=Ia2gvsL4tsQ 

If you're also interested
in the content, originally in Tagalog by Joey Ayala, below is a rough
"translation" (can't get all the spirits right, but helps
understanding), courtesy of Dr. Machel Malay:  

in the song, the singer
talks to the sea turtle, saying, 'sea turtle, the old one, you carry
your home around with you, don't you have anywhere to put it, in the
land you grew up in? With the slapping of the waves, and the currents of
centuries, you still continue to crawl in the mud. And yet in the deep
ocean you glimpse your freedom, bobbing and diving into the deeps. O sea
turtle the old one, could you please teach me the way to make the heavy
[load] lighter?'.... then he compares the sea turtle's situation to his
own, asking 'sea turtle the old one, could we actually be kin? For even
though I have a home, I have no place to put it. The land I once knew is
full of fences, made even stronger by land titles and documents. O sea
turtle the old one, I do not understand, the land I came from is now a
property'... 

And I also do much-much appreciate the original thread
where this one branched out of. Good to hear from Richard, Dr. Hardman,
and Uncle Rolland. 

Jimmy 

 now at DLSU-Manila 

On Fri, 16 Sep 2011
08:07:01 -0700, Julian Lang wrote: 

> There are several types of
animation. And there is a wide range of digital animation tools. So
there are many questions to be answered initially. How do you folks want
the animated story to look like exactly? Animated still images, cell
animation, stop-frame? What I've discovered about animation as a Native
language person and as an animator is that animation is incredibly labor
intensive. And it can easily be pricey, If you asked to animate all of
the stories, it can easily cost you 60K. Perhaps 1 at a time? 
> Julian
Lang 
> California 
> 
> -------------------------
> FROM: Claire Bowern

> TO: ILAT at LISTSERV.ARIZONA.EDU
> SENT: Friday, September 16, 2011 7:04
AM
> SUBJECT: Re: [ILAT] Bears
> 
> Hi Tammy,
> Bardi people at One Arm
Point have had success with children's stories for the local school by
having the children dress up and play the parts of the characters. The
older ones get involved as narrators and scene design and the younger
ones play the characters. They've acted out the stories at school
assemblies and videoed, and photos are taken which are then made into
books. It's certainly not the same as animation but everyone got really
into it, and it was lovely for the elders to see the stories come alive
with the kids. They were so pleased to see it.
> Claire
> 
> On Sep 15,
2011, at 11:27 AM, Tammy DeCoteau wrote:
> 
>> Mitakuyapi (My
relatives),
>> 
>> We have discussed this topic in our office and we
have mixed feelings about it. 
>> 
>> In the drawer of my desk we have
ten stories our Treasured Elders made. Each story teaches a different
value (show respect, help others, etc.) and they feature a Turtle and a
Dragonfly. These are meant to be animated. Who knows, though, how long
those stories are going to sit in my desk drawer. Once I talked with an
animation company and do to a few minutes it was $60,000.00. 
>> 
>> We
have always felt that anything in the language is beneficial. Perhaps it
will create the spark in someone to become passionate about their
language. 
>> 
>> Tammy DeCoteau
>> AAIA Native Language Program
>> 
>

> Claire

  
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From mikinakn at SHAW.CA  Mon Sep 19 20:16:03 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 16:16:03 -0400
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <SNT137-W19FF838C03531155E3AA1FA80B0@phx.gbl>
Message-ID: <MON.19.SEP.2011.161603.0400.ILAT@LISTSERV.ARIZONA.EDU>

This is not all of the truth. Christian prayers are not admitted because
Christian people protested against it....this is not a petition, this is
racism....it does not have my vote. Also, the Christian prayers were being
made compulsory for all students without regard for their individual beliefs
or religion. Nothing more scary than rampant fundamentalism as a spur to the
ancient 'holy wars'.  I will pass this along as requested but not without my
own editorial.
 
At any rate, since the 'founding' of the 'New World' by Columbus, the
indigenous peoples of all of the Americas and archipelago have suffered the
oppression of Christianity and any other religion wanting to come into our
land and communities and recruit numbers for the 'right' religions. At this
point, I don't think it matters a 'whack' who vies for the powers of
oppression. We are not the ones who will win that 'war' anyhow and it is not
'our war' anyhow.
 
amen, tamam shud, meno geeshiguk and all that moulded and tiring old
stuff.... 
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com] 
Sent: September-19-11 8:48 AM
Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)



 

  _____  

: Sun, 18 Sep 2011 15:49:27 -0700



 

 

: We need your vote - for CityTV poll--- (Urgently!!!!)

 

Subject: We need your vote - for CityTV poll--- (Urgently!!!!)

 

Hi everyone, there is a blue website below.. it is a link to Toronto CTV
just like Calgary CTV where they have a poll question.  What happens in
Toronto will have an impact across this country... so if you don't want this
to happen in more schools you need to vote "no".

Aside from the religious part of this how in the world are they going to fit
in praying 5 times a day??? Will this take away from the curriculum time
they are already crying out "not enough time" so this then would become a
political issue next.? With having to pay someone to supervise and s
Vote "no"! We get our rights denied and they think they have the right to
ask??? 
There is something wrong here... and if there are more Muslims out there
voting, it will be passed. Click the site below it will take you to CTV's
site and you will see where to vote in the middle of the page...

**Hi Friends: 

Just to let you know the Lords Prayer and all Christianity has been taken
out of our public schools. Now they want to allow Muslim prayer in our
schools!

Please click on the blue link below and vote against this injustice. Our
rights as Christian Canadians are being violated.

Thanks for voting & sending this on so that others will see the injustice.

OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
WHAT A JOKE! 

Please vote NO.

Vote "NO" and pass it on to others immediately so they can vote, also.
Thanks.  

Help us on this poll vote..  It is crucial that you vote "no" against Muslim
prayers being conducted in Public Schools, while Christian prayers are not
permitted!!!   

 

Please vote NO in the Poll - thank you so much for your help.

 

http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
test-muslim-prayers-at-toronto-public-school

 

 

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11

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From pmeyer8 at COX.NET  Mon Sep 19 20:22:19 2011
From: pmeyer8 at COX.NET (Paula Meyer)
Date: Mon, 19 Sep 2011 13:22:19 -0700
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <4E63EAD24F7245FFBD05A19BC147C111@RolandHP>
Message-ID: <MON.19.SEP.2011.132219.0700.ILAT@LISTSERV.ARIZONA.EDU>

You are so right, Rolland.  And of course there is nowhere to "vote" for no prayer at all.  It's the presuppositions that are the killers.
Paula
---- Rolland Nadjiwon <mikinakn at SHAW.CA> wrote: 
> This is not all of the truth. Christian prayers are not admitted because
> Christian people protested against it....this is not a petition, this is
> racism....it does not have my vote. Also, the Christian prayers were being
> made compulsory for all students without regard for their individual beliefs
> or religion. Nothing more scary than rampant fundamentalism as a spur to the
> ancient 'holy wars'.  I will pass this along as requested but not without my
> own editorial.
>  
> At any rate, since the 'founding' of the 'New World' by Columbus, the
> indigenous peoples of all of the Americas and archipelago have suffered the
> oppression of Christianity and any other religion wanting to come into our
> land and communities and recruit numbers for the 'right' religions. At this
> point, I don't think it matters a 'whack' who vies for the powers of
> oppression. We are not the ones who will win that 'war' anyhow and it is not
> 'our war' anyhow.
>  
> amen, tamam shud, meno geeshiguk and all that moulded and tiring old
> stuff.... 
>  
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>  
>  
>  
> 
>   _____  
> 
> From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com] 
> Sent: September-19-11 8:48 AM
> Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)
> 
> 
> 
>  
> 
>   _____  
> 
> : Sun, 18 Sep 2011 15:49:27 -0700
> 
> 
> 
>  
> 
>  
> 
> : We need your vote - for CityTV poll--- (Urgently!!!!)
> 
>  
> 
> Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
> 
>  
> 
> Hi everyone, there is a blue website below.. it is a link to Toronto CTV
> just like Calgary CTV where they have a poll question.  What happens in
> Toronto will have an impact across this country... so if you don't want this
> to happen in more schools you need to vote "no".
> 
> Aside from the religious part of this how in the world are they going to fit
> in praying 5 times a day??? Will this take away from the curriculum time
> they are already crying out "not enough time" so this then would become a
> political issue next.? With having to pay someone to supervise and s
> Vote "no"! We get our rights denied and they think they have the right to
> ask??? 
> There is something wrong here... and if there are more Muslims out there
> voting, it will be passed. Click the site below it will take you to CTV's
> site and you will see where to vote in the middle of the page...
> 
> **Hi Friends: 
> 
> Just to let you know the Lords Prayer and all Christianity has been taken
> out of our public schools. Now they want to allow Muslim prayer in our
> schools!
> 
> Please click on the blue link below and vote against this injustice. Our
> rights as Christian Canadians are being violated.
> 
> Thanks for voting & sending this on so that others will see the injustice.
> 
> OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
> WHAT A JOKE! 
> 
> Please vote NO.
> 
> Vote "NO" and pass it on to others immediately so they can vote, also.
> Thanks.  
> 
> Help us on this poll vote..  It is crucial that you vote "no" against Muslim
> prayers being conducted in Public Schools, while Christian prayers are not
> permitted!!!   
> 
>  
> 
> Please vote NO in the Poll - thank you so much for your help.
> 
>  
> 
> http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
> test-muslim-prayers-at-toronto-public-school
> 
>  
> 
>  
> 
>   _____  
> 
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
> 


From rzs at WILDBLUE.NET  Mon Sep 19 21:30:02 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 19 Sep 2011 16:30:02 -0500
Subject: Bears
In-Reply-To: <d005fc9b2516d8ac9788146786a50faa@ufl.edu>
Message-ID: <MON.19.SEP.2011.163002.0500.ILAT@LISTSERV.ARIZONA.EDU>

great to hear form you too Jimmy!
and a great example of indigenous thought communicated in story.
-richard-

On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:

> **
>
> just to share a nicely done, and inexpensive, "animation" that helps share
> traditional knowledge:
>
> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>
>
>
> If you're also interested in the content, originally in Tagalog by Joey
> Ayala, below is a rough "translation" (can't get all the spirits right, but
> helps understanding), courtesy of Dr. Machel Malay:
>
> in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
> old one, you carry your home around with you, don't you have anywhere to put
> it, in the land you grew up in? With the slapping of the waves, and the
> currents of centuries, you still continue to crawl in the mud. And yet in
> the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
> O sea turtle the old one, could you please teach me the way to make the
> heavy [load] lighter?'.... then he compares the sea turtle's situation to
> his own, asking 'sea turtle the old one, could we actually be kin? For even
> though I have a home, I have no place to put it. The land I once knew is
> full of fences, made even stronger by land titles and documents. O sea
> turtle the old one, I do not understand, the land I came from is now a
> property'...
>
>
> And I also do much-much appreciate the original thread where this one
> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.
>
> Jimmy
>
> now at DLSU-Manila
>
>
>
> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>
>  There are several types of animation. And there is a wide range of
> digital animation tools. So there are many questions to be answered
> initially. How do you folks want the animated story to look like exactly?
> Animated still images, cell animation, stop-frame? What I've discovered
> about animation as a Native language person and as an animator is that
> animation is incredibly labor intensive. And it can easily be pricey, If you
> asked to animate all of the stories, it can easily cost you 60K. Perhaps 1
> at a time?
> Julian Lang
> California
>  ------------------------------
> *From:* Claire Bowern
> *To:* ILAT at LISTSERV.ARIZONA.EDU
> *Sent:* Friday, September 16, 2011 7:04 AM
> *Subject:* Re: [ILAT] Bears
>
> Hi Tammy,
> Bardi people at One Arm Point have had success with children's stories for
> the local school by having the children dress up and play the parts of the
> characters. The older ones get involved as narrators and scene design and
> the younger ones play the characters. They've acted out the stories at
> school assemblies and videoed, and photos are taken which are then made into
> books. It's certainly not the same as animation but everyone got really into
> it, and it was lovely for the elders to see the stories come alive with the
> kids. They were so pleased to see it.
> Claire
>
> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>
> > Mitakuyapi (My relatives),
> >
> > We have discussed this topic in our office and we have mixed feelings
> about it.
> >
> > In the drawer of my desk we have ten stories our Treasured Elders made.
> Each story teaches a different value (show respect, help others, etc.) and
> they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who
> knows, though, how long those stories are going to sit in my desk drawer.
> Once I talked with an animation company and do to a few minutes it was
> $60,000.00.
> >
> > We have always felt that anything in the language is beneficial.  Perhaps
> it will create the spark in someone to become passionate about their
> language.
> >
> > Tammy DeCoteau
> > AAIA Native Language Program
> >
>
> Claire
>
>
>
>
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From mikinakn at SHAW.CA  Mon Sep 19 22:09:17 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 18:09:17 -0400
Subject: Bears
In-Reply-To: <CAEx=+YJ_-1r1K25K0dYB79VaMKa5h_4a9gQQS6y8ZA6dkH6aMQ@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.180917.0400.ILAT@LISTSERV.ARIZONA.EDU>

Excellent suggestions Jimmy. The mind wanders to many possibilities. I kind
of like it special since 'turtle' is my clan. 
 
-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 
 

  _____  

From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Richard Zane Smith
Sent: September-19-11 5:30 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Bears


great to hear form you too Jimmy! 
and a great example of indigenous thought communicated in story.
-richard-


On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:




just to share a nicely done, and inexpensive, "animation" that helps share
traditional knowledge:

http://www.youtube.com/watch?v=Ia2gvsL4tsQ

 

If you're also interested in the content, originally in Tagalog by Joey
Ayala, below is a rough "translation" (can't get all the spirits right, but
helps understanding), courtesy of Dr. Machel Malay: 

in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
old one, you carry your home around with you, don't you have anywhere to put
it, in the land you grew up in? With the slapping of the waves, and the
currents of centuries, you still continue to crawl in the mud. And yet in
the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
O sea turtle the old one, could you please teach me the way to make the
heavy [load] lighter?'.... then he compares the sea turtle's situation to
his own, asking 'sea turtle the old one, could we actually be kin? For even
though I have a home, I have no place to put it. The land I once knew is
full of fences, made even stronger by land titles and documents. O sea
turtle the old one, I do not understand, the land I came from is now a
property'...




And I also do much-much appreciate the original thread where this one
branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.

Jimmy

now at DLSU-Manila

 

On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:

There are several types of animation. And there is a wide range of digital
animation tools. So there are many questions to be answered initially. How
do you folks want the animated story to look like exactly? Animated still
images, cell animation, stop-frame? What I've discovered about animation as
a Native language person and as an animator is that animation is incredibly
labor intensive. And it can easily be pricey, If you asked to animate all of
the stories, it can easily cost you 60K. Perhaps 1 at a time?
Julian Lang
California
  _____  

From: Claire Bowern 
To: ILAT at LISTSERV.ARIZONA.EDU
Sent: Friday, September 16, 2011 7:04 AM
Subject: Re: [ILAT] Bears

Hi Tammy,
Bardi people at One Arm Point have had success with children's stories for
the local school by having the children dress up and play the parts of the
characters. The older ones get involved as narrators and scene design and
the younger ones play the characters. They've acted out the stories at
school assemblies and videoed, and photos are taken which are then made into
books. It's certainly not the same as animation but everyone got really into
it, and it was lovely for the elders to see the stories come alive with the
kids. They were so pleased to see it.
Claire

On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:

> Mitakuyapi (My relatives),
> 
> We have discussed this topic in our office and we have mixed feelings
about it.  
> 
> In the drawer of my desk we have ten stories our Treasured Elders made.
Each story teaches a different value (show respect, help others, etc.) and
they feature a Turtle and a Dragonfly.  These are meant to be animated.  Who
knows, though, how long those stories are going to sit in my desk drawer.
Once I talked with an animation company and do to a few minutes it was
$60,000.00.  
> 
> We have always felt that anything in the language is beneficial.  Perhaps
it will create the spark in someone to become passionate about their
language.  
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 

Claire




 

 




-- 

"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit

richardzanesmith.wordpress.com

  _____  

No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11

-------------- next part --------------
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From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:28:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:28:39 -0700
Subject: Bears
In-Reply-To: <644D568EB09749E2BCCF931B833EE48E@RolandHP>
Message-ID: <MON.19.SEP.2011.162839.0700.ILAT@LISTSERV.ARIZONA.EDU>

Just saw the video link...nice "live" animated storytelling for sure. Thanks.

It reminds me of a "live" play storytelling I saw at the native
sponsored Great Basin Languages conf some years ago.  The play was
called "The Trial of Coyote."  It was produced by a cast of all fluent
speaking paiute elders.  It depicted a modernized version of a Coyote
story where Coyote was put on trial for "molesting" some young girls.
But as Coyote stories go, he was acquited due to traditional myth
legend plot and set free.  Anyway, the play storytelling occured all
in Paiute and was simultaneously captioned thru large story cards in
English.  The cast included Coyote the main character, the young
girls, a judge, an all Paiute elder jury, and an elder band consisting
of a tub player and a washboard player.  Whenever a line was spoken in
Paiute a caption cue card in English was raised up for the rapt
audience.  Pretty funny and quite dramatic.  When Coyote was acquited,
we the audience joined in with Coyote in a large circle dance to
celebrate.

So just to echo the idea of working with stories...traditional
narratives have a particular narrative structure/plot that are well
suited for animation.  That is, they have all the ingredients of great
plot making which are rich in content.  When my class of native
language teachers created storyboards for a media-based narrative or
story, they all found how easy it was to divide up the story into
coherent sequences.

Julian is right in that there are a wide range of digital tools
available to create animated stories, some quite effective yet
low-tech.  Many are easy to use in creating digital stories.  The
funnest part, I believe, is actually creating the digital stories.

Probably the newest form of media genre to emerge is called transmedia
storytelling. One, in which I wish to explore in particular, is a
software called:

Inanimate Alice
http://www.inanimatealice.com/

later,
Phil

ps: am back from Quito!





On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:
> Excellent suggestions Jimmy. The mind wanders to many possibilities. I kind
> of like it special since 'turtle' is my clan.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>
>
>
> ________________________________
> From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
> On Behalf Of Richard Zane Smith
> Sent: September-19-11 5:30 PM
> To: ILAT at LISTSERV.ARIZONA.EDU
> Subject: Re: [ILAT] Bears
>
> great to hear form you too Jimmy!
> and a great example of indigenous thought communicated in story.
> -richard-
>
> On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
>>
>> just to share a nicely done, and inexpensive, "animation" that helps share
>> traditional knowledge:
>>
>> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>>
>>
>>
>> If you're also interested in the content, originally in Tagalog by Joey
>> Ayala, below is a rough "translation" (can't get all the spirits right, but
>> helps understanding), courtesy of Dr. Machel Malay:
>>
>> in the song, the singer talks to the sea turtle, saying, 'sea turtle, the
>> old one, you carry your home around with you, don't you have anywhere to put
>> it, in the land you grew up in? With the slapping of the waves, and the
>> currents of centuries, you still continue to crawl in the mud. And yet in
>> the deep ocean you glimpse your freedom, bobbing and diving into the deeps.
>> O sea turtle the old one, could you please teach me the way to make the
>> heavy [load] lighter?'.... then he compares the sea turtle's situation to
>> his own, asking 'sea turtle the old one, could we actually be kin? For even
>> though I have a home, I have no place to put it. The land I once knew is
>> full of fences, made even stronger by land titles and documents. O sea
>> turtle the old one, I do not understand, the land I came from is now a
>> property'...
>>
>> And I also do much-much appreciate the original thread where this one
>> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle Rolland.
>>
>> Jimmy
>>
>> now at DLSU-Manila
>>
>>
>>
>> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>>
>> There are several types of animation. And there is a wide range of digital
>> animation tools. So there are many questions to be answered initially. How
>> do you folks want the animated story to look like exactly? Animated still
>> images, cell animation, stop-frame? What I've discovered about animation as
>> a Native language person and as an animator is that animation is incredibly
>> labor intensive. And it can easily be pricey, If you asked to animate all of
>> the stories, it can easily cost you 60K. Perhaps 1 at a time?
>> Julian Lang
>> California
>> ________________________________
>> From: Claire Bowern
>> To: ILAT at LISTSERV.ARIZONA.EDU
>> Sent: Friday, September 16, 2011 7:04 AM
>> Subject: Re: [ILAT] Bears
>>
>> Hi Tammy,
>> Bardi people at One Arm Point have had success with children's stories for
>> the local school by having the children dress up and play the parts of the
>> characters. The older ones get involved as narrators and scene design and
>> the younger ones play the characters. They've acted out the stories at
>> school assemblies and videoed, and photos are taken which are then made into
>> books. It's certainly not the same as animation but everyone got really into
>> it, and it was lovely for the elders to see the stories come alive with the
>> kids. They were so pleased to see it.
>> Claire
>>
>> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>>
>> > Mitakuyapi (My relatives),
>> >
>> > We have discussed this topic in our office and we have mixed feelings
>> > about it.
>> >
>> > In the drawer of my desk we have ten stories our Treasured Elders made.
>> > Each story teaches a different value (show respect, help others, etc.) and
>> > they feature a Turtle and a Dragonfly.? These are meant to be animated.? Who
>> > knows, though, how long those stories are going to sit in my desk drawer.
>> > Once I talked with an animation company and do to a few minutes it was
>> > $60,000.00.
>> >
>> > We have always felt that anything in the language is beneficial.
>> > Perhaps it will create the spark in someone to become passionate about their
>> > language.
>> >
>> > Tammy DeCoteau
>> > AAIA Native Language Program
>> >
>>
>> Claire
>>
>>
>>
>>
>>
>
>
> --
> "this language of mine,of yours,is who we are and who we have been.It is
> where we find our stories,our lives,our ancestors;and it should be where we
> find our future too" ? Simon Anaviapik ... Inuit
> richardzanesmith.wordpress.com
> ________________________________
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11


From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:34:37 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:34:37 -0700
Subject: Berenstain Bears, fluent in 20+ languages,
 adding endangered American Indian dialect Lakota (fwd link)
Message-ID: <MON.19.SEP.2011.163437.0700.ILAT@LISTSERV.ARIZONA.EDU>

Berenstain Bears, fluent in 20+ languages, adding endangered American
Indian dialect Lakota

By Associated Press, Published: September 14
USA

BISMARCK, N.D. ? Papa Bear, Mama Bear and their cubs have helped
children curb junk-food addictions and organize messy rooms for half a
century. Now, from their tree house in idyllic Bear Country, the
beloved Berenstain Bears are helping revive an endangered American
Indian language.

Access full article below:
http://www.washingtonpost.com/national/berenstain-bears-fluent-in-20-languages-adding-endangered-american-indian-dialect-lakota/2011/09/14/gIQAb6UMRK_story.html


From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 19 23:36:49 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 16:36:49 -0700
Subject: The Berenstain Bears Now Speak an Endangered Language (fwd link)
Message-ID: <MON.19.SEP.2011.163649.0700.ILAT@LISTSERV.ARIZONA.EDU>

The Berenstain Bears Now Speak an Endangered Language

By: Megan Gibson
Sept 17th, Time NewsFeed

If anyone can save a dying language, it's Mama Bear, simply because
we're pretty sure she can do anything.

The Associated Press reports that public television in North Dakota
and South Dakota will soon be airing the animated series "Matho
Waunsila Thiwahe" ? that's Lakota for "Compassionate Bear Family" ?
which is a dubbed version of the beloved series The Berenstain Bears.
Instead of English, the children's cartoon characters Mama and Papa
Bear, along with Brother and Sister Bear, will be speaking in the
little-known American Indian dialect, which the AP reports fewer than
6,000 people still speak.

Read more: http://newsfeed.time.com/2011/09/17/the-berenstain-bears-now-speak-an-endangered-language/#ixzz1YRcWGYqp


From Derron.Borders at UTAH.EDU  Tue Sep 20 00:02:28 2011
From: Derron.Borders at UTAH.EDU (Derron S. Borders)
Date: Mon, 19 Sep 2011 18:02:28 -0600
Subject: Bears
In-Reply-To: <CACL86RzZ5R01Hr+pzyvmtDfNhhCXYDiPxXHxjQqDxkYbvagh9Q@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.180228.0600.ILAT@LISTSERV.ARIZONA.EDU>

I rarely interact on this listserv but occasionally read things that come
through. I just wanted to share with you what we at the Center for American
Indian Languages at the University of Utah have done. I work on the Wick R.
Miller Collection Shoshoni Project under the direction of Dr. Marianna Di
Paolo. A fellow grad student a few years ago developed a program called
SYLAP (The Shoshoni-Goshute Youth Language Apprenticeship Program). The
program is funded by the Barrick Gold Corporation and gives Shoshoni and
Goshute high school youth the opportunity to come to the University of Utah
to work as interns on the project for six weeks as well as take a Shoshoni
language course. We just finished the third summer of SYLAP. The Wick R.
Miller collection contains recordings of the Shoshoni and Goshute language
from around the past 50 years. There are many recordings that are narratives
and tales from the Shoshoni and Goshute cultures.

The project has made two claymation videos. One of the videos, that I know
for sure, was made by the SYLAP high school interns. We have also developed
story books from the recorded narratives and children learning books during
the three years of SYLAP. We work closely with Shoshoni and Goshute speaking
elders to help translate and narrate the stories. The claymation videos were
narrated by elders as well. One of the videos uses the original Wick R.
Miller recordings and has several different elders telling the same story
throughout.

I wasn't involved in the making of these videos as I just joined the team
this past year.  If you would like to know more about making the animated
claymation videos or about how we are going about making the story books and
getting them published by the University of Utah Press, you can e-mail the
following people:

Dr. Marianna Di Paolo- dipaolo at hum.utah.edu
Katherine Matsumoto-Gray (developed SYLAP) - kmatsumotogray at gmail.com

You can also contact me directly and I'll pass your question on to the
appropriate people!

Thanks, I hope this wasn't too off topic but I couldn't find the original
post!

Derron Borders
M.A. Candidate
University of Utah
Department of Linguistics &
Center for American Indian Languages
Derron.Borders at utah.edu





On Mon, Sep 19, 2011 at 5:28 PM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Just saw the video link...nice "live" animated storytelling for sure.
> Thanks.
>
> It reminds me of a "live" play storytelling I saw at the native
> sponsored Great Basin Languages conf some years ago.  The play was
> called "The Trial of Coyote."  It was produced by a cast of all fluent
> speaking paiute elders.  It depicted a modernized version of a Coyote
> story where Coyote was put on trial for "molesting" some young girls.
> But as Coyote stories go, he was acquited due to traditional myth
> legend plot and set free.  Anyway, the play storytelling occured all
> in Paiute and was simultaneously captioned thru large story cards in
> English.  The cast included Coyote the main character, the young
> girls, a judge, an all Paiute elder jury, and an elder band consisting
> of a tub player and a washboard player.  Whenever a line was spoken in
> Paiute a caption cue card in English was raised up for the rapt
> audience.  Pretty funny and quite dramatic.  When Coyote was acquited,
> we the audience joined in with Coyote in a large circle dance to
> celebrate.
>
> So just to echo the idea of working with stories...traditional
> narratives have a particular narrative structure/plot that are well
> suited for animation.  That is, they have all the ingredients of great
> plot making which are rich in content.  When my class of native
> language teachers created storyboards for a media-based narrative or
> story, they all found how easy it was to divide up the story into
> coherent sequences.
>
> Julian is right in that there are a wide range of digital tools
> available to create animated stories, some quite effective yet
> low-tech.  Many are easy to use in creating digital stories.  The
> funnest part, I believe, is actually creating the digital stories.
>
> Probably the newest form of media genre to emerge is called transmedia
> storytelling. One, in which I wish to explore in particular, is a
> software called:
>
> Inanimate Alice
> http://www.inanimatealice.com/
>
> later,
> Phil
>
> ps: am back from Quito!
>
>
>
>
>
> On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca>
> wrote:
> > Excellent suggestions Jimmy. The mind wanders to many possibilities. I
> kind
> > of like it special since 'turtle' is my clan.
> >
> > -------
> > wahjen
> > rolland nadjiwon
> > ___________________________________________
> > You cannot multiply wealth by dividing it....
> >
> >
> >
> > ________________________________
> > From: Indigenous Languages and Technology [mailto:
> ILAT at LISTSERV.ARIZONA.EDU]
> > On Behalf Of Richard Zane Smith
> > Sent: September-19-11 5:30 PM
> > To: ILAT at LISTSERV.ARIZONA.EDU
> > Subject: Re: [ILAT] Bears
> >
> > great to hear form you too Jimmy!
> > and a great example of indigenous thought communicated in story.
> > -richard-
> >
> > On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
> >>
> >> just to share a nicely done, and inexpensive, "animation" that helps
> share
> >> traditional knowledge:
> >>
> >> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
> >>
> >>
> >>
> >> If you're also interested in the content, originally in Tagalog by Joey
> >> Ayala, below is a rough "translation" (can't get all the spirits right,
> but
> >> helps understanding), courtesy of Dr. Machel Malay:
> >>
> >> in the song, the singer talks to the sea turtle, saying, 'sea turtle,
> the
> >> old one, you carry your home around with you, don't you have anywhere to
> put
> >> it, in the land you grew up in? With the slapping of the waves, and the
> >> currents of centuries, you still continue to crawl in the mud. And yet
> in
> >> the deep ocean you glimpse your freedom, bobbing and diving into the
> deeps.
> >> O sea turtle the old one, could you please teach me the way to make the
> >> heavy [load] lighter?'.... then he compares the sea turtle's situation
> to
> >> his own, asking 'sea turtle the old one, could we actually be kin? For
> even
> >> though I have a home, I have no place to put it. The land I once knew is
> >> full of fences, made even stronger by land titles and documents. O sea
> >> turtle the old one, I do not understand, the land I came from is now a
> >> property'...
> >>
> >> And I also do much-much appreciate the original thread where this one
> >> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle
> Rolland.
> >>
> >> Jimmy
> >>
> >> now at DLSU-Manila
> >>
> >>
> >>
> >> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
> >>
> >> There are several types of animation. And there is a wide range of
> digital
> >> animation tools. So there are many questions to be answered initially.
> How
> >> do you folks want the animated story to look like exactly? Animated
> still
> >> images, cell animation, stop-frame? What I've discovered about animation
> as
> >> a Native language person and as an animator is that animation is
> incredibly
> >> labor intensive. And it can easily be pricey, If you asked to animate
> all of
> >> the stories, it can easily cost you 60K. Perhaps 1 at a time?
> >> Julian Lang
> >> California
> >> ________________________________
> >> From: Claire Bowern
> >> To: ILAT at LISTSERV.ARIZONA.EDU
> >> Sent: Friday, September 16, 2011 7:04 AM
> >> Subject: Re: [ILAT] Bears
> >>
> >> Hi Tammy,
> >> Bardi people at One Arm Point have had success with children's stories
> for
> >> the local school by having the children dress up and play the parts of
> the
> >> characters. The older ones get involved as narrators and scene design
> and
> >> the younger ones play the characters. They've acted out the stories at
> >> school assemblies and videoed, and photos are taken which are then made
> into
> >> books. It's certainly not the same as animation but everyone got really
> into
> >> it, and it was lovely for the elders to see the stories come alive with
> the
> >> kids. They were so pleased to see it.
> >> Claire
> >>
> >> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
> >>
> >> > Mitakuyapi (My relatives),
> >> >
> >> > We have discussed this topic in our office and we have mixed feelings
> >> > about it.
> >> >
> >> > In the drawer of my desk we have ten stories our Treasured Elders
> made.
> >> > Each story teaches a different value (show respect, help others, etc.)
> and
> >> > they feature a Turtle and a Dragonfly.  These are meant to be
> animated.  Who
> >> > knows, though, how long those stories are going to sit in my desk
> drawer.
> >> > Once I talked with an animation company and do to a few minutes it was
> >> > $60,000.00.
> >> >
> >> > We have always felt that anything in the language is beneficial.
> >> > Perhaps it will create the spark in someone to become passionate about
> their
> >> > language.
> >> >
> >> > Tammy DeCoteau
> >> > AAIA Native Language Program
> >> >
> >>
> >> Claire
> >>
> >>
> >>
> >>
> >>
> >
> >
> > --
> > "this language of mine,of yours,is who we are and who we have been.It is
> > where we find our stories,our lives,our ancestors;and it should be where
> we
> > find our future too"   Simon Anaviapik ... Inuit
> > richardzanesmith.wordpress.com
> > ________________________________
> >
> > No virus found in this message.
> > Checked by AVG - www.avg.com
> > Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
>
-------------- next part --------------
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From mikinakn at SHAW.CA  Tue Sep 20 00:26:53 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Mon, 19 Sep 2011 20:26:53 -0400
Subject: Bears
In-Reply-To: <CACL86RzZ5R01Hr+pzyvmtDfNhhCXYDiPxXHxjQqDxkYbvagh9Q@mail.gmail.com>
Message-ID: <MON.19.SEP.2011.202653.0400.ILAT@LISTSERV.ARIZONA.EDU>

I wonder if they will adapt 'sesame street' but this time use language
instead of 'brown' puppets....speaking English....lol. All this struggle
should be a 'riot of humor' in its process and maybe in the final works too.
Can't capture that maybe. However, 'narrative structure/plot' has always
been the forte of animated indigenous storytelling. Much of the Eastern
storytelling are human animations of the characters. With most indigenous
cultures the story is the message not the character representation or the
character. Modern movies and television are all about the actors and most of
the storylines have nothing to do with living to the extent the 'imagined'
has replaced the 'real'...oh yeah, forgot the$$$$.

Excellent story Phil  

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
 
 

-----Original Message-----
From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU]
On Behalf Of Phillip E Cash Cash
Sent: September-19-11 7:29 PM
To: ILAT at LISTSERV.ARIZONA.EDU
Subject: Re: [ILAT] Bears

Just saw the video link...nice "live" animated storytelling for sure.
Thanks.

It reminds me of a "live" play storytelling I saw at the native sponsored
Great Basin Languages conf some years ago.  The play was called "The Trial
of Coyote."  It was produced by a cast of all fluent speaking paiute elders.
It depicted a modernized version of a Coyote story where Coyote was put on
trial for "molesting" some young girls.
But as Coyote stories go, he was acquited due to traditional myth legend
plot and set free.  Anyway, the play storytelling occured all in Paiute and
was simultaneously captioned thru large story cards in English.  The cast
included Coyote the main character, the young girls, a judge, an all Paiute
elder jury, and an elder band consisting of a tub player and a washboard
player.  Whenever a line was spoken in Paiute a caption cue card in English
was raised up for the rapt audience.  Pretty funny and quite dramatic.  When
Coyote was acquited, we the audience joined in with Coyote in a large circle
dance to celebrate.

So just to echo the idea of working with stories...traditional narratives
have a particular narrative structure/plot that are well suited for
animation.  That is, they have all the ingredients of great plot making
which are rich in content.  When my class of native language teachers
created storyboards for a media-based narrative or story, they all found how
easy it was to divide up the story into coherent sequences.

Julian is right in that there are a wide range of digital tools available to
create animated stories, some quite effective yet low-tech.  Many are easy
to use in creating digital stories.  The funnest part, I believe, is
actually creating the digital stories.

Probably the newest form of media genre to emerge is called transmedia
storytelling. One, in which I wish to explore in particular, is a software
called:

Inanimate Alice
http://www.inanimatealice.com/

later,
Phil

ps: am back from Quito!





On Mon, Sep 19, 2011 at 3:09 PM, Rolland Nadjiwon <mikinakn at shaw.ca> wrote:
> Excellent suggestions Jimmy. The mind wanders to many possibilities. I 
> kind of like it special since 'turtle' is my clan.
>
> -------
> wahjen
> rolland nadjiwon
> ___________________________________________
> You cannot multiply wealth by dividing it....
>
>
>
> ________________________________
> From: Indigenous Languages and Technology 
> [mailto:ILAT at LISTSERV.ARIZONA.EDU]
> On Behalf Of Richard Zane Smith
> Sent: September-19-11 5:30 PM
> To: ILAT at LISTSERV.ARIZONA.EDU
> Subject: Re: [ILAT] Bears
>
> great to hear form you too Jimmy!
> and a great example of indigenous thought communicated in story.
> -richard-
>
> On Sat, Sep 17, 2011 at 10:19 AM, Huang,Chun <huangc20 at ufl.edu> wrote:
>>
>> just to share a nicely done, and inexpensive, "animation" that helps 
>> share traditional knowledge:
>>
>> http://www.youtube.com/watch?v=Ia2gvsL4tsQ
>>
>>
>>
>> If you're also interested in the content, originally in Tagalog by 
>> Joey Ayala, below is a rough "translation" (can't get all the spirits 
>> right, but helps understanding), courtesy of Dr. Machel Malay:
>>
>> in the song, the singer talks to the sea turtle, saying, 'sea turtle, 
>> the old one, you carry your home around with you, don't you have 
>> anywhere to put it, in the land you grew up in? With the slapping of 
>> the waves, and the currents of centuries, you still continue to crawl 
>> in the mud. And yet in the deep ocean you glimpse your freedom, bobbing
and diving into the deeps.
>> O sea turtle the old one, could you please teach me the way to make 
>> the heavy [load] lighter?'.... then he compares the sea turtle's 
>> situation to his own, asking 'sea turtle the old one, could we 
>> actually be kin? For even though I have a home, I have no place to 
>> put it. The land I once knew is full of fences, made even stronger by 
>> land titles and documents. O sea turtle the old one, I do not 
>> understand, the land I came from is now a property'...
>>
>> And I also do much-much appreciate the original thread where this one 
>> branched out of. Good to hear from Richard, Dr. Hardman, and Uncle
Rolland.
>>
>> Jimmy
>>
>> now at DLSU-Manila
>>
>>
>>
>> On Fri, 16 Sep 2011 08:07:01 -0700, Julian Lang wrote:
>>
>> There are several types of animation. And there is a wide range of 
>> digital animation tools. So there are many questions to be answered 
>> initially. How do you folks want the animated story to look like 
>> exactly? Animated still images, cell animation, stop-frame? What I've 
>> discovered about animation as a Native language person and as an 
>> animator is that animation is incredibly labor intensive. And it can 
>> easily be pricey, If you asked to animate all of the stories, it can
easily cost you 60K. Perhaps 1 at a time?
>> Julian Lang
>> California
>> ________________________________
>> From: Claire Bowern
>> To: ILAT at LISTSERV.ARIZONA.EDU
>> Sent: Friday, September 16, 2011 7:04 AM
>> Subject: Re: [ILAT] Bears
>>
>> Hi Tammy,
>> Bardi people at One Arm Point have had success with children's 
>> stories for the local school by having the children dress up and play 
>> the parts of the characters. The older ones get involved as narrators 
>> and scene design and the younger ones play the characters. They've 
>> acted out the stories at school assemblies and videoed, and photos 
>> are taken which are then made into books. It's certainly not the same 
>> as animation but everyone got really into it, and it was lovely for 
>> the elders to see the stories come alive with the kids. They were so
pleased to see it.
>> Claire
>>
>> On Sep 15, 2011, at 11:27 AM, Tammy DeCoteau wrote:
>>
>> > Mitakuyapi (My relatives),
>> >
>> > We have discussed this topic in our office and we have mixed 
>> > feelings about it.
>> >
>> > In the drawer of my desk we have ten stories our Treasured Elders made.
>> > Each story teaches a different value (show respect, help others, 
>> > etc.) and they feature a Turtle and a Dragonfly.? These are meant 
>> > to be animated.? Who knows, though, how long those stories are going to
sit in my desk drawer.
>> > Once I talked with an animation company and do to a few minutes it 
>> > was $60,000.00.
>> >
>> > We have always felt that anything in the language is beneficial.
>> > Perhaps it will create the spark in someone to become passionate 
>> > about their language.
>> >
>> > Tammy DeCoteau
>> > AAIA Native Language Program
>> >
>>
>> Claire
>>
>>
>>
>>
>>
>
>
> --
> "this language of mine,of yours,is who we are and who we have been.It 
> is where we find our stories,our lives,our ancestors;and it should be 
> where we find our future too" ? Simon Anaviapik ... Inuit 
> richardzanesmith.wordpress.com ________________________________
>
> No virus found in this message.
> Checked by AVG - www.avg.com
> Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 
> 09/19/11


-----
No virus found in this message.
Checked by AVG - www.avg.com
Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11


From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 20 02:30:24 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Mon, 19 Sep 2011 19:30:24 -0700
Subject: Small Number=?UTF-8?Q?=E2=80=99s_?=adventures continue in math
 movie 2  (fwd link)
Message-ID: <MON.19.SEP.2011.193024.0700.ILAT@LISTSERV.ARIZONA.EDU>

Small Number?s adventures continue in math movie 2

Written by Lorilee
Monday, 19 September 2011 18:22
Canada

A creative crew led by Simon Fraser University math lecturer Veselin
Jungic has created its second video aimed at transforming math into a
star in the eyes of kindergarten to high school Aboriginal youth.

Mathematics and suspense don?t often come together to equal movie
success. But that?s what Veselin and his partners hope will become of
Small Number Counts to 100 and its newly minted sequel Small Number
and the Old Canoe.

The two are a part of a series of six, less than four-minute-long
animation videos envisioned by Jungic and the other creators to help
drive up B.C. Aboriginals? completion rate of Grade 12 math.

Access full article below:
http://www.firstperspective.ca/releases/3025-small-numbers-adventures-continue-in-math-movie-2.html


From rzs at WILDBLUE.NET  Tue Sep 20 03:17:54 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Mon, 19 Sep 2011 22:17:54 -0500
Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
In-Reply-To: <20110919162219.TWXE0.2001153.imail@fed1rmwml45>
Message-ID: <MON.19.SEP.2011.221754.0500.ILAT@LISTSERV.ARIZONA.EDU>

you'd think ANY believers of a universal God would be thrilled to have kids
praying five times a day...instead of once at the flag pole
that is....assuming they still do that? (or was that simply a publicity
stunt?)
but of course Islamaphobia is rotten ripe in USA and popular way to sell *scare
books*!   and of course... it is close to Halloween.

but I'm still having a hard time picturing kids being handcuffed and thrown
in detention for saying "Merry Christmas"

-richard




On Mon, Sep 19, 2011 at 3:22 PM, Paula Meyer <pmeyer8 at cox.net> wrote:

> You are so right, Rolland.  And of course there is nowhere to "vote" for no
> prayer at all.  It's the presuppositions that are the killers.
> Paula
> ---- Rolland Nadjiwon <mikinakn at SHAW.CA> wrote:
> > This is not all of the truth. Christian prayers are not admitted because
> > Christian people protested against it....this is not a petition, this is
> > racism....it does not have my vote. Also, the Christian prayers were
> being
> > made compulsory for all students without regard for their individual
> beliefs
> > or religion. Nothing more scary than rampant fundamentalism as a spur to
> the
> > ancient 'holy wars'.  I will pass this along as requested but not without
> my
> > own editorial.
> >
> > At any rate, since the 'founding' of the 'New World' by Columbus, the
> > indigenous peoples of all of the Americas and archipelago have suffered
> the
> > oppression of Christianity and any other religion wanting to come into
> our
> > land and communities and recruit numbers for the 'right' religions. At
> this
> > point, I don't think it matters a 'whack' who vies for the powers of
> > oppression. We are not the ones who will win that 'war' anyhow and it is
> not
> > 'our war' anyhow.
> >
> > amen, tamam shud, meno geeshiguk and all that moulded and tiring old
> > stuff....
> >
> > -------
> > wahjen
> > rolland nadjiwon
> > ___________________________________________
> > You cannot multiply wealth by dividing it....
> >
> >
> >
> >
> >   _____
> >
> > From: Cecilia Lawrence [mailto:cnadjlawrence at hotmail.com]
> > Sent: September-19-11 8:48 AM
> > Subject: FW: We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> >
> >
> >   _____
> >
> > : Sun, 18 Sep 2011 15:49:27 -0700
> >
> >
> >
> >
> >
> >
> >
> > : We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> > Subject: We need your vote - for CityTV poll--- (Urgently!!!!)
> >
> >
> >
> > Hi everyone, there is a blue website below.. it is a link to Toronto CTV
> > just like Calgary CTV where they have a poll question.  What happens in
> > Toronto will have an impact across this country... so if you don't want
> this
> > to happen in more schools you need to vote "no".
> >
> > Aside from the religious part of this how in the world are they going to
> fit
> > in praying 5 times a day??? Will this take away from the curriculum time
> > they are already crying out "not enough time" so this then would become a
> > political issue next.? With having to pay someone to supervise and s
> > Vote "no"! We get our rights denied and they think they have the right to
> > ask???
> > There is something wrong here... and if there are more Muslims out there
> > voting, it will be passed. Click the site below it will take you to CTV's
> > site and you will see where to vote in the middle of the page...
> >
> > **Hi Friends:
> >
> > Just to let you know the Lords Prayer and all Christianity has been taken
> > out of our public schools. Now they want to allow Muslim prayer in our
> > schools!
> >
> > Please click on the blue link below and vote against this injustice. Our
> > rights as Christian Canadians are being violated.
> >
> > Thanks for voting & sending this on so that others will see the
> injustice.
> >
> > OUR KIDS CAN'T EVEN SAY MERRY CHRISTMAS BECAUSE IT IS CHRISTIAN.
> > WHAT A JOKE!
> >
> > Please vote NO.
> >
> > Vote "NO" and pass it on to others immediately so they can vote, also.
> > Thanks.
> >
> > Help us on this poll vote..  It is crucial that you vote "no" against
> Muslim
> > prayers being conducted in Public Schools, while Christian prayers are
> not
> > permitted!!!
> >
> >
> >
> > Please vote NO in the Poll - thank you so much for your help.
> >
> >
> >
> >
> http://www.citytv.com/toronto/citynews/news/local/article/144877--groups-pro
> > test-muslim-prayers-at-toronto-public-school
> >
> >
> >
> >
> >
> >   _____
> >
> > No virus found in this message.
> > Checked by AVG - www.avg.com
> > Version: 10.0.1410 / Virus Database: 1520/3906 - Release Date: 09/19/11
> >
>



-- 
*"this language of mine,of yours,is who we are and who we have been.It is
where we find our stories,our lives,our ancestors;and it should be where we
find our future too"   Simon Anaviapik ... Inuit*

richardzanesmith.wordpress.com
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From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 20 17:23:38 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 20 Sep 2011 10:23:38 -0700
Subject: Sounds of Wiluna (fwd link)
Message-ID: <TUE.20.SEP.2011.102338.0700.ILAT@LISTSERV.ARIZONA.EDU>

20 September, 2011 2:25PM AWST

Sounds of Wiluna

By Jane Kennedy "In 100 years time hopefully someone picks up the CD
and they still know the words and the language is still strong." The
Sounds of Wiluna project is collaborating culture and community with
the power of sound.

[audio media link]

Access full article:
http://www.abc.net.au/local/audio/2011/09/20/3321908.htm?site=northwestwa


From mikinakn at SHAW.CA  Wed Sep 21 08:23:46 2011
From: mikinakn at SHAW.CA (Rolland Nadjiwon)
Date: Wed, 21 Sep 2011 04:23:46 -0400
Subject: ROAR : Wall Street occupation go es into 4th day
 =?UTF-8?Q?=C3=A2=E2=82=AC=E2=80=9D_?=in pictures
Message-ID: <WED.21.SEP.2011.042346.0400.ILAT@LISTSERV.ARIZONA.EDU>

Wonder what took so long...waiting for earth quakes and hurricanes maybe...eh... Some really great photo shots. I think they're all immigrants since I couldn't definitely identify any so called Native Americans...

 http://roarmag.org/2011/09/wall-street-occupation-goes-into-4th-day-in-pictures/ 

-------
wahjen
rolland nadjiwon
___________________________________________
You cannot multiply wealth by dividing it....
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From mona at ALLIESMEDIAART.COM  Wed Sep 21 13:51:55 2011
From: mona at ALLIESMEDIAART.COM (Mona Smith)
Date: Wed, 21 Sep 2011 08:51:55 -0500
Subject: http://indiancountrytodaymedianetwork.com/2011/09/ojibwe-on-the-national-mall/
Message-ID: <WED.21.SEP.2011.085155.0500.ILAT@LISTSERV.ARIZONA.EDU>

Ojibwe only book wins a best read award.  Hurray!
_______________________
AlliesLLC

http://www.alliesmediaart.com

Mona M. Smith
media artist/producer/director
Allies: media/art
4720 32nd Avenue South
Minneapolis, MN 55406

http://www.bdotememorymap.org
http://www.mappingspectraltraces.org/

612.234.1636 (234-1NDN)
reliable and speedy messages

Martin Case
research/writer/editor
Director of the Indian Treaty Signers Project
Allies: Research and Writing
4720 32nd Avenue South
Minneapolis, MN 55406
indiantreatysigners at gmail.com

coming soon - http://treatiesmatter.or

http://www.alliesmediaart.com





















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From bernisantamaria at GMAIL.COM  Wed Sep 21 20:20:24 2011
From: bernisantamaria at GMAIL.COM (BSantaMaria)
Date: Wed, 21 Sep 2011 13:20:24 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAMrsiFz_3f11hLXQZLR=snSy6VP7W8K+pLoa9zT7r9yg9AtX-Q@mail.gmail.com>
Message-ID: <WED.21.SEP.2011.132024.0700.ILAT@LISTSERV.ARIZONA.EDU>

Susan:

Thanks for your info--we'll discuss & think more on this, we have a big
Apache summit coming up in the Spring 2012 & hope to include this topic on
the agenda. We were planning on involving local GIS tech savvy people in our
natural resources depts, etc & the idea of technology involvement is good
for local purposes but we have the problem of trying not to publish maps of
locations of culturall-sensitive info such as sacred sites, ruins, etc. to
greater public or Internet access so that will have to be worked out with
more planning meetings.

Also, collaborating with a university would be an option but needs more
planning also. Please do send me contact info for those agengies you
mentioned.

Again, thanks!

Berni




On Fri, Sep 16, 2011 at 12:19 PM, Susan Penfield
<susan.penfield at gmail.com>wrote:

> Hi again,
> Forgot to add that I think such a grant would easily provide stipends for
> elders, assistant salaries, etc....and DEL is about the only place that
> supports this kind of work right now -- Although there are some other
> possibilities at NSF that could play into this with the right 'tweaking'
> --..Some places develop roll-over maps using technology (very cool) --
> showing collaboration on such a project across so many tribes is a certain
> plus as well....Also consider  NEH funding -- I can put you in touch with
> folks in both agencies...
>
> Best,
> susan
>
>  On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com>wrote:
>
>> Ms. Penfield:
>>
>> Have a question for possible grant applic to DEL next year--we've been
>> working on Apache place-names for the Western Apache reservations in AZ for
>> a couple of years without any grant funding but now find a need since the
>> areas we are going to focus on are very large reservation areas & will need
>> additional resources, etc.
>>
>> My question is if you think it would be feasible for us to submit a grant
>> application to conduct fieldwork on gathering place-names utilizing elder
>> consultants (will need stipends), some current staff (can we use part of
>> salaries as In-Kind contribution?), & additional staff as needed?  The main
>> goal is to revitalize & maintain the Apache place names for use by future
>> generations, for teaching tools in local classrooms, develop maps, etc. (in
>> a nutshell) although proposal not yet developed, just ideas for now.
>>
>> I would deem this to be a project that would assist our tribes in
>> revitalizing our Apache languages, along with teaching the oral histories of
>> how place-names came to be, what some represent symbolically, etc. for our
>> young people to learn along with the names.
>>
>> One of the consultants/advisors for several years is Dr. Keith Basso,
>> retired Anthropology professor, & the whole group would be an adivsory
>> committee that consists of the Western Apache groups:  White Mountain
>> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>>
>> We've already been in discussions on this for several meetings & would
>> like an idea if the DEL grant funding or other you might suggest that might
>> be more apt?, we'd like some feedback on whether we can plan on a submission
>> for next year's grant cycle.
>>
>> Thanks for any info & I think I mentioned before that I'm a UA graduate &
>> working on language & cultural knowledge issues.
>>
>> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
>> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>>
>> PH:  (928) 594-6826
>>
>>   On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <
>> susan.penfield at gmail.com> wrote:
>>
>>> Apologies for cross-posts --
>>>
>>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>>
>>> Good projects with support of the DEL program at NSF!
>>>
>>> --
>>>
>>> **********************************************************************************************
>>> *Susan D. Penfield, Ph.D.
>>> *
>>> Research Coordinator,
>>> CERCLL, The Center for Educational Resources in Culture, Language and
>>> Literacy
>>> University of Arizona
>>> Phone: (520) 626-8071
>>> Fax: (520) 626-3313
>>> Website: cercll.arizona.edu
>>>
>>>
>>>
>>>
>>
>
>
> --
>
> **********************************************************************************************
> *Susan D. Penfield, Ph.D.
> *
> Research Coordinator,
>  CERCLL,  Center for Educational Resources in Culture, Language and
> Literacy
> CONFLUENCE, Center for Creative Inquiry
>   University of Arizona
> Phone: (520) 626-8071
> Fax: (520) 626-3313
> Website: cercll.arizona.edu
>
>
>
>
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From susan.penfield at GMAIL.COM  Thu Sep 22 15:11:34 2011
From: susan.penfield at GMAIL.COM (Susan Penfield)
Date: Thu, 22 Sep 2011 08:11:34 -0700
Subject: Saving Endangered Languages in Latin America
In-Reply-To: <CAOFTfn=yYF8OL+fWXfEb2azo=Fb8cALLbnHdC45dAcMhmRzweg@mail.gmail.com>
Message-ID: <THU.22.SEP.2011.081134.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi again,
Once you have a good project summary, clearly addressing the intellectual
merit and broader impacts (NSF's criteria for evaluation) I would send it
(not over a page) to both Joan Maling (NSF -- jmaling at nsf.gov) and Helen
Aguera (NEH hagrera at neh.gov) ...You can tell them both that you have talked
with me and would just like to know if they think that your project fits
with the current call for the DEL program.

If you are around the UA anytime, lets meet and talk this through some
more...

Best,
Susan

On Wed, Sep 21, 2011 at 1:20 PM, BSantaMaria <bernisantamaria at gmail.com>wrote:

> Susan:
>
> Thanks for your info--we'll discuss & think more on this, we have a big
> Apache summit coming up in the Spring 2012 & hope to include this topic on
> the agenda. We were planning on involving local GIS tech savvy people in our
> natural resources depts, etc & the idea of technology involvement is good
> for local purposes but we have the problem of trying not to publish maps of
> locations of culturall-sensitive info such as sacred sites, ruins, etc. to
> greater public or Internet access so that will have to be worked out with
> more planning meetings.
>
> Also, collaborating with a university would be an option but needs more
> planning also. Please do send me contact info for those agengies you
> mentioned.
>
> Again, thanks!
>
> Berni
>
>
>
>
> On Fri, Sep 16, 2011 at 12:19 PM, Susan Penfield <susan.penfield at gmail.com
> > wrote:
>
>> Hi again,
>> Forgot to add that I think such a grant would easily provide stipends for
>> elders, assistant salaries, etc....and DEL is about the only place that
>> supports this kind of work right now -- Although there are some other
>> possibilities at NSF that could play into this with the right 'tweaking'
>> --..Some places develop roll-over maps using technology (very cool) --
>> showing collaboration on such a project across so many tribes is a certain
>> plus as well....Also consider  NEH funding -- I can put you in touch with
>> folks in both agencies...
>>
>> Best,
>> susan
>>
>>  On Fri, Sep 16, 2011 at 11:54 AM, BSantaMaria <bernisantamaria at gmail.com
>> > wrote:
>>
>>> Ms. Penfield:
>>>
>>> Have a question for possible grant applic to DEL next year--we've been
>>> working on Apache place-names for the Western Apache reservations in AZ for
>>> a couple of years without any grant funding but now find a need since the
>>> areas we are going to focus on are very large reservation areas & will need
>>> additional resources, etc.
>>>
>>> My question is if you think it would be feasible for us to submit a grant
>>> application to conduct fieldwork on gathering place-names utilizing elder
>>> consultants (will need stipends), some current staff (can we use part of
>>> salaries as In-Kind contribution?), & additional staff as needed?  The main
>>> goal is to revitalize & maintain the Apache place names for use by future
>>> generations, for teaching tools in local classrooms, develop maps, etc. (in
>>> a nutshell) although proposal not yet developed, just ideas for now.
>>>
>>> I would deem this to be a project that would assist our tribes in
>>> revitalizing our Apache languages, along with teaching the oral histories of
>>> how place-names came to be, what some represent symbolically, etc. for our
>>> young people to learn along with the names.
>>>
>>> One of the consultants/advisors for several years is Dr. Keith Basso,
>>> retired Anthropology professor, & the whole group would be an adivsory
>>> committee that consists of the Western Apache groups:  White Mountain
>>> Apache, San Carlos Apache, Yavapai-Apache Nation, Tonto Apache Nation.
>>>
>>> We've already been in discussions on this for several meetings & would
>>> like an idea if the DEL grant funding or other you might suggest that might
>>> be more apt?, we'd like some feedback on whether we can plan on a submission
>>> for next year's grant cycle.
>>>
>>> Thanks for any info & I think I mentioned before that I'm a UA graduate &
>>> working on language & cultural knowledge issues.
>>>
>>> Bernadette Adley-SantaMaria, Cultural Advisory Board Member/Grant Writer
>>> White Mountain Apache Tribe & Western Apache NAGPRA Working Group Member
>>>
>>> PH:  (928) 594-6826
>>>
>>>   On Thu, Aug 25, 2011 at 7:50 PM, Susan Penfield <
>>> susan.penfield at gmail.com> wrote:
>>>
>>>> Apologies for cross-posts --
>>>>
>>>> http://latino.foxnews.com/latino/health/2011/08/25/effort-to-save-endangered-languages/
>>>>
>>>> Good projects with support of the DEL program at NSF!
>>>>
>>>> --
>>>>
>>>> **********************************************************************************************
>>>> *Susan D. Penfield, Ph.D.
>>>> *
>>>> Research Coordinator,
>>>> CERCLL, The Center for Educational Resources in Culture, Language and
>>>> Literacy
>>>> University of Arizona
>>>> Phone: (520) 626-8071
>>>> Fax: (520) 626-3313
>>>> Website: cercll.arizona.edu
>>>>
>>>>
>>>>
>>>>
>>>
>>
>>
>> --
>>
>> **********************************************************************************************
>> *Susan D. Penfield, Ph.D.
>> *
>> Research Coordinator,
>>  CERCLL,  Center for Educational Resources in Culture, Language and
>> Literacy
>> CONFLUENCE, Center for Creative Inquiry
>>   University of Arizona
>> Phone: (520) 626-8071
>> Fax: (520) 626-3313
>> Website: cercll.arizona.edu
>>
>>
>>
>>
>


-- 
**********************************************************************************************
*Susan D. Penfield, Ph.D.
*
Research Coordinator,
CERCLL,  Center for Educational Resources in Culture, Language and Literacy
CONFLUENCE, Center for Creative Inquiry
University of Arizona
Phone: (520) 626-8071
Fax: (520) 626-3313
Website: cercll.arizona.edu
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From rzs at WILDBLUE.NET  Thu Sep 22 18:40:12 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 22 Sep 2011 13:40:12 -0500
Subject: a First Nations job - spying on our own people?
Message-ID: <THU.22.SEP.2011.134012.0500.ILAT@LISTSERV.ARIZONA.EDU>

be informed! check this out:

"The Canadian Security Intelligence Service (CSIS) is seeking motivated and
responsible individuals
to serve as Translators / Interpreters - Foreign and Aboriginal Languages.
Candidates must possess
excellent translation and written /oral communication skills as well as
possess an excellent ability to work
under pressure and meet deadlines without a loss of efficiency or
effectiveness. Candidates must also
possess an excellent ability to synthesize information, plan, analyse and
establish priorities...."

see more at:
http://www.intelligencematters.ca/en/jobs/translators-interpreters-foreign-and-aboriginal-languages



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From rzs at WILDBLUE.NET  Thu Sep 22 19:35:31 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 22 Sep 2011 14:35:31 -0500
Subject: abuse of cultural identities
Message-ID: <THU.22.SEP.2011.143531.0500.ILAT@LISTSERV.ARIZONA.EDU>

An interesting read and the comments are revealing too.

*"Sigh.   **Today in the neighborhood coffee shop, I spotted a poster made
by a local designer for an upcoming music festival. Hence the sigh.*

*A tomahawk and feathers had somehow made their way onto the poster for a
West Coast band consisting of three bearded white guys.*

* As I stood in front of the poster, **noting the word ?primitive? in the
write-up below the piece**, I looked over and saw a blond girl with a *

*Pendleton-style bag and a guy wearing a knitted Cowichan sweater? or maybe
a look-alike he bought at The Bay. Another sigh...." Sara Hunt*
*see the article:*
http://www.mediaindigena.com/sarah-hunt/issues-and-politics/an-open-letter-to-my-local-hipsters?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+mediaINDIGENA+(mediaINDIGENA)




-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:33:07 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:33:07 -0700
Subject: Wiluna's hip-hop hub (fwd link)
Message-ID: <FRI.23.SEP.2011.093307.0700.ILAT@LISTSERV.ARIZONA.EDU>

Wiluna's hip-hop hub

TAYISSA BARONE, The West Australian
September 22, 2011, 2:00 pm

The inspiring power of music is helping people in the remote Mid West
town of Wiluna open their eyes to a world of opportunities thought
unimaginable for some members of the troubled community.

About 25 of Wiluna's 300 permanent residents spent 18 months on a
project to write, perform and record the CD, Sounds of Wiluna, which
features Aboriginal musicians and a Fijian trio from the town's
unusually large Fijian population.

The record mixes hip-hop, country, reggae, rock and gospel, courtesy
of the town's Seventh Day Adventist Church, with traditional Martu
language and Fijian dialect featured in several songs.

Access full article below:
http://au.news.yahoo.com/thewest/entertainment/a/-/music/10316637/wilunas-hip-hop-hub/


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:35:31 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:35:31 -0700
Subject: Finland engages in dialogue on the rights of indigenous people
 (fwd quote link)
Message-ID: <FRI.23.SEP.2011.093531.0700.ILAT@LISTSERV.ARIZONA.EDU>

Quote:

"During the Human Rights Council?s panel discussion held later on
Tuesday, Finland gave a statement on the importance of languages and
culture to the well-being and identity of indigenous peoples. Among
other things, the statement draws attention to the programme to revive
the Sami language now under preparation."

Finland engages in dialogue on the rights of indigenous people
http://www.isria.com/pages/21_September_2011_129.php


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:37:39 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:37:39 -0700
Subject: New books help Nyoongar language (fwd link)
Message-ID: <FRI.23.SEP.2011.093739.0700.ILAT@LISTSERV.ARIZONA.EDU>

New books help Nyoongar language

22 Sep, 2011 04:00 AM
AUS

INDIGENOUS publishing company Batchelor Press, along with the
Bendictine Community at new Norcia, is working towards Nyoongar
language revival across Western Australia with the release this week
of two new books on Nyoongar language and country.

Nyoongar is one of the largest language groups in Australia and
includes 13 clans of which three main dialects are recognised today,
with increasing numbers of Nyoongar and Wadjula people wanting to
learn the Nyoongar language of their particular region.

Batchelor Press is the specialty in-house publishing division of
Batchelor Institute of Indigenous Tertiary Education.

They have been working with the Nyoongar people in WA over the past
six years on an Endangered Languages Project to rebuild and revive the
languages.

Access full article below:
http://www.centraladvocate.com.au/news/local/news/general/new-books-help-nyoongar-language/2299797.aspx


From cashcash at EMAIL.ARIZONA.EDU  Fri Sep 23 16:41:46 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Fri, 23 Sep 2011 09:41:46 -0700
Subject: Native American Language Revitalization on Red Lake Agenda (fwd
 link)
Message-ID: <FRI.23.SEP.2011.094146.0700.ILAT@LISTSERV.ARIZONA.EDU>

Native American Language Revitalization on Red Lake Agenda

By Michael Meuers September 21, 2011  RSS
USA

Red Lake Ojibwe Nation Chairman Floyd Jourdain Jr. offered tobacco to
11 persons gathered at the Little Rock Roundhouse on September 6 for
the purpose of exploring Ojibwe language revitalization at Red Lake.
Melvin Jones offered a prayer.

The meeting was attended by fluent speakers, elders and others
interested in aspects of Ojibwemowin revitalization.

?Ojibwe is now the official language of Red Lake,? said Jourdain, ?and
that?s not just a public relations thing, we want to make it so. Many
things can be done, including encouraging more language and culture in
our schools.?

Access full article below:
http://indiancountrytodaymedianetwork.com/2011/09/native-american-language-revitalization-on-red-lake-agenda/


From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 24 14:51:22 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sat, 24 Sep 2011 07:51:22 -0700
Subject: Can dubbing a cartoon help save a language? (fwd link)
Message-ID: <SAT.24.SEP.2011.075122.0700.ILAT@LISTSERV.ARIZONA.EDU>

Can dubbing a cartoon help save a language?

Published On Fri Sep 23 2011

By Antonia Zerbisias
Feature Writer
USA

Bear Country is now Sioux territory.

That?s because the classic cartoon The Berenstain Bears is being
dubbed into the endangered Lakota language and running on public TV in
North and South Dakota.

Math? Wa?nsila Thiw?he ? which translates to The Compassionate Bear
Family ? is the first animated series to be translated into a native
American language in the U.S.

Originally produced at Toronto?s Nelvana studios, it?s being dubbed
under the auspices of the Standing Rock Sioux Tribe and the non-profit
Lakota Language Consortium. License fees were waived by Mike
Berenstain, son of the creators Jan and Stan, and rights were secured
from Nelvana at no cost.

?Kids love cartoons,?? says anthropologist Wilhelm Meya, executive
director of the Lakota consortium, which works with thousands of Sioux
children to keep their ancient tongue alive. ?The Berenstain Bears
will help save a language? ? one now spoken by fewer than 6,000
people, according to Meya.

Access full article below:
http://www.thestar.com/news/article/1058949


From cashcash at EMAIL.ARIZONA.EDU  Sat Sep 24 14:54:57 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sat, 24 Sep 2011 07:54:57 -0700
Subject: Students do best when using native language (fwd quote link)
Message-ID: <SAT.24.SEP.2011.075457.0700.ILAT@LISTSERV.ARIZONA.EDU>

Quote:

"Aguayo found that students who embrace their cultural heritage and
spoke in their native languages had higher grade point averages than
those who spoke English at school and home."

Access full article below:

Students do best when using native language
By JANESE SILVEY
Saturday, September 24, 2011
http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language/


From rzs at WILDBLUE.NET  Sun Sep 25 02:50:05 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Sat, 24 Sep 2011 21:50:05 -0500
Subject: Students do best when using native language (fwd quote link)
In-Reply-To: <CACL86RyFeOQ2MDyp_CcFzYD51wsFdatA42yNptFDLSro2YKmQQ@mail.gmail.com>
Message-ID: <SAT.24.SEP.2011.215005.0500.ILAT@LISTSERV.ARIZONA.EDU>

can't believe all the racist comments posted following this article...
there seems to be an assumption that English is American and didn't come
here
via immigrants the way Spanish does.



On Sat, Sep 24, 2011 at 9:54 AM, Phillip E Cash Cash <
cashcash at email.arizona.edu> wrote:

> Quote:
>
> "Aguayo found that students who embrace their cultural heritage and
> spoke in their native languages had higher grade point averages than
> those who spoke English at school and home."
>
> Access full article below:
>
> Students do best when using native language
> By JANESE SILVEY
> Saturday, September 24, 2011
>
> http://www.columbiatribune.com/news/2011/sep/24/students-do-best-when-using-native-language/
>



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From whalen at HASKINS.YALE.EDU  Sun Sep 25 14:51:54 2011
From: whalen at HASKINS.YALE.EDU (Doug Whalen)
Date: Sun, 25 Sep 2011 10:51:54 -0400
Subject: ELF Native Voices Grants
Message-ID: <SUN.25.SEP.2011.105154.0400.ILAT@LISTSERV.ARIZONA.EDU>

  Dear all,
The Endangered Language Fund  will once again be managing and distributing grants through the Native Voices Endowment: A Lewis & Clark Expedition Bicentennial Legacy. Grants through this program will be available to members of the Native American tribes that came in contact with the Lewis and Clark Expedition between 1803-1806.The list of eligible tribes can be found here:
http://www.endangeredlanguagefund.org/eligible_tribes.php
Grants are available for work on documentation and revitalization of the languages of these tribes. Principal Investigators must be enrolled tribal members or employees of tribal colleges. Scholarships for academic work in linguistics or the Native language, or for Master/Apprentice programs, are also available for tribal members.
The application deadline for the fourth round of annual Native Voices proposals will be October 17, 2011. The Request for Proposals can be found here:
http://www.endangeredlanguagefund.org/NVE_request.php
Doug Whalen DhW

From cashcash at EMAIL.ARIZONA.EDU  Mon Sep 26 04:38:54 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Sun, 25 Sep 2011 21:38:54 -0700
Subject: Cherokee Nation Adds Sixth Grade and iPads to Bolster Native
 American Education (fwd link)
Message-ID: <SUN.25.SEP.2011.213854.0700.ILAT@LISTSERV.ARIZONA.EDU>

Cherokee Nation Adds Sixth Grade and iPads to Bolster Native American Education

By ICTMN Staff September 25, 2011
USA

Some changes are happening this year at the Cherokee Nation?s Sequoyah
Schools. The nation has added the sixth grade to its immersion school
and provided iPads to seventh and eighth grade classrooms to expand
they way subjects are taught.

For the first time since 1956, students attending the Cherokee
Nation?s Immersion School?part of Sequoyah?s school district?can
complete 12 consecutive years in the same school system.

The immersion style classroom started in 2001 at Cherokee Nation Head
Start. Immersion means that all classes are conducted in Cherokee; no
English is spoken or written during class time. This is an important
way for Native American students to retain their culture and language.

Access full article below:
http://indiancountrytodaymedianetwork.com/2011/09/cherokee-nation-adds-sixth-grade-and-ipads-to-bolster-native-american-education/


From jfnelson at EMAIL.ARIZONA.EDU  Tue Sep 27 07:12:14 2011
From: jfnelson at EMAIL.ARIZONA.EDU (Jessica Fae Nelson)
Date: Tue, 27 Sep 2011 00:12:14 -0700
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3h=C3=A3e_?=of Bra zil
Message-ID: <TUE.27.SEP.2011.001214.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi everyone,

While the petition itself is not exactly a language issue, I do work with
the Baen?-Patax? H?h?h?e on the revitalization of their language.  This
petition is in support of their efforts to reclaim appropriated reservation
land.  The Brazilian Supreme Federal Tribunal will be meeting about their
case again this coming Wednesday.

Thank you for your time and support!

Jessica

The petition:
http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
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From rzs at WILDBLUE.NET  Tue Sep 27 19:03:44 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Tue, 27 Sep 2011 14:03:44 -0500
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3_h=C3=A3e_?=of Bra zil
In-Reply-To: <CAGZiz6-Oy7PeZ_=yC=AvgcM+MPB5zFuKd_HV35_e2Qfwqh8opw@mail.gmail.com>
Message-ID: <TUE.27.SEP.2011.140344.0500.ILAT@LISTSERV.ARIZONA.EDU>

thanks Jessica,
for passing that on (signed!)
many of us realize that you can't separate land from language,
anymore successfully than you can separate mind from body
some things just don't slice apart neatly for nice noun boxes!

-richard


On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
jfnelson at email.arizona.edu> wrote:

> Hi everyone,
>
> While the petition itself is not exactly a language issue, I do work with
> the Baen?-Patax? H?h?h?e on the revitalization of their language.  This
> petition is in support of their efforts to reclaim appropriated reservation
> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
> case again this coming Wednesday.
>
> Thank you for your time and support!
>
> Jessica
>
> The petition:
> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>



-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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From cashcash at EMAIL.ARIZONA.EDU  Tue Sep 27 19:04:04 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Tue, 27 Sep 2011 12:04:04 -0700
Subject: Fwd: NEW articles and reviews in LD&C Vol. 5
In-Reply-To: <CABq8CFC9S8H9QSJjd0XnshxVuo1p65GD_m4xn6bDB-z_6FiXiQ@mail.gmail.com>
Message-ID: <TUE.27.SEP.2011.120404.0700.ILAT@LISTSERV.ARIZONA.EDU>

fyi...


---------- Forwarded message ----------
From: Language Documentation and Conservation <ldc at hawaii.edu>
Date: Mon, Sep 26, 2011 at 6:35 PM
Subject: NEW articles and reviews in LD&C Vol. 5
To: ldcsubscribers-l at lists.hawaii.edu


Dear LD&C subscribers,

We are happy to announce that two articles, four technology reviews
and one book review have been added to Volume 5 of Language
Documentation & Conservation.

ARTICLES
? Puana ?Ia me ka ?Oko?a: A Comparative Analysis of Hawaiian Language
Pronunciation as Spoken and Sung ? by Joseph Keola Donaghy
? ?Auto-documentaci?n Lingu??stica?: La experiencia de una comunidad
Jod? en la Guayana Venezolana ? by Miguel Marcello Quatra

TECH REVIEWS
? Review of JVC GY-HM100U HD video camera and FFmpeg libraries ?
reviewed by Jeremy Hammond
? Review of Phon: Free Software for Phonological Transcription and
Analysis ? reviewed by Heather Buchan
? Review of ANVIL: Annotation of Video and Language Data 5.0 ?
reviewed by Ning Tan and Jean-Claude Martin
? Review of WordSmith Tools ? reviewed by D.J Prinsloo and Daniel Prinsloo

BOOK REVIEW
? Linguistic Fieldwork: A Practical Guide by Claire Bowern ? reviewed
by Lameen Souag

Sincerely,
LD&C Editoral Staff
http://nflrc.hawaii.edu/ldc/


From rrlapier at AOL.COM  Tue Sep 27 19:12:52 2011
From: rrlapier at AOL.COM (rrlapier at AOL.COM)
Date: Tue, 27 Sep 2011 15:12:52 -0400
Subject: APPLICATION DEADLINE EXTENDED: NARL Director,
 The University of Montana
In-Reply-To: <B5F13C5CFD13DE4CBDBA00059C8CAA5B243E1D@CH1PRD0102MB160.prod.exchangelabs.com>
Message-ID: <TUE.27.SEP.2011.151252.0400.ILAT@LISTSERV.ARIZONA.EDU>





 
Please note that the application deadline for the Native American Research Lab Director, at The University of Montana, has been extended to November 1, 2011.  Please distribute widely.
 
SENDERS Note: While NARL is currently set up as a "microbiology, molecular biology, and biochemistry research facility", the future research direction of NARL can change based on the research discipline of the selected candidate.  This search is open to all STEM and the NARL research area will depend on the selected candidate.
 
POSITION OPENING:  Director, Native American Research Laboratory, The University of Montana, Missoula
 
The University of Montana Native American Research Laboratory (UM NARL) was established in 2007. The primary mission of NARL is to provide advanced ?hands-on? research opportunities to Native American students in a highly interdisciplinary and inter-tribally as well as inter-culturally diverse training environment, guided by culturally relevant faculty role models and mentors.  Although UM NARL is dedicated to serving Native American students, the participation of non-Native and international students is also a priority to facilitate intercultural exchange. 
 
Broadly, the mission of the NARL laboratory includes serving as a training facility to provide research-training opportunities for all students in STEM disciplines, through collaborative interactions with UM faculty and programs within and outside of the university.  Currently, UM NARL is equipped as a microbiology, molecular biology, and biochemistry research facility with several active, federally funded projects that provide a broad spectrum of research opportunities for student researchers with diverse interests.
 
The UM NARL Director will also have a key support role in the University?s Alfred P. Sloan Indigenous Graduate Partnership (SIGP) program.  The UM SIGP provides scholarships for indigenous students pursuing advanced degrees in the STEM. Within the SIGP program, the NARL director will focus on recruitment and retention, as well as serve on the program?s steering committee.  Position is expected to establish vigorous funded research program and coordinate the administration activities of the NARL program.
 
Required Experience 
?         An earned doctorate (Ph.D. or D.Sci.) in a physical or natural science based discipline.
For additional information on job duties and application information, please go to job announcement:
https://university-montana-hr.silkroad.com/epostings/index.cfm?fuseaction=app.jobinfo&jobid=216&company_id=16254&version=1&source=ONLINE&jobOwner=992274&aid=1
 
 
==<>===<>===<>===<>===<>===<>===<>===<>===<>===<>===<>
Rachel Smith
Student to Academic Professoriate for American Indians (SAPAI)
Division of Biological Sciences
University of Montana
 
office:  (406) 243-5798          cell:  (406) 493-2178
fax:      (406) 243-5858
Rachel.Smith at umontana.edu
http:  http://stepup.dbs.umt.edu 

==<>===<>===<>===<>===<>===<>===<>===<>===<>===<>===<>
 
 



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From dzo at BISHARAT.NET  Tue Sep 27 21:56:37 2011
From: dzo at BISHARAT.NET (dzo at BISHARAT.NET)
Date: Tue, 27 Sep 2011 21:56:37 +0000
Subject: Fw:  Endangered Language Fund Native Voices Grants
Message-ID: <TUE.27.SEP.2011.215637.0000.>

FYI...

Sent from my Verizon Wireless BlackBerry

-----Original Message-----
From: Harold Schiffman <hfsclpp at gmail.com>
Sender: lgpolicy-list-bounces+dzo=bisharat.net at groups.sas.upenn.edu
Date: Tue, 27 Sep 2011 12:43:47 
To: lp<lgpolicy-list at groups.sas.upenn.edu>
Reply-To: Language Policy List <lgpolicy-list at groups.sas.upenn.edu>
Subject: [lg policy] Endangered Language Fund Native Voices Grants

Endangered Language Fund Native Voices Grants


Dear all,

The Endangered Language Fund will once again be managing and
distributing grants through the Native Voices Endowment: A Lewis &
Clark Expedition Bicentennial Legacy. Grants through this program will
be available to members of the Native American tribes that came in
contact with the Lewis and Clark Expedition between 1803-1806.The
list of eligible tribes can be found here:

http://www.endangeredlanguagefund.org/eligible_tribes.php

Grants are available for work on documentation and revitalization of
the languages of these tribes. Principal Investigators must be enrolled
tribal members or employees of tribal colleges. Scholarships for
academic work in linguistics or the Native language, or for
Master/Apprentice programs, are also available for tribal members.

The application deadline for the fourth round of annual Native Voices
proposals will be October 17, 2011. The Request for Proposals can be
found here:

http://www.endangeredlanguagefund.org/NVE_request.php

http://linguistlist.org/issues/22/22-3745.html

Doug Whalen DhW



-- 
**************************************
N.b.: Listing on the lgpolicy-list is merely intended as a service to
its members
and implies neither approval, confirmation nor agreement by the owner
or sponsor of the list as to the veracity of a message's contents.
Members who disagree with a message are encouraged to post a rebuttal,
and to write directly to the original sender of any offensive message.
 A copy of this may be forwarded to this list as well.? (H. Schiffman,
Moderator)

For more information about the lgpolicy-list, go to
https://groups.sas.upenn.edu/mailman/
listinfo/lgpolicy-list
*******************************************

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To manage your subscription unsubscribe, or arrange digest format: https://groups.sas.upenn.edu/mailman/listinfo/lgpolicy-list

From cashcash at EMAIL.ARIZONA.EDU  Wed Sep 28 21:40:10 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Wed, 28 Sep 2011 14:40:10 -0700
Subject: Open and free Q&A site...
Message-ID: <WED.28.SEP.2011.144010.0700.ILAT@LISTSERV.ARIZONA.EDU>

Greetings,

Just saw this today (thanks C.).  I thought some of you might be
interested in all things "open" and "community-driven".  Though the
example below is generally based in "linguistics," I can imagine
something worthwhile for "endangered languages" or the like.

http://linguistics.stackexchange.com/

Phil
ILAT


From jfnelson at EMAIL.ARIZONA.EDU  Thu Sep 29 02:29:53 2011
From: jfnelson at EMAIL.ARIZONA.EDU (Jessica Fae Nelson)
Date: Wed, 28 Sep 2011 19:29:53 -0700
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3__h=C3=A3e_?=of Bra zil
In-Reply-To: <CAEx=+YKQphXTNp4isrhxY5u59vV+V2xF1Mn7F5eJUKNYs=bZpg@mail.gmail.com>
Message-ID: <WED.28.SEP.2011.192953.0700.ILAT@LISTSERV.ARIZONA.EDU>

Hi Richard,

Thank you for your support!  And I couldn't agree more about the noun boxes.

Jessica

2011/9/27 Richard Zane Smith <rzs at wildblue.net>

> thanks Jessica,
> for passing that on (signed!)
> many of us realize that you can't separate land from language,
> anymore successfully than you can separate mind from body
> some things just don't slice apart neatly for nice noun boxes!
>
> -richard
>
>
> On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
> jfnelson at email.arizona.edu> wrote:
>
>> Hi everyone,
>>
>> While the petition itself is not exactly a language issue, I do work with
>> the Baen?-Patax? H?h?h?e on the revitalization of their language.  This
>> petition is in support of their efforts to reclaim appropriated reservation
>> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
>> case again this coming Wednesday.
>>
>> Thank you for your time and support!
>>
>> Jessica
>>
>> The petition:
>> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>>
>
>
>
> --
> *
>
> "The trouble with the rat race is that even if you win, you're still a
> rat."
>
>  - Lily Tomlin, comedian.
> **
>
>  richardzanesmith.wordpress.com
>
> *
>
>
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From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:14:00 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:14:00 -0700
Subject: Ancient ways and modern times (fwd link)
Message-ID: <THU.29.SEP.2011.071400.0700.ILAT@LISTSERV.ARIZONA.EDU>

Ancient ways and modern times

The Kumeyaay people practice their traditions and revive native crafts
in remote areas of Mexico and California as encroaching civilization
brings electricity and running water.

By Joe Mozingo, Los Angeles Times
September 26, 2011, 8:33 p.m.
USA

Reporting from the Sierra Juarez Mountains, Mexico? In the high table
land, a small, rawboned woman picks her way across ash and sand to a
cave where she slept as a girl when her family came to harvest pine
nuts every August.

Teodora Cuero is 90 years old, half-blind behind her sunglasses, with
skin like crinkled wax paper.

She moves her fingers over the lichen-mottled rock, and the memories
flood her with emotion. She talks of lost friends and family members,
how they used to live.

Her friend Mike Wilken, an anthropologist, listens with rapt
attention. What she describes are final scenes from the Indians'
ancient yearly migration between the sea and desert, a pattern of life
in Southern California and northern Baja long before the Spanish set
foot here.

Access full article below:
http://www.latimes.com/news/local/la-me-adv-kumeyaay-20110927,0,6784675.story


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:26:09 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:26:09 -0700
Subject: Teaching aboriginal languages key to restoring pride,
 say residential school survivors (fwd link)
Message-ID: <THU.29.SEP.2011.072609.0700.ILAT@LISTSERV.ARIZONA.EDU>

Teaching aboriginal languages key to restoring pride, say residential
school survivors

September 28, 2011
LOUISE BROWN
EDUCATION REPORTER
Canada

Canada must fund native language and culture programs to help rebuild
the sense of identity it destroyed through residential schools, said
members of the aboriginal community Wednesday at Queen?s Park during a
panel discussion at which several survivors broke down in tears.

?Where is the funding for language programs? Where is the funding for
our at-risk youth? Where is the funding that says it?s okay to be who
we are?? asked an emotional Kahsenniyo Wilson, a community organizer
from Six Nations and one of several panellists asked to discuss how
Canada can come to grips with abuses committed in residential schools.

Access full article below:
http://www.parentcentral.ca/parent/education/article/1061593--teaching-aboriginal-languages-key-to-restoring-pride-say-residential-school-survivors


From cashcash at EMAIL.ARIZONA.EDU  Thu Sep 29 14:30:04 2011
From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash)
Date: Thu, 29 Sep 2011 07:30:04 -0700
Subject: Regional accents thrive in U.S. -- but is that a good thing? (fwd
 link)
Message-ID: <THU.29.SEP.2011.073004.0700.ILAT@LISTSERV.ARIZONA.EDU>

Regional accents thrive in U.S. -- but is that a good thing?

This story started on CNN iReport
By Rachel Rodriguez, CNN
September 29, 2011 -- Updated 1155 GMT (1955 HKT)

(CNN) -- Hours of TV each day. The internet. Increased travel and mobility.

All these factors expose us to culture and voices on a national rather
than local scale. But if you think all this exposure is homogenizing
our language, think again. Regional accents are going strong around
the United States, bringing with them all kinds of cultural flavor.

If you're one of the many that assume all this media exposure must be
homogenizing the American accent, you're not alone. It sounds like a
logical hypothesis: The accents heard in the media are far-reaching
and pervasive, so local accents must be on the decline as the
population is exposed to all this "standardized" speech. But experts
say it's a common misconception that has no basis in fact.

"There is zero evidence for television or the other popular media
disseminating or influencing sound changes or grammatical
innovations," wrote linguist J.K. Chambers in a 2006 essay for PBS.
And experts agree that regional accents around the United States are
alive and well.

Access full article below:
http://edition.cnn.com/2011/09/29/living/american-accents-ireport/


From rzs at WILDBLUE.NET  Thu Sep 29 18:58:59 2011
From: rzs at WILDBLUE.NET (Richard Zane Smith)
Date: Thu, 29 Sep 2011 13:58:59 -0500
Subject: Petition in support of the
 Patax=?UTF-8?Q?=C3=B3_H=C3=A3h=C3=A3__h=C3=A3e_?=of Bra zil
In-Reply-To: <CAGZiz68TtJM7T6_UFCNsag-cSw6QhNYGaZNNviZ0O1veO4FH3g@mail.gmail.com>
Message-ID: <THU.29.SEP.2011.135859.0500.ILAT@LISTSERV.ARIZONA.EDU>

thanks Jessica,
yeah noun boxes can be deceptive...just like letter boxes....

*L * from the box including  *L*IAR
*O* from the box including  *O*FFAL
*V *from the box including  *V*ERMIN
*E* from the box including  *E*NEMY

*H*  from the box including  HOLY
*A*  from the box including  ANGEL
*T*  from the box including  TALENTED
*E *from the box including   ETERNITY

sorry! can't help myself sometimes....
Richard



On Wed, Sep 28, 2011 at 9:29 PM, Jessica Fae Nelson <
jfnelson at email.arizona.edu> wrote:

> Hi Richard,
>
> Thank you for your support!  And I couldn't agree more about the noun
> boxes.
>
> Jessica
>
> 2011/9/27 Richard Zane Smith <rzs at wildblue.net>
>
>> thanks Jessica,
>> for passing that on (signed!)
>> many of us realize that you can't separate land from language,
>> anymore successfully than you can separate mind from body
>> some things just don't slice apart neatly for nice noun boxes!
>>
>> -richard
>>
>>
>> On Tue, Sep 27, 2011 at 2:12 AM, Jessica Fae Nelson <
>> jfnelson at email.arizona.edu> wrote:
>>
>>> Hi everyone,
>>>
>>> While the petition itself is not exactly a language issue, I do work with
>>> the Baen?-Patax? H?h?h?e on the revitalization of their language.  This
>>> petition is in support of their efforts to reclaim appropriated reservation
>>> land.  The Brazilian Supreme Federal Tribunal will be meeting about their
>>> case again this coming Wednesday.
>>>
>>> Thank you for your time and support!
>>>
>>> Jessica
>>>
>>> The petition:
>>> http://www.thepetitionsite.com/1/stop-anti-indigenous-violence-and-support-land-rights-in-bahia/
>>>
>>
>>
>>
>> --
>> *
>>
>> "The trouble with the rat race is that even if you win, you're still a
>> rat."
>>
>>  - Lily Tomlin, comedian.
>> **
>>
>>  richardzanesmith.wordpress.com
>>
>> *
>>
>>
>


-- 
*

"The trouble with the rat race is that even if you win, you're still a rat."

- Lily Tomlin, comedian.
**

richardzanesmith.wordpress.com

*
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