From weyiiletpu at gmail.com Sat Aug 2 15:45:29 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 08:45:29 -0700 Subject: Community brings Secwepemc stories to life (fwd link) Message-ID: *Community brings Secwepemc stories to life* by Kristin Froneman - Vernon Morning Star posted Aug 1, 2014 at 1:00 AM A young boy looks up to the elderly woman sitting beside him as she works a whittling knife over strips of cedar bark. Applying the jagged pieces to a cardboard tube, she holds up her work for the boy and myself to take a closer look. “It’s going to be full with arrows when I’m done,” she says, smiling. Marie Thomas is just one of the many volunteers using her hands and knowledge of working with the land to help make the props, masks and costumes for a community play about to be staged at the Splatsin Tsm7aksaltn Teaching Centre just north of Enderby. In other parts of the centre, which acts as a day care and education centre during other times of the year, visitors and residents are learning the traditional language, music, dance and stories of the Secwepemc (Shuswap) people that will be part of the play Tuwitames (pronounced too-weet-a-miss, which means he/she is growing up.) A presentation of Grindrod’s Runaway Moon Theatre and the Splatsin Language and Culture Program, the play goes from ancient times to the present day, and is intertwined with a personal story of a young man trying to find his roots. Access full article below: http://www.vernonmorningstar.com/entertainment/269450251.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 2 15:48:31 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 08:48:31 -0700 Subject: VALLEY TRIBE TURNS TO TECHNOLOGY TO PRESERVE ANCIENT LANGUAGE (fwd link) Message-ID: *VALLEY TRIBE TURNS TO TECHNOLOGY TO PRESERVE ANCIENT LANGUAGE* By Linda Mumma Friday, August 01, 2014 FRESNO, Calif. (KFSN) -- An ancient language once spoken by a Foothill and Valley Native American tribe is rebounding from the verge of extinction. Over the last six years, Chukchansi speakers have compiled a dictionary and efforts are now underway to teach the language to young tribal members. "Our language has died off so I don't want to bury it," said Tribal Elder Holly Wyatt. "There's not many speakers still around. If our generation goes, it will just go." Tribal members said the language is one of the most difficult to master. "The way you use your mouth, your tongue, it's hard," said Wyatt. ​Access full article below: http://abc30.com/education/valley-tribe-turns-to-technology-to-preserve-ancient-language/234736/ ​ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 2 16:07:08 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 09:07:08 -0700 Subject: Johnson=?UTF-8?Q?=E2=80=99s_?=Native Languages Bill Passes, Heads to Senate Floor (fwd link) Message-ID: *Johnson’s Native Languages Bill Passes, Heads to Senate Floor* Sen. Tim Johnson’s Office Release 7/31/14 U.S. Senator Tim Johnson (D-SD) announced July 30 that the Native American Languages Reauthorization Act (S. 2299) successfully passed out of the Indian Affairs Committee and will now head to the Senate Floor. “Native languages are a link to previous generations and will help preserve Native cultures for future generations,” Johnson said. “This bill will reauthorize one of the few federal funding opportunities available to tribes and tribal organizations to ensure that Native languages are not lost.” Access full article below: https://indiancountrytodaymedianetwork.com/2014/07/31/johnsons-native-languages-bill-passes-heads-senate-floor-156147 -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at gmail.com Sat Aug 2 19:04:56 2014 From: clairebowern at gmail.com (Claire Bowern) Date: Sat, 2 Aug 2014 15:04:56 -0400 Subject: FYI: Summer program in language documentation: 'grammar boot camp' Message-ID: Hi everyone, This is just a FYI at the moment. I will be holding a summer 'grammar boot camp' from June 1 to June 26, 2015. The idea is to have up to four advanced undergraduate students work intensively on existing high-quality archival field notes and recordings with the aim of producing a publishable sketch grammar. Students will receive a stipend and travel expenses to come to Yale. This project is funded by the National Science Foundation's Research Experiences for Undergraduates program; as such, applicants are limited to US citizens or permanent residents. The materials to be worked on will be from an Australian Aboriginal language from Western Australia. Applications will be accepted towards the end of the year, and applicants will be notified in mid-February. Students will need to show some evidence of prior research experience (e.g. through an RA-ship, or by having a senior thesis in progress) and some familiarity with language documentation procedures (e.g. through having taken a field methods class or equivalent). More formal application information will be sent out later, but for now I just wanted to let everyone know about the opportunity so potential students can keep it in mind when planning their course schedules and plans for next year. Please forward to anyone you think would be interested. Best wishes, Claire (Bowern) ---- Associate Professor, DGS Yale Linguistics 370 Temple St, New Haven, CT 06511 From weyiiletpu at gmail.com Sun Aug 3 18:50:08 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 3 Aug 2014 11:50:08 -0700 Subject: 20-year-old master of Salish language a strong proponent of Native language, culture (fwd link) Message-ID: *20-year-old master of Salish language a strong proponent of Native language, culture* ST. IGNATIUS – He has taught in the St. Ignatius schools, been vice chairman of a school board, and co-founded a nonprofit on the Flathead Indian Reservation – the Salish Institute – to promote healthy lifestyles through the study of Native languages and culture. His Yoyoot Skwkwimlt program – that’s Salish for “Strong Young People” – has immersed teenaged tribal members on the reservation in their language and culture. He has spoken on the importance of non-Native foster families finding ways to keep Native language and culture alive when they take in Indian children, he has recorded the histories and stories of his tribe’s elders, and has helped put together massive volumes of curriculum for teaching the Salish language. He has been invited to the White House and three times met the president of the United States. Access full article below: http://missoulian.com/news/local/year-old-master-of-salish-language-a-strong-proponent-of/article_9fd540c8-1a8b-11e4-b9a9-001a4bcf887a.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:12:26 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:12:26 -0700 Subject: Beautiful Mars Project Message-ID: A message from NASA mission HiRise based out of the Lunar and Planetary Laboratory on the University of Arizona campus: (feel free to forward) HiRISE, onboard the Mars Reconnaissance Orbiter, is the most powerful camera ever sent to another planet. With our "Beautiful Mars Project," we want to bring Mars to people in their language, and we are very interested to have Native American languages represented as well. Our goal is to put these languages in a way that people would not expect: describing the surface of another planet. This would be the most unique and potentially powerful resource to connect with native speakers and for educators who can show a language being used to talk about beautiful Mars." ( http://www.uahirise.org/epo/) If you're interested in helping us, please contact beautifulmars at uahirise.org for more details. -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:21:58 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:21:58 -0700 Subject: Murkowski Speaks to National Indian Educational Association on Language Education (fwd link) Message-ID: MON AUGUST 4, 2014 *Murkowski Speaks to National Indian Educational Association on Language Education* *By THEA CARD* Last week US Senator Lisa Murkowski spoke in front of the National Indian Educational Association. In her speech, she pledged her support for native language immersion programs. Senator Murkowski has a history of supporting native language immersion programs. In June, Murkowski spoke in support of the Native American Languages Reauthorization Act of 1974. Both that bill and the Native Language Immersion Student Achievement Act went in front of the Committee on Indian Affairs in late July. They are both under review. Access media & full article below: http://kdlg.org/post/murkowski-speaks-national-indian-educational-association-language-education -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:18:23 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:18:23 -0700 Subject: Young High helps reclaim Wiradjuri (fwd link) Message-ID: *Young High helps reclaim Wiradjuri* By DANIELLA WHITE Aug. 4, 2014, 9:20 a.m. AUS Learning another language is a standard part of most high school curriculums. But few students could lay claim to learning the local indigenous language through an ongoing program. That’s exactly what the Year 7 cohort at Young High School will be doing, learning Wiradjuri once a week for the rest of the year. Wiradjuri was on the brink of extinction in the late '90s, before a project was undertaken to reclaim the language. Access full article below: http://www.youngwitness.com.au/story/2462008/young-high-helps-reclaim-wiradjuri/?cs=1540 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949b at gmail.com Thu Aug 7 15:01:54 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Thu, 7 Aug 2014 08:01:54 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmacaula at wisc.edu Thu Aug 7 15:06:52 2014 From: mmacaula at wisc.edu (Monica Macaulay) Date: Thu, 7 Aug 2014 10:06:52 -0500 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it’s been difficult. If anyone has any ideas about methodology, that would be great. (They’ve done some stuff with TPR, but that’s limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From charles.riley at yale.edu Thu Aug 7 15:31:28 2014 From: charles.riley at yale.edu (Riley, Charles) Date: Thu, 7 Aug 2014 15:31:28 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren't the primary focus. Charles Riley From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 11:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman > wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From d_clark at frontier.com Thu Aug 7 15:55:32 2014 From: d_clark at frontier.com (Donna Clark) Date: Thu, 7 Aug 2014 08:55:32 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: The WAYK technique incorporates TPR and sign language. From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 8:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From d_clark at frontier.com Thu Aug 7 15:55:32 2014 From: d_clark at frontier.com (Donna Clark) Date: Thu, 7 Aug 2014 08:55:32 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Have you checked out Where Are Your Keys (WAYK)? They have numerous YouTube videos that demonstrate their process. I contacted numerous references offered by Evan Gardner, WAYK founder, and every single one gave glowing reviews on the effectiveness of the method (http://www.whereareyourkeys.org/index.html). Also, if I'm not mistaken, the Advocates for Indigenous California Language Survival (http://aicls.org) promotes the Master-Apprentice method as the most effective means of language transmission. From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Wayne Leman Sent: Thursday, August 07, 2014 8:02 AM To: ILAT Subject: [ilat] colors, numbers, and animals A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ejp10 at psu.edu Thu Aug 7 16:02:02 2014 From: ejp10 at psu.edu (Elizabeth J. Pyatt) Date: Thu, 7 Aug 2014 12:02:02 -0400 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I would say the consensus is that the more you can introduce "authentic usage" into the classroom, the better. However, if the teachers aren't comfortable holding conversations themselves, they may need an experience themselves so they feel comfortable speaking. Maybe these resources focusing on LCTL (less commonly taught languages) might help. http://www.carla.umn.edu/lctl/index.html https://www.fivecolleges.edu/fclang I do know that many indigenous language groups are using Twitter, Wikipedia (http://chy.wikipedia.org/wiki/Va%27ohtama) and other social media. Can students think about posting simple comments in Twitter or Twitter-like language? Maybe more advanced students could write articles for Wikipedia? It could also provide interesting reading material for the classroom and even a discussion of writing/grammar issues. I've learned a few LCTLs and have the following observations: * I do find an immersive experience (8 hour/day, frequent conversational/reading practice) very helpful * I've been in a few Irish courses which assumed Irish was only used by elderly fisher folk. That's not true but the impression is not inspiring to teens IMO. * My favorite textbook was for a Sinhala (Sri Lanka) course. It's first lesson was how to get a bus ticket in Sri Lanka. Hope some of this helps. Elizabeth P.S. An interesting Welsh speaking tip - If you can't remember the Welsh word, just use English with a Welsh accent. It would be nice to use all-Welsh vocabulary, but the reality is that they do live in a bilingual environment. > > On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > > > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > =-=-=-=-=-=-=-=-=-=-=-=-= Elizabeth J. Pyatt, Ph.D. Instructional Designer Teaching and Learning with Technology Penn State University ejp10 at psu.edu, (814) 865-0805 or (814) 865-2030 (Main Office) 210 Rider Building (formerly Rider II) 227 W. Beaver Avenue State College, PA 16801-4819 http://www.personal.psu.edu/ejp10/psu http://tlt.psu.edu From linguist at email.arizona.edu Thu Aug 7 16:08:59 2014 From: linguist at email.arizona.edu (Bryan James Gordon) Date: Thu, 7 Aug 2014 09:08:59 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: There's a consensus among linguists that lists of colors, numbers and animals are a bad way to teach a language. Although I am part of this consensus, I don't think it's colorness, numberness or animalness that's the problem, and I doubt we're going to find anything insidious in digging up the genealogy of this practice. Some potential sources that spring to my mind: - skilled preschool and K teachers who have been trained that these are the things children should learn (albeit in their first language) - (in the case of color and number) the fact that Native names for colors and numbers often teach culturally important things and destabilise the apparent naturalness of the English color and number systems - (in the case of animals) obviously, animals themselves (not just as a semantic system) are very important in many Native cultures! It's listness that's the problem. Working at AILDI I've often had to discourage folks from using lists of words of any sort when they're developing their teaching tools. But the best way to do this, in my experience, is to recognise their value and try to pivot it over to something else more language-acquisition-appropriate that benefits from the same value. If a teacher is fascinated by the fact that her language has a base-4 system, I encourage her to identify a traditional practice that involves counting on 4 fingers (or whatever is the physical base) and to use that practice instead of a list for her microteaching. If a teacher really wants to teach animal names, I encourage him to teach them in complete sentences, and also teach hyper- and hyponyms that include those animals, and to include some of the flora that those animals interact with regularly - or anything culturally important about the animal that goes beyond just naming it! Teaching lists of colors, numbers and animals is a well-established practice in many Native language programs. This has had obvious negative consequences in terms of the ratio between effort and money input and acquisition output. But I worry that, by identifying this practice as a problem instead of as a potential source of utility, we are furthering the alienation between linguists and community members. My two cents. Bryan James Gordon 2014-08-07 8:01 GMT-07:00 Wayne Leman : > A number of methods are used for teaching indigenous languages. One > that seems commonly used for teaching Native American languages in the U.S. > is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? > Might it reflect how the teachers themselves were taught English in > boarding or reservation schools? Might it reflect perceived requirements on > the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from > memorization of word lists toward creating conversational fluency in the > indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > -- *********************************************************** Bryan James Gordon, MA Joint PhD Program in Linguistics and Anthropology University of Arizona *********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From pa2 at soas.ac.uk Thu Aug 7 16:13:30 2014 From: pa2 at soas.ac.uk (Peter Austin) Date: Fri, 8 Aug 2014 00:13:30 +0800 Subject: colors, numbers, and animals In-Reply-To: Message-ID: In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin On 8 August 2014 00:08, Bryan James Gordon wrote: > There's a consensus among linguists that lists of colors, numbers and > animals are a bad way to teach a language. Although I am part of this > consensus, I don't think it's colorness, numberness or animalness that's > the problem, and I doubt we're going to find anything insidious in digging > up the genealogy of this practice. Some potential sources that spring to my > mind: > > - skilled preschool and K teachers who have been trained that these > are the things children should learn (albeit in their first language) > - (in the case of color and number) the fact that Native names for > colors and numbers often teach culturally important things and destabilise > the apparent naturalness of the English color and number systems > - (in the case of animals) obviously, animals themselves (not just as > a semantic system) are very important in many Native cultures! > > It's listness that's the problem. Working at AILDI I've often had to > discourage folks from using lists of words of any sort when they're > developing their teaching tools. But the best way to do this, in my > experience, is to recognise their value and try to pivot it over to > something else more language-acquisition-appropriate that benefits from the > same value. If a teacher is fascinated by the fact that her language has a > base-4 system, I encourage her to identify a traditional practice that > involves counting on 4 fingers (or whatever is the physical base) and to > use that practice instead of a list for her microteaching. If a teacher > really wants to teach animal names, I encourage him to teach them in > complete sentences, and also teach hyper- and hyponyms that include those > animals, and to include some of the flora that those animals interact with > regularly - or anything culturally important about the animal that goes > beyond just naming it! > > Teaching lists of colors, numbers and animals is a well-established > practice in many Native language programs. This has had obvious negative > consequences in terms of the ratio between effort and money input and > acquisition output. But I worry that, by identifying this practice as a > problem instead of as a potential source of utility, we are furthering the > alienation between linguists and community members. My two cents. > > Bryan James Gordon > > > 2014-08-07 8:01 GMT-07:00 Wayne Leman : > > A number of methods are used for teaching indigenous languages. One >> that seems commonly used for teaching Native American languages in the U.S. >> is a focus on memorization of colors, numbers, and names of animals. >> >> Does anyone know where this approach to language teaching originated? >> Might it reflect how the teachers themselves were taught English in >> boarding or reservation schools? Might it reflect perceived requirements on >> the part of school, state, or federal administrators? >> >> Do any of you know of any programs where there has been a shift from >> memorization of word lists toward creating conversational fluency in the >> indigenous language? >> >> >> Wayne >> ----- >> http://www.cheyennelanguage.org/ >> > > > > -- > *********************************************************** > Bryan James Gordon, MA > Joint PhD Program in Linguistics and Anthropology > University of Arizona > *********************************************************** > -- Prof Peter K. Austin Marit Rausing Chair in Field Linguistics Director, Endangered Languages Academic Programme Research Tutor and PhD Convenor Department of Linguistics, SOAS Thornhaugh Street, Russell Square London WC1H 0XG United Kingdom web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 7 16:36:36 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 7 Aug 2014 09:36:36 -0700 Subject: Government of Canada provides funding to Inuit Broadcasting Corporation (fwd link) Message-ID: (press release) SUPPORTING TELEVISION PROGRAMMING IN INUKTITUT *Government of Canada provides funding to Inuit Broadcasting Corporation* Department of Canadian Heritage The Government of Canada is providing $1,236,669 in funding to the Inuit Broadcasting Corporation (IBC) to support the production of 39 hours of new, original television programming in Inuktitut. Access full article below: http://www.einnews.com/pr_news/217468642/supporting-television-programming-in-inuktitut (article is not dated) -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 7 16:40:06 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 7 Aug 2014 09:40:06 -0700 Subject: Giving the =?UTF-8?Q?=E2=80=98Breath_of_Life=E2=80=99_?=to endangered languages (fwd link) Message-ID: *Giving the ‘Breath of Life’ to endangered languages* By Kathleen Maclay, Media Relations | August 5, 2014 *BERKELEY —* Following the UC Berkeley linguistics department’s tradition of dedication to recording and preserving the state’s indigenous languages, dozens of California Indians who want to save their native languages gather on campus every other summer, as they have done for almost 20 years. This year’s Breath of Life conference drew its most participants ever – 62 indigenous participants and 40 linguists working together to explore the extensive language archives at UC Berkeley and develop new linguistic skills aimed at assisting language revitalization. While on campus for a week, the participants and their mentors visited archives in the linguistics department, Bancroft Library and Phoebe A. Hearst Museum of Anthropology. Access full article below: http://newscenter.berkeley.edu/2014/08/05/giving-the-breath-of-life-to-endangered-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 7 17:29:09 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 7 Aug 2014 17:29:09 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I think that it would be useful for linguists to spend some time visiting K-3 (and even pre-school) classes to see what sorts of activities children are engaged in and enjoying, and also to go to a children's toy store to see what sorts of games are sold there. One has to develop some basic content and framework in a language before making much use of it. Decontextualized lists of words are anti-motivational, and can quickly turn children (and adults) off, but they can be used in game activities such as bingo, or a board game that advances pieces for right answers, and these can be played in cooperative ways rather than Anglo- centric competitive ways. But we typically underestimate the abilities of young children, who can learn/be taught much more than we usually challenge them with. Small playlets allow children (or adults) to memorize contextualized language, and these can be enjoyably practiced, then expanded from by changing person, aspect, action, direction, systematically. For older learners, this was the basis for our highly successful Quechua course (and Martha Hardman's equally successful Aymara course as well). Depending on the language/culture, short traditional animal stories (with sound and motion effects) can be memorized and acted out (but never at the wrong time of year!!). These again can be used as a basis for expansions and for raising intuitive awareness of grammatical categories and morphological structure. Knowing how to analyze a language and how best to help people acquire it are vastly different things, just as chemistry and cooking are. One of the best teachers of Turkish I ever had was a lawyer by trade, while the two worst were a linguist and a teacher trained to mechanically teach the Foreign Service Institute materials. Rudy Rudy Troike University of Arizona Tucson, AZ USA ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Peter Austin [pa2 at soas.ac.uk] Sent: Thursday, August 07, 2014 9:13 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin On 8 August 2014 00:08, Bryan James Gordon > wrote: There's a consensus among linguists that lists of colors, numbers and animals are a bad way to teach a language. Although I am part of this consensus, I don't think it's colorness, numberness or animalness that's the problem, and I doubt we're going to find anything insidious in digging up the genealogy of this practice. Some potential sources that spring to my mind: * skilled preschool and K teachers who have been trained that these are the things children should learn (albeit in their first language) * (in the case of color and number) the fact that Native names for colors and numbers often teach culturally important things and destabilise the apparent naturalness of the English color and number systems * (in the case of animals) obviously, animals themselves (not just as a semantic system) are very important in many Native cultures! It's listness that's the problem. Working at AILDI I've often had to discourage folks from using lists of words of any sort when they're developing their teaching tools. But the best way to do this, in my experience, is to recognise their value and try to pivot it over to something else more language-acquisition-appropriate that benefits from the same value. If a teacher is fascinated by the fact that her language has a base-4 system, I encourage her to identify a traditional practice that involves counting on 4 fingers (or whatever is the physical base) and to use that practice instead of a list for her microteaching. If a teacher really wants to teach animal names, I encourage him to teach them in complete sentences, and also teach hyper- and hyponyms that include those animals, and to include some of the flora that those animals interact with regularly - or anything culturally important about the animal that goes beyond just naming it! Teaching lists of colors, numbers and animals is a well-established practice in many Native language programs. This has had obvious negative consequences in terms of the ratio between effort and money input and acquisition output. But I worry that, by identifying this practice as a problem instead of as a potential source of utility, we are furthering the alienation between linguists and community members. My two cents. Bryan James Gordon 2014-08-07 8:01 GMT-07:00 Wayne Leman >: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -- *********************************************************** Bryan James Gordon, MA Joint PhD Program in Linguistics and Anthropology University of Arizona *********************************************************** -- Prof Peter K. Austin Marit Rausing Chair in Field Linguistics Director, Endangered Languages Academic Programme Research Tutor and PhD Convenor Department of Linguistics, SOAS Thornhaugh Street, Russell Square London WC1H 0XG United Kingdom web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at gmail.com Thu Aug 7 17:34:04 2014 From: bernisantamaria at gmail.com (BSantaMaria) Date: Thu, 7 Aug 2014 10:34:04 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Observed the same problem in local schools and I've encouraged some Apache language teachers to get away from these colors, numbers, months, animals, body parts, and to use more verbs in interactional or situational events. In view of the fact that Apache language is one of the Athabaskan languages known for their complex verb morphologies (more than other types of languages), I would hope that teachers will use more verb teaching and that nouns will also be learned along with verb teaching in sentences. Bernadette A. SantaMaria On Thu, Aug 7, 2014 at 9:13 AM, Peter Austin wrote: > In our Dieri language workshops in Australia we used a variety of methods, > like teaching people simple commands, drawing human figures and naming body > parts (rather than list format), games like "Simon says" and "Lingo Bingo" > -- you can read about some of this in various blog posts on > http://dieriyawarra.wordpress.com. > > Peter Austin > > > > On 8 August 2014 00:08, Bryan James Gordon > wrote: > >> There's a consensus among linguists that lists of colors, numbers and >> animals are a bad way to teach a language. Although I am part of this >> consensus, I don't think it's colorness, numberness or animalness that's >> the problem, and I doubt we're going to find anything insidious in digging >> up the genealogy of this practice. Some potential sources that spring to my >> mind: >> >> - skilled preschool and K teachers who have been trained that these >> are the things children should learn (albeit in their first language) >> - (in the case of color and number) the fact that Native names for >> colors and numbers often teach culturally important things and destabilise >> the apparent naturalness of the English color and number systems >> - (in the case of animals) obviously, animals themselves (not just as >> a semantic system) are very important in many Native cultures! >> >> It's listness that's the problem. Working at AILDI I've often had to >> discourage folks from using lists of words of any sort when they're >> developing their teaching tools. But the best way to do this, in my >> experience, is to recognise their value and try to pivot it over to >> something else more language-acquisition-appropriate that benefits from the >> same value. If a teacher is fascinated by the fact that her language has a >> base-4 system, I encourage her to identify a traditional practice that >> involves counting on 4 fingers (or whatever is the physical base) and to >> use that practice instead of a list for her microteaching. If a teacher >> really wants to teach animal names, I encourage him to teach them in >> complete sentences, and also teach hyper- and hyponyms that include those >> animals, and to include some of the flora that those animals interact with >> regularly - or anything culturally important about the animal that goes >> beyond just naming it! >> >> Teaching lists of colors, numbers and animals is a well-established >> practice in many Native language programs. This has had obvious negative >> consequences in terms of the ratio between effort and money input and >> acquisition output. But I worry that, by identifying this practice as a >> problem instead of as a potential source of utility, we are furthering the >> alienation between linguists and community members. My two cents. >> >> Bryan James Gordon >> >> >> 2014-08-07 8:01 GMT-07:00 Wayne Leman : >> >> A number of methods are used for teaching indigenous languages. One >>> that seems commonly used for teaching Native American languages in the U.S. >>> is a focus on memorization of colors, numbers, and names of animals. >>> >>> Does anyone know where this approach to language teaching originated? >>> Might it reflect how the teachers themselves were taught English in >>> boarding or reservation schools? Might it reflect perceived requirements on >>> the part of school, state, or federal administrators? >>> >>> Do any of you know of any programs where there has been a shift from >>> memorization of word lists toward creating conversational fluency in the >>> indigenous language? >>> >>> >>> Wayne >>> ----- >>> http://www.cheyennelanguage.org/ >>> >> >> >> >> -- >> *********************************************************** >> Bryan James Gordon, MA >> Joint PhD Program in Linguistics and Anthropology >> University of Arizona >> *********************************************************** >> > > > > -- > Prof Peter K. Austin > Marit Rausing Chair in Field Linguistics > Director, Endangered Languages Academic Programme > Research Tutor and PhD Convenor > Department of Linguistics, SOAS > Thornhaugh Street, Russell Square > London WC1H 0XG > United Kingdom > > web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 7 17:58:39 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 7 Aug 2014 17:58:39 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Re Bernadette's suggestion, which I heartily endorse: the usual Eurocentric tradition of language teaching (and even the supposedly 'scientific' research on language acquisition by Western psychologists) assumes that the "names of objects" are universally learned first, since they are "most salient in the observable context", but this supposed "universal" is shown to be a false projection from European languages, by the research of Muriel Saville-Troike and Ellen Courtney on Navajo and Quechua, respectively -- both verb-centered languages -- in which it was shown that children learned verb stems first (even though Navajo, like all Athabaskan languages, is predominantly prefixing and Quechua, like Aymara, is predominantly suffixing). Young children are somehow able to sort through the forest of affixes to extract the verb stem. The Navajo children come to recognize that there are a large number of prefix positions, even before they are able to produce appropriate fillers, and just utter an indistinct syllable for the slot. And of course they learn this all without any overt direct instruction! Rudy Rudy Troike University of Arizona Tucson, AZ USA ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of BSantaMaria [bernisantamaria at gmail.com] Sent: Thursday, August 07, 2014 10:34 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals Observed the same problem in local schools and I've encouraged some Apache language teachers to get away from these colors, numbers, months, animals, body parts, and to use more verbs in interactional or situational events. In view of the fact that Apache language is one of the Athabaskan languages known for their complex verb morphologies (more than other types of languages), I would hope that teachers will use more verb teaching and that nouns will also be learned along with verb teaching in sentences. Bernadette A. SantaMaria On Thu, Aug 7, 2014 at 9:13 AM, Peter Austin > wrote: In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at bisharat.net Thu Aug 7 18:12:44 2014 From: dzo at bisharat.net (dzo at bisharat.net) Date: Thu, 7 Aug 2014 18:12:44 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: What Charles describes sounds like the Peace Corps method of instruction. PC has years of experience with language training, in which future volunteers get intensive instruction (along with technical, health, and cross-culture) over 10-11 weeks. It has proven quite successful at getting the large majority of trainees to at least a basic level (those who don't attain that level get supplementary training). Not to suggest that it would be practical to duplicate this approach in most other settings, but might there be lessons to be learned from PC's experience? Don Osborn Sent via BlackBerry by AT&T -----Original Message----- From: "Riley, Charles" Sender: ilat-request at list.arizona.edu Date: Thu, 7 Aug 2014 15:31:28 To: ilat at list.arizona.edu Reply-To: ilat at list.arizona.edu Subject: RE: [ilat] colors, numbers, and animals The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren't the primary focus. Charles Riley From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 11:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman > wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From jelyn_gaskell at yahoo.com Thu Aug 7 18:54:22 2014 From: jelyn_gaskell at yahoo.com (Jelyn Yahoo) Date: Thu, 7 Aug 2014 11:54:22 -0700 Subject: colors, numbers, and animals In-Reply-To: <813211357-1407435164-cardhu_decombobulator_blackberry.rim.net-1995137826-@b11.c6.bise6.blackberry> Message-ID: Any SLP or language development specialist first starts with your baseline assessment of your language learners. For preschool I use PLS 4 or 5 for syntax ,pragmatics, semantics, phonology. I also use the DELV diagnostic evaluation of language variation. If you have Autism Spectrum Disorder traits use the VBMAPP (Sundberg). If your tribal nation accepts federal grant funds, the assessment protocols required for your reporting is stipulated in your grant source document. Cassie Delso Wells did a great PhD dissertation on grant required assessments like Dial 3 and inadequacy of these assessments for North Slope Inupiaq Pre-school language learners. The grammar and syntax if your first language learner is important to identify as this is your first layer of acquisition. I have tested many language learners of many structures and cultures.Certain syntax structures such as ergative (Siberian Yupik, Central Yupik, many Filipino dialects etc) are action object structure. Often your language learner with this structure identifies with the activity first or verb construct for meaning. Theoretically when u design instruction for this age group it is important to use Theory of Mind and Bloom and Tinker - Intentional states theory the foundations of Circle and intent or meaning. Some of the best trainers I have learned from in this area are Dr. Sima Gerber ASHA NY, Dr.sTina and Richard Veale Illinois ASHA, Dr. Tager - Flusberg ASHA. If you have a good foundation you can modify and differentiate any curriculum. I have done Special Education teacher trainings and know many who do this type of Expanded Expressive Language Development. Dr. Sylvia Diehl is at U of Florida Tampa and is really good at conducting trainings in this area. Because I have worked in the autism spectrum I know that developing language with early learners can be very rewarding. From jelyn_gaskell at yahoo.com also Sandra Gaskell SLP-D ascspeech.com Sent from my iPhone > On Aug 7, 2014, at 11:12 AM, dzo at bisharat.net wrote: > > What Charles describes sounds like the Peace Corps method of instruction. PC has years of experience with language training, in which future volunteers get intensive instruction (along with technical, health, and cross-culture) over 10-11 weeks. It has proven quite successful at getting the large majority of trainees to at least a basic level (those who don't attain that level get supplementary training). > > Not to suggest that it would be practical to duplicate this approach in most other settings, but might there be lessons to be learned from PC's experience? > > Don Osborn > Sent via BlackBerry by AT&T > From: "Riley, Charles" > Sender: ilat-request at list.arizona.edu > Date: Thu, 7 Aug 2014 15:31:28 +0000 > To: ilat at list.arizona.edu > ReplyTo: ilat at list.arizona.edu > Subject: RE: [ilat] colors, numbers, and animals > > The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren’t the primary focus. > > Charles Riley > > From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay > Sent: Thursday, August 07, 2014 11:07 AM > To: ilat at list.arizona.edu > Subject: Re: [ilat] colors, numbers, and animals > > I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it’s been difficult. If anyone has any ideas about methodology, that would be great. (They’ve done some stuff with TPR, but that’s limited.) > > - Monica > > On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > > > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > -------------- next part -------------- An HTML attachment was scrubbed... URL: From oliver_stegen at sil.org Fri Aug 8 11:12:45 2014 From: oliver_stegen at sil.org (Oliver Stegen) Date: Fri, 8 Aug 2014 13:12:45 +0200 Subject: For Rare Languages, Social Media Provide New Hope (fwd link) In-Reply-To: Message-ID: Whether a "rare language" benefits from social media or not depends on a number of factors. In his paper "A framework for measuring the presence of minority languages in cyberspace", Maik Gibson at the 3rd International Conference on Linguistic and Cultural Diversity in Cyberspace in Yakutsk, 28 June to 3 July, 2014, gave a good overview of the issue (cf https://www.academia.edu/7503946/A_framework_for_measuring_the_presence_of_minority_languages_in_cyberspace). Fwiw, Oliver On 31-Jul-14 2:23 AM, Andrew Cunningham wrote: > Although at the same time social media provides unique challenges for > languages that use lesser used writing scripts. > > Andrew > > > On 31 July 2014 07:43, Phil Cash Cash > wrote: > > *For Rare Languages, Social Media Provide New Hope* > > By LYDIA EMMANOUILIDOU > Originally published on Sat July 26, 2014 6:59 pm > > At a time when social media users, for no particularly good > reason, are trading in fully formed words for abbreviations > ("defs" instead of "definitely"), it may seem that some languages > are under threat of deterioration — literally. > > But social media may actually be beneficial for languages. > > Of the estimated 7,000 languages that are spoken around the world, > UNESCO projects half will disappear by the end of the century. But > social networking websites such as Facebook and Twitter are in a > position to revitalize and preserve indigenous, minority and > endangered languages, linguists and language-preservation > activists say. > > One of the reasons some indigenous languages are endangered is > that increased connectivity through the Internet and social media > have strengthened dominant languages such as English, Russian and > Chinese, says Anna Luisa Daigneault of the Living Tongues > Institute for Endangered Languages. > > Endangered languages stand a greater chance of survival when they > are used online. > > "Having a Web presence for those languages is super important for > their survival. Social media are just another connection point for > people who want to stay connected to their language," says > Daigneault, Latin America projects coordinator and development > officer at the institute. > > ​Access full article below: > http://wkms.org/post/rare-languages-social-media-provide-new-hope​ > > > > > -- > Andrew Cunningham > Project Manager, Research and Development > (Social and Digital Inclusion) > Public Libraries and Community Engagement > State Library of Victoria > 328 Swanston Street > Melbourne VIC 3000 > Australia > > Ph: +61-3-8664-7430 > Mobile: 0459 806 589 > Email: acunningham at slv.vic.gov.au > lang.support at gmail.com > > http://www.openroad.net.au/ > http://www.mylanguage.gov.au/ > http://www.slv.vic.gov.au/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 16:56:06 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 09:56:06 -0700 Subject: A first step toward more global email (fwd link) Message-ID: A first step toward more global email http://googleblog.blogspot.com/2014/08/a-first-step-toward-more-global-email.html ​˜˜˜ Can this help endangered languages and you? ​ P. -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:15:13 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:15:13 -0700 Subject: Kooch=?UTF-8?Q?=E2=80=99eit=E2=80=99aa=3A_?=Teaching the Tlingit language through basketball Message-ID: *Kooch’eit’aa: Teaching the Tlingit language through basketball* *By **Casey Kelly* *Posted on August 10, 2014 at 6:00 am* Earlier this year, Alaska became the second state after Hawaii to recognize indigenous languages as official state languages . The legislature passed a bill granting the designation to 20 Alaska Native languages . Gov. Sean Parnell is expected to sign the measure soon. Supporters hope it will help boost efforts to revitalize those languages, many of which have just a handful of native speakers left. One such effort took place in Juneau last week: A camp that’s using sport to keep the Tlingit language alive. http://www.ktoo.org/wp-content/uploads/2014/08/08Language.mp3 On the basketball court at the University of Alaska Southeast in Juneau, a dozen middle and high school students warm up for their first day of camp. As they stretch near half court, Jessica Chester counts to 10 in Tlingit: “Tléix’, déix, nás’k, daax’oon, keijín, tleidooshú, daxadooshú, nas’gadooshú, gooshúk, jinkaat.” Access media & full article below: http://www.ktoo.org/2014/08/10/koocheitaa-teaching-tlingit-language-basketball/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:17:01 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:17:01 -0700 Subject: Languages of indigenous people face neglect: Odisha tribal leaders (fwd link) Message-ID: *Languages of indigenous people face neglect: Odisha tribal leaders* *Reported by Santosh Jagdev Bhubaneswar, Aug 9:* “Language is an important part of everyone’s identity and culture. Mother tongue is the foundation of all languages and the identity of all human beings, ” said Lal Bihari Himirika, Odisha’s SC and ST Development Minister while addressing a convention here today on the occasion of ‘International Day of the World’s Indigenous People’. Access full article below: http://odishasuntimes.com/78517/languages-indigenous-people-face-neglect-odisha-tribal-leaders/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:18:39 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:18:39 -0700 Subject: At Language Camp, Reclaiming Tradition Is Between Basketball And Lunch (fwd link) Message-ID: *At Language Camp, Reclaiming Tradition Is Between Basketball And Lunch* Originally published on Fri August 8, 2014 5:57 pm - *Listen* Alaska has become the second state, after Hawaii, to recognize indigenous languages as official state languages. Supporters hope this will help revitalize those languages, many of which have just a handful native speakers left. Casey Kelly of KTOO reports on one such effort: a kids' basketball camp, where drills are combined with Tlingit language lessons. Access full article below: http://news.stlpublicradio.org/post/language-camp-reclaiming-tradition-between-basketball-and-lunch -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:19:51 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:19:51 -0700 Subject: Language Is Key to Culture: Seneca Fight to Save Theirs (fwd link) Message-ID: *Language Is Key to Culture: Seneca Fight to Save Theirs* ICTMN Staff 8/6/14 In the three Seneca territories in Western New York there are just 30 elders who speak the language fluently—10 years ago there were 200 fluent speakers, reports WGRZ . The Seneca Nation of Indians is trying to change that and save their language starting with the youth. Kids attending Faith Keepers School in Steamburg, New York, learn about Seneca tradition, culture and are taught the language through activities. During varsity and junior varsity lacrosse games in Gowanda, you’ll hear the games being announced in Seneca by eighth grade students. According to WGRZ, they are the first school in Western New York to announce games like that. There’s a bigger push to preserve the language because our elders are dying,” teacher Rachael Wolfe told WGRZ. “It’s urgent... We’re at an emergency status as far as our language is concerned.” Access full article below: http://indiancountrytodaymedianetwork.com/2014/08/06/language-key-culture-seneca-fight-save-theirs-156262 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Mon Aug 11 04:53:34 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Mon, 11 Aug 2014 04:53:34 +0000 Subject: A first step toward more global email (fwd link) In-Reply-To: Message-ID: Everyone should get their institution or website developer to work on implementing this new standard, if they haven't already. -- Rudy Troike ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Phil Cash Cash [weyiiletpu at gmail.com] Sent: Sunday, August 10, 2014 9:56 AM To: ILAT Subject: [ilat] A first step toward more global email (fwd link) A first step toward more global email http://googleblog.blogspot.com/2014/08/a-first-step-toward-more-global-email.html ​˜˜˜ Can this help endangered languages and you? ​ P. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ztribur at uoregon.edu Mon Aug 11 16:00:35 2014 From: ztribur at uoregon.edu (Zoe Tribur) Date: Mon, 11 Aug 2014 09:00:35 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: In Eugene, Oregon, there are few people working on domain-based learning. In particular, Zalmai Zahir, influenced by Leanne Hinton, teaches Lushootseed this way, with an emphasis on getting students to use the language in their homes. To really simplify the curriculum, he started my class of students off with kitchen words. We were to try and make our kitchens a language nest and then learn how to self narrate what we did in the kitchen, because for most of us, we would not realistically be communicating with other people in Lushootseed very often. Self-narration involves primarily present progressive tense, declarative statements as well as, obviously, just the first person, so these were the sentence forms we learned. As time went on, Zalmai introduced some more grammar but also encouraged us to come up with our own "projects", activities we wanted to learn how to self-narrate in. Students did clam chowder, BBQ, fried eggs, washing the dishes, etc. I recall one impromptu class in his apartment with his apprentice and another student where they had us wash, dry and put away his dishes one by one, all in the language. The following year, the class expanded to other domains like chopping wood, etc., to build a fire, etc. On 2014/08/07 11:54, Jelyn Yahoo wrote: > Any SLP or language development specialist first starts with your > baseline assessment of your language learners. For preschool I use PLS > 4 or 5 for syntax ,pragmatics, semantics, phonology. I also use the > DELV diagnostic evaluation of language variation. If you have Autism > Spectrum Disorder traits use the VBMAPP (Sundberg). If your tribal > nation accepts federal grant funds, the assessment protocols required > for your reporting is stipulated in your grant source document. Cassie > Delso Wells did a great PhD dissertation on grant required assessments > like Dial 3 and inadequacy of these assessments for North Slope > Inupiaq Pre-school language learners. The grammar and syntax if your > first language learner is important to identify as this is your first > layer of acquisition. I have tested many language learners of many > structures and cultures.Certain syntax structures such as ergative > (Siberian Yupik, Central Yupik, many Filipino dialects etc) are action > object structure. Often your language learner with this structure > identifies with the activity first or verb construct for meaning. > Theoretically when u design instruction for this age group it is > important to use Theory of Mind and Bloom and Tinker - Intentional > states theory the foundations of Circle and intent or meaning. Some of > the best trainers I have learned from in this area are Dr. Sima Gerber > ASHA NY, Dr.sTina and Richard Veale Illinois ASHA, Dr. Tager - > Flusberg ASHA. If you have a good foundation you can modify and > differentiate any curriculum. I have done Special Education teacher > trainings and know many who do this type of Expanded Expressive > Language Development. Dr. Sylvia Diehl is at U of Florida Tampa and is > really good at conducting trainings in this area. Because I have > worked in the autism spectrum I know that developing language with > early learners can be very rewarding. From jelyn_gaskell at yahoo.com > also Sandra Gaskell SLP-D ascspeech.com [2] > > Sent from my iPhone > > On Aug 7, 2014, at 11:12 AM, dzo at bisharat.net wrote: > >> What Charles describes sounds like the Peace Corps method of >> instruction. PC has years of experience with language training, in >> which future volunteers get intensive instruction (along with >> technical, health, and cross-culture) over 10-11 weeks. It has >> proven quite successful at getting the large majority of trainees to >> at least a basic level (those who don't attain that level get >> supplementary training). >> >> Not to suggest that it would be practical to duplicate this approach >> in most other settings, but might there be lessons to be learned >> from PC's experience? >> >> Don Osborn >> >> Sent via BlackBerry by AT&T >> ------------------------- >> >> FROM: "Riley, Charles" >> SENDER: ilat-request at list.arizona.edu >> DATE: Thu, 7 Aug 2014 15:31:28 +0000 >> TO: ilat at list.arizona.edu >> REPLYTO: ilat at list.arizona.edu >> SUBJECT: RE: [ilat] colors, numbers, and animals >> >> The way I remember learning Wolof, it was through something called >> the audio-aural approach. It was built around structured dialogues, >> introducing vocabulary a little at a time, but working largely on >> substituting pronouns, verbs, and objects into sets of dialogue that >> would become increasingly familiar. Building up the pronoun grid and >> several key verbs were important in conveying a sense of quick >> progress into the language. Numbers, colors, and animals could be >> introduced and added in to the dialogues for interest, but they >> weren’t the primary focus. >> >> Charles Riley >> >> FROM: ilat-request at list.arizona.edu >> [mailto:ilat-request at list.arizona.edu] ON BEHALF OF Monica Macaulay >> SENT: Thursday, August 07, 2014 11:07 AM >> TO: ilat at list.arizona.edu >> SUBJECT: Re: [ilat] colors, numbers, and animals >> >> I work with the Menominee, and they are very aware of the problem of >> just teaching these topics (exactly what you listed!). They want >> their teachers to move beyond this but the teachers are (mostly) >> language learners themselves, so it’s been difficult. If anyone >> has any ideas about methodology, that would be great. (They’ve >> done some stuff with TPR, but that’s limited.) >> >> - Monica >> >> On Aug 7, 2014, at 10:01 AM, Wayne Leman >> wrote: >> >> A number of methods are used for teaching indigenous languages. One >> that seems commonly used for teaching Native American languages in >> the U.S. is a focus on memorization of colors, numbers, and names of >> animals. >> >> Does anyone know where this approach to language teaching >> originated? Might it reflect how the teachers themselves were taught >> English in boarding or reservation schools? Might it reflect >> perceived requirements on the part of school, state, or federal >> administrators? >> >> Do any of you know of any programs where there has been a shift from >> memorization of word lists toward creating conversational fluency in >> the indigenous language? >> >> Wayne >> >> ----- >> >> http://www.cheyennelanguage.org/ [1] > > > Links: > ------ > [1] http://www.cheyennelanguage.org/ > [2] http://ascspeech.com From Pretol at unisa.ac.za Thu Aug 14 08:52:40 2014 From: Pretol at unisa.ac.za (Pretorius, Laurette) Date: Thu, 14 Aug 2014 10:52:40 +0200 Subject: Language Resources and Evaluation (LRE) Journal Special Issue: Preliminary Call for Submissions on Under-resourced Languages Message-ID: This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details. ________________________________ ***** Apologies for multiple postings ***** We are delighted to invite submissions for a Special Issue of the Language Resources and Evaluation Journal, entitled "Under-resourced Languages, Collaborative Approaches and Linked Open Data: Resources, Methods and Applications". Important: More detailed information will be made available in September 2014. For more information please contact the guest editors. PRELIMINARY SUBMISSION DATE: November 15, 2014 CALL FOR SUBMISSIONS Under-resourced languages are generally described as languages that suffer from a chronic lack of available resources, from human, financial, and time resources to linguistic ones (language data and language technology), and often also experience the fragmentation of efforts in resource development. This situation is exacerbated by the realization that as technology progresses and the demand for localised languages services over digital devices increases, the divide between adequately- and under-resourced languages keeps widening. Given that most of the world's almost 7000 languages are not adequately resourced, much work needs to be done in order to support their existence in the digital age. Although the destiny of a language is primarily determined by its native speakers and broader cultural context, the technological development of an under-resourced language offers such a language a strategic opportunity to have the same "digital dignity", "digital identity" and "digital longevity" as large, well-developed languages on the Web. The Linked (Open) Data framework and the emerging Linguistic Linked (Open) Data infrastructure offer novel opportunities for under-resourced languages. On the one hand, Linked Data offers ways of exposing existing high quality, albeit small, language resources in the Semantic Web and, on the other hand, allows for the development of new state-of-the-art resources without necessarily having to rely on the availability of sophisticated language processing support. This special issue arises from the imperative to maintain cultural and language diversity and from the basic right of all communities, languages, and cultures to be "first class citizens" in an age driven by information, knowledge and understanding. In this spirit, this special issue focuses on three strategic approaches to augment the development of resources for under-resourced languages to achieve a level potentially comparable to well-resourced, technologically advanced languages, viz. a) using the crowd and collaborative platforms; b) using technologies of interoperability with well-developed languages; and c) using Semantic Web technologies and, more specifically, Linked Data. We invite original contributions, not published before and not under consideration for publication elsewhere, that address one or more of the following questions by means of one or more of the three approaches mentioned above: * How can collaborative approaches and technologies be fruitfully applied to the accelerated development and sharing of high quality resources for under-resourced languages? * How can such resources be best stored, exposed and accessed by end users and applications? * How can small language resources be re-used efficiently and effectively, reach larger audiences and be integrated into applications? * How can multilingual and cross-lingual interoperability of language resources, methods and applications be supported, also between languages that belong to different language families? * How can existing language resource infrastructures be scaled to thousands of languages? * How can research on and resource development for under-resourced languages benefit from current advances in semantic and semantic web technologies, and specifically the Linked Data framework? GUEST EDITORS Laurette Pretorius - University of South Africa, South Africa (pretol AT unisa DOT ac DOT za) Claudia Soria - CNR-ILC, Italy (claudia.soria AT ilc DOT cnr DOT it) SCIENTIFIC COMMITTEE Sabine Bartsch, Technische Universität Darmstadt, Germany Delphine Bernhard, LILPA, Strasbourg University, France Peter Bouda, CIDLeS - Interdisciplinary Centre for Social and Language Documentation, Portugal Paul Buitelaar, Insight Centre for Data Analytics, NUIG, Ireland Steve Cassidy, Macquarie University, Australia Christian Chiarcos, Frankfurt University, Germany Thierry Declerck, DFKI GmbH, Language Technology Lab, Germany Mikel Forcada, University of Alicante, Spain Dafydd Gibbon, Bielefeld University, Germany Yoshihiko Hayashi, Graduate School of Language and Culture, Osaka University, Japan Sebastian Hellmann, Leipzig University, Germany Simon Krek, Jožef Stefan Institute, Slovenia Tobias Kuhn, ETH, Zurich, Switzerland Joseph Mariani, LIMSI-CNRS & IMMI, France John McCrae, Bielefeld University, Germany Steven Moran, Universität Zürich, Switzerland Kellen Parker, National Tsing Hua University, China Patrick Paroubek, LIMSI-CNRS, France Taher Pilehvar, "La Sapienza" Rome University, Italy Maria Pilar Perea i Sabater, Universitat de Barcelona, Spain Laurette Pretorius, University of South Africa, South Africa Leonel Ruiz Miyares, Centro de Linguistica Aplicada (CLA), Cuba Kevin Scannell, St. Louis University, USA Ulrich Schäfer, Technical University of Applied Sciences Amberg-Weiden, Bavaria, Germany Claudia Soria, CNR-ILC, Italy Nick Thieberger, University of Melbourne, Australia Eveline Wandl-Vogt, Austrian Academy of Sciences, ICLTT, Austria Michael Zock, LIF-CNRS, France -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 15 22:48:19 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 15 Aug 2014 15:48:19 -0700 Subject: Dreaming in the forgotten lands (fwd link) Message-ID: *Dreaming in the forgotten lands* August 16, 2014 - 2:12AM Michael Gordon Political editor, The Age When Tjariya and Inpiti were little girls, the black-footed rock-wallabies were so abundant that their fathers would hunt and spear them for dinner, cooking them in ovens of hot coals in the red dirt of their country in remote north-western South Australia. Now they are old ladies, or minyma, with the same capacity to make each other giggle they had back then, but the rock-wallaby, or warru, is so endangered they are leading an ambitious program to protect it. Access media & full article below: http://www.smh.com.au/national/dreaming-in-the-forgotten-lands-20140815-1048yh.html#ixzz3AVHu8Xvw -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 16 23:20:34 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 16 Aug 2014 16:20:34 -0700 Subject: Federal agencies provide new opportunities for dying languages (fwd link) Message-ID: *Federal agencies provide new opportunities for dying languages* *NSF and NEH award more than $4 million to preserve nearly 40 languages* *August 15, 2014* http://www.nsf.gov/news/news_summ.jsp?cntn_id=132370&org=NSF&from=news The National Science Foundation (NSF) and the National Endowment for the Humanities (NEH) recently announced 27 awards totaling more than $4 million in the 10th round of a joint effort to document languages threatened with extinction. These new awards, part of an NSF-NEH Documenting Endangered Languages (DEL) program, support digital documentation work on nearly 40 endangered languages. They build research infrastructure, encourage long term collaboration with host countries and involve significant community engagement. "Language is a source of invaluable cognitive, historical and environmental information," said NSF Director France Córdova. "Most of what is known about human communication and cognition is based on less than 10 percent of the world's 7,000 languages. We must do our best to document living endangered languages and their associated cultural and scientific information before they disappear." New estimates from a three-year, NSF-supported study conclude that at least every three months somewhere in the world a language loses all its remaining speakers. The finding, based on newly compiled data, is an update from previous estimates that found at least one language goes extinct every two weeks. Since the first round of awards DEL in 2005, the program has funded nearly 300 projects and more than 200 researchers who have captured high-quality data from languages in danger of extinction. In this new round of awards, for example, DEL is funding the *Advances in Linguistic, Ethnobotanical, and Botanical Sciences through Documentation of Traditional Ecological Knowledge *project. Anthropologist Jonathan Amith of Gettysburg College in Pennsylvania and botanist John Kress of the Smithsonian Institution will examine the ways endangered languages encode information on how communities have historically interacted with their environments. The study will provide clues about environmental changes over generations of speakers; it also will improve understanding about increases or decreases in biodiversity and sustainable practices adapted to particular environments. Another project, *Community Directed Audio-Visual Documentation of Ayöök*, will create digital documentation of this Mixe-Zoquean language spoken in Mexico. Linguistic anthropologist Daniel Suslak of Indiana University and clinical psychologist Ben Levine, director of Speaking Place, will use an innovative technique called "facilitated-feedback filming" to stimulate groups of community members to recall long forgotten events, share ideas and engage in frank discussions. The project will create a corpus of Ayöök language data. The interactive process will reawaken Ayöök traditional ecological knowledge that will be used by biochemists to expand maize genetics research at the Plant Sciences Department at the University of California, Davis. "The NSF-NEH partnership to document endangered languages is making great strides," said NEH Chairman William Adams. "Together, the two agencies are supporting research and creating valuable language resources that serve linguists and indigenous communities around the globe to revitalize their languages. And through its priority on Native American languages, NEH ensures the unique cultural and linguistic heritage of our own country is sustained." All of this year's DEL projects will produce sophisticated digital products that can be publicly accessed through major language repositories such as the Archive of Indigenous Languages of Latin America, California Language Archive, the Endangered Language Archive at the School for African and Oriental Studies and the Pacific and Regional Archive for Digital Sources in Endangered Cultures. DEL projects continue to gain support across the National Science Foundation. Programs in Robust Intelligence, Linguistics, Cultural Anthropology, Polar Programs, International Science and Engineering, Experimental Program to Stimulate Competitive Research, Interdisciplinary Behavioral and Social Science Research, Science of Broadening Participation and the Tribal Colleges and Universities Program support the 2014 awards. At the National Endowment for the Humanities, DEL projects are funded through the Division of Preservation and Access and the Division of Research, where there continues to be a priority on documentation of languages of the Americas. A complete listing of this year's awards follows. *Institutional Grants* (awarded by NSF or NEH, as indicated): - *Jonathan D. Amith*, Gettysburg College and Co-PI *John Kress*, Smithsonian Institution. *Documenting Traditional Ecological Knowledge in the Sierra Nororiental de Puebla*, Mexico, in Synchronic and Diachronic Perspectives, $449,942 (NSF) and $200,000 (NEH). - *Andrea Berez*, University of Hawaii, Manoa, *Making Pacific Language Materials Discoverable: Identifying and Describing Indigenous Languages, *$122,317 (NEH) - *April Counceller and Co-PI Alisha S Drabek, *Alutiiq Heritage Foundation. *The Alutiq Language Archive and Speaker Registry*, $399,058 (NSF). - *J. Andrew Cowell, *University of Colorado at Boulder. *Arapahoe (ARP) Lexical Database and Dictionary*, $177,213 (NEH). - *Scott DeLancey*, University of Oregon Eugene. *Documenting the languages of Manipur: Clues to the prehistory of Sino-Tibetan languages*, $312,722 (NSF). - *Christian T. DiCanio*, Haskins Laboratories, Inc. *Understanding Prosody and Tone Interactions through Documentation of Two Endangered Languages* $340,456 (NSF). - *Jeffrey C. Good* and Co-PI *Jan Chomicki, *SUNY at Buffalo. *Language Documentation, Fieldwork Training Models, and Computational Tools for Understanding Linguistic Stability and Change*, $406,186 (NSF). - *Lenore Grenoble*, University of Chicago. *Understanding spatial determiners, complex predicates, and case marking through traditional narratives in endangered languages*, $239,955 (NSF). - *Jacob Manatowa-Bailey, *Sac and Fox Nation of Oklahoma. *Digitization, Transcription, and Publication of Sauk Narratives*, $90,996 (NSF). - *Micheal Oltrogge *and Co-PI* Alice Saunsoci, *Nebraska Indian Community College. *Discovering Omaha Linguistic Structure through the Documentation of Fluent Omaha Elders' Voices*, $85,568 (NSF). - *David Peterson*, Dartmouth College. *Documentation of Rengmitca (Tibeto-Burman)**, *$175,635 (NSF). - *Clifton L Pye*, University of Kansas Center for Research Inc., *Procedures for the Rapid Documentation of Language Acquisition in an Endangered Language Context*, $260,426 (NSF). - *Carmel O'Shannessy*, University of Michigan Ann Arbor. *Documentation and acquisition of Light Warlpiri and Warlpiri*, $255,891 (NSF). - *Daniel F. Suslak, *Indiana University and Co-PI* Benjamin Levine* of Speaking Place. *Community Directed Audio-Visual Documentation of Ayook (ISO 939-3 MTO) and Development of an Online Ayöök Language Portal,* $258,316 (NEH). *Fellowships *(awarded by NEH, $50,400 each): - *Emiliana Cruz*, University of Massachusetts Amherst, *Language Description: Chatino [ISO 693-3 CTP] place names and local knowledge: Description with a multimedia documentary corpus*. - *Keri Eggleston*, *The Next Critical Step in Documenting Tlingit (TLI).* - *Jeffrey E. Davis*, University of Tennessee Knoxville, *Plains Indian Sign Language (PSD) Digital Corpus Linguistics Project.* - *John M. Keegan*, *Sara-Bagirmi Languages Database Project.* - *Hiroko Sato*, University of Hawaii, *Preliminary field investigation of the Bebeli language (bek), Papua New Guinea.* *Doctoral Dissertation Research Improvement Grants *(awarded by NSF) - *Clare S. Sandy* under the direction of Andrew J Garrett, University of California-Berkeley, The Phonology and Morphology of Karuk, $15,120. - *Lajos S Szoboszlai *under the direction of Martha J. Macri, University of California-Davis, *Mutsun reclamation continued: Three years in a learner's efforts to acquire language*, $6,830. - *Adam J Tallman* under the direction of Patience Epps, University of Texas at Austin, *Investigating complex word reanalysis through endangered language data, *$14,493. *Conferences and Workshops *(awarded by NSF) - *Darryl Baldwin*, Myaamia Center, Miami Tribe of Oklahoma, *Archival Institute for Indigenous Languages*, $167,650. - *Andrea Berez*, University of Hawaii, *WORKSHOP: Enriching Theory, Practice, and Application: Classes and Special Sessions at the 4th International Conference on Language Documentation & Conservation*, $43,600 - *Damir Cavar*, Eastern Michigan University, *19th Lexical-Functional Grammar Conference*, $12,199 - *Jeffrey Good*, SUNY at Buffalo, *ComputEL: A workshop to explore the use of computational methods in the study of endangered languages*, $25,007. - *Jason Kandybowicz *and Co-PI* Harold Torrence, *University of Kansas Center for Research Inc., Africa's Endangered Languages: Documentary and Theoretical Approaches, $24,601. -NSF- *Media Contacts *Bobbie Mixon, NSF, (703) 292-8070, bmixon at nsf.gov Paula Wasley, National Endowment for the Humanities, (202) 606-8424, pwasley at neh.gov *Related Websites *NEH Fellowships: http://go.usa.gov/DZMC NEH Preservation Awards: http://go.usa.gov/DZFz Documenting Endangered Languages website: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12816&org=SBE *The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2014, its budget is $7.2 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives about 50,000 competitive requests for funding, and makes about 11,500 new funding awards. NSF also awards about $593 million in professional and service contracts yearly.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 16:45:42 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 09:45:42 -0700 Subject: By Using Language Rooted in Andes, Internet Show=?UTF-8?Q?=E2=80=99s_?=Hosts Hope to Save It (fwd link) Message-ID: By Using Language Rooted in Andes, Internet Show’s Hosts Hope to Save It By KIRK SEMPLE AUG. 15, 2014 Segundo J. Angamarca, half-hidden in a thicket of electronic equipment on a recent Friday evening, put on his headphones and glanced around the room, a makeshift Internet radio station in his apartment in the Bronx. “We’re all set, no?” he asked in Spanish. He punched a few buttons on a console and, leaning into a live microphone, began speaking in the percussive phonemes of a completely different tongue, one with roots in the Andean highlands of his native Ecuador. “We’re here!” he announced. “We’re here tonight for you, to help bring happiness,from Radio El Tambo Stereo.” And so began the inaugural broadcast of “Kichwa Hatari,” perhaps the only radio program in the United States conducted in Kichwa, an Ecuadorean variant of Quechua, an indigenous South American language spoken mainly in Bolivia, Ecuador and Peru. Access full article below: http://www.nytimes.com/2014/08/16/nyregion/on-internet-radio-preserving-a-language-rooted-in-the-andes.html?_r=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 17:27:40 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 10:27:40 -0700 Subject: A Gathering of Indigenous Language Digital Activism in Oaxaca, Mexico (fwd link) Message-ID: *A Gathering of Indigenous Language Digital Activism in Oaxaca, Mexico* Posted *18 August 2014* *14:00 GMT* Global Voices through its Rising Voices initiative, the Juan de Córdova Research Library , and SURCO invite indigenous language activists from all across Mexico to take part in the Indigenous Language Digital Activism Gathering that will take place on October 3-5 at the San Pablo Cultural Center in the historical center of Oaxaca de Juárez, Mexico. The central focus of this gathering is to provide a space for peer learning and exchange targeted at 25 indigenous language digital activists that are currently using their languages in digital media. Mexico is one of the most linguistically diverse countries in Latin America with more than 300 indigenous languages spoken and written on a daily basis, and many of these are in danger of extinction. Technology has been adopted in recent times for academic documentation and for the creation of language learning software as a way to study and preserve these languages. Access full article below: http://globalvoicesonline.org/2014/08/18/a-gathering-of-indigenous-language-digital-activism-in-oaxaca-mexico/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 17:30:25 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 10:30:25 -0700 Subject: Alaska ballots fraught with issues for Yup=?UTF-8?Q?=E2=80=99ik_?=speakers (fwd link) Message-ID: *Alaska ballots fraught with issues for Yup’ik speakers* *Lawyers say poor translations of election materials disenfranchise Native voters* August 18, 2014 5:00AM ET by *Julia O'Malley* ANCHORAGE, Alaska — Ahead of tomorrow’s primary elections in Alaska, every voter in the state should have received a pamphlet that introduces the candidates, describes ballot issues and explains how to vote. The pamphlets are available in Spanish and Tagalog — but not Yup’ik, a language spoken by Alaska Natives, even though it is among the most commonly spoken languages in the state. At least 10,000 people speak Yup’ik, according to the Alaska Native Language Center at the University of Alaska at Fairbanks*. *It’s the second-most-spoken Native language in the U.S. , after Navajo *.* Many speakers live in the community of Bethel or surrounding smaller rural villages in southwestern Alaska. When Yup’ik-only speakers get to the voting booth, they may request a Yup’ik sample ballot, which can also be read to them. Though the translation may be technically correct, it may be in an unfamiliar dialect or so dense and convoluted that, some Alaska Native leaders say, older Natives in particular will feel they are voting blindly. The ballot they mark will be written in English. Access full article below: http://america.aljazeera.com/articles/2014/8/18/alaska-ballots-languagetranslation.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From rrlapier at aol.com Wed Aug 20 15:21:43 2014 From: rrlapier at aol.com (rrlapier at aol.com) Date: Wed, 20 Aug 2014 11:21:43 -0400 Subject: Save Blackfeet Language Message-ID: No Blackfeet Language at the University of Montana?! It is unbelievable that the University of Montana, with a Native American student population of 800+, will not be teaching the Blackfeet language or any other Native American language the Fall semester 2014. Your support is needed to encourage the University of Montana to teach Blackfeet language. Research has shown that the study of Native American languages strengthens student self-worth and their academic success. The teaching of Native languages also allows non-Native students to learn about a culture that is different from their own and enrich their understanding of Montana’s Native peoples. Montana has served as a leader in promoting and preserving Native American languages. Most prominently through the leadership of the late Darrell Robes Kipp, the late Thomas Little Plume, and Dorothy Still Smoking through their creation of the Piegan Institute. And most recently Senators John Tester, Max Baucus (retired) and John Walsh sponsored the Native Language Immersion Student Achievement Act (S. 1948) in the U.S. Senate “to promote the academic achievement of American Indian children.” And the State of Montana’s recently funded initiative called the Montana Indian Language Preservation Pilot Program (managed by the State Tribal Economic Development Commission) is viewed as a resounding success. It is unfortunate that the University of Montana chooses not to teach the Blackfeet language or any other Native language this semester. There are several qualified Blackfeet tribal members with either a Class 7 Native American Language and Culture Educator License and/or a Master’s degree in the Missoula area. And there are more qualified individuals on the Blackfeet reservation and state-wide. Please contact the President of the University of Montana, Royce Engstrom at 406-243-2311 or royce.engstrom at umontana.edu to respectfully request that the Blackfeet language be taught Fall semester 2014. Rosalyn LaPier (Blackfeet/Metis) Professor of Environmental Studies University of Montana 406-243-6787 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Wed Aug 20 16:37:20 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Wed, 20 Aug 2014 09:37:20 -0700 Subject: =?UTF-8?Q?=E2=80=98Who_Speaks_Wukchumni=3F=E2=80=99_?=(fwd link) Message-ID: ‘Who Speaks Wukchumni?’ AUG. 18, 2014 Throughout the United States, many Native American languages are struggling to survive. According to Unesco, more than 130 of these languages are currently at risk, with 74 languages considered “critically endangered.” These languages preserve priceless cultural heritage, and some hold unexpected value — nuances in these languages convey unparalleled knowledge of the natural world. Many of these at-risk languages are found in my home state of California. Now for some, only a few fluent speakers remain. Access full article below: http://www.nytimes.com/2014/08/19/opinion/who-speaks-wukchumni.html?_r=0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 21 23:51:25 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 21 Aug 2014 16:51:25 -0700 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) Message-ID: 20 August 2014, 9.17pm BST *Indigenous languages won’t survive if kids are learning only English* *AUTHOR **Jane Simpson * The question of what language(s) to teach Indigenous students, what languages to teach them in, and how to go about it has been generating a little political heat (but not quite so much light) of late… Indigenous languages won’t survive if Indigenous kids don’t have the opportunity to speak their native languages at school. AAP The question of what language(s) to teach Indigenous students, what languages to teach them in, and how to go about it has been generating a little political heat (but not quite so much light) of late. On *ABC’s Q&A* earlier this month, Yalmay Yunupingu – the widow of Yothu Yindi front man Mandawuy Yunupingu – asked a pointed question about how the teaching of Indigenous languages will be funded given that *Article 14* of the United Nation’s Declaration of the Rights of Indigenous People states that Indigenous children have the right to education in their own language. And a recent piece in *The Conversation* by Stewart Riddle sparked *controversy* after he said it could be argued that the emphasis placed on English literacy was no better than discredited historical attempts to make Aboriginal kids more “white”. Access full article below: http://theconversation.com/indigenous-languages-wont-survive-if-kids-are-learning-only-english-30311 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949b at gmail.com Fri Aug 22 02:29:18 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Thu, 21 Aug 2014 19:29:18 -0700 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) In-Reply-To: Message-ID: As someone who grew up in an Alaskan Native village where our indigenous language was being lost during my language learning years and as a linguist who has worked since 1975 with a Native American language community that is losing their language, I feel terrible about indigenous languages being lost, but I don’t think schools can rescue a language. Languages are not learned at school. They are learned at home during the formative language learning years. Schools can provide one more disincentive for children to speak an indigenous language, but they can’t teach a language to children if children are not being taught the language from their primary caregivers at home. If children are being taught their language at home, then schools can reinforce that teaching. The problem is societal. Entire societies feel great pressure to discontinue use of indigenous languages in favor of dominant languages. one. It is very difficult for parents and other caregivers to teach indigenous languages to children if they have been taught to believe that children will be harmed by learning indigenous languages. It’s a difficult situation, but we must be careful not to put an unrealistic emphasis on the role that schools have in teaching language. Schools can create a great incentive for children not to continue speaking their indigenous languages, through coercion and even punishment which has been the case in the U.S. and some other countries, but I don’t think schools can do the converse, namely teach languages. (High school, college, and university programs seldom teach languages either. They typically expose students to languages and their structures, but not actually teach them the languages other than perhaps a few words, some elementary phrases, and grammar. People typically learn language when they are immersed in it, either at home or in cross-cultural experiences, study-abroad programs, etc.) People don’t learn languages from modern technology either. Technology can make language learning more interesting, but it can’t do what primary care providers and other fluent speakers of a language must do, namely, expose people to language in context so much that they begin to understand and speak it. I think that we linguists and others who have some professional training and lots of care for indigenous peoples and their languages can assist in language preservations efforts, but I have also concluded that we cannot do so by doing what I was trained to do and love to do, analyzing languages and writing up descriptions of them. Instead, we professionals need to learn how to encourage the development of language immersion programs. We can advocate for learning of indigenous languages, but it will fall on deaf ears if primary caregivers have concluded that their children are better off learning a dominant language. I would like to see empirical evidence for any claim that schools can teach indigenous languages to children if the children are not also being immersed in those languages at home. I hope that I am wrong in my claims but after many years of wrestling with this issue, it’s what I conclude. Wayne ----- http://www.cheyennelanguage.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at gmail.com Fri Aug 22 04:25:07 2014 From: hsouter at gmail.com (Heather Souter) Date: Thu, 21 Aug 2014 23:25:07 -0500 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) In-Reply-To: <6E5F7BC3CAE9426EA86A26308F504E23@wlemanVAIO> Message-ID: Taapwee! You speak the truth as I see it as well! Immersion programs for all--infants, children, youth and adults! Learning experientially--holistically and in context--is the most natural and in the end effective way of actually 'learning' a language. Heather On Thu, Aug 21, 2014 at 9:29 PM, Wayne Leman wrote: > As someone who grew up in an Alaskan Native village where our > indigenous language was being lost during my language learning years and as > a linguist who has worked since 1975 with a Native American language > community that is losing their language, I feel terrible about indigenous > languages being lost, but I don’t think schools can rescue a language. > Languages are not learned at school. They are learned at home during the > formative language learning years. Schools can provide one more > disincentive for children to speak an indigenous language, but they can’t > teach a language to children if children are not being taught the language > from their primary caregivers at home. If children are being taught their > language at home, then schools can reinforce that teaching. The problem is > societal. Entire societies feel great pressure to discontinue use of > indigenous languages in favor of dominant languages. one. It is very > difficult for parents and other caregivers to teach indigenous languages to > children if they have been taught to believe that children will be harmed > by learning indigenous languages. It’s a difficult situation, but we must > be careful not to put an unrealistic emphasis on the role that schools have > in teaching language. Schools can create a great incentive for children not > to continue speaking their indigenous languages, through coercion and even > punishment which has been the case in the U.S. and some other countries, > but I don’t think schools can do the converse, namely teach languages. > (High school, college, and university programs seldom teach languages > either. They typically expose students to languages and their structures, > but not actually teach them the languages other than perhaps a few words, > some elementary phrases, and grammar. People typically learn language when > they are immersed in it, either at home or in cross-cultural experiences, > study-abroad programs, etc.) > > People don’t learn languages from modern technology either. Technology can > make language learning more interesting, but it can’t do what primary care > providers and other fluent speakers of a language must do, namely, expose > people to language in context so much that they begin to understand and > speak it. > > I think that we linguists and others who have some professional training > and lots of care for indigenous peoples and their languages can assist in > language preservations efforts, but I have also concluded that we cannot do > so by doing what I was trained to do and love to do, analyzing languages > and writing up descriptions of them. Instead, we professionals need to > learn how to encourage the development of language immersion programs. We > can advocate for learning of indigenous languages, but it will fall on deaf > ears if primary caregivers have concluded that their children are better > off learning a dominant language. > > I would like to see empirical evidence for any claim that schools can > teach indigenous languages to children if the children are not also being > immersed in those languages at home. > > I hope that I am wrong in my claims but after many years of wrestling with > this issue, it’s what I conclude. > > Wayne > ----- > http://www.cheyennelanguage.org > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Fri Aug 22 05:37:06 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Fri, 22 Aug 2014 05:37:06 +0000 Subject: Indigenous languages won=?WINDOWS-1252?Q?=92t_?=survive if kids are learning only English Message-ID: Sadly, Wayne is 100% right in most of the typical circumstances which occur in most schools and communities today. Schools can valorize native languages and values, and perhaps incentivize a few individuals and families to undertake the dedicated effort to learn/ maintain the native language. But unless there is the commitment in the community among parents and grandparents of children, and a corresponding commitment in the school to institute a true and full bilingual program, most efforts, no matter the good intent with which they are undertaken, are doomed to failure. Wayne Holm showed at Rock Point, Arizona, that it IS possible to develop a full bilingual curriculum through high school, and I have met some of the very successful bilingual AND biliterate graduates of the program as students here at the University of Arizona. But part- time "feel-good" efforts which do no more than impart a few isolated words or phrases will not maintain or develop anything approaching full functional competence in the language. That said, I should point out that through the required study of Spanish in our public schools in south Texas, which entailed entirely grammar-translation competence in the language for six years, beginning with grade 6 (with NO social/interpersonal spoken use), I was able to pursue graduate study in linguistics and anthro- pology in Mexico, completely in Spanish. But without an enormous dedication to building a multi-year curriculum and implementing it, and undertaking the tremendous task of corpus planning to create advanced text materials in the language in all of the content areas of history, science, etc., for most native communities such an outcome as I experienced would be an unlikely dream. The message I would like to leave is that it IS possible -- and the dramatic stories of a few dedicated efforts by individuals to teach themselves the language even as adults demonstrate this -- but it will take the long- term enlightened dedication of communities and schools to achieve this dream. Rudy Rudy Troike - - - - - - - - - - - - - - - - - --- - - - - -- - - - - - - - - From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Wayne Leman [wleman1949b at gmail.com] Sent: Thursday, August 21, 2014 7:29 PM To: ilat at list.arizona.edu Subject: [ilat] Indigenous languages won’t survive if kids are learning only English (fwd link) As someone who grew up in an Alaskan Native village where our indigenous language was being lost during my language learning years and as a linguist who has worked since 1975 with a Native American language community that is losing their language, I feel terrible about indigenous languages being lost, but I don’t think schools can rescue a language. Languages are not learned at school. They are learned at home during the formative language learning years. Schools can provide one more disincentive for children to speak an indigenous language, but they can’t teach a language to children if children are not being taught the language from their primary caregivers at home. If children are being taught their language at home, then schools can reinforce that teaching. The problem is societal. Entire societies feel great pressure to discontinue use of indigenous languages in favor of dominant languages. one. It is very difficult for parents and other caregivers to teach indigenous languages to children if they have been taught to believe that children will be harmed by learning indigenous languages. It’s a difficult situation, but we must be careful not to put an unrealistic emphasis on the role that schools have in teaching language. Schools can create a great incentive for children not to continue speaking their indigenous languages, through coercion and even punishment which has been the case in the U.S. and some other countries, but I don’t think schools can do the converse, namely teach languages. (High school, college, and university programs seldom teach languages either. They typically expose students to languages and their structures, but not actually teach them the languages other than perhaps a few words, some elementary phrases, and grammar. People typically learn language when they are immersed in it, either at home or in cross-cultural experiences, study-abroad programs, etc.) People don’t learn languages from modern technology either. Technology can make language learning more interesting, but it can’t do what primary care providers and other fluent speakers of a language must do, namely, expose people to language in context so much that they begin to understand and speak it. I think that we linguists and others who have some professional training and lots of care for indigenous peoples and their languages can assist in language preservations efforts, but I have also concluded that we cannot do so by doing what I was trained to do and love to do, analyzing languages and writing up descriptions of them. Instead, we professionals need to learn how to encourage the development of language immersion programs. We can advocate for learning of indigenous languages, but it will fall on deaf ears if primary caregivers have concluded that their children are better off learning a dominant language. I would like to see empirical evidence for any claim that schools can teach indigenous languages to children if the children are not also being immersed in those languages at home. I hope that I am wrong in my claims but after many years of wrestling with this issue, it’s what I conclude. Wayne ----- http://www.cheyennelanguage.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 24 18:02:11 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 24 Aug 2014 11:02:11 -0700 Subject: Linguists record endangered Indigenous Goldfields language Tjupan in bid to save it Message-ID: *Linguists record endangered Indigenous Goldfields language Tjupan in bid to save it* By Rebecca Curtin Updated 24 Aug 2014, 4:14pm ​AUS​ A linguist from Yale University is recording an endangered Indigenous language in Western Australia's Goldfields region in attempt to stop it from dying out. ​ Access full article below: ​ http://www.abc.net.au/news/2014-08-24/linguists-concerned-indigenous-language-will-be-lost/5692746 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 24 18:05:12 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 24 Aug 2014 11:05:12 -0700 Subject: Richard Dauenhauer dies at 72; scholar of Tlingit language, culture (fwd link) Message-ID: *Richard Dauenhauer dies at 72; scholar of Tlingit language, culture* *By **JILL LEOVY* AUGUST 24, 2014 A fish doesn't jump in Tlingit, the native language of indigenous people of Southeast Alaska. It performs a feat no word in English can adequately express. The verb in Tlingit captures the instant when a fish breaks the surface, the sequence of sounds as it rises and the spray of water that spreads around it. That some modern-day Alaskans get frustrated as they search for English equivalents can be attributed in part to the work of Richard Dauenhauer, a linguist, anthropologist, playwright and former Alaska poet laureate who died Tuesday of cancer in Juneau, Alaska. Access full article below: http://www.latimes.com/local/obituaries/la-me-richard-dauenhauer-20140824-story.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jon.Reyhner at nau.edu Sun Aug 24 18:30:02 2014 From: Jon.Reyhner at nau.edu (Jon Allan Reyhner) Date: Sun, 24 Aug 2014 18:30:02 +0000 Subject: Open Letter to Secretary of Interior Jewell Message-ID: All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From wleman1949b at gmail.com Sun Aug 24 18:39:05 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Sun, 24 Aug 2014 11:39:05 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. Wayne ----- http://www.cheyennelanguage.org -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 11:30 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From Jon.Reyhner at nau.edu Sun Aug 24 20:05:09 2014 From: Jon.Reyhner at nau.edu (Jon Allan Reyhner) Date: Sun, 24 Aug 2014 20:05:09 +0000 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Wayne: That is my conclusion too. I am wondering if you have seen/read my Heritage Language Journal article at http://www.international.ucla.edu/media/files/reyhner-hlj.pdf . The University of Okahoma Press should have out my new edited book, Teaching Indigenous Students, in the spring with a version of that article as the concluding chapter. Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ ________________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Wayne Leman [wleman1949b at gmail.com] Sent: Sunday, August 24, 2014 11:39 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. Wayne ----- http://www.cheyennelanguage.org -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 11:30 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From wleman1949b at gmail.com Sun Aug 24 20:24:27 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Sun, 24 Aug 2014 13:24:27 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Jon: I wasn't aware of your article. Thank you for giving me a link to it. I'm reading it now. Yes, the U.S. government needs to do more. And tribes need to do more, and parents and grandparents. Of course, it can be difficult for primary caregivers given the negative experiences so many speakers of indigenous languages have had. But it will take everyone pulling together to save these languages. I am also sharing this message with Dr. Dick Littlebear on the Cheyenne reservation who is a strong proponent of immersion programs, as you know. Wayne -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 1:05 PM To: ilat at list.arizona.edu Subject: RE: [ilat] Open Letter to Secretary of Interior Jewell Wayne: That is my conclusion too. I am wondering if you have seen/read my Heritage Language Journal article at http://www.international.ucla.edu/media/files/reyhner-hlj.pdf . The University of Okahoma Press should have out my new edited book, Teaching Indigenous Students, in the spring with a version of that article as the concluding chapter. Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From everson at evertype.com Sun Aug 24 21:52:07 2014 From: everson at evertype.com (Michael Everson) Date: Sun, 24 Aug 2014 22:52:07 +0100 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: > Sent: Sunday, August 24, 2014 11:39 AM > > That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. In Ireland the Gaelscoileanna succeed in instilling fluency where the regular school system fails utterly. Michael Everson * http://www.evertype.com/ From wleman1949b at gmail.com Mon Aug 25 14:07:49 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Mon, 25 Aug 2014 07:07:49 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Michael, I'm guessing that they have succeeded by immersing children in the language. I think that is the only way that children can learn a language. I don't think it can be done in schools just by learning lists of words or the "grammar" of a language. Wayne ----- http://www.cheyennelanguage.org/ -----Original Message----- From: Michael Everson Sent: Sunday, August 24, 2014 2:52 PM To: ilat at list.arizona.edu Subject: Re: [ilat] Open Letter to Secretary of Interior Jewell > Sent: Sunday, August 24, 2014 11:39 AM > > That open letter addresses the only realistic way I know of for schools to > help save indigenous languages, language immersion in all subjects. Thank > you for sharing it, Jon. In Ireland the Gaelscoileanna succeed in instilling fluency where the regular school system fails utterly. Michael Everson * http://www.evertype.com/ From everson at evertype.com Mon Aug 25 14:29:10 2014 From: everson at evertype.com (Michael Everson) Date: Mon, 25 Aug 2014 15:29:10 +0100 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: On 25 Aug 2014, at 15:07, Wayne Leman wrote: > Michael, I'm guessing that they have succeeded by immersing children in the language. I think that is the only way that children can learn a language. Exactly so. Michael Everson * http://www.evertype.com/ From weyiiletpu at gmail.com Mon Aug 25 21:26:22 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 25 Aug 2014 14:26:22 -0700 Subject: Song about alligator helping women reconstruct dead language (fwd link) Message-ID: *Song about alligator helping women reconstruct dead language* KYLE PEVETO| KPEVETO at THEADVOCATE.COM Aug. 24, 2014 ​ USA​ In a dead language on a tape 40 years old, Elvira Billiot sings a children’s song about an alligator. Last year, a great-granddaughter Elvira Billiot never met heard “Chan-Chuba” for the first time and felt an immediate connection to the ghostly voice and her people. “When we played it, it was like we were unlocking a trunk that had been locked up and covered in dust,” said Colleen Billiot. The alligator song could help resurrect the Houma language that has not been spoken for a century. Colleen Billiot and another Houma descendant, Hali Dardar, also 25, have spent the past year trying to translate the lyrics to “Chan-Chuba” in hopes that they can translate that one song as a first step in reconstructing the language. “It’s this tiny connection to your ancestors that you haven’t had in 100 years where you were able to speak,” Dardar said. “Just having that bond is pretty cool and pretty strong.” Access full article below: http://theadvocate.com/home/9967214-171/song-about-alligator-helping-women -------------- next part -------------- An HTML attachment was scrubbed... URL: From miss_adrienne7 at yahoo.com Tue Aug 26 16:17:02 2014 From: miss_adrienne7 at yahoo.com (Adrienne Tsikewa) Date: Tue, 26 Aug 2014 09:17:02 -0700 Subject: Neologisms and Indigenous Languages Message-ID: Good morning ILAT, I am interested in learning more  on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms.  Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrea.berez at gmail.com Wed Aug 27 00:03:01 2014 From: andrea.berez at gmail.com (Andrea L. Berez) Date: Tue, 26 Aug 2014 14:03:01 -1000 Subject: FINAL REMINDER: 4th International Conference on Language Documentation & Conservation (ICLDC 4) Call for Proposals deadline this Sunday (8/31) Message-ID: Aloha! *A final reminder - the deadline for the Call for Proposals (general papers, posters, and electronic posters) for ICLDC 4 is this Sunday (August 31, 2014). * The Call for Proposals section of the conference website contains complete details on topics, presentation formats, abstract submission rules & criteria, important preparation guidelines, scholarship opportunities, and more. The link to the online abstract submission form is also located in the CFP section: *http://icldc4.icldc-hawaii.org * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The *4th International Conference on Language Documentation and Conservation (ICLDC)*, “Enriching Theory, Practice, & Application,” will be held *February 26-March 1, 2015*, at the *Ala Moana Hotel* in *Honolulu, Hawai‘i*. The conference is hosted by the University of Hawai‘i at Manoa and is supported in part by the US National Science Foundation. The program for this 3 ½ day conference will feature two keynote talks, an integrated series of Master Classes on the documentation of linguistic structures, and a series of Sponsored Special Sessions on pedagogy in language conservation. An optional Hilo Field Study (on the Big Island of Hawai‘i) to visit Hawaiian language revitalization programs in action will immediately follow the conference. The theme of the 4th ICLDC, “Enriching Theory, Practice, and Application,” highlights the need to strengthen the links between language documentation (practice), deep understanding of grammatical structure (theory), and methods for teaching endangered languages (application). At this conference, we intend to focus on language documentation as the investigation of grammar and linguistic structure on the one hand, and the development of that investigation into sound pedagogy for endangered languages on the other. We hope you will join us. ************************************************************ *National Foreign Language Resource Center* University of Hawai‘i at Mānoa 1859 East-West Road #106 Honolulu, HI 96822-2322 Phone: 808-956-9424 Email: nflrc at hawaii.edu Website: http://nflrc.hawaii.edu NFLRC Facebook page: http://www.facebook.com/NFLRC/ NFLRC Twitter page: http://www.twitter.com/NFLRC/ NFLRC YouTube channel: http://www.youtube.com/user/nflrchawaii ************************************************************ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Wed Aug 27 02:50:35 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 26 Aug 2014 19:50:35 -0700 Subject: Who will teach our* languages? (fwd link) Message-ID: Who will teach our* languages? AUG 27, 2014 9:48AM ​AUS​ More and more Australians are embracing the idea that our first languages should be taught in schools. Faced with high levels of language endangerment and loss, everyone’s hoping for a quick fix. John Hobson takes a look at what works and what doesn’t. The conclusion: it’s a complex matter. Language teaching requires not only time and hard work but, most of all, well-trained teachers. ​Access full article below: http://blogs.crikey.com.au/fullysic/2014/08/27/who-will-teach-our-languages/ ​ -------------- next part -------------- An HTML attachment was scrubbed... URL: From hammond at email.arizona.edu Wed Aug 27 16:32:29 2014 From: hammond at email.arizona.edu (Hammond, Michael - (hammond)) Date: Wed, 27 Aug 2014 16:32:29 +0000 Subject: neologisms Message-ID: Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT > Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at gmail.com Wed Aug 27 16:38:49 2014 From: clairebowern at gmail.com (Claire Bowern) Date: Wed, 27 Aug 2014 12:38:49 -0400 Subject: neologisms In-Reply-To: <4EB36334-CF79-46C2-8616-96F2760549AE@email.arizona.edu> Message-ID: Rob Amery's book on Kaurna has a section on neologisms and how different strategies were chosen, based on community feedback. http://www.amazon.com/Warrabarna-Reclaiming-Australian-Multilingualism-Linguistic/dp/9026516339 Claire On Wed, Aug 27, 2014 at 12:32 PM, Hammond, Michael - (hammond) wrote: > Subject: Re: [ilat] Neologisms and Indigenous Languages > Date: August 26, 2014 9:40:05 AM MST > To: Adrienne Tsikewa > Cc: ILAT > > > Hi Adrienne > > I know for Welsh there is at least one group that does this as contract work > for the government or private companies. For example, some company might > want to have Welsh terminology, for recording studios. This group goes in > and surveys the recording community about existing words that might already > be used, proposes new ones where needed. I believe they do surveys again > about whether the new ones work. > > Of course, it's an evolving thing, so the words may or may not catch on. > It's what you might expect. They might propose some morphologically complex > form for a novel item, but the English borrowing is more appealing, or vice > versa. > > Is it necessary? I would think definitely so. If, for example, there were no > Welsh words for the things in a recording studio, otherwise fluent Welsh > speakers would turn to English in that setting...and it would be one more > area where the language could lose ground. > > mike h. > > On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: > > Good morning ILAT, > > I am interested in learning more on how Indigenous Language communities not > only create new words in their respective languages ( I did find an article > by Ryan Denzer-King), but also how these communities may feel about these > neologisms. > > Are the communities actually using them? How were they introduced to the > community? Is this necessary for language maintenance/revitalization? > > Thanks/Elahkwa, > > Adrienne Tsikewa > > From weyiiletpu at gmail.com Wed Aug 27 19:47:09 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Wed, 27 Aug 2014 12:47:09 -0700 Subject: First Nations languages will not survive if English is the be-all (fwd link) Message-ID: *First Nations languages will not survive if English is the be-all* by Gerry Georgatos August 24th, 2014 AUS First Nations languages will not survive if English is pushed into every region of this continent as the be-all end-all. Languages and language restoration academics and linguists argue that the loss of one’s mother-tongue or that of their parents is the loss of a significant part of their identity, and they argue that this could lead to the death of culture. Some argue that the push for English and the neglect of first languages are old-school racism. Many experts say that the first languages of each region should be taught in their schools. The East Arnhem’s Yalmay Yununpingu, an educator who is fluent in her region’s several languages said that the “bush languages must be taught in our schools by our bush teachers.” “The Education Department needs to support our bush teachers and the retention of our languages and to stop getting in the way of this.” “Our children are sky-high literate in our languages even if they are not in English. If we teach in our languages our students will do very well.” Access full article below: http://thestringer.com.au/first-nations-languages-will-not-survive-if-english-is-the-be-all-8328 -------------- next part -------------- An HTML attachment was scrubbed... URL: From dwhieb at gmail.com Thu Aug 28 07:05:05 2014 From: dwhieb at gmail.com (Daniel W. Hieber) Date: Thu, 28 Aug 2014 10:05:05 +0300 Subject: neologisms In-Reply-To: <4EB36334-CF79-46C2-8616-96F2760549AE@email.arizona.edu> Message-ID: Helping language communities create neologisms is something I’ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane’s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I’ve worked with, it’s only the students who are using the language-learning software we made that are using the neologisms. And Tīmoti Kāretu of the Māori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ‘new words’ are necessary for language revitalization in the sense that, as a language is awakening, it’s expanding into new social domains that it wasn’t used in before (or hasn’t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it’s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it’s really necessary to have a language committee creating new words for the community, I don’t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I’d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly 30(1). 56–67. Rice, Keren. 2012. “Our language is very literal”: Figurative expression in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21–76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT < ilat at list.arizona.edu> Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Hieber. 2014. Building the lexicon for awakening languages.pdf Type: application/pdf Size: 85726 bytes Desc: not available URL: From phildra at gmail.com Thu Aug 28 16:10:01 2014 From: phildra at gmail.com (Audra Phillips) Date: Thu, 28 Aug 2014 10:10:01 -0600 Subject: neologisms In-Reply-To: <009f01cfc28e$6afc06c0$40f41440$@gmail.com> Message-ID: One correction. The author of “Our language is very literal”: Figurative expression in Dene Sųɬiné [Athapaskan] is Sally Rice, not Keren Rice. Rice, Sally. 2012. “Our language is very literal”: Figurative expression in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21–76. (2). Amsterdam: John Benjamins. Cheers, Audra Phillips From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Daniel W. Hieber Sent: August 28, 2014 1:05 AM To: ilat at list.arizona.edu Subject: RE: [ilat] neologisms Helping language communities create neologisms is something I’ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane’s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I’ve worked with, it’s only the students who are using the language-learning software we made that are using the neologisms. And Tīmoti Kāretu of the Māori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ‘new words’ are necessary for language revitalization in the sense that, as a language is awakening, it’s expanding into new social domains that it wasn’t used in before (or hasn’t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it’s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it’s really necessary to have a language committee creating new words for the community, I don’t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I’d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly 30(1). 56–67. Rice, Keren. 2012. “Our language is very literal”: Figurative expression in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21–76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT < ilat at list.arizona.edu> Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 28 18:13:02 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 28 Aug 2014 18:13:02 +0000 Subject: neologisms In-Reply-To: <009f01cfc28e$6afc06c0$40f41440$@gmail.com> Message-ID: Joshua Fishman once said that the dictionary created by "experts" for Hebrew in advance of reviving the language for use in Israel, ignored the fact that people were already using many words of their own creation, and fully half of the invented words were never adopted. I heard a similar story from Nigeria some years ago regarding efforts to "modernize" one of the languages there. Rudy Rudy Troike University of Arizona From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Daniel W. Hieber [dwhieb at gmail.com] Sent: Thursday, August 28, 2014 12:05 AM To: ilat at list.arizona.edu Subject: RE: [ilat] neologisms Helping language communities create neologisms is something I’ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane’s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I’ve worked with, it’s only the students who are using the language-learning software we made that are using the neologisms. And Tīmoti Kāretu of the Māori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ‘new words’ are necessary for language revitalization in the sense that, as a language is awakening, it’s expanding into new social domains that it wasn’t used in before (or hasn’t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it’s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it’s really necessary to have a language committee creating new words for the community, I don’t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I’d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of “authenticity” in California language restoration. Anthropology & Education Quarterly 30(1). 56–67. Rice, Keren. 2012. “Our language is very literal”: Figurative expression in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21–76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT > Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at gmail.com Thu Aug 28 20:29:07 2014 From: bernisantamaria at gmail.com (BSantaMaria) Date: Thu, 28 Aug 2014 13:29:07 -0700 Subject: Recording field interviews Message-ID: Throwing out a question for feedback on what type of recording instrument is used for interviews of individuals or groups? I haven't done this since using old cassette tapes, know there's new equipment "out there"--I cant afford the expensive ones, but if anyone knows of some basic ones and also what is process for using it to transcribe on computer. Another question--we have a lot of archival cassette audio tapes that need to be transferred to another device, how many cassette tapes can be recorded onto it? should we place them on CDs or what is recommended to make them more manageable in order to transcribe from them more easily? Thanks in advance for any info. Bernadette A. SantaMaria Cultural Advisory Member, Nohwike' Bagowah Museum/Culture Center Fort Apache -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 02:46:37 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 28 Aug 2014 19:46:37 -0700 Subject: Indigenous and Minority Placenames Message-ID: Indigenous and Minority Placenames *Australian and International Perspectives* Edited by Ian D. Clark, Luise Hercus and Laura Kostanski Published August 2014 This book showcases current research into Indigenous and minority placenames in Australia and internationally. Many of the chapters in this volume originated as papers at a Trends in Toponymy conference hosted by the University of Ballarat in 2007 that featured Australian and international speakers. The chapters in this volume provide insight into the quality of toponymic research that is being undertaken in Australia and in countries such as Canada, Finland, South Africa, New Zealand, and Norway. The research presented here draws on the disciplines of linguistics, geography, history, and anthropology. The book includes meticulous studies of placenames in central NSW and the Upper Hunter region; Gundungurra cave names; western Arnhem Land; Northern Cape York Peninsula and Mount Wheeler in Queensland; saltwater placenames around Mer in the Torres Strait; and the Kaurna in South Australia. ​Free download available:​ http://press.anu.edu.au/titles/aboriginal-history-monographs/indigenous-and-minority-placenames/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:27:42 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:27:42 -0700 Subject: neologisms In-Reply-To: <4E2A23DC35FEA141BD0A563D12E2814C3F1C925D@SAWYERISLAND.catnet.arizona.edu> Message-ID: Thanks Daniel for sharing your insights. Phil UofA On Thu, Aug 28, 2014 at 11:13 AM, Troike, Rudolph C - (rtroike) < rtroike at email.arizona.edu> wrote: > > Joshua Fishman once said that the dictionary created by > "experts" for Hebrew in advance of reviving the language > for use in Israel, ignored the fact that people were already > using many words of their own creation, and fully half > of the invented words were never adopted. I heard a > similar story from Nigeria some years ago regarding > efforts to "modernize" one of the languages there. > > Rudy > > Rudy Troike > University of Arizona > > *From:* ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on > behalf of Daniel W. Hieber [dwhieb at gmail.com] > *Sent:* Thursday, August 28, 2014 12:05 AM > > *To:* ilat at list.arizona.edu > *Subject:* RE: [ilat] neologisms > > Helping language communities create neologisms is something I’ve had to > do a lot in creating language-learning software. In my experience, > acceptance really comes down to what language communities consider > appropriately authentic, and this varies widely from one community to the > next, or even one social group within the community to the next. I have a > brief chapter coming out on just this topic, based on a talk I gave at > Tulane’s conference on Sleeping & Awakening Languages of the Gulf South. An > early draft of the paper is attached. A longer version with some more > specific word-formation techniques is also available if anybody is > interested. > > > > In the case of the Chitimacha Tribe of Louisiana, because the language is > awakening and the dictionary (rather than other fluent speakers) is the > primary source of information about the language for learners, the > community is definitely using all the newly-coined words. But for other > groups I’ve worked with, it’s only the students who are using the > language-learning software we made that are using the neologisms. And > Tīmoti Kāretu of the Māori community, for example, often talks about the > problem with creating new words when there are already perfectly good words > out there being used by people. > > > > I think ‘new words’ are necessary for language revitalization in the sense > that, as a language is awakening, it’s expanding into new social domains > that it wasn’t used in before (or hasn’t been for a long time). So at the > very least, language revitalization involves using existing words in new > ways, and it’s important for revitalization teams to think about this just > as carefully as they would think about neologisms. But as to the question > of whether it’s really necessary to have a language committee creating new > words for the community, I don’t think this is necessary. It just depends > on the particular linguistic and sociopolitical situation in that > community, and what works best for everyone involved. I try to address some > of these issues in my chapter. > > > > Joshua Hinson of the Chickasaw tribe has also given some excellent talks > and workshops on this subject, so I’d encourage anybody wrestling with this > topic to reach out to him for valuable advice as well. > > > > Other good sources are: > > Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of “authenticity” in > California language restoration. *Anthropology & Education Quarterly* > 30(1). 56–67. > > Rice, Keren. 2012. “Our language is very literal”: Figurative expression > in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & > Tiber F. M. Falzett (eds.), *Endangered metaphors*, 21–76. (2). > Amsterdam: John Benjamins. > > > > very best, > > > > Danny > > > > > > *Daniel W. Hieber* > > Graduate Student in Linguistics > > University of California, Santa Barbara > > www.danielhieber.com > > > > Omnis habet sua dona dies. ~ Martial > > > > > > > > *From:* ilat-request at list.arizona.edu [mailto: > ilat-request at list.arizona.edu] *On Behalf Of *Hammond, Michael - (hammond) > *Sent:* Wednesday, August 27, 2014 7:32 PM > *To:* ilat at list.arizona.edu > *Subject:* [ilat] neologisms > > > > *Subject: **Re: [ilat] Neologisms and Indigenous Languages* > > *Date: *August 26, 2014 9:40:05 AM MST > > *To: *Adrienne Tsikewa > > *Cc: *ILAT > > > > Hi Adrienne > > > > I know for Welsh there is at least one group that does this as contract > work for the government or private companies. For example, some company > might want to have Welsh terminology, for recording studios. This group > goes in and surveys the recording community about existing words that might > already be used, proposes new ones where needed. I believe they do surveys > again about whether the new ones work. > > > > Of course, it's an evolving thing, so the words may or may not catch on. > It's what you might expect. They might propose some morphologically complex > form for a novel item, but the English borrowing is more appealing, or vice > versa. > > > > Is it necessary? I would think definitely so. If, for example, there were > no Welsh words for the things in a recording studio, otherwise fluent Welsh > speakers would turn to English in that setting...and it would be one more > area where the language could lose ground. > > > > mike h. > > > > On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: > > > > Good morning ILAT, > > > > I am interested in learning more on how Indigenous Language communities > not only create new words in their respective languages ( I did find an > article by Ryan Denzer-King), but also how these communities may feel about > these neologisms. > > > > Are the communities actually using them? How were they introduced to the > community? Is this necessary for language maintenance/revitalization? > > > > Thanks/Elahkwa, > > > > Adrienne Tsikewa > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:31:50 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:31:50 -0700 Subject: Cultural innovation: Languages live at Royal B.C. Museum (fwd link) Message-ID: *Cultural innovation: Languages live at Royal B.C. Museum* Exhibit showcases and helps to preserve the province’s indigenous tongues By Mark Leiren-Young, Special to the Vancouver Sun August 28, 2014 ​Quote: ​ “Displays include a language forest where visitors are greeted in all 34 of B.C.’s indigenous languages.” Access full article below: http://www.vancouversun.com/business/2035/Cultural+innovation+Languages+live+Royal+Museum/10157876/story.html#ixzz3BnrXYFf4 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:35:49 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:35:49 -0700 Subject: Saving Native American Languages (fwd link) Message-ID: *Colleen M Fitzgerald* Professor of Linguistics and Director of the Native American Languages Lab at The University of Texas at Arlington *Saving Native American Languages* Posted: 08/28/2014 6:29 pm EDT Updated: 08/28/2014 6:59 pm EDT Language and Native Americans are in the news as media outlets around the nation announce that they will no longer use the "R" word in conjunction with Washington's NFL franchise. They join a groundswell of public opinion against the current mascot, ranging from #NotYourMascot activism on Twitter to the U.S. Patent and Trademark Office canceling the team's trademarks for being "disparaging to Native Americans." But this isn't the only fight out there with Native American languages at the forefront. Two bipartisan bills are under consideration in Congress: the Native Language Immersion Student Achievement Act (H.R.4214/S.1948) and the Native American Languages Reauthorization Act of 2014 (H.R.726/S.2299). If passed, the bills will profoundly impact on the revitalization of Native American languages and the education of Native American youth. Urgent action is needed. These two bills provide key financial and legislative support for Native American language revitalization. Not a single Native American language is deemed "safe" for survival according to UNESCO's Atlas of World Languages in Danger. Access full article below: http://www.huffingtonpost.com/colleen-m-fitzgerald/saving-native-american-la_b_5732850.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From jordanlachler at gmail.com Fri Aug 29 20:34:38 2014 From: jordanlachler at gmail.com (Jordan Lachler) Date: Fri, 29 Aug 2014 14:34:38 -0600 Subject: neologisms In-Reply-To: Message-ID: Another very useful article on this topic: Indigenous New Words Creation: Perspectives from Alaska and Hawai‘i Larry Kimura and Isiik April G.L. Counceller Available here: http://jan.ucc.nau.edu/~jar/ILR/ILR-10.pdf Jordan On Fri, Aug 29, 2014 at 11:27 AM, Phil Cash Cash wrote: > Thanks Daniel for sharing your insights. > > Phil > UofA > > > > On Thu, Aug 28, 2014 at 11:13 AM, Troike, Rudolph C - (rtroike) < > rtroike at email.arizona.edu> wrote: > >> >> Joshua Fishman once said that the dictionary created by >> "experts" for Hebrew in advance of reviving the language >> for use in Israel, ignored the fact that people were already >> using many words of their own creation, and fully half >> of the invented words were never adopted. I heard a >> similar story from Nigeria some years ago regarding >> efforts to "modernize" one of the languages there. >> >> Rudy >> >> Rudy Troike >> University of Arizona >> >> *From:* ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] >> on behalf of Daniel W. Hieber [dwhieb at gmail.com] >> *Sent:* Thursday, August 28, 2014 12:05 AM >> >> *To:* ilat at list.arizona.edu >> *Subject:* RE: [ilat] neologisms >> >> Helping language communities create neologisms is something I’ve had >> to do a lot in creating language-learning software. In my experience, >> acceptance really comes down to what language communities consider >> appropriately authentic, and this varies widely from one community to the >> next, or even one social group within the community to the next. I have a >> brief chapter coming out on just this topic, based on a talk I gave at >> Tulane’s conference on Sleeping & Awakening Languages of the Gulf South. An >> early draft of the paper is attached. A longer version with some more >> specific word-formation techniques is also available if anybody is >> interested. >> >> >> >> In the case of the Chitimacha Tribe of Louisiana, because the language is >> awakening and the dictionary (rather than other fluent speakers) is the >> primary source of information about the language for learners, the >> community is definitely using all the newly-coined words. But for other >> groups I’ve worked with, it’s only the students who are using the >> language-learning software we made that are using the neologisms. And >> Tīmoti Kāretu of the Māori community, for example, often talks about the >> problem with creating new words when there are already perfectly good words >> out there being used by people. >> >> >> >> I think ‘new words’ are necessary for language revitalization in the >> sense that, as a language is awakening, it’s expanding into new social >> domains that it wasn’t used in before (or hasn’t been for a long time). So >> at the very least, language revitalization involves using existing words in >> new ways, and it’s important for revitalization teams to think about this >> just as carefully as they would think about neologisms. But as to the >> question of whether it’s really necessary to have a language committee >> creating new words for the community, I don’t think this is necessary. It >> just depends on the particular linguistic and sociopolitical situation in >> that community, and what works best for everyone involved. I try to address >> some of these issues in my chapter. >> >> >> >> Joshua Hinson of the Chickasaw tribe has also given some excellent talks >> and workshops on this subject, so I’d encourage anybody wrestling with this >> topic to reach out to him for valuable advice as well. >> >> >> >> Other good sources are: >> >> Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of “authenticity” in >> California language restoration. *Anthropology & Education Quarterly* >> 30(1). 56–67. >> >> Rice, Keren. 2012. “Our language is very literal”: Figurative expression >> in Dene Sųɬiné [Athapaskan]. In Anna Idström, Elisabeth Piirainen & >> Tiber F. M. Falzett (eds.), *Endangered metaphors*, 21–76. (2). >> Amsterdam: John Benjamins. >> >> >> >> very best, >> >> >> >> Danny >> >> >> >> >> >> *Daniel W. Hieber* >> >> Graduate Student in Linguistics >> >> University of California, Santa Barbara >> >> www.danielhieber.com >> >> >> >> Omnis habet sua dona dies. ~ Martial >> >> >> >> >> >> >> >> *From:* ilat-request at list.arizona.edu [mailto: >> ilat-request at list.arizona.edu] *On Behalf Of *Hammond, Michael - >> (hammond) >> *Sent:* Wednesday, August 27, 2014 7:32 PM >> *To:* ilat at list.arizona.edu >> *Subject:* [ilat] neologisms >> >> >> >> *Subject: **Re: [ilat] Neologisms and Indigenous Languages* >> >> *Date: *August 26, 2014 9:40:05 AM MST >> >> *To: *Adrienne Tsikewa >> >> *Cc: *ILAT >> >> >> >> Hi Adrienne >> >> >> >> I know for Welsh there is at least one group that does this as contract >> work for the government or private companies. For example, some company >> might want to have Welsh terminology, for recording studios. This group >> goes in and surveys the recording community about existing words that might >> already be used, proposes new ones where needed. I believe they do surveys >> again about whether the new ones work. >> >> >> >> Of course, it's an evolving thing, so the words may or may not catch on. >> It's what you might expect. They might propose some morphologically complex >> form for a novel item, but the English borrowing is more appealing, or vice >> versa. >> >> >> >> Is it necessary? I would think definitely so. If, for example, there were >> no Welsh words for the things in a recording studio, otherwise fluent Welsh >> speakers would turn to English in that setting...and it would be one more >> area where the language could lose ground. >> >> >> >> mike h. >> >> >> >> On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: >> >> >> >> Good morning ILAT, >> >> >> >> I am interested in learning more on how Indigenous Language communities >> not only create new words in their respective languages ( I did find an >> article by Ryan Denzer-King), but also how these communities may feel about >> these neologisms. >> >> >> >> Are the communities actually using them? How were they introduced to the >> community? Is this necessary for language maintenance/revitalization? >> >> >> >> Thanks/Elahkwa, >> >> >> >> Adrienne Tsikewa >> >> >> >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 2 15:45:29 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 08:45:29 -0700 Subject: Community brings Secwepemc stories to life (fwd link) Message-ID: *Community brings Secwepemc stories to life* by Kristin Froneman - Vernon Morning Star posted Aug 1, 2014 at 1:00 AM A young boy looks up to the elderly woman sitting beside him as she works a whittling knife over strips of cedar bark. Applying the jagged pieces to a cardboard tube, she holds up her work for the boy and myself to take a closer look. ?It?s going to be full with arrows when I?m done,? she says, smiling. Marie Thomas is just one of the many volunteers using her hands and knowledge of working with the land to help make the props, masks and costumes for a community play about to be staged at the Splatsin Tsm7aksaltn Teaching Centre just north of Enderby. In other parts of the centre, which acts as a day care and education centre during other times of the year, visitors and residents are learning the traditional language, music, dance and stories of the Secwepemc (Shuswap) people that will be part of the play Tuwitames (pronounced too-weet-a-miss, which means he/she is growing up.) A presentation of Grindrod?s Runaway Moon Theatre and the Splatsin Language and Culture Program, the play goes from ancient times to the present day, and is intertwined with a personal story of a young man trying to find his roots. Access full article below: http://www.vernonmorningstar.com/entertainment/269450251.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 2 15:48:31 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 08:48:31 -0700 Subject: VALLEY TRIBE TURNS TO TECHNOLOGY TO PRESERVE ANCIENT LANGUAGE (fwd link) Message-ID: *VALLEY TRIBE TURNS TO TECHNOLOGY TO PRESERVE ANCIENT LANGUAGE* By Linda Mumma Friday, August 01, 2014 FRESNO, Calif. (KFSN) -- An ancient language once spoken by a Foothill and Valley Native American tribe is rebounding from the verge of extinction. Over the last six years, Chukchansi speakers have compiled a dictionary and efforts are now underway to teach the language to young tribal members. "Our language has died off so I don't want to bury it," said Tribal Elder Holly Wyatt. "There's not many speakers still around. If our generation goes, it will just go." Tribal members said the language is one of the most difficult to master. "The way you use your mouth, your tongue, it's hard," said Wyatt. ?Access full article below: http://abc30.com/education/valley-tribe-turns-to-technology-to-preserve-ancient-language/234736/ ? -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 2 16:07:08 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 2 Aug 2014 09:07:08 -0700 Subject: Johnson=?UTF-8?Q?=E2=80=99s_?=Native Languages Bill Passes, Heads to Senate Floor (fwd link) Message-ID: *Johnson?s Native Languages Bill Passes, Heads to Senate Floor* Sen. Tim Johnson?s Office Release 7/31/14 U.S. Senator Tim Johnson (D-SD) announced July 30 that the Native American Languages Reauthorization Act (S. 2299) successfully passed out of the Indian Affairs Committee and will now head to the Senate Floor. ?Native languages are a link to previous generations and will help preserve Native cultures for future generations,? Johnson said. ?This bill will reauthorize one of the few federal funding opportunities available to tribes and tribal organizations to ensure that Native languages are not lost.? Access full article below: https://indiancountrytodaymedianetwork.com/2014/07/31/johnsons-native-languages-bill-passes-heads-senate-floor-156147 -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at gmail.com Sat Aug 2 19:04:56 2014 From: clairebowern at gmail.com (Claire Bowern) Date: Sat, 2 Aug 2014 15:04:56 -0400 Subject: FYI: Summer program in language documentation: 'grammar boot camp' Message-ID: Hi everyone, This is just a FYI at the moment. I will be holding a summer 'grammar boot camp' from June 1 to June 26, 2015. The idea is to have up to four advanced undergraduate students work intensively on existing high-quality archival field notes and recordings with the aim of producing a publishable sketch grammar. Students will receive a stipend and travel expenses to come to Yale. This project is funded by the National Science Foundation's Research Experiences for Undergraduates program; as such, applicants are limited to US citizens or permanent residents. The materials to be worked on will be from an Australian Aboriginal language from Western Australia. Applications will be accepted towards the end of the year, and applicants will be notified in mid-February. Students will need to show some evidence of prior research experience (e.g. through an RA-ship, or by having a senior thesis in progress) and some familiarity with language documentation procedures (e.g. through having taken a field methods class or equivalent). More formal application information will be sent out later, but for now I just wanted to let everyone know about the opportunity so potential students can keep it in mind when planning their course schedules and plans for next year. Please forward to anyone you think would be interested. Best wishes, Claire (Bowern) ---- Associate Professor, DGS Yale Linguistics 370 Temple St, New Haven, CT 06511 From weyiiletpu at gmail.com Sun Aug 3 18:50:08 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 3 Aug 2014 11:50:08 -0700 Subject: 20-year-old master of Salish language a strong proponent of Native language, culture (fwd link) Message-ID: *20-year-old master of Salish language a strong proponent of Native language, culture* ST. IGNATIUS ? He has taught in the St. Ignatius schools, been vice chairman of a school board, and co-founded a nonprofit on the Flathead Indian Reservation ? the Salish Institute ? to promote healthy lifestyles through the study of Native languages and culture. His Yoyoot Skwkwimlt program ? that?s Salish for ?Strong Young People? ? has immersed teenaged tribal members on the reservation in their language and culture. He has spoken on the importance of non-Native foster families finding ways to keep Native language and culture alive when they take in Indian children, he has recorded the histories and stories of his tribe?s elders, and has helped put together massive volumes of curriculum for teaching the Salish language. He has been invited to the White House and three times met the president of the United States. Access full article below: http://missoulian.com/news/local/year-old-master-of-salish-language-a-strong-proponent-of/article_9fd540c8-1a8b-11e4-b9a9-001a4bcf887a.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:12:26 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:12:26 -0700 Subject: Beautiful Mars Project Message-ID: A message from NASA mission HiRise based out of the Lunar and Planetary Laboratory on the University of Arizona campus: (feel free to forward) HiRISE, onboard the Mars Reconnaissance Orbiter, is the most powerful camera ever sent to another planet. With our "Beautiful Mars Project," we want to bring Mars to people in their language, and we are very interested to have Native American languages represented as well. Our goal is to put these languages in a way that people would not expect: describing the surface of another planet. This would be the most unique and potentially powerful resource to connect with native speakers and for educators who can show a language being used to talk about beautiful Mars." ( http://www.uahirise.org/epo/) If you're interested in helping us, please contact beautifulmars at uahirise.org for more details. -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:21:58 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:21:58 -0700 Subject: Murkowski Speaks to National Indian Educational Association on Language Education (fwd link) Message-ID: MON AUGUST 4, 2014 *Murkowski Speaks to National Indian Educational Association on Language Education* *By THEA CARD* Last week US Senator Lisa Murkowski spoke in front of the National Indian Educational Association. In her speech, she pledged her support for native language immersion programs. Senator Murkowski has a history of supporting native language immersion programs. In June, Murkowski spoke in support of the Native American Languages Reauthorization Act of 1974. Both that bill and the Native Language Immersion Student Achievement Act went in front of the Committee on Indian Affairs in late July. They are both under review. Access media & full article below: http://kdlg.org/post/murkowski-speaks-national-indian-educational-association-language-education -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Tue Aug 5 18:18:23 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 5 Aug 2014 11:18:23 -0700 Subject: Young High helps reclaim Wiradjuri (fwd link) Message-ID: *Young High helps reclaim Wiradjuri* By DANIELLA WHITE Aug. 4, 2014, 9:20 a.m. AUS Learning another language is a standard part of most high school curriculums. But few students could lay claim to learning the local indigenous language through an ongoing program. That?s exactly what the Year 7 cohort at Young High School will be doing, learning Wiradjuri once a week for the rest of the year. Wiradjuri was on the brink of extinction in the late '90s, before a project was undertaken to reclaim the language. Access full article below: http://www.youngwitness.com.au/story/2462008/young-high-helps-reclaim-wiradjuri/?cs=1540 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949b at gmail.com Thu Aug 7 15:01:54 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Thu, 7 Aug 2014 08:01:54 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmacaula at wisc.edu Thu Aug 7 15:06:52 2014 From: mmacaula at wisc.edu (Monica Macaulay) Date: Thu, 7 Aug 2014 10:06:52 -0500 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it?s been difficult. If anyone has any ideas about methodology, that would be great. (They?ve done some stuff with TPR, but that?s limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From charles.riley at yale.edu Thu Aug 7 15:31:28 2014 From: charles.riley at yale.edu (Riley, Charles) Date: Thu, 7 Aug 2014 15:31:28 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren't the primary focus. Charles Riley From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 11:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman > wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From d_clark at frontier.com Thu Aug 7 15:55:32 2014 From: d_clark at frontier.com (Donna Clark) Date: Thu, 7 Aug 2014 08:55:32 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: The WAYK technique incorporates TPR and sign language. From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 8:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From d_clark at frontier.com Thu Aug 7 15:55:32 2014 From: d_clark at frontier.com (Donna Clark) Date: Thu, 7 Aug 2014 08:55:32 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Have you checked out Where Are Your Keys (WAYK)? They have numerous YouTube videos that demonstrate their process. I contacted numerous references offered by Evan Gardner, WAYK founder, and every single one gave glowing reviews on the effectiveness of the method (http://www.whereareyourkeys.org/index.html). Also, if I'm not mistaken, the Advocates for Indigenous California Language Survival (http://aicls.org) promotes the Master-Apprentice method as the most effective means of language transmission. From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Wayne Leman Sent: Thursday, August 07, 2014 8:02 AM To: ILAT Subject: [ilat] colors, numbers, and animals A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ejp10 at psu.edu Thu Aug 7 16:02:02 2014 From: ejp10 at psu.edu (Elizabeth J. Pyatt) Date: Thu, 7 Aug 2014 12:02:02 -0400 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I would say the consensus is that the more you can introduce "authentic usage" into the classroom, the better. However, if the teachers aren't comfortable holding conversations themselves, they may need an experience themselves so they feel comfortable speaking. Maybe these resources focusing on LCTL (less commonly taught languages) might help. http://www.carla.umn.edu/lctl/index.html https://www.fivecolleges.edu/fclang I do know that many indigenous language groups are using Twitter, Wikipedia (http://chy.wikipedia.org/wiki/Va%27ohtama) and other social media. Can students think about posting simple comments in Twitter or Twitter-like language? Maybe more advanced students could write articles for Wikipedia? It could also provide interesting reading material for the classroom and even a discussion of writing/grammar issues. I've learned a few LCTLs and have the following observations: * I do find an immersive experience (8 hour/day, frequent conversational/reading practice) very helpful * I've been in a few Irish courses which assumed Irish was only used by elderly fisher folk. That's not true but the impression is not inspiring to teens IMO. * My favorite textbook was for a Sinhala (Sri Lanka) course. It's first lesson was how to get a bus ticket in Sri Lanka. Hope some of this helps. Elizabeth P.S. An interesting Welsh speaking tip - If you can't remember the Welsh word, just use English with a Welsh accent. It would be nice to use all-Welsh vocabulary, but the reality is that they do live in a bilingual environment. > > On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > > > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > =-=-=-=-=-=-=-=-=-=-=-=-= Elizabeth J. Pyatt, Ph.D. Instructional Designer Teaching and Learning with Technology Penn State University ejp10 at psu.edu, (814) 865-0805 or (814) 865-2030 (Main Office) 210 Rider Building (formerly Rider II) 227 W. Beaver Avenue State College, PA 16801-4819 http://www.personal.psu.edu/ejp10/psu http://tlt.psu.edu From linguist at email.arizona.edu Thu Aug 7 16:08:59 2014 From: linguist at email.arizona.edu (Bryan James Gordon) Date: Thu, 7 Aug 2014 09:08:59 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: There's a consensus among linguists that lists of colors, numbers and animals are a bad way to teach a language. Although I am part of this consensus, I don't think it's colorness, numberness or animalness that's the problem, and I doubt we're going to find anything insidious in digging up the genealogy of this practice. Some potential sources that spring to my mind: - skilled preschool and K teachers who have been trained that these are the things children should learn (albeit in their first language) - (in the case of color and number) the fact that Native names for colors and numbers often teach culturally important things and destabilise the apparent naturalness of the English color and number systems - (in the case of animals) obviously, animals themselves (not just as a semantic system) are very important in many Native cultures! It's listness that's the problem. Working at AILDI I've often had to discourage folks from using lists of words of any sort when they're developing their teaching tools. But the best way to do this, in my experience, is to recognise their value and try to pivot it over to something else more language-acquisition-appropriate that benefits from the same value. If a teacher is fascinated by the fact that her language has a base-4 system, I encourage her to identify a traditional practice that involves counting on 4 fingers (or whatever is the physical base) and to use that practice instead of a list for her microteaching. If a teacher really wants to teach animal names, I encourage him to teach them in complete sentences, and also teach hyper- and hyponyms that include those animals, and to include some of the flora that those animals interact with regularly - or anything culturally important about the animal that goes beyond just naming it! Teaching lists of colors, numbers and animals is a well-established practice in many Native language programs. This has had obvious negative consequences in terms of the ratio between effort and money input and acquisition output. But I worry that, by identifying this practice as a problem instead of as a potential source of utility, we are furthering the alienation between linguists and community members. My two cents. Bryan James Gordon 2014-08-07 8:01 GMT-07:00 Wayne Leman : > A number of methods are used for teaching indigenous languages. One > that seems commonly used for teaching Native American languages in the U.S. > is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? > Might it reflect how the teachers themselves were taught English in > boarding or reservation schools? Might it reflect perceived requirements on > the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from > memorization of word lists toward creating conversational fluency in the > indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > -- *********************************************************** Bryan James Gordon, MA Joint PhD Program in Linguistics and Anthropology University of Arizona *********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From pa2 at soas.ac.uk Thu Aug 7 16:13:30 2014 From: pa2 at soas.ac.uk (Peter Austin) Date: Fri, 8 Aug 2014 00:13:30 +0800 Subject: colors, numbers, and animals In-Reply-To: Message-ID: In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin On 8 August 2014 00:08, Bryan James Gordon wrote: > There's a consensus among linguists that lists of colors, numbers and > animals are a bad way to teach a language. Although I am part of this > consensus, I don't think it's colorness, numberness or animalness that's > the problem, and I doubt we're going to find anything insidious in digging > up the genealogy of this practice. Some potential sources that spring to my > mind: > > - skilled preschool and K teachers who have been trained that these > are the things children should learn (albeit in their first language) > - (in the case of color and number) the fact that Native names for > colors and numbers often teach culturally important things and destabilise > the apparent naturalness of the English color and number systems > - (in the case of animals) obviously, animals themselves (not just as > a semantic system) are very important in many Native cultures! > > It's listness that's the problem. Working at AILDI I've often had to > discourage folks from using lists of words of any sort when they're > developing their teaching tools. But the best way to do this, in my > experience, is to recognise their value and try to pivot it over to > something else more language-acquisition-appropriate that benefits from the > same value. If a teacher is fascinated by the fact that her language has a > base-4 system, I encourage her to identify a traditional practice that > involves counting on 4 fingers (or whatever is the physical base) and to > use that practice instead of a list for her microteaching. If a teacher > really wants to teach animal names, I encourage him to teach them in > complete sentences, and also teach hyper- and hyponyms that include those > animals, and to include some of the flora that those animals interact with > regularly - or anything culturally important about the animal that goes > beyond just naming it! > > Teaching lists of colors, numbers and animals is a well-established > practice in many Native language programs. This has had obvious negative > consequences in terms of the ratio between effort and money input and > acquisition output. But I worry that, by identifying this practice as a > problem instead of as a potential source of utility, we are furthering the > alienation between linguists and community members. My two cents. > > Bryan James Gordon > > > 2014-08-07 8:01 GMT-07:00 Wayne Leman : > > A number of methods are used for teaching indigenous languages. One >> that seems commonly used for teaching Native American languages in the U.S. >> is a focus on memorization of colors, numbers, and names of animals. >> >> Does anyone know where this approach to language teaching originated? >> Might it reflect how the teachers themselves were taught English in >> boarding or reservation schools? Might it reflect perceived requirements on >> the part of school, state, or federal administrators? >> >> Do any of you know of any programs where there has been a shift from >> memorization of word lists toward creating conversational fluency in the >> indigenous language? >> >> >> Wayne >> ----- >> http://www.cheyennelanguage.org/ >> > > > > -- > *********************************************************** > Bryan James Gordon, MA > Joint PhD Program in Linguistics and Anthropology > University of Arizona > *********************************************************** > -- Prof Peter K. Austin Marit Rausing Chair in Field Linguistics Director, Endangered Languages Academic Programme Research Tutor and PhD Convenor Department of Linguistics, SOAS Thornhaugh Street, Russell Square London WC1H 0XG United Kingdom web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 7 16:36:36 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 7 Aug 2014 09:36:36 -0700 Subject: Government of Canada provides funding to Inuit Broadcasting Corporation (fwd link) Message-ID: (press release) SUPPORTING TELEVISION PROGRAMMING IN INUKTITUT *Government of Canada provides funding to Inuit Broadcasting Corporation* Department of Canadian Heritage The Government of Canada is providing $1,236,669 in funding to the Inuit Broadcasting Corporation (IBC) to support the production of 39 hours of new, original television programming in Inuktitut. Access full article below: http://www.einnews.com/pr_news/217468642/supporting-television-programming-in-inuktitut (article is not dated) -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 7 16:40:06 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 7 Aug 2014 09:40:06 -0700 Subject: Giving the =?UTF-8?Q?=E2=80=98Breath_of_Life=E2=80=99_?=to endangered languages (fwd link) Message-ID: *Giving the ?Breath of Life? to endangered languages* By Kathleen Maclay, Media Relations | August 5, 2014 *BERKELEY ?* Following the UC Berkeley linguistics department?s tradition of dedication to recording and preserving the state?s indigenous languages, dozens of California Indians who want to save their native languages gather on campus every other summer, as they have done for almost 20 years. This year?s Breath of Life conference drew its most participants ever ? 62 indigenous participants and 40 linguists working together to explore the extensive language archives at UC Berkeley and develop new linguistic skills aimed at assisting language revitalization. While on campus for a week, the participants and their mentors visited archives in the linguistics department, Bancroft Library and Phoebe A. Hearst Museum of Anthropology. Access full article below: http://newscenter.berkeley.edu/2014/08/05/giving-the-breath-of-life-to-endangered-languages/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 7 17:29:09 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 7 Aug 2014 17:29:09 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: I think that it would be useful for linguists to spend some time visiting K-3 (and even pre-school) classes to see what sorts of activities children are engaged in and enjoying, and also to go to a children's toy store to see what sorts of games are sold there. One has to develop some basic content and framework in a language before making much use of it. Decontextualized lists of words are anti-motivational, and can quickly turn children (and adults) off, but they can be used in game activities such as bingo, or a board game that advances pieces for right answers, and these can be played in cooperative ways rather than Anglo- centric competitive ways. But we typically underestimate the abilities of young children, who can learn/be taught much more than we usually challenge them with. Small playlets allow children (or adults) to memorize contextualized language, and these can be enjoyably practiced, then expanded from by changing person, aspect, action, direction, systematically. For older learners, this was the basis for our highly successful Quechua course (and Martha Hardman's equally successful Aymara course as well). Depending on the language/culture, short traditional animal stories (with sound and motion effects) can be memorized and acted out (but never at the wrong time of year!!). These again can be used as a basis for expansions and for raising intuitive awareness of grammatical categories and morphological structure. Knowing how to analyze a language and how best to help people acquire it are vastly different things, just as chemistry and cooking are. One of the best teachers of Turkish I ever had was a lawyer by trade, while the two worst were a linguist and a teacher trained to mechanically teach the Foreign Service Institute materials. Rudy Rudy Troike University of Arizona Tucson, AZ USA ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Peter Austin [pa2 at soas.ac.uk] Sent: Thursday, August 07, 2014 9:13 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin On 8 August 2014 00:08, Bryan James Gordon > wrote: There's a consensus among linguists that lists of colors, numbers and animals are a bad way to teach a language. Although I am part of this consensus, I don't think it's colorness, numberness or animalness that's the problem, and I doubt we're going to find anything insidious in digging up the genealogy of this practice. Some potential sources that spring to my mind: * skilled preschool and K teachers who have been trained that these are the things children should learn (albeit in their first language) * (in the case of color and number) the fact that Native names for colors and numbers often teach culturally important things and destabilise the apparent naturalness of the English color and number systems * (in the case of animals) obviously, animals themselves (not just as a semantic system) are very important in many Native cultures! It's listness that's the problem. Working at AILDI I've often had to discourage folks from using lists of words of any sort when they're developing their teaching tools. But the best way to do this, in my experience, is to recognise their value and try to pivot it over to something else more language-acquisition-appropriate that benefits from the same value. If a teacher is fascinated by the fact that her language has a base-4 system, I encourage her to identify a traditional practice that involves counting on 4 fingers (or whatever is the physical base) and to use that practice instead of a list for her microteaching. If a teacher really wants to teach animal names, I encourage him to teach them in complete sentences, and also teach hyper- and hyponyms that include those animals, and to include some of the flora that those animals interact with regularly - or anything culturally important about the animal that goes beyond just naming it! Teaching lists of colors, numbers and animals is a well-established practice in many Native language programs. This has had obvious negative consequences in terms of the ratio between effort and money input and acquisition output. But I worry that, by identifying this practice as a problem instead of as a potential source of utility, we are furthering the alienation between linguists and community members. My two cents. Bryan James Gordon 2014-08-07 8:01 GMT-07:00 Wayne Leman >: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -- *********************************************************** Bryan James Gordon, MA Joint PhD Program in Linguistics and Anthropology University of Arizona *********************************************************** -- Prof Peter K. Austin Marit Rausing Chair in Field Linguistics Director, Endangered Languages Academic Programme Research Tutor and PhD Convenor Department of Linguistics, SOAS Thornhaugh Street, Russell Square London WC1H 0XG United Kingdom web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at gmail.com Thu Aug 7 17:34:04 2014 From: bernisantamaria at gmail.com (BSantaMaria) Date: Thu, 7 Aug 2014 10:34:04 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Observed the same problem in local schools and I've encouraged some Apache language teachers to get away from these colors, numbers, months, animals, body parts, and to use more verbs in interactional or situational events. In view of the fact that Apache language is one of the Athabaskan languages known for their complex verb morphologies (more than other types of languages), I would hope that teachers will use more verb teaching and that nouns will also be learned along with verb teaching in sentences. Bernadette A. SantaMaria On Thu, Aug 7, 2014 at 9:13 AM, Peter Austin wrote: > In our Dieri language workshops in Australia we used a variety of methods, > like teaching people simple commands, drawing human figures and naming body > parts (rather than list format), games like "Simon says" and "Lingo Bingo" > -- you can read about some of this in various blog posts on > http://dieriyawarra.wordpress.com. > > Peter Austin > > > > On 8 August 2014 00:08, Bryan James Gordon > wrote: > >> There's a consensus among linguists that lists of colors, numbers and >> animals are a bad way to teach a language. Although I am part of this >> consensus, I don't think it's colorness, numberness or animalness that's >> the problem, and I doubt we're going to find anything insidious in digging >> up the genealogy of this practice. Some potential sources that spring to my >> mind: >> >> - skilled preschool and K teachers who have been trained that these >> are the things children should learn (albeit in their first language) >> - (in the case of color and number) the fact that Native names for >> colors and numbers often teach culturally important things and destabilise >> the apparent naturalness of the English color and number systems >> - (in the case of animals) obviously, animals themselves (not just as >> a semantic system) are very important in many Native cultures! >> >> It's listness that's the problem. Working at AILDI I've often had to >> discourage folks from using lists of words of any sort when they're >> developing their teaching tools. But the best way to do this, in my >> experience, is to recognise their value and try to pivot it over to >> something else more language-acquisition-appropriate that benefits from the >> same value. If a teacher is fascinated by the fact that her language has a >> base-4 system, I encourage her to identify a traditional practice that >> involves counting on 4 fingers (or whatever is the physical base) and to >> use that practice instead of a list for her microteaching. If a teacher >> really wants to teach animal names, I encourage him to teach them in >> complete sentences, and also teach hyper- and hyponyms that include those >> animals, and to include some of the flora that those animals interact with >> regularly - or anything culturally important about the animal that goes >> beyond just naming it! >> >> Teaching lists of colors, numbers and animals is a well-established >> practice in many Native language programs. This has had obvious negative >> consequences in terms of the ratio between effort and money input and >> acquisition output. But I worry that, by identifying this practice as a >> problem instead of as a potential source of utility, we are furthering the >> alienation between linguists and community members. My two cents. >> >> Bryan James Gordon >> >> >> 2014-08-07 8:01 GMT-07:00 Wayne Leman : >> >> A number of methods are used for teaching indigenous languages. One >>> that seems commonly used for teaching Native American languages in the U.S. >>> is a focus on memorization of colors, numbers, and names of animals. >>> >>> Does anyone know where this approach to language teaching originated? >>> Might it reflect how the teachers themselves were taught English in >>> boarding or reservation schools? Might it reflect perceived requirements on >>> the part of school, state, or federal administrators? >>> >>> Do any of you know of any programs where there has been a shift from >>> memorization of word lists toward creating conversational fluency in the >>> indigenous language? >>> >>> >>> Wayne >>> ----- >>> http://www.cheyennelanguage.org/ >>> >> >> >> >> -- >> *********************************************************** >> Bryan James Gordon, MA >> Joint PhD Program in Linguistics and Anthropology >> University of Arizona >> *********************************************************** >> > > > > -- > Prof Peter K. Austin > Marit Rausing Chair in Field Linguistics > Director, Endangered Languages Academic Programme > Research Tutor and PhD Convenor > Department of Linguistics, SOAS > Thornhaugh Street, Russell Square > London WC1H 0XG > United Kingdom > > web: http://www.hrelp.org/aboutus/staff/index.php?cd=pa > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 7 17:58:39 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 7 Aug 2014 17:58:39 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: Re Bernadette's suggestion, which I heartily endorse: the usual Eurocentric tradition of language teaching (and even the supposedly 'scientific' research on language acquisition by Western psychologists) assumes that the "names of objects" are universally learned first, since they are "most salient in the observable context", but this supposed "universal" is shown to be a false projection from European languages, by the research of Muriel Saville-Troike and Ellen Courtney on Navajo and Quechua, respectively -- both verb-centered languages -- in which it was shown that children learned verb stems first (even though Navajo, like all Athabaskan languages, is predominantly prefixing and Quechua, like Aymara, is predominantly suffixing). Young children are somehow able to sort through the forest of affixes to extract the verb stem. The Navajo children come to recognize that there are a large number of prefix positions, even before they are able to produce appropriate fillers, and just utter an indistinct syllable for the slot. And of course they learn this all without any overt direct instruction! Rudy Rudy Troike University of Arizona Tucson, AZ USA ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of BSantaMaria [bernisantamaria at gmail.com] Sent: Thursday, August 07, 2014 10:34 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals Observed the same problem in local schools and I've encouraged some Apache language teachers to get away from these colors, numbers, months, animals, body parts, and to use more verbs in interactional or situational events. In view of the fact that Apache language is one of the Athabaskan languages known for their complex verb morphologies (more than other types of languages), I would hope that teachers will use more verb teaching and that nouns will also be learned along with verb teaching in sentences. Bernadette A. SantaMaria On Thu, Aug 7, 2014 at 9:13 AM, Peter Austin > wrote: In our Dieri language workshops in Australia we used a variety of methods, like teaching people simple commands, drawing human figures and naming body parts (rather than list format), games like "Simon says" and "Lingo Bingo" -- you can read about some of this in various blog posts on http://dieriyawarra.wordpress.com. Peter Austin -------------- next part -------------- An HTML attachment was scrubbed... URL: From dzo at bisharat.net Thu Aug 7 18:12:44 2014 From: dzo at bisharat.net (dzo at bisharat.net) Date: Thu, 7 Aug 2014 18:12:44 +0000 Subject: colors, numbers, and animals In-Reply-To: Message-ID: What Charles describes sounds like the Peace Corps method of instruction. PC has years of experience with language training, in which future volunteers get intensive instruction (along with technical, health, and cross-culture) over 10-11 weeks. It has proven quite successful at getting the large majority of trainees to at least a basic level (those who don't attain that level get supplementary training). Not to suggest that it would be practical to duplicate this approach in most other settings, but might there be lessons to be learned from PC's experience? Don Osborn Sent via BlackBerry by AT&T -----Original Message----- From: "Riley, Charles" Sender: ilat-request at list.arizona.edu Date: Thu, 7 Aug 2014 15:31:28 To: ilat at list.arizona.edu Reply-To: ilat at list.arizona.edu Subject: RE: [ilat] colors, numbers, and animals The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren't the primary focus. Charles Riley From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay Sent: Thursday, August 07, 2014 11:07 AM To: ilat at list.arizona.edu Subject: Re: [ilat] colors, numbers, and animals I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it's been difficult. If anyone has any ideas about methodology, that would be great. (They've done some stuff with TPR, but that's limited.) - Monica On Aug 7, 2014, at 10:01 AM, Wayne Leman > wrote: A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? Wayne ----- http://www.cheyennelanguage.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From jelyn_gaskell at yahoo.com Thu Aug 7 18:54:22 2014 From: jelyn_gaskell at yahoo.com (Jelyn Yahoo) Date: Thu, 7 Aug 2014 11:54:22 -0700 Subject: colors, numbers, and animals In-Reply-To: <813211357-1407435164-cardhu_decombobulator_blackberry.rim.net-1995137826-@b11.c6.bise6.blackberry> Message-ID: Any SLP or language development specialist first starts with your baseline assessment of your language learners. For preschool I use PLS 4 or 5 for syntax ,pragmatics, semantics, phonology. I also use the DELV diagnostic evaluation of language variation. If you have Autism Spectrum Disorder traits use the VBMAPP (Sundberg). If your tribal nation accepts federal grant funds, the assessment protocols required for your reporting is stipulated in your grant source document. Cassie Delso Wells did a great PhD dissertation on grant required assessments like Dial 3 and inadequacy of these assessments for North Slope Inupiaq Pre-school language learners. The grammar and syntax if your first language learner is important to identify as this is your first layer of acquisition. I have tested many language learners of many structures and cultures.Certain syntax structures such as ergative (Siberian Yupik, Central Yupik, many Filipino dialects etc) are action object structure. Often your language learner with this structure identifies with the activity first or verb construct for meaning. Theoretically when u design instruction for this age group it is important to use Theory of Mind and Bloom and Tinker - Intentional states theory the foundations of Circle and intent or meaning. Some of the best trainers I have learned from in this area are Dr. Sima Gerber ASHA NY, Dr.sTina and Richard Veale Illinois ASHA, Dr. Tager - Flusberg ASHA. If you have a good foundation you can modify and differentiate any curriculum. I have done Special Education teacher trainings and know many who do this type of Expanded Expressive Language Development. Dr. Sylvia Diehl is at U of Florida Tampa and is really good at conducting trainings in this area. Because I have worked in the autism spectrum I know that developing language with early learners can be very rewarding. From jelyn_gaskell at yahoo.com also Sandra Gaskell SLP-D ascspeech.com Sent from my iPhone > On Aug 7, 2014, at 11:12 AM, dzo at bisharat.net wrote: > > What Charles describes sounds like the Peace Corps method of instruction. PC has years of experience with language training, in which future volunteers get intensive instruction (along with technical, health, and cross-culture) over 10-11 weeks. It has proven quite successful at getting the large majority of trainees to at least a basic level (those who don't attain that level get supplementary training). > > Not to suggest that it would be practical to duplicate this approach in most other settings, but might there be lessons to be learned from PC's experience? > > Don Osborn > Sent via BlackBerry by AT&T > From: "Riley, Charles" > Sender: ilat-request at list.arizona.edu > Date: Thu, 7 Aug 2014 15:31:28 +0000 > To: ilat at list.arizona.edu > ReplyTo: ilat at list.arizona.edu > Subject: RE: [ilat] colors, numbers, and animals > > The way I remember learning Wolof, it was through something called the audio-aural approach. It was built around structured dialogues, introducing vocabulary a little at a time, but working largely on substituting pronouns, verbs, and objects into sets of dialogue that would become increasingly familiar. Building up the pronoun grid and several key verbs were important in conveying a sense of quick progress into the language. Numbers, colors, and animals could be introduced and added in to the dialogues for interest, but they weren?t the primary focus. > > Charles Riley > > From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Monica Macaulay > Sent: Thursday, August 07, 2014 11:07 AM > To: ilat at list.arizona.edu > Subject: Re: [ilat] colors, numbers, and animals > > I work with the Menominee, and they are very aware of the problem of just teaching these topics (exactly what you listed!). They want their teachers to move beyond this but the teachers are (mostly) language learners themselves, so it?s been difficult. If anyone has any ideas about methodology, that would be great. (They?ve done some stuff with TPR, but that?s limited.) > > - Monica > > On Aug 7, 2014, at 10:01 AM, Wayne Leman wrote: > > > A number of methods are used for teaching indigenous languages. One that seems commonly used for teaching Native American languages in the U.S. is a focus on memorization of colors, numbers, and names of animals. > > Does anyone know where this approach to language teaching originated? Might it reflect how the teachers themselves were taught English in boarding or reservation schools? Might it reflect perceived requirements on the part of school, state, or federal administrators? > > Do any of you know of any programs where there has been a shift from memorization of word lists toward creating conversational fluency in the indigenous language? > > > Wayne > ----- > http://www.cheyennelanguage.org/ > -------------- next part -------------- An HTML attachment was scrubbed... URL: From oliver_stegen at sil.org Fri Aug 8 11:12:45 2014 From: oliver_stegen at sil.org (Oliver Stegen) Date: Fri, 8 Aug 2014 13:12:45 +0200 Subject: For Rare Languages, Social Media Provide New Hope (fwd link) In-Reply-To: Message-ID: Whether a "rare language" benefits from social media or not depends on a number of factors. In his paper "A framework for measuring the presence of minority languages in cyberspace", Maik Gibson at the 3rd International Conference on Linguistic and Cultural Diversity in Cyberspace in Yakutsk, 28 June to 3 July, 2014, gave a good overview of the issue (cf https://www.academia.edu/7503946/A_framework_for_measuring_the_presence_of_minority_languages_in_cyberspace). Fwiw, Oliver On 31-Jul-14 2:23 AM, Andrew Cunningham wrote: > Although at the same time social media provides unique challenges for > languages that use lesser used writing scripts. > > Andrew > > > On 31 July 2014 07:43, Phil Cash Cash > wrote: > > *For Rare Languages, Social Media Provide New Hope* > > By LYDIA EMMANOUILIDOU > Originally published on Sat July 26, 2014 6:59 pm > > At a time when social media users, for no particularly good > reason, are trading in fully formed words for abbreviations > ("defs" instead of "definitely"), it may seem that some languages > are under threat of deterioration ? literally. > > But social media may actually be beneficial for languages. > > Of the estimated 7,000 languages that are spoken around the world, > UNESCO projects half will disappear by the end of the century. But > social networking websites such as Facebook and Twitter are in a > position to revitalize and preserve indigenous, minority and > endangered languages, linguists and language-preservation > activists say. > > One of the reasons some indigenous languages are endangered is > that increased connectivity through the Internet and social media > have strengthened dominant languages such as English, Russian and > Chinese, says Anna Luisa Daigneault of the Living Tongues > Institute for Endangered Languages. > > Endangered languages stand a greater chance of survival when they > are used online. > > "Having a Web presence for those languages is super important for > their survival. Social media are just another connection point for > people who want to stay connected to their language," says > Daigneault, Latin America projects coordinator and development > officer at the institute. > > ?Access full article below: > http://wkms.org/post/rare-languages-social-media-provide-new-hope? > > > > > -- > Andrew Cunningham > Project Manager, Research and Development > (Social and Digital Inclusion) > Public Libraries and Community Engagement > State Library of Victoria > 328 Swanston Street > Melbourne VIC 3000 > Australia > > Ph: +61-3-8664-7430 > Mobile: 0459 806 589 > Email: acunningham at slv.vic.gov.au > lang.support at gmail.com > > http://www.openroad.net.au/ > http://www.mylanguage.gov.au/ > http://www.slv.vic.gov.au/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 16:56:06 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 09:56:06 -0700 Subject: A first step toward more global email (fwd link) Message-ID: A first step toward more global email http://googleblog.blogspot.com/2014/08/a-first-step-toward-more-global-email.html ???? Can this help endangered languages and you? ? P. -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:15:13 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:15:13 -0700 Subject: Kooch=?UTF-8?Q?=E2=80=99eit=E2=80=99aa=3A_?=Teaching the Tlingit language through basketball Message-ID: *Kooch?eit?aa: Teaching the Tlingit language through basketball* *By **Casey Kelly* *Posted on August 10, 2014 at 6:00 am* Earlier this year, Alaska became the second state after Hawaii to recognize indigenous languages as official state languages . The legislature passed a bill granting the designation to 20 Alaska Native languages . Gov. Sean Parnell is expected to sign the measure soon. Supporters hope it will help boost efforts to revitalize those languages, many of which have just a handful of native speakers left. One such effort took place in Juneau last week: A camp that?s using sport to keep the Tlingit language alive. http://www.ktoo.org/wp-content/uploads/2014/08/08Language.mp3 On the basketball court at the University of Alaska Southeast in Juneau, a dozen middle and high school students warm up for their first day of camp. As they stretch near half court, Jessica Chester counts to 10 in Tlingit: ?Tl?ix?, d?ix, n?s?k, daax?oon, keij?n, tleidoosh?, daxadoosh?, nas?gadoosh?, goosh?k, jinkaat.? Access media & full article below: http://www.ktoo.org/2014/08/10/koocheitaa-teaching-tlingit-language-basketball/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:17:01 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:17:01 -0700 Subject: Languages of indigenous people face neglect: Odisha tribal leaders (fwd link) Message-ID: *Languages of indigenous people face neglect: Odisha tribal leaders* *Reported by Santosh Jagdev Bhubaneswar, Aug 9:* ?Language is an important part of everyone?s identity and culture. Mother tongue is the foundation of all languages and the identity of all human beings, ? said Lal Bihari Himirika, Odisha?s SC and ST Development Minister while addressing a convention here today on the occasion of ?International Day of the World?s Indigenous People?. Access full article below: http://odishasuntimes.com/78517/languages-indigenous-people-face-neglect-odisha-tribal-leaders/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:18:39 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:18:39 -0700 Subject: At Language Camp, Reclaiming Tradition Is Between Basketball And Lunch (fwd link) Message-ID: *At Language Camp, Reclaiming Tradition Is Between Basketball And Lunch* Originally published on Fri August 8, 2014 5:57 pm - *Listen* Alaska has become the second state, after Hawaii, to recognize indigenous languages as official state languages. Supporters hope this will help revitalize those languages, many of which have just a handful native speakers left. Casey Kelly of KTOO reports on one such effort: a kids' basketball camp, where drills are combined with Tlingit language lessons. Access full article below: http://news.stlpublicradio.org/post/language-camp-reclaiming-tradition-between-basketball-and-lunch -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 10 17:19:51 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 10 Aug 2014 10:19:51 -0700 Subject: Language Is Key to Culture: Seneca Fight to Save Theirs (fwd link) Message-ID: *Language Is Key to Culture: Seneca Fight to Save Theirs* ICTMN Staff 8/6/14 In the three Seneca territories in Western New York there are just 30 elders who speak the language fluently?10 years ago there were 200 fluent speakers, reports WGRZ . The Seneca Nation of Indians is trying to change that and save their language starting with the youth. Kids attending Faith Keepers School in Steamburg, New York, learn about Seneca tradition, culture and are taught the language through activities. During varsity and junior varsity lacrosse games in Gowanda, you?ll hear the games being announced in Seneca by eighth grade students. According to WGRZ, they are the first school in Western New York to announce games like that. There?s a bigger push to preserve the language because our elders are dying,? teacher Rachael Wolfe told WGRZ. ?It?s urgent... We?re at an emergency status as far as our language is concerned.? Access full article below: http://indiancountrytodaymedianetwork.com/2014/08/06/language-key-culture-seneca-fight-save-theirs-156262 -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Mon Aug 11 04:53:34 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Mon, 11 Aug 2014 04:53:34 +0000 Subject: A first step toward more global email (fwd link) In-Reply-To: Message-ID: Everyone should get their institution or website developer to work on implementing this new standard, if they haven't already. -- Rudy Troike ________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Phil Cash Cash [weyiiletpu at gmail.com] Sent: Sunday, August 10, 2014 9:56 AM To: ILAT Subject: [ilat] A first step toward more global email (fwd link) A first step toward more global email http://googleblog.blogspot.com/2014/08/a-first-step-toward-more-global-email.html ???? Can this help endangered languages and you? ? P. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ztribur at uoregon.edu Mon Aug 11 16:00:35 2014 From: ztribur at uoregon.edu (Zoe Tribur) Date: Mon, 11 Aug 2014 09:00:35 -0700 Subject: colors, numbers, and animals In-Reply-To: Message-ID: In Eugene, Oregon, there are few people working on domain-based learning. In particular, Zalmai Zahir, influenced by Leanne Hinton, teaches Lushootseed this way, with an emphasis on getting students to use the language in their homes. To really simplify the curriculum, he started my class of students off with kitchen words. We were to try and make our kitchens a language nest and then learn how to self narrate what we did in the kitchen, because for most of us, we would not realistically be communicating with other people in Lushootseed very often. Self-narration involves primarily present progressive tense, declarative statements as well as, obviously, just the first person, so these were the sentence forms we learned. As time went on, Zalmai introduced some more grammar but also encouraged us to come up with our own "projects", activities we wanted to learn how to self-narrate in. Students did clam chowder, BBQ, fried eggs, washing the dishes, etc. I recall one impromptu class in his apartment with his apprentice and another student where they had us wash, dry and put away his dishes one by one, all in the language. The following year, the class expanded to other domains like chopping wood, etc., to build a fire, etc. On 2014/08/07 11:54, Jelyn Yahoo wrote: > Any SLP or language development specialist first starts with your > baseline assessment of your language learners. For preschool I use PLS > 4 or 5 for syntax ,pragmatics, semantics, phonology. I also use the > DELV diagnostic evaluation of language variation. If you have Autism > Spectrum Disorder traits use the VBMAPP (Sundberg). If your tribal > nation accepts federal grant funds, the assessment protocols required > for your reporting is stipulated in your grant source document. Cassie > Delso Wells did a great PhD dissertation on grant required assessments > like Dial 3 and inadequacy of these assessments for North Slope > Inupiaq Pre-school language learners. The grammar and syntax if your > first language learner is important to identify as this is your first > layer of acquisition. I have tested many language learners of many > structures and cultures.Certain syntax structures such as ergative > (Siberian Yupik, Central Yupik, many Filipino dialects etc) are action > object structure. Often your language learner with this structure > identifies with the activity first or verb construct for meaning. > Theoretically when u design instruction for this age group it is > important to use Theory of Mind and Bloom and Tinker - Intentional > states theory the foundations of Circle and intent or meaning. Some of > the best trainers I have learned from in this area are Dr. Sima Gerber > ASHA NY, Dr.sTina and Richard Veale Illinois ASHA, Dr. Tager - > Flusberg ASHA. If you have a good foundation you can modify and > differentiate any curriculum. I have done Special Education teacher > trainings and know many who do this type of Expanded Expressive > Language Development. Dr. Sylvia Diehl is at U of Florida Tampa and is > really good at conducting trainings in this area. Because I have > worked in the autism spectrum I know that developing language with > early learners can be very rewarding. From jelyn_gaskell at yahoo.com > also Sandra Gaskell SLP-D ascspeech.com [2] > > Sent from my iPhone > > On Aug 7, 2014, at 11:12 AM, dzo at bisharat.net wrote: > >> What Charles describes sounds like the Peace Corps method of >> instruction. PC has years of experience with language training, in >> which future volunteers get intensive instruction (along with >> technical, health, and cross-culture) over 10-11 weeks. It has >> proven quite successful at getting the large majority of trainees to >> at least a basic level (those who don't attain that level get >> supplementary training). >> >> Not to suggest that it would be practical to duplicate this approach >> in most other settings, but might there be lessons to be learned >> from PC's experience? >> >> Don Osborn >> >> Sent via BlackBerry by AT&T >> ------------------------- >> >> FROM: "Riley, Charles" >> SENDER: ilat-request at list.arizona.edu >> DATE: Thu, 7 Aug 2014 15:31:28 +0000 >> TO: ilat at list.arizona.edu >> REPLYTO: ilat at list.arizona.edu >> SUBJECT: RE: [ilat] colors, numbers, and animals >> >> The way I remember learning Wolof, it was through something called >> the audio-aural approach. It was built around structured dialogues, >> introducing vocabulary a little at a time, but working largely on >> substituting pronouns, verbs, and objects into sets of dialogue that >> would become increasingly familiar. Building up the pronoun grid and >> several key verbs were important in conveying a sense of quick >> progress into the language. Numbers, colors, and animals could be >> introduced and added in to the dialogues for interest, but they >> weren?t the primary focus. >> >> Charles Riley >> >> FROM: ilat-request at list.arizona.edu >> [mailto:ilat-request at list.arizona.edu] ON BEHALF OF Monica Macaulay >> SENT: Thursday, August 07, 2014 11:07 AM >> TO: ilat at list.arizona.edu >> SUBJECT: Re: [ilat] colors, numbers, and animals >> >> I work with the Menominee, and they are very aware of the problem of >> just teaching these topics (exactly what you listed!). They want >> their teachers to move beyond this but the teachers are (mostly) >> language learners themselves, so it?s been difficult. If anyone >> has any ideas about methodology, that would be great. (They?ve >> done some stuff with TPR, but that?s limited.) >> >> - Monica >> >> On Aug 7, 2014, at 10:01 AM, Wayne Leman >> wrote: >> >> A number of methods are used for teaching indigenous languages. One >> that seems commonly used for teaching Native American languages in >> the U.S. is a focus on memorization of colors, numbers, and names of >> animals. >> >> Does anyone know where this approach to language teaching >> originated? Might it reflect how the teachers themselves were taught >> English in boarding or reservation schools? Might it reflect >> perceived requirements on the part of school, state, or federal >> administrators? >> >> Do any of you know of any programs where there has been a shift from >> memorization of word lists toward creating conversational fluency in >> the indigenous language? >> >> Wayne >> >> ----- >> >> http://www.cheyennelanguage.org/ [1] > > > Links: > ------ > [1] http://www.cheyennelanguage.org/ > [2] http://ascspeech.com From Pretol at unisa.ac.za Thu Aug 14 08:52:40 2014 From: Pretol at unisa.ac.za (Pretorius, Laurette) Date: Thu, 14 Aug 2014 10:52:40 +0200 Subject: Language Resources and Evaluation (LRE) Journal Special Issue: Preliminary Call for Submissions on Under-resourced Languages Message-ID: This message (and attachments) is subject to restrictions and a disclaimer. Please refer to http://www.unisa.ac.za/disclaimer for full details. ________________________________ ***** Apologies for multiple postings ***** We are delighted to invite submissions for a Special Issue of the Language Resources and Evaluation Journal, entitled "Under-resourced Languages, Collaborative Approaches and Linked Open Data: Resources, Methods and Applications". Important: More detailed information will be made available in September 2014. For more information please contact the guest editors. PRELIMINARY SUBMISSION DATE: November 15, 2014 CALL FOR SUBMISSIONS Under-resourced languages are generally described as languages that suffer from a chronic lack of available resources, from human, financial, and time resources to linguistic ones (language data and language technology), and often also experience the fragmentation of efforts in resource development. This situation is exacerbated by the realization that as technology progresses and the demand for localised languages services over digital devices increases, the divide between adequately- and under-resourced languages keeps widening. Given that most of the world's almost 7000 languages are not adequately resourced, much work needs to be done in order to support their existence in the digital age. Although the destiny of a language is primarily determined by its native speakers and broader cultural context, the technological development of an under-resourced language offers such a language a strategic opportunity to have the same "digital dignity", "digital identity" and "digital longevity" as large, well-developed languages on the Web. The Linked (Open) Data framework and the emerging Linguistic Linked (Open) Data infrastructure offer novel opportunities for under-resourced languages. On the one hand, Linked Data offers ways of exposing existing high quality, albeit small, language resources in the Semantic Web and, on the other hand, allows for the development of new state-of-the-art resources without necessarily having to rely on the availability of sophisticated language processing support. This special issue arises from the imperative to maintain cultural and language diversity and from the basic right of all communities, languages, and cultures to be "first class citizens" in an age driven by information, knowledge and understanding. In this spirit, this special issue focuses on three strategic approaches to augment the development of resources for under-resourced languages to achieve a level potentially comparable to well-resourced, technologically advanced languages, viz. a) using the crowd and collaborative platforms; b) using technologies of interoperability with well-developed languages; and c) using Semantic Web technologies and, more specifically, Linked Data. We invite original contributions, not published before and not under consideration for publication elsewhere, that address one or more of the following questions by means of one or more of the three approaches mentioned above: * How can collaborative approaches and technologies be fruitfully applied to the accelerated development and sharing of high quality resources for under-resourced languages? * How can such resources be best stored, exposed and accessed by end users and applications? * How can small language resources be re-used efficiently and effectively, reach larger audiences and be integrated into applications? * How can multilingual and cross-lingual interoperability of language resources, methods and applications be supported, also between languages that belong to different language families? * How can existing language resource infrastructures be scaled to thousands of languages? * How can research on and resource development for under-resourced languages benefit from current advances in semantic and semantic web technologies, and specifically the Linked Data framework? GUEST EDITORS Laurette Pretorius - University of South Africa, South Africa (pretol AT unisa DOT ac DOT za) Claudia Soria - CNR-ILC, Italy (claudia.soria AT ilc DOT cnr DOT it) SCIENTIFIC COMMITTEE Sabine Bartsch, Technische Universit?t Darmstadt, Germany Delphine Bernhard, LILPA, Strasbourg University, France Peter Bouda, CIDLeS - Interdisciplinary Centre for Social and Language Documentation, Portugal Paul Buitelaar, Insight Centre for Data Analytics, NUIG, Ireland Steve Cassidy, Macquarie University, Australia Christian Chiarcos, Frankfurt University, Germany Thierry Declerck, DFKI GmbH, Language Technology Lab, Germany Mikel Forcada, University of Alicante, Spain Dafydd Gibbon, Bielefeld University, Germany Yoshihiko Hayashi, Graduate School of Language and Culture, Osaka University, Japan Sebastian Hellmann, Leipzig University, Germany Simon Krek, Jo?ef Stefan Institute, Slovenia Tobias Kuhn, ETH, Zurich, Switzerland Joseph Mariani, LIMSI-CNRS & IMMI, France John McCrae, Bielefeld University, Germany Steven Moran, Universit?t Z?rich, Switzerland Kellen Parker, National Tsing Hua University, China Patrick Paroubek, LIMSI-CNRS, France Taher Pilehvar, "La Sapienza" Rome University, Italy Maria Pilar Perea i Sabater, Universitat de Barcelona, Spain Laurette Pretorius, University of South Africa, South Africa Leonel Ruiz Miyares, Centro de Linguistica Aplicada (CLA), Cuba Kevin Scannell, St. Louis University, USA Ulrich Sch?fer, Technical University of Applied Sciences Amberg-Weiden, Bavaria, Germany Claudia Soria, CNR-ILC, Italy Nick Thieberger, University of Melbourne, Australia Eveline Wandl-Vogt, Austrian Academy of Sciences, ICLTT, Austria Michael Zock, LIF-CNRS, France -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 15 22:48:19 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 15 Aug 2014 15:48:19 -0700 Subject: Dreaming in the forgotten lands (fwd link) Message-ID: *Dreaming in the forgotten lands* August 16, 2014 - 2:12AM Michael Gordon Political editor, The Age When Tjariya and Inpiti were little girls, the black-footed rock-wallabies were so abundant that their fathers would hunt and spear them for dinner, cooking them in ovens of hot coals in the red dirt of their country in remote north-western South Australia. Now they are old ladies, or minyma, with the same capacity to make each other giggle they had back then, but the rock-wallaby, or warru, is so endangered they are leading an ambitious program to protect it. Access media & full article below: http://www.smh.com.au/national/dreaming-in-the-forgotten-lands-20140815-1048yh.html#ixzz3AVHu8Xvw -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sat Aug 16 23:20:34 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sat, 16 Aug 2014 16:20:34 -0700 Subject: Federal agencies provide new opportunities for dying languages (fwd link) Message-ID: *Federal agencies provide new opportunities for dying languages* *NSF and NEH award more than $4 million to preserve nearly 40 languages* *August 15, 2014* http://www.nsf.gov/news/news_summ.jsp?cntn_id=132370&org=NSF&from=news The National Science Foundation (NSF) and the National Endowment for the Humanities (NEH) recently announced 27 awards totaling more than $4 million in the 10th round of a joint effort to document languages threatened with extinction. These new awards, part of an NSF-NEH Documenting Endangered Languages (DEL) program, support digital documentation work on nearly 40 endangered languages. They build research infrastructure, encourage long term collaboration with host countries and involve significant community engagement. "Language is a source of invaluable cognitive, historical and environmental information," said NSF Director France C?rdova. "Most of what is known about human communication and cognition is based on less than 10 percent of the world's 7,000 languages. We must do our best to document living endangered languages and their associated cultural and scientific information before they disappear." New estimates from a three-year, NSF-supported study conclude that at least every three months somewhere in the world a language loses all its remaining speakers. The finding, based on newly compiled data, is an update from previous estimates that found at least one language goes extinct every two weeks. Since the first round of awards DEL in 2005, the program has funded nearly 300 projects and more than 200 researchers who have captured high-quality data from languages in danger of extinction. In this new round of awards, for example, DEL is funding the *Advances in Linguistic, Ethnobotanical, and Botanical Sciences through Documentation of Traditional Ecological Knowledge *project. Anthropologist Jonathan Amith of Gettysburg College in Pennsylvania and botanist John Kress of the Smithsonian Institution will examine the ways endangered languages encode information on how communities have historically interacted with their environments. The study will provide clues about environmental changes over generations of speakers; it also will improve understanding about increases or decreases in biodiversity and sustainable practices adapted to particular environments. Another project, *Community Directed Audio-Visual Documentation of Ay??k*, will create digital documentation of this Mixe-Zoquean language spoken in Mexico. Linguistic anthropologist Daniel Suslak of Indiana University and clinical psychologist Ben Levine, director of Speaking Place, will use an innovative technique called "facilitated-feedback filming" to stimulate groups of community members to recall long forgotten events, share ideas and engage in frank discussions. The project will create a corpus of Ay??k language data. The interactive process will reawaken Ay??k traditional ecological knowledge that will be used by biochemists to expand maize genetics research at the Plant Sciences Department at the University of California, Davis. "The NSF-NEH partnership to document endangered languages is making great strides," said NEH Chairman William Adams. "Together, the two agencies are supporting research and creating valuable language resources that serve linguists and indigenous communities around the globe to revitalize their languages. And through its priority on Native American languages, NEH ensures the unique cultural and linguistic heritage of our own country is sustained." All of this year's DEL projects will produce sophisticated digital products that can be publicly accessed through major language repositories such as the Archive of Indigenous Languages of Latin America, California Language Archive, the Endangered Language Archive at the School for African and Oriental Studies and the Pacific and Regional Archive for Digital Sources in Endangered Cultures. DEL projects continue to gain support across the National Science Foundation. Programs in Robust Intelligence, Linguistics, Cultural Anthropology, Polar Programs, International Science and Engineering, Experimental Program to Stimulate Competitive Research, Interdisciplinary Behavioral and Social Science Research, Science of Broadening Participation and the Tribal Colleges and Universities Program support the 2014 awards. At the National Endowment for the Humanities, DEL projects are funded through the Division of Preservation and Access and the Division of Research, where there continues to be a priority on documentation of languages of the Americas. A complete listing of this year's awards follows. *Institutional Grants* (awarded by NSF or NEH, as indicated): - *Jonathan D. Amith*, Gettysburg College and Co-PI *John Kress*, Smithsonian Institution. *Documenting Traditional Ecological Knowledge in the Sierra Nororiental de Puebla*, Mexico, in Synchronic and Diachronic Perspectives, $449,942 (NSF) and $200,000 (NEH). - *Andrea Berez*, University of Hawaii, Manoa, *Making Pacific Language Materials Discoverable: Identifying and Describing Indigenous Languages, *$122,317 (NEH) - *April Counceller and Co-PI Alisha S Drabek, *Alutiiq Heritage Foundation. *The Alutiq Language Archive and Speaker Registry*, $399,058 (NSF). - *J. Andrew Cowell, *University of Colorado at Boulder. *Arapahoe (ARP) Lexical Database and Dictionary*, $177,213 (NEH). - *Scott DeLancey*, University of Oregon Eugene. *Documenting the languages of Manipur: Clues to the prehistory of Sino-Tibetan languages*, $312,722 (NSF). - *Christian T. DiCanio*, Haskins Laboratories, Inc. *Understanding Prosody and Tone Interactions through Documentation of Two Endangered Languages* $340,456 (NSF). - *Jeffrey C. Good* and Co-PI *Jan Chomicki, *SUNY at Buffalo. *Language Documentation, Fieldwork Training Models, and Computational Tools for Understanding Linguistic Stability and Change*, $406,186 (NSF). - *Lenore Grenoble*, University of Chicago. *Understanding spatial determiners, complex predicates, and case marking through traditional narratives in endangered languages*, $239,955 (NSF). - *Jacob Manatowa-Bailey, *Sac and Fox Nation of Oklahoma. *Digitization, Transcription, and Publication of Sauk Narratives*, $90,996 (NSF). - *Micheal Oltrogge *and Co-PI* Alice Saunsoci, *Nebraska Indian Community College. *Discovering Omaha Linguistic Structure through the Documentation of Fluent Omaha Elders' Voices*, $85,568 (NSF). - *David Peterson*, Dartmouth College. *Documentation of Rengmitca (Tibeto-Burman)**, *$175,635 (NSF). - *Clifton L Pye*, University of Kansas Center for Research Inc., *Procedures for the Rapid Documentation of Language Acquisition in an Endangered Language Context*, $260,426 (NSF). - *Carmel O'Shannessy*, University of Michigan Ann Arbor. *Documentation and acquisition of Light Warlpiri and Warlpiri*, $255,891 (NSF). - *Daniel F. Suslak, *Indiana University and Co-PI* Benjamin Levine* of Speaking Place. *Community Directed Audio-Visual Documentation of Ayook (ISO 939-3 MTO) and Development of an Online Ay??k Language Portal,* $258,316 (NEH). *Fellowships *(awarded by NEH, $50,400 each): - *Emiliana Cruz*, University of Massachusetts Amherst, *Language Description: Chatino [ISO 693-3 CTP] place names and local knowledge: Description with a multimedia documentary corpus*. - *Keri Eggleston*, *The Next Critical Step in Documenting Tlingit (TLI).* - *Jeffrey E. Davis*, University of Tennessee Knoxville, *Plains Indian Sign Language (PSD) Digital Corpus Linguistics Project.* - *John M. Keegan*, *Sara-Bagirmi Languages Database Project.* - *Hiroko Sato*, University of Hawaii, *Preliminary field investigation of the Bebeli language (bek), Papua New Guinea.* *Doctoral Dissertation Research Improvement Grants *(awarded by NSF) - *Clare S. Sandy* under the direction of Andrew J Garrett, University of California-Berkeley, The Phonology and Morphology of Karuk, $15,120. - *Lajos S Szoboszlai *under the direction of Martha J. Macri, University of California-Davis, *Mutsun reclamation continued: Three years in a learner's efforts to acquire language*, $6,830. - *Adam J Tallman* under the direction of Patience Epps, University of Texas at Austin, *Investigating complex word reanalysis through endangered language data, *$14,493. *Conferences and Workshops *(awarded by NSF) - *Darryl Baldwin*, Myaamia Center, Miami Tribe of Oklahoma, *Archival Institute for Indigenous Languages*, $167,650. - *Andrea Berez*, University of Hawaii, *WORKSHOP: Enriching Theory, Practice, and Application: Classes and Special Sessions at the 4th International Conference on Language Documentation & Conservation*, $43,600 - *Damir Cavar*, Eastern Michigan University, *19th Lexical-Functional Grammar Conference*, $12,199 - *Jeffrey Good*, SUNY at Buffalo, *ComputEL: A workshop to explore the use of computational methods in the study of endangered languages*, $25,007. - *Jason Kandybowicz *and Co-PI* Harold Torrence, *University of Kansas Center for Research Inc., Africa's Endangered Languages: Documentary and Theoretical Approaches, $24,601. -NSF- *Media Contacts *Bobbie Mixon, NSF, (703) 292-8070, bmixon at nsf.gov Paula Wasley, National Endowment for the Humanities, (202) 606-8424, pwasley at neh.gov *Related Websites *NEH Fellowships: http://go.usa.gov/DZMC NEH Preservation Awards: http://go.usa.gov/DZFz Documenting Endangered Languages website: http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=12816&org=SBE *The National Science Foundation (NSF) is an independent federal agency that supports fundamental research and education across all fields of science and engineering. In fiscal year (FY) 2014, its budget is $7.2 billion. NSF funds reach all 50 states through grants to nearly 2,000 colleges, universities and other institutions. Each year, NSF receives about 50,000 competitive requests for funding, and makes about 11,500 new funding awards. NSF also awards about $593 million in professional and service contracts yearly.* -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 16:45:42 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 09:45:42 -0700 Subject: By Using Language Rooted in Andes, Internet Show=?UTF-8?Q?=E2=80=99s_?=Hosts Hope to Save It (fwd link) Message-ID: By Using Language Rooted in Andes, Internet Show?s Hosts Hope to Save It By KIRK SEMPLE AUG. 15, 2014 Segundo J. Angamarca, half-hidden in a thicket of electronic equipment on a recent Friday evening, put on his headphones and glanced around the room, a makeshift Internet radio station in his apartment in the Bronx. ?We?re all set, no?? he asked in Spanish. He punched a few buttons on a console and, leaning into a live microphone, began speaking in the percussive phonemes of a completely different tongue, one with roots in the Andean highlands of his native Ecuador. ?We?re here!? he announced. ?We?re here tonight for you, to help bring happiness,from Radio El Tambo Stereo.? And so began the inaugural broadcast of ?Kichwa Hatari,? perhaps the only radio program in the United States conducted in Kichwa, an Ecuadorean variant of Quechua, an indigenous South American language spoken mainly in Bolivia, Ecuador and Peru. Access full article below: http://www.nytimes.com/2014/08/16/nyregion/on-internet-radio-preserving-a-language-rooted-in-the-andes.html?_r=1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 17:27:40 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 10:27:40 -0700 Subject: A Gathering of Indigenous Language Digital Activism in Oaxaca, Mexico (fwd link) Message-ID: *A Gathering of Indigenous Language Digital Activism in Oaxaca, Mexico* Posted *18 August 2014* *14:00 GMT* Global Voices through its Rising Voices initiative, the Juan de C?rdova Research Library , and SURCO invite indigenous language activists from all across Mexico to take part in the Indigenous Language Digital Activism Gathering that will take place on October 3-5 at the San Pablo Cultural Center in the historical center of Oaxaca de Ju?rez, Mexico. The central focus of this gathering is to provide a space for peer learning and exchange targeted at 25 indigenous language digital activists that are currently using their languages in digital media. Mexico is one of the most linguistically diverse countries in Latin America with more than 300 indigenous languages spoken and written on a daily basis, and many of these are in danger of extinction. Technology has been adopted in recent times for academic documentation and for the creation of language learning software as a way to study and preserve these languages. Access full article below: http://globalvoicesonline.org/2014/08/18/a-gathering-of-indigenous-language-digital-activism-in-oaxaca-mexico/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Mon Aug 18 17:30:25 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 18 Aug 2014 10:30:25 -0700 Subject: Alaska ballots fraught with issues for Yup=?UTF-8?Q?=E2=80=99ik_?=speakers (fwd link) Message-ID: *Alaska ballots fraught with issues for Yup?ik speakers* *Lawyers say poor translations of election materials disenfranchise Native voters* August 18, 2014 5:00AM ET by *Julia O'Malley* ANCHORAGE, Alaska ? Ahead of tomorrow?s primary elections in Alaska, every voter in the state should have received a pamphlet that introduces the candidates, describes ballot issues and explains how to vote. The pamphlets are available in Spanish and Tagalog ? but not Yup?ik, a language spoken by Alaska Natives, even though it is among the most commonly spoken languages in the state. At least 10,000 people speak Yup?ik, according to the Alaska Native Language Center at the University of Alaska at Fairbanks*. *It?s the second-most-spoken Native language in the U.S. , after Navajo *.* Many speakers live in the community of Bethel or surrounding smaller rural villages in southwestern Alaska. When Yup?ik-only speakers get to the voting booth, they may request a Yup?ik sample ballot, which can also be read to them. Though the translation may be technically correct, it may be in an unfamiliar dialect or so dense and convoluted that, some Alaska Native leaders say, older Natives in particular will feel they are voting blindly. The ballot they mark will be written in English. Access full article below: http://america.aljazeera.com/articles/2014/8/18/alaska-ballots-languagetranslation.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From rrlapier at aol.com Wed Aug 20 15:21:43 2014 From: rrlapier at aol.com (rrlapier at aol.com) Date: Wed, 20 Aug 2014 11:21:43 -0400 Subject: Save Blackfeet Language Message-ID: No Blackfeet Language at the University of Montana?! It is unbelievable that the University of Montana, with a Native American student population of 800+, will not be teaching the Blackfeet language or any other Native American language the Fall semester 2014. Your support is needed to encourage the University of Montana to teach Blackfeet language. Research has shown that the study of Native American languages strengthens student self-worth and their academic success. The teaching of Native languages also allows non-Native students to learn about a culture that is different from their own and enrich their understanding of Montana?s Native peoples. Montana has served as a leader in promoting and preserving Native American languages. Most prominently through the leadership of the late Darrell Robes Kipp, the late Thomas Little Plume, and Dorothy Still Smoking through their creation of the Piegan Institute. And most recently Senators John Tester, Max Baucus (retired) and John Walsh sponsored the Native Language Immersion Student Achievement Act (S. 1948) in the U.S. Senate ?to promote the academic achievement of American Indian children.? And the State of Montana?s recently funded initiative called the Montana Indian Language Preservation Pilot Program (managed by the State Tribal Economic Development Commission) is viewed as a resounding success. It is unfortunate that the University of Montana chooses not to teach the Blackfeet language or any other Native language this semester. There are several qualified Blackfeet tribal members with either a Class 7 Native American Language and Culture Educator License and/or a Master?s degree in the Missoula area. And there are more qualified individuals on the Blackfeet reservation and state-wide. Please contact the President of the University of Montana, Royce Engstrom at 406-243-2311 or royce.engstrom at umontana.edu to respectfully request that the Blackfeet language be taught Fall semester 2014. Rosalyn LaPier (Blackfeet/Metis) Professor of Environmental Studies University of Montana 406-243-6787 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Wed Aug 20 16:37:20 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Wed, 20 Aug 2014 09:37:20 -0700 Subject: =?UTF-8?Q?=E2=80=98Who_Speaks_Wukchumni=3F=E2=80=99_?=(fwd link) Message-ID: ?Who Speaks Wukchumni?? AUG. 18, 2014 Throughout the United States, many Native American languages are struggling to survive. According to Unesco, more than 130 of these languages are currently at risk, with 74 languages considered ?critically endangered.? These languages preserve priceless cultural heritage, and some hold unexpected value ? nuances in these languages convey unparalleled knowledge of the natural world. Many of these at-risk languages are found in my home state of California. Now for some, only a few fluent speakers remain. Access full article below: http://www.nytimes.com/2014/08/19/opinion/who-speaks-wukchumni.html?_r=0 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Thu Aug 21 23:51:25 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 21 Aug 2014 16:51:25 -0700 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) Message-ID: 20 August 2014, 9.17pm BST *Indigenous languages won?t survive if kids are learning only English* *AUTHOR **Jane Simpson * The question of what language(s) to teach Indigenous students, what languages to teach them in, and how to go about it has been generating a little political heat (but not quite so much light) of late? Indigenous languages won?t survive if Indigenous kids don?t have the opportunity to speak their native languages at school. AAP The question of what language(s) to teach Indigenous students, what languages to teach them in, and how to go about it has been generating a little political heat (but not quite so much light) of late. On *ABC?s Q&A* earlier this month, Yalmay Yunupingu ? the widow of Yothu Yindi front man Mandawuy Yunupingu ? asked a pointed question about how the teaching of Indigenous languages will be funded given that *Article 14* of the United Nation?s Declaration of the Rights of Indigenous People states that Indigenous children have the right to education in their own language. And a recent piece in *The Conversation* by Stewart Riddle sparked *controversy* after he said it could be argued that the emphasis placed on English literacy was no better than discredited historical attempts to make Aboriginal kids more ?white?. Access full article below: http://theconversation.com/indigenous-languages-wont-survive-if-kids-are-learning-only-english-30311 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wleman1949b at gmail.com Fri Aug 22 02:29:18 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Thu, 21 Aug 2014 19:29:18 -0700 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) In-Reply-To: Message-ID: As someone who grew up in an Alaskan Native village where our indigenous language was being lost during my language learning years and as a linguist who has worked since 1975 with a Native American language community that is losing their language, I feel terrible about indigenous languages being lost, but I don?t think schools can rescue a language. Languages are not learned at school. They are learned at home during the formative language learning years. Schools can provide one more disincentive for children to speak an indigenous language, but they can?t teach a language to children if children are not being taught the language from their primary caregivers at home. If children are being taught their language at home, then schools can reinforce that teaching. The problem is societal. Entire societies feel great pressure to discontinue use of indigenous languages in favor of dominant languages. one. It is very difficult for parents and other caregivers to teach indigenous languages to children if they have been taught to believe that children will be harmed by learning indigenous languages. It?s a difficult situation, but we must be careful not to put an unrealistic emphasis on the role that schools have in teaching language. Schools can create a great incentive for children not to continue speaking their indigenous languages, through coercion and even punishment which has been the case in the U.S. and some other countries, but I don?t think schools can do the converse, namely teach languages. (High school, college, and university programs seldom teach languages either. They typically expose students to languages and their structures, but not actually teach them the languages other than perhaps a few words, some elementary phrases, and grammar. People typically learn language when they are immersed in it, either at home or in cross-cultural experiences, study-abroad programs, etc.) People don?t learn languages from modern technology either. Technology can make language learning more interesting, but it can?t do what primary care providers and other fluent speakers of a language must do, namely, expose people to language in context so much that they begin to understand and speak it. I think that we linguists and others who have some professional training and lots of care for indigenous peoples and their languages can assist in language preservations efforts, but I have also concluded that we cannot do so by doing what I was trained to do and love to do, analyzing languages and writing up descriptions of them. Instead, we professionals need to learn how to encourage the development of language immersion programs. We can advocate for learning of indigenous languages, but it will fall on deaf ears if primary caregivers have concluded that their children are better off learning a dominant language. I would like to see empirical evidence for any claim that schools can teach indigenous languages to children if the children are not also being immersed in those languages at home. I hope that I am wrong in my claims but after many years of wrestling with this issue, it?s what I conclude. Wayne ----- http://www.cheyennelanguage.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From hsouter at gmail.com Fri Aug 22 04:25:07 2014 From: hsouter at gmail.com (Heather Souter) Date: Thu, 21 Aug 2014 23:25:07 -0500 Subject: Indigenous languages won=?UTF-8?Q?=E2=80=99t_?=survive if kids are learning only English (fwd link) In-Reply-To: <6E5F7BC3CAE9426EA86A26308F504E23@wlemanVAIO> Message-ID: Taapwee! You speak the truth as I see it as well! Immersion programs for all--infants, children, youth and adults! Learning experientially--holistically and in context--is the most natural and in the end effective way of actually 'learning' a language. Heather On Thu, Aug 21, 2014 at 9:29 PM, Wayne Leman wrote: > As someone who grew up in an Alaskan Native village where our > indigenous language was being lost during my language learning years and as > a linguist who has worked since 1975 with a Native American language > community that is losing their language, I feel terrible about indigenous > languages being lost, but I don?t think schools can rescue a language. > Languages are not learned at school. They are learned at home during the > formative language learning years. Schools can provide one more > disincentive for children to speak an indigenous language, but they can?t > teach a language to children if children are not being taught the language > from their primary caregivers at home. If children are being taught their > language at home, then schools can reinforce that teaching. The problem is > societal. Entire societies feel great pressure to discontinue use of > indigenous languages in favor of dominant languages. one. It is very > difficult for parents and other caregivers to teach indigenous languages to > children if they have been taught to believe that children will be harmed > by learning indigenous languages. It?s a difficult situation, but we must > be careful not to put an unrealistic emphasis on the role that schools have > in teaching language. Schools can create a great incentive for children not > to continue speaking their indigenous languages, through coercion and even > punishment which has been the case in the U.S. and some other countries, > but I don?t think schools can do the converse, namely teach languages. > (High school, college, and university programs seldom teach languages > either. They typically expose students to languages and their structures, > but not actually teach them the languages other than perhaps a few words, > some elementary phrases, and grammar. People typically learn language when > they are immersed in it, either at home or in cross-cultural experiences, > study-abroad programs, etc.) > > People don?t learn languages from modern technology either. Technology can > make language learning more interesting, but it can?t do what primary care > providers and other fluent speakers of a language must do, namely, expose > people to language in context so much that they begin to understand and > speak it. > > I think that we linguists and others who have some professional training > and lots of care for indigenous peoples and their languages can assist in > language preservations efforts, but I have also concluded that we cannot do > so by doing what I was trained to do and love to do, analyzing languages > and writing up descriptions of them. Instead, we professionals need to > learn how to encourage the development of language immersion programs. We > can advocate for learning of indigenous languages, but it will fall on deaf > ears if primary caregivers have concluded that their children are better > off learning a dominant language. > > I would like to see empirical evidence for any claim that schools can > teach indigenous languages to children if the children are not also being > immersed in those languages at home. > > I hope that I am wrong in my claims but after many years of wrestling with > this issue, it?s what I conclude. > > Wayne > ----- > http://www.cheyennelanguage.org > -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Fri Aug 22 05:37:06 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Fri, 22 Aug 2014 05:37:06 +0000 Subject: Indigenous languages won=?WINDOWS-1252?Q?=92t_?=survive if kids are learning only English Message-ID: Sadly, Wayne is 100% right in most of the typical circumstances which occur in most schools and communities today. Schools can valorize native languages and values, and perhaps incentivize a few individuals and families to undertake the dedicated effort to learn/ maintain the native language. But unless there is the commitment in the community among parents and grandparents of children, and a corresponding commitment in the school to institute a true and full bilingual program, most efforts, no matter the good intent with which they are undertaken, are doomed to failure. Wayne Holm showed at Rock Point, Arizona, that it IS possible to develop a full bilingual curriculum through high school, and I have met some of the very successful bilingual AND biliterate graduates of the program as students here at the University of Arizona. But part- time "feel-good" efforts which do no more than impart a few isolated words or phrases will not maintain or develop anything approaching full functional competence in the language. That said, I should point out that through the required study of Spanish in our public schools in south Texas, which entailed entirely grammar-translation competence in the language for six years, beginning with grade 6 (with NO social/interpersonal spoken use), I was able to pursue graduate study in linguistics and anthro- pology in Mexico, completely in Spanish. But without an enormous dedication to building a multi-year curriculum and implementing it, and undertaking the tremendous task of corpus planning to create advanced text materials in the language in all of the content areas of history, science, etc., for most native communities such an outcome as I experienced would be an unlikely dream. The message I would like to leave is that it IS possible -- and the dramatic stories of a few dedicated efforts by individuals to teach themselves the language even as adults demonstrate this -- but it will take the long- term enlightened dedication of communities and schools to achieve this dream. Rudy Rudy Troike - - - - - - - - - - - - - - - - - --- - - - - -- - - - - - - - - From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Wayne Leman [wleman1949b at gmail.com] Sent: Thursday, August 21, 2014 7:29 PM To: ilat at list.arizona.edu Subject: [ilat] Indigenous languages won?t survive if kids are learning only English (fwd link) As someone who grew up in an Alaskan Native village where our indigenous language was being lost during my language learning years and as a linguist who has worked since 1975 with a Native American language community that is losing their language, I feel terrible about indigenous languages being lost, but I don?t think schools can rescue a language. Languages are not learned at school. They are learned at home during the formative language learning years. Schools can provide one more disincentive for children to speak an indigenous language, but they can?t teach a language to children if children are not being taught the language from their primary caregivers at home. If children are being taught their language at home, then schools can reinforce that teaching. The problem is societal. Entire societies feel great pressure to discontinue use of indigenous languages in favor of dominant languages. one. It is very difficult for parents and other caregivers to teach indigenous languages to children if they have been taught to believe that children will be harmed by learning indigenous languages. It?s a difficult situation, but we must be careful not to put an unrealistic emphasis on the role that schools have in teaching language. Schools can create a great incentive for children not to continue speaking their indigenous languages, through coercion and even punishment which has been the case in the U.S. and some other countries, but I don?t think schools can do the converse, namely teach languages. (High school, college, and university programs seldom teach languages either. They typically expose students to languages and their structures, but not actually teach them the languages other than perhaps a few words, some elementary phrases, and grammar. People typically learn language when they are immersed in it, either at home or in cross-cultural experiences, study-abroad programs, etc.) People don?t learn languages from modern technology either. Technology can make language learning more interesting, but it can?t do what primary care providers and other fluent speakers of a language must do, namely, expose people to language in context so much that they begin to understand and speak it. I think that we linguists and others who have some professional training and lots of care for indigenous peoples and their languages can assist in language preservations efforts, but I have also concluded that we cannot do so by doing what I was trained to do and love to do, analyzing languages and writing up descriptions of them. Instead, we professionals need to learn how to encourage the development of language immersion programs. We can advocate for learning of indigenous languages, but it will fall on deaf ears if primary caregivers have concluded that their children are better off learning a dominant language. I would like to see empirical evidence for any claim that schools can teach indigenous languages to children if the children are not also being immersed in those languages at home. I hope that I am wrong in my claims but after many years of wrestling with this issue, it?s what I conclude. Wayne ----- http://www.cheyennelanguage.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 24 18:02:11 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 24 Aug 2014 11:02:11 -0700 Subject: Linguists record endangered Indigenous Goldfields language Tjupan in bid to save it Message-ID: *Linguists record endangered Indigenous Goldfields language Tjupan in bid to save it* By Rebecca Curtin Updated 24 Aug 2014, 4:14pm ?AUS? A linguist from Yale University is recording an endangered Indigenous language in Western Australia's Goldfields region in attempt to stop it from dying out. ? Access full article below: ? http://www.abc.net.au/news/2014-08-24/linguists-concerned-indigenous-language-will-be-lost/5692746 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Sun Aug 24 18:05:12 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Sun, 24 Aug 2014 11:05:12 -0700 Subject: Richard Dauenhauer dies at 72; scholar of Tlingit language, culture (fwd link) Message-ID: *Richard Dauenhauer dies at 72; scholar of Tlingit language, culture* *By **JILL LEOVY* AUGUST 24, 2014 A fish doesn't jump in Tlingit, the native language of indigenous people of Southeast Alaska. It performs a feat no word in English can adequately express. The verb in Tlingit captures the instant when a fish breaks the surface, the sequence of sounds as it rises and the spray of water that spreads around it. That some modern-day Alaskans get frustrated as they search for English equivalents can be attributed in part to the work of Richard Dauenhauer, a linguist, anthropologist, playwright and former Alaska poet laureate who died Tuesday of cancer in Juneau, Alaska. Access full article below: http://www.latimes.com/local/obituaries/la-me-richard-dauenhauer-20140824-story.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jon.Reyhner at nau.edu Sun Aug 24 18:30:02 2014 From: Jon.Reyhner at nau.edu (Jon Allan Reyhner) Date: Sun, 24 Aug 2014 18:30:02 +0000 Subject: Open Letter to Secretary of Interior Jewell Message-ID: All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From wleman1949b at gmail.com Sun Aug 24 18:39:05 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Sun, 24 Aug 2014 11:39:05 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. Wayne ----- http://www.cheyennelanguage.org -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 11:30 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From Jon.Reyhner at nau.edu Sun Aug 24 20:05:09 2014 From: Jon.Reyhner at nau.edu (Jon Allan Reyhner) Date: Sun, 24 Aug 2014 20:05:09 +0000 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Wayne: That is my conclusion too. I am wondering if you have seen/read my Heritage Language Journal article at http://www.international.ucla.edu/media/files/reyhner-hlj.pdf . The University of Okahoma Press should have out my new edited book, Teaching Indigenous Students, in the spring with a version of that article as the concluding chapter. Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ ________________________________________ From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Wayne Leman [wleman1949b at gmail.com] Sent: Sunday, August 24, 2014 11:39 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. Wayne ----- http://www.cheyennelanguage.org -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 11:30 AM To: ilat at list.arizona.edu Subject: [ilat] Open Letter to Secretary of Interior Jewell All: Ryan Wilson, President of the National Alliance to Save Native Languages, has a letter to Secretary of the Interior Jewell in Indian Country Today at http://indiancountrytodaymedianetwork.com/2014/08/21/open-letter-secretary-interior-sally-jewell Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From wleman1949b at gmail.com Sun Aug 24 20:24:27 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Sun, 24 Aug 2014 13:24:27 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Jon: I wasn't aware of your article. Thank you for giving me a link to it. I'm reading it now. Yes, the U.S. government needs to do more. And tribes need to do more, and parents and grandparents. Of course, it can be difficult for primary caregivers given the negative experiences so many speakers of indigenous languages have had. But it will take everyone pulling together to save these languages. I am also sharing this message with Dr. Dick Littlebear on the Cheyenne reservation who is a strong proponent of immersion programs, as you know. Wayne -----Original Message----- From: Jon Allan Reyhner Sent: Sunday, August 24, 2014 1:05 PM To: ilat at list.arizona.edu Subject: RE: [ilat] Open Letter to Secretary of Interior Jewell Wayne: That is my conclusion too. I am wondering if you have seen/read my Heritage Language Journal article at http://www.international.ucla.edu/media/files/reyhner-hlj.pdf . The University of Okahoma Press should have out my new edited book, Teaching Indigenous Students, in the spring with a version of that article as the concluding chapter. Jon Reyhner Professor of Bilingual Multicultural Education Northern Arizona University Flagstaff, Arizona 86011 http://jan.ucc.nau.edu/~jar/ From everson at evertype.com Sun Aug 24 21:52:07 2014 From: everson at evertype.com (Michael Everson) Date: Sun, 24 Aug 2014 22:52:07 +0100 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: > Sent: Sunday, August 24, 2014 11:39 AM > > That open letter addresses the only realistic way I know of for schools to help save indigenous languages, language immersion in all subjects. Thank you for sharing it, Jon. In Ireland the Gaelscoileanna succeed in instilling fluency where the regular school system fails utterly. Michael Everson * http://www.evertype.com/ From wleman1949b at gmail.com Mon Aug 25 14:07:49 2014 From: wleman1949b at gmail.com (Wayne Leman) Date: Mon, 25 Aug 2014 07:07:49 -0700 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: Michael, I'm guessing that they have succeeded by immersing children in the language. I think that is the only way that children can learn a language. I don't think it can be done in schools just by learning lists of words or the "grammar" of a language. Wayne ----- http://www.cheyennelanguage.org/ -----Original Message----- From: Michael Everson Sent: Sunday, August 24, 2014 2:52 PM To: ilat at list.arizona.edu Subject: Re: [ilat] Open Letter to Secretary of Interior Jewell > Sent: Sunday, August 24, 2014 11:39 AM > > That open letter addresses the only realistic way I know of for schools to > help save indigenous languages, language immersion in all subjects. Thank > you for sharing it, Jon. In Ireland the Gaelscoileanna succeed in instilling fluency where the regular school system fails utterly. Michael Everson * http://www.evertype.com/ From everson at evertype.com Mon Aug 25 14:29:10 2014 From: everson at evertype.com (Michael Everson) Date: Mon, 25 Aug 2014 15:29:10 +0100 Subject: Open Letter to Secretary of Interior Jewell In-Reply-To: Message-ID: On 25 Aug 2014, at 15:07, Wayne Leman wrote: > Michael, I'm guessing that they have succeeded by immersing children in the language. I think that is the only way that children can learn a language. Exactly so. Michael Everson * http://www.evertype.com/ From weyiiletpu at gmail.com Mon Aug 25 21:26:22 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Mon, 25 Aug 2014 14:26:22 -0700 Subject: Song about alligator helping women reconstruct dead language (fwd link) Message-ID: *Song about alligator helping women reconstruct dead language* KYLE PEVETO| KPEVETO at THEADVOCATE.COM Aug. 24, 2014 ? USA? In a dead language on a tape 40 years old, Elvira Billiot sings a children?s song about an alligator. Last year, a great-granddaughter Elvira Billiot never met heard ?Chan-Chuba? for the first time and felt an immediate connection to the ghostly voice and her people. ?When we played it, it was like we were unlocking a trunk that had been locked up and covered in dust,? said Colleen Billiot. The alligator song could help resurrect the Houma language that has not been spoken for a century. Colleen Billiot and another Houma descendant, Hali Dardar, also 25, have spent the past year trying to translate the lyrics to ?Chan-Chuba? in hopes that they can translate that one song as a first step in reconstructing the language. ?It?s this tiny connection to your ancestors that you haven?t had in 100 years where you were able to speak,? Dardar said. ?Just having that bond is pretty cool and pretty strong.? Access full article below: http://theadvocate.com/home/9967214-171/song-about-alligator-helping-women -------------- next part -------------- An HTML attachment was scrubbed... URL: From miss_adrienne7 at yahoo.com Tue Aug 26 16:17:02 2014 From: miss_adrienne7 at yahoo.com (Adrienne Tsikewa) Date: Tue, 26 Aug 2014 09:17:02 -0700 Subject: Neologisms and Indigenous Languages Message-ID: Good morning ILAT, I am interested in learning more ?on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms.? Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrea.berez at gmail.com Wed Aug 27 00:03:01 2014 From: andrea.berez at gmail.com (Andrea L. Berez) Date: Tue, 26 Aug 2014 14:03:01 -1000 Subject: FINAL REMINDER: 4th International Conference on Language Documentation & Conservation (ICLDC 4) Call for Proposals deadline this Sunday (8/31) Message-ID: Aloha! *A final reminder - the deadline for the Call for Proposals (general papers, posters, and electronic posters) for ICLDC 4 is this Sunday (August 31, 2014). * The Call for Proposals section of the conference website contains complete details on topics, presentation formats, abstract submission rules & criteria, important preparation guidelines, scholarship opportunities, and more. The link to the online abstract submission form is also located in the CFP section: *http://icldc4.icldc-hawaii.org * ** * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The *4th International Conference on Language Documentation and Conservation (ICLDC)*, ?Enriching Theory, Practice, & Application,? will be held *February 26-March 1, 2015*, at the *Ala Moana Hotel* in *Honolulu, Hawai?i*. The conference is hosted by the University of Hawai?i at Manoa and is supported in part by the US National Science Foundation. The program for this 3 ? day conference will feature two keynote talks, an integrated series of Master Classes on the documentation of linguistic structures, and a series of Sponsored Special Sessions on pedagogy in language conservation. An optional Hilo Field Study (on the Big Island of Hawai?i) to visit Hawaiian language revitalization programs in action will immediately follow the conference. The theme of the 4th ICLDC, ?Enriching Theory, Practice, and Application,? highlights the need to strengthen the links between language documentation (practice), deep understanding of grammatical structure (theory), and methods for teaching endangered languages (application). At this conference, we intend to focus on language documentation as the investigation of grammar and linguistic structure on the one hand, and the development of that investigation into sound pedagogy for endangered languages on the other. We hope you will join us. ************************************************************ *National Foreign Language Resource Center* University of Hawai?i at M?noa 1859 East-West Road #106 Honolulu, HI 96822-2322 Phone: 808-956-9424 Email: nflrc at hawaii.edu Website: http://nflrc.hawaii.edu NFLRC Facebook page: http://www.facebook.com/NFLRC/ NFLRC Twitter page: http://www.twitter.com/NFLRC/ NFLRC YouTube channel: http://www.youtube.com/user/nflrchawaii ************************************************************ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Wed Aug 27 02:50:35 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Tue, 26 Aug 2014 19:50:35 -0700 Subject: Who will teach our* languages? (fwd link) Message-ID: Who will teach our* languages? AUG 27, 2014 9:48AM ?AUS? More and more Australians are embracing the idea that our first languages should be taught in schools. Faced with high levels of language endangerment and loss, everyone?s hoping for a quick fix. John Hobson takes a look at what works and what doesn?t. The conclusion: it?s a complex matter. Language teaching requires not only time and hard work but, most of all, well-trained teachers. ?Access full article below: http://blogs.crikey.com.au/fullysic/2014/08/27/who-will-teach-our-languages/ ? -------------- next part -------------- An HTML attachment was scrubbed... URL: From hammond at email.arizona.edu Wed Aug 27 16:32:29 2014 From: hammond at email.arizona.edu (Hammond, Michael - (hammond)) Date: Wed, 27 Aug 2014 16:32:29 +0000 Subject: neologisms Message-ID: Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT > Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From clairebowern at gmail.com Wed Aug 27 16:38:49 2014 From: clairebowern at gmail.com (Claire Bowern) Date: Wed, 27 Aug 2014 12:38:49 -0400 Subject: neologisms In-Reply-To: <4EB36334-CF79-46C2-8616-96F2760549AE@email.arizona.edu> Message-ID: Rob Amery's book on Kaurna has a section on neologisms and how different strategies were chosen, based on community feedback. http://www.amazon.com/Warrabarna-Reclaiming-Australian-Multilingualism-Linguistic/dp/9026516339 Claire On Wed, Aug 27, 2014 at 12:32 PM, Hammond, Michael - (hammond) wrote: > Subject: Re: [ilat] Neologisms and Indigenous Languages > Date: August 26, 2014 9:40:05 AM MST > To: Adrienne Tsikewa > Cc: ILAT > > > Hi Adrienne > > I know for Welsh there is at least one group that does this as contract work > for the government or private companies. For example, some company might > want to have Welsh terminology, for recording studios. This group goes in > and surveys the recording community about existing words that might already > be used, proposes new ones where needed. I believe they do surveys again > about whether the new ones work. > > Of course, it's an evolving thing, so the words may or may not catch on. > It's what you might expect. They might propose some morphologically complex > form for a novel item, but the English borrowing is more appealing, or vice > versa. > > Is it necessary? I would think definitely so. If, for example, there were no > Welsh words for the things in a recording studio, otherwise fluent Welsh > speakers would turn to English in that setting...and it would be one more > area where the language could lose ground. > > mike h. > > On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: > > Good morning ILAT, > > I am interested in learning more on how Indigenous Language communities not > only create new words in their respective languages ( I did find an article > by Ryan Denzer-King), but also how these communities may feel about these > neologisms. > > Are the communities actually using them? How were they introduced to the > community? Is this necessary for language maintenance/revitalization? > > Thanks/Elahkwa, > > Adrienne Tsikewa > > From weyiiletpu at gmail.com Wed Aug 27 19:47:09 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Wed, 27 Aug 2014 12:47:09 -0700 Subject: First Nations languages will not survive if English is the be-all (fwd link) Message-ID: *First Nations languages will not survive if English is the be-all* by Gerry Georgatos August 24th, 2014 AUS First Nations languages will not survive if English is pushed into every region of this continent as the be-all end-all. Languages and language restoration academics and linguists argue that the loss of one?s mother-tongue or that of their parents is the loss of a significant part of their identity, and they argue that this could lead to the death of culture. Some argue that the push for English and the neglect of first languages are old-school racism. Many experts say that the first languages of each region should be taught in their schools. The East Arnhem?s Yalmay Yununpingu, an educator who is fluent in her region?s several languages said that the ?bush languages must be taught in our schools by our bush teachers.? ?The Education Department needs to support our bush teachers and the retention of our languages and to stop getting in the way of this.? ?Our children are sky-high literate in our languages even if they are not in English. If we teach in our languages our students will do very well.? Access full article below: http://thestringer.com.au/first-nations-languages-will-not-survive-if-english-is-the-be-all-8328 -------------- next part -------------- An HTML attachment was scrubbed... URL: From dwhieb at gmail.com Thu Aug 28 07:05:05 2014 From: dwhieb at gmail.com (Daniel W. Hieber) Date: Thu, 28 Aug 2014 10:05:05 +0300 Subject: neologisms In-Reply-To: <4EB36334-CF79-46C2-8616-96F2760549AE@email.arizona.edu> Message-ID: Helping language communities create neologisms is something I?ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane?s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I?ve worked with, it?s only the students who are using the language-learning software we made that are using the neologisms. And Ti?moti Ka?retu of the Ma?ori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ?new words? are necessary for language revitalization in the sense that, as a language is awakening, it?s expanding into new social domains that it wasn?t used in before (or hasn?t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it?s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it?s really necessary to have a language committee creating new words for the community, I don?t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I?d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of ?authenticity? in California language restoration. Anthropology & Education Quarterly 30(1). 56?67. Rice, Keren. 2012. ?Our language is very literal?: Figurative expression in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21?76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT < ilat at list.arizona.edu> Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: Hieber. 2014. Building the lexicon for awakening languages.pdf Type: application/pdf Size: 85726 bytes Desc: not available URL: From phildra at gmail.com Thu Aug 28 16:10:01 2014 From: phildra at gmail.com (Audra Phillips) Date: Thu, 28 Aug 2014 10:10:01 -0600 Subject: neologisms In-Reply-To: <009f01cfc28e$6afc06c0$40f41440$@gmail.com> Message-ID: One correction. The author of ?Our language is very literal?: Figurative expression in Dene Su??ine? [Athapaskan] is Sally Rice, not Keren Rice. Rice, Sally. 2012. ?Our language is very literal?: Figurative expression in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21?76. (2). Amsterdam: John Benjamins. Cheers, Audra Phillips From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Daniel W. Hieber Sent: August 28, 2014 1:05 AM To: ilat at list.arizona.edu Subject: RE: [ilat] neologisms Helping language communities create neologisms is something I?ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane?s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I?ve worked with, it?s only the students who are using the language-learning software we made that are using the neologisms. And Ti?moti Ka?retu of the Ma?ori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ?new words? are necessary for language revitalization in the sense that, as a language is awakening, it?s expanding into new social domains that it wasn?t used in before (or hasn?t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it?s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it?s really necessary to have a language committee creating new words for the community, I don?t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I?d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of ?authenticity? in California language restoration. Anthropology & Education Quarterly 30(1). 56?67. Rice, Keren. 2012. ?Our language is very literal?: Figurative expression in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21?76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT < ilat at list.arizona.edu> Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From rtroike at email.arizona.edu Thu Aug 28 18:13:02 2014 From: rtroike at email.arizona.edu (Troike, Rudolph C - (rtroike)) Date: Thu, 28 Aug 2014 18:13:02 +0000 Subject: neologisms In-Reply-To: <009f01cfc28e$6afc06c0$40f41440$@gmail.com> Message-ID: Joshua Fishman once said that the dictionary created by "experts" for Hebrew in advance of reviving the language for use in Israel, ignored the fact that people were already using many words of their own creation, and fully half of the invented words were never adopted. I heard a similar story from Nigeria some years ago regarding efforts to "modernize" one of the languages there. Rudy Rudy Troike University of Arizona From: ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on behalf of Daniel W. Hieber [dwhieb at gmail.com] Sent: Thursday, August 28, 2014 12:05 AM To: ilat at list.arizona.edu Subject: RE: [ilat] neologisms Helping language communities create neologisms is something I?ve had to do a lot in creating language-learning software. In my experience, acceptance really comes down to what language communities consider appropriately authentic, and this varies widely from one community to the next, or even one social group within the community to the next. I have a brief chapter coming out on just this topic, based on a talk I gave at Tulane?s conference on Sleeping & Awakening Languages of the Gulf South. An early draft of the paper is attached. A longer version with some more specific word-formation techniques is also available if anybody is interested. In the case of the Chitimacha Tribe of Louisiana, because the language is awakening and the dictionary (rather than other fluent speakers) is the primary source of information about the language for learners, the community is definitely using all the newly-coined words. But for other groups I?ve worked with, it?s only the students who are using the language-learning software we made that are using the neologisms. And Ti?moti Ka?retu of the Ma?ori community, for example, often talks about the problem with creating new words when there are already perfectly good words out there being used by people. I think ?new words? are necessary for language revitalization in the sense that, as a language is awakening, it?s expanding into new social domains that it wasn?t used in before (or hasn?t been for a long time). So at the very least, language revitalization involves using existing words in new ways, and it?s important for revitalization teams to think about this just as carefully as they would think about neologisms. But as to the question of whether it?s really necessary to have a language committee creating new words for the community, I don?t think this is necessary. It just depends on the particular linguistic and sociopolitical situation in that community, and what works best for everyone involved. I try to address some of these issues in my chapter. Joshua Hinson of the Chickasaw tribe has also given some excellent talks and workshops on this subject, so I?d encourage anybody wrestling with this topic to reach out to him for valuable advice as well. Other good sources are: Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of ?authenticity? in California language restoration. Anthropology & Education Quarterly 30(1). 56?67. Rice, Keren. 2012. ?Our language is very literal?: Figurative expression in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & Tiber F. M. Falzett (eds.), Endangered metaphors, 21?76. (2). Amsterdam: John Benjamins. very best, Danny Daniel W. Hieber Graduate Student in Linguistics University of California, Santa Barbara www.danielhieber.com Omnis habet sua dona dies. ~ Martial From: ilat-request at list.arizona.edu [mailto:ilat-request at list.arizona.edu] On Behalf Of Hammond, Michael - (hammond) Sent: Wednesday, August 27, 2014 7:32 PM To: ilat at list.arizona.edu Subject: [ilat] neologisms Subject: Re: [ilat] Neologisms and Indigenous Languages Date: August 26, 2014 9:40:05 AM MST To: Adrienne Tsikewa > Cc: ILAT > Hi Adrienne I know for Welsh there is at least one group that does this as contract work for the government or private companies. For example, some company might want to have Welsh terminology, for recording studios. This group goes in and surveys the recording community about existing words that might already be used, proposes new ones where needed. I believe they do surveys again about whether the new ones work. Of course, it's an evolving thing, so the words may or may not catch on. It's what you might expect. They might propose some morphologically complex form for a novel item, but the English borrowing is more appealing, or vice versa. Is it necessary? I would think definitely so. If, for example, there were no Welsh words for the things in a recording studio, otherwise fluent Welsh speakers would turn to English in that setting...and it would be one more area where the language could lose ground. mike h. On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: Good morning ILAT, I am interested in learning more on how Indigenous Language communities not only create new words in their respective languages ( I did find an article by Ryan Denzer-King), but also how these communities may feel about these neologisms. Are the communities actually using them? How were they introduced to the community? Is this necessary for language maintenance/revitalization? Thanks/Elahkwa, Adrienne Tsikewa -------------- next part -------------- An HTML attachment was scrubbed... URL: From bernisantamaria at gmail.com Thu Aug 28 20:29:07 2014 From: bernisantamaria at gmail.com (BSantaMaria) Date: Thu, 28 Aug 2014 13:29:07 -0700 Subject: Recording field interviews Message-ID: Throwing out a question for feedback on what type of recording instrument is used for interviews of individuals or groups? I haven't done this since using old cassette tapes, know there's new equipment "out there"--I cant afford the expensive ones, but if anyone knows of some basic ones and also what is process for using it to transcribe on computer. Another question--we have a lot of archival cassette audio tapes that need to be transferred to another device, how many cassette tapes can be recorded onto it? should we place them on CDs or what is recommended to make them more manageable in order to transcribe from them more easily? Thanks in advance for any info. Bernadette A. SantaMaria Cultural Advisory Member, Nohwike' Bagowah Museum/Culture Center Fort Apache -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 02:46:37 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Thu, 28 Aug 2014 19:46:37 -0700 Subject: Indigenous and Minority Placenames Message-ID: Indigenous and Minority Placenames *Australian and International Perspectives* Edited by Ian D. Clark, Luise Hercus and Laura Kostanski Published August 2014 This book showcases current research into Indigenous and minority placenames in Australia and internationally. Many of the chapters in this volume originated as papers at a Trends in Toponymy conference hosted by the University of Ballarat in 2007 that featured Australian and international speakers. The chapters in this volume provide insight into the quality of toponymic research that is being undertaken in Australia and in countries such as Canada, Finland, South Africa, New Zealand, and Norway. The research presented here draws on the disciplines of linguistics, geography, history, and anthropology. The book includes meticulous studies of placenames in central NSW and the Upper Hunter region; Gundungurra cave names; western Arnhem Land; Northern Cape York Peninsula and Mount Wheeler in Queensland; saltwater placenames around Mer in the Torres Strait; and the Kaurna in South Australia. ?Free download available:? http://press.anu.edu.au/titles/aboriginal-history-monographs/indigenous-and-minority-placenames/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:27:42 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:27:42 -0700 Subject: neologisms In-Reply-To: <4E2A23DC35FEA141BD0A563D12E2814C3F1C925D@SAWYERISLAND.catnet.arizona.edu> Message-ID: Thanks Daniel for sharing your insights. Phil UofA On Thu, Aug 28, 2014 at 11:13 AM, Troike, Rudolph C - (rtroike) < rtroike at email.arizona.edu> wrote: > > Joshua Fishman once said that the dictionary created by > "experts" for Hebrew in advance of reviving the language > for use in Israel, ignored the fact that people were already > using many words of their own creation, and fully half > of the invented words were never adopted. I heard a > similar story from Nigeria some years ago regarding > efforts to "modernize" one of the languages there. > > Rudy > > Rudy Troike > University of Arizona > > *From:* ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] on > behalf of Daniel W. Hieber [dwhieb at gmail.com] > *Sent:* Thursday, August 28, 2014 12:05 AM > > *To:* ilat at list.arizona.edu > *Subject:* RE: [ilat] neologisms > > Helping language communities create neologisms is something I?ve had to > do a lot in creating language-learning software. In my experience, > acceptance really comes down to what language communities consider > appropriately authentic, and this varies widely from one community to the > next, or even one social group within the community to the next. I have a > brief chapter coming out on just this topic, based on a talk I gave at > Tulane?s conference on Sleeping & Awakening Languages of the Gulf South. An > early draft of the paper is attached. A longer version with some more > specific word-formation techniques is also available if anybody is > interested. > > > > In the case of the Chitimacha Tribe of Louisiana, because the language is > awakening and the dictionary (rather than other fluent speakers) is the > primary source of information about the language for learners, the > community is definitely using all the newly-coined words. But for other > groups I?ve worked with, it?s only the students who are using the > language-learning software we made that are using the neologisms. And > Ti?moti Ka?retu of the Ma?ori community, for example, often talks about the > problem with creating new words when there are already perfectly good words > out there being used by people. > > > > I think ?new words? are necessary for language revitalization in the sense > that, as a language is awakening, it?s expanding into new social domains > that it wasn?t used in before (or hasn?t been for a long time). So at the > very least, language revitalization involves using existing words in new > ways, and it?s important for revitalization teams to think about this just > as carefully as they would think about neologisms. But as to the question > of whether it?s really necessary to have a language committee creating new > words for the community, I don?t think this is necessary. It just depends > on the particular linguistic and sociopolitical situation in that > community, and what works best for everyone involved. I try to address some > of these issues in my chapter. > > > > Joshua Hinson of the Chickasaw tribe has also given some excellent talks > and workshops on this subject, so I?d encourage anybody wrestling with this > topic to reach out to him for valuable advice as well. > > > > Other good sources are: > > Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of ?authenticity? in > California language restoration. *Anthropology & Education Quarterly* > 30(1). 56?67. > > Rice, Keren. 2012. ?Our language is very literal?: Figurative expression > in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & > Tiber F. M. Falzett (eds.), *Endangered metaphors*, 21?76. (2). > Amsterdam: John Benjamins. > > > > very best, > > > > Danny > > > > > > *Daniel W. Hieber* > > Graduate Student in Linguistics > > University of California, Santa Barbara > > www.danielhieber.com > > > > Omnis habet sua dona dies. ~ Martial > > > > > > > > *From:* ilat-request at list.arizona.edu [mailto: > ilat-request at list.arizona.edu] *On Behalf Of *Hammond, Michael - (hammond) > *Sent:* Wednesday, August 27, 2014 7:32 PM > *To:* ilat at list.arizona.edu > *Subject:* [ilat] neologisms > > > > *Subject: **Re: [ilat] Neologisms and Indigenous Languages* > > *Date: *August 26, 2014 9:40:05 AM MST > > *To: *Adrienne Tsikewa > > *Cc: *ILAT > > > > Hi Adrienne > > > > I know for Welsh there is at least one group that does this as contract > work for the government or private companies. For example, some company > might want to have Welsh terminology, for recording studios. This group > goes in and surveys the recording community about existing words that might > already be used, proposes new ones where needed. I believe they do surveys > again about whether the new ones work. > > > > Of course, it's an evolving thing, so the words may or may not catch on. > It's what you might expect. They might propose some morphologically complex > form for a novel item, but the English borrowing is more appealing, or vice > versa. > > > > Is it necessary? I would think definitely so. If, for example, there were > no Welsh words for the things in a recording studio, otherwise fluent Welsh > speakers would turn to English in that setting...and it would be one more > area where the language could lose ground. > > > > mike h. > > > > On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: > > > > Good morning ILAT, > > > > I am interested in learning more on how Indigenous Language communities > not only create new words in their respective languages ( I did find an > article by Ryan Denzer-King), but also how these communities may feel about > these neologisms. > > > > Are the communities actually using them? How were they introduced to the > community? Is this necessary for language maintenance/revitalization? > > > > Thanks/Elahkwa, > > > > Adrienne Tsikewa > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:31:50 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:31:50 -0700 Subject: Cultural innovation: Languages live at Royal B.C. Museum (fwd link) Message-ID: *Cultural innovation: Languages live at Royal B.C. Museum* Exhibit showcases and helps to preserve the province?s indigenous tongues By Mark Leiren-Young, Special to the Vancouver Sun August 28, 2014 ?Quote: ? ?Displays include a language forest where visitors are greeted in all 34 of B.C.?s indigenous languages.? Access full article below: http://www.vancouversun.com/business/2035/Cultural+innovation+Languages+live+Royal+Museum/10157876/story.html#ixzz3BnrXYFf4 -------------- next part -------------- An HTML attachment was scrubbed... URL: From weyiiletpu at gmail.com Fri Aug 29 17:35:49 2014 From: weyiiletpu at gmail.com (Phil Cash Cash) Date: Fri, 29 Aug 2014 10:35:49 -0700 Subject: Saving Native American Languages (fwd link) Message-ID: *Colleen M Fitzgerald* Professor of Linguistics and Director of the Native American Languages Lab at The University of Texas at Arlington *Saving Native American Languages* Posted: 08/28/2014 6:29 pm EDT Updated: 08/28/2014 6:59 pm EDT Language and Native Americans are in the news as media outlets around the nation announce that they will no longer use the "R" word in conjunction with Washington's NFL franchise. They join a groundswell of public opinion against the current mascot, ranging from #NotYourMascot activism on Twitter to the U.S. Patent and Trademark Office canceling the team's trademarks for being "disparaging to Native Americans." But this isn't the only fight out there with Native American languages at the forefront. Two bipartisan bills are under consideration in Congress: the Native Language Immersion Student Achievement Act (H.R.4214/S.1948) and the Native American Languages Reauthorization Act of 2014 (H.R.726/S.2299). If passed, the bills will profoundly impact on the revitalization of Native American languages and the education of Native American youth. Urgent action is needed. These two bills provide key financial and legislative support for Native American language revitalization. Not a single Native American language is deemed "safe" for survival according to UNESCO's Atlas of World Languages in Danger. Access full article below: http://www.huffingtonpost.com/colleen-m-fitzgerald/saving-native-american-la_b_5732850.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From jordanlachler at gmail.com Fri Aug 29 20:34:38 2014 From: jordanlachler at gmail.com (Jordan Lachler) Date: Fri, 29 Aug 2014 14:34:38 -0600 Subject: neologisms In-Reply-To: Message-ID: Another very useful article on this topic: Indigenous New Words Creation: Perspectives from Alaska and Hawai?i Larry Kimura and Isiik April G.L. Counceller Available here: http://jan.ucc.nau.edu/~jar/ILR/ILR-10.pdf Jordan On Fri, Aug 29, 2014 at 11:27 AM, Phil Cash Cash wrote: > Thanks Daniel for sharing your insights. > > Phil > UofA > > > > On Thu, Aug 28, 2014 at 11:13 AM, Troike, Rudolph C - (rtroike) < > rtroike at email.arizona.edu> wrote: > >> >> Joshua Fishman once said that the dictionary created by >> "experts" for Hebrew in advance of reviving the language >> for use in Israel, ignored the fact that people were already >> using many words of their own creation, and fully half >> of the invented words were never adopted. I heard a >> similar story from Nigeria some years ago regarding >> efforts to "modernize" one of the languages there. >> >> Rudy >> >> Rudy Troike >> University of Arizona >> >> *From:* ilat-request at list.arizona.edu [ilat-request at list.arizona.edu] >> on behalf of Daniel W. Hieber [dwhieb at gmail.com] >> *Sent:* Thursday, August 28, 2014 12:05 AM >> >> *To:* ilat at list.arizona.edu >> *Subject:* RE: [ilat] neologisms >> >> Helping language communities create neologisms is something I?ve had >> to do a lot in creating language-learning software. In my experience, >> acceptance really comes down to what language communities consider >> appropriately authentic, and this varies widely from one community to the >> next, or even one social group within the community to the next. I have a >> brief chapter coming out on just this topic, based on a talk I gave at >> Tulane?s conference on Sleeping & Awakening Languages of the Gulf South. An >> early draft of the paper is attached. A longer version with some more >> specific word-formation techniques is also available if anybody is >> interested. >> >> >> >> In the case of the Chitimacha Tribe of Louisiana, because the language is >> awakening and the dictionary (rather than other fluent speakers) is the >> primary source of information about the language for learners, the >> community is definitely using all the newly-coined words. But for other >> groups I?ve worked with, it?s only the students who are using the >> language-learning software we made that are using the neologisms. And >> Ti?moti Ka?retu of the Ma?ori community, for example, often talks about the >> problem with creating new words when there are already perfectly good words >> out there being used by people. >> >> >> >> I think ?new words? are necessary for language revitalization in the >> sense that, as a language is awakening, it?s expanding into new social >> domains that it wasn?t used in before (or hasn?t been for a long time). So >> at the very least, language revitalization involves using existing words in >> new ways, and it?s important for revitalization teams to think about this >> just as carefully as they would think about neologisms. But as to the >> question of whether it?s really necessary to have a language committee >> creating new words for the community, I don?t think this is necessary. It >> just depends on the particular linguistic and sociopolitical situation in >> that community, and what works best for everyone involved. I try to address >> some of these issues in my chapter. >> >> >> >> Joshua Hinson of the Chickasaw tribe has also given some excellent talks >> and workshops on this subject, so I?d encourage anybody wrestling with this >> topic to reach out to him for valuable advice as well. >> >> >> >> Other good sources are: >> >> Hinton, Leanne & Jocelyn Ahlers. 1999. The issue of ?authenticity? in >> California language restoration. *Anthropology & Education Quarterly* >> 30(1). 56?67. >> >> Rice, Keren. 2012. ?Our language is very literal?: Figurative expression >> in Dene Su??ine? [Athapaskan]. In Anna Idstro?m, Elisabeth Piirainen & >> Tiber F. M. Falzett (eds.), *Endangered metaphors*, 21?76. (2). >> Amsterdam: John Benjamins. >> >> >> >> very best, >> >> >> >> Danny >> >> >> >> >> >> *Daniel W. Hieber* >> >> Graduate Student in Linguistics >> >> University of California, Santa Barbara >> >> www.danielhieber.com >> >> >> >> Omnis habet sua dona dies. ~ Martial >> >> >> >> >> >> >> >> *From:* ilat-request at list.arizona.edu [mailto: >> ilat-request at list.arizona.edu] *On Behalf Of *Hammond, Michael - >> (hammond) >> *Sent:* Wednesday, August 27, 2014 7:32 PM >> *To:* ilat at list.arizona.edu >> *Subject:* [ilat] neologisms >> >> >> >> *Subject: **Re: [ilat] Neologisms and Indigenous Languages* >> >> *Date: *August 26, 2014 9:40:05 AM MST >> >> *To: *Adrienne Tsikewa >> >> *Cc: *ILAT >> >> >> >> Hi Adrienne >> >> >> >> I know for Welsh there is at least one group that does this as contract >> work for the government or private companies. For example, some company >> might want to have Welsh terminology, for recording studios. This group >> goes in and surveys the recording community about existing words that might >> already be used, proposes new ones where needed. I believe they do surveys >> again about whether the new ones work. >> >> >> >> Of course, it's an evolving thing, so the words may or may not catch on. >> It's what you might expect. They might propose some morphologically complex >> form for a novel item, but the English borrowing is more appealing, or vice >> versa. >> >> >> >> Is it necessary? I would think definitely so. If, for example, there were >> no Welsh words for the things in a recording studio, otherwise fluent Welsh >> speakers would turn to English in that setting...and it would be one more >> area where the language could lose ground. >> >> >> >> mike h. >> >> >> >> On Aug 26, 2014, at 9:17 AM, Adrienne Tsikewa wrote: >> >> >> >> Good morning ILAT, >> >> >> >> I am interested in learning more on how Indigenous Language communities >> not only create new words in their respective languages ( I did find an >> article by Ryan Denzer-King), but also how these communities may feel about >> these neologisms. >> >> >> >> Are the communities actually using them? How were they introduced to the >> community? Is this necessary for language maintenance/revitalization? >> >> >> >> Thanks/Elahkwa, >> >> >> >> Adrienne Tsikewa >> >> >> >> > -------------- next part -------------- An HTML attachment was scrubbed... URL: