From cashcash at EMAIL.ARIZONA.EDU Sat Sep 1 03:11:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Aug 2012 20:11:20 -0700 Subject: Arizona Adopts Native American Language Teacher Certification Policy (fwd link) Message-ID: *Arizona Adopts Native American Language Teacher Certification Policy* By ICTMN Staff August 31, 2012 USA A new policy will enable certified Native language speakers to teach their Native languages in Arizona classrooms. “These Native American languages are in danger of becoming extinct. It is imperative that we work to support Native American communities in their efforts to preserve their languages through the generations,” said Superintendent of Public Instruction John Huppenthal in a press release. Of the 22 tribal governments in the state, the Navajo Nation is already participating, and others are drafting proficiency assessments to take part. The Native American Language Certification Policy was developed by the Arizona Department of Education and Native American tribes and was unanimously adopted by the State Board of Education. Read more: http://indiancountrytodaymedianetwork.com/2012/08/31/arizona-adopts-native-american-language-teacher-certification-policy-132383 -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Sat Sep 1 22:36:55 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Sat, 1 Sep 2012 18:36:55 -0400 Subject: FW: [ILAT] How many hours of recorded speech? In-Reply-To: <1DB2600BCBE94FF59377DD4090720DEA@RolandHP> Message-ID: Thank you, Rolland. I am listening. Jimmy On Thu, 30 Aug 2012 05:26:36 -0400, Rolland Nadjiwon wrote: > Hi all...below are: > > Responses to 'Where Are Your Keys'... > > I pondered the suggestions and comments in the post for some time upon receiving it. Somehow, it did not feel satisfactory. Keeping this in mind, I forwarded the post to a PhD Professor of English Language Literature and Theory and a PhD in Linguistics and am including their responses with this post. I realize it is somewhat past the point of presentation of the posting but I feel conversations of this nature have no 'shelf life' so long as there are indigenous peoples they(the contents of the posting) are attempting to apply to. I am not qualified to respond as a linguist so I will not attempt to deceive anyone by pretending a qualification. However, I retired two years ago from contractual teaching with a number of Universities in Canada and the USA. My last contract was at the University of British Colombia. I was given 'free rein' to develop a course of my choosing...I finally submitted for a course in 'Ancestral Memory'. I add this supplemental information only so the list members can realize I have not, just recently, fallen off a 'turnip truck' and my opinions do carry a measure of legitimacy...especially since I am usually deemed 'off topic'. This one is not off topic but only a few days late. > > Over the past 42 years, I have been involved in almost every aspect of cultural and linguistic disintegration of so called 'Native Americans'. Over those 42 years, it became patently clear our indigenous peoples in so called North and South America and constituent archipelago, have a history that started only in 1492...after a lot of Papal Bull(s) and resultant atrocities. Today the 'ancestral memories' of those same generational perpetrators are now attempting to heal the open wound of their continental consciousness using the almost identical methods of colonization used by previous generations. It is still colonization regardless of the intention or how 'wonderful' it allows the colonizers to feel. Over those years of my involvement, I have attended uncountable workshops all dedicated to the proposition that I needed to change my behavior and conducted by nonindigenous consultants. Some years ago, I stood up in one of the workshops and started to walk out. The facilitator asked after me, 'Hey, where are you going...' in his authoritative voice. First off, my name was not 'Hey' and as a second, I paused turned to the him and the work shoppers and said, 'I am a Potowatomi...because of what I have been put through for the last 'blankety blank' years, it has taken me this long to like myself, my family, my community, my people, our culture and our language. I like who I am now and who I always was and I am not about to change that for anyone. If this means my job, I am now a 'free' agent....' and walked out. > > How is all this of any relevancy.... > > I am a published writer so a few years ago a very fluent speaker of one of the older versions of 'anishinabehmowin' asked me if he could translate some of my poems into his language. I told him, '...sure, that would be ok...' I also told him I would agree under one condition, that he translate it into his language and then without any reference what so ever, translate what he had written back into English. He agreed. A week or so later, he handed me a folder of his translation works with the three versions and with some laughter told me the version he translated from his language back into English was so very different from the original poem I had written. We talked about that for a time and both agreed that kind of harmonization between the languages could not be possible. He has not attempted to translate any more of my poems. He said the result really surprised him since he teaches anishinabehmowin at a local college. I explained to him how I thought the English language, in particular, is abstraction and manipulation expressly for the purpose of conquest, colonization and is a mercantile language...a language of getting the best part of the deal and is so in its daily living. Also, that English, as we know it, is an agglomeration of many other languages assimilating those words into their own thought patterns of trading for the best deal. > > We talked about how any language is simply a tool and any tool brought across cultures, if it is integrated into the cultural patterns of the receiver, it is integration. If the tool is brought across with the 'already lived in' meanings and culture of the 'other', it is assimilation. When non native speakers attempt to revitalize or teach a language to or back to the native speakers, they are doing so with their 'already lived in' cultural baggage...in other words, it is innately assimilationist unless you are just doing 'tourist' stuff. > > In 1967, I was teaching elementary school in a very isolated fly in community with very few English speakers, including the students. There was a school in the community for only twelve years before I got there so anyone older than twelve did not have the experience of attending and 'Indian Day School'. But to get to my point, I attended my first and only 'teachers convention' with teachers from the many 'Indian' communities located in the same 'Indian Affairs School District'...all isolated and all with an already language and culture dominant in the communities. I know because I worked with most of them before I began teaching. > > At any rate, at this convention people/teachers were sharing their experiences in these culturally, linguistically foreign communities as a teacher. Most of what I heard telling felt almost like having a rasp drawn across my bones. One teacher in particular, I really had the urge to beat the crap out of him. He said it was really great in 'his' community and he was accepted like one of the community. Twice a week he said he chose a student and told them, 'Tonight I am visiting your home for tea so tell your Mom and Dad to have some tea and cakes ready...' I could not believe what I was hearing...by the way, I was the only 'indigenous' person there. He went on to explain to the gathering how he was so respected. He said someone was the only one with a complete set of dinner dishes and they would pass that set over to the family who would be hosting him that evening. He concluded with, '...that is how much they respected me and wanted me to feel as one of them...' If this has not set you off by now, probably nothing can. > > Anyhow, this teacher, much worse than the rest had not the slightest inkling of what he was putting that community through while he unbelievably thought he was doing a great thing and was in fact teaching the community how to be good hosts. I was born into such a community and if we saw a complete set of dishes laid out for tea and a cake, we were definitely in someone's house who did not live on the reservation. In the community I was in, we drank our tea out of totally recycled jam jars or what ever could act as a drinking vessel short of birch bark. Cake...their language did not even have a word for it...which is probably not the present case. They may have invented a word by now which may have become a community accepted descriptor, which is not to say, the next community some air miles away would have worked out the same descriptor or would know what people from that community were talking about. They would understand the descriptor but it would not have the universality of the English word 'cake'. > > What I am saying, is, if you set up an artificial conversation in an artificial social situation you will be putting out an artificial language and it will not work socially or conversationally in the real time lives of the people. We now have any number of people who speak our language who have learned it in schools, in a school environment and are now qualified to teach it back to the communities they have never lived in and may not even be from or be even the same tribe. In our area it is already causing great animosity because the teachers are from a totally different dialectic area. The people do want their language, but they want the 'real McCoy' not an academic or linguistics' version. > > There is a bundle of discussion could happen with any of the points I raise but there is neither time or space and at 5:08 AM, it is almost time to get up with my Grandchildren so I had best bid 'good morning' to anyone who reads it this morning. I will also repost this conversation in its entirety to the two persons I consulted but without the identification of ILAT... > > ------------------------- > > ------------------------- > > Hi Rolland. > > There are many methodologies for teaching adults a new language. They have various merits and disadvantages. > > When we start from statements in English and then translate them into an indigenous language we are no longer teaching that language but an appropriated form of it. English is especially adapted to do this for many reasons. For example, if I wanted to learn how to say, How are you feeling? in Japanese, I might get an answer, but it's taboo in Japanese to talk about their own or someone else's feelings. A more usual question might be, Where are you going?. On the other hand it's quite OK for a younger person, especially a woman, to ask someone older whom they just met, How old are you? We might consider that impertinent but it's crucial to establish the relative age between speakers because it determines which of the different languages are appropriate. Age and relationship, friend, stranger, family, all are important to the language choices- grammar and diction. Our standard sentences require subjects; > Japanese doesn't. One rarely says "I"- watashi- try avoiding it in English. > > I can't describe how this applies to Ojibwa, but I know it does in similar ways and others. I know that it applies in different ways across languages, including French and English. The heart of the problem is that when we teach by starting with questions in English and translate them to whatever language and then learn those we end up colonizing both the native speakers of the language and the language itself. We distort it, to say the least, and produce a hybrid, a dead and even deadly language. They translated the Christian Bible into Japanese, but it wasn't really Japanese any more. American centered academic Japanese isn't like Japanese anymore either. MLA rules don't apply, but the language is quite capable of adopting those distortions. Passive sentences are preferred to direct statement. 'Beating around the bush' a far more preferable than direct statement. Ambiguity is fine. Passive sentences are often preferred, partly because the subject doesn't need to be specified. Silence is the best way to communicate. We learn to abhor it. He must be bored, we'd say. Maybe stupid. > > Cultural differences are embedded in language and languages embed and promote the values of their cultures.A lot of harm has resulted. is resulting. from imposing the cultural values embedded in English, that most English speakers take for granted and common sense. How many English speakers question the idea that a sentence is a complete thought, and furthermore, that the though is not complete if the sentence isn't a complete sentence. Both ideas are false. > > It's not a good idea to use fluent native speakers of a language and transforn them into tape or whatever recorders. I'd call that linguocide, a form of genocide. There are batter ways; we still have a lot to learn about teaching languages. > > Sincerely, > > Bernie > > ------------------------- > > ------------------------- > > FROM: _Karl_ > SENT: August-28-12 1:20 PM > TO: Rolland Nadjiwon > SUBJECT: Re: FW: How many hours of recorded speech? > > Yeah, that's not really teaching the language, in my opinion. It is the style of language teaching they use for tourists who want to visit foreign lands. The best way to learn, I think is total immersion. That becomes a problem with a culture where fewer and fewer people speak the native language. However, if one could get enough native speakers together to teach a kind of "summer school" experience, say in a modest camp, with lessons and recreation each day, then I think that might work a lot better. And no English allowed, not even when classes are out, or there are "penalties" (like having to wash the dishes, or do the laundry or something - nothing too serious but enough to discourage people speaking in anything but the native language - it would be gentler, wiser, reversal of the rez school situation where kids were punished severely if they didn't speak English - and this setting could be outdoors, "woodsy" with canoeing, swimming, games, music, etc., and there could also be lessons in traditional ways, such as story-telling, history lessons, learning about flora and fauna, medicines, proper rituals for special occasions, healing circles and healing circle traditions, sweat lodge, etc). Set up camps like that for each of the main tribes, each summer for a couple of months. The kids would be acculturated by the time they reach their teens (starting with visits each summer at maybe age 8 yrs. old - so 4 to 5 years of that would help a lot, I'd think). That's how they do it at Latvian camps in Canada and the U.S. for those who want to hold onto their culture, but alas, even that is fading now and many north american Balts are getting slowly assimilated. Agh. Still, they hold on and at least there are the Baltic states which still exist and help preserve the culture which is very different from indigenous cultures in North America which are threatened daily. > > Best wishes, > Karl > > Dept. of English Language, Literature & Creative Writing > > -----"Rolland Nadjiwon" wrote: ----- > > To: Karl and Bernie > From: "Rolland Nadjiwon" > Date: 08/28/2012 03:19AM > Subject: FW: How many hours of recorded speech? > > Just wondering what you think of these comments and suggestions for > language learning with indigenous learners. I checked him out and he teaches > 'facilitators' to teach language using his 'Where Are Your Keys? Program > methodology....I wanted to respond to his posting but mine always seem to > result in un-resolvable dichotomies or the suggestion I am off topic or > offending someone. This is a list entitled 'Indigenous Languages and > Technology(ILAT)'. Most often they speak of language not as a tool but as a > solution innately assimilationist...not that it is their intention so much > as it is built into the very foundation of their conceptualization of > 'other'. > It was suggested to me years ago that I had to learn to speak to officials > of the Christian Religions and academics with more than a grunt. I studied > hard at expanding my grunts only to arrive at a place where a 'grunt' would > still be much easier to work with... > > wahjeh > rolland nadjiwon > ________________ > The use of solar energy has not been opened up because the oil industry does > not own the sun. > Ralph Nader > > -----Original Message----- > From: On Behalf Of Evan Gardner > Sent: August-27-12 9:13 PM > To: > Subject: Re: How many hours of recorded speech? > > Evan from Where Are Your Keys? here... > > What a wonderful question! I instantly started dreaming of the possibilities > and if I could go back in time and record fluent speakers for the purpose of > using the recordings to make new speakers... > > My wish would be recordings of people making arrangements to have a party, > gathering, get together... lots of back and forth, question and answer, > present/simple tense dialog. > > Ex: > When do you want to have a party? > Who should we invite? why? > Who should we not invite? Why? > Will all my ex-girlfriends be there? Will all your ex-girlfriends be there? > What is the purpose of the party? Why are we having this gathering? > 1st birthday? 100th? funeral? wedding? language night? movie? > What will we eat? > Who is bringing what dish? is that a good idea? > How is everyone getting there? Do they need rides? > Which? > Where? > How often? > How many people? > Why? Why not? > > This kind of back and forth will give better examples of entry level > conversation. There is a tendency to record word lists (too basic) and high > level story telling (too advanced). There is seldom enough simple but > complete "get 'r' done" language which shows the simple and elegant > structures and patterns of living languages. I hope for enough of these > conversations to write appropriate level children's books... See Spot Run. > and then 1st grade 2nd grade 3rd grade through 7th grade readers. Scaffold > grammar to get people speaking using conversations and not word lists. > > Another area I would like to see more of is real joking, teasing, arguing in > the language... how do fluent elders rip on each other? > Respect each other? Love each other? Get mad at each other?... > irreverent, bold, loving, but real. Retelling of actual events by the > participants in those events. > > "Can you guys remember a time when you had a fight? What was it about? > Who won?" of course there must be a lot of trust in the room for this kind > of interaction. But I remember my Grandma wouldn't hold back when she > talked about the wonderful things, and stupid adventures my Grampa had put > her through. I wish the tape player was going then. > Like the time he wrecked their model T in down town New York because he > wanted to see how many red lights he could run without having to stop...4... > the garbage truck suffered minor damage... no-one was harmed... Model T > towed away at Gradma's expense! Now there is a kids' > book using the grammar extrapolated from a documentation exercise! HOW > MANY?... > > No virus found in this message. > Checked by AVG - www.avg.com [1] > Version: 2012.0.2197 / Virus Database: 2437/5229 - Release Date: 08/27/12 Links: ------ [1] http://www.avg.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Sat Sep 1 23:06:11 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Sat, 1 Sep 2012 19:06:11 -0400 Subject: NOTES ON QUOTES: Losing Languages And Saving Mother Tongues (fwd link) In-Reply-To: Message-ID: I was off ILAT for several days, got back this morning, and saw a lot of concerns with numbers and quantity (and many other interesting and inspiring discussions, as always). They made me stop to think, and think about stops (how many days? how much...? ...they all seem to set a boundary and hence limitation.). Thank you, Richard, for offering another time-space to think about continuation. Jimmy On Mon, 27 Aug 2012 13:50:30 -0500, Richard Zane Smith wrote: > "one language dies every 14 days" > hmmmmmm...really? > what happens when there is only 33 languages left? or 3 languages left? will they still die every 14 days? > By these statistics, eventually, in time, even English and Mandarin will be on the chopping block. > each 14 days apart from extinction of course. > maybe by then we'll at least have some silence...from statisticians > > statistics are weird. > > -Richard > > On Mon, Aug 27, 2012 at 1:06 PM, Phillip E Cash Cash wrote: > >> NOTES ON QUOTES: Losing Languages And Saving Mother Tongues >> >> By Gordon and Marcia Mercer, The Raleigh Telegram >> USA >> >> RALEIGH - "One language dies every 14 days," says Russ Rymer of the National Geographic Society. >> >> By most calculations there are between 6,000 and 7,000 languages on planet earth. There is fear, however, that by beginning of the next century 50% to 80 % of existing languages will be gone. >> >> Reasons for the mass extinction often involve a larger culture doing something, usually bad, to a smaller culture. In the United States, for example, even into the 1950s, Native American Indian children were punished at school for speaking in their native tongue. >> >> Article Posted: Monday, August 27th, 2012. >> >> Access full article below: >> http://raleightelegram.com/201208273013 [1] > > -- > > "Find your place on the planet. Dig in, and take responsibility from there." - Gary Snyder > > richardzanesmith.wordpress.com [3] > > __ Links: ------ [1] http://raleightelegram.com/201208273013 [2] mailto:cashcash at email.arizona.edu [3] http://richardzanesmith.wordpress.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 2 21:28:01 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 2 Sep 2012 14:28:01 -0700 Subject: Iroquois Linguistics Certificate at Syracuse University Comes at Important Time for Native Languages (fwd link) Message-ID: Iroquois Linguistics Certificate at Syracuse University Comes at Important Time for Native Languages By Gale Courey Toensing September 2, 2012 US Syracuse University will offer a new program in Iroquois linguistics this fall semester. The Native American Studies Program in Syracuse University’s College of Arts and Sciences has launched the Certificate in Iroquois Linguistics for Language Learners. This new undergraduate program targets students and teachers of Iroquois languages, and is designed to bolster Iroquois language revitalization efforts, according to a university news release. “There are 18 Iroquois language-speaking communities throughout northeastern North America, each of which boasts multiple language revitalization programs,” said Philip Arnold, associate professor of religion and interim director of the Native American Studies Program. He said the need for Iroquois language teachers is critical. “Traditionally, the language teacher was drawn from one of the elder Native speakers of each community. But as elder speakers have passed away and younger people are primarily speaking English, the survival of these languages has become more and more critical.” Read more: http://indiancountrytodaymedianetwork.com/2012/09/02/iroquois-linguistics-certificate-at-syracuse-university-comes-at-important-time-for-native-languages-132152 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 2 21:30:06 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 2 Sep 2012 14:30:06 -0700 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken_languages_today_wil?= =?UTF-8?Q?_l_disappear_by_the_end_of_the_century.=E2=80=9D_?=(fwd link) Message-ID: “Half of the 6,000 plus spoken languages today will disappear by the end of the century.” By Eddie Walsh September 2, 2012 According to UNESCO, “half of the 6,000 plus spoken languages today will disappear by the end of the century” if the world fails to take action to preserve endangered languages. The situation in the Pacific is particularly troubling. The Statistics section under the “Resources” tab of the Atlas of the World’s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. Access full article below: http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmarean at BENSAY.ORG Mon Sep 3 15:53:14 2012 From: lmarean at BENSAY.ORG (Lindsay Marean) Date: Mon, 3 Sep 2012 08:53:14 -0700 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken__languages_today_wi?= =?UTF-8?Q?l_l_disappear_by_the_end_of_t_he_century.=E2=80=9D_?=(fwd link) In-Reply-To: Message-ID: Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? Lindsay On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: > “Half of the 6,000 plus spoken languages today will disappear by the > end of the century.” > > By Eddie Walsh > September 2, 2012 > > According to UNESCO, “half of the 6,000 plus spoken languages today > will disappear by the end of the century” if the world fails to take > action to preserve endangered languages. > > The situation in the Pacific is particularly troubling. The Statistics > section under the “Resources” tab of the Atlas of the World’s > Languages in Danger shows that well over a hundred native languages > are listed as vulnerable or endangered in Pacific ACP (African, > Caribbean, and Pacific Group of States) countries. If one considers > the larger Pacific Islands Forum region, the number soars to several > hundred, with 108 vulnerable and endangered languages in Australia alone. > > Access full article below: > http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mhermes at UMN.EDU Mon Sep 3 16:02:12 2012 From: mhermes at UMN.EDU (Mary Hermes) Date: Mon, 3 Sep 2012 11:02:12 -0500 Subject: =?windows-1252?Q?=93Half_of_the_6=2C000_plus_sp_oken__languages_today_?= =?windows-1252?Q?wil_l_disappear_by_the_en_d_of_t_he_century.=94_?=(fwd link) In-Reply-To: <5044D26A.406@bensay.org> Message-ID: Agree Lindsay, This is the sound bite news that is really ill informed, someone needs to send Mr. Walsh the report on Rosetta Stone, published at his own university. And really, Hilary Clinton is going to fund Rosetta Stone to do this in Hawaii? wow. -------------------------------------------- Mary Hermes, PhD Associate and Visiting Professor, 2011-12 Curriculum and Instruction University of Minnesota On Sep 3, 2012, at 10:53 AM, Lindsay Marean wrote: > Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? > > Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? > > Lindsay > > On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: >> “Half of the 6,000 plus spoken languages today will disappear by the end of the century.” >> >> By Eddie Walsh >> September 2, 2012 >> >> According to UNESCO, “half of the 6,000 plus spoken languages today will disappear by the end of the century” if the world fails to take action to preserve endangered languages. >> >> The situation in the Pacific is particularly troubling. The Statistics section under the “Resources” tab of the Atlas of the World’s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. >> >> Access full article below: >> http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ > From rzs at WILDBLUE.NET Mon Sep 3 19:01:27 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 3 Sep 2012 14:01:27 -0500 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken_language_s_today_wi?= =?UTF-8?Q?l_l_disappear_by_the_end_of_t_he_century.=E2=80=9D_?=(fwd link) In-Reply-To: <5044D26A.406@bensay.org> Message-ID: The statement, according to statistical "certainty" “Half of the 6,000 plus spoken languages today will disappear by the end of the century.” of course, MIGHT be true. I also know from experience, you can have all the best and latest techniques available, but the language remains comatose because true language revitalization is not considered IMPORTANT ENOUGH. This week The Wyandotte Nation is holding a "Culture week" here in Oklahoma. The WN Administration yearly flies two linguists down to do a language class for three hours(a year) so tribal members can go home with a nice little phrase or to "impress people at Walmart" as the Cultural Chairman expressed on the WN website . Visiting tribal members will get just enough language to be inoculated against the dedicated WORK of any actual revitalization effort. It is not only discouraging its ridiculous. So engineers of colonization plans, can put another feather in their cap, laughing all the way. this is getting so discouraging folks...makes me wonder at times if I'm just wasting my life ....till i hear kids singing in Wyandot the silly little songs I taught 'em in school....but its still discouraging. -Richard On Mon, Sep 3, 2012 at 10:53 AM, Lindsay Marean wrote: > Did I misread this article? Did the author really just write that the > solution to language endangerment abroad is for the United States to swoop > in with funding for Rosetta Stone products? I wonder how much awareness > the author has of the state of indigenous languages right here in the good > ol' US of A? > > Good eye as always, Phil, for news of language endangerment/revitalization > in the media. Did this article catch anyone else in their cranky shoes, or > just me? > > Lindsay > > On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: > > > > By Eddie Walsh > September 2, 2012 > > According to UNESCO, “half of the 6,000 plus spoken languages today will > disappear by the end of the century” if the world fails to take action to > preserve endangered languages. > > The situation in the Pacific is particularly troubling. The Statistics > section under the “Resources” tab of the Atlas of the World’s Languages in > Danger shows that well over a hundred native languages are listed as > vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific > Group of States) countries. If one considers the larger Pacific Islands > Forum region, the number soars to several hundred, with 108 vulnerable and > endangered languages in Australia alone. > > Access full article below: > > http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ > > > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Mon Sep 3 19:11:42 2012 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Mon, 3 Sep 2012 09:11:42 -1000 Subject: =?windows-1252?Q?=93Half_of_the_6=2C000_plus_sp__oken__languages_today?= =?windows-1252?Q?_wil_l_disappear_by_the_e_n_d_of_t_he_century.=94_?=(fwd link) In-Reply-To: Message-ID: The author of this sent a copy to myself and Keiki Kawai‘ae‘a at UH-Hilo after the article was published. I believe it overstates the interest in the Hawaiian community, though I must admit we did get a lot of inquiries from people who wanted to buy a Rosetta Stone for Hawaiian. We investigated the possibility of developing RS under their ELP a few years ago, and decided not to for reasons that I expounded upon in an email to the list about that time. There *is* interest in software based learning solutions, but for us, we decided that Rosetta Stone was not it. Obviously I'm not speaking for everyone involved in Hawaiian language revitalization, and perhaps some other group that I'm not aware of has expressed strong interest. Briefly: 1) RS was not flexible enough for us to teach things in the order and manner that we preferred, 2) development of level 1 was something around $200,000 and that's not chump change for any indigenous group, 3) it would have required a considerable investment in time from many of our most knowledgeable and talented people, diverting them from projects we felt were higher priorities, and 4) we were not convinced that RS was producing a significant number of people with a high degree of fluency/facility in *any* language, much less an endangered one. That's how we measured our success, at least at UHH. BTW, I don't think I communicated this to the list previously, but I am no longer at UH-Hilo. I was hired as a faculty member in the music department at UH-Maui College over the summer. While I have not lost my passion for ‘ōlelo Hawai‘i, I am focusing in more on Hawaiian music with an emphasis on language use, and deemphasizing my participation in various technology initiatives. I have remained subscribed to the list, will continue to follow developments, and chirp in when necessary. Mahalo, Keola On 2012 Kep. 3, at 06:02, Mary Hermes wrote: > Agree Lindsay, > This is the sound bite news that is really ill informed, someone needs to send Mr. Walsh the report on Rosetta Stone, > published at his own university. And really, Hilary Clinton is going to fund Rosetta Stone to do this in Hawaii? > wow. > > > -------------------------------------------- > > > > Mary Hermes, PhD > Associate and Visiting Professor, 2011-12 > Curriculum and Instruction > University of Minnesota > > > > > > On Sep 3, 2012, at 10:53 AM, Lindsay Marean wrote: > >> Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? >> >> Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? >> >> Lindsay >> >> On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: >>> “Half of the 6,000 plus spoken languages today will disappear by the end of the century.” >>> >>> By Eddie Walsh >>> September 2, 2012 >>> >>> According to UNESCO, “half of the 6,000 plus spoken languages today will disappear by the end of the century” if the world fails to take action to preserve endangered languages. >>> >>> The situation in the Pacific is particularly troubling. The Statistics section under the “Resources” tab of the Atlas of the World’s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. >>> >>> Access full article below: >>> http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ >> ==================================================================== Dr. Keola Donaghy http://www.keoladonaghy.com/ Music Department mailto:donaghy at hawaii.edu University of Hawai'i Maui College http://maui.hawaii.edu/ihm "Tír gan teanga, tír gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ==================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Mon Sep 3 22:32:26 2012 From: dzo at BISHARAT.NET (dzo at BISHARAT.NET) Date: Mon, 3 Sep 2012 22:32:26 +0000 Subject: Oneida 101, Language and Cultural Revival (fwd link) In-Reply-To: Message-ID: Sent via BlackBerry by AT&T -----Original Message----- From: Phillip E Cash Cash Sender: Indigenous Languages and Technology Date: Fri, 31 Aug 2012 12:20:53 To: Reply-To: Indigenous Languages and Technology Subject: [ILAT] Oneida 101, Language and Cultural Revival (fwd link) Oneida 101, Language and Cultural Revival [image: Graduation class from Oneida Language 101, under the tutelage of David Kanatawak] Author: By Shirley Honyust Windspeaker Contributor London, Ont. Volume: 30 Issue: 6 Year: 2012 Graduation from Oneida Language 101, under the tutelage of David Kanatawakhon, was a significant day in the history of a First Nations community, Oneida Settlement, located about 30 minutes southwest of London. About 50 students made up the class. The endeavor flourished from efforts between David Kanatawakhon, Mohawk Language Professor at the University of Western Ontario, and the like-minded vision of the Oneida Language and Cultural Centre. Access full article below: http://www.ammsa.com/publications/windspeaker/oneida-101-language-and-cultural-revival (via Indigenous Tweets) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 3 23:11:03 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 16:11:03 -0700 Subject: Duke Restates Need To Encourage Use Of Indigenous Languages (fwd link) Message-ID: Duke Restates Need To Encourage Use Of Indigenous Languages Mon, 03/09/2012 - 4:18pm | OUR CORRESPONDENT Nigeria The Minister of Tourism, Culture and National Orientation, Chief Edem Duke, on Monday called on stakeholders to promote and encourage the use of indigenous languages. Duke made the call at the 2012 Abuja edition of Nigerian indigenous language programme organised by the National Institute for Cultural Orientation (NICO). Represented by Mr Chidi Nwandu, Director Planning, Research and Documentation in the ministry, Duke said the use of indigenous languages would contribute in addressing national security challenges. The minister expressed the need to encourage indigenous languages in inter-secondary school competitions and debates. "This will go a long way in stimulating the interest of students and youths in our indigenous languages,’’ he said. Access full article below: http://leadership.ng/nga/articles/34057/2012/09/03/duke_restates_need_encourage_use_indigenous_languages.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 3 23:14:12 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 16:14:12 -0700 Subject: Aboriginal Australians Learn How to Read and Write Using Cuban Method (fwd link) Message-ID: Aboriginal Australians Learn How to Read and Write Using Cuban Method Monday, 03 September 2012 13:19 Havana, Cuba, Sept 3.- A second group of Aboriginal Australians learned to read and write in their own language with the Cuban literacy method Yes, I can, in the town of Wilcannia, in New South Wales, the same state where Canberra, the capital, is located. Access full article below: http://www.cadenagramonte.cu/english/index.php?option=com_content&view=article&id=12171:aboriginal-australians-learn-how-to-read-and-write-using-cuban-method&catid=2:cuba&Itemid=14 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 4 06:47:28 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 23:47:28 -0700 Subject: School keeping Salish language thriving in new generation (fwd link) Message-ID: *School keeping Salish language thriving in new generation* September 02, 2012 9:33 pm • By KIM BRIGGEMAN of the Missoulian ARLEE – It was time for lunch last week on the third day of classes at Nkwusm Salish Immersion School, and Pat Pierre was getting young again. The Salish elder and Nkwusm language specialist had just put 13 children grades kindergarten through fourth through their vocabulary paces. “Pepsi Cola,” Pierre had suggested from his chair at the end of a classroom table. “Coca Cola … potato … sugar … milk.” For each English word, with an occasional lighthearted prompt from teacher Adele Martin, at least a few of the students had offered excited replies in Salish. They’d twisted and squirmed in their small chairs around the table. Two had peered through rings around their eyes made by thumbs and forefingers. Another had leaned sideways in his chair, one leg elevated a leg nearly to shoulder level. But each had listened intently for the next cue, and now all of them were crowding Pierre like teens around a rock star. One by one they reached up to give their 83-year-old mentor a loving hug. For each embrace Pierre responded with a Salish term of endearment. “I just want to stay here,” one child said wistfully in English. Access full article below: http://missoulian.com/lifestyles/hometowns/school-keeping-salish-language-thriving-in-new-generation/article_16b34554-f578-11e1-adb9-001a4bcf887a.html ~~~ ILAT note: Note the presence of a "donate" link! All endangered language media press releases should have a "donate" link. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:03:08 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:03:08 -0700 Subject: Video Spotlight: The Importance of Language (fwd link) Message-ID: Video Spotlight: The Importance of Language By ICTMN Staff September 10, 2012 This video begins with students saying they don’t know their native language and pointing out that one-third of indigenous languages still spoken in the United States have fewer than 100 speakers. The video cites a number of reasons for the loss of languages including boarding schools and political and social discrimination. “A lot of people don’t realize that this is fairly recent history,” says Hope Flanagan, an Ojibwe language instructor. “It was a very intentional effort to take the Indian out of the Indian. You could go from reservation to reservation and see how that was implemented.” Read more: http://indiancountrytodaymedianetwork.com/2012/09/10/video-spotlight-the-importance-of-language-133077 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:04:35 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:04:35 -0700 Subject: Language more important than land - academic (fwd link) Message-ID: *Language more important than land - academic * Updated at 7:19 pm on 10 September 2012 Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. Access full article below: http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:07:03 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:07:03 -0700 Subject: U. of Utah dismantling native language center (fwd link) Message-ID: U. of Utah dismantling native language center Education » Fate of the preservation efforts in question as focus narrows to Utah tribes. By Brian Maffly | The Salt Lake Tribune First Published Sep 07 2012 01:58 pm • Last Updated Sep 08 2012 05:12 pm The University of Utah is disbanding an 8-year-old center devoted to documenting and preserving indigenous languages, framing the move as the best way to focus on Utah’s tribal tongues. However, the U. will severely narrow the scope of these efforts, a shift from the Center for American Indian Languages’ (CAIL) current work on languages across the New World, particularly in South and Central America. The "restructuring" will "enable greater efficiency and coordination within the college and university-wide," officials said in an Aug. 31 announcement. Far less clear is what will become of some initiatives started or nurtured under the leadership of the center’s founder, Lyle Campbell, well-known among linguists for documenting native languages before they fall silent. Access full article below: http://www.sltrib.com/sltrib/news/54834807-78/center-language-languages-utah.html.csp -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:15:58 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:15:58 -0700 Subject: New program will certify language experts as teachers (fwd link) Message-ID: New program will certify language experts as teachers By Cindy Yurth Tséyi' Bureau CHINLE, September 6, 2012 No Child Left Behind requires that classroom teachers be certified. This seems like a reasonable requirement, until one considers Native American tribes trying to impart their languages in the schools. In that case, most of the experts — in some tribes, the only fluent language speakers still around — are not certified teachers. To sidestep this barrier, the Arizona State Board of Education last week approved a policy to allow tribes to certify speakers of their own languages to teach in public and BIE-funded schools. Although the Navajo Nation is fortunate to have many credentialed teachers in Navajo language and culture programs, the new policy is welcome news, said Navajo Superintendent of Schools Andrew M. Tah. "We have lots of elders around who have a lot of knowledge," Tah said. "They could be an asset to the schools." Access full article below: http://www.navajotimes.com/education/2012/0912/090612cer.php -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:18:50 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:18:50 -0700 Subject: We got some twang, y=?UTF-8?Q?=E2=80=99all=3A_?=UNT professors, students research Texas accents (fwd link) Message-ID: Friday, September 7, 2012 We got some twang, y’all: UNT professors, students research Texas accents by Marlene Gonzalez of North Texas Daily DENTON — People outside of Texas may think all Texans sound the same, but linguistics professor Patricia Cukor-Avila and three students conducted a research project showing that Texans think otherwise. Their research was presented at the Symposium About Language and Society-Austin Conference in April and will be published in the conference’s academic papers this fall. The research was also introduced at the Congress of the International Society for Dialectology and Geolinguistics in Vienna in July. “People outside of Texas have perceptions of Texans and how they speak,” Cukor-Avila said. “But it’s interesting that Texans have perceptions of other Texans.” Access full article below: http://www.pegasusnews.com/news/2012/sep/07/accents-texas-UNT-research-dallas-academics/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at GMAIL.COM Mon Sep 10 17:26:58 2012 From: bernisantamaria at GMAIL.COM (BSantaMaria) Date: Mon, 10 Sep 2012 10:26:58 -0700 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. Ahiye'e (Thank you, Bernadette Adley-SantaMaria White Mountain Apache On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > *Language more important than land - academic > * > Updated at 7:19 pm on 10 September 2012 > > Linguistics expert Ghil'ad Zuckermann says that the loss of language is > more damaging for indigenous peoples than the loss of their land. > > Access full article below: > > http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Sep 10 20:04:34 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 10 Sep 2012 15:04:34 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thanks Bernadette, for voicing these concerns and thoughts. The idea of "ownership" in our Wyandot language is interesting. its still not completely understood, but one can't "own" an animal,a lake,a valley,or a mountain. Ownership in the most common forms seems to be about what you can "hold" or an object that is so much yours, no one else would WANT to own it...because it wouldn't make sense. Why would i want a brothers bow that is made to fit his arm draw length and weight? or his medicine pouch? or even a sacred stone he keeps ? Its absurd to even comprehend. it'd be like wanting someone else's teeth, or trying to borrow someone else's eyebrows. I hope everyone has heard about the returning of personhood to the Whanganui River in Aotearoa (NZ) http://www.care2.com/causes/new-zealand-grants-a-river-the-rights-of-personhood This is in my opinion a good first step towards restoring honor to ancient waterways and restoring the river the status of a "being" needed to protect it against abuse. Perhaps we can take note and begin a similar process with many of our own sacred places, rivers and lakes. The clear cut division of inanimate and animate seems to be a foreign idea, its not often so clear within our ancient paradigms. Honor to the Maori people for the guts, the strength and "audacity" to do what needs to be done. I wish our assimilated ones tip-toeing, around the American flag, afraid to shake the system, could visit Aotearoa and see what the Maori are accomplishing. Grounded Indigenous peoples who walk with heads held high and simply don't take "no" for an answer. Speaking of our own cosmology, people always say "oh you are a Leo!" when they hear my birth date. I say..."well, not really...I'm Wyandot not Greek" unéh Richard On Mon, Sep 10, 2012 at 12:26 PM, BSantaMaria wrote: > I strongly disagree with the last statement of paragraph: "Language & > culture are intertwined & because of this it's impossible to see how land > can be seen as more important." It is because of how intertwined > everything is in our Indigenous ideologies/philosophies including > especially our lands, natural resources, languages, cultures, social and > economic issues, etc., etc., that is not understood by non-Natives or > non-Indig. people that is an issue in many aspects of language & culture > revitalization efforts. I believe they do not "get it" because they do not > speak an Indigenous language that speaks intimately of our connections to > our homelands within our speech/terminology. Speaking our languages > fluently also engages/intimately involves our lands and resources that come > from it, without these, our languages would be missing a vital link to our > cultures, some of us even believe that "our land is us" in our language, > is our mother. Thinking of land as property with fiscal value is the > antithesis of some of our views on it and that usually comes from the > western world capitalist view. > > These are also the reasons why I came to an MA thesis conclusion back in > the mid-1990's that language revitalization efforts involves "Wholistic > Healing for our Native People" to revive their languages and I meant in all > areas of Native life including returning to a belief in our > cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. > It seems that recent articles and books on these issues are arriving at > similar conclusions. These reasons are also why I saw the field of > linguistics as lacking in considering these aspects of Native people > when studying our languages focusing so narrowly on a certain aspect > of them and mostly benefiting themselves. > > I'm also going to request info from those on this list that know of some > books and titles/articles that I can review pertaining to what I brought > out above. > > Ahiye'e (Thank you, > > > Bernadette Adley-SantaMaria > White Mountain Apache > > > > > On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < > cashcash at email.arizona.edu> wrote: > >> *Language more important than land - academic >> * >> Updated at 7:19 pm on 10 September 2012 >> >> Linguistics expert Ghil'ad Zuckermann says that the loss of language is >> more damaging for indigenous peoples than the loss of their land. >> >> Access full article below: >> >> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic >> > > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Sep 10 20:10:42 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 10 Sep 2012 15:10:42 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Ecuador, also seems to be on the cusp of giving indigenous personhood status to nature: http://www.rightsofmotherearth.com/rights-nature/ecuador-rights/ On Mon, Sep 10, 2012 at 3:04 PM, Richard Zane Smith wrote: > Thanks Bernadette, > for voicing these concerns and thoughts. The idea of "ownership" in our > Wyandot language is interesting. its still not completely understood, > but one can't "own" an animal,a lake,a valley,or a mountain. Ownership in > the most common forms seems to be about what you can "hold" > or an object that is so much yours, no one else would WANT to own > it...because it wouldn't make sense. Why would i want a brothers bow > that is made to fit his arm draw length and weight? or his medicine pouch? > or even a sacred stone he keeps ? > Its absurd to even comprehend. it'd be like wanting someone else's teeth, > or trying to borrow someone else's eyebrows. > > I hope everyone has heard about the returning of personhood to the > Whanganui River in Aotearoa (NZ) > > > http://www.care2.com/causes/new-zealand-grants-a-river-the-rights-of-personhood > > This is in my opinion a good first step towards restoring honor to ancient > waterways and restoring the river the status of a "being" > needed to protect it against abuse. Perhaps we can take note and begin a > similar process with many of our own sacred places, rivers and lakes. > The clear cut division of inanimate and animate seems to be a foreign > idea, its not often so clear within our ancient paradigms. > Honor to the Maori people for the guts, the strength and "audacity" to do > what needs to be done. > I wish our assimilated ones tip-toeing, around the American flag, afraid > to shake the system, could visit Aotearoa and see what the Maori are > accomplishing. > Grounded Indigenous peoples who walk with heads held high and simply don't > take "no" for an answer. > > Speaking of our own cosmology, > people always say "oh you are a Leo!" when they hear my birth date. I > say..."well, not really...I'm Wyandot not Greek" > unéh > Richard > > > > On Mon, Sep 10, 2012 at 12:26 PM, BSantaMaria wrote: > >> I strongly disagree with the last statement of paragraph: "Language & >> culture are intertwined & because of this it's impossible to see how land >> can be seen as more important." It is because of how intertwined >> everything is in our Indigenous ideologies/philosophies including >> especially our lands, natural resources, languages, cultures, social and >> economic issues, etc., etc., that is not understood by non-Natives or >> non-Indig. people that is an issue in many aspects of language & culture >> revitalization efforts. I believe they do not "get it" because they do not >> speak an Indigenous language that speaks intimately of our connections to >> our homelands within our speech/terminology. Speaking our languages >> fluently also engages/intimately involves our lands and resources that come >> from it, without these, our languages would be missing a vital link to our >> cultures, some of us even believe that "our land is us" in our language, >> is our mother. Thinking of land as property with fiscal value is the >> antithesis of some of our views on it and that usually comes from the >> western world capitalist view. >> >> These are also the reasons why I came to an MA thesis conclusion back in >> the mid-1990's that language revitalization efforts involves "Wholistic >> Healing for our Native People" to revive their languages and I meant in all >> areas of Native life including returning to a belief in our >> cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. >> It seems that recent articles and books on these issues are arriving at >> similar conclusions. These reasons are also why I saw the field of >> linguistics as lacking in considering these aspects of Native people >> when studying our languages focusing so narrowly on a certain aspect >> of them and mostly benefiting themselves. >> >> I'm also going to request info from those on this list that know of some >> books and titles/articles that I can review pertaining to what I brought >> out above. >> >> Ahiye'e (Thank you, >> >> >> Bernadette Adley-SantaMaria >> White Mountain Apache >> >> >> >> >> On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < >> cashcash at email.arizona.edu> wrote: >> >>> *Language more important than land - academic >>> * >>> Updated at 7:19 pm on 10 September 2012 >>> >>> Linguistics expert Ghil'ad Zuckermann says that the loss of language is >>> more damaging for indigenous peoples than the loss of their land. >>> >>> Access full article below: >>> >>> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic >>> >> >> > > > -- > > "…revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 11 16:59:01 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 11 Sep 2012 09:59:01 -0700 Subject: Youth explores Cherokee life (fwd link) Message-ID: *Youth explores Cherokee life * By JESSI SMITH Correspondent Published: Tuesday, September 11, 2012 at 10:17 a.m. Equipped with little more than a passion for languages and an interest in American Indian culture, 16-year-old John David "J.D." Kurman embarked on an educational adventure over the summer. Kurman spent nearly four weeks living on the Eastern Band of Cherokee Indians' reservation in the Smoky Mountains in Cherokee, N.C. He volunteered at the Kituwah Immersion Academy in exchange for the opportunity to learn the language of the Cherokee people. "It was definitely a big trip for a 16-year-old to embark on alone, but I've always had a lot of interest in language and Native American culture, so I was pretty driven to do it," J.D. said. An 11th-grade student in the International Baccalaureate program at Riverview High School, he has studied Spanish since elementary school and recently entered his second year of Chinese at Riverview. He also pursues Arabic language studies in his free time. "Language is kind of my passion," J.D. said as he explained his decision to study Cherokee as well. "I spent most of my summers as a kid with my uncle in North Carolina and felt a kind of connection with that area. I thought it would be interesting to learn the language of the people native to that area and learn more about the culture." Access full article below: http://www.heraldtribune.com/article/20120911/ARTICLE/120919945/-1/sports?Title=Youth-explores-Cherokee-life -------------- next part -------------- An HTML attachment was scrubbed... URL: From annaluisa at LIVINGTONGUES.ORG Tue Sep 11 17:31:25 2012 From: annaluisa at LIVINGTONGUES.ORG (Anna Luisa Daigneault) Date: Tue, 11 Sep 2012 13:31:25 -0400 Subject: Endangered Languages Fair in NYC, Sept 29 Message-ID: Hello everyone, Just to let you know this event is coming up at the end of the month, at the New York Public Library. All details are here: http://www.nypl.org/events/programs/2012/09/29/small-and-endangered-language-fair?pref=node_type_search%2Fevents all the best, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr Añño'tena Poeñotenaxhno Yanesha www.yanesha.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Thu Sep 13 01:34:42 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Wed, 12 Sep 2012 21:34:42 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "LANGUAGE (IS) MORE IMPORTANT THAN LAND!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) _Differences that Make a Difference: Examining the Assumptions in Gender Research_ (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam On Mon, 10 Sep 2012 10:26:58 -0700, BSantaMaria wrote: > I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. > > These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. > > I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. > > Ahiye'e (Thank you, > > Bernadette Adley-SantaMaria > White Mountain Apache > > On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash wrote: > >> Language more important than land - academic >> >> Updated at 7:19 pm on 10 September 2012 >> >> Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. >> >> Access full article below: >> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic [1] Links: ------ [1] http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic [2] mailto:cashcash at email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Sep 13 06:23:43 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 13 Sep 2012 02:23:43 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thank you both...Chun (Jimmy) Huang, Bernadette Adley-SantaMaria for both your reminders and cautions. The statement 'language is more important than land' makes sense and bears application to a language which did not 'grow out of' and is not 'tied' into any land. The assumptions of universality is innate to English since English is an agglomeration of other languages and, in effect, has no 'home lands(earth)' out of which it emerged. It is a portable language constructed out of trade relations of other 'home lands' languages for the purpose of 'getting the best of the bargain'. I realize this brief post is a 'nutshell' post with far more than I have included or touched on. I do appreciate the myriad of information and ideas I receive from ILAT postings though, often, it does not appear to be so in my responses. P.S. I really like your signatures 'Siraya of Taiwan' and 'White Mountain Apache' right on. The Great Grandmother of my two eldest Grandchildren was a fullblood(whatever that means) Apache. So, they are Potowatomi, Ojibway, Odawa, Apache, Spanish American...ok, ok...English too in one of the closets...jeez I hate being honest...lol. wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam On Mon, 10 Sep 2012 10:26:58 -0700, BSantaMaria wrote: I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. Ahiye'e (Thank you, Bernadette Adley-SantaMaria White Mountain Apache On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash wrote: Language more important than land - academic Updated at 7:19 pm on 10 September 2012 Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. Access full article below: http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important- than-land-academic _____ No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5764 - Release Date: 09/12/12 No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5764 - Release Date: 09/12/12 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Sep 13 07:07:34 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 13 Sep 2012 03:07:34 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: P.P.S. to my post: Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the .pdf format it is pages 34-39(equals 151-161) wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Thu Sep 13 13:49:38 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 13 Sep 2012 08:49:38 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thanks Rolland and thanks MJ! look forward to reading it. >From our Wyandot removal, actually ALL the small nations removed to this NE corner of OKL. we are very likely some of the most assimilated people groups. Also among the most belittled, and shamed, from all sides for not surviving as "real Indians" ( another big topic entirely) There is VERY likely a corolation between land loss (legalized ethnic cleansing), and depression, alcoholism, poverty, the loss of identity,as well as the obvious, language and ceremony. Indigenous people groups, leaving homelands behind are in some way "reconstructed" people groups. In our past captives were expected to leave behind the identity they were born into, to merge into their adopted clan and phratry. In many regards we are captives taken to a foreign land - trout raised in a pet store... unę́h, Richard On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: > ** > P.P.S. to my post: > > Hardman, M. J. (1994) “’And if we lose our names, then what about our > land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the > .pdf format it is pages 34-39(equals 151-161) > > > wahjeh > rolland nadjiwon > ________________ > Harper is a joke and 'pansy' to anyone and any country that will act as > his 'sin eater'... > > > ------------------------------ > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Huang,Chun > *Sent:* September-12-12 9:35 PM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > Thank you, Bernadette Adley-SantaMaria > > I recommend Hardman's article below where, through studying Jaqaru, she > explains how land is indeed, as you point out, intertwined with language > (both being parts of the whole): if you lose one, you lose the other. > Hardman also demonstrates how English, especially the English cultural > thinking as manifested its three major linguistic postulates, can often do > damage to the indigenous/local. One of the English postulates Hardman > identifies is "ranking through comparative/absolute," which the original > article in question here exemplifies very well for us: "*Language (is) > more important than land!*" Really, what's the point of ranking the > importance of language against the importance of land anyway??? Many > English users, unfortunately, seem unable to escape such ranking mentality. > > Hardman, M. J. (1994) “’And if we lose our names, then what about our > land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > Let me or Dr. Hardman know if you can't find a copy. I believe she > wouldn't mind sharing. > > > > Chun (Jimmy) Huang > > Siraya of Taiwan > > Assistant Professor, University of Guam > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 15:56:45 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 08:56:45 -0700 Subject: Bundjalung language needs support (fwd link) Message-ID: *Bundjalung language needs support* Javier Encalada | 13th September 2012 3:31 PM AUS CUSTODIANS of Widjabul country and elders of the Bundjalung nation have made a call for support from the NSW Government to keep their language alive in the Lismore area and the Northern Rivers. A spokesperson for the Department of Aboriginal Affairs (DAA) said, "We don't know exactly how many people speak Bundjalung, but it is probably less than 50." But elder June Gordon said there may be a bigger number of people who speak the language and teach it to their families, but "there has been no approach to the language speakers who teach it". "We are concerned that our young people and our children, if they are not taught the language, it will die and they will have no identity", she added. Access full article below: http://www.echonews.com.au/story/2012/09/13/bundjalung-language-needs-a-lighthouse/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:00:15 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:00:15 -0700 Subject: Aboriginal language gets app of life (fwd link) Message-ID: *Aboriginal language gets app of life* BY: PATRICIA KARVELAS From: The Australian September 13, 2012 12:02PM [image: Inline image 1] The Ma! Iwaidja smartphone app, which includes a a 1500-entry English-Iwaidja dictionary. Picture: Iwaidja Inyman Source: Supplied A SMARTPHONE app has been designed specifically for the documentation of an endangered Australian indigenous language. The Ma! Iwaidja smartphone app has been developed as part of the Minjilang Endangered Languages Publication Project. The project team, based on Croker Island in remote Northwestern Arnhem Land, worked with Mr Bruce Birch, a linguist from the Australian National University to develop the app. The app includes a 1500-entry English-Iwaidja dictionary with audio, a 450-entry phrase book, a ''WordMaker'' allowing users to conjugate verbs and construct short phrases, and an information section about Iwaidja and other endangered languages of Arnhem Land. Access full article below: http://www.theaustralian.com.au/news/nation/aboriginal-language-gets-app-of-life/story-e6frg6nf-1226473337983 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 368686-120913-ma-iwaidja.jpg Type: image/jpeg Size: 15077 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:04:42 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:04:42 -0700 Subject: Children=?UTF-8?Q?=E2=80=99s_?=Show Soars Over the Language Barrier (f wd link) Message-ID: *Children’s Show Soars Over the Language Barrier* By Sam Laskaris September 12, 2012 [image: Inline image 1] Gertie, Gavin & Jason from Tiga Talk on APTN Experts often caution against exposing children to too much television. But they could be forgiven for making an exception in one case. Tiga Talk!, the only preschool television series in Canada focused on aboriginal-language, is coming to town. For those who are too young to go to school yet, a popular educational series with an aboriginal focus is returning for another season. The fourth season of the series, which includes 11 half-hour episodes, will be shown nationally on the Aboriginal Peoples Television Network (APTN). A version with Cree subtitles, to be shown on Friday mornings, began on September 7. And the English version, airing on Saturday mornings, first broadcast on September 8. The series targets children aged 3–5. Read more: http://indiancountrytodaymedianetwork.com/2012/09/12/childrens-show-soars-over-the-language-barrier-133788 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Gertie-Gavin-Jason.jpg Type: image/jpeg Size: 72207 bytes Desc: not available URL: From tdc.aaia at VERIZON.NET Thu Sep 13 16:13:50 2012 From: tdc.aaia at VERIZON.NET (Tammy DeCoteau) Date: Thu, 13 Sep 2012 11:13:50 -0500 Subject: Dakota Wicohan Message-ID: An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:07:55 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:07:55 -0700 Subject: New app created to support preservation of endangered language (fwd link) Message-ID: *New app created to support preservation of endangered language * September 13, 2012 (Phys.org)—One of the world's most endangered languages is to be brought into the digital age through the first phone app designed specifically for the documentation of an Australian Indigenous language. The Ma! Iwaidja (pronounced 'ee-WHY-jah') smartphone app has been developed as part of the Minjilang Endangered Languages Publication Project. The project team, based on Croker Island in remote Northwestern Arnhem Land, worked with Mr Bruce Birch, a linguist from the School of Culture, History and Language in the ANU College of Asia and the Pacific to develop the app. The app includes a 1,500-entry English-Iwaidja dictionary with audio, a 450-entry phrase book, a 'WordMaker' allowing users to conjugate verbs and construct short phrases, and an information section about Iwaidja and other endangered languages of Arnhem Land. Mr Birch said that use of the app as a reference tool was far from the whole story. "The app also gives users the ability to record new dictionary or phrase book entries using the on-board recording capability of their phones, so people can customise their app by including, for example, new phrases which are particularly useful to them. Access full article below: http://phys.org/news/2012-09-app-endangered-language.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at GMAIL.COM Thu Sep 13 16:31:06 2012 From: bernisantamaria at GMAIL.COM (BSantaMaria) Date: Thu, 13 Sep 2012 09:31:06 -0700 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: To all responders: Ahiye'e (Thank you!), for info on article/book & relevant discussion/ideas--this topic is an example of how this listserve should involve everything relevant to Indigenous people and their languages.....I hope we continue such discussions.... Bernadette On Thu, Sep 13, 2012 at 6:49 AM, Richard Zane Smith wrote: > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this > NE corner of OKL. > we are very likely some of the most assimilated people groups. Also among > the most belittled, > and shamed, from all sides for not surviving as "real Indians" ( another > big topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were > born into, > to merge into their adopted clan and phratry. In many regards we are > captives taken to > a foreign land - trout raised in a pet store... > > unę́h, > Richard > > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: > >> ** >> P.P.S. to my post: >> >> Hardman, M. J. (1994) “’And if we lose our names, then what about our >> land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) >> *Differences that Make a Difference: Examining the Assumptions in Gender >> Research* (pp. 152-161). Westport & London: Bergin & Garvey. >> >> http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the >> .pdf format it is pages 34-39(equals 151-161) >> >> >> wahjeh >> rolland nadjiwon >> ________________ >> Harper is a joke and 'pansy' to anyone and any country that will act as >> his 'sin eater'... >> >> >> ------------------------------ >> *From:* Indigenous Languages and Technology [mailto: >> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Huang,Chun >> *Sent:* September-12-12 9:35 PM >> *To:* ILAT at LISTSERV.ARIZONA.EDU >> *Subject:* Re: [ILAT] Language more important than land - academic (fwd >> link) >> >> Thank you, Bernadette Adley-SantaMaria >> >> I recommend Hardman's article below where, through studying Jaqaru, she >> explains how land is indeed, as you point out, intertwined with language >> (both being parts of the whole): if you lose one, you lose the other. >> Hardman also demonstrates how English, especially the English cultural >> thinking as manifested its three major linguistic postulates, can often do >> damage to the indigenous/local. One of the English postulates Hardman >> identifies is "ranking through comparative/absolute," which the original >> article in question here exemplifies very well for us: "*Language (is) >> more important than land!*" Really, what's the point of ranking the >> importance of language against the importance of land anyway??? Many >> English users, unfortunately, seem unable to escape such ranking mentality. >> >> Hardman, M. J. (1994) “’And if we lose our names, then what about our >> land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) >> *Differences that Make a Difference: Examining the Assumptions in Gender >> Research* (pp. 152-161). Westport & London: Bergin & Garvey. >> >> Let me or Dr. Hardman know if you can't find a copy. I believe she >> wouldn't mind sharing. >> >> >> >> Chun (Jimmy) Huang >> >> Siraya of Taiwan >> >> Assistant Professor, University of Guam >> > > > > -- > > "…revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at GMAIL.COM Thu Sep 13 16:58:26 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Thu, 13 Sep 2012 09:58:26 -0700 Subject: Dakota Wicohan In-Reply-To: <1818099495.998369.1347552830531.JavaMail.root@vznit170076> Message-ID: Tammy, this is very unfortunate news, indeed! If I may, I would offer that you "crowd source your cause". By this I mean, leverage your networks, friends, and the internet to work on your behalf. This may seem unusual at the outset, but just know that it is not beyond impossibility. You can *google *"crowd source your cause" or take a look at the few example sites I came across in doing this. Does this language program have a Facebook page? If not, this may be one very key place to start as FB that can have a "crowd source" effect in its own unique way. Perhaps somebody here on ILAT offer to set up a Facebook page on your behalf! Now that would be really awesome. SocialWish http://www.socialwish.com/ DonorsChoose.Org http://www.donorschoose.org/ Phil UofA On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: > My relatives, > > Dakota Wicohan was robbed! The program is based out of Morton, Minnesota, > home of the Lower Sioux Indian Tribe. According to one of their board > members, it is: > > This is our non-profit community development organization. We develop > language curriculum, master-apprentice learning initiatives, and do youth > leadership development. > > Stolen from the offices were: > > 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. > > If anyone can help this non-profit, I am sure it would be appreciated. > Donations are always accepted, but are needed now more than ever. Let us > band together and help them to not only replace the things they lost, but > know that others care about them and acknowledge their work on one of our > endangered native languages. > > Tammy DeCoteau > AAIA Native Language Program -------------- next part -------------- An HTML attachment was scrubbed... URL: From annaluisa at LIVINGTONGUES.ORG Thu Sep 13 17:18:23 2012 From: annaluisa at LIVINGTONGUES.ORG (Anna Luisa Daigneault) Date: Thu, 13 Sep 2012 13:18:23 -0400 Subject: Dakota Wicohan In-Reply-To: Message-ID: Tammy, I am so sorry to hear that as well! Phil, those are great sites, and there is another popular crowd-sourcing site called Indiegogo that might work as well: http://www.indiegogo.com/ Tammy, if you set up an online fundraising campaign, I would certainly post the link on the Living Tongues Facebook page so that people can see it and donate through there. best wishes, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr Añño'tena Poeñotenaxhno Yanesha www.yanesha.com On Thu, Sep 13, 2012 at 12:58 PM, Phil Cash Cash wrote: > Tammy, this is very unfortunate news, indeed! > > If I may, I would offer that you "crowd source your cause". By this I > mean, leverage your networks, friends, and the internet to work on your > behalf. This may seem unusual at the outset, but just know that it is > not beyond impossibility. You can *google *"crowd source your cause" or > take a look at the few example sites I came across in doing this. Does > this language program have a Facebook page? If not, this may be one very > key place to start as FB that can have a "crowd source" effect in its own > unique way. Perhaps somebody here on ILAT offer to set up a Facebook > page on your behalf! Now that would be really awesome. > > SocialWish > http://www.socialwish.com/ > > DonorsChoose.Org > http://www.donorschoose.org/ > > Phil > UofA > > > On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: > >> My relatives, >> >> Dakota Wicohan was robbed! The program is based out of Morton, >> Minnesota, home of the Lower Sioux Indian Tribe. According to one of their >> board members, it is: >> >> This is our non-profit community development organization. We develop >> language curriculum, master-apprentice learning initiatives, and do youth >> leadership development. >> >> Stolen from the offices were: >> >> 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. >> >> If anyone can help this non-profit, I am sure it would be appreciated. >> Donations are always accepted, but are needed now more than ever. Let us >> band together and help them to not only replace the things they lost, but >> know that others care about them and acknowledge their work on one of our >> endangered native languages. >> >> Tammy DeCoteau >> AAIA Native Language Program > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From tdc.aaia at VERIZON.NET Thu Sep 13 17:31:15 2012 From: tdc.aaia at VERIZON.NET (Tammy DeCoteau) Date: Thu, 13 Sep 2012 12:31:15 -0500 Subject: Dakota Wicohan Message-ID: An HTML attachment was scrubbed... URL: From rrlapier at AOL.COM Thu Sep 13 17:55:44 2012 From: rrlapier at AOL.COM (rrlapier at AOL.COM) Date: Thu, 13 Sep 2012 13:55:44 -0400 Subject: Dakota Wicohan In-Reply-To: Message-ID: So sorry to hear about this. If people decide to make a donation, please send MONEY. Do not send your old laptop, desktop, or even box of crayons. Technology moves along very fast and it is hard, especially for those of us out in the sticks to get old technology to work with new technology. Once, we actually got a donation of "computers" -- the very nice church group told us, "once you get some hard drives for those, they work really good." Our school turned into someone's trash dump. In these types of situations it is best to start NEW. Give money. Rosalyn LaPier Piegan Institute -----Original Message----- From: Anna Luisa Daigneault To: ILAT Sent: Thu, Sep 13, 2012 11:18 am Subject: Re: [ILAT] Dakota Wicohan Tammy, I am so sorry to hear that as well! Phil, those are great sites, and there is another popular crowd-sourcing site called Indiegogo that might work as well: http://www.indiegogo.com/ Tammy, if you set up an online fundraising campaign, I would certainly post the link on the Living Tongues Facebook page so that people can see it and donate through there. best wishes, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr Añño'tena Poeñotenaxhno Yanesha www.yanesha.com On Thu, Sep 13, 2012 at 12:58 PM, Phil Cash Cash wrote: Tammy, this is very unfortunate news, indeed! If I may, I would offer that you "crowd source your cause". By this I mean, leverage your networks, friends, and the internet to work on your behalf. This may seem unusual at the outset, but just know that it is not beyond impossibility. You can google "crowd source your cause" or take a look at the few example sites I came across in doing this. Does this language program have a Facebook page? If not, this may be one very key place to start as FB that can have a "crowd source" effect in its own unique way. Perhaps somebody here on ILAT offer to set up a Facebook page on your behalf! Now that would be really awesome. SocialWish http://www.socialwish.com/ DonorsChoose.Org http://www.donorschoose.org/ Phil UofA On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: My relatives, Dakota Wicohan was robbed! The program is based out of Morton, Minnesota, home of the Lower Sioux Indian Tribe. According to one of their board members, it is: This is our non-profit community development organization. We develop language curriculum, master-apprentice learning initiatives, and do youth leadership development. Stolen from the offices were: 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. If anyone can help this non-profit, I am sure it would be appreciated. Donations are always accepted, but are needed now more than ever. Let us band together and help them to not only replace the things they lost, but know that others care about them and acknowledge their work on one of our endangered native languages. Tammy DeCoteau AAIA Native Language Program -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 20:08:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 13:08:46 -0700 Subject: Assassins Creed 3: New Video Reveals Snow, Combat, Free-Running Message-ID: Assassin's Creed 3: New Video Reveals Snow, Combat, Free-Running Tom Hopkins Ubisoft's latest Assassin's Creed 3 dev diary reveals plenty of new gameplay footage, characters and behind-the-scenes development chat. Published on Sep 13, 2012 Assassin's Creed 3's hero Connor will speak Native American languages when conversing with his people thanks to real-life speakers, while other experts have contributed to the free-running, combat and historical aspects of the game. Access full article below: http://www.nowgamer.com/news/1587259/assassins_creed_3_new_video_reveals_snow_combat_freerunning.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Fri Sep 14 15:34:34 2012 From: hardman at UFL.EDU (Dr. MJ Hardman) Date: Fri, 14 Sep 2012 11:34:34 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: What you say is the way I understood it 50+ years ago when I first went into the mountains and discovered that the only people in town during the day were the schoolkids, the ill, the drunks sprawled in the plaza - all men, and one blind man. The drunks were all men who had left and come back. I learned what women could do and could be and for that I am profoundly grateful. I had, naively, expected to work with the women during the day (utter ignorance on my very young part). I worked with the blind man, who was a superb teacher and who very much enjoyed working with me with his Jaqaru. Since it was always dark, he was often the one who did the irrigating at night, and he liked to travel at night. But the drunks, as I read it, were those who had left, been in the military or some other experience, learned the sexism/racism of the hispanic system and come back unable to fulfill the expectations of either culture, and thus, unable to feel good about themselves. This is an observation of the late 50s, but it correlates with what you are saying and the way in which they were treated while they were away, in ways they could not admit nor process. It seemed even more evident as I learned more about Jaqi culture. MJ On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this NE > corner of OKL. > we are very likely some of the most assimilated people groups. Also among the > most belittled, > and shamed, from all sides for not surviving as "real Indians"  ( another big > topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were born > into, > to merge into their adopted clan and phratry. In many regards we are captives > taken to > a foreign land -  trout raised in a pet store... > > unę́h, > Richard > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: >> P.P.S. to my post:  >>   >> Hardman, M. J. (1994) “’And if we lose our names, then what about our land?’, >> or, what price development?” in L. H. Turner and H. M. Sterk (eds) >> Differences that Make a Difference: Examining the Assumptions in Gender >> Research (pp. 152-161). Westport & London: Bergin & Garvey. >>   >> http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf    in the .pdf >> format it is pages 34-39(equals 151-161) >>   >>   >> wahjeh >> rolland nadjiwon >> ________________ >> Harper is a joke and 'pansy' to anyone and any country that will act as his >> 'sin eater'... >> >>   >> >> From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Huang,Chun >> Sent: September-12-12 9:35 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Language more important than land - academic (fwd link) >> >> Thank you, Bernadette Adley-SantaMaria >> >> I recommend Hardman's article below where, through studying Jaqaru, she >> explains how land is indeed, as you point out, intertwined with language >> (both  being parts of the whole): if you lose one, you lose the other. >> Hardman also demonstrates how English, especially the English cultural >> thinking as manifested its three major linguistic postulates, can often do >> damage to the indigenous/local. One of the English postulates Hardman >> identifies is "ranking through comparative/absolute," which the original >> article in question here exemplifies very well for us: "Language (is) more >> important than land!" Really, what's the point of ranking the importance of >> language against the importance of land anyway??? Many English users, >> unfortunately, seem unable to escape such ranking mentality. >> >> Hardman, M. J. (1994) “’And if we lose our names, then what about our land?’, >> or, what price development?” in L. H. Turner and H. M. Sterk (eds) >> Differences that Make a Difference: Examining the Assumptions in Gender >> Research (pp. 152-161). Westport & London: Bergin & Garvey. >> >> Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't >> mind sharing. >> >>   >> >> Chun (Jimmy) Huang >> >> Siraya of Taiwan >> >> Assistant Professor, University of Guam > > 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/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From lltmedia at HAWAII.EDU Fri Sep 14 16:47:51 2012 From: lltmedia at HAWAII.EDU (Language Learning Technology Social Media Editor) Date: Fri, 14 Sep 2012 09:47:51 -0700 Subject: Call for Papers: Game and Play Activity in Technology-Mediated L2 Teaching and Learning In-Reply-To: Message-ID: from lltmedia at hawaii.edu Our apologies for any crosspostings. *Join us on Facebook*: http://www.facebook.com/LLTJournal **** Call for Papers for Special Issue of LLT Theme: *Game and Play Activity in Technology-Mediated L2 Teaching and Learning * Special Issue Editors: Jonathon Reinhardt & Julie Sykes This special issue of Language Learning & Technology will focus on the research and practice of game and play activity in technology-mediated second/foreign language teaching and learning (L2TL) environments. The globalization of the digital gaming industry, the diversification of games into new and culturally hybrid genres, a global increase in access to broadband, and increasing numbers of non- traditional game players, have precipitated a notable expansion of digital game and play activity into new contexts and applications. Game and play dynamics are being increasingly applied in domains traditionally not associated with games, like art, music, literature, science, commerce, and education. Designers and players are finding new modalities like location-based games (e.g. geocaching, urban gaming, and flash mobs), and integrating a variety of technologies into new games like online, video, tablet, mobile, and social networking applications. In other words, digital gaming is no longer only computer and video gaming, but playful, rule-bound, cooperative or competitive, chance-filled, imitative, and/or immersive activity, that is in some way technology-mediated. These developments warrant consideration by L2TL practitioners and researchers for the potentials that digital game and play activity hold to inform technology-enhanced L2TL. This issue responds by bringing together empirical research that uses a variety of theoretical and methodological approaches from applied linguistics, game studies, educational gaming, sociology, communication studies, and other related fields, and by supporting a broad interpretation of the notions of digital game and play activity. All submissions should present either systematic empirical findings on language learning outcomes or processes or an original conceptual framework that systematically integrates theory, practice, and research. Possible topics include, but are not limited to: Adaptation of vernacular, off-the-shelf digital games Analysis of game-mediated discourse, including game-embedded, game-emergent, and game- attendant discourses Comparisons of particular game genres, types, platforms, or player configurations Design and use of game-based and simulated immersion environments (i.e., game applications designed specifically for L2 learning) Game and play activity and L2 learner identity Game and play activity in distance, blended, or telecollaborative environments Game and play activity in virtual worlds, simulations, or social networking Game theory, competition, and cooperation Game-mediated assessment and feedback Games as art, rhetoric, or as cultural artefacts Gamification and the application of game dynamics in L2 curricula and pedagogy Gaming literacies and gaming as literacy practice Location-based games Mobile and tablet-based games Multiplayer and massively multiplayer online gaming Technology-mediated language play Please consult the LLT Website for general guidelines on submission ( http://llt.msu.edu/contrib.html) and research (http://llt.msu.edu/resguide.html). Please send a title and 250-word abstract by October 1, 2012 to llted at hawaii.edu. Publication timeline: • October 1, 2012: Submission deadline for abstracts • October 15, 2012: Invitation to authors to submit a manuscript • March 1, 2013: Submission deadline for manuscripts • June 2, 2014: Publication of special issue Join us on Facebook: http://www.facebook.com/LLTJournal -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 14 20:00:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 14 Sep 2012 13:00:46 -0700 Subject: NM House delegation introduces bill aimed at preserving Native American languages (fwd link) Message-ID: NM House delegation introduces bill aimed at preserving Native American languages THE ASSOCIATED PRESS September 14, 2012 - 5:02 am EDT USA ALBUQUERQUE, N.M. — Members of New Mexico's congressional delegation are pushing for the extension of a program that works to preserve Native American languages. U.S. Reps. Marin Heinrich, Ben Ray Lujan and Steve Pearce introduced legislation on Thursday to reauthorize the Esther Martinez Native American Language Act for another five years. Access full article below: http://www.therepublic.com/view/story/44da855bc55d42eb8903a3350c7fb0d8/NM--Language-Preservation -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrea.berez at GMAIL.COM Sat Sep 15 02:18:07 2012 From: andrea.berez at GMAIL.COM (Andrea L. Berez) Date: Fri, 14 Sep 2012 16:18:07 -1000 Subject: Now accepting full-length technology articles for journal Language Documentation & Conservation Message-ID: Dear List (with apologies for cross posting), I am writing to announce the journal *Language Documentation & Conservation*'s new policy for accepting *full-length articles on technological issues in language documentation and conservation*. Until now we have mainly published reviews of software in our technology section, but we are now inviting articles on technology as it applies more broadly to our field. The electronic format of *LD&C* means that articles can be published *more quickly* than a traditional journal, allowing cutting-edge discussions to take place before the technology becomes out-of-date. Possible topics include: • Technological standards for language documentation and conservation • Methods/Work-flows for processing language data, both in the field and out of the field • Comparisons of equipment in different environments • Thoughtful suggestions for future directions for tech standards • Etc. Technology articles will receive full peer review, and should be written with an eye to making a* substantial new or timely contribution to the field *. Instructions for submitting articles can be found here: http://www.nflrc.hawaii.edu/ldc/submissions.html --- And as always, we are eager to accept *technology reviews* related to any aspect of language documentation, conservation, and/or revitalization. This can include software and hardware. Traditionally our technology reviews have been in written format, but we are also open to alternative presentations including video reviews. Previously published technology reviews are listed below; if you are interested in reviewing another piece of technology -- or a considerably newer version of an item listed below -- please feel free to contact me via email (andrea.berez at hawaii.edu) or see our Submissions Page for further information. -ANVIL: Annotation of Video and Language Data 5.0  -Audiamus 2.3  -Computerized Language Analysis (CLAN)  -Emdros: The Database Engine for Analyzed or Annotated Text  -EUDICO Linguistic Annotator (ELAN)  -Fieldworks Language Explorer (FLEx)  -Fieldworks Language Explorer (FLEx) 3.0  -Final Cut Pro  -Fontographer -FR-2LE Digital Audio Recorder -High Definition Video Camera HDC-HS 100P/PC and HD Writer 2.6E High Definition Image Management/Easy Editing Software -InqScribe -JVC GY-HM100U HD video camera and FFmpeg libraries -Kirrkirr  -LexiquePro  -LEXUS -NViVo 8 -Phon: Free Software for Phonological Transcription and Analysis -Phonology Assistant 3.0.1  -Transana 2.30 -Transcribe! -TshwaneLex Dictionary Compilation Software  -TypeCraft -WeSay -WordSmith Tools -Wunderkammer -- Andrea L. Berez Assistant Professor, Department of Linguistics University of Hawai'i at Mānoa Director, Kaipuleohone UH Digital Ethnographic Archive Technology reviews editor, *Language Documentation & Conservation* http://www2.hawaii.edu/~aberez -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 18 14:40:18 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 18 Sep 2012 07:40:18 -0700 Subject: University of Utah shifts focus on indigenous languages (fwd link) Message-ID: *University of Utah shifts focus on indigenous languages* Linguistics » With scholar’s exit, U. of U. center to zero in on Utah tribal languages. By Brian Maffly | The Salt Lake Tribune First Published Sep 17 2012 05:44 pm Before he came to Utah two years ago to pursue a doctorate in linguistics, Jeff Pynes had already worked amid the Tolupan and other indigenous people of Central America, recording their speech and stories in an effort to document the words, syntax and grammar of their languages. These tongues may be taught to young people to preserve them — and the systems of knowledge they encode. Or they may shed light on structures common to all languages and even help scientists unlock which parts of language come from biology and which come from culture. But time is running out for Tol and dozens of other native North and South American languages that are a few generations away, or less, from going silent forever. A 2006 Berkeley graduate, Pynes was drawn to the University of Utah by its then-growing reputation for language preservation — a vibrant subdiscipline within linguistics — thanks to its Center for American Indian Languages, or CAIL. The center has been devoted to preserving indigenous languages across the Americas, from isolated corners of the Amazon to tribal schools in or near Utah. Access full article below: http://www.sltrib.com/sltrib/news/54890361-78/language-center-cail-campbell.html.csp -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Sep 19 15:10:33 2012 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 19 Sep 2012 11:10:33 -0400 Subject: Fwd: FW: Oklahoma and Indian Territories incorporation records digitized and searchable In-Reply-To: <5BD3351B537EEC45A050FB864D374C0F04A7BE1A@x10-mbx3.yu.yale.edu> Message-ID: Might be of interest to people on the list. Claire ---------- Forwarded message ---------- From: Miles, George Date: Wed, Sep 19, 2012 at 11:01 AM Subject: FW: Oklahoma and Indian Territories incorporation records digitized and searchable To: "westering at panlists.yale.edu" FYI - an interesting trove of primary material available in digital form over the net. George -----Original Message----- From: H-Net Discussion List for the Study and Practice of History Librarianship [mailto:H-HISTBIBL at H-NET.MSU.EDU] On Behalf Of Dominique Daniel Sent: Wednesday, September 19, 2012 10:19 AM To: H-HISTBIBL at H-NET.MSU.EDU Subject: Oklahoma and Indian Territories incorporation records digitized and searchable Oklahoma and Indian Territories incorporation records digitized and searchable The Research Division of the Oklahoma Historical Society, has recently added a new resource to its online offering: the Oklahoma and Indian Territories incorporation records. The database include records of churches, lodges and small businesses and can be useful to genealogists and historians. You can explore the records at http://www.okhistory.org/research/ledgers To learn more about the project: http://allmyancestors.com/blog/2012/07/09/business-in-the-territory/ http://indiancountrytodaymedianetwork.com/2012/09/04/indian-territory-records-digitized-and-searchable-130444 From weyiiletpu at GMAIL.COM Wed Sep 19 15:33:33 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Wed, 19 Sep 2012 08:33:33 -0700 Subject: Oklahoma and Indian Territories incorporation records digitized and searchable (fwd) Message-ID: Subject: Oklahoma and Indian Territories incorporation records digitized and searchable Oklahoma and Indian Territories incorporation records digitized and searchable The Research Division of the Oklahoma Historical Society, has recently added a new resource to its online offering: the Oklahoma and Indian Territories incorporation records. The database include records of churches, lodges and small businesses and can be useful to genealogists and historians. You can explore the records at http://www.okhistory.org/research/ledgers To learn more about the project: http://allmyancestors.com/blog/2012/07/09/business-in-the-territory/ http://indiancountrytodaymedianetwork.com/2012/09/04/indian-territory-records-digitized-and-searchable-130444 ~~ fwd from ILAT list members, thanks! -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Sep 19 18:18:29 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 19 Sep 2012 13:18:29 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: The dispossession and ethnic cleansing by force and legal judicial action by a wonderful new democratic society as USA is a disturbing contradiction difficult to grasp. It still raises that inner dark question of "Are we somehow less human to be disposed of so systematically by such a flag waving, cheering smiling patriotic people?" When a people with cyclical ceremonial life are removed form homelands and placed on lands that are basically "foreign" it is very difficult for land based ceremonies and life-ways to survive. When my own ancestors surveyed lands in Kansas prior to forced removal ,the scouts reported that the land was lacking in maple trees, which were such a part of our lives. To remove even one ceremony (as the Thanking of the Maples) one busy cultural activity as sap harvesting, was to break a spoke from the wheel of our highly fluid and active Lifeway circle within which all seasons flowed together. The Midwinter ceremonies themselves ceased when Oklahoma weather was found so different than northern climates. Adaption to that which is new is not the issue. The issue is an undermining of land/mind/community/life-cycle. So even when ceremonies do survive ,its within context of some distant place....and some spoken distant past, more of a memorial activity ...no longer representing the land and action we now live with. A symbol is not reality itself, and symbolic actions,even ceremonial activities, can easily become rituals drifting from the reality of community living. Combine relocation with the missionary drive to imbed into the hearts and minds of children middle eastern creation stories, and frightening pictures of a "hell" for those who do not renounce their pagan ways... we end up with a very mixed up tribal identity, depression and a sense of worthlessness and betrayal. Betraying our families if we convert, betraying modernity if we don't. its difficult to write about, to express. I haven't read much on this topic, yet. i'm simply speaking from personal struggle,thoughts and observation. ské:nǫh Richard Zane Smith (Sǫhahiyǫh) On Fri, Sep 14, 2012 at 10:34 AM, Dr. MJ Hardman wrote: > What you say is the way I understood it 50+ years ago when I first went > into the mountains and discovered that the only people in town during the > day were the schoolkids, the ill, the drunks sprawled in the plaza - all > men, and one blind man. The drunks were all men who had left and come > back. I learned what women could do and could be and for that I am > profoundly grateful. I had, naively, expected to work with the women > during the day (utter ignorance on my very young part). I worked with the > blind man, who was a superb teacher and who very much enjoyed working with > me with his Jaqaru. Since it was always dark, he was often the one who did > the irrigating at night, and he liked to travel at night. But the drunks, > as I read it, were those who had left, been in the military or some other > experience, learned the sexism/racism of the hispanic system and come back > unable to fulfill the expectations of either culture, and thus, unable to > feel good about themselves. This is an observation of the late 50s, but it > correlates with what you are saying and the way in which they were treated > while they were away, in ways they could not admit nor process. It seemed > even more evident as I learned more about Jaqi culture. MJ > > > On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: > > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this > NE corner of OKL. > we are very likely some of the most assimilated people groups. Also among > the most belittled, > and shamed, from all sides for not surviving as "real Indians" ( another > big topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were > born into, > to merge into their adopted clan and phratry. In many regards we are > captives taken to > a foreign land - trout raised in a pet store... > > unę́h, > Richard > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon > wrote: > > P.P.S. to my post: > > Hardman, M. J. (1994) “’And if we lose our names, then what about our > land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the > .pdf format it is pages 34-39(equals 151-161) > > > wahjeh > rolland nadjiwon > ________________ > Harper is a joke and 'pansy' to anyone and any country that will act as > his 'sin eater'... > > > ------------------------------ > *From:* Indigenous Languages and Technology [ > mailto:ILAT at LISTSERV.ARIZONA.EDU ] *On Behalf > Of *Huang,Chun > *Sent:* September-12-12 9:35 PM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > Thank you, Bernadette Adley-SantaMaria > > I recommend Hardman's article below where, through studying Jaqaru, she > explains how land is indeed, as you point out, intertwined with language > (both being parts of the whole): if you lose one, you lose the other. > Hardman also demonstrates how English, especially the English cultural > thinking as manifested its three major linguistic postulates, can often do > damage to the indigenous/local. One of the English postulates Hardman > identifies is "ranking through comparative/absolute," which the original > article in question here exemplifies very well for us: "*Language (is) > more important than land!*" Really, what's the point of ranking the > importance of language against the importance of land anyway??? Many > English users, unfortunately, seem unable to escape such ranking mentality. > > Hardman, M. J. (1994) “’And if we lose our names, then what about our > land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > Let me or Dr. Hardman know if you can't find a copy. I believe she > wouldn't mind sharing. > > > > Chun (Jimmy) Huang > > Siraya of Taiwan > > Assistant Professor, University of Guam > > > > > 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/ > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:18:34 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:18:34 -0700 Subject: Mexico among the Countries that More Retain the Original Languages (fwd link) Message-ID: *Mexico among the Countries that More Retain the Original Languages* Escrito por Claudia Gomez Mexico, Sep 19 (Prensa Latina) Mexico is now one of the world''s countries that retain more native speaks to settle for seventh place in the forefront linguistic diversity and continental level, along with Brazil, Peru and the United States, say experts. The linguist Francisco Barriga said that here are spoken 60 languages, with 364 indigenous variants, to announce the V Endangered Languages Meeting, which will be held on September 27 as part of the XXIV Book Fair of Anthropology and History. Barriga stressed that in the country are preserved the native languages due to several political-educational, editorial work and program of social groups research, seeking conservation and in particular the revitalization of those who are at risk of disappearing. Access full article below: http://www.plenglish.com/index.php?option=com_content&task=view&id=546079&Itemid=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at GMAIL.COM Wed Sep 19 18:21:08 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Wed, 19 Sep 2012 11:21:08 -0700 Subject: Action needed to help preserve Indigenous languages (fwd link) Message-ID: 17 September 2012, 1.32pm AEST *Action needed to help preserve Indigenous languages* Language and Indigenous experts have welcomed a government report that recommends bilingual school education programs for Indigenous communities, saying it will benefit all Australians and help get some Indigenous languages off the endangered languages list. The “*Our Land Our Languages*” report follows a 12-month inquiry by the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs. The Committee considered the role of Indigenous languages to strengthening aboriginal identity and culture, and the benefits of including Indigenous languages in early education. “Estimates show that at the time of colonisation there was an estimated 250 Australian indigenous languages being used and today there are about 18 languages,” the report’s authors write. Access full article below: http://theconversation.edu.au/action-needed-to-help-preserve-indigenous-languages-9631 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:23:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:23:47 -0700 Subject: 'Sleeping' languages may be lost forever (fwd link) Message-ID: *'Sleeping' languages may be lost forever* Tue, 18 Sep 2012 *Prof Ghil'ad Zuckermann argues that the loss of language is more severe than the loss of land.* Of the 7000 languages in the world today, it is predicted that up to 90% will become extinct within 100 years. In Australia, where I live, out of 250 Indigenous languages, only 15 - just 6% - are alive and kicking, by which I mean their children are native speakers. The rest are what I like to call "sleeping beauties" - and if we do not take action they could be lost forever. With globalisation, homogenisation and Coca-colonisation there will be more and more groups all over the world added to the forlorn club of the lost-heritage peoples. Does it matter? I think it does. Access full article below: http://www.odt.co.nz/opinion/opinion/226315/sleeping-languages-may-be-lost-forever -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:27:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:27:47 -0700 Subject: Call for action to save Aboriginal languages (fwd link) Message-ID: *Call for action to save Aboriginal languages* September 18, 2012 Bianca Hall Aboriginal languages are in danger of being wiped out in the next decade, with only 18 of an estimated 250 original languages still spoken by significant numbers of people. Those who speak Aboriginal languages as a first language face stark disadvantage and social problems, a report has found. After more than a year of work, Parliament's standing committee on Aboriginal and Torres Strait Islander affairs yesterday released a wide-ranging report recommending urgent work be done to ensure as many languages as possible survive, and that speakers of those languages are not further marginalised from mainstream society. Access full article below: http://www.smh.com.au/opinion/political-news/call-for-action-to-save-aboriginal-languages-20120918-263kq.html#ixzz26wR6lOQW -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:29:10 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:29:10 -0700 Subject: Bilingual education for Indigenous Australians (fwd link) Message-ID: *Bilingual education for Indigenous Australians * 19 September 2012 , 9:53 PM by Lachlan Mackintosh [podcast] There's a lot to a language, it’s more than just a tool for communication, it's a social identity. So when a language disappears, how does it affect the culture attached to it? The 'Our Land, Our Languages' report was released this week, it looked at the role of Indigenous languages in Australia and how they could help strengthen the Aboriginal identify and culture. Access full article below: http://blogs.abc.net.au/queensland/2012/09/bilingual-education-for-indigenous-australians.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:32:24 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:32:24 -0700 Subject: Parlez vous Yolngu? (fwd link) Message-ID: *Parlez vous Yolngu?* Vicki Kerrigan Updated September 19, 2012 11:54:41 We must extinguish the idea of Australia as a monolingual place and there's no better place to start than in the classroom. ABC 105.7 Drive presenter Vicki Kerrigan on why all Australians should learn Aboriginal languages. Darwin sounds different. When you walk along the foreshore in Nightcliff, one of the most beautiful and popular spots in Darwin to enjoy the Arafura Sea, you can hear the difference. As you sit on the grass, under the trees which grow on the edge of the sand, you can eavesdrop on the languages of the first people of this country. Those who have travelled from north east Arnhem Land to the city might speak Yolngu Matha; those from the country north west of Alice Springs speak Warlpiri. Access full article below: http://www.abc.net.au/news/2012-09-19/kerriganlanguage/4267938/?site=indigenous&topic=latest -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:34:00 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:34:00 -0700 Subject: PM plan for indigenous recognition (fwd link) Message-ID: *PM plan for indigenous recognition * September 20, 2012 AUS THE Gillard government has embraced a new strategy to recognise the ''unique and special place'' of indigenous Australians after conceding that a referendum proposing constitutional change could fail if it is put at or before next year's election. It now plans to legislate an ''act of recognition'' before Parliament rises this year in the hope that it will build momentum for constitutional recognition of indigenous language and culture in the next two years. Read more: http://www.theage.com.au/opinion/political-news/pm-plan-for-indigenous-recognition-20120919-2672z.html#ixzz26wSuIvZ5 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:35:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:35:20 -0700 Subject: School sees pitfalls in Indigenous language studies (fwd link) Message-ID: *School sees pitfalls in Indigenous language studies* By Frances Adcock and Marlina Whop Updated Tue Sep 18, 2012 1:36pm AEST The principal of Cherbourg State School, south-west of Bundaberg in southern Queensland, says it will be difficult to teach Indigenous languages in some schools. A new report is calling on the Federal Government to introduce Indigenous language education into schools with Aboriginal and Torres Strait Islander students. Principal Peter Sansby says it is a good initiative but it may not be practical in some schools with a diverse range of students. "In Cherbourg, for example, where the history of Cherbourg is lots of different cultures, Indigenous cultures and tribes relocating to Cherbourg, so we could be potentially teaching up to 40 different languages, so that could pose a difficult conundrum," he said. Access full article below: http://www.abc.net.au/news/2012-09-18/school-sees-pitfalls-in-indigenous-language-studies/4267540 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:36:56 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:36:56 -0700 Subject: More support needed for first languages (fwd link) Message-ID: *More support needed for first languages * From: AAP September 17, 2012 5:57PM AUS TEACHING indigenous children in their mother tongue will help lift literacy rates and school attendance, a federal parliamentary committee says. The Aboriginal and Torres Strait Island Affairs committee has spent more than 12 months looking into language learning in indigenous communities. Its report, tabled in parliament on Monday, made 30 recommendations and called on federal, state and territory governments to offer bilingual education programs from the earliest years of learning. Committee chairman Shayne Neumann, a Labor backbencher, said it was "crystal clear" bilingual classrooms would improve school attendance. "White Australia has dispossessed indigenous people of their land and of their language," he told reporters in Canberra. Of an estimated 250 Australian indigenous languages, only 18 remain in 2012, Mr Neumann noted. Access full article below: http://www.couriermail.com.au/news/breaking-news/more-support-needed-for-first-languages/story-e6freono-1226475717085 -------------- next part -------------- An HTML attachment was scrubbed... URL: From brookes at CHAMPLAIN.EDU Wed Sep 19 18:54:25 2012 From: brookes at CHAMPLAIN.EDU (Brookes, Tim) Date: Wed, 19 Sep 2012 14:54:25 -0400 Subject: Action needed to help preserve Indigenous languages (fwd link) In-Reply-To: Message-ID: Given your area of interest, your list members may be interested in this project: http://www.kickstarter.com/projects/1496420787/endangered-alphabets-ii-saving-languages-in-bangla From: Phil Cash Cash > Reply-To: Indigenous Languages and Technology > Date: Wed, 19 Sep 2012 14:21:08 -0400 To: "ILAT at LISTSERV.ARIZONA.EDU" > Subject: [ILAT] Action needed to help preserve Indigenous languages (fwd link) 17 September 2012, 1.32pm AEST Action needed to help preserve Indigenous languages Language and Indigenous experts have welcomed a government report that recommends bilingual school education programs for Indigenous communities, saying it will benefit all Australians and help get some Indigenous languages off the endangered languages list. The “Our Land Our Languages” report follows a 12-month inquiry by the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs. The Committee considered the role of Indigenous languages to strengthening aboriginal identity and culture, and the benefits of including Indigenous languages in early education. “Estimates show that at the time of colonisation there was an estimated 250 Australian indigenous languages being used and today there are about 18 languages,” the report’s authors write. Access full article below: http://theconversation.edu.au/action-needed-to-help-preserve-indigenous-languages-9631 From cashcash at EMAIL.ARIZONA.EDU Thu Sep 20 19:38:48 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 20 Sep 2012 12:38:48 -0700 Subject: American Indian Language Development Institute, June 3-28, 2013 Message-ID: AMERICAN INDIAN LANGUAGE DEVELOPMENT INSTITUTE *SAVE THE DATE!* JUNE 3-28, 2013 National Conference: “Revisiting the State of Native American Language Revitalization” June 17 & 18. Visit our website or Facebook for updates. http://www.aildi.arizona.edu http://www.facebook.com/COE.AILDI -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: AILDI Save the Date.pdf Type: application/pdf Size: 1225241 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 16:51:19 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 09:51:19 -0700 Subject: Mexican Indigenous Language to Live on After Last Two Speakers Die (fwd link) Message-ID: *Mexican Indigenous Language to Live on After Last Two Speakers Die * Published September 21, 2012 Fox News Latino The indigenous Zoque-Ayapaneco language, once spoken by a vibrant minority near Tabasco, Mexico, will vanish when the final two native speakers, both in their 70s, pass away. But it will live on a documentary, “Lengua Muerta,” which chronicles the last of the 364 aboriginal dialects still surviving in Mexico. The movie features Isidro Velazquez, 70, and Manuel Segovia, 77, who will take to the grave a language widely spoken until the middle of the 20th century. “We’re beginning to investigate and we’re discovering that it is the language that is vanishing most rapidly in Mexico and worldwide,” said director Denisse Quintero. “It’s the one with the fewest speakers, just two, and they’re elderly. When they die, it will practically cease to exist.” “It’s not a rescue, but rather it consists of creating an audiovisual registry, a memory, so that other generations can have access to it, given that it’s very difficult to rescue the language,” also explained producer Laura Berron. Read more: http://latino.foxnews.com/latino/news/2012/09/21/indigenous-language-to-live-on-after-last-two-speakers-die/#ixzz277jxfeH9 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 16:57:50 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 09:57:50 -0700 Subject: American Web Loan to Host Otoe-Missouria Language and Culture Day Annual Employee Event (fwd link) Message-ID: *Friday 21 Sep, 2012* *American Web Loan to Host Otoe-Missouria Language and Culture Day Annual Employee Event* *Annual Event Shares Tribal Language and Culture for Company's Non-Native American Management and Staff* American Web Loan, a leading nationally-respected online tribal financial services company wholly owned by the Otoe-Missouria Tribe of Indians and its members, will host its third annual Otoe-Missouria Language and Culture Day on Friday September 28. Inaugurated in 2010 with the founding of the company, the annual event is designed to share the language and culture of the Otoe-Missouria Tribe to American Web Loan's more than 100 non-Native American employees based in the company's headquarters located near Oklahoma City. A linguist specializing in the Otoe dialect and tribal officials lead the event, which introduces the employee attendees to the Otoe language and rich heritage. Access full article below: http://uspolitics.einnews.com/pr_news/112825796/american-web-loan-to-host-otoe-missouria-language-and-culture-day-annual-employee-event -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 17:03:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 10:03:20 -0700 Subject: Linguistics lab documents refugee languages (fwd link) Message-ID: *Linguistics lab documents refugee languages* By CourtesyTuesday, September 4th, 2012 USA The Somali-Bantu refugees in Boise have friends in the linguistics program at Boise State. The researchers are documenting the Kizigua and Maay Maay languages of the Somali-Bantu people. A group of students and faculty members are documenting both languages under the direction of Dr. Michal Temkin Martinez. “When I first interviewed here, I found out there was a refugee population,” Temkin Martinez said. “I thought ‘how can we link students’ experiences with endangered languages and how can we do outreach with refugees?’ ” This research project is more than just a documentation of an endangered language. The goals of this project include the production of a dictionary for the Kizigua language and to give students practical experience in the field. Temkin Martinez helped to create the two programs with retired Professor Emeritus Jon Dayley. Dayley said Kizigua is one of about 500 Bantu languages, and it has a complexity far greater than the English language. Access full article below: http://arbiteronline.com/2012/09/04/linguistics-lab-documents-refugee-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 17:06:57 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 10:06:57 -0700 Subject: Our Land, Our Languages and Preserving Our Heritage (fwd link) Message-ID: Our Land, Our Languages and Preserving Our Heritage CLAIRE BOWERN | SEP 21, 2012 7:50AM Claire Bowern writes: We’re all in a tizz at Fully [sic] over the new report Our Land, Our Languages. We’re usually pretty mellow when it comes to government releases but this one is worth taking up some pixel space over. It’s pretty rare that Indigenous languages (IL) get a day in the sun in such [...] Access full blog article below: http://blogs.crikey.com.au/fullysic/2012/09/21/our-land-our-languages-and-preserving-our-heritage/ From cashcash at EMAIL.ARIZONA.EDU Sat Sep 22 16:09:26 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 22 Sep 2012 09:09:26 -0700 Subject: Light is fading for indigenous languages (fwd link) Message-ID: *Light is fading for indigenous languages* September 23, 2012 AUS IN DECEMBER 1992 the Keating government launched 50 dictionaries of Aboriginal languages. A year in the making, the dictionaries were an attempt to preserve 100 or so remaining languages native to Australia. Once there had been 200. Robert Tickner, the minister responsible, described the languages, with their wide regional variances, as ''precious national treasures'' that must be saved from extinction. As with so many government initiatives on behalf of the Aboriginal community, it was an admirable exercise with results that didn't live up to the exuberant initial hopes. Now, almost 20 years later, indigenous languages - in NSW at least - are in a weaker state than when Tickner spoke and, in some cases, critically endangered. Access full article below: http://www.smh.com.au/opinion/politics/light-is-fading-for-indigenous-languages-20120922-26dik.html#ixzz27DPoq6gr -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:11:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:11:46 -0700 Subject: University of Alberta Master=?UTF-8?Q?=E2=80=99s_?=Student Champions C ree Culture, Honored With Alumni Award (fwd link) Message-ID: *University of Alberta Master’s Student Champions Cree Culture, Honored With Alumni Award* By Bev Betkowski, University of Alberta September 24, 2012 Canada For Dorothy Thunder, the Cree language and culture can’t be separated, and if one is lost, the other will surely follow. It was this thought that inspired a dedication to preserving and teaching Cree, from her days as a student in the University of Alberta’s Faculty of Native Studies, to her current work as a sessional instructor and master’s student on campus, to her latest accomplishment as a U of A alumni award winner. As a recipient of the 2012 Alumni Horizon Award, Thunder is being honoured for early career accomplishments in keeping her native tongue alive. Through her work, Thunder hopes to help Aboriginal communities gain a strong sense of identity—one that is defined not by policy, but by culture, and supported by language. Access full article below: http://indiancountrytodaymedianetwork.com/2012/09/24/university-of-alberta-masters-student-champions-cree-culture-honored-with-alumni-award-135212#ixzz27OsKbLpf -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:14:23 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:14:23 -0700 Subject: INDIGENOUS members of the community have welcomed (fwd link) Message-ID: *INDIGENOUS members of the community have welcomed* Kiri Ten Dolle | 24Th September 2012 2:09 Pm AUS INDIGENOUS members of the community have welcomed the Federal Government's recommendations to introduce bilingual education in schools to boost Aboriginal student attendance. Access full article below: http://www.thesatellite.com.au/story/2012/09/24/indigenous-members-of-the-community-have-welcomed/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:16:18 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:16:18 -0700 Subject: Speak your language with pride: Mathale (fwd link) Message-ID: *Speak your language with pride: Mathale* Monday 24 September 2012 15:14 SABC Limpopo Premier, Cassel Mathale, has encouraged South Africans to speak their languages with pride as part of their heritage. He was addressing provincial Heritage Day celebrations in Polokwane. Mathale says speaking one's indigenous language is a heritage that everyone needs to be proud of. “We must promote our languages by speaking them more often without any shame and apologizing to anybody. We must never undermine the cultures of others but we must learn and appreciate them,” says Mathale. Access full article below: http://www.sabc.co.za/news/a/d6fa1c004cd6315da63cb6b7ab2d4e24/Speak-your-language-with-pride:-Mathale-20122409 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:20:21 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:20:21 -0700 Subject: UAA works to preserve Alaska Native languages (fwd link) Message-ID: *UAA works to preserve Alaska Native languages* By MIKE DUNHAM Anchorage Daily News Published: September 22nd, 2012 10:05 PM Last Modified: September 23rd, 2012 12:45 AM What benefit can society at large receive from expending energy and resources on preserving endangered languages? I had the chance to ask some experts that question before and after a panel discussion titled "Revisioning Alaska Native Languages at UAA: A Public Forum on SB 130" presented by the Alaska Native Oratory Society on Sept. 13. The program, in the University of Alaska Anchorage Arts Building, was intended to address how said SB 130 -- the new Alaska Native Language Preservation and Advisory Council Act -- might affect the university's efforts to teach indigenous languages. The UAA Alaska Native Studies Department, which sponsored the event, is making what I consider heroic efforts in the often thankless quest to sustain or revive Alaska's indigenous languages. This year, for the first time, language courses will include Dena'ina, the Athabaskan language that was once prevalent in the Anchorage area, taught by Marilyn Balluta. In addition, there are art courses taught by Emily Moore and a five-week Yup'ik drum-making course taught by Ossie Kairaiuak that starts Friday. Access full article below: http://www.adn.com/2012/09/22/2635775/uaa-works-to-preserve-alaska-native.html#storylink=cpy -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Mon Sep 24 17:03:05 2012 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Mon, 24 Sep 2012 10:03:05 -0700 Subject: University of Alberta Master=?windows-1252?Q?=92s_?=Student Champions C ree Culture, Honored With Alumni Award (fwd link ) In-Reply-To: Message-ID: I am so happy to see this award going to Dorothy Thunder -- I had the pleasure of meeting her this summer as she is always active in the Canadian Indigenous Language and Literacy Development Institute (CILLDI) and she is so hard working and SO deserving! S. On Mon, Sep 24, 2012 at 8:11 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > *University of Alberta Master’s Student Champions Cree Culture, Honored > With Alumni Award* > > By Bev Betkowski, University of Alberta September 24, 2012 > Canada > > For Dorothy Thunder, the Cree language and culture can’t be separated, and > if one is lost, the other will surely follow. > > It was this thought that inspired a dedication to preserving and teaching > Cree, from her days as a student in the University of Alberta’s Faculty of > Native Studies, to her current work as a sessional instructor and master’s > student on campus, to her latest accomplishment as a U of A alumni award > winner. > > As a recipient of the 2012 Alumni Horizon Award, Thunder is being honoured > for early career accomplishments in keeping her native tongue alive. > Through her work, Thunder hopes to help Aboriginal communities gain a > strong sense of identity—one that is defined not by policy, but by culture, > and supported by language. > > Access full article below: > > http://indiancountrytodaymedianetwork.com/2012/09/24/university-of-alberta-masters-student-champions-cree-culture-honored-with-alumni-award-135212#ixzz27OsKbLpf > -- ********************************************************************************************** *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 Fax: (520) 626-3313 Websites: CERCLL: cercll.arizona.edu Confluence Center: www.confluencecenter.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Tue Sep 25 05:38:05 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 25 Sep 2012 01:38:05 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: It now seems so far 'after the fact', to post to the list. What I did have in mind to reinforce what your post was very succinctly pointing out is the incredible and symbiotic relation of language, place and ceremony/ritual. We, my family, live at the juncture of the Great Lakes, Sault Ste. Marie, Canada. I was raised in a potowatomi/Ojibway community on the Georgian Bay. Our lives, our livelihood, our language and our ceremonials were/are inseparable from 'our' place. We have seasonal ceremonies to do with the lake waters, rivers and streams that feed us. There are spirits in those waters and we have many times and seasons of offerings and praying with those spirits. It is all tied into our place in the cosmos and we do these things because we have always done them. My wife and I decided we would move our personal family, kiddies, cat, dog and etc, as if a nuclear family possible, to Tucson, Arizona and she would do her Masters there in the Indian Studies Program studying with some of the big names like Vine Deloria Jr., Dr. Robert K. Thomas, Dr. Tom Holmes and a host of other profs. We moved there in August of '89 knowing nothing about the deserts. Here, at the lakes, this time of year, autumn, is a time of offerings and feasts involving the lakes the water and our harvests. When it came time to do our offerings with the water, there was no water. In essence, we were not able to be who we are supposed to be without that water. There were man made ponds in a few of the parks but were not filled with what we call 'water'. We went up Mount Lemmon and searched the hills for a lake...there were none. We could not do our ceremonies or make our offerings on the lakes. My wife was more disturbed by this than I but I understood where she was at. She needed to do what we needed to do so she could be at peace during her studies and our stay in Tucson. We were left with no choice but to take the time to come home and do, at the least, our most important offerings. So we did that. It is 2,100 miles from our house to Tucson and another 2,100 miles to drive back to Tucson. We did it, and we got very good at it. If we travelled 70 miles per hour for 10 hours we could be here in three days and after a short rest, back to Tucson in 3 more days. During the three years we lived in Tucson, we made that trip 12 time and once for a holiday. The impact of the land, people and language was indelibly impressed on us and I don't speak of 'just land', I speak of the extremely particular land of each people who live there. My wife and I and our children will never forget we and the land are symbiotic. I mentioned to my wife the discussion on land loss vs. language loss and the implication of a dichotomised importance. She looked at me like I had lost something. I told her it was a very serious discussion on ILAT. She said '...then they have no experience for it and no way of knowing us...' I think, sometimes she sees me as chasing pots of gold at the end of rainbows...maybe even all the time. I have not talked about it with her since...lol. Our children didn't always want to make that long exodus back to the Great Lakes with us and so became quite acculturated and acclimatized to that desert environment. Our youngest son stayed the entire time in Tucson with his Papago, Yaqui, Mexican and Spanish American friends. When we made the final return trip we were probably in the Oklahoma/Missouri area when he made the comment, '...wow Dad, I forgot how many white people there are...' I'll never forget that one because it was another realization... And then as we moved northward he again made another profound comment...'wow...you can smell the water in the air up here...' So, if there is an intention, with indigenous peoples, to make some kind of artificial dichotomy somewhere, then someone somewhere is being done a great and harmful injustice. Just thought of one more story: Our eldest son, while we were down there, adopted a little pup and as with a lot of our peoples that dog was just another part of the family. Our son named him 'Chico'. We brought him back with us to Sault Ste. Marie and we did it in a marathon drive. When we pulled into the yard up here, everyone was so happy to be free. Chico jumped out of the jeep, ran across the driveway and stopped at the edge of the lawn. He put his paw on it, sniffed it and ran back and jumped in the jeep. He had no experience for grass. In Tucson all the yards have brick fences all around the back yards and the only other place we took him was to the desert. Even our dog had to adjust to his new environment and he went absolutely crazy with the first snowfall. So these are a few thoughts I would have shared on ILAT with, perhaps, less of a personal narrative. The points you made so well brought these back to the forefront of my memories. So I will close now and kind of sorry I didn't get to share it with everyone...my wife and granddaughter were out at Lake Superior shores last week for offerings and ceremonies. Hopefully I have not ranted on too long.... wahjeh rolland nadjiwon ________________ "I can remember when the air was clean and sex was dirty." George Burns _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: September-19-12 2:18 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) The dispossession and ethnic cleansing by force and legal judicial action by a wonderful new democratic society as USA is a disturbing contradiction difficult to grasp. It still raises that inner dark question of "Are we somehow less human to be disposed of so systematically by such a flag waving, cheering smiling patriotic people?" When a people with cyclical ceremonial life are removed form homelands and placed on lands that are basically "foreign" it is very difficult for land based ceremonies and life-ways to survive. When my own ancestors surveyed lands in Kansas prior to forced removal ,the scouts reported that the land was lacking in maple trees, which were such a part of our lives. To remove even one ceremony (as the Thanking of the Maples) one busy cultural activity as sap harvesting, was to break a spoke from the wheel of our highly fluid and active Lifeway circle within which all seasons flowed together. The Midwinter ceremonies themselves ceased when Oklahoma weather was found so different than northern climates. Adaption to that which is new is not the issue. The issue is an undermining of land/mind/community/life-cycle. So even when ceremonies do survive ,its within context of some distant place....and some spoken distant past, more of a memorial activity ...no longer representing the land and action we now live with. A symbol is not reality itself, and symbolic actions,even ceremonial activities, can easily become rituals drifting from the reality of community living. Combine relocation with the missionary drive to imbed into the hearts and minds of children middle eastern creation stories, and frightening pictures of a "hell" for those who do not renounce their pagan ways... we end up with a very mixed up tribal identity, depression and a sense of worthlessness and betrayal. Betraying our families if we convert, betraying modernity if we don't. its difficult to write about, to express. I haven't read much on this topic, yet. i'm simply speaking from personal struggle,thoughts and observation. ské:nǫh Richard Zane Smith (Sǫhahiyǫh) On Fri, Sep 14, 2012 at 10:34 AM, Dr. MJ Hardman wrote: What you say is the way I understood it 50+ years ago when I first went into the mountains and discovered that the only people in town during the day were the schoolkids, the ill, the drunks sprawled in the plaza - all men, and one blind man. The drunks were all men who had left and come back. I learned what women could do and could be and for that I am profoundly grateful. I had, naively, expected to work with the women during the day (utter ignorance on my very young part). I worked with the blind man, who was a superb teacher and who very much enjoyed working with me with his Jaqaru. Since it was always dark, he was often the one who did the irrigating at night, and he liked to travel at night. But the drunks, as I read it, were those who had left, been in the military or some other experience, learned the sexism/racism of the hispanic system and come back unable to fulfill the expectations of either culture, and thus, unable to feel good about themselves. This is an observation of the late 50s, but it correlates with what you are saying and the way in which they were treated while they were away, in ways they could not admit nor process. It seemed even more evident as I learned more about Jaqi culture. MJ On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: Thanks Rolland and thanks MJ! look forward to reading it. >From our Wyandot removal, actually ALL the small nations removed to this NE corner of OKL. we are very likely some of the most assimilated people groups. Also among the most belittled, and shamed, from all sides for not surviving as "real Indians" ( another big topic entirely) There is VERY likely a corolation between land loss (legalized ethnic cleansing), and depression, alcoholism, poverty, the loss of identity,as well as the obvious, language and ceremony. Indigenous people groups, leaving homelands behind are in some way "reconstructed" people groups. In our past captives were expected to leave behind the identity they were born into, to merge into their adopted clan and phratry. In many regards we are captives taken to a foreign land - trout raised in a pet store... unę́h, Richard On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: P.P.S. to my post: Hardman, M. J. (1994) “’And if we lose our names, then what about our land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the .pdf format it is pages 34-39(equals 151-161) wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) “’And if we lose our names, then what about our land?’, or, what price development?” in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam 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/ -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) richardzanesmith.wordpress.com No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5775 - Release Date: 09/18/12 _____ No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5777 - Release Date: 09/19/12 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Tue Sep 25 05:45:47 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 25 Sep 2012 01:45:47 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: <9DC1FFB085034B0280700AC2F77C55AB@RolandHP> Message-ID: Well Richard...this just came back at me, so, I guess I did share it with the list instead of just you. I can't begin to imagine what my 'future' will be like...calcified synapses... wahjeh rolland nadjiwon ________________ "I can remember when the air was clean and sex was dirty." George Burns _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rolland Nadjiwon Sent: September-25-12 1:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) It now seems so far 'after the fact', to post to the list. What I did have in mind to reinforce what your post was very succinctly pointing out is the incredible and symbiotic relation of language, place and ceremony/ritual. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Tue Sep 25 15:09:19 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Tue, 25 Sep 2012 10:09:19 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: <877D4DB1B7B24C2CA93B6F4033D66FC6@RolandHP> Message-ID: ha! love that "calcified synapses" hey, it was a gem...needed to be said! Some of your story is familiar, in that my kids were also raised in the SW, Arizona and New Mexico, so when we pulled up our stakes and moved "back" to the area of our Wyandot(te) people in the corner of NE Okl..... it was a severe land and culture shock (as your dog, experincing that strange prickly cut grass. ) I have a friend who encountered a Navajo boy growing up on the inner city streets of London. Even if he were to come "home" to Dinétah(Navajoland)...what would that be like? like an astronauts child growing up on Mars?.....visiting earth....? I think "pilgrimages" as you described to return to the source of your peoples memory is often necessary. The Georgian Bay is also our Wendat ancestral homelands before the great dispersal in 1649, and unfortunately many Wendat/Wyandot pilgrimages there are to hold reburials, to take care of our dead, disrupted by bulldozers and "progress". Burial grounds (without rows of headstones) seem to be thought of as "archaeological data" and we are often burying ancestral remains that have been sawed in pieces, and MOST their grave goods somehow vanish into the vaults and shelves of convenient academic forgetfulness. our ceremonies we conduct here are more like pictographs , symbolic pictures of something that was once as tangible as aching winter hunger, or real joy in finding wild strawberries to make faces shine. Now we hold ceremonies to remember our ancestors delight and thankfulness . But the ancestral joy in finding those little red fruits? we can only pretend to know.... unę́h! Richard On Tue, Sep 25, 2012 at 12:45 AM, Rolland Nadjiwon wrote: > ** > Well Richard...this just came back at me, so, I guess I did share it with > the list instead of just you. I can't begin to imagine what my 'future' > will be like...calcified synapses... > > > wahjeh > rolland nadjiwon > ________________ > "I can remember when the air was clean and sex was dirty." George Burns > > > ------------------------------ > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Rolland Nadjiwon > *Sent:* September-25-12 1:38 AM > > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > It now seems so far 'after the fact', to post to the list. What I did > have in mind to reinforce what your post was very succinctly pointing out > is the incredible and symbiotic relation of language, place and > ceremony/ritual. > -- "…revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Tue Sep 25 17:35:46 2012 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 25 Sep 2012 12:35:46 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Taanshi, As I read the posts, I am thankful that people are not only thinking about the issue in deep ways but FEELING in deep ways too.... I echo sentiments that severing the ties of peoples to their lands and traditional life ways will eventually lead to loss of language. How can our young people see a need to save/use our languages if we no longer practice traditional spirituality, relationships, life ways, livelihoods, etc. that our languages so wonderfully express? Why not just use English (or some other "mainstream" language)? If there is no intrinsic need (expression of identity?), why would our children chose to learn/use our languages which are often much more complicated learn/use than English (or French, or Spanish, etc.)? As some here have expressed, it is NOT an either/or choice when it comes to language and land.... How can it be when our language, our songs, our stories and our life ways have come forth from our living in certain places and the relationships with have with them? To me, saying that land is NOT as important as language, is like saying grandmothers and grandfathers are NOT as important to families as mothers, fathers and children.... As I do language work, I ponder how in our efforts we can better preserve/maintain/restore/renew our connections to all our relations (especially the land). Like many activists before me, I keep coming back to the importance creating more opportunities to be on/in/with the land and "in community" and thus creating more opportunities to use our languages to express relationships/experiences/feelings/ideas that we cannot adequately express otherwise.... Eekoshi pitamaa. Heathe Michif (Metis), Camperville, Manitoba On Tue, Sep 25, 2012 at 10:09 AM, Richard Zane Smith wrote: > ha! love that "calcified synapses" > hey, it was a gem...needed to be said! > Some of your story is familiar, in that my kids were also raised in the > SW, Arizona and New Mexico, so when we pulled up our stakes and moved > "back" to the area of our Wyandot(te) people in the corner of NE Okl..... > it was a severe land and culture shock (as your dog, experincing that > strange prickly cut grass. ) > > I have a friend who encountered a Navajo boy growing up on the inner city > streets of London. > Even if he were to come "home" to Dinétah(Navajoland)...what would that > be like? > like an astronauts child growing up on Mars?.....visiting earth....? > > I think "pilgrimages" as you described to return to the source of your > peoples memory is often necessary. > The Georgian Bay is also our Wendat ancestral homelands before the great > dispersal in 1649, and unfortunately > many Wendat/Wyandot pilgrimages there are to hold reburials, to take care > of our dead, disrupted by bulldozers and "progress". Burial grounds > (without rows of headstones) seem to be thought of as "archaeological data" > and we are often > burying ancestral remains that have been sawed in pieces, and MOST their > grave goods somehow vanish into the vaults and shelves of convenient > academic forgetfulness. > > our ceremonies we conduct here are more like pictographs , > symbolic pictures of something that was once as tangible as aching winter > hunger, or real joy in finding wild strawberries > to make faces shine. > Now we hold ceremonies to remember our ancestors delight and thankfulness > . > But the ancestral joy in finding those little red fruits? we can only > pretend to know.... > > unę́h! > Richard > > > > > > On Tue, Sep 25, 2012 at 12:45 AM, Rolland Nadjiwon wrote: > >> ** >> Well Richard...this just came back at me, so, I guess I did share it with >> the list instead of just you. I can't begin to imagine what my 'future' >> will be like...calcified synapses... >> >> >> wahjeh >> rolland nadjiwon >> ________________ >> "I can remember when the air was clean and sex was dirty." George Burns >> >> >> ------------------------------ >> *From:* Indigenous Languages and Technology [mailto: >> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Rolland Nadjiwon >> *Sent:* September-25-12 1:38 AM >> >> *To:* ILAT at LISTSERV.ARIZONA.EDU >> *Subject:* Re: [ILAT] Language more important than land - academic (fwd >> link) >> >> It now seems so far 'after the fact', to post to the list. What I did >> have in mind to reinforce what your post was very succinctly pointing out >> is the incredible and symbiotic relation of language, place and >> ceremony/ritual. >> > > > > -- > > "…revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Dave_Pearson at SIL.ORG Wed Sep 26 08:58:45 2012 From: Dave_Pearson at SIL.ORG (Dave Pearson) Date: Wed, 26 Sep 2012 11:58:45 +0300 Subject: Cultural Survival: Indigenous Language Funding and a New Job Opportunity! Message-ID: _____ De: Cultural Survival: Endangered Languages Program [mailto:jweston at cs.org] Enviado el: martes, 25 de septiembre de 2012 02:40 p.m. Para: ana_ibel_santiago at sil.org Asunto: Cultural Survival: Indigenous Language Funding and a New Job Opportunity! Having trouble viewing this email? Click here September Endangered Languages Program Edition Cultural Survival Quarterly Read the latest issue of our magazine online. Become a member by giving today, and receive the CSQ in your mailbox! This issue: [Nearly] Gone, but Not Forgotten By Kelsey Klug Immersion programs offer new hope for revitalizing many endangered languages in the United States, thanks to 20 years of the Native American Languages Act. Like us on Facebook Follow us on Twitter Cultural Survival partners with Indigenous Peoples around the world to defend their lands, languages, and cultures. Learn More To read about Cultural Survival's work around the world, click here. To explore 40 years of information on Indigenous issues use our Search function. Do More For ways to take action to support Indigenous communities, click here. Donate We take on governments and multinational corporations -- and they always have more resources than we do -- but with the support of people like you, we do win. Your contribution is crucial to that effort. Click here to do your part. Cultural Survival 215 Prospect St Cambridge, Massachusetts 02139 culturalsurvival at cs.org 617-441-5400 Endangered Languages Program Update: Visit our new site! LanguageGathering.org Cultural Survival's new Indigenous languages web platform went live last month. Have you visited the site's language revitalization program profiles, videos, news, and events calendar? New Teaching and Learning Resources links, and funding opportunities for language revitalization programs have been added, as well as a new job opportunity to translate children's books into Native American languages! Pay special attention to the upcoming October 1 deadline to apply for language revitalization funding from Please send us your translation and immersion jobs, and upcoming language events, while we continue to add language revitalization programs (and Indigenous language radio programs to the map)! We want to showcase innovative language immersion programs and projects, partnerships, and other community-based success stories in training new fluent speakers. Write us at LG at cs.org The Language Gathering ( languagegathering.org) -features model language revitalization programs, most of which offer language immersion efforts focused on training new speakers for their communities. Linked with both cs.org, and ourmothertongues.org (companion site to WE STILL LIVE HERE: Âs Nutayuneân), the Language Gathering is a permanent online resource connecting the hundreds of Indigenous language projects and programs in our network of contacts--including radio programs. All are focused on restoring cycles of Indigenous language transmission to their communities, and extending the life of our beautiful languages! Endangered Languages Program Update Endangered Languages Film Screenings and Blog As Nutayunean This month WE STILL LIVE HERE: Âs Nutayuneân travels with Director Anne Makepeace to Sarajevo and four other cities in Bosnia and Herzegovina, taking the incredible story of the Wôpanâak Language Reclamation Project ( WLRP) to new audiences. The film will also screen on October 27 as part of the United Nations Film Festival at Stanford University. Watch clips from the film, participate in our Endangered Languages Program Blog, and meet language advocates and speakers from twelve tribal language communities across the U.S. at ourmothertongues.org (companion site to WE STILL LIVE HERE: Âs Nutayuneân). Âs Nutayuneân tells the incredible story of the reawakening and return home of the Wampanoag language after many generations without fluent speakers. Directed by Anne Makepeace and assistant produced by Cultural Survival's Endangered Languages Program manager Jennifer Weston, the films proceeds and awards have helped fund two consecutive summer language and culture camps for Wampanoag youth. Visit Makepeace Productions online for upcoming screenings or to purchase the film! Forward email This email was sent to ana_ibel_santiago at sil.org by jweston at cs.org | Update Profile/Email Address | Instant removal with SafeUnsubscribe ™ | Privacy Policy . Cultural Survival | 215 Prospect St | Cambridge | MA | 02139 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 26 16:29:11 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 26 Sep 2012 09:29:11 -0700 Subject: Academics urge government to heed indigenous language report (fwd link) Message-ID: Academics urge government to heed indigenous language report September 26, 2012 AUS A group of indigenous language researchers from the University of Melbourne is calling on the Federal Government to implement a proposal to introduce bilingual teaching programs in some schools. The proposal was one of 30 recommendations made last week by a Federal Parliamentary inquiry into language learning in indigenous communities. Professor Gillian Wigglesworth, the Director of the University's Indigenous Language Research Unit, said bilingual education was vital to the development of young children in communities where languages other than English were spoken at home. "Without a bilingual program, children are being taught in a language they are not familiar with. This means they often don't understand what is going on, and then don't engage," she said. Access full article below: http://phys.org/news/2012-09-academics-urge-heed-indigenous-language.html#jCp From ElizabethLowman at SEMTRIBE.COM Fri Sep 28 15:25:36 2012 From: ElizabethLowman at SEMTRIBE.COM (Elizabeth Lowman) Date: Fri, 28 Sep 2012 15:25:36 +0000 Subject: Volunteers and Interns needed for Seminole Oral History Project Message-ID: Good afternoon! I am in a BIG search for a couple of good interns or volunteers in South Florida. I currently manage two divisions at the Museum, Education and Oral History. We are re-signing a 3 year contract with Randforce and Associates for the digital indexing of the Oral History Collection. Over the last three years we indexed all of the audio interviews and had all of the video digitized with MediaPreserve. (Both companies are phenomenal, by the way) Over the next three years, we will be adding the videos to the index. While Randforce will be taking care of most of the digital indexing and database management for the project, I need help adding the remaining audio to the index, conducting oral history interviews, accessioning and cataloguing the backlogged interviews, writing abstracts for the interviews, adding the interviewees to our "people biographies" database in PastPerfect, and potentially assisting with education-related projects. The internship would be unpaid and it is possible that some of it can be done remotely. Because of the culturally sensitive and proprietary nature of the work, I am only interested in having the best and the brightest students/volunteers work on this project. The Seminole Tribe's Oral History Program is utilizing some of the best technology available in the field and is on the cutting edge of field. We are a Smithsonian Affiliate and AAM Accredited Museum as well. This would be a great opportunity for a student or recent graduate to break into the field. As an aside, it is imperative for the students to understand that they CANNOT use any of the content in publications due to serious restrictions on the interviews put into place by the interviewees themselves or the Tribal Council. We utilize full informed consent and deeds of gift for the collection of our interviews and always observe the restrictions set forth by participants in the program. Interns may be required to sign a proprietary agreement with the Tribe. They may, however, share process and experience with others, which I have found is perfectly fine in the field. Please let me know if you have any stellar undergraduate students, graduate students, or recent graduates interested in this opportunity. We will be observing Native preference in picking interns/volunteers. They must be willing to commit to a certain amount of time as well. I can be contacted directly at elizabethlowman at semtribe.com. Thank you so much in advance! Elizabeth Lowman Education and Oral History Coordinator, Ah-Tah-Thi-Ki Museum Seminole Tribe of Florida elizabethlowman at semtribe.com (863)902-1113 ext. 12210 Visit our website at: http://www.ahtahthiki.com/ Become a member at: museummembership at semtribe.com "...And once you have tasted flight, you will walk the earth with your eyes turned skywards, for there you have been, and there you long to return..." - Leonardo da Vinci" Blue Skies!!! -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:18:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:18:47 -0700 Subject: Mohawk, Inuktitut courses in demand (fwd link) Message-ID: 28th September 2012 *Mohawk, Inuktitut courses in demand* Indigenous language courses offered by department of languages, literatures and cultures BY HOLLY TOUSIGNANT , NEWS EDITOR Two new Indigenous language courses are at full capacity in the first year of them being offered at Queen’s. Mohawk and Inuktitut were introduced this year, with 30 students enrolled in each. The courses are being offered by the department of languages, literatures and cultures, which is home to courses in seven other languages, including Arabic, Chinese, German, Hebrew, Italian, Japanese and Spanish, with French studies being a separate department. Introductory Mohawk is being offered this term, while Inuktitut will be offered in the winter semester. Bonnie Jane Maracle, Faculty of Education lecturer and instructor for the Mohawk courses, said bringing Aboriginal language classes to Queen’s helps to reinforce the awareness that First Nations are separate nations, each with their own language and culture. Access full article below: http://queensjournal.ca/story/2012-09-28/news/mohawk-inuktitut-courses-demand/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:21:21 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:21:21 -0700 Subject: Alexina Kublu, Nunavut=?UTF-8?Q?=E2=80=99s_?=language commissioner, re tires Sept. 28 (fwd link) Message-ID: NEWS: Nunavut September 27, 2012 - 3:03 pm *Alexina Kublu, Nunavut’s language commissioner, retires Sept. 28* “On behalf of all Members of the Legislative Assembly, I would like to express my appreciation to Alexina Kublu for her service to Nunavut" NUNATSIAQ NEWS Alexina Kublu, the Languages Commissioner of Nunavut, will retire Sept. 28. Kublu, who was born in Igloolik, is a certified Inuktitut-English translator and a member of the Canadian Interpreters and Translators Council. Before becoming Languages Commissioner, Kublu held teaching positions in various Nunavut communities, and served as an instructor in the Language and Culture Program at Nunavut Arctic College. Access full article below: http://www.nunatsiaqonline.ca/stories/article/65674alexina_kublu_nunavuts_language_commissioner_retires_sept._28/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:22:53 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:22:53 -0700 Subject: Mexican Expert Says Indigenous Languages Are Peoples' Wealth (fwd link) Message-ID: *Mexican Expert Says Indigenous Languages Are Peoples' Wealth * By Deisy Francis Mexidor Mexico, Sep 28 (Prensa Latina) Indigenous languages are the rich history of peoples and their conservation enriches the cultural treasure of our nations, says the renowned Mexican specialist Lucia Tepole. In Mexico there are 364 linguistic variants and 68 native languages to be found throughout nearly the entire country, the general director of the Academy of Indigenous Languages from Veracruz said in an interview with Prensa Latina. Access full article below: http://www.plenglish.com/index.php?option=com_content&task=view&id=565431&Itemid=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:24:39 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:24:39 -0700 Subject: Johnson=?UTF-8?Q?=E2=80=99s_?=Language Preservation Action moves forwa rd (fwd link) Message-ID: September 27, 2012 *Johnson’s Language Preservation Action moves forward* WASHINGTON, DC – U.S. Senator Tim Johnson’s (D-SD) legislation to reauthorize the Native American Languages Preservation Act was approved by the Indian Affairs Committee today. The Act, which expires at the end of this fiscal year, aims to reverse the dramatic decrease in the number of Native American languages that have survived over the years. The measure now moves to the full Senate for consideration. Access full article below: http://www.charkoosta.com/2012/2012_09_27/Johnsons_Language_Preservation_Act_moves_forward.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Sat Sep 29 15:53:09 2012 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Sat, 29 Sep 2012 11:53:09 -0400 Subject: Fwd: [nativestudies-l] new anthology major contribution to Native American history In-Reply-To: <000001cd9d94$9ee60dd0$dcb22970$@yahoo.com> Message-ID: Hi all, This is not directly language related but looks like an important book. Claire ---------- Forwarded message ---------- From: Trace A DeMeyer Date: Fri, Sep 28, 2012 at 12:16 PM Subject: [nativestudies-l] new anthology major contribution to Native American history To: nativestudies-l at mailman.yale.edu Major contribution to Native American history published TWO WORLDS, Lost Children of the Indian Adoption Projects offers astounding narratives that challenge views on adoption After generations of Native children were forcibly removed from their Tribes and placed in residential boarding schools, children were also being placed in closed adoptions with non-Indian families in North America. Finding those children became a mission for award-winning Native American journalist-adoptee Trace A. DeMeyer who started research in 2004 which culminated in her memoir “One Small Sacrifice” in 2010. DeMeyer was introduced to Cherokee adoptee Patricia Cotter-Busbee, and the two collaborated on their new anthology, “TWO WORLDS: Lost Children of the Indian Adoption Projects.” The book hit Amazon and Kindle in September. (ISBN: 978-1479318285, Price: $19.95 (PAPERBACK), $6.99 (EBOOK). “Readers will be astonished since these narratives document a page of North American history that few even know happened,” DeMeyer said. “Today tribal families hope to reconnect with adoptees but we know closed adoptions were planned to assimilate children, to erase their culture and end contact with their tribe. I started this project in 2008 after my memoir, then adoptees wrote to me. When I met Patricia in 2011, she shared her own amazing story and I knew she had to be part of this book.” A recent MFA graduate of Goddard in writing, Patricia Cotter-Busbee welcomed the chance to contribute and help edit. “I could not resist helping with this important book. I felt that this was the project I had been waiting for. I kept thinking where are all these adult adoptees? I am an adoptee and know how badly I wanted to reconnect with my first families. If 1/4 of all Indian children were removed and placed in non-Indian adoptive homes, these adoptees must be looking for help, trying to open records and find clues to their identity. One study even found in sixteen states in 1969, 85 percent of the Indian children were placed in non-Indian homes. This book will help lost adoptees reconnect.” The Lost Children in Two Worlds share details of their personal lives, their search for identity and their feelings about what happened to them. “The history of the Indian Adoption Projects is troubling since it was unofficially ethnic cleansing by the US and Canadian governments, and this practice went on for years without public knowledge, but I am happy to report it failed because we are still here and still Indians; and this book explains how we adoptees did it,” DeMeyer said. DeMeyer and Busbee agreed that “TWO WORLDS: Lost Children of the Indian Adoption Projects” is an important contribution to American Indian history. “Indigenous identity takes on a whole new meaning in this anthology,” Busbee said, “both for the adoptee and those who adopted them. Adoptees definitely live in two worlds and we show you how.” The book covers the history of Indian child removals in North America, the adoption projects, their impact on Indian Country and how it impacts the adoptee and their families, Congressional testimony, quotes, news and several narratives from adoptees in the US and Canada in the 384-page anthology. “Two Worlds is really the first book to debunk the billion dollar adoption industry that operated for years under the guise of caring for destitute Indigenous children,” DeMeyer said. “Readers will be astonished since very little is known or published on this history.” DeMeyer lives in western Massachusetts and Busbee lives in North Carolina. DeMeyer is the former editor of the Pequot Times in Connecticut. -30- For a copy of this press release online: visit Blue Hand Books at www.bluehandbooks.blogspot.com Contact: Trace A. DeMeyer, 413-258-0115 (msg) Photos available upon request. Adoptees in this book are available for interviews. REVIEW COPIES: email tracedemeyer at yahoo.com (the ebook can be emailed) Early reader comments included: “…sometimes shocking, often an emotional read...this book is for individuals interested in the culture and history of the Native American Indian, but also on the reading lists of universities offering ethnic/culture/Native studies.” “Well-researched and obviously a subject close to the heart of the authors/compilers, I found the extent of what can only be described as 'child-snatching' from the Native Americans quite staggering. It's not something I was aware of before…” “The individual pieces are open and honest and give a good insight into the turmoil of dislocation from family and tribe… I think it does have value and a story to tell. I was affected by the stories I read, and amazed by the facts presented…. because it is saying something new, interesting and often astonishing.” Visit: www.splitfeathers.blogspot.com Trace A. DeMeyer on Facebook Twitter: @Trace15 _______________________________________________ NativeStudies-l mailing list NativeStudies-l at mailman.yale.edu http://mailman.yale.edu/mailman/listinfo/nativestudies-l From cashcash at EMAIL.ARIZONA.EDU Sat Sep 29 19:57:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 29 Sep 2012 12:57:46 -0700 Subject: Fwd: Puliima 2013 National Indigenous Language & Technology Forum Announcement In-Reply-To: Message-ID: fyi... On Fri, Sep 28, 2012 at 5:27 PM, Puliima 2013 wrote: > ** > Please pass this email onto your networks. > Is this email not displaying correctly? > View it in your browser. > > *Wednesday 28th & Thursday 29th August 2013* > William Angliss Institute Conference Centre > Melbourne, Victoria Call for Abstracts Proposals for presenting and/or > exhibiting at Puliima 2013 are now being called. An excellent reference for > determining whether your proposal would be suitable for presenting would be > to look at the previous presentations and activities on our wrap up pages > from Puliima 2007, > 2009and > 2011 > . > > Your primary audience is Aboriginal, Torres Strait Islander language > workers/activists, staff of language programs and Indigenous Linguists. We > are in particular always looking for presentations that create enthusiasm, > share exciting new ideas, provide practical transfer of skills and > empowerment, enlighten audience, create awareness. > > We would like to provide as many hands-on workshops as possible to our > delegates. It is in their best interest to not only hear about what is > available to them, but experience it as well. > > *Round 1 Call for Abstracts & Expressions of Interest to Exhibit closes > on Thursday 24th January 2013* > > Click here to find out more information about presenting and/or exhibiting > at Puliima 2013 > > Conference Dates Save these dates in your calendar: > *Wednesday 28th and Thursday 29th August 2013* > > *Registrations* will be opening in early 2013. Subscribe to our mailing > listto be notified when registrations are open. > > *Expressions of Interest* are being sort to hold events in conjunction > with Puliima on Monday 26th, Tuesday 27th and Friday 30th August 2013 > (outside fo our official Puliima activities), please contact us directly to > discuss your ideas further. > > Click here for more information > > Conference Venue *William Angliss Institute Conference Centre* > Latrobe Street > Melbourne, VIC 2000 > > *Why back to Melbourne?* > First and foremost our aim is to be able to present the best conference > possible and at the same time keep costs for attending as low as possible. > This means we always aim to have a low registration fee to attend, we also > consider cost to travel to and from the venue and accommodation. Melbourne > meets this criteria. > > So we hope you will enjoy coming back to Melbourne in 2013! > > *For all other information about the Puliima 2013 Forum please visit our > website > > * > Find us on Facebook > > *Copyright © 2012, Miromaa ALTC, All rights reserved.* > > 13 - 15 Watt Street > Newcastle NSW Australia 2300 > > Phone | +61 02 4927 8222 > Fax | +61 02 4925 2185 > > Email | contact at puliima.com > Website | www.puliima.com > [image: Email Marketing Powered by MailChimp] > unsubscribe from this list| update > subscription preferences > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From tatiana.s.degai at GMAIL.COM Sat Sep 29 22:42:15 2012 From: tatiana.s.degai at GMAIL.COM (Tatiana Degai) Date: Sun, 30 Sep 2012 10:42:15 +1200 Subject: Fwd: Raipon discussion - Fwd: Sakhalin Energy Pres s Release - =?utf-8?Q?=D0=9F=D1=80=D0=B5=D1=81=D1=81_=D1=80_=D0=B5=D0=BB=D0=B8=D0=B7?= =?utf-8?Q?_=22=D0=A1=D0=B0=D1=85=D0=B0_=D0=BB=D0=B8=D0=BD_=D0=AD=D0=BD?= =?utf-8?Q?=D0=B5=D1=80=D0=B4_=D0=B6=D0=B8=22?= Message-ID: This might be interesting <<>><<>><<>><<>><<>><<>><<>><<>><<>> Тэңқ Татьяна Дегай Teŋq Tatiana Degai Begin forwarded message: > > > > Press Release > > Uilta-Language Translation of the Universal Declaration of Human Rights Presented in Yuzhno-Sakhalinsk > > > > 13 September 2012, Yuzhno-Sakhalinsk, Russia. The Office of the United Nations High Commissioner for Human Rights and Sakhalin Energy Investment Company Ltd. presented a translation of the Universal Declaration of Human Rights into the Uilta Language to the public today. The translation was done by Elena Bibikova and Irina Fedyayeva, who were among the authors of the Uilta ABC Primer, the first book ever published in that language, with financial support from Sakhalin Energy. > > “Respect and support for human rights is an integral part of responsible business conduct”, noted Andrei Galaev, Chief Executive Officer of Sakhalin Energy. “Protecting the rights of the most vulnerable social groups, such as indigenous peoples, requires a special focus. Preserving their cultural and linguistic identity is among the top priorities within the framework of protecting the global ethnic and cultural diversity. We hope that the publication of the Universal Declaration of Human Rights will help the Uilta people, the smallest ethnic minority on Sakhalin, to preserve their language and culture.” > > Mr. Ryszard Komenda, Senior Human Rights Adviser to the UN Country Team in the Russian Federation (representing Office of the UN High Commissioner for Human Rights), also highlighted the significant role the business community plays in the protection of the rights of indigenous peoples and thanked Sakhalin Energy for its special efforts in this area. Mr. Komenda emphasized the need to promote wider awareness among indigenous peoples with regard to their traditional views of land, its natural resources and the environment, and to assist in the preservation of their languages, cultures and traditional lifestyles. Translating UN fundamental documents into the languages of indigenous minorities will undoubtedly help in fulfilling this objective. > > The presentation was attended by representatives of regional government authorities, Sakhalin indigenous peoples, international organizations and nonprofits. > > Information for Editors > > The Universal Declaration of Human Rights was adopted by the United Nations General Assembly on 10 December 1948 and was the first document asserting the need to protect the rights of human beings. > > The Declaration is the world’s most translated document. The Uilta translation is the most recent, 385th addition to the list of official translations of the Declaration. In addition to the six official languages of the United nation – Arabic, Chinese, English, French, Russian and Spanish – the document has been translated into a multitude of other languages. In Spring 2012, its Nivkh language translation, which was also done with financial support from Sakhalin Energy, was presented to the public. > > Sakhalin Energy Investment Company Ltd. (“Sakhalin Energy”) is the operator of Sakhalin-2, one of the world’s largest integrated projects, which has developed major infrastructure for hydrocarbon production, transportation and processing. The Company is exporting crude oil produced in the Sea of Okhotsk and LNG produced at Russia’s first LNG plant built by Sakhalin Energy in the south of Sakhalin. The Company’s shareholders are Gazprom (50% + 1 share), Royal Dutch Shell (27.5% - 1 share), Mitsui and Co. Ltd. (12.5%) and Mitsubishi Corporation (10%). > > Sakhalin Energy is a leader in corporate social responsibility (CSR). Social and environmental programmes of the Company have been recognised by leading international and Russian experts. > > In 2009, Sakhalin Energy joined the UN Global Compact, a strategic initiative to promote responsible civil practice and corporate responsibility of business. The Company is a member of the UN Global Compact Human Rights Working Group. > > In 2011, Sakhalin Energy became and still remains the only Russian company chosen by the United Nations to join the new platform for Corporate Sustainability Leadership - Global Compact LEAD - established by the UN Global Compact to implement a range of higher-level actions in environmental, social and governance, as well as to set new CSR standards. Today’s Global Compact LEAD is a group of 56 companies from 24 countries, including the UK, Germany, Canada, China and the United States. > > Sakhalin Energy CEO Andrei Galaev is the Chairman of the Steering Committee of the UN Global Compact Network Russia. In April 2012, the UN Secretary-General Ban Ki-moon appointed Andrei Galaev a member of the United Nations Global Compact Board. > > More information is available at the Sakhalin Energy website www.sakhalinenergy.com > > The Office of the United Nations High Commissioner for Human Rights (OHCHR) is involved in protection and promotion of human rights worldwide. OHCHR is focused on ensuring compliance with the internationally recognized principles governing human rights. To this end, OHCHR assists in ratification and implementation of international human rights treaties worldwide and promotes respect for the law. Among the OHCHR aims is removing obstacles to complete observance of human rights and prevention of human rights violations. > > As the principal United Nations office mandated to promote and protect human rights for all, OHCHR leads global human rights efforts and embodies the global community's aspiration to attain universal ideals in the field of human rights. OHCHR exposes human rights violations regardless of where those occur and speaks out objectively in the face of such violations. The Office is a forum for identifying and developing responses to today's human rights challenges. OHCHR acts as the principal focal point of human rights research, education, public information and advocacy activities, while strengthening and mainstreaming human rights across the United Nations system. > > > OHCHR also supports the work of the United Nations human rights mechanisms, such as the Human Rights Council and the core treaty bodies set up for monitoring State Parties' compliance with international human rights treaties, and also promotes the right to development, coordinates United Nations human rights education and public information activities, and strengthens human rights across the United Nations system. OHCHR works to ensure the enforcement of universally recognized human rights norms, including through promoting both the universal ratification and implementation of the major human rights treaties and respect for the rule of law. > > > For further details, please refer to the official OHCHR website: www.ohchr.org > > Yelena Alexeyevna Bibikova was born in 1940 in Goryachiye Klyuchi (alternatively named Bauri), a traditional Uilta camping ground. She has a university degree in language teaching. Ms. Bibikova co-authored the first book (an ABC Primer) in the Uilta language. > > Irina Yakovlevna Fedyayeva was born in 1940 in the village of Val to an Uilta family. She co-authored the Orok-Russian and Russian-Orok dictionary and the first book (an ABC Primer) in the Uilta language. > > The Uilta people (also known as the Oroks or Orochons) are among Russia’s smallest ethnic minorities, indigenous inhabitants of Sakhalin Island. According to the 2012 census, their total number is 295 people. Their self-designation endonym is Uilta or Uil’ta (“the reindeer people”, from the root Ula “reindeer”.) Their traditional occupations include hunting, fishing and reindeer herding. > > The Uilta language is designated by UNESCO as an endangered language. There are only between thirty and forty people left capable of communicating in this language. Before the beginning of the 21st century, this language had no writing system. > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: UD_1.jpeg Type: image/jpeg Size: 13867 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ????????_????? ???????.jpeg Type: image/jpeg Size: 11229 bytes Desc: not available URL: From teeter42 at GMAIL.COM Sun Sep 30 03:01:37 2012 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Sun, 30 Sep 2012 12:01:37 +0900 Subject: Pacific languages article Message-ID: > > > http://www.stuff.co.nz/marlborough-express/opinion/7730575/Speaking-up-for-our-many-languages > > > > Speaking up for our many languages by Colin King MP 26/9/2012 > > > Every now and then we have the opportunity to interact with other > cultures living in New Zealand and realise what a rich and inspiring > society we have become. > I was recently part of an education and science select committee trip > to Auckland to hear submissions on bilingualism in early childhood > education centres (ECEs). > We listened to presentations from people representing Kiribati, Niue, > the Cook Islands, Fiji, Tonga, Samoa and Tokelau. > These presentations were done with passion and a powerful sense of > purpose, emphasising the responsibility of the Government to preserve > their native languages. > What many people may not realise is that one language dies every 14 > days. In the July 2012 edition of National Geographic magazine, it was > stated that by the next century nearly half of the roughly 7000 > languages spoken on earth will likely disappear as communities abandon > native tongues in favour of English, Chinese or Spanish. > The presentations were inspiring and included among them were > interesting speeches delivered by Doctors of Education from Auckland > University. These people supported bilingualism, because research has > shown it aids scholastic potential in young people. > The presenters, many of whom were children, spoke for up to half an > hour and their submissions included customary singing, prayers and > cultural protocols. Each submission was followed by five minutes > question time. > > > > The young chairperson, Nikki Kaye, wrapped up the presentations > beautifully with a song and prayer for all the people gathered and all > those cultures represented during the day's submissions. > Being typical palagi (pronounced palangi and meaning "white person" or > "foreigner"), we had a rather structured programme of our own, which > included catching a plane home, and this became more logistically > challenging as the day progressed and things became further and > further behind schedule. I think the saving grace was reducing the > lunchbreak to 15 minutes, which allowed some catch-up time. > We were still running an hour behind schedule, but the quality and > passion of the presentations meant time simply sped past. > You may ask why I have chosen to talk about this particular select > committee sitting. It was so vibrant and alive, compared with what I > usually have to sit through: peer-reviewed research, facts, figures > and arguments - although they are all valid and important, they can be > very dry. > Instead, at this bilingualism submission day, we were presented with a > motivated, well-orchestrated multicultural spectacle that couldn't but > help sway our thinking. It was full of humanity in all its diversity. > > The underlying theme was that bilingualism is all about children and > in order to educate them well, they need to feel confident of their > place in New Zealand. > This palagi caught his plane and left Auckland with a huge amount of > respect for these people who want to save their languages and do their > fair share. > We face an enormous challenge when we consider the 1400 people who > live on Niue, because there are more Niueans living in New Zealand. A > fact like this gives us a true feeling for the micro-nature of > language. > Teachers who speak Polynesian languages fluently are essential to the > success of ECE centres. They will give children the upbringing that > will allow them to get ahead. > The inquiry into bilingualism in ECEs continues. The death of a > language represents the death of a culture and makes the world a > poorer place. > - ? Fairfax NZ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:47:30 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:47:30 -0700 Subject: Mexico to Join Global Effort to Promote Linguistic Diversity (fwd link) Message-ID: 2012-09-30 *Mexico to Join Global Effort to Promote Linguistic Diversity* MEXICO CITY – Mexico will join the World Network for Linguistic Diversity in order to promote intercultural education and communications, as well as to strengthen individual languages, The National Institute of Indigenous Languages, or Inali, said. This department of the Education Secretariat said in a communique that the country also plans to take part in the Latin American Network for Multilingual Intercultural Cooperation. The announcement was made Friday by Inali Director General Javier Lopez Sanchez during the closure of the 2nd International Seminar on Indigenous Languages, where he said that these two organizations specialize in “promoting intercultural and multilingual education and communications by means of works based on the mother tongue.” Access full article below: http://www.laht.com/article.asp?ArticleId=594887&CategoryId=14091 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:49:26 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:49:26 -0700 Subject: Interstate 5 span=?UTF-8?Q?=E2=80=99s_?=Native American name, Whilamut Passage Bridge, praised (fwd link) Message-ID: *Interstate 5 span’s Native American name, Whilamut Passage Bridge, praised* BY RANDI BJORNSTAD The Register-Guard Published: September 30, 2012 12:00AM, It’s official: The new Interstate 5 freeway bridges that span the Willamette River, one finished and the other under construction, now have a name. Within days, the Oregon Department of Transportation will erect the official white-on-brown signs at each end of the western span, which will carry vehicles in both directions until completion of its eastern twin late next year, proclaiming the pair the Whilamut Passage Bridge. It’s a moniker to please everyone who has spent the past four years navigating the bureaucratic and political labyrinth necessary in Oregon to name a bridge. But at the formal dedication Saturday morning, no one was happier than the dozen members representing the 6,000-member Confederated Tribes of the Grand Ronde Community of Oregon. Access full article below: -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:52:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:52:47 -0700 Subject: Nahuatl, the Aztec language that once graced Canutillo Elementary was displaced by pragmatism (fwd link) Message-ID: *Nahuatl, the Aztec language that once graced Canutillo Elementary was displaced by pragmatism* By Meili Robles on September 27, 2012 CANUTILLO, Tx. – While many schools are integrating bilingual studies into their programs, one teacher went beyond the two-language system at Canutillo Elementary to include Nahuatl, the Aztec language. Carlos Aceves, a fifth grade teacher at the school, began teaching Nahuatl and the Aztec calendar to his students in 1995. But in the same way that the Spanish did away with the Aztecs, the need to prepare students to take the state mandated achievement tests purged the Native American language from the curriculum. Access full article below: http://borderzine.com/2012/09/nahuatl-the-aztec-language-that-once-graced-canutillo/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sat Sep 1 03:11:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 31 Aug 2012 20:11:20 -0700 Subject: Arizona Adopts Native American Language Teacher Certification Policy (fwd link) Message-ID: *Arizona Adopts Native American Language Teacher Certification Policy* By ICTMN Staff August 31, 2012 USA A new policy will enable certified Native language speakers to teach their Native languages in Arizona classrooms. ?These Native American languages are in danger of becoming extinct. It is imperative that we work to support Native American communities in their efforts to preserve their languages through the generations,? said Superintendent of Public Instruction John Huppenthal in a press release. Of the 22 tribal governments in the state, the Navajo Nation is already participating, and others are drafting proficiency assessments to take part. The Native American Language Certification Policy was developed by the Arizona Department of Education and Native American tribes and was unanimously adopted by the State Board of Education. Read more: http://indiancountrytodaymedianetwork.com/2012/08/31/arizona-adopts-native-american-language-teacher-certification-policy-132383 -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Sat Sep 1 22:36:55 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Sat, 1 Sep 2012 18:36:55 -0400 Subject: FW: [ILAT] How many hours of recorded speech? In-Reply-To: <1DB2600BCBE94FF59377DD4090720DEA@RolandHP> Message-ID: Thank you, Rolland. I am listening. Jimmy On Thu, 30 Aug 2012 05:26:36 -0400, Rolland Nadjiwon wrote: > Hi all...below are: > > Responses to 'Where Are Your Keys'... > > I pondered the suggestions and comments in the post for some time upon receiving it. Somehow, it did not feel satisfactory. Keeping this in mind, I forwarded the post to a PhD Professor of English Language Literature and Theory and a PhD in Linguistics and am including their responses with this post. I realize it is somewhat past the point of presentation of the posting but I feel conversations of this nature have no 'shelf life' so long as there are indigenous peoples they(the contents of the posting) are attempting to apply to. I am not qualified to respond as a linguist so I will not attempt to deceive anyone by pretending a qualification. However, I retired two years ago from contractual teaching with a number of Universities in Canada and the USA. My last contract was at the University of British Colombia. I was given 'free rein' to develop a course of my choosing...I finally submitted for a course in 'Ancestral Memory'. I add this supplemental information only so the list members can realize I have not, just recently, fallen off a 'turnip truck' and my opinions do carry a measure of legitimacy...especially since I am usually deemed 'off topic'. This one is not off topic but only a few days late. > > Over the past 42 years, I have been involved in almost every aspect of cultural and linguistic disintegration of so called 'Native Americans'. Over those 42 years, it became patently clear our indigenous peoples in so called North and South America and constituent archipelago, have a history that started only in 1492...after a lot of Papal Bull(s) and resultant atrocities. Today the 'ancestral memories' of those same generational perpetrators are now attempting to heal the open wound of their continental consciousness using the almost identical methods of colonization used by previous generations. It is still colonization regardless of the intention or how 'wonderful' it allows the colonizers to feel. Over those years of my involvement, I have attended uncountable workshops all dedicated to the proposition that I needed to change my behavior and conducted by nonindigenous consultants. Some years ago, I stood up in one of the workshops and started to walk out. The facilitator asked after me, 'Hey, where are you going...' in his authoritative voice. First off, my name was not 'Hey' and as a second, I paused turned to the him and the work shoppers and said, 'I am a Potowatomi...because of what I have been put through for the last 'blankety blank' years, it has taken me this long to like myself, my family, my community, my people, our culture and our language. I like who I am now and who I always was and I am not about to change that for anyone. If this means my job, I am now a 'free' agent....' and walked out. > > How is all this of any relevancy.... > > I am a published writer so a few years ago a very fluent speaker of one of the older versions of 'anishinabehmowin' asked me if he could translate some of my poems into his language. I told him, '...sure, that would be ok...' I also told him I would agree under one condition, that he translate it into his language and then without any reference what so ever, translate what he had written back into English. He agreed. A week or so later, he handed me a folder of his translation works with the three versions and with some laughter told me the version he translated from his language back into English was so very different from the original poem I had written. We talked about that for a time and both agreed that kind of harmonization between the languages could not be possible. He has not attempted to translate any more of my poems. He said the result really surprised him since he teaches anishinabehmowin at a local college. I explained to him how I thought the English language, in particular, is abstraction and manipulation expressly for the purpose of conquest, colonization and is a mercantile language...a language of getting the best part of the deal and is so in its daily living. Also, that English, as we know it, is an agglomeration of many other languages assimilating those words into their own thought patterns of trading for the best deal. > > We talked about how any language is simply a tool and any tool brought across cultures, if it is integrated into the cultural patterns of the receiver, it is integration. If the tool is brought across with the 'already lived in' meanings and culture of the 'other', it is assimilation. When non native speakers attempt to revitalize or teach a language to or back to the native speakers, they are doing so with their 'already lived in' cultural baggage...in other words, it is innately assimilationist unless you are just doing 'tourist' stuff. > > In 1967, I was teaching elementary school in a very isolated fly in community with very few English speakers, including the students. There was a school in the community for only twelve years before I got there so anyone older than twelve did not have the experience of attending and 'Indian Day School'. But to get to my point, I attended my first and only 'teachers convention' with teachers from the many 'Indian' communities located in the same 'Indian Affairs School District'...all isolated and all with an already language and culture dominant in the communities. I know because I worked with most of them before I began teaching. > > At any rate, at this convention people/teachers were sharing their experiences in these culturally, linguistically foreign communities as a teacher. Most of what I heard telling felt almost like having a rasp drawn across my bones. One teacher in particular, I really had the urge to beat the crap out of him. He said it was really great in 'his' community and he was accepted like one of the community. Twice a week he said he chose a student and told them, 'Tonight I am visiting your home for tea so tell your Mom and Dad to have some tea and cakes ready...' I could not believe what I was hearing...by the way, I was the only 'indigenous' person there. He went on to explain to the gathering how he was so respected. He said someone was the only one with a complete set of dinner dishes and they would pass that set over to the family who would be hosting him that evening. He concluded with, '...that is how much they respected me and wanted me to feel as one of them...' If this has not set you off by now, probably nothing can. > > Anyhow, this teacher, much worse than the rest had not the slightest inkling of what he was putting that community through while he unbelievably thought he was doing a great thing and was in fact teaching the community how to be good hosts. I was born into such a community and if we saw a complete set of dishes laid out for tea and a cake, we were definitely in someone's house who did not live on the reservation. In the community I was in, we drank our tea out of totally recycled jam jars or what ever could act as a drinking vessel short of birch bark. Cake...their language did not even have a word for it...which is probably not the present case. They may have invented a word by now which may have become a community accepted descriptor, which is not to say, the next community some air miles away would have worked out the same descriptor or would know what people from that community were talking about. They would understand the descriptor but it would not have the universality of the English word 'cake'. > > What I am saying, is, if you set up an artificial conversation in an artificial social situation you will be putting out an artificial language and it will not work socially or conversationally in the real time lives of the people. We now have any number of people who speak our language who have learned it in schools, in a school environment and are now qualified to teach it back to the communities they have never lived in and may not even be from or be even the same tribe. In our area it is already causing great animosity because the teachers are from a totally different dialectic area. The people do want their language, but they want the 'real McCoy' not an academic or linguistics' version. > > There is a bundle of discussion could happen with any of the points I raise but there is neither time or space and at 5:08 AM, it is almost time to get up with my Grandchildren so I had best bid 'good morning' to anyone who reads it this morning. I will also repost this conversation in its entirety to the two persons I consulted but without the identification of ILAT... > > ------------------------- > > ------------------------- > > Hi Rolland. > > There are many methodologies for teaching adults a new language. They have various merits and disadvantages. > > When we start from statements in English and then translate them into an indigenous language we are no longer teaching that language but an appropriated form of it. English is especially adapted to do this for many reasons. For example, if I wanted to learn how to say, How are you feeling? in Japanese, I might get an answer, but it's taboo in Japanese to talk about their own or someone else's feelings. A more usual question might be, Where are you going?. On the other hand it's quite OK for a younger person, especially a woman, to ask someone older whom they just met, How old are you? We might consider that impertinent but it's crucial to establish the relative age between speakers because it determines which of the different languages are appropriate. Age and relationship, friend, stranger, family, all are important to the language choices- grammar and diction. Our standard sentences require subjects; > Japanese doesn't. One rarely says "I"- watashi- try avoiding it in English. > > I can't describe how this applies to Ojibwa, but I know it does in similar ways and others. I know that it applies in different ways across languages, including French and English. The heart of the problem is that when we teach by starting with questions in English and translate them to whatever language and then learn those we end up colonizing both the native speakers of the language and the language itself. We distort it, to say the least, and produce a hybrid, a dead and even deadly language. They translated the Christian Bible into Japanese, but it wasn't really Japanese any more. American centered academic Japanese isn't like Japanese anymore either. MLA rules don't apply, but the language is quite capable of adopting those distortions. Passive sentences are preferred to direct statement. 'Beating around the bush' a far more preferable than direct statement. Ambiguity is fine. Passive sentences are often preferred, partly because the subject doesn't need to be specified. Silence is the best way to communicate. We learn to abhor it. He must be bored, we'd say. Maybe stupid. > > Cultural differences are embedded in language and languages embed and promote the values of their cultures.A lot of harm has resulted. is resulting. from imposing the cultural values embedded in English, that most English speakers take for granted and common sense. How many English speakers question the idea that a sentence is a complete thought, and furthermore, that the though is not complete if the sentence isn't a complete sentence. Both ideas are false. > > It's not a good idea to use fluent native speakers of a language and transforn them into tape or whatever recorders. I'd call that linguocide, a form of genocide. There are batter ways; we still have a lot to learn about teaching languages. > > Sincerely, > > Bernie > > ------------------------- > > ------------------------- > > FROM: _Karl_ > SENT: August-28-12 1:20 PM > TO: Rolland Nadjiwon > SUBJECT: Re: FW: How many hours of recorded speech? > > Yeah, that's not really teaching the language, in my opinion. It is the style of language teaching they use for tourists who want to visit foreign lands. The best way to learn, I think is total immersion. That becomes a problem with a culture where fewer and fewer people speak the native language. However, if one could get enough native speakers together to teach a kind of "summer school" experience, say in a modest camp, with lessons and recreation each day, then I think that might work a lot better. And no English allowed, not even when classes are out, or there are "penalties" (like having to wash the dishes, or do the laundry or something - nothing too serious but enough to discourage people speaking in anything but the native language - it would be gentler, wiser, reversal of the rez school situation where kids were punished severely if they didn't speak English - and this setting could be outdoors, "woodsy" with canoeing, swimming, games, music, etc., and there could also be lessons in traditional ways, such as story-telling, history lessons, learning about flora and fauna, medicines, proper rituals for special occasions, healing circles and healing circle traditions, sweat lodge, etc). Set up camps like that for each of the main tribes, each summer for a couple of months. The kids would be acculturated by the time they reach their teens (starting with visits each summer at maybe age 8 yrs. old - so 4 to 5 years of that would help a lot, I'd think). That's how they do it at Latvian camps in Canada and the U.S. for those who want to hold onto their culture, but alas, even that is fading now and many north american Balts are getting slowly assimilated. Agh. Still, they hold on and at least there are the Baltic states which still exist and help preserve the culture which is very different from indigenous cultures in North America which are threatened daily. > > Best wishes, > Karl > > Dept. of English Language, Literature & Creative Writing > > -----"Rolland Nadjiwon" wrote: ----- > > To: Karl and Bernie > From: "Rolland Nadjiwon" > Date: 08/28/2012 03:19AM > Subject: FW: How many hours of recorded speech? > > Just wondering what you think of these comments and suggestions for > language learning with indigenous learners. I checked him out and he teaches > 'facilitators' to teach language using his 'Where Are Your Keys? Program > methodology....I wanted to respond to his posting but mine always seem to > result in un-resolvable dichotomies or the suggestion I am off topic or > offending someone. This is a list entitled 'Indigenous Languages and > Technology(ILAT)'. Most often they speak of language not as a tool but as a > solution innately assimilationist...not that it is their intention so much > as it is built into the very foundation of their conceptualization of > 'other'. > It was suggested to me years ago that I had to learn to speak to officials > of the Christian Religions and academics with more than a grunt. I studied > hard at expanding my grunts only to arrive at a place where a 'grunt' would > still be much easier to work with... > > wahjeh > rolland nadjiwon > ________________ > The use of solar energy has not been opened up because the oil industry does > not own the sun. > Ralph Nader > > -----Original Message----- > From: On Behalf Of Evan Gardner > Sent: August-27-12 9:13 PM > To: > Subject: Re: How many hours of recorded speech? > > Evan from Where Are Your Keys? here... > > What a wonderful question! I instantly started dreaming of the possibilities > and if I could go back in time and record fluent speakers for the purpose of > using the recordings to make new speakers... > > My wish would be recordings of people making arrangements to have a party, > gathering, get together... lots of back and forth, question and answer, > present/simple tense dialog. > > Ex: > When do you want to have a party? > Who should we invite? why? > Who should we not invite? Why? > Will all my ex-girlfriends be there? Will all your ex-girlfriends be there? > What is the purpose of the party? Why are we having this gathering? > 1st birthday? 100th? funeral? wedding? language night? movie? > What will we eat? > Who is bringing what dish? is that a good idea? > How is everyone getting there? Do they need rides? > Which? > Where? > How often? > How many people? > Why? Why not? > > This kind of back and forth will give better examples of entry level > conversation. There is a tendency to record word lists (too basic) and high > level story telling (too advanced). There is seldom enough simple but > complete "get 'r' done" language which shows the simple and elegant > structures and patterns of living languages. I hope for enough of these > conversations to write appropriate level children's books... See Spot Run. > and then 1st grade 2nd grade 3rd grade through 7th grade readers. Scaffold > grammar to get people speaking using conversations and not word lists. > > Another area I would like to see more of is real joking, teasing, arguing in > the language... how do fluent elders rip on each other? > Respect each other? Love each other? Get mad at each other?... > irreverent, bold, loving, but real. Retelling of actual events by the > participants in those events. > > "Can you guys remember a time when you had a fight? What was it about? > Who won?" of course there must be a lot of trust in the room for this kind > of interaction. But I remember my Grandma wouldn't hold back when she > talked about the wonderful things, and stupid adventures my Grampa had put > her through. I wish the tape player was going then. > Like the time he wrecked their model T in down town New York because he > wanted to see how many red lights he could run without having to stop...4... > the garbage truck suffered minor damage... no-one was harmed... Model T > towed away at Gradma's expense! Now there is a kids' > book using the grammar extrapolated from a documentation exercise! HOW > MANY?... > > No virus found in this message. > Checked by AVG - www.avg.com [1] > Version: 2012.0.2197 / Virus Database: 2437/5229 - Release Date: 08/27/12 Links: ------ [1] http://www.avg.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Sat Sep 1 23:06:11 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Sat, 1 Sep 2012 19:06:11 -0400 Subject: NOTES ON QUOTES: Losing Languages And Saving Mother Tongues (fwd link) In-Reply-To: Message-ID: I was off ILAT for several days, got back this morning, and saw a lot of concerns with numbers and quantity (and many other interesting and inspiring discussions, as always). They made me stop to think, and think about stops (how many days? how much...? ...they all seem to set a boundary and hence limitation.). Thank you, Richard, for offering another time-space to think about continuation. Jimmy On Mon, 27 Aug 2012 13:50:30 -0500, Richard Zane Smith wrote: > "one language dies every 14 days" > hmmmmmm...really? > what happens when there is only 33 languages left? or 3 languages left? will they still die every 14 days? > By these statistics, eventually, in time, even English and Mandarin will be on the chopping block. > each 14 days apart from extinction of course. > maybe by then we'll at least have some silence...from statisticians > > statistics are weird. > > -Richard > > On Mon, Aug 27, 2012 at 1:06 PM, Phillip E Cash Cash wrote: > >> NOTES ON QUOTES: Losing Languages And Saving Mother Tongues >> >> By Gordon and Marcia Mercer, The Raleigh Telegram >> USA >> >> RALEIGH - "One language dies every 14 days," says Russ Rymer of the National Geographic Society. >> >> By most calculations there are between 6,000 and 7,000 languages on planet earth. There is fear, however, that by beginning of the next century 50% to 80 % of existing languages will be gone. >> >> Reasons for the mass extinction often involve a larger culture doing something, usually bad, to a smaller culture. In the United States, for example, even into the 1950s, Native American Indian children were punished at school for speaking in their native tongue. >> >> Article Posted: Monday, August 27th, 2012. >> >> Access full article below: >> http://raleightelegram.com/201208273013 [1] > > -- > > "Find your place on the planet. Dig in, and take responsibility from there." - Gary Snyder > > richardzanesmith.wordpress.com [3] > > __ Links: ------ [1] http://raleightelegram.com/201208273013 [2] mailto:cashcash at email.arizona.edu [3] http://richardzanesmith.wordpress.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 2 21:28:01 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 2 Sep 2012 14:28:01 -0700 Subject: Iroquois Linguistics Certificate at Syracuse University Comes at Important Time for Native Languages (fwd link) Message-ID: Iroquois Linguistics Certificate at Syracuse University Comes at Important Time for Native Languages By Gale Courey Toensing September 2, 2012 US Syracuse University will offer a new program in Iroquois linguistics this fall semester. The Native American Studies Program in Syracuse University?s College of Arts and Sciences has launched the Certificate in Iroquois Linguistics for Language Learners. This new undergraduate program targets students and teachers of Iroquois languages, and is designed to bolster Iroquois language revitalization efforts, according to a university news release. ?There are 18 Iroquois language-speaking communities throughout northeastern North America, each of which boasts multiple language revitalization programs,? said Philip Arnold, associate professor of religion and interim director of the Native American Studies Program. He said the need for Iroquois language teachers is critical. ?Traditionally, the language teacher was drawn from one of the elder Native speakers of each community. But as elder speakers have passed away and younger people are primarily speaking English, the survival of these languages has become more and more critical.? Read more: http://indiancountrytodaymedianetwork.com/2012/09/02/iroquois-linguistics-certificate-at-syracuse-university-comes-at-important-time-for-native-languages-132152 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 2 21:30:06 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 2 Sep 2012 14:30:06 -0700 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken_languages_today_wil?= =?UTF-8?Q?_l_disappear_by_the_end_of_the_century.=E2=80=9D_?=(fwd link) Message-ID: ?Half of the 6,000 plus spoken languages today will disappear by the end of the century.? By Eddie Walsh September 2, 2012 According to UNESCO, ?half of the 6,000 plus spoken languages today will disappear by the end of the century? if the world fails to take action to preserve endangered languages. The situation in the Pacific is particularly troubling. The Statistics section under the ?Resources? tab of the Atlas of the World?s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. Access full article below: http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmarean at BENSAY.ORG Mon Sep 3 15:53:14 2012 From: lmarean at BENSAY.ORG (Lindsay Marean) Date: Mon, 3 Sep 2012 08:53:14 -0700 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken__languages_today_wi?= =?UTF-8?Q?l_l_disappear_by_the_end_of_t_he_century.=E2=80=9D_?=(fwd link) In-Reply-To: Message-ID: Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? Lindsay On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: > ?Half of the 6,000 plus spoken languages today will disappear by the > end of the century.? > > By Eddie Walsh > September 2, 2012 > > According to UNESCO, ?half of the 6,000 plus spoken languages today > will disappear by the end of the century? if the world fails to take > action to preserve endangered languages. > > The situation in the Pacific is particularly troubling. The Statistics > section under the ?Resources? tab of the Atlas of the World?s > Languages in Danger shows that well over a hundred native languages > are listed as vulnerable or endangered in Pacific ACP (African, > Caribbean, and Pacific Group of States) countries. If one considers > the larger Pacific Islands Forum region, the number soars to several > hundred, with 108 vulnerable and endangered languages in Australia alone. > > Access full article below: > http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mhermes at UMN.EDU Mon Sep 3 16:02:12 2012 From: mhermes at UMN.EDU (Mary Hermes) Date: Mon, 3 Sep 2012 11:02:12 -0500 Subject: =?windows-1252?Q?=93Half_of_the_6=2C000_plus_sp_oken__languages_today_?= =?windows-1252?Q?wil_l_disappear_by_the_en_d_of_t_he_century.=94_?=(fwd link) In-Reply-To: <5044D26A.406@bensay.org> Message-ID: Agree Lindsay, This is the sound bite news that is really ill informed, someone needs to send Mr. Walsh the report on Rosetta Stone, published at his own university. And really, Hilary Clinton is going to fund Rosetta Stone to do this in Hawaii? wow. -------------------------------------------- Mary Hermes, PhD Associate and Visiting Professor, 2011-12 Curriculum and Instruction University of Minnesota On Sep 3, 2012, at 10:53 AM, Lindsay Marean wrote: > Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? > > Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? > > Lindsay > > On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: >> ?Half of the 6,000 plus spoken languages today will disappear by the end of the century.? >> >> By Eddie Walsh >> September 2, 2012 >> >> According to UNESCO, ?half of the 6,000 plus spoken languages today will disappear by the end of the century? if the world fails to take action to preserve endangered languages. >> >> The situation in the Pacific is particularly troubling. The Statistics section under the ?Resources? tab of the Atlas of the World?s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. >> >> Access full article below: >> http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ > From rzs at WILDBLUE.NET Mon Sep 3 19:01:27 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 3 Sep 2012 14:01:27 -0500 Subject: =?UTF-8?Q?=E2=80=9CHalf_of_the_6=2C000_plus_spoken_language_s_today_wi?= =?UTF-8?Q?l_l_disappear_by_the_end_of_t_he_century.=E2=80=9D_?=(fwd link) In-Reply-To: <5044D26A.406@bensay.org> Message-ID: The statement, according to statistical "certainty" ?Half of the 6,000 plus spoken languages today will disappear by the end of the century.? of course, MIGHT be true. I also know from experience, you can have all the best and latest techniques available, but the language remains comatose because true language revitalization is not considered IMPORTANT ENOUGH. This week The Wyandotte Nation is holding a "Culture week" here in Oklahoma. The WN Administration yearly flies two linguists down to do a language class for three hours(a year) so tribal members can go home with a nice little phrase or to "impress people at Walmart" as the Cultural Chairman expressed on the WN website . Visiting tribal members will get just enough language to be inoculated against the dedicated WORK of any actual revitalization effort. It is not only discouraging its ridiculous. So engineers of colonization plans, can put another feather in their cap, laughing all the way. this is getting so discouraging folks...makes me wonder at times if I'm just wasting my life ....till i hear kids singing in Wyandot the silly little songs I taught 'em in school....but its still discouraging. -Richard On Mon, Sep 3, 2012 at 10:53 AM, Lindsay Marean wrote: > Did I misread this article? Did the author really just write that the > solution to language endangerment abroad is for the United States to swoop > in with funding for Rosetta Stone products? I wonder how much awareness > the author has of the state of indigenous languages right here in the good > ol' US of A? > > Good eye as always, Phil, for news of language endangerment/revitalization > in the media. Did this article catch anyone else in their cranky shoes, or > just me? > > Lindsay > > On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: > > > > By Eddie Walsh > September 2, 2012 > > According to UNESCO, ?half of the 6,000 plus spoken languages today will > disappear by the end of the century? if the world fails to take action to > preserve endangered languages. > > The situation in the Pacific is particularly troubling. The Statistics > section under the ?Resources? tab of the Atlas of the World?s Languages in > Danger shows that well over a hundred native languages are listed as > vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific > Group of States) countries. If one considers the larger Pacific Islands > Forum region, the number soars to several hundred, with 108 vulnerable and > endangered languages in Australia alone. > > Access full article below: > > http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ > > > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From donaghy at HAWAII.EDU Mon Sep 3 19:11:42 2012 From: donaghy at HAWAII.EDU (Keola Donaghy) Date: Mon, 3 Sep 2012 09:11:42 -1000 Subject: =?windows-1252?Q?=93Half_of_the_6=2C000_plus_sp__oken__languages_today?= =?windows-1252?Q?_wil_l_disappear_by_the_e_n_d_of_t_he_century.=94_?=(fwd link) In-Reply-To: Message-ID: The author of this sent a copy to myself and Keiki Kawai?ae?a at UH-Hilo after the article was published. I believe it overstates the interest in the Hawaiian community, though I must admit we did get a lot of inquiries from people who wanted to buy a Rosetta Stone for Hawaiian. We investigated the possibility of developing RS under their ELP a few years ago, and decided not to for reasons that I expounded upon in an email to the list about that time. There *is* interest in software based learning solutions, but for us, we decided that Rosetta Stone was not it. Obviously I'm not speaking for everyone involved in Hawaiian language revitalization, and perhaps some other group that I'm not aware of has expressed strong interest. Briefly: 1) RS was not flexible enough for us to teach things in the order and manner that we preferred, 2) development of level 1 was something around $200,000 and that's not chump change for any indigenous group, 3) it would have required a considerable investment in time from many of our most knowledgeable and talented people, diverting them from projects we felt were higher priorities, and 4) we were not convinced that RS was producing a significant number of people with a high degree of fluency/facility in *any* language, much less an endangered one. That's how we measured our success, at least at UHH. BTW, I don't think I communicated this to the list previously, but I am no longer at UH-Hilo. I was hired as a faculty member in the music department at UH-Maui College over the summer. While I have not lost my passion for ??lelo Hawai?i, I am focusing in more on Hawaiian music with an emphasis on language use, and deemphasizing my participation in various technology initiatives. I have remained subscribed to the list, will continue to follow developments, and chirp in when necessary. Mahalo, Keola On 2012 Kep. 3, at 06:02, Mary Hermes wrote: > Agree Lindsay, > This is the sound bite news that is really ill informed, someone needs to send Mr. Walsh the report on Rosetta Stone, > published at his own university. And really, Hilary Clinton is going to fund Rosetta Stone to do this in Hawaii? > wow. > > > -------------------------------------------- > > > > Mary Hermes, PhD > Associate and Visiting Professor, 2011-12 > Curriculum and Instruction > University of Minnesota > > > > > > On Sep 3, 2012, at 10:53 AM, Lindsay Marean wrote: > >> Did I misread this article? Did the author really just write that the solution to language endangerment abroad is for the United States to swoop in with funding for Rosetta Stone products? I wonder how much awareness the author has of the state of indigenous languages right here in the good ol' US of A? >> >> Good eye as always, Phil, for news of language endangerment/revitalization in the media. Did this article catch anyone else in their cranky shoes, or just me? >> >> Lindsay >> >> On 9/2/12 2:30 PM, Phillip E Cash Cash wrote: >>> ?Half of the 6,000 plus spoken languages today will disappear by the end of the century.? >>> >>> By Eddie Walsh >>> September 2, 2012 >>> >>> According to UNESCO, ?half of the 6,000 plus spoken languages today will disappear by the end of the century? if the world fails to take action to preserve endangered languages. >>> >>> The situation in the Pacific is particularly troubling. The Statistics section under the ?Resources? tab of the Atlas of the World?s Languages in Danger shows that well over a hundred native languages are listed as vulnerable or endangered in Pacific ACP (African, Caribbean, and Pacific Group of States) countries. If one considers the larger Pacific Islands Forum region, the number soars to several hundred, with 108 vulnerable and endangered languages in Australia alone. >>> >>> Access full article below: >>> http://thediplomat.com/sport-culture/2012/09/02/saving-endangered-pacific-languages/ >> ==================================================================== Dr. Keola Donaghy http://www.keoladonaghy.com/ Music Department mailto:donaghy at hawaii.edu University of Hawai'i Maui College http://maui.hawaii.edu/ihm "T?r gan teanga, t?r gan anam." (Irish Gaelic saying) A country without its language is a country without its soul. ==================================================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at BISHARAT.NET Mon Sep 3 22:32:26 2012 From: dzo at BISHARAT.NET (dzo at BISHARAT.NET) Date: Mon, 3 Sep 2012 22:32:26 +0000 Subject: Oneida 101, Language and Cultural Revival (fwd link) In-Reply-To: Message-ID: Sent via BlackBerry by AT&T -----Original Message----- From: Phillip E Cash Cash Sender: Indigenous Languages and Technology Date: Fri, 31 Aug 2012 12:20:53 To: Reply-To: Indigenous Languages and Technology Subject: [ILAT] Oneida 101, Language and Cultural Revival (fwd link) Oneida 101, Language and Cultural Revival [image: Graduation class from Oneida Language 101, under the tutelage of David Kanatawak] Author: By Shirley Honyust Windspeaker Contributor London, Ont. Volume: 30 Issue: 6 Year: 2012 Graduation from Oneida Language 101, under the tutelage of David Kanatawakhon, was a significant day in the history of a First Nations community, Oneida Settlement, located about 30 minutes southwest of London. About 50 students made up the class. The endeavor flourished from efforts between David Kanatawakhon, Mohawk Language Professor at the University of Western Ontario, and the like-minded vision of the Oneida Language and Cultural Centre. Access full article below: http://www.ammsa.com/publications/windspeaker/oneida-101-language-and-cultural-revival (via Indigenous Tweets) -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 3 23:11:03 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 16:11:03 -0700 Subject: Duke Restates Need To Encourage Use Of Indigenous Languages (fwd link) Message-ID: Duke Restates Need To Encourage Use Of Indigenous Languages Mon, 03/09/2012 - 4:18pm | OUR CORRESPONDENT Nigeria The Minister of Tourism, Culture and National Orientation, Chief Edem Duke, on Monday called on stakeholders to promote and encourage the use of indigenous languages. Duke made the call at the 2012 Abuja edition of Nigerian indigenous language programme organised by the National Institute for Cultural Orientation (NICO). Represented by Mr Chidi Nwandu, Director Planning, Research and Documentation in the ministry, Duke said the use of indigenous languages would contribute in addressing national security challenges. The minister expressed the need to encourage indigenous languages in inter-secondary school competitions and debates. "This will go a long way in stimulating the interest of students and youths in our indigenous languages,?? he said. Access full article below: http://leadership.ng/nga/articles/34057/2012/09/03/duke_restates_need_encourage_use_indigenous_languages.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 3 23:14:12 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 16:14:12 -0700 Subject: Aboriginal Australians Learn How to Read and Write Using Cuban Method (fwd link) Message-ID: Aboriginal Australians Learn How to Read and Write Using Cuban Method Monday, 03 September 2012 13:19 Havana, Cuba, Sept 3.- A second group of Aboriginal Australians learned to read and write in their own language with the Cuban literacy method Yes, I can, in the town of Wilcannia, in New South Wales, the same state where Canberra, the capital, is located. Access full article below: http://www.cadenagramonte.cu/english/index.php?option=com_content&view=article&id=12171:aboriginal-australians-learn-how-to-read-and-write-using-cuban-method&catid=2:cuba&Itemid=14 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 4 06:47:28 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 3 Sep 2012 23:47:28 -0700 Subject: School keeping Salish language thriving in new generation (fwd link) Message-ID: *School keeping Salish language thriving in new generation* September 02, 2012 9:33 pm ? By KIM BRIGGEMAN of the Missoulian ARLEE ? It was time for lunch last week on the third day of classes at Nkwusm Salish Immersion School, and Pat Pierre was getting young again. The Salish elder and Nkwusm language specialist had just put 13 children grades kindergarten through fourth through their vocabulary paces. ?Pepsi Cola,? Pierre had suggested from his chair at the end of a classroom table. ?Coca Cola ? potato ? sugar ? milk.? For each English word, with an occasional lighthearted prompt from teacher Adele Martin, at least a few of the students had offered excited replies in Salish. They?d twisted and squirmed in their small chairs around the table. Two had peered through rings around their eyes made by thumbs and forefingers. Another had leaned sideways in his chair, one leg elevated a leg nearly to shoulder level. But each had listened intently for the next cue, and now all of them were crowding Pierre like teens around a rock star. One by one they reached up to give their 83-year-old mentor a loving hug. For each embrace Pierre responded with a Salish term of endearment. ?I just want to stay here,? one child said wistfully in English. Access full article below: http://missoulian.com/lifestyles/hometowns/school-keeping-salish-language-thriving-in-new-generation/article_16b34554-f578-11e1-adb9-001a4bcf887a.html ~~~ ILAT note: Note the presence of a "donate" link! All endangered language media press releases should have a "donate" link. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:03:08 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:03:08 -0700 Subject: Video Spotlight: The Importance of Language (fwd link) Message-ID: Video Spotlight: The Importance of Language By ICTMN Staff September 10, 2012 This video begins with students saying they don?t know their native language and pointing out that one-third of indigenous languages still spoken in the United States have fewer than 100 speakers. The video cites a number of reasons for the loss of languages including boarding schools and political and social discrimination. ?A lot of people don?t realize that this is fairly recent history,? says Hope Flanagan, an Ojibwe language instructor. ?It was a very intentional effort to take the Indian out of the Indian. You could go from reservation to reservation and see how that was implemented.? Read more: http://indiancountrytodaymedianetwork.com/2012/09/10/video-spotlight-the-importance-of-language-133077 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:04:35 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:04:35 -0700 Subject: Language more important than land - academic (fwd link) Message-ID: *Language more important than land - academic * Updated at 7:19 pm on 10 September 2012 Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. Access full article below: http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:07:03 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:07:03 -0700 Subject: U. of Utah dismantling native language center (fwd link) Message-ID: U. of Utah dismantling native language center Education ? Fate of the preservation efforts in question as focus narrows to Utah tribes. By Brian Maffly | The Salt Lake Tribune First Published Sep 07 2012 01:58 pm ? Last Updated Sep 08 2012 05:12 pm The University of Utah is disbanding an 8-year-old center devoted to documenting and preserving indigenous languages, framing the move as the best way to focus on Utah?s tribal tongues. However, the U. will severely narrow the scope of these efforts, a shift from the Center for American Indian Languages? (CAIL) current work on languages across the New World, particularly in South and Central America. The "restructuring" will "enable greater efficiency and coordination within the college and university-wide," officials said in an Aug. 31 announcement. Far less clear is what will become of some initiatives started or nurtured under the leadership of the center?s founder, Lyle Campbell, well-known among linguists for documenting native languages before they fall silent. Access full article below: http://www.sltrib.com/sltrib/news/54834807-78/center-language-languages-utah.html.csp -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:15:58 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:15:58 -0700 Subject: New program will certify language experts as teachers (fwd link) Message-ID: New program will certify language experts as teachers By Cindy Yurth Ts?yi' Bureau CHINLE, September 6, 2012 No Child Left Behind requires that classroom teachers be certified. This seems like a reasonable requirement, until one considers Native American tribes trying to impart their languages in the schools. In that case, most of the experts ? in some tribes, the only fluent language speakers still around ? are not certified teachers. To sidestep this barrier, the Arizona State Board of Education last week approved a policy to allow tribes to certify speakers of their own languages to teach in public and BIE-funded schools. Although the Navajo Nation is fortunate to have many credentialed teachers in Navajo language and culture programs, the new policy is welcome news, said Navajo Superintendent of Schools Andrew M. Tah. "We have lots of elders around who have a lot of knowledge," Tah said. "They could be an asset to the schools." Access full article below: http://www.navajotimes.com/education/2012/0912/090612cer.php -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 10 17:18:50 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 10 Sep 2012 10:18:50 -0700 Subject: We got some twang, y=?UTF-8?Q?=E2=80=99all=3A_?=UNT professors, students research Texas accents (fwd link) Message-ID: Friday, September 7, 2012 We got some twang, y?all: UNT professors, students research Texas accents by Marlene Gonzalez of North Texas Daily DENTON ? People outside of Texas may think all Texans sound the same, but linguistics professor Patricia Cukor-Avila and three students conducted a research project showing that Texans think otherwise. Their research was presented at the Symposium About Language and Society-Austin Conference in April and will be published in the conference?s academic papers this fall. The research was also introduced at the Congress of the International Society for Dialectology and Geolinguistics in Vienna in July. ?People outside of Texas have perceptions of Texans and how they speak,? Cukor-Avila said. ?But it?s interesting that Texans have perceptions of other Texans.? Access full article below: http://www.pegasusnews.com/news/2012/sep/07/accents-texas-UNT-research-dallas-academics/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at GMAIL.COM Mon Sep 10 17:26:58 2012 From: bernisantamaria at GMAIL.COM (BSantaMaria) Date: Mon, 10 Sep 2012 10:26:58 -0700 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. Ahiye'e (Thank you, Bernadette Adley-SantaMaria White Mountain Apache On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > *Language more important than land - academic > * > Updated at 7:19 pm on 10 September 2012 > > Linguistics expert Ghil'ad Zuckermann says that the loss of language is > more damaging for indigenous peoples than the loss of their land. > > Access full article below: > > http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Sep 10 20:04:34 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 10 Sep 2012 15:04:34 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thanks Bernadette, for voicing these concerns and thoughts. The idea of "ownership" in our Wyandot language is interesting. its still not completely understood, but one can't "own" an animal,a lake,a valley,or a mountain. Ownership in the most common forms seems to be about what you can "hold" or an object that is so much yours, no one else would WANT to own it...because it wouldn't make sense. Why would i want a brothers bow that is made to fit his arm draw length and weight? or his medicine pouch? or even a sacred stone he keeps ? Its absurd to even comprehend. it'd be like wanting someone else's teeth, or trying to borrow someone else's eyebrows. I hope everyone has heard about the returning of personhood to the Whanganui River in Aotearoa (NZ) http://www.care2.com/causes/new-zealand-grants-a-river-the-rights-of-personhood This is in my opinion a good first step towards restoring honor to ancient waterways and restoring the river the status of a "being" needed to protect it against abuse. Perhaps we can take note and begin a similar process with many of our own sacred places, rivers and lakes. The clear cut division of inanimate and animate seems to be a foreign idea, its not often so clear within our ancient paradigms. Honor to the Maori people for the guts, the strength and "audacity" to do what needs to be done. I wish our assimilated ones tip-toeing, around the American flag, afraid to shake the system, could visit Aotearoa and see what the Maori are accomplishing. Grounded Indigenous peoples who walk with heads held high and simply don't take "no" for an answer. Speaking of our own cosmology, people always say "oh you are a Leo!" when they hear my birth date. I say..."well, not really...I'm Wyandot not Greek" une?h Richard On Mon, Sep 10, 2012 at 12:26 PM, BSantaMaria wrote: > I strongly disagree with the last statement of paragraph: "Language & > culture are intertwined & because of this it's impossible to see how land > can be seen as more important." It is because of how intertwined > everything is in our Indigenous ideologies/philosophies including > especially our lands, natural resources, languages, cultures, social and > economic issues, etc., etc., that is not understood by non-Natives or > non-Indig. people that is an issue in many aspects of language & culture > revitalization efforts. I believe they do not "get it" because they do not > speak an Indigenous language that speaks intimately of our connections to > our homelands within our speech/terminology. Speaking our languages > fluently also engages/intimately involves our lands and resources that come > from it, without these, our languages would be missing a vital link to our > cultures, some of us even believe that "our land is us" in our language, > is our mother. Thinking of land as property with fiscal value is the > antithesis of some of our views on it and that usually comes from the > western world capitalist view. > > These are also the reasons why I came to an MA thesis conclusion back in > the mid-1990's that language revitalization efforts involves "Wholistic > Healing for our Native People" to revive their languages and I meant in all > areas of Native life including returning to a belief in our > cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. > It seems that recent articles and books on these issues are arriving at > similar conclusions. These reasons are also why I saw the field of > linguistics as lacking in considering these aspects of Native people > when studying our languages focusing so narrowly on a certain aspect > of them and mostly benefiting themselves. > > I'm also going to request info from those on this list that know of some > books and titles/articles that I can review pertaining to what I brought > out above. > > Ahiye'e (Thank you, > > > Bernadette Adley-SantaMaria > White Mountain Apache > > > > > On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < > cashcash at email.arizona.edu> wrote: > >> *Language more important than land - academic >> * >> Updated at 7:19 pm on 10 September 2012 >> >> Linguistics expert Ghil'ad Zuckermann says that the loss of language is >> more damaging for indigenous peoples than the loss of their land. >> >> Access full article below: >> >> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic >> > > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Mon Sep 10 20:10:42 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Mon, 10 Sep 2012 15:10:42 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Ecuador, also seems to be on the cusp of giving indigenous personhood status to nature: http://www.rightsofmotherearth.com/rights-nature/ecuador-rights/ On Mon, Sep 10, 2012 at 3:04 PM, Richard Zane Smith wrote: > Thanks Bernadette, > for voicing these concerns and thoughts. The idea of "ownership" in our > Wyandot language is interesting. its still not completely understood, > but one can't "own" an animal,a lake,a valley,or a mountain. Ownership in > the most common forms seems to be about what you can "hold" > or an object that is so much yours, no one else would WANT to own > it...because it wouldn't make sense. Why would i want a brothers bow > that is made to fit his arm draw length and weight? or his medicine pouch? > or even a sacred stone he keeps ? > Its absurd to even comprehend. it'd be like wanting someone else's teeth, > or trying to borrow someone else's eyebrows. > > I hope everyone has heard about the returning of personhood to the > Whanganui River in Aotearoa (NZ) > > > http://www.care2.com/causes/new-zealand-grants-a-river-the-rights-of-personhood > > This is in my opinion a good first step towards restoring honor to ancient > waterways and restoring the river the status of a "being" > needed to protect it against abuse. Perhaps we can take note and begin a > similar process with many of our own sacred places, rivers and lakes. > The clear cut division of inanimate and animate seems to be a foreign > idea, its not often so clear within our ancient paradigms. > Honor to the Maori people for the guts, the strength and "audacity" to do > what needs to be done. > I wish our assimilated ones tip-toeing, around the American flag, afraid > to shake the system, could visit Aotearoa and see what the Maori are > accomplishing. > Grounded Indigenous peoples who walk with heads held high and simply don't > take "no" for an answer. > > Speaking of our own cosmology, > people always say "oh you are a Leo!" when they hear my birth date. I > say..."well, not really...I'm Wyandot not Greek" > une?h > Richard > > > > On Mon, Sep 10, 2012 at 12:26 PM, BSantaMaria wrote: > >> I strongly disagree with the last statement of paragraph: "Language & >> culture are intertwined & because of this it's impossible to see how land >> can be seen as more important." It is because of how intertwined >> everything is in our Indigenous ideologies/philosophies including >> especially our lands, natural resources, languages, cultures, social and >> economic issues, etc., etc., that is not understood by non-Natives or >> non-Indig. people that is an issue in many aspects of language & culture >> revitalization efforts. I believe they do not "get it" because they do not >> speak an Indigenous language that speaks intimately of our connections to >> our homelands within our speech/terminology. Speaking our languages >> fluently also engages/intimately involves our lands and resources that come >> from it, without these, our languages would be missing a vital link to our >> cultures, some of us even believe that "our land is us" in our language, >> is our mother. Thinking of land as property with fiscal value is the >> antithesis of some of our views on it and that usually comes from the >> western world capitalist view. >> >> These are also the reasons why I came to an MA thesis conclusion back in >> the mid-1990's that language revitalization efforts involves "Wholistic >> Healing for our Native People" to revive their languages and I meant in all >> areas of Native life including returning to a belief in our >> cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. >> It seems that recent articles and books on these issues are arriving at >> similar conclusions. These reasons are also why I saw the field of >> linguistics as lacking in considering these aspects of Native people >> when studying our languages focusing so narrowly on a certain aspect >> of them and mostly benefiting themselves. >> >> I'm also going to request info from those on this list that know of some >> books and titles/articles that I can review pertaining to what I brought >> out above. >> >> Ahiye'e (Thank you, >> >> >> Bernadette Adley-SantaMaria >> White Mountain Apache >> >> >> >> >> On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash < >> cashcash at email.arizona.edu> wrote: >> >>> *Language more important than land - academic >>> * >>> Updated at 7:19 pm on 10 September 2012 >>> >>> Linguistics expert Ghil'ad Zuckermann says that the loss of language is >>> more damaging for indigenous peoples than the loss of their land. >>> >>> Access full article below: >>> >>> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic >>> >> >> > > > -- > > "?revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 11 16:59:01 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 11 Sep 2012 09:59:01 -0700 Subject: Youth explores Cherokee life (fwd link) Message-ID: *Youth explores Cherokee life * By JESSI SMITH Correspondent Published: Tuesday, September 11, 2012 at 10:17 a.m. Equipped with little more than a passion for languages and an interest in American Indian culture, 16-year-old John David "J.D." Kurman embarked on an educational adventure over the summer. Kurman spent nearly four weeks living on the Eastern Band of Cherokee Indians' reservation in the Smoky Mountains in Cherokee, N.C. He volunteered at the Kituwah Immersion Academy in exchange for the opportunity to learn the language of the Cherokee people. "It was definitely a big trip for a 16-year-old to embark on alone, but I've always had a lot of interest in language and Native American culture, so I was pretty driven to do it," J.D. said. An 11th-grade student in the International Baccalaureate program at Riverview High School, he has studied Spanish since elementary school and recently entered his second year of Chinese at Riverview. He also pursues Arabic language studies in his free time. "Language is kind of my passion," J.D. said as he explained his decision to study Cherokee as well. "I spent most of my summers as a kid with my uncle in North Carolina and felt a kind of connection with that area. I thought it would be interesting to learn the language of the people native to that area and learn more about the culture." Access full article below: http://www.heraldtribune.com/article/20120911/ARTICLE/120919945/-1/sports?Title=Youth-explores-Cherokee-life -------------- next part -------------- An HTML attachment was scrubbed... URL: From annaluisa at LIVINGTONGUES.ORG Tue Sep 11 17:31:25 2012 From: annaluisa at LIVINGTONGUES.ORG (Anna Luisa Daigneault) Date: Tue, 11 Sep 2012 13:31:25 -0400 Subject: Endangered Languages Fair in NYC, Sept 29 Message-ID: Hello everyone, Just to let you know this event is coming up at the end of the month, at the New York Public Library. All details are here: http://www.nypl.org/events/programs/2012/09/29/small-and-endangered-language-fair?pref=node_type_search%2Fevents all the best, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr A??o'tena Poe?otenaxhno Yanesha www.yanesha.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From huangc20 at UFL.EDU Thu Sep 13 01:34:42 2012 From: huangc20 at UFL.EDU (Huang,Chun) Date: Wed, 12 Sep 2012 21:34:42 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "LANGUAGE (IS) MORE IMPORTANT THAN LAND!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) _Differences that Make a Difference: Examining the Assumptions in Gender Research_ (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam On Mon, 10 Sep 2012 10:26:58 -0700, BSantaMaria wrote: > I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. > > These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. > > I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. > > Ahiye'e (Thank you, > > Bernadette Adley-SantaMaria > White Mountain Apache > > On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash wrote: > >> Language more important than land - academic >> >> Updated at 7:19 pm on 10 September 2012 >> >> Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. >> >> Access full article below: >> http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic [1] Links: ------ [1] http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important-than-land-academic [2] mailto:cashcash at email.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Sep 13 06:23:43 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 13 Sep 2012 02:23:43 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thank you both...Chun (Jimmy) Huang, Bernadette Adley-SantaMaria for both your reminders and cautions. The statement 'language is more important than land' makes sense and bears application to a language which did not 'grow out of' and is not 'tied' into any land. The assumptions of universality is innate to English since English is an agglomeration of other languages and, in effect, has no 'home lands(earth)' out of which it emerged. It is a portable language constructed out of trade relations of other 'home lands' languages for the purpose of 'getting the best of the bargain'. I realize this brief post is a 'nutshell' post with far more than I have included or touched on. I do appreciate the myriad of information and ideas I receive from ILAT postings though, often, it does not appear to be so in my responses. P.S. I really like your signatures 'Siraya of Taiwan' and 'White Mountain Apache' right on. The Great Grandmother of my two eldest Grandchildren was a fullblood(whatever that means) Apache. So, they are Potowatomi, Ojibway, Odawa, Apache, Spanish American...ok, ok...English too in one of the closets...jeez I hate being honest...lol. wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam On Mon, 10 Sep 2012 10:26:58 -0700, BSantaMaria wrote: I strongly disagree with the last statement of paragraph: "Language & culture are intertwined & because of this it's impossible to see how land can be seen as more important." It is because of how intertwined everything is in our Indigenous ideologies/philosophies including especially our lands, natural resources, languages, cultures, social and economic issues, etc., etc., that is not understood by non-Natives or non-Indig. people that is an issue in many aspects of language & culture revitalization efforts. I believe they do not "get it" because they do not speak an Indigenous language that speaks intimately of our connections to our homelands within our speech/terminology. Speaking our languages fluently also engages/intimately involves our lands and resources that come from it, without these, our languages would be missing a vital link to our cultures, some of us even believe that "our land is us" in our language, is our mother. Thinking of land as property with fiscal value is the antithesis of some of our views on it and that usually comes from the western world capitalist view. These are also the reasons why I came to an MA thesis conclusion back in the mid-1990's that language revitalization efforts involves "Wholistic Healing for our Native People" to revive their languages and I meant in all areas of Native life including returning to a belief in our cosmologies/spiritality beliefs, traditional socio-economic patterns, etc. It seems that recent articles and books on these issues are arriving at similar conclusions. These reasons are also why I saw the field of linguistics as lacking in considering these aspects of Native people when studying our languages focusing so narrowly on a certain aspect of them and mostly benefiting themselves. I'm also going to request info from those on this list that know of some books and titles/articles that I can review pertaining to what I brought out above. Ahiye'e (Thank you, Bernadette Adley-SantaMaria White Mountain Apache On Mon, Sep 10, 2012 at 10:04 AM, Phillip E Cash Cash wrote: Language more important than land - academic Updated at 7:19 pm on 10 September 2012 Linguistics expert Ghil'ad Zuckermann says that the loss of language is more damaging for indigenous peoples than the loss of their land. Access full article below: http://www.radionz.co.nz/news/te-manu-korihi/115509/language-more-important- than-land-academic _____ No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5764 - Release Date: 09/12/12 No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5764 - Release Date: 09/12/12 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Thu Sep 13 07:07:34 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Thu, 13 Sep 2012 03:07:34 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: P.P.S. to my post: Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the .pdf format it is pages 34-39(equals 151-161) wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) "'And if we lose our names, then what about our land?', or, what price development?" in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Thu Sep 13 13:49:38 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Thu, 13 Sep 2012 08:49:38 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Thanks Rolland and thanks MJ! look forward to reading it. >From our Wyandot removal, actually ALL the small nations removed to this NE corner of OKL. we are very likely some of the most assimilated people groups. Also among the most belittled, and shamed, from all sides for not surviving as "real Indians" ( another big topic entirely) There is VERY likely a corolation between land loss (legalized ethnic cleansing), and depression, alcoholism, poverty, the loss of identity,as well as the obvious, language and ceremony. Indigenous people groups, leaving homelands behind are in some way "reconstructed" people groups. In our past captives were expected to leave behind the identity they were born into, to merge into their adopted clan and phratry. In many regards we are captives taken to a foreign land - trout raised in a pet store... un??h, Richard On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: > ** > P.P.S. to my post: > > Hardman, M. J. (1994) ??And if we lose our names, then what about our > land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the > .pdf format it is pages 34-39(equals 151-161) > > > wahjeh > rolland nadjiwon > ________________ > Harper is a joke and 'pansy' to anyone and any country that will act as > his 'sin eater'... > > > ------------------------------ > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Huang,Chun > *Sent:* September-12-12 9:35 PM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > Thank you, Bernadette Adley-SantaMaria > > I recommend Hardman's article below where, through studying Jaqaru, she > explains how land is indeed, as you point out, intertwined with language > (both being parts of the whole): if you lose one, you lose the other. > Hardman also demonstrates how English, especially the English cultural > thinking as manifested its three major linguistic postulates, can often do > damage to the indigenous/local. One of the English postulates Hardman > identifies is "ranking through comparative/absolute," which the original > article in question here exemplifies very well for us: "*Language (is) > more important than land!*" Really, what's the point of ranking the > importance of language against the importance of land anyway??? Many > English users, unfortunately, seem unable to escape such ranking mentality. > > Hardman, M. J. (1994) ??And if we lose our names, then what about our > land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > Let me or Dr. Hardman know if you can't find a copy. I believe she > wouldn't mind sharing. > > > > Chun (Jimmy) Huang > > Siraya of Taiwan > > Assistant Professor, University of Guam > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 15:56:45 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 08:56:45 -0700 Subject: Bundjalung language needs support (fwd link) Message-ID: *Bundjalung language needs support* Javier Encalada | 13th September 2012 3:31 PM AUS CUSTODIANS of Widjabul country and elders of the Bundjalung nation have made a call for support from the NSW Government to keep their language alive in the Lismore area and the Northern Rivers. A spokesperson for the Department of Aboriginal Affairs (DAA) said, "We don't know exactly how many people speak Bundjalung, but it is probably less than 50." But elder June Gordon said there may be a bigger number of people who speak the language and teach it to their families, but "there has been no approach to the language speakers who teach it". "We are concerned that our young people and our children, if they are not taught the language, it will die and they will have no identity", she added. Access full article below: http://www.echonews.com.au/story/2012/09/13/bundjalung-language-needs-a-lighthouse/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:00:15 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:00:15 -0700 Subject: Aboriginal language gets app of life (fwd link) Message-ID: *Aboriginal language gets app of life* BY: PATRICIA KARVELAS From: The Australian September 13, 2012 12:02PM [image: Inline image 1] The Ma! Iwaidja smartphone app, which includes a a 1500-entry English-Iwaidja dictionary. Picture: Iwaidja Inyman Source: Supplied A SMARTPHONE app has been designed specifically for the documentation of an endangered Australian indigenous language. The Ma! Iwaidja smartphone app has been developed as part of the Minjilang Endangered Languages Publication Project. The project team, based on Croker Island in remote Northwestern Arnhem Land, worked with Mr Bruce Birch, a linguist from the Australian National University to develop the app. The app includes a 1500-entry English-Iwaidja dictionary with audio, a 450-entry phrase book, a ''WordMaker'' allowing users to conjugate verbs and construct short phrases, and an information section about Iwaidja and other endangered languages of Arnhem Land. Access full article below: http://www.theaustralian.com.au/news/nation/aboriginal-language-gets-app-of-life/story-e6frg6nf-1226473337983 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: 368686-120913-ma-iwaidja.jpg Type: image/jpeg Size: 15077 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:04:42 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:04:42 -0700 Subject: Children=?UTF-8?Q?=E2=80=99s_?=Show Soars Over the Language Barrier (f wd link) Message-ID: *Children?s Show Soars Over the Language Barrier* By Sam Laskaris September 12, 2012 [image: Inline image 1] Gertie, Gavin & Jason from Tiga Talk on APTN Experts often caution against exposing children to too much television. But they could be forgiven for making an exception in one case. Tiga Talk!, the only preschool television series in Canada focused on aboriginal-language, is coming to town. For those who are too young to go to school yet, a popular educational series with an aboriginal focus is returning for another season. The fourth season of the series, which includes 11 half-hour episodes, will be shown nationally on the Aboriginal Peoples Television Network (APTN). A version with Cree subtitles, to be shown on Friday mornings, began on September 7. And the English version, airing on Saturday mornings, first broadcast on September 8. The series targets children aged 3?5. Read more: http://indiancountrytodaymedianetwork.com/2012/09/12/childrens-show-soars-over-the-language-barrier-133788 -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Gertie-Gavin-Jason.jpg Type: image/jpeg Size: 72207 bytes Desc: not available URL: From tdc.aaia at VERIZON.NET Thu Sep 13 16:13:50 2012 From: tdc.aaia at VERIZON.NET (Tammy DeCoteau) Date: Thu, 13 Sep 2012 11:13:50 -0500 Subject: Dakota Wicohan Message-ID: An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 16:07:55 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 09:07:55 -0700 Subject: New app created to support preservation of endangered language (fwd link) Message-ID: *New app created to support preservation of endangered language * September 13, 2012 (Phys.org)?One of the world's most endangered languages is to be brought into the digital age through the first phone app designed specifically for the documentation of an Australian Indigenous language. The Ma! Iwaidja (pronounced 'ee-WHY-jah') smartphone app has been developed as part of the Minjilang Endangered Languages Publication Project. The project team, based on Croker Island in remote Northwestern Arnhem Land, worked with Mr Bruce Birch, a linguist from the School of Culture, History and Language in the ANU College of Asia and the Pacific to develop the app. The app includes a 1,500-entry English-Iwaidja dictionary with audio, a 450-entry phrase book, a 'WordMaker' allowing users to conjugate verbs and construct short phrases, and an information section about Iwaidja and other endangered languages of Arnhem Land. Mr Birch said that use of the app as a reference tool was far from the whole story. "The app also gives users the ability to record new dictionary or phrase book entries using the on-board recording capability of their phones, so people can customise their app by including, for example, new phrases which are particularly useful to them. Access full article below: http://phys.org/news/2012-09-app-endangered-language.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at GMAIL.COM Thu Sep 13 16:31:06 2012 From: bernisantamaria at GMAIL.COM (BSantaMaria) Date: Thu, 13 Sep 2012 09:31:06 -0700 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: To all responders: Ahiye'e (Thank you!), for info on article/book & relevant discussion/ideas--this topic is an example of how this listserve should involve everything relevant to Indigenous people and their languages.....I hope we continue such discussions.... Bernadette On Thu, Sep 13, 2012 at 6:49 AM, Richard Zane Smith wrote: > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this > NE corner of OKL. > we are very likely some of the most assimilated people groups. Also among > the most belittled, > and shamed, from all sides for not surviving as "real Indians" ( another > big topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were > born into, > to merge into their adopted clan and phratry. In many regards we are > captives taken to > a foreign land - trout raised in a pet store... > > un??h, > Richard > > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: > >> ** >> P.P.S. to my post: >> >> Hardman, M. J. (1994) ??And if we lose our names, then what about our >> land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) >> *Differences that Make a Difference: Examining the Assumptions in Gender >> Research* (pp. 152-161). Westport & London: Bergin & Garvey. >> >> http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the >> .pdf format it is pages 34-39(equals 151-161) >> >> >> wahjeh >> rolland nadjiwon >> ________________ >> Harper is a joke and 'pansy' to anyone and any country that will act as >> his 'sin eater'... >> >> >> ------------------------------ >> *From:* Indigenous Languages and Technology [mailto: >> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Huang,Chun >> *Sent:* September-12-12 9:35 PM >> *To:* ILAT at LISTSERV.ARIZONA.EDU >> *Subject:* Re: [ILAT] Language more important than land - academic (fwd >> link) >> >> Thank you, Bernadette Adley-SantaMaria >> >> I recommend Hardman's article below where, through studying Jaqaru, she >> explains how land is indeed, as you point out, intertwined with language >> (both being parts of the whole): if you lose one, you lose the other. >> Hardman also demonstrates how English, especially the English cultural >> thinking as manifested its three major linguistic postulates, can often do >> damage to the indigenous/local. One of the English postulates Hardman >> identifies is "ranking through comparative/absolute," which the original >> article in question here exemplifies very well for us: "*Language (is) >> more important than land!*" Really, what's the point of ranking the >> importance of language against the importance of land anyway??? Many >> English users, unfortunately, seem unable to escape such ranking mentality. >> >> Hardman, M. J. (1994) ??And if we lose our names, then what about our >> land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) >> *Differences that Make a Difference: Examining the Assumptions in Gender >> Research* (pp. 152-161). Westport & London: Bergin & Garvey. >> >> Let me or Dr. Hardman know if you can't find a copy. I believe she >> wouldn't mind sharing. >> >> >> >> Chun (Jimmy) Huang >> >> Siraya of Taiwan >> >> Assistant Professor, University of Guam >> > > > > -- > > "?revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at GMAIL.COM Thu Sep 13 16:58:26 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Thu, 13 Sep 2012 09:58:26 -0700 Subject: Dakota Wicohan In-Reply-To: <1818099495.998369.1347552830531.JavaMail.root@vznit170076> Message-ID: Tammy, this is very unfortunate news, indeed! If I may, I would offer that you "crowd source your cause". By this I mean, leverage your networks, friends, and the internet to work on your behalf. This may seem unusual at the outset, but just know that it is not beyond impossibility. You can *google *"crowd source your cause" or take a look at the few example sites I came across in doing this. Does this language program have a Facebook page? If not, this may be one very key place to start as FB that can have a "crowd source" effect in its own unique way. Perhaps somebody here on ILAT offer to set up a Facebook page on your behalf! Now that would be really awesome. SocialWish http://www.socialwish.com/ DonorsChoose.Org http://www.donorschoose.org/ Phil UofA On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: > My relatives, > > Dakota Wicohan was robbed! The program is based out of Morton, Minnesota, > home of the Lower Sioux Indian Tribe. According to one of their board > members, it is: > > This is our non-profit community development organization. We develop > language curriculum, master-apprentice learning initiatives, and do youth > leadership development. > > Stolen from the offices were: > > 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. > > If anyone can help this non-profit, I am sure it would be appreciated. > Donations are always accepted, but are needed now more than ever. Let us > band together and help them to not only replace the things they lost, but > know that others care about them and acknowledge their work on one of our > endangered native languages. > > Tammy DeCoteau > AAIA Native Language Program -------------- next part -------------- An HTML attachment was scrubbed... URL: From annaluisa at LIVINGTONGUES.ORG Thu Sep 13 17:18:23 2012 From: annaluisa at LIVINGTONGUES.ORG (Anna Luisa Daigneault) Date: Thu, 13 Sep 2012 13:18:23 -0400 Subject: Dakota Wicohan In-Reply-To: Message-ID: Tammy, I am so sorry to hear that as well! Phil, those are great sites, and there is another popular crowd-sourcing site called Indiegogo that might work as well: http://www.indiegogo.com/ Tammy, if you set up an online fundraising campaign, I would certainly post the link on the Living Tongues Facebook page so that people can see it and donate through there. best wishes, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr A??o'tena Poe?otenaxhno Yanesha www.yanesha.com On Thu, Sep 13, 2012 at 12:58 PM, Phil Cash Cash wrote: > Tammy, this is very unfortunate news, indeed! > > If I may, I would offer that you "crowd source your cause". By this I > mean, leverage your networks, friends, and the internet to work on your > behalf. This may seem unusual at the outset, but just know that it is > not beyond impossibility. You can *google *"crowd source your cause" or > take a look at the few example sites I came across in doing this. Does > this language program have a Facebook page? If not, this may be one very > key place to start as FB that can have a "crowd source" effect in its own > unique way. Perhaps somebody here on ILAT offer to set up a Facebook > page on your behalf! Now that would be really awesome. > > SocialWish > http://www.socialwish.com/ > > DonorsChoose.Org > http://www.donorschoose.org/ > > Phil > UofA > > > On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: > >> My relatives, >> >> Dakota Wicohan was robbed! The program is based out of Morton, >> Minnesota, home of the Lower Sioux Indian Tribe. According to one of their >> board members, it is: >> >> This is our non-profit community development organization. We develop >> language curriculum, master-apprentice learning initiatives, and do youth >> leadership development. >> >> Stolen from the offices were: >> >> 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. >> >> If anyone can help this non-profit, I am sure it would be appreciated. >> Donations are always accepted, but are needed now more than ever. Let us >> band together and help them to not only replace the things they lost, but >> know that others care about them and acknowledge their work on one of our >> endangered native languages. >> >> Tammy DeCoteau >> AAIA Native Language Program > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From tdc.aaia at VERIZON.NET Thu Sep 13 17:31:15 2012 From: tdc.aaia at VERIZON.NET (Tammy DeCoteau) Date: Thu, 13 Sep 2012 12:31:15 -0500 Subject: Dakota Wicohan Message-ID: An HTML attachment was scrubbed... URL: From rrlapier at AOL.COM Thu Sep 13 17:55:44 2012 From: rrlapier at AOL.COM (rrlapier at AOL.COM) Date: Thu, 13 Sep 2012 13:55:44 -0400 Subject: Dakota Wicohan In-Reply-To: Message-ID: So sorry to hear about this. If people decide to make a donation, please send MONEY. Do not send your old laptop, desktop, or even box of crayons. Technology moves along very fast and it is hard, especially for those of us out in the sticks to get old technology to work with new technology. Once, we actually got a donation of "computers" -- the very nice church group told us, "once you get some hard drives for those, they work really good." Our school turned into someone's trash dump. In these types of situations it is best to start NEW. Give money. Rosalyn LaPier Piegan Institute -----Original Message----- From: Anna Luisa Daigneault To: ILAT Sent: Thu, Sep 13, 2012 11:18 am Subject: Re: [ILAT] Dakota Wicohan Tammy, I am so sorry to hear that as well! Phil, those are great sites, and there is another popular crowd-sourcing site called Indiegogo that might work as well: http://www.indiegogo.com/ Tammy, if you set up an online fundraising campaign, I would certainly post the link on the Living Tongues Facebook page so that people can see it and donate through there. best wishes, Anna Luisa -- Anna Luisa Daigneault, M.Sc Latin America Projects Coordinator & Organizational Fellow Living Tongues Institute for Endangered Languages Enduring Voices Project @livingtongues The Yanesha Oral History Archives Arr A??o'tena Poe?otenaxhno Yanesha www.yanesha.com On Thu, Sep 13, 2012 at 12:58 PM, Phil Cash Cash wrote: Tammy, this is very unfortunate news, indeed! If I may, I would offer that you "crowd source your cause". By this I mean, leverage your networks, friends, and the internet to work on your behalf. This may seem unusual at the outset, but just know that it is not beyond impossibility. You can google "crowd source your cause" or take a look at the few example sites I came across in doing this. Does this language program have a Facebook page? If not, this may be one very key place to start as FB that can have a "crowd source" effect in its own unique way. Perhaps somebody here on ILAT offer to set up a Facebook page on your behalf! Now that would be really awesome. SocialWish http://www.socialwish.com/ DonorsChoose.Org http://www.donorschoose.org/ Phil UofA On Thu, Sep 13, 2012 at 9:13 AM, Tammy DeCoteau wrote: My relatives, Dakota Wicohan was robbed! The program is based out of Morton, Minnesota, home of the Lower Sioux Indian Tribe. According to one of their board members, it is: This is our non-profit community development organization. We develop language curriculum, master-apprentice learning initiatives, and do youth leadership development. Stolen from the offices were: 4 Laptops (3 Dell and 1 Sony), overhead projector and speakers. If anyone can help this non-profit, I am sure it would be appreciated. Donations are always accepted, but are needed now more than ever. Let us band together and help them to not only replace the things they lost, but know that others care about them and acknowledge their work on one of our endangered native languages. Tammy DeCoteau AAIA Native Language Program -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Thu Sep 13 20:08:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 13 Sep 2012 13:08:46 -0700 Subject: Assassins Creed 3: New Video Reveals Snow, Combat, Free-Running Message-ID: Assassin's Creed 3: New Video Reveals Snow, Combat, Free-Running Tom Hopkins Ubisoft's latest Assassin's Creed 3 dev diary reveals plenty of new gameplay footage, characters and behind-the-scenes development chat. Published on Sep 13, 2012 Assassin's Creed 3's hero Connor will speak Native American languages when conversing with his people thanks to real-life speakers, while other experts have contributed to the free-running, combat and historical aspects of the game. Access full article below: http://www.nowgamer.com/news/1587259/assassins_creed_3_new_video_reveals_snow_combat_freerunning.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From hardman at UFL.EDU Fri Sep 14 15:34:34 2012 From: hardman at UFL.EDU (Dr. MJ Hardman) Date: Fri, 14 Sep 2012 11:34:34 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: What you say is the way I understood it 50+ years ago when I first went into the mountains and discovered that the only people in town during the day were the schoolkids, the ill, the drunks sprawled in the plaza - all men, and one blind man. The drunks were all men who had left and come back. I learned what women could do and could be and for that I am profoundly grateful. I had, naively, expected to work with the women during the day (utter ignorance on my very young part). I worked with the blind man, who was a superb teacher and who very much enjoyed working with me with his Jaqaru. Since it was always dark, he was often the one who did the irrigating at night, and he liked to travel at night. But the drunks, as I read it, were those who had left, been in the military or some other experience, learned the sexism/racism of the hispanic system and come back unable to fulfill the expectations of either culture, and thus, unable to feel good about themselves. This is an observation of the late 50s, but it correlates with what you are saying and the way in which they were treated while they were away, in ways they could not admit nor process. It seemed even more evident as I learned more about Jaqi culture. MJ On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this NE > corner of OKL. > we are very likely some of the most assimilated people groups. Also among the > most belittled, > and shamed, from all sides for not surviving as "real Indians"? ( another big > topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were born > into, > to merge into their adopted clan and phratry. In many regards we are captives > taken to > a foreign land -? trout raised in a pet store... > > un??h, > Richard > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: >> P.P.S. to my post:? >> ? >> Hardman, M. J. (1994) ??And if we lose our names, then what about our land??, >> or, what price development?? in L. H. Turner and H. M. Sterk (eds) >> Differences that Make a Difference: Examining the Assumptions in Gender >> Research (pp. 152-161). Westport & London: Bergin & Garvey. >> ? >> http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf??? in the .pdf >> format it is pages 34-39(equals 151-161) >> ? >> ? >> wahjeh >> rolland nadjiwon >> ________________ >> Harper is a joke and 'pansy' to anyone and any country that will act as his >> 'sin eater'... >> >> ? >> >> From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] >> On Behalf Of Huang,Chun >> Sent: September-12-12 9:35 PM >> To: ILAT at LISTSERV.ARIZONA.EDU >> Subject: Re: [ILAT] Language more important than land - academic (fwd link) >> >> Thank you, Bernadette Adley-SantaMaria >> >> I recommend Hardman's article below where, through studying Jaqaru, she >> explains how land is indeed, as you point out, intertwined with language >> (both? being parts of the whole): if you lose one, you lose the other. >> Hardman also demonstrates how English, especially the English cultural >> thinking as manifested its three major linguistic postulates, can often do >> damage to the indigenous/local. One of the English postulates Hardman >> identifies is "ranking through comparative/absolute," which the original >> article in question here exemplifies very well for us: "Language (is) more >> important than land!" Really, what's the point of ranking the importance of >> language against the importance of land anyway??? Many English users, >> unfortunately, seem unable to escape such ranking mentality. >> >> Hardman, M. J. (1994) ??And if we lose our names, then what about our land??, >> or, what price development?? in L. H. Turner and H. M. Sterk (eds) >> Differences that Make a Difference: Examining the Assumptions in Gender >> Research (pp. 152-161). Westport & London: Bergin & Garvey. >> >> Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't >> mind sharing. >> >> ? >> >> Chun (Jimmy) Huang >> >> Siraya of Taiwan >> >> Assistant Professor, University of Guam > > 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/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From lltmedia at HAWAII.EDU Fri Sep 14 16:47:51 2012 From: lltmedia at HAWAII.EDU (Language Learning Technology Social Media Editor) Date: Fri, 14 Sep 2012 09:47:51 -0700 Subject: Call for Papers: Game and Play Activity in Technology-Mediated L2 Teaching and Learning In-Reply-To: Message-ID: from lltmedia at hawaii.edu Our apologies for any crosspostings. *Join us on Facebook*: http://www.facebook.com/LLTJournal **** Call for Papers for Special Issue of LLT Theme: *Game and Play Activity in Technology-Mediated L2 Teaching and Learning * Special Issue Editors: Jonathon Reinhardt & Julie Sykes This special issue of Language Learning & Technology will focus on the research and practice of game and play activity in technology-mediated second/foreign language teaching and learning (L2TL) environments. The globalization of the digital gaming industry, the diversification of games into new and culturally hybrid genres, a global increase in access to broadband, and increasing numbers of non- traditional game players, have precipitated a notable expansion of digital game and play activity into new contexts and applications. Game and play dynamics are being increasingly applied in domains traditionally not associated with games, like art, music, literature, science, commerce, and education. Designers and players are finding new modalities like location-based games (e.g. geocaching, urban gaming, and flash mobs), and integrating a variety of technologies into new games like online, video, tablet, mobile, and social networking applications. In other words, digital gaming is no longer only computer and video gaming, but playful, rule-bound, cooperative or competitive, chance-filled, imitative, and/or immersive activity, that is in some way technology-mediated. These developments warrant consideration by L2TL practitioners and researchers for the potentials that digital game and play activity hold to inform technology-enhanced L2TL. This issue responds by bringing together empirical research that uses a variety of theoretical and methodological approaches from applied linguistics, game studies, educational gaming, sociology, communication studies, and other related fields, and by supporting a broad interpretation of the notions of digital game and play activity. All submissions should present either systematic empirical findings on language learning outcomes or processes or an original conceptual framework that systematically integrates theory, practice, and research. Possible topics include, but are not limited to: Adaptation of vernacular, off-the-shelf digital games Analysis of game-mediated discourse, including game-embedded, game-emergent, and game- attendant discourses Comparisons of particular game genres, types, platforms, or player configurations Design and use of game-based and simulated immersion environments (i.e., game applications designed specifically for L2 learning) Game and play activity and L2 learner identity Game and play activity in distance, blended, or telecollaborative environments Game and play activity in virtual worlds, simulations, or social networking Game theory, competition, and cooperation Game-mediated assessment and feedback Games as art, rhetoric, or as cultural artefacts Gamification and the application of game dynamics in L2 curricula and pedagogy Gaming literacies and gaming as literacy practice Location-based games Mobile and tablet-based games Multiplayer and massively multiplayer online gaming Technology-mediated language play Please consult the LLT Website for general guidelines on submission ( http://llt.msu.edu/contrib.html) and research (http://llt.msu.edu/resguide.html). Please send a title and 250-word abstract by October 1, 2012 to llted at hawaii.edu. Publication timeline: ? October 1, 2012: Submission deadline for abstracts ? October 15, 2012: Invitation to authors to submit a manuscript ? March 1, 2013: Submission deadline for manuscripts ? June 2, 2014: Publication of special issue Join us on Facebook: http://www.facebook.com/LLTJournal -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 14 20:00:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 14 Sep 2012 13:00:46 -0700 Subject: NM House delegation introduces bill aimed at preserving Native American languages (fwd link) Message-ID: NM House delegation introduces bill aimed at preserving Native American languages THE ASSOCIATED PRESS September 14, 2012 - 5:02 am EDT USA ALBUQUERQUE, N.M. ? Members of New Mexico's congressional delegation are pushing for the extension of a program that works to preserve Native American languages. U.S. Reps. Marin Heinrich, Ben Ray Lujan and Steve Pearce introduced legislation on Thursday to reauthorize the Esther Martinez Native American Language Act for another five years. Access full article below: http://www.therepublic.com/view/story/44da855bc55d42eb8903a3350c7fb0d8/NM--Language-Preservation -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrea.berez at GMAIL.COM Sat Sep 15 02:18:07 2012 From: andrea.berez at GMAIL.COM (Andrea L. Berez) Date: Fri, 14 Sep 2012 16:18:07 -1000 Subject: Now accepting full-length technology articles for journal Language Documentation & Conservation Message-ID: Dear List (with apologies for cross posting), I am writing to announce the journal *Language Documentation & Conservation*'s new policy for accepting *full-length articles on technological issues in language documentation and conservation*. Until now we have mainly published reviews of software in our technology section, but we are now inviting articles on technology as it applies more broadly to our field. The electronic format of *LD&C* means that articles can be published *more quickly* than a traditional journal, allowing cutting-edge discussions to take place before the technology becomes out-of-date. Possible topics include: ? Technological standards for language documentation and conservation ? Methods/Work-flows for processing language data, both in the field and out of the field ? Comparisons of equipment in different environments ? Thoughtful suggestions for future directions for tech standards ? Etc. Technology articles will receive full peer review, and should be written with an eye to making a* substantial new or timely contribution to the field *. Instructions for submitting articles can be found here: http://www.nflrc.hawaii.edu/ldc/submissions.html --- And as always, we are eager to accept *technology reviews* related to any aspect of language documentation, conservation, and/or revitalization. This can include software and hardware. Traditionally our technology reviews have been in written format, but we are also open to alternative presentations including video reviews. Previously published technology reviews are listed below; if you are interested in reviewing another piece of technology -- or a considerably newer version of an item listed below -- please feel free to contact me via email (andrea.berez at hawaii.edu) or see our Submissions Page for further information. -ANVIL: Annotation of Video and Language Data 5.0 ? -Audiamus 2.3 ? -Computerized Language Analysis (CLAN) ? -Emdros: The Database Engine for Analyzed or Annotated Text ? -EUDICO Linguistic Annotator (ELAN) ? -Fieldworks Language Explorer (FLEx) ? -Fieldworks Language Explorer (FLEx) 3.0 ? -Final Cut Pro ? -Fontographer -FR-2LE Digital Audio Recorder -High Definition Video Camera HDC-HS 100P/PC and HD Writer 2.6E High Definition Image Management/Easy Editing Software -InqScribe -JVC GY-HM100U HD video camera and FFmpeg libraries -Kirrkirr ? -LexiquePro ? -LEXUS -NViVo 8 -Phon: Free Software for Phonological Transcription and Analysis -Phonology Assistant 3.0.1 ? -Transana 2.30 -Transcribe! -TshwaneLex Dictionary Compilation Software ? -TypeCraft -WeSay -WordSmith Tools -Wunderkammer -- Andrea L. Berez Assistant Professor, Department of Linguistics University of Hawai'i at M?noa Director, Kaipuleohone UH Digital Ethnographic Archive Technology reviews editor, *Language Documentation & Conservation* http://www2.hawaii.edu/~aberez -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Tue Sep 18 14:40:18 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Tue, 18 Sep 2012 07:40:18 -0700 Subject: University of Utah shifts focus on indigenous languages (fwd link) Message-ID: *University of Utah shifts focus on indigenous languages* Linguistics ? With scholar?s exit, U. of U. center to zero in on Utah tribal languages. By Brian Maffly | The Salt Lake Tribune First Published Sep 17 2012 05:44 pm Before he came to Utah two years ago to pursue a doctorate in linguistics, Jeff Pynes had already worked amid the Tolupan and other indigenous people of Central America, recording their speech and stories in an effort to document the words, syntax and grammar of their languages. These tongues may be taught to young people to preserve them ? and the systems of knowledge they encode. Or they may shed light on structures common to all languages and even help scientists unlock which parts of language come from biology and which come from culture. But time is running out for Tol and dozens of other native North and South American languages that are a few generations away, or less, from going silent forever. A 2006 Berkeley graduate, Pynes was drawn to the University of Utah by its then-growing reputation for language preservation ? a vibrant subdiscipline within linguistics ? thanks to its Center for American Indian Languages, or CAIL. The center has been devoted to preserving indigenous languages across the Americas, from isolated corners of the Amazon to tribal schools in or near Utah. Access full article below: http://www.sltrib.com/sltrib/news/54890361-78/language-center-cail-campbell.html.csp -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Wed Sep 19 15:10:33 2012 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Wed, 19 Sep 2012 11:10:33 -0400 Subject: Fwd: FW: Oklahoma and Indian Territories incorporation records digitized and searchable In-Reply-To: <5BD3351B537EEC45A050FB864D374C0F04A7BE1A@x10-mbx3.yu.yale.edu> Message-ID: Might be of interest to people on the list. Claire ---------- Forwarded message ---------- From: Miles, George Date: Wed, Sep 19, 2012 at 11:01 AM Subject: FW: Oklahoma and Indian Territories incorporation records digitized and searchable To: "westering at panlists.yale.edu" FYI - an interesting trove of primary material available in digital form over the net. George -----Original Message----- From: H-Net Discussion List for the Study and Practice of History Librarianship [mailto:H-HISTBIBL at H-NET.MSU.EDU] On Behalf Of Dominique Daniel Sent: Wednesday, September 19, 2012 10:19 AM To: H-HISTBIBL at H-NET.MSU.EDU Subject: Oklahoma and Indian Territories incorporation records digitized and searchable Oklahoma and Indian Territories incorporation records digitized and searchable The Research Division of the Oklahoma Historical Society, has recently added a new resource to its online offering: the Oklahoma and Indian Territories incorporation records. The database include records of churches, lodges and small businesses and can be useful to genealogists and historians. You can explore the records at http://www.okhistory.org/research/ledgers To learn more about the project: http://allmyancestors.com/blog/2012/07/09/business-in-the-territory/ http://indiancountrytodaymedianetwork.com/2012/09/04/indian-territory-records-digitized-and-searchable-130444 From weyiiletpu at GMAIL.COM Wed Sep 19 15:33:33 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Wed, 19 Sep 2012 08:33:33 -0700 Subject: Oklahoma and Indian Territories incorporation records digitized and searchable (fwd) Message-ID: Subject: Oklahoma and Indian Territories incorporation records digitized and searchable Oklahoma and Indian Territories incorporation records digitized and searchable The Research Division of the Oklahoma Historical Society, has recently added a new resource to its online offering: the Oklahoma and Indian Territories incorporation records. The database include records of churches, lodges and small businesses and can be useful to genealogists and historians. You can explore the records at http://www.okhistory.org/research/ledgers To learn more about the project: http://allmyancestors.com/blog/2012/07/09/business-in-the-territory/ http://indiancountrytodaymedianetwork.com/2012/09/04/indian-territory-records-digitized-and-searchable-130444 ~~ fwd from ILAT list members, thanks! -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Wed Sep 19 18:18:29 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Wed, 19 Sep 2012 13:18:29 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: The dispossession and ethnic cleansing by force and legal judicial action by a wonderful new democratic society as USA is a disturbing contradiction difficult to grasp. It still raises that inner dark question of "Are we somehow less human to be disposed of so systematically by such a flag waving, cheering smiling patriotic people?" When a people with cyclical ceremonial life are removed form homelands and placed on lands that are basically "foreign" it is very difficult for land based ceremonies and life-ways to survive. When my own ancestors surveyed lands in Kansas prior to forced removal ,the scouts reported that the land was lacking in maple trees, which were such a part of our lives. To remove even one ceremony (as the Thanking of the Maples) one busy cultural activity as sap harvesting, was to break a spoke from the wheel of our highly fluid and active Lifeway circle within which all seasons flowed together. The Midwinter ceremonies themselves ceased when Oklahoma weather was found so different than northern climates. Adaption to that which is new is not the issue. The issue is an undermining of land/mind/community/life-cycle. So even when ceremonies do survive ,its within context of some distant place....and some spoken distant past, more of a memorial activity ...no longer representing the land and action we now live with. A symbol is not reality itself, and symbolic actions,even ceremonial activities, can easily become rituals drifting from the reality of community living. Combine relocation with the missionary drive to imbed into the hearts and minds of children middle eastern creation stories, and frightening pictures of a "hell" for those who do not renounce their pagan ways... we end up with a very mixed up tribal identity, depression and a sense of worthlessness and betrayal. Betraying our families if we convert, betraying modernity if we don't. its difficult to write about, to express. I haven't read much on this topic, yet. i'm simply speaking from personal struggle,thoughts and observation. ske?:n?h Richard Zane Smith (S?hahiy?h) On Fri, Sep 14, 2012 at 10:34 AM, Dr. MJ Hardman wrote: > What you say is the way I understood it 50+ years ago when I first went > into the mountains and discovered that the only people in town during the > day were the schoolkids, the ill, the drunks sprawled in the plaza - all > men, and one blind man. The drunks were all men who had left and come > back. I learned what women could do and could be and for that I am > profoundly grateful. I had, naively, expected to work with the women > during the day (utter ignorance on my very young part). I worked with the > blind man, who was a superb teacher and who very much enjoyed working with > me with his Jaqaru. Since it was always dark, he was often the one who did > the irrigating at night, and he liked to travel at night. But the drunks, > as I read it, were those who had left, been in the military or some other > experience, learned the sexism/racism of the hispanic system and come back > unable to fulfill the expectations of either culture, and thus, unable to > feel good about themselves. This is an observation of the late 50s, but it > correlates with what you are saying and the way in which they were treated > while they were away, in ways they could not admit nor process. It seemed > even more evident as I learned more about Jaqi culture. MJ > > > On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: > > Thanks Rolland and thanks MJ! > look forward to reading it. > From our Wyandot removal, actually ALL the small nations removed to this > NE corner of OKL. > we are very likely some of the most assimilated people groups. Also among > the most belittled, > and shamed, from all sides for not surviving as "real Indians" ( another > big topic entirely) > There is VERY likely a corolation between land loss (legalized ethnic > cleansing), > and depression, alcoholism, poverty, the loss of identity,as well as the > obvious, language and ceremony. > > Indigenous people groups, leaving homelands behind are in some way > "reconstructed" people groups. > In our past captives were expected to leave behind the identity they were > born into, > to merge into their adopted clan and phratry. In many regards we are > captives taken to > a foreign land - trout raised in a pet store... > > un??h, > Richard > > > > On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon > wrote: > > P.P.S. to my post: > > Hardman, M. J. (1994) ??And if we lose our names, then what about our > land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the > .pdf format it is pages 34-39(equals 151-161) > > > wahjeh > rolland nadjiwon > ________________ > Harper is a joke and 'pansy' to anyone and any country that will act as > his 'sin eater'... > > > ------------------------------ > *From:* Indigenous Languages and Technology [ > mailto:ILAT at LISTSERV.ARIZONA.EDU ] *On Behalf > Of *Huang,Chun > *Sent:* September-12-12 9:35 PM > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > Thank you, Bernadette Adley-SantaMaria > > I recommend Hardman's article below where, through studying Jaqaru, she > explains how land is indeed, as you point out, intertwined with language > (both being parts of the whole): if you lose one, you lose the other. > Hardman also demonstrates how English, especially the English cultural > thinking as manifested its three major linguistic postulates, can often do > damage to the indigenous/local. One of the English postulates Hardman > identifies is "ranking through comparative/absolute," which the original > article in question here exemplifies very well for us: "*Language (is) > more important than land!*" Really, what's the point of ranking the > importance of language against the importance of land anyway??? Many > English users, unfortunately, seem unable to escape such ranking mentality. > > Hardman, M. J. (1994) ??And if we lose our names, then what about our > land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) > *Differences that Make a Difference: Examining the Assumptions in Gender > Research* (pp. 152-161). Westport & London: Bergin & Garvey. > > Let me or Dr. Hardman know if you can't find a copy. I believe she > wouldn't mind sharing. > > > > Chun (Jimmy) Huang > > Siraya of Taiwan > > Assistant Professor, University of Guam > > > > > 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/ > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:18:34 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:18:34 -0700 Subject: Mexico among the Countries that More Retain the Original Languages (fwd link) Message-ID: *Mexico among the Countries that More Retain the Original Languages* Escrito por Claudia Gomez Mexico, Sep 19 (Prensa Latina) Mexico is now one of the world''s countries that retain more native speaks to settle for seventh place in the forefront linguistic diversity and continental level, along with Brazil, Peru and the United States, say experts. The linguist Francisco Barriga said that here are spoken 60 languages, with 364 indigenous variants, to announce the V Endangered Languages Meeting, which will be held on September 27 as part of the XXIV Book Fair of Anthropology and History. Barriga stressed that in the country are preserved the native languages due to several political-educational, editorial work and program of social groups research, seeking conservation and in particular the revitalization of those who are at risk of disappearing. Access full article below: http://www.plenglish.com/index.php?option=com_content&task=view&id=546079&Itemid=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at GMAIL.COM Wed Sep 19 18:21:08 2012 From: weyiiletpu at GMAIL.COM (Phil Cash Cash) Date: Wed, 19 Sep 2012 11:21:08 -0700 Subject: Action needed to help preserve Indigenous languages (fwd link) Message-ID: 17 September 2012, 1.32pm AEST *Action needed to help preserve Indigenous languages* Language and Indigenous experts have welcomed a government report that recommends bilingual school education programs for Indigenous communities, saying it will benefit all Australians and help get some Indigenous languages off the endangered languages list. The ?*Our Land Our Languages*? report follows a 12-month inquiry by the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs. The Committee considered the role of Indigenous languages to strengthening aboriginal identity and culture, and the benefits of including Indigenous languages in early education. ?Estimates show that at the time of colonisation there was an estimated 250 Australian indigenous languages being used and today there are about 18 languages,? the report?s authors write. Access full article below: http://theconversation.edu.au/action-needed-to-help-preserve-indigenous-languages-9631 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:23:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:23:47 -0700 Subject: 'Sleeping' languages may be lost forever (fwd link) Message-ID: *'Sleeping' languages may be lost forever* Tue, 18 Sep 2012 *Prof Ghil'ad Zuckermann argues that the loss of language is more severe than the loss of land.* Of the 7000 languages in the world today, it is predicted that up to 90% will become extinct within 100 years. In Australia, where I live, out of 250 Indigenous languages, only 15 - just 6% - are alive and kicking, by which I mean their children are native speakers. The rest are what I like to call "sleeping beauties" - and if we do not take action they could be lost forever. With globalisation, homogenisation and Coca-colonisation there will be more and more groups all over the world added to the forlorn club of the lost-heritage peoples. Does it matter? I think it does. Access full article below: http://www.odt.co.nz/opinion/opinion/226315/sleeping-languages-may-be-lost-forever -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:27:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:27:47 -0700 Subject: Call for action to save Aboriginal languages (fwd link) Message-ID: *Call for action to save Aboriginal languages* September 18, 2012 Bianca Hall Aboriginal languages are in danger of being wiped out in the next decade, with only 18 of an estimated 250 original languages still spoken by significant numbers of people. Those who speak Aboriginal languages as a first language face stark disadvantage and social problems, a report has found. After more than a year of work, Parliament's standing committee on Aboriginal and Torres Strait Islander affairs yesterday released a wide-ranging report recommending urgent work be done to ensure as many languages as possible survive, and that speakers of those languages are not further marginalised from mainstream society. Access full article below: http://www.smh.com.au/opinion/political-news/call-for-action-to-save-aboriginal-languages-20120918-263kq.html#ixzz26wR6lOQW -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:29:10 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:29:10 -0700 Subject: Bilingual education for Indigenous Australians (fwd link) Message-ID: *Bilingual education for Indigenous Australians * 19 September 2012 , 9:53 PM by Lachlan Mackintosh [podcast] There's a lot to a language, it?s more than just a tool for communication, it's a social identity. So when a language disappears, how does it affect the culture attached to it? The 'Our Land, Our Languages' report was released this week, it looked at the role of Indigenous languages in Australia and how they could help strengthen the Aboriginal identify and culture. Access full article below: http://blogs.abc.net.au/queensland/2012/09/bilingual-education-for-indigenous-australians.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:32:24 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:32:24 -0700 Subject: Parlez vous Yolngu? (fwd link) Message-ID: *Parlez vous Yolngu?* Vicki Kerrigan Updated September 19, 2012 11:54:41 We must extinguish the idea of Australia as a monolingual place and there's no better place to start than in the classroom. ABC 105.7 Drive presenter Vicki Kerrigan on why all Australians should learn Aboriginal languages. Darwin sounds different. When you walk along the foreshore in Nightcliff, one of the most beautiful and popular spots in Darwin to enjoy the Arafura Sea, you can hear the difference. As you sit on the grass, under the trees which grow on the edge of the sand, you can eavesdrop on the languages of the first people of this country. Those who have travelled from north east Arnhem Land to the city might speak Yolngu Matha; those from the country north west of Alice Springs speak Warlpiri. Access full article below: http://www.abc.net.au/news/2012-09-19/kerriganlanguage/4267938/?site=indigenous&topic=latest -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:34:00 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:34:00 -0700 Subject: PM plan for indigenous recognition (fwd link) Message-ID: *PM plan for indigenous recognition * September 20, 2012 AUS THE Gillard government has embraced a new strategy to recognise the ''unique and special place'' of indigenous Australians after conceding that a referendum proposing constitutional change could fail if it is put at or before next year's election. It now plans to legislate an ''act of recognition'' before Parliament rises this year in the hope that it will build momentum for constitutional recognition of indigenous language and culture in the next two years. Read more: http://www.theage.com.au/opinion/political-news/pm-plan-for-indigenous-recognition-20120919-2672z.html#ixzz26wSuIvZ5 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:35:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:35:20 -0700 Subject: School sees pitfalls in Indigenous language studies (fwd link) Message-ID: *School sees pitfalls in Indigenous language studies* By Frances Adcock and Marlina Whop Updated Tue Sep 18, 2012 1:36pm AEST The principal of Cherbourg State School, south-west of Bundaberg in southern Queensland, says it will be difficult to teach Indigenous languages in some schools. A new report is calling on the Federal Government to introduce Indigenous language education into schools with Aboriginal and Torres Strait Islander students. Principal Peter Sansby says it is a good initiative but it may not be practical in some schools with a diverse range of students. "In Cherbourg, for example, where the history of Cherbourg is lots of different cultures, Indigenous cultures and tribes relocating to Cherbourg, so we could be potentially teaching up to 40 different languages, so that could pose a difficult conundrum," he said. Access full article below: http://www.abc.net.au/news/2012-09-18/school-sees-pitfalls-in-indigenous-language-studies/4267540 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 19 18:36:56 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 19 Sep 2012 11:36:56 -0700 Subject: More support needed for first languages (fwd link) Message-ID: *More support needed for first languages * From: AAP September 17, 2012 5:57PM AUS TEACHING indigenous children in their mother tongue will help lift literacy rates and school attendance, a federal parliamentary committee says. The Aboriginal and Torres Strait Island Affairs committee has spent more than 12 months looking into language learning in indigenous communities. Its report, tabled in parliament on Monday, made 30 recommendations and called on federal, state and territory governments to offer bilingual education programs from the earliest years of learning. Committee chairman Shayne Neumann, a Labor backbencher, said it was "crystal clear" bilingual classrooms would improve school attendance. "White Australia has dispossessed indigenous people of their land and of their language," he told reporters in Canberra. Of an estimated 250 Australian indigenous languages, only 18 remain in 2012, Mr Neumann noted. Access full article below: http://www.couriermail.com.au/news/breaking-news/more-support-needed-for-first-languages/story-e6freono-1226475717085 -------------- next part -------------- An HTML attachment was scrubbed... URL: From brookes at CHAMPLAIN.EDU Wed Sep 19 18:54:25 2012 From: brookes at CHAMPLAIN.EDU (Brookes, Tim) Date: Wed, 19 Sep 2012 14:54:25 -0400 Subject: Action needed to help preserve Indigenous languages (fwd link) In-Reply-To: Message-ID: Given your area of interest, your list members may be interested in this project: http://www.kickstarter.com/projects/1496420787/endangered-alphabets-ii-saving-languages-in-bangla From: Phil Cash Cash > Reply-To: Indigenous Languages and Technology > Date: Wed, 19 Sep 2012 14:21:08 -0400 To: "ILAT at LISTSERV.ARIZONA.EDU" > Subject: [ILAT] Action needed to help preserve Indigenous languages (fwd link) 17 September 2012, 1.32pm AEST Action needed to help preserve Indigenous languages Language and Indigenous experts have welcomed a government report that recommends bilingual school education programs for Indigenous communities, saying it will benefit all Australians and help get some Indigenous languages off the endangered languages list. The ?Our Land Our Languages? report follows a 12-month inquiry by the House of Representatives Standing Committee on Aboriginal and Torres Strait Islander Affairs. The Committee considered the role of Indigenous languages to strengthening aboriginal identity and culture, and the benefits of including Indigenous languages in early education. ?Estimates show that at the time of colonisation there was an estimated 250 Australian indigenous languages being used and today there are about 18 languages,? the report?s authors write. Access full article below: http://theconversation.edu.au/action-needed-to-help-preserve-indigenous-languages-9631 From cashcash at EMAIL.ARIZONA.EDU Thu Sep 20 19:38:48 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Thu, 20 Sep 2012 12:38:48 -0700 Subject: American Indian Language Development Institute, June 3-28, 2013 Message-ID: AMERICAN INDIAN LANGUAGE DEVELOPMENT INSTITUTE *SAVE THE DATE!* JUNE 3-28, 2013 National Conference: ?Revisiting the State of Native American Language Revitalization? June 17 & 18. Visit our website or Facebook for updates. http://www.aildi.arizona.edu http://www.facebook.com/COE.AILDI -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: AILDI Save the Date.pdf Type: application/pdf Size: 1225241 bytes Desc: not available URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 16:51:19 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 09:51:19 -0700 Subject: Mexican Indigenous Language to Live on After Last Two Speakers Die (fwd link) Message-ID: *Mexican Indigenous Language to Live on After Last Two Speakers Die * Published September 21, 2012 Fox News Latino The indigenous Zoque-Ayapaneco language, once spoken by a vibrant minority near Tabasco, Mexico, will vanish when the final two native speakers, both in their 70s, pass away. But it will live on a documentary, ?Lengua Muerta,? which chronicles the last of the 364 aboriginal dialects still surviving in Mexico. The movie features Isidro Velazquez, 70, and Manuel Segovia, 77, who will take to the grave a language widely spoken until the middle of the 20th century. ?We?re beginning to investigate and we?re discovering that it is the language that is vanishing most rapidly in Mexico and worldwide,? said director Denisse Quintero. ?It?s the one with the fewest speakers, just two, and they?re elderly. When they die, it will practically cease to exist.? ?It?s not a rescue, but rather it consists of creating an audiovisual registry, a memory, so that other generations can have access to it, given that it?s very difficult to rescue the language,? also explained producer Laura Berron. Read more: http://latino.foxnews.com/latino/news/2012/09/21/indigenous-language-to-live-on-after-last-two-speakers-die/#ixzz277jxfeH9 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 16:57:50 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 09:57:50 -0700 Subject: American Web Loan to Host Otoe-Missouria Language and Culture Day Annual Employee Event (fwd link) Message-ID: *Friday 21 Sep, 2012* *American Web Loan to Host Otoe-Missouria Language and Culture Day Annual Employee Event* *Annual Event Shares Tribal Language and Culture for Company's Non-Native American Management and Staff* American Web Loan, a leading nationally-respected online tribal financial services company wholly owned by the Otoe-Missouria Tribe of Indians and its members, will host its third annual Otoe-Missouria Language and Culture Day on Friday September 28. Inaugurated in 2010 with the founding of the company, the annual event is designed to share the language and culture of the Otoe-Missouria Tribe to American Web Loan's more than 100 non-Native American employees based in the company's headquarters located near Oklahoma City. A linguist specializing in the Otoe dialect and tribal officials lead the event, which introduces the employee attendees to the Otoe language and rich heritage. Access full article below: http://uspolitics.einnews.com/pr_news/112825796/american-web-loan-to-host-otoe-missouria-language-and-culture-day-annual-employee-event -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 17:03:20 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 10:03:20 -0700 Subject: Linguistics lab documents refugee languages (fwd link) Message-ID: *Linguistics lab documents refugee languages* By CourtesyTuesday, September 4th, 2012 USA The Somali-Bantu refugees in Boise have friends in the linguistics program at Boise State. The researchers are documenting the Kizigua and Maay Maay languages of the Somali-Bantu people. A group of students and faculty members are documenting both languages under the direction of Dr. Michal Temkin Martinez. ?When I first interviewed here, I found out there was a refugee population,? Temkin Martinez said. ?I thought ?how can we link students? experiences with endangered languages and how can we do outreach with refugees?? ? This research project is more than just a documentation of an endangered language. The goals of this project include the production of a dictionary for the Kizigua language and to give students practical experience in the field. Temkin Martinez helped to create the two programs with retired Professor Emeritus Jon Dayley. Dayley said Kizigua is one of about 500 Bantu languages, and it has a complexity far greater than the English language. Access full article below: http://arbiteronline.com/2012/09/04/linguistics-lab-documents-refugee-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 21 17:06:57 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 21 Sep 2012 10:06:57 -0700 Subject: Our Land, Our Languages and Preserving Our Heritage (fwd link) Message-ID: Our Land, Our Languages and Preserving Our Heritage CLAIRE BOWERN | SEP 21, 2012 7:50AM Claire Bowern writes: We?re all in a tizz at Fully [sic] over the new report Our Land, Our Languages. We?re usually pretty mellow when it comes to government releases but this one is worth taking up some pixel space over. It?s pretty rare that Indigenous languages (IL) get a day in the sun in such [...] Access full blog article below: http://blogs.crikey.com.au/fullysic/2012/09/21/our-land-our-languages-and-preserving-our-heritage/ From cashcash at EMAIL.ARIZONA.EDU Sat Sep 22 16:09:26 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 22 Sep 2012 09:09:26 -0700 Subject: Light is fading for indigenous languages (fwd link) Message-ID: *Light is fading for indigenous languages* September 23, 2012 AUS IN DECEMBER 1992 the Keating government launched 50 dictionaries of Aboriginal languages. A year in the making, the dictionaries were an attempt to preserve 100 or so remaining languages native to Australia. Once there had been 200. Robert Tickner, the minister responsible, described the languages, with their wide regional variances, as ''precious national treasures'' that must be saved from extinction. As with so many government initiatives on behalf of the Aboriginal community, it was an admirable exercise with results that didn't live up to the exuberant initial hopes. Now, almost 20 years later, indigenous languages - in NSW at least - are in a weaker state than when Tickner spoke and, in some cases, critically endangered. Access full article below: http://www.smh.com.au/opinion/politics/light-is-fading-for-indigenous-languages-20120922-26dik.html#ixzz27DPoq6gr -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:11:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:11:46 -0700 Subject: University of Alberta Master=?UTF-8?Q?=E2=80=99s_?=Student Champions C ree Culture, Honored With Alumni Award (fwd link) Message-ID: *University of Alberta Master?s Student Champions Cree Culture, Honored With Alumni Award* By Bev Betkowski, University of Alberta September 24, 2012 Canada For Dorothy Thunder, the Cree language and culture can?t be separated, and if one is lost, the other will surely follow. It was this thought that inspired a dedication to preserving and teaching Cree, from her days as a student in the University of Alberta?s Faculty of Native Studies, to her current work as a sessional instructor and master?s student on campus, to her latest accomplishment as a U of A alumni award winner. As a recipient of the 2012 Alumni Horizon Award, Thunder is being honoured for early career accomplishments in keeping her native tongue alive. Through her work, Thunder hopes to help Aboriginal communities gain a strong sense of identity?one that is defined not by policy, but by culture, and supported by language. Access full article below: http://indiancountrytodaymedianetwork.com/2012/09/24/university-of-alberta-masters-student-champions-cree-culture-honored-with-alumni-award-135212#ixzz27OsKbLpf -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:14:23 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:14:23 -0700 Subject: INDIGENOUS members of the community have welcomed (fwd link) Message-ID: *INDIGENOUS members of the community have welcomed* Kiri Ten Dolle | 24Th September 2012 2:09 Pm AUS INDIGENOUS members of the community have welcomed the Federal Government's recommendations to introduce bilingual education in schools to boost Aboriginal student attendance. Access full article below: http://www.thesatellite.com.au/story/2012/09/24/indigenous-members-of-the-community-have-welcomed/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:16:18 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:16:18 -0700 Subject: Speak your language with pride: Mathale (fwd link) Message-ID: *Speak your language with pride: Mathale* Monday 24 September 2012 15:14 SABC Limpopo Premier, Cassel Mathale, has encouraged South Africans to speak their languages with pride as part of their heritage. He was addressing provincial Heritage Day celebrations in Polokwane. Mathale says speaking one's indigenous language is a heritage that everyone needs to be proud of. ?We must promote our languages by speaking them more often without any shame and apologizing to anybody. We must never undermine the cultures of others but we must learn and appreciate them,? says Mathale. Access full article below: http://www.sabc.co.za/news/a/d6fa1c004cd6315da63cb6b7ab2d4e24/Speak-your-language-with-pride:-Mathale-20122409 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Mon Sep 24 15:20:21 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Mon, 24 Sep 2012 08:20:21 -0700 Subject: UAA works to preserve Alaska Native languages (fwd link) Message-ID: *UAA works to preserve Alaska Native languages* By MIKE DUNHAM Anchorage Daily News Published: September 22nd, 2012 10:05 PM Last Modified: September 23rd, 2012 12:45 AM What benefit can society at large receive from expending energy and resources on preserving endangered languages? I had the chance to ask some experts that question before and after a panel discussion titled "Revisioning Alaska Native Languages at UAA: A Public Forum on SB 130" presented by the Alaska Native Oratory Society on Sept. 13. The program, in the University of Alaska Anchorage Arts Building, was intended to address how said SB 130 -- the new Alaska Native Language Preservation and Advisory Council Act -- might affect the university's efforts to teach indigenous languages. The UAA Alaska Native Studies Department, which sponsored the event, is making what I consider heroic efforts in the often thankless quest to sustain or revive Alaska's indigenous languages. This year, for the first time, language courses will include Dena'ina, the Athabaskan language that was once prevalent in the Anchorage area, taught by Marilyn Balluta. In addition, there are art courses taught by Emily Moore and a five-week Yup'ik drum-making course taught by Ossie Kairaiuak that starts Friday. Access full article below: http://www.adn.com/2012/09/22/2635775/uaa-works-to-preserve-alaska-native.html#storylink=cpy -------------- next part -------------- An HTML attachment was scrubbed... URL: From susan.penfield at GMAIL.COM Mon Sep 24 17:03:05 2012 From: susan.penfield at GMAIL.COM (Susan Penfield) Date: Mon, 24 Sep 2012 10:03:05 -0700 Subject: University of Alberta Master=?windows-1252?Q?=92s_?=Student Champions C ree Culture, Honored With Alumni Award (fwd link ) In-Reply-To: Message-ID: I am so happy to see this award going to Dorothy Thunder -- I had the pleasure of meeting her this summer as she is always active in the Canadian Indigenous Language and Literacy Development Institute (CILLDI) and she is so hard working and SO deserving! S. On Mon, Sep 24, 2012 at 8:11 AM, Phillip E Cash Cash < cashcash at email.arizona.edu> wrote: > *University of Alberta Master?s Student Champions Cree Culture, Honored > With Alumni Award* > > By Bev Betkowski, University of Alberta September 24, 2012 > Canada > > For Dorothy Thunder, the Cree language and culture can?t be separated, and > if one is lost, the other will surely follow. > > It was this thought that inspired a dedication to preserving and teaching > Cree, from her days as a student in the University of Alberta?s Faculty of > Native Studies, to her current work as a sessional instructor and master?s > student on campus, to her latest accomplishment as a U of A alumni award > winner. > > As a recipient of the 2012 Alumni Horizon Award, Thunder is being honoured > for early career accomplishments in keeping her native tongue alive. > Through her work, Thunder hopes to help Aboriginal communities gain a > strong sense of identity?one that is defined not by policy, but by culture, > and supported by language. > > Access full article below: > > http://indiancountrytodaymedianetwork.com/2012/09/24/university-of-alberta-masters-student-champions-cree-culture-honored-with-alumni-award-135212#ixzz27OsKbLpf > -- ********************************************************************************************** *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 Fax: (520) 626-3313 Websites: CERCLL: cercll.arizona.edu Confluence Center: www.confluencecenter.arizona.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Tue Sep 25 05:38:05 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 25 Sep 2012 01:38:05 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: It now seems so far 'after the fact', to post to the list. What I did have in mind to reinforce what your post was very succinctly pointing out is the incredible and symbiotic relation of language, place and ceremony/ritual. We, my family, live at the juncture of the Great Lakes, Sault Ste. Marie, Canada. I was raised in a potowatomi/Ojibway community on the Georgian Bay. Our lives, our livelihood, our language and our ceremonials were/are inseparable from 'our' place. We have seasonal ceremonies to do with the lake waters, rivers and streams that feed us. There are spirits in those waters and we have many times and seasons of offerings and praying with those spirits. It is all tied into our place in the cosmos and we do these things because we have always done them. My wife and I decided we would move our personal family, kiddies, cat, dog and etc, as if a nuclear family possible, to Tucson, Arizona and she would do her Masters there in the Indian Studies Program studying with some of the big names like Vine Deloria Jr., Dr. Robert K. Thomas, Dr. Tom Holmes and a host of other profs. We moved there in August of '89 knowing nothing about the deserts. Here, at the lakes, this time of year, autumn, is a time of offerings and feasts involving the lakes the water and our harvests. When it came time to do our offerings with the water, there was no water. In essence, we were not able to be who we are supposed to be without that water. There were man made ponds in a few of the parks but were not filled with what we call 'water'. We went up Mount Lemmon and searched the hills for a lake...there were none. We could not do our ceremonies or make our offerings on the lakes. My wife was more disturbed by this than I but I understood where she was at. She needed to do what we needed to do so she could be at peace during her studies and our stay in Tucson. We were left with no choice but to take the time to come home and do, at the least, our most important offerings. So we did that. It is 2,100 miles from our house to Tucson and another 2,100 miles to drive back to Tucson. We did it, and we got very good at it. If we travelled 70 miles per hour for 10 hours we could be here in three days and after a short rest, back to Tucson in 3 more days. During the three years we lived in Tucson, we made that trip 12 time and once for a holiday. The impact of the land, people and language was indelibly impressed on us and I don't speak of 'just land', I speak of the extremely particular land of each people who live there. My wife and I and our children will never forget we and the land are symbiotic. I mentioned to my wife the discussion on land loss vs. language loss and the implication of a dichotomised importance. She looked at me like I had lost something. I told her it was a very serious discussion on ILAT. She said '...then they have no experience for it and no way of knowing us...' I think, sometimes she sees me as chasing pots of gold at the end of rainbows...maybe even all the time. I have not talked about it with her since...lol. Our children didn't always want to make that long exodus back to the Great Lakes with us and so became quite acculturated and acclimatized to that desert environment. Our youngest son stayed the entire time in Tucson with his Papago, Yaqui, Mexican and Spanish American friends. When we made the final return trip we were probably in the Oklahoma/Missouri area when he made the comment, '...wow Dad, I forgot how many white people there are...' I'll never forget that one because it was another realization... And then as we moved northward he again made another profound comment...'wow...you can smell the water in the air up here...' So, if there is an intention, with indigenous peoples, to make some kind of artificial dichotomy somewhere, then someone somewhere is being done a great and harmful injustice. Just thought of one more story: Our eldest son, while we were down there, adopted a little pup and as with a lot of our peoples that dog was just another part of the family. Our son named him 'Chico'. We brought him back with us to Sault Ste. Marie and we did it in a marathon drive. When we pulled into the yard up here, everyone was so happy to be free. Chico jumped out of the jeep, ran across the driveway and stopped at the edge of the lawn. He put his paw on it, sniffed it and ran back and jumped in the jeep. He had no experience for grass. In Tucson all the yards have brick fences all around the back yards and the only other place we took him was to the desert. Even our dog had to adjust to his new environment and he went absolutely crazy with the first snowfall. So these are a few thoughts I would have shared on ILAT with, perhaps, less of a personal narrative. The points you made so well brought these back to the forefront of my memories. So I will close now and kind of sorry I didn't get to share it with everyone...my wife and granddaughter were out at Lake Superior shores last week for offerings and ceremonies. Hopefully I have not ranted on too long.... wahjeh rolland nadjiwon ________________ "I can remember when the air was clean and sex was dirty." George Burns _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Richard Zane Smith Sent: September-19-12 2:18 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) The dispossession and ethnic cleansing by force and legal judicial action by a wonderful new democratic society as USA is a disturbing contradiction difficult to grasp. It still raises that inner dark question of "Are we somehow less human to be disposed of so systematically by such a flag waving, cheering smiling patriotic people?" When a people with cyclical ceremonial life are removed form homelands and placed on lands that are basically "foreign" it is very difficult for land based ceremonies and life-ways to survive. When my own ancestors surveyed lands in Kansas prior to forced removal ,the scouts reported that the land was lacking in maple trees, which were such a part of our lives. To remove even one ceremony (as the Thanking of the Maples) one busy cultural activity as sap harvesting, was to break a spoke from the wheel of our highly fluid and active Lifeway circle within which all seasons flowed together. The Midwinter ceremonies themselves ceased when Oklahoma weather was found so different than northern climates. Adaption to that which is new is not the issue. The issue is an undermining of land/mind/community/life-cycle. So even when ceremonies do survive ,its within context of some distant place....and some spoken distant past, more of a memorial activity ...no longer representing the land and action we now live with. A symbol is not reality itself, and symbolic actions,even ceremonial activities, can easily become rituals drifting from the reality of community living. Combine relocation with the missionary drive to imbed into the hearts and minds of children middle eastern creation stories, and frightening pictures of a "hell" for those who do not renounce their pagan ways... we end up with a very mixed up tribal identity, depression and a sense of worthlessness and betrayal. Betraying our families if we convert, betraying modernity if we don't. its difficult to write about, to express. I haven't read much on this topic, yet. i'm simply speaking from personal struggle,thoughts and observation. ske?:n?h Richard Zane Smith (S?hahiy?h) On Fri, Sep 14, 2012 at 10:34 AM, Dr. MJ Hardman wrote: What you say is the way I understood it 50+ years ago when I first went into the mountains and discovered that the only people in town during the day were the schoolkids, the ill, the drunks sprawled in the plaza - all men, and one blind man. The drunks were all men who had left and come back. I learned what women could do and could be and for that I am profoundly grateful. I had, naively, expected to work with the women during the day (utter ignorance on my very young part). I worked with the blind man, who was a superb teacher and who very much enjoyed working with me with his Jaqaru. Since it was always dark, he was often the one who did the irrigating at night, and he liked to travel at night. But the drunks, as I read it, were those who had left, been in the military or some other experience, learned the sexism/racism of the hispanic system and come back unable to fulfill the expectations of either culture, and thus, unable to feel good about themselves. This is an observation of the late 50s, but it correlates with what you are saying and the way in which they were treated while they were away, in ways they could not admit nor process. It seemed even more evident as I learned more about Jaqi culture. MJ On 9/13/12 9:49 AM, "Richard Zane Smith" wrote: Thanks Rolland and thanks MJ! look forward to reading it. >From our Wyandot removal, actually ALL the small nations removed to this NE corner of OKL. we are very likely some of the most assimilated people groups. Also among the most belittled, and shamed, from all sides for not surviving as "real Indians" ( another big topic entirely) There is VERY likely a corolation between land loss (legalized ethnic cleansing), and depression, alcoholism, poverty, the loss of identity,as well as the obvious, language and ceremony. Indigenous people groups, leaving homelands behind are in some way "reconstructed" people groups. In our past captives were expected to leave behind the identity they were born into, to merge into their adopted clan and phratry. In many regards we are captives taken to a foreign land - trout raised in a pet store... un??h, Richard On Thu, Sep 13, 2012 at 2:07 AM, Rolland Nadjiwon wrote: P.P.S. to my post: Hardman, M. J. (1994) ??And if we lose our names, then what about our land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. http://plaza.ufl.edu/hardman/DTPacket/linguisticpostulate.pdf in the .pdf format it is pages 34-39(equals 151-161) wahjeh rolland nadjiwon ________________ Harper is a joke and 'pansy' to anyone and any country that will act as his 'sin eater'... _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Huang,Chun Sent: September-12-12 9:35 PM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) Thank you, Bernadette Adley-SantaMaria I recommend Hardman's article below where, through studying Jaqaru, she explains how land is indeed, as you point out, intertwined with language (both being parts of the whole): if you lose one, you lose the other. Hardman also demonstrates how English, especially the English cultural thinking as manifested its three major linguistic postulates, can often do damage to the indigenous/local. One of the English postulates Hardman identifies is "ranking through comparative/absolute," which the original article in question here exemplifies very well for us: "Language (is) more important than land!" Really, what's the point of ranking the importance of language against the importance of land anyway??? Many English users, unfortunately, seem unable to escape such ranking mentality. Hardman, M. J. (1994) ??And if we lose our names, then what about our land??, or, what price development?? in L. H. Turner and H. M. Sterk (eds) Differences that Make a Difference: Examining the Assumptions in Gender Research (pp. 152-161). Westport & London: Bergin & Garvey. Let me or Dr. Hardman know if you can't find a copy. I believe she wouldn't mind sharing. Chun (Jimmy) Huang Siraya of Taiwan Assistant Professor, University of Guam 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/ -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) richardzanesmith.wordpress.com No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5775 - Release Date: 09/18/12 _____ No virus found in this message. Checked by AVG - www.avg.com Version: 2013.0.2667 / Virus Database: 2579/5777 - Release Date: 09/19/12 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mikinakn at SHAW.CA Tue Sep 25 05:45:47 2012 From: mikinakn at SHAW.CA (Rolland Nadjiwon) Date: Tue, 25 Sep 2012 01:45:47 -0400 Subject: Language more important than land - academic (fwd link) In-Reply-To: <9DC1FFB085034B0280700AC2F77C55AB@RolandHP> Message-ID: Well Richard...this just came back at me, so, I guess I did share it with the list instead of just you. I can't begin to imagine what my 'future' will be like...calcified synapses... wahjeh rolland nadjiwon ________________ "I can remember when the air was clean and sex was dirty." George Burns _____ From: Indigenous Languages and Technology [mailto:ILAT at LISTSERV.ARIZONA.EDU] On Behalf Of Rolland Nadjiwon Sent: September-25-12 1:38 AM To: ILAT at LISTSERV.ARIZONA.EDU Subject: Re: [ILAT] Language more important than land - academic (fwd link) It now seems so far 'after the fact', to post to the list. What I did have in mind to reinforce what your post was very succinctly pointing out is the incredible and symbiotic relation of language, place and ceremony/ritual. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rzs at WILDBLUE.NET Tue Sep 25 15:09:19 2012 From: rzs at WILDBLUE.NET (Richard Zane Smith) Date: Tue, 25 Sep 2012 10:09:19 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: <877D4DB1B7B24C2CA93B6F4033D66FC6@RolandHP> Message-ID: ha! love that "calcified synapses" hey, it was a gem...needed to be said! Some of your story is familiar, in that my kids were also raised in the SW, Arizona and New Mexico, so when we pulled up our stakes and moved "back" to the area of our Wyandot(te) people in the corner of NE Okl..... it was a severe land and culture shock (as your dog, experincing that strange prickly cut grass. ) I have a friend who encountered a Navajo boy growing up on the inner city streets of London. Even if he were to come "home" to Dine?tah(Navajoland)...what would that be like? like an astronauts child growing up on Mars?.....visiting earth....? I think "pilgrimages" as you described to return to the source of your peoples memory is often necessary. The Georgian Bay is also our Wendat ancestral homelands before the great dispersal in 1649, and unfortunately many Wendat/Wyandot pilgrimages there are to hold reburials, to take care of our dead, disrupted by bulldozers and "progress". Burial grounds (without rows of headstones) seem to be thought of as "archaeological data" and we are often burying ancestral remains that have been sawed in pieces, and MOST their grave goods somehow vanish into the vaults and shelves of convenient academic forgetfulness. our ceremonies we conduct here are more like pictographs , symbolic pictures of something that was once as tangible as aching winter hunger, or real joy in finding wild strawberries to make faces shine. Now we hold ceremonies to remember our ancestors delight and thankfulness . But the ancestral joy in finding those little red fruits? we can only pretend to know.... un??h! Richard On Tue, Sep 25, 2012 at 12:45 AM, Rolland Nadjiwon wrote: > ** > Well Richard...this just came back at me, so, I guess I did share it with > the list instead of just you. I can't begin to imagine what my 'future' > will be like...calcified synapses... > > > wahjeh > rolland nadjiwon > ________________ > "I can remember when the air was clean and sex was dirty." George Burns > > > ------------------------------ > *From:* Indigenous Languages and Technology [mailto: > ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Rolland Nadjiwon > *Sent:* September-25-12 1:38 AM > > *To:* ILAT at LISTSERV.ARIZONA.EDU > *Subject:* Re: [ILAT] Language more important than land - academic (fwd > link) > > It now seems so far 'after the fact', to post to the list. What I did > have in mind to reinforce what your post was very succinctly pointing out > is the incredible and symbiotic relation of language, place and > ceremony/ritual. > -- "?revitalizing our language is really just an act of returning to what we are supposed to be. It is like a fish returning to the water, breathing and living once again. "Xh'unei Lance E. Twitchell (Tlingit) * richardzanesmith.wordpress.com ** ** * -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at GMAIL.COM Tue Sep 25 17:35:46 2012 From: hsouter at GMAIL.COM (Heather Souter) Date: Tue, 25 Sep 2012 12:35:46 -0500 Subject: Language more important than land - academic (fwd link) In-Reply-To: Message-ID: Taanshi, As I read the posts, I am thankful that people are not only thinking about the issue in deep ways but FEELING in deep ways too.... I echo sentiments that severing the ties of peoples to their lands and traditional life ways will eventually lead to loss of language. How can our young people see a need to save/use our languages if we no longer practice traditional spirituality, relationships, life ways, livelihoods, etc. that our languages so wonderfully express? Why not just use English (or some other "mainstream" language)? If there is no intrinsic need (expression of identity?), why would our children chose to learn/use our languages which are often much more complicated learn/use than English (or French, or Spanish, etc.)? As some here have expressed, it is NOT an either/or choice when it comes to language and land.... How can it be when our language, our songs, our stories and our life ways have come forth from our living in certain places and the relationships with have with them? To me, saying that land is NOT as important as language, is like saying grandmothers and grandfathers are NOT as important to families as mothers, fathers and children.... As I do language work, I ponder how in our efforts we can better preserve/maintain/restore/renew our connections to all our relations (especially the land). Like many activists before me, I keep coming back to the importance creating more opportunities to be on/in/with the land and "in community" and thus creating more opportunities to use our languages to express relationships/experiences/feelings/ideas that we cannot adequately express otherwise.... Eekoshi pitamaa. Heathe Michif (Metis), Camperville, Manitoba On Tue, Sep 25, 2012 at 10:09 AM, Richard Zane Smith wrote: > ha! love that "calcified synapses" > hey, it was a gem...needed to be said! > Some of your story is familiar, in that my kids were also raised in the > SW, Arizona and New Mexico, so when we pulled up our stakes and moved > "back" to the area of our Wyandot(te) people in the corner of NE Okl..... > it was a severe land and culture shock (as your dog, experincing that > strange prickly cut grass. ) > > I have a friend who encountered a Navajo boy growing up on the inner city > streets of London. > Even if he were to come "home" to Dine?tah(Navajoland)...what would that > be like? > like an astronauts child growing up on Mars?.....visiting earth....? > > I think "pilgrimages" as you described to return to the source of your > peoples memory is often necessary. > The Georgian Bay is also our Wendat ancestral homelands before the great > dispersal in 1649, and unfortunately > many Wendat/Wyandot pilgrimages there are to hold reburials, to take care > of our dead, disrupted by bulldozers and "progress". Burial grounds > (without rows of headstones) seem to be thought of as "archaeological data" > and we are often > burying ancestral remains that have been sawed in pieces, and MOST their > grave goods somehow vanish into the vaults and shelves of convenient > academic forgetfulness. > > our ceremonies we conduct here are more like pictographs , > symbolic pictures of something that was once as tangible as aching winter > hunger, or real joy in finding wild strawberries > to make faces shine. > Now we hold ceremonies to remember our ancestors delight and thankfulness > . > But the ancestral joy in finding those little red fruits? we can only > pretend to know.... > > un??h! > Richard > > > > > > On Tue, Sep 25, 2012 at 12:45 AM, Rolland Nadjiwon wrote: > >> ** >> Well Richard...this just came back at me, so, I guess I did share it with >> the list instead of just you. I can't begin to imagine what my 'future' >> will be like...calcified synapses... >> >> >> wahjeh >> rolland nadjiwon >> ________________ >> "I can remember when the air was clean and sex was dirty." George Burns >> >> >> ------------------------------ >> *From:* Indigenous Languages and Technology [mailto: >> ILAT at LISTSERV.ARIZONA.EDU] *On Behalf Of *Rolland Nadjiwon >> *Sent:* September-25-12 1:38 AM >> >> *To:* ILAT at LISTSERV.ARIZONA.EDU >> *Subject:* Re: [ILAT] Language more important than land - academic (fwd >> link) >> >> It now seems so far 'after the fact', to post to the list. What I did >> have in mind to reinforce what your post was very succinctly pointing out >> is the incredible and symbiotic relation of language, place and >> ceremony/ritual. >> > > > > -- > > "?revitalizing our language is really just an act of returning to what > we are supposed to be. It is like a fish returning to the water, breathing > and living once again. "Xh'unei Lance E. Twitchell (Tlingit) > * > > richardzanesmith.wordpress.com > > ** > > ** > > * > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Dave_Pearson at SIL.ORG Wed Sep 26 08:58:45 2012 From: Dave_Pearson at SIL.ORG (Dave Pearson) Date: Wed, 26 Sep 2012 11:58:45 +0300 Subject: Cultural Survival: Indigenous Language Funding and a New Job Opportunity! Message-ID: _____ De: Cultural Survival: Endangered Languages Program [mailto:jweston at cs.org] Enviado el: martes, 25 de septiembre de 2012 02:40 p.m. Para: ana_ibel_santiago at sil.org Asunto: Cultural Survival: Indigenous Language Funding and a New Job Opportunity! Having trouble viewing this email? Click here September Endangered Languages Program Edition Cultural Survival Quarterly Read the latest issue of our magazine online. Become a member by giving today, and receive the CSQ in your mailbox! This issue: [Nearly] Gone, but Not Forgotten By Kelsey Klug Immersion programs offer new hope for revitalizing many endangered languages in the United States, thanks to 20 years of the Native American Languages Act. Like us on Facebook Follow us on Twitter Cultural Survival partners with Indigenous Peoples around the world to defend their lands, languages, and cultures. Learn More To read about Cultural Survival's work around the world, click here. To explore 40 years of information on Indigenous issues use our Search function. Do More For ways to take action to support Indigenous communities, click here. Donate We take on governments and multinational corporations -- and they always have more resources than we do -- but with the support of people like you, we do win. Your contribution is crucial to that effort. Click here to do your part. Cultural Survival 215 Prospect St Cambridge, Massachusetts 02139 culturalsurvival at cs.org 617-441-5400 Endangered Languages Program Update: Visit our new site! LanguageGathering.org Cultural Survival's new Indigenous languages web platform went live last month. Have you visited the site's language revitalization program profiles, videos, news, and events calendar? New Teaching and Learning Resources links, and funding opportunities for language revitalization programs have been added, as well as a new job opportunity to translate children's books into Native American languages! Pay special attention to the upcoming October 1 deadline to apply for language revitalization funding from Please send us your translation and immersion jobs, and upcoming language events, while we continue to add language revitalization programs (and Indigenous language radio programs to the map)! We want to showcase innovative language immersion programs and projects, partnerships, and other community-based success stories in training new fluent speakers. Write us at LG at cs.org The Language Gathering ( languagegathering.org) -features model language revitalization programs, most of which offer language immersion efforts focused on training new speakers for their communities. Linked with both cs.org, and ourmothertongues.org (companion site to WE STILL LIVE HERE: ?s Nutayune?n), the Language Gathering is a permanent online resource connecting the hundreds of Indigenous language projects and programs in our network of contacts--including radio programs. All are focused on restoring cycles of Indigenous language transmission to their communities, and extending the life of our beautiful languages! Endangered Languages Program Update Endangered Languages Film Screenings and Blog As Nutayunean This month WE STILL LIVE HERE: ?s Nutayune?n travels with Director Anne Makepeace to Sarajevo and four other cities in Bosnia and Herzegovina, taking the incredible story of the W?pan?ak Language Reclamation Project ( WLRP) to new audiences. The film will also screen on October 27 as part of the United Nations Film Festival at Stanford University. Watch clips from the film, participate in our Endangered Languages Program Blog, and meet language advocates and speakers from twelve tribal language communities across the U.S. at ourmothertongues.org (companion site to WE STILL LIVE HERE: ?s Nutayune?n). ?s Nutayune?n tells the incredible story of the reawakening and return home of the Wampanoag language after many generations without fluent speakers. Directed by Anne Makepeace and assistant produced by Cultural Survival's Endangered Languages Program manager Jennifer Weston, the films proceeds and awards have helped fund two consecutive summer language and culture camps for Wampanoag youth. Visit Makepeace Productions online for upcoming screenings or to purchase the film! Forward email This email was sent to ana_ibel_santiago at sil.org by jweston at cs.org | Update Profile/Email Address | Instant removal with SafeUnsubscribe ? | Privacy Policy . Cultural Survival | 215 Prospect St | Cambridge | MA | 02139 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Wed Sep 26 16:29:11 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Wed, 26 Sep 2012 09:29:11 -0700 Subject: Academics urge government to heed indigenous language report (fwd link) Message-ID: Academics urge government to heed indigenous language report September 26, 2012 AUS A group of indigenous language researchers from the University of Melbourne is calling on the Federal Government to implement a proposal to introduce bilingual teaching programs in some schools. The proposal was one of 30 recommendations made last week by a Federal Parliamentary inquiry into language learning in indigenous communities. Professor Gillian Wigglesworth, the Director of the University's Indigenous Language Research Unit, said bilingual education was vital to the development of young children in communities where languages other than English were spoken at home. "Without a bilingual program, children are being taught in a language they are not familiar with. This means they often don't understand what is going on, and then don't engage," she said. Access full article below: http://phys.org/news/2012-09-academics-urge-heed-indigenous-language.html#jCp From ElizabethLowman at SEMTRIBE.COM Fri Sep 28 15:25:36 2012 From: ElizabethLowman at SEMTRIBE.COM (Elizabeth Lowman) Date: Fri, 28 Sep 2012 15:25:36 +0000 Subject: Volunteers and Interns needed for Seminole Oral History Project Message-ID: Good afternoon! I am in a BIG search for a couple of good interns or volunteers in South Florida. I currently manage two divisions at the Museum, Education and Oral History. We are re-signing a 3 year contract with Randforce and Associates for the digital indexing of the Oral History Collection. Over the last three years we indexed all of the audio interviews and had all of the video digitized with MediaPreserve. (Both companies are phenomenal, by the way) Over the next three years, we will be adding the videos to the index. While Randforce will be taking care of most of the digital indexing and database management for the project, I need help adding the remaining audio to the index, conducting oral history interviews, accessioning and cataloguing the backlogged interviews, writing abstracts for the interviews, adding the interviewees to our "people biographies" database in PastPerfect, and potentially assisting with education-related projects. The internship would be unpaid and it is possible that some of it can be done remotely. Because of the culturally sensitive and proprietary nature of the work, I am only interested in having the best and the brightest students/volunteers work on this project. The Seminole Tribe's Oral History Program is utilizing some of the best technology available in the field and is on the cutting edge of field. We are a Smithsonian Affiliate and AAM Accredited Museum as well. This would be a great opportunity for a student or recent graduate to break into the field. As an aside, it is imperative for the students to understand that they CANNOT use any of the content in publications due to serious restrictions on the interviews put into place by the interviewees themselves or the Tribal Council. We utilize full informed consent and deeds of gift for the collection of our interviews and always observe the restrictions set forth by participants in the program. Interns may be required to sign a proprietary agreement with the Tribe. They may, however, share process and experience with others, which I have found is perfectly fine in the field. Please let me know if you have any stellar undergraduate students, graduate students, or recent graduates interested in this opportunity. We will be observing Native preference in picking interns/volunteers. They must be willing to commit to a certain amount of time as well. I can be contacted directly at elizabethlowman at semtribe.com. Thank you so much in advance! Elizabeth Lowman Education and Oral History Coordinator, Ah-Tah-Thi-Ki Museum Seminole Tribe of Florida elizabethlowman at semtribe.com (863)902-1113 ext. 12210 Visit our website at: http://www.ahtahthiki.com/ Become a member at: museummembership at semtribe.com "...And once you have tasted flight, you will walk the earth with your eyes turned skywards, for there you have been, and there you long to return..." - Leonardo da Vinci" Blue Skies!!! -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:18:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:18:47 -0700 Subject: Mohawk, Inuktitut courses in demand (fwd link) Message-ID: 28th September 2012 *Mohawk, Inuktitut courses in demand* Indigenous language courses offered by department of languages, literatures and cultures BY HOLLY TOUSIGNANT , NEWS EDITOR Two new Indigenous language courses are at full capacity in the first year of them being offered at Queen?s. Mohawk and Inuktitut were introduced this year, with 30 students enrolled in each. The courses are being offered by the department of languages, literatures and cultures, which is home to courses in seven other languages, including Arabic, Chinese, German, Hebrew, Italian, Japanese and Spanish, with French studies being a separate department. Introductory Mohawk is being offered this term, while Inuktitut will be offered in the winter semester. Bonnie Jane Maracle, Faculty of Education lecturer and instructor for the Mohawk courses, said bringing Aboriginal language classes to Queen?s helps to reinforce the awareness that First Nations are separate nations, each with their own language and culture. Access full article below: http://queensjournal.ca/story/2012-09-28/news/mohawk-inuktitut-courses-demand/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:21:21 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:21:21 -0700 Subject: Alexina Kublu, Nunavut=?UTF-8?Q?=E2=80=99s_?=language commissioner, re tires Sept. 28 (fwd link) Message-ID: NEWS: Nunavut September 27, 2012 - 3:03 pm *Alexina Kublu, Nunavut?s language commissioner, retires Sept. 28* ?On behalf of all Members of the Legislative Assembly, I would like to express my appreciation to Alexina Kublu for her service to Nunavut" NUNATSIAQ NEWS Alexina Kublu, the Languages Commissioner of Nunavut, will retire Sept. 28. Kublu, who was born in Igloolik, is a certified Inuktitut-English translator and a member of the Canadian Interpreters and Translators Council. Before becoming Languages Commissioner, Kublu held teaching positions in various Nunavut communities, and served as an instructor in the Language and Culture Program at Nunavut Arctic College. Access full article below: http://www.nunatsiaqonline.ca/stories/article/65674alexina_kublu_nunavuts_language_commissioner_retires_sept._28/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:22:53 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:22:53 -0700 Subject: Mexican Expert Says Indigenous Languages Are Peoples' Wealth (fwd link) Message-ID: *Mexican Expert Says Indigenous Languages Are Peoples' Wealth * By Deisy Francis Mexidor Mexico, Sep 28 (Prensa Latina) Indigenous languages are the rich history of peoples and their conservation enriches the cultural treasure of our nations, says the renowned Mexican specialist Lucia Tepole. In Mexico there are 364 linguistic variants and 68 native languages to be found throughout nearly the entire country, the general director of the Academy of Indigenous Languages from Veracruz said in an interview with Prensa Latina. Access full article below: http://www.plenglish.com/index.php?option=com_content&task=view&id=565431&Itemid=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Fri Sep 28 16:24:39 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Fri, 28 Sep 2012 09:24:39 -0700 Subject: Johnson=?UTF-8?Q?=E2=80=99s_?=Language Preservation Action moves forwa rd (fwd link) Message-ID: September 27, 2012 *Johnson?s Language Preservation Action moves forward* WASHINGTON, DC ? U.S. Senator Tim Johnson?s (D-SD) legislation to reauthorize the Native American Languages Preservation Act was approved by the Indian Affairs Committee today. The Act, which expires at the end of this fiscal year, aims to reverse the dramatic decrease in the number of Native American languages that have survived over the years. The measure now moves to the full Senate for consideration. Access full article below: http://www.charkoosta.com/2012/2012_09_27/Johnsons_Language_Preservation_Act_moves_forward.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at GMAIL.COM Sat Sep 29 15:53:09 2012 From: clairebowern at GMAIL.COM (Claire Bowern) Date: Sat, 29 Sep 2012 11:53:09 -0400 Subject: Fwd: [nativestudies-l] new anthology major contribution to Native American history In-Reply-To: <000001cd9d94$9ee60dd0$dcb22970$@yahoo.com> Message-ID: Hi all, This is not directly language related but looks like an important book. Claire ---------- Forwarded message ---------- From: Trace A DeMeyer Date: Fri, Sep 28, 2012 at 12:16 PM Subject: [nativestudies-l] new anthology major contribution to Native American history To: nativestudies-l at mailman.yale.edu Major contribution to Native American history published TWO WORLDS, Lost Children of the Indian Adoption Projects offers astounding narratives that challenge views on adoption After generations of Native children were forcibly removed from their Tribes and placed in residential boarding schools, children were also being placed in closed adoptions with non-Indian families in North America. Finding those children became a mission for award-winning Native American journalist-adoptee Trace A. DeMeyer who started research in 2004 which culminated in her memoir ?One Small Sacrifice? in 2010. DeMeyer was introduced to Cherokee adoptee Patricia Cotter-Busbee, and the two collaborated on their new anthology, ?TWO WORLDS: Lost Children of the Indian Adoption Projects.? The book hit Amazon and Kindle in September. (ISBN: 978-1479318285, Price: $19.95 (PAPERBACK), $6.99 (EBOOK). ?Readers will be astonished since these narratives document a page of North American history that few even know happened,? DeMeyer said. ?Today tribal families hope to reconnect with adoptees but we know closed adoptions were planned to assimilate children, to erase their culture and end contact with their tribe. I started this project in 2008 after my memoir, then adoptees wrote to me. When I met Patricia in 2011, she shared her own amazing story and I knew she had to be part of this book.? A recent MFA graduate of Goddard in writing, Patricia Cotter-Busbee welcomed the chance to contribute and help edit. ?I could not resist helping with this important book. I felt that this was the project I had been waiting for. I kept thinking where are all these adult adoptees? I am an adoptee and know how badly I wanted to reconnect with my first families. If 1/4 of all Indian children were removed and placed in non-Indian adoptive homes, these adoptees must be looking for help, trying to open records and find clues to their identity. One study even found in sixteen states in 1969, 85 percent of the Indian children were placed in non-Indian homes. This book will help lost adoptees reconnect.? The Lost Children in Two Worlds share details of their personal lives, their search for identity and their feelings about what happened to them. ?The history of the Indian Adoption Projects is troubling since it was unofficially ethnic cleansing by the US and Canadian governments, and this practice went on for years without public knowledge, but I am happy to report it failed because we are still here and still Indians; and this book explains how we adoptees did it,? DeMeyer said. DeMeyer and Busbee agreed that ?TWO WORLDS: Lost Children of the Indian Adoption Projects? is an important contribution to American Indian history. ?Indigenous identity takes on a whole new meaning in this anthology,? Busbee said, ?both for the adoptee and those who adopted them. Adoptees definitely live in two worlds and we show you how.? The book covers the history of Indian child removals in North America, the adoption projects, their impact on Indian Country and how it impacts the adoptee and their families, Congressional testimony, quotes, news and several narratives from adoptees in the US and Canada in the 384-page anthology. ?Two Worlds is really the first book to debunk the billion dollar adoption industry that operated for years under the guise of caring for destitute Indigenous children,? DeMeyer said. ?Readers will be astonished since very little is known or published on this history.? DeMeyer lives in western Massachusetts and Busbee lives in North Carolina. DeMeyer is the former editor of the Pequot Times in Connecticut. -30- For a copy of this press release online: visit Blue Hand Books at www.bluehandbooks.blogspot.com Contact: Trace A. DeMeyer, 413-258-0115 (msg) Photos available upon request. Adoptees in this book are available for interviews. REVIEW COPIES: email tracedemeyer at yahoo.com (the ebook can be emailed) Early reader comments included: ??sometimes shocking, often an emotional read...this book is for individuals interested in the culture and history of the Native American Indian, but also on the reading lists of universities offering ethnic/culture/Native studies.? ?Well-researched and obviously a subject close to the heart of the authors/compilers, I found the extent of what can only be described as 'child-snatching' from the Native Americans quite staggering. It's not something I was aware of before?? ?The individual pieces are open and honest and give a good insight into the turmoil of dislocation from family and tribe? I think it does have value and a story to tell. I was affected by the stories I read, and amazed by the facts presented?. because it is saying something new, interesting and often astonishing.? Visit: www.splitfeathers.blogspot.com Trace A. DeMeyer on Facebook Twitter: @Trace15 _______________________________________________ NativeStudies-l mailing list NativeStudies-l at mailman.yale.edu http://mailman.yale.edu/mailman/listinfo/nativestudies-l From cashcash at EMAIL.ARIZONA.EDU Sat Sep 29 19:57:46 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sat, 29 Sep 2012 12:57:46 -0700 Subject: Fwd: Puliima 2013 National Indigenous Language & Technology Forum Announcement In-Reply-To: Message-ID: fyi... On Fri, Sep 28, 2012 at 5:27 PM, Puliima 2013 wrote: > ** > Please pass this email onto your networks. > Is this email not displaying correctly? > View it in your browser. > > *Wednesday 28th & Thursday 29th August 2013* > William Angliss Institute Conference Centre > Melbourne, Victoria Call for Abstracts Proposals for presenting and/or > exhibiting at Puliima 2013 are now being called. An excellent reference for > determining whether your proposal would be suitable for presenting would be > to look at the previous presentations and activities on our wrap up pages > from Puliima 2007, > 2009and > 2011 > . > > Your primary audience is Aboriginal, Torres Strait Islander language > workers/activists, staff of language programs and Indigenous Linguists. We > are in particular always looking for presentations that create enthusiasm, > share exciting new ideas, provide practical transfer of skills and > empowerment, enlighten audience, create awareness. > > We would like to provide as many hands-on workshops as possible to our > delegates. It is in their best interest to not only hear about what is > available to them, but experience it as well. > > *Round 1 Call for Abstracts & Expressions of Interest to Exhibit closes > on Thursday 24th January 2013* > > Click here to find out more information about presenting and/or exhibiting > at Puliima 2013 > > Conference Dates Save these dates in your calendar: > *Wednesday 28th and Thursday 29th August 2013* > > *Registrations* will be opening in early 2013. Subscribe to our mailing > listto be notified when registrations are open. > > *Expressions of Interest* are being sort to hold events in conjunction > with Puliima on Monday 26th, Tuesday 27th and Friday 30th August 2013 > (outside fo our official Puliima activities), please contact us directly to > discuss your ideas further. > > Click here for more information > > Conference Venue *William Angliss Institute Conference Centre* > Latrobe Street > Melbourne, VIC 2000 > > *Why back to Melbourne?* > First and foremost our aim is to be able to present the best conference > possible and at the same time keep costs for attending as low as possible. > This means we always aim to have a low registration fee to attend, we also > consider cost to travel to and from the venue and accommodation. Melbourne > meets this criteria. > > So we hope you will enjoy coming back to Melbourne in 2013! > > *For all other information about the Puliima 2013 Forum please visit our > website > > * > Find us on Facebook > > *Copyright ? 2012, Miromaa ALTC, All rights reserved.* > > 13 - 15 Watt Street > Newcastle NSW Australia 2300 > > Phone | +61 02 4927 8222 > Fax | +61 02 4925 2185 > > Email | contact at puliima.com > Website | www.puliima.com > [image: Email Marketing Powered by MailChimp] > unsubscribe from this list| update > subscription preferences > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From tatiana.s.degai at GMAIL.COM Sat Sep 29 22:42:15 2012 From: tatiana.s.degai at GMAIL.COM (Tatiana Degai) Date: Sun, 30 Sep 2012 10:42:15 +1200 Subject: Fwd: Raipon discussion - Fwd: Sakhalin Energy Pres s Release - =?utf-8?Q?=D0=9F=D1=80=D0=B5=D1=81=D1=81_=D1=80_=D0=B5=D0=BB=D0=B8=D0=B7?= =?utf-8?Q?_=22=D0=A1=D0=B0=D1=85=D0=B0_=D0=BB=D0=B8=D0=BD_=D0=AD=D0=BD?= =?utf-8?Q?=D0=B5=D1=80=D0=B4_=D0=B6=D0=B8=22?= Message-ID: This might be interesting <<>><<>><<>><<>><<>><<>><<>><<>><<>> ???? ??????? ????? Te?q Tatiana Degai Begin forwarded message: > > > > Press Release > > Uilta-Language Translation of the Universal Declaration of Human Rights Presented in Yuzhno-Sakhalinsk > > > > 13 September 2012, Yuzhno-Sakhalinsk, Russia. The Office of the United Nations High Commissioner for Human Rights and Sakhalin Energy Investment Company Ltd. presented a translation of the Universal Declaration of Human Rights into the Uilta Language to the public today. The translation was done by Elena Bibikova and Irina Fedyayeva, who were among the authors of the Uilta ABC Primer, the first book ever published in that language, with financial support from Sakhalin Energy. > > ?Respect and support for human rights is an integral part of responsible business conduct?, noted Andrei Galaev, Chief Executive Officer of Sakhalin Energy. ?Protecting the rights of the most vulnerable social groups, such as indigenous peoples, requires a special focus. Preserving their cultural and linguistic identity is among the top priorities within the framework of protecting the global ethnic and cultural diversity. We hope that the publication of the Universal Declaration of Human Rights will help the Uilta people, the smallest ethnic minority on Sakhalin, to preserve their language and culture.? > > Mr. Ryszard Komenda, Senior Human Rights Adviser to the UN Country Team in the Russian Federation (representing Office of the UN High Commissioner for Human Rights), also highlighted the significant role the business community plays in the protection of the rights of indigenous peoples and thanked Sakhalin Energy for its special efforts in this area. Mr. Komenda emphasized the need to promote wider awareness among indigenous peoples with regard to their traditional views of land, its natural resources and the environment, and to assist in the preservation of their languages, cultures and traditional lifestyles. Translating UN fundamental documents into the languages of indigenous minorities will undoubtedly help in fulfilling this objective. > > The presentation was attended by representatives of regional government authorities, Sakhalin indigenous peoples, international organizations and nonprofits. > > Information for Editors > > The Universal Declaration of Human Rights was adopted by the United Nations General Assembly on 10 December 1948 and was the first document asserting the need to protect the rights of human beings. > > The Declaration is the world?s most translated document. The Uilta translation is the most recent, 385th addition to the list of official translations of the Declaration. In addition to the six official languages of the United nation ? Arabic, Chinese, English, French, Russian and Spanish ? the document has been translated into a multitude of other languages. In Spring 2012, its Nivkh language translation, which was also done with financial support from Sakhalin Energy, was presented to the public. > > Sakhalin Energy Investment Company Ltd. (?Sakhalin Energy?) is the operator of Sakhalin-2, one of the world?s largest integrated projects, which has developed major infrastructure for hydrocarbon production, transportation and processing. The Company is exporting crude oil produced in the Sea of Okhotsk and LNG produced at Russia?s first LNG plant built by Sakhalin Energy in the south of Sakhalin. The Company?s shareholders are Gazprom (50% + 1 share), Royal Dutch Shell (27.5% - 1 share), Mitsui and Co. Ltd. (12.5%) and Mitsubishi Corporation (10%). > > Sakhalin Energy is a leader in corporate social responsibility (CSR). Social and environmental programmes of the Company have been recognised by leading international and Russian experts. > > In 2009, Sakhalin Energy joined the UN Global Compact, a strategic initiative to promote responsible civil practice and corporate responsibility of business. The Company is a member of the UN Global Compact Human Rights Working Group. > > In 2011, Sakhalin Energy became and still remains the only Russian company chosen by the United Nations to join the new platform for Corporate Sustainability Leadership - Global Compact LEAD - established by the UN Global Compact to implement a range of higher-level actions in environmental, social and governance, as well as to set new CSR standards. Today?s Global Compact LEAD is a group of 56 companies from 24 countries, including the UK, Germany, Canada, China and the United States. > > Sakhalin Energy CEO Andrei Galaev is the Chairman of the Steering Committee of the UN Global Compact Network Russia. In April 2012, the UN Secretary-General Ban Ki-moon appointed Andrei Galaev a member of the United Nations Global Compact Board. > > More information is available at the Sakhalin Energy website www.sakhalinenergy.com > > The Office of the United Nations High Commissioner for Human Rights (OHCHR) is involved in protection and promotion of human rights worldwide. OHCHR is focused on ensuring compliance with the internationally recognized principles governing human rights. To this end, OHCHR assists in ratification and implementation of international human rights treaties worldwide and promotes respect for the law. Among the OHCHR aims is removing obstacles to complete observance of human rights and prevention of human rights violations. > > As the principal United Nations office mandated to promote and protect human rights for all, OHCHR leads global human rights efforts and embodies the global community's aspiration to attain universal ideals in the field of human rights. OHCHR exposes human rights violations regardless of where those occur and speaks out objectively in the face of such violations. The Office is a forum for identifying and developing responses to today's human rights challenges. OHCHR acts as the principal focal point of human rights research, education, public information and advocacy activities, while strengthening and mainstreaming human rights across the United Nations system. > > > OHCHR also supports the work of the United Nations human rights mechanisms, such as the Human Rights Council and the core treaty bodies set up for monitoring State Parties' compliance with international human rights treaties, and also promotes the right to development, coordinates United Nations human rights education and public information activities, and strengthens human rights across the United Nations system. OHCHR works to ensure the enforcement of universally recognized human rights norms, including through promoting both the universal ratification and implementation of the major human rights treaties and respect for the rule of law. > > > For further details, please refer to the official OHCHR website: www.ohchr.org > > Yelena Alexeyevna Bibikova was born in 1940 in Goryachiye Klyuchi (alternatively named Bauri), a traditional Uilta camping ground. She has a university degree in language teaching. Ms. Bibikova co-authored the first book (an ABC Primer) in the Uilta language. > > Irina Yakovlevna Fedyayeva was born in 1940 in the village of Val to an Uilta family. She co-authored the Orok-Russian and Russian-Orok dictionary and the first book (an ABC Primer) in the Uilta language. > > The Uilta people (also known as the Oroks or Orochons) are among Russia?s smallest ethnic minorities, indigenous inhabitants of Sakhalin Island. According to the 2012 census, their total number is 295 people. Their self-designation endonym is Uilta or Uil?ta (?the reindeer people?, from the root Ula ?reindeer?.) Their traditional occupations include hunting, fishing and reindeer herding. > > The Uilta language is designated by UNESCO as an endangered language. There are only between thirty and forty people left capable of communicating in this language. Before the beginning of the 21st century, this language had no writing system. > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: UD_1.jpeg Type: image/jpeg Size: 13867 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: ????????_????? ???????.jpeg Type: image/jpeg Size: 11229 bytes Desc: not available URL: From teeter42 at GMAIL.COM Sun Sep 30 03:01:37 2012 From: teeter42 at GMAIL.COM (Jennifer Teeter) Date: Sun, 30 Sep 2012 12:01:37 +0900 Subject: Pacific languages article Message-ID: > > > http://www.stuff.co.nz/marlborough-express/opinion/7730575/Speaking-up-for-our-many-languages > > > > Speaking up for our many languages by Colin King MP 26/9/2012 > > > Every now and then we have the opportunity to interact with other > cultures living in New Zealand and realise what a rich and inspiring > society we have become. > I was recently part of an education and science select committee trip > to Auckland to hear submissions on bilingualism in early childhood > education centres (ECEs). > We listened to presentations from people representing Kiribati, Niue, > the Cook Islands, Fiji, Tonga, Samoa and Tokelau. > These presentations were done with passion and a powerful sense of > purpose, emphasising the responsibility of the Government to preserve > their native languages. > What many people may not realise is that one language dies every 14 > days. In the July 2012 edition of National Geographic magazine, it was > stated that by the next century nearly half of the roughly 7000 > languages spoken on earth will likely disappear as communities abandon > native tongues in favour of English, Chinese or Spanish. > The presentations were inspiring and included among them were > interesting speeches delivered by Doctors of Education from Auckland > University. These people supported bilingualism, because research has > shown it aids scholastic potential in young people. > The presenters, many of whom were children, spoke for up to half an > hour and their submissions included customary singing, prayers and > cultural protocols. Each submission was followed by five minutes > question time. > > > > The young chairperson, Nikki Kaye, wrapped up the presentations > beautifully with a song and prayer for all the people gathered and all > those cultures represented during the day's submissions. > Being typical palagi (pronounced palangi and meaning "white person" or > "foreigner"), we had a rather structured programme of our own, which > included catching a plane home, and this became more logistically > challenging as the day progressed and things became further and > further behind schedule. I think the saving grace was reducing the > lunchbreak to 15 minutes, which allowed some catch-up time. > We were still running an hour behind schedule, but the quality and > passion of the presentations meant time simply sped past. > You may ask why I have chosen to talk about this particular select > committee sitting. It was so vibrant and alive, compared with what I > usually have to sit through: peer-reviewed research, facts, figures > and arguments - although they are all valid and important, they can be > very dry. > Instead, at this bilingualism submission day, we were presented with a > motivated, well-orchestrated multicultural spectacle that couldn't but > help sway our thinking. It was full of humanity in all its diversity. > > The underlying theme was that bilingualism is all about children and > in order to educate them well, they need to feel confident of their > place in New Zealand. > This palagi caught his plane and left Auckland with a huge amount of > respect for these people who want to save their languages and do their > fair share. > We face an enormous challenge when we consider the 1400 people who > live on Niue, because there are more Niueans living in New Zealand. A > fact like this gives us a true feeling for the micro-nature of > language. > Teachers who speak Polynesian languages fluently are essential to the > success of ECE centres. They will give children the upbringing that > will allow them to get ahead. > The inquiry into bilingualism in ECEs continues. The death of a > language represents the death of a culture and makes the world a > poorer place. > - ? Fairfax NZ -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:47:30 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:47:30 -0700 Subject: Mexico to Join Global Effort to Promote Linguistic Diversity (fwd link) Message-ID: 2012-09-30 *Mexico to Join Global Effort to Promote Linguistic Diversity* MEXICO CITY ? Mexico will join the World Network for Linguistic Diversity in order to promote intercultural education and communications, as well as to strengthen individual languages, The National Institute of Indigenous Languages, or Inali, said. This department of the Education Secretariat said in a communique that the country also plans to take part in the Latin American Network for Multilingual Intercultural Cooperation. The announcement was made Friday by Inali Director General Javier Lopez Sanchez during the closure of the 2nd International Seminar on Indigenous Languages, where he said that these two organizations specialize in ?promoting intercultural and multilingual education and communications by means of works based on the mother tongue.? Access full article below: http://www.laht.com/article.asp?ArticleId=594887&CategoryId=14091 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:49:26 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:49:26 -0700 Subject: Interstate 5 span=?UTF-8?Q?=E2=80=99s_?=Native American name, Whilamut Passage Bridge, praised (fwd link) Message-ID: *Interstate 5 span?s Native American name, Whilamut Passage Bridge, praised* BY RANDI BJORNSTAD The Register-Guard Published: September 30, 2012 12:00AM, It?s official: The new Interstate 5 freeway bridges that span the Willamette River, one finished and the other under construction, now have a name. Within days, the Oregon Department of Transportation will erect the official white-on-brown signs at each end of the western span, which will carry vehicles in both directions until completion of its eastern twin late next year, proclaiming the pair the Whilamut Passage Bridge. It?s a moniker to please everyone who has spent the past four years navigating the bureaucratic and political labyrinth necessary in Oregon to name a bridge. But at the formal dedication Saturday morning, no one was happier than the dozen members representing the 6,000-member Confederated Tribes of the Grand Ronde Community of Oregon. Access full article below: -------------- next part -------------- An HTML attachment was scrubbed... URL: From cashcash at EMAIL.ARIZONA.EDU Sun Sep 30 18:52:47 2012 From: cashcash at EMAIL.ARIZONA.EDU (Phillip E Cash Cash) Date: Sun, 30 Sep 2012 11:52:47 -0700 Subject: Nahuatl, the Aztec language that once graced Canutillo Elementary was displaced by pragmatism (fwd link) Message-ID: *Nahuatl, the Aztec language that once graced Canutillo Elementary was displaced by pragmatism* By Meili Robles on September 27, 2012 CANUTILLO, Tx. ? While many schools are integrating bilingual studies into their programs, one teacher went beyond the two-language system at Canutillo Elementary to include Nahuatl, the Aztec language. Carlos Aceves, a fifth grade teacher at the school, began teaching Nahuatl and the Aztec calendar to his students in 1995. But in the same way that the Spanish did away with the Aztecs, the need to prepare students to take the state mandated achievement tests purged the Native American language from the curriculum. Access full article below: http://borderzine.com/2012/09/nahuatl-the-aztec-language-that-once-graced-canutillo/ -------------- next part -------------- An HTML attachment was scrubbed... URL: