Mia and all,<br>Your comments are feeding into the distinction I've been emphasizing between documentation (of major concern and receiving international attention through OLAC, SOAS, EMELD, etc) and revitalization (still receiving little attention internationally, though robust and active at a community level). The question remains as to how these two 'camps' can better serve one another (if they should).
<br><br>This is part of the point I was trying to make on Sunday at LSA -- If one works in a community, with all the technical expertise available for documentation, and does not envision or consider how their work may impact local revitalization efforts -- its a problem (I think I said 'irresponsible') ....As field linguists, we must make sure that our work on documentation (using all the 'best practices' which were the subject of Jeff's session) is supportive of the community's efforts. This requires a second set of 'Best Practices' -- still being defined -- for working with communties (actually, I think we should think in terms of working FOR communities --a step beyond working 'IN' or even 'WITH' ) ...
<br><br>That said, I'm leaning toward proposing a session focused on products (the type Mia is developing) not techniques for data collection (Jeff's thing). The Lakota Language Consortium (winners of the Ken Hale prize from SSILA) are making some amazing materials. I think a session that asked participants to
<br> 1) share their products and <br>2) discuss the theoretical underpinnings -- i.e. STEM in Mia's case and <br>3) discuss the type of community<br>connections/support/interactions for implementation of these products ...might be really interesting to present to linguists.
<br><br>This could be done as a techie-poster session -- or a regular session with individual papers....either would be good. The LSA poster session on Endangered Languages this time was very rich (I thought)...<br><br>OK -- that's my two cents...
<br>S.<br><br><div><span class="gmail_quote">On 1/11/06, <b class="gmail_sendername">Mia Kalish</b> <<a href="mailto:MiaKalish@learningforpeople.us">MiaKalish@learningforpeople.us</a>> wrote:</span><blockquote class="gmail_quote" style="border-left: 1px solid rgb(204, 204, 204); margin: 0pt 0pt 0pt 0.8ex; padding-left: 1ex;">
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<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;">Hmmmm. I somehow missed this was posted on
the list. . . </span></font></p>
<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;">Here was my response to Claire: </span></font></p>
<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;"> </span></font></p>
<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Hi, Claire, </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Thanks, on both counts. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Revitalization has 3 foci,
actually. Jeff Good's is only one; from what I understood from friends who
attended the session, it was about choosing and employing different field
collection technologies. I don't talk about that sort of thing, other than to recommend
digital recorders. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">I talk about two other
things: 1) deciding what will be collected for STEM materials support (right
now there is very close to 0 across all collections); and 2) how materials can
best be presented to the learner to facilitate learning. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Words on paper with a
teacher repeating them individually once or twice a week doesn't work. Further,
all the rich lexical information is excellent for learning MORE ABOUT the
language, but interruptive for those who are LEARNING THE language. One needs
to make sure not to clutter up the cognitive paths, and while lots of related
information looks good for accomplishment reports, it is Really, Really Bad for
learners who are trying to develop skills in the language patterns. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Further, other that what
Powell write in 1881, there seems to be little written on the importance or
method of gathering STEM information. While there is overwhelming physical
evidence that STEM skills existed and flourished, there is no reflection of
this in elicitations. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">And lastly, the process of
developing revitalization materials is robust. There are lots of components
that go into it, given that people have realized that dictionary NOT =
revitalization (maybe they haven't). So I talk a lot about the cognitive
learning processes, and how the brain will use the patterns you give it to
develop IT'S OWN understanding of the language (as opposed to what someone else
thinks is important ABOUT the language). Research coming out of psychology (in
which I hold a Master's degree) is pointing out to people that the brain makes
its own decisions about what it will learn and how. The attention process in
many cases has little to do with direct learning, and more and sometimes only
to do with presenting the buffet of opportunities to the brain so it can make
its own choices (which it will anyway no matter what you do. . . . if the brain
doesn't have enough of the right information for it to Learn, it just blows you
off . . . [people don't realize this. . .]). </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">So I don't think there is
duplication . . . do you? If you do, forward this along to Jeff and see what he
thinks. If he thinks there is potential duplication, he can write to me. </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;"> </span></font></p>
<p style=""><font face="Courier New" size="2"><span style="font-size: 10pt;">Thanks,</span></font></p>
<p><font face="Courier New" size="2"><span style="font-size: 10pt;">Mia</span></font><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;"></span></font></p>
<p><font color="navy" face="Arial" size="2"><span style="font-size: 10pt; font-family: Arial; color: navy;"> </span></font></p>
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<div style="text-align: center;" align="center"><font face="Times New Roman" size="3"><span style="font-size: 12pt;">
<hr align="center" size="2" width="100%">
</span></font></div>
<p><b><font face="Tahoma" size="2"><span style="font-size: 10pt; font-family: Tahoma; font-weight: bold;">From:</span></font></b><font face="Tahoma" size="2"><span style="font-size: 10pt; font-family: Tahoma;"> Indigenous Languages and Technology
[mailto:<a href="mailto:ILAT@LISTSERV.ARIZONA.EDU" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ILAT@LISTSERV.ARIZONA.EDU</a>] <b><span style="font-weight: bold;">On Behalf
Of </span></b>Susan Penfield<br>
<b><span style="font-weight: bold;">Sent:</span></b> Wednesday, January 11, 2006
7:51 AM<span class="q"><br>
<b><span style="font-weight: bold;">To:</span></b> <a href="mailto:ILAT@LISTSERV.ARIZONA.EDU" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">ILAT@LISTSERV.ARIZONA.EDU</a><br></span>
<b><span style="font-weight: bold;">Subject:</span></b> Re: [ILAT] LSA 2006</span></font></p>
</div><div><span class="e" id="q_108ba017d327c0c7_3">
<p><font face="Times New Roman" size="3"><span style="font-size: 12pt;"> </span></font></p>
<p style="margin-bottom: 12pt;"><font face="Times New Roman" size="3"><span style="font-size: 12pt;">Thanks Claire,<br>
Jeff Good and I spoke initially about somehow overlapping our sessions this
time, but it just wasn't feasible -- However, that is something we might be
able to do down the line ( i.e., a session on techniques AND a session on
fieldwork concerns/revitalization efforts). We are also discussing what might
be offered at the next LSA Institute (Stanford 2007) and or at Berkeley (2009)...time to start planning for
those events as well! Ideas would be welcomed I'm sure and there is a flyer
(not sure if it is available online yet) which will call for course proposals
for 2007. <br>
<br>
Glad you enjoyed Sunday's session!<br>
Best,<br>
Susan</span></font></p>
<div>
<p><span><font face="Times New Roman" size="3"><span style="font-size: 12pt;">On 1/10/06, <b><span style="font-weight: bold;">Anggarrgoon</span></b>
<<a href="mailto:anggarrgoon@gmail.com" target="_blank" onclick="return top.js.OpenExtLink(window,event,this)">anggarrgoon@gmail.com</a> >
wrote:</span></font></span></p>
<p><font face="Times New Roman" size="3"><span style="font-size: 12pt;">Hi Mia,<br>
first off, many apologies for not making your session - there was so <br>
much going on and the handbook was so hard to follow there were several<br>
I meant to go to and missed.<br>
<br>
I was at the final session on Sunday and thought it was great, and I<br>
hope that there will be something similar at future LSAs. <br>
The CELP committee and Jeff Good will be organising another session<br>
(Jeff was talking about making the 'techniques' workshop a regular item,<br>
with a different focus each year, so maybe email him so there's no<br>
duplication of efforts? Let me know if you need his email address.<br>
<br>
Claire</span></font></p>
</div>
<p><font face="Times New Roman" size="3"><span style="font-size: 12pt;"><br>
<br clear="all">
<br>
-- <br>
Susan D. Penfield, Ph.D.<br>
<br>
Department of English<br>
Affiliate faculty: Department of Linguistics <br>
and the Second Language Acquisition and Teaching Program<br>
American Indian Language Development Institute<br>
Phone for messages: (520) 621-1836 </span></font></p>
</span></div></div>
</blockquote></div><br><br clear="all"><br>-- <br>Susan D. Penfield, Ph.D.<br><br>Department of English<br>Affiliate faculty: Department of Linguistics <br>and the Second Language Acquisition and Teaching Program<br>American Indian Language Development Institute
<br>Phone for messages: (520) 621-1836