the book discussion

[MJ Hardman]

In our Aymara course we only give the translation if asked (with a click),
and then we also give the grammatical structure, again when asked (with a
click).  http://aymara.ufl.edu/.  I began doing this in books years ago,
giving the same story with and without, in this case, Spanish, glosses,
labeling it the Œteacher¹s version¹, e.g., a vocabulary listing, the story,
the story with sentence gosses, then the story in Spanish then the story
again in Spanish.  This was for publishing without the fancy stuff we have
today (think 30-~40 years ago).  We are now planning to follow the Aymara
with Jaqaru and Kawki in the same way.  I do love the varieties of ways of
handling the problem that you-all are giving.

MJ
Dr. MJ Hardman
Doctora Honoris Causa UNMSM, Lima, Perú
website:  http://at.ufl.edu/~hardman-grove/



On 9/21/09 4:43 PM, "Tammy DeCoteau" <tdc.aaia at VERIZON.NET> wrote:

> Heather,
> 
> We did a book about community workers (Who am I?) where you give clues and
> then lift the little cardboard to see the name of the worker and it was so
> labor intensive that we eventually just put the answer on the next page.  Too
> much gluing and cutting and then binding.  But then a person could actually
> print two books, one with English and one without.
> 
> We did our own recording using a free program - Audacity - it was easy to use
> for a novice and then we burn the cds and put a plastic sticky cd holder on
> the inside of the front cover.  It took awhile but we even figured out how to
> insert a little chime so you know when to turn the page.  Because we do so
> many, we bought a cd/dvd printer (which can make 100 at a time.) 
> 
> Tammy DeCoteau
> AAIA Native Language Program
> 
> 
> On Sep 21, 2009, Heather Souter <hsouter at GMAIL.COM> wrote:
> 
>> Taanshi kiiyawaw, hello all,
>> 
>> I really appreciate this thread!
>> I am working on a book in Michif with an Elder and was thinking about
>> this very issue. I am thinking bout doing subtitling but binding a
>> thin cardboard or plastic strip(s?) between pages so that this (these)
>> can be used to "hide" the English and also having a recording of our
>> Elder reading/telling the story.... Any other ideas?
>> 
>> Eekoshi pitamaa. That is it for now.
>> Heather
>> 
>> 
>> On Mon, Sep 21, 2009 at 12:07 PM, Bernadette Santamaria
>> <bernisantamaria at gmail.> wrote:
>>> > I agree with T. DeCoteau's assessment on whether to use subtitles--I've
>>> > taught Apache at the university level--English subtitles "interfere" with
>>> > teaching.  I found that students depend on them instead of learning the
>>> > words on their own with my oral-only presentations in class. They would
>>> > concentrate instead, on writing the word in Apache & English for their
>>> notes
>>> > & not be concentration on listening or pronouncing.
>>> >
>>> > I switched to not writing the words on the board or anything but used only
>>> > immersion methods and got better results at end of semester. One thing in
>>> > our favor for Apache students from our tribe is that they still have
>>> > speakers all around them at various domains at our reservation--speakers
>>> of
>>> > ages 40 and over. Those under that age are less fluent but still do have a
>>> > higher percentage of fluent speakers among younger people than other
>>> > Indigenous groups, even some children but we know that we need to be
>>> > conducting language maintenance and revitalization programming too to
>>> avoid
>>> > further attrition of our language.
>>> >
>>> > Just contributing my comments.....
>>> >
>>> > Bernadette A. SantaMaria
>>> > Language/Cultura Consultant
>>> > White Mountain Apache Tribe
>>> >
>>> >
>>> > On Mon, Sep 21, 2009 at 9:52 AM, Tammy DeCoteau <tdc.aaia at verizon.net>
>>> > wrote:
>>>> >>
>>>> >> Han Mitakuyapi,
>>>> >>
>>>> >> I have been following the book discussions going on.  Two very important
>>>> >> things have been brought up.
>>>> >>
>>>> >> To subtitle or not to subtitle.
>>>> >>
>>>> >> This is something that our program has struggled with.  Initially, we
>>>> were
>>>> >> attempting an immersion program in a daycare at the local tribal
>>>> college.
>>>> >> The problem was everything was in English.  And then another problem was
>>>> >> that most of the people in the videos and books were non-Indian.
>>>> >>
>>>> >> This was when we started creating our own materials.  First we tried
>>>> >> handwriting the Dakotah.  What happened was that the English looked all
>>>> nice
>>>> >> and the Dakotah looked second-class.  So then we tried printing the
>>>> Dakotah
>>>> >> on stickers.  That didn't look so great either.  So eventually we
>>>> decided to
>>>> >> create our own.
>>>> >>
>>>> >> It was then, that the discussion on whether to subtitle was held.  On
>>>> the
>>>> >> reservation where we are located, we are fortunate (by many standards)
to
>>>> >> have around 100 speakers.  But of those, even less ever learned to
>>>> read in
>>>> >> Dakotah.  However, we have the date of birth of 54 of those speaking
>>>> elders
>>>> >> and have determined that the average age of those speakers is 76.
>>>> >>
>>>> >> The next generation, in their 40's or 50's has only a handful of
>>>> >> speakers.  And the young parents of today, still another generation
>>>> away,
>>>> >> has no speakers.  So these young parents, and the grandparents of our
>>>> >> children are not speakers.  So they can neither speak nor read in
>>>> >> Dakotah.  We have had some of our books narrated and tell parents these
>>>> cds
>>>> >> are for them to learn to read to their children.  But because of all of
>>>> >> this, we did subtitle.
>>>> >>
>>>> >> I think subtitling would depend on whether you are an immersion program
--
>>>> >> then absolutely no English -- and whether your population could read the
>>>> >> book.
>>>> >>
>>>> >> Tammy DeCoteau
>>>> >> AAIA Native Language Program
>>> >
> 

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