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**Apologies for Cross-postings**<br>
<br>
CALL FOR PROPOSALS <br>
<br>
Workshops on Language Documentation, Maintenance, and Revitalization<br>
<br>
to be held as part of <br>
<br>
InField 2010<br>
Institute on Field Linguistics and Language Documentation<br>
<br>
University of Oregon<br>
June 21st – July 2nd, 2010<br>
<br>
<br>
The Organizing Committee of InField solicits applications for workshops
in language documentation, language maintenance, and/or language
revitalization to be held as part of the second Institute on Field
Linguistics and Language Documentation, at the University of Oregon
from June 22nd to July 2nd, 2010. Our immediate purpose is to offer
practical training to current or potential fieldworkers and speech
community members; we also plan to add to the body of freely available
training materials online. <br>
<br>
We particularly seek proposals from current practitioners in this area,
who would like to teach a workshop of two to eight hours in length to
an audience of practicing linguists, graduate students in linguistics,
and/or language activists with an interest in documenting, maintaining,
or revitalizing their particular language of interest. A preliminary
list of desired workshop topics for InField 2010 appears on the next
page (<a
href="http://darkwing.uoregon.edu/%7Espike/Site/InField_2010_files/Call%20for%20proposals,%20InField%202010.pdf">pdf
version</a>). We solicit proposals for these topics, but we are also
open to additional proposals that bring fresh ideas to InField, and
these delineations of topic are not fixed, e.g., a proposal could link
two or more of these topics into a single workshop.<br>
<br>
The proposal should be a maximum of 2 pages in length, and should
include: topic (specify number if already in list; if new, rationale
for including it as part of InField), proposed length (in hours), a
brief
description of workshop content (general lesson plan and level, e.g.,
beginning, intermediate, advanced), how it would be taught (balance of
theory, examples, hands-on exercises), and what experience qualifies
you to teach it (we encourage students and language activists to apply).<br>
<br>
Workshop instructors will receive reimbursement for travel, room and
board, and a modest honorarium. <br>
<br>
Proposals should be submitted to <a class="moz-txt-link-abbreviated"
href="mailto:infield@uoregon.edu">infield@uoregon.edu</a>. <br>
<br>
Deadline for receipt of proposals: October 12, 2009<br>
Selection of proposals: October 30, 2009<br>
<br>
<br>
Preliminary Workshop Category / Title Hours<br>
<b>Plenaries</b><br>
<b>1. Steps in language documentation</b>: How do I conceptualize a
documentation, revitalization, or maintenance project? 5 hrs<br>
<b>2. Models of language documentation and revitalization</b>: What
models of
language maintenance and revitalization work? Different models for
different communities; presentations by community
members on what they have done, challenges they have faced, and their
successes 10 hrs<br>
<br>
<b>Technology</b><br>
<b>3. Audio recording</b>: How do I make a good recording? How do I
work with
digital media files? Choosing and maintaining equipment; recording
techniques; metadata; practice and analysis of results; editing sound
files; sampling rates; compression; introduction to sound-editing
software 7 hrs<br>
<b>4. Video recording and editing</b>. Introduction to video recording
and
basics of video editing for fieldwork. 9 hrs<br>
<b>5. Data Management and Archiving</b>. Managing, converting,
storing, and
manipulating your data; using available archives and creating an
archivable corpus; data accessibility and mobilization. 6 hrs<br>
<b>6. Principles of database design</b>: What are the best uses of a
database, and how do I make a good one? Database features; design
considerations; practice in database queries and scripts; exporting and
importing; comparison of database software; creation of databases for
different linguistic purposes. 8 hrs<br>
<b>7. Aligning text to audio and video using ELAN.</b> Using ELAN
software to create archival text/audio and text/video
alignments; interlinearized glossing; conceptualizing the structure of
a transcript of spoken language 9 hrs<br>
<b>8. Toolbox/FLEX</b>. Multipurpose data management software 6 hrs<br>
<br>
<b>Transcription and Lexicography</b><br>
<b>9. Orthography</b>: Which orthography should I use? Issues in
orthography; working with communities for developing working
orthographies 7 hrs<br>
<b>10. Lexicography</b>: How do I make a dictionary? Principles of
lexicography; dictionaries for different purposes;
software for dictionary creation 7 hrs<br>
<b>11. Transcription Conventions for discourse transcription,
intonation.</b>
8 hrs<br>
<br>
<b>Field Methodologies and Ethics</b><br>
<b>12. Life in the field</b>: How do I succeed in the field? A
discussion-based workshop on the personal, practical, and social
dimensions of fieldwork. Separate workshops targeted at audiences of
specific levels of experience. 6 hrs<br>
<b>13. Ethical issues in fieldwork: Case studies.</b> Eight seminar
presentations on specific ethical concerns and ways to promote the
highest ethical standards in fieldwork. Each should be led by a
different presenter / facilitator, about half scholars and half
language activists. 12 hrs<br>
<b>14. Field phonetics.</b> Introduction to recording and
digitization,
transcription, and acoustic analysis using Praat software and other
techniques 6 hrs<br>
<b>15. Ethnobiology.</b> How does the language community categorize
and label
the natural world? Areas of focus: botany and ecosystems, mammals,
reptiles, amphibians, fish and insects 8 hrs<br>
<b>16. Survey Methods.</b> How many speakers are there of my
language? When
is it used by which groups? 5 hrs<br>
<br>
<b>Language Maintenance and Revitalization</b><br>
<b>17. Introduction to linguistics for language activists.</b> What can
linguistics teach me to help me maintain/revitalize my language?
10 hrs<br>
<b>18. Language activism.</b> What skills do community language
activists
need? How can these skills be transferred more widely at the
community/grassroots level? 7 hrs<br>
<b>19. Language resources and the community.</b> How can I provide
technical
support for my community? How can I develop materials or work with
materials already at hand to best help my community? Creating and using
materials to meet the needs of a unique community; from documentation
to pedagogy and revitalization 4 hrs<br>
<b>20. Grant writing for language activists and linguists</b>: How can
I write
a successful grant proposal? Identifying appropriate granting agencies;
structuring grant proposals; making a convincing case for support 10
hrs<br>
<b>21. Pedagogical Grammars.</b> How to make grammatical analysis
accessible
and useful to language learners and language programs. 10 hrs<br>
<b>22. Teaching Methods. </b>A practical approach to the consideration
of
models for revitalizing endangered languages. Among models to be
compared are early childhood immersion, master-apprentice, and
classroom-based programs. The ultimate goal is to support enduring
multilingualism. 10 hrs<br>
<b>23. Classroom Materials and Technology.</b> In this hands-on course,
students explore ways to make materials for classroom or home use.
Students use latest technologies to create learning materials and
practice using them as both teachers and learners 10 hrs<br>
<br>
<br>
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