suggestions anyone?

[Richard Zane Smith]

Thanks Navin
(as much as i'd like to BE Frederick Douglas,
regretfully i'm not, but then, i only signed off with my first name,Richard)

Unfortunately...the teachers don't really contribute to the native language
part
and its kinda left up to me....so i have to get creative.
My wife often helps...and maybe i can "plant her" among the kids to offer
the correct response if the kids get stuck.
heres an example:
 I was trying to convey * nenh,* i*yatonh Ske:shuh*   ("now,  i say: red
fox")   and
  *nenh,* *ndae'* *tsatonh *  ("now, you all say it")

which is closely parallel in meaning in both languages ( familiarity - a
good place to start!)

these are things that gestures can emulate, and in fact the teacher figured
it out first
and excited about her deciphering... started "explaining in english"  to the
3 year olds!
If instead she gave the  answer: "Ske:shuh"
when i asked "now, you say it!"  it might have been more helpful?

I feel little ones can easily understand the language when i combine it with
gestures,
and are NOT having to think in english ...necessarily to get there.
maybe i'm just feeling sorry for myself, having no tribal members
here who seem interested?

Richard Zane Smith
Wyandotte, Oklahoma



On Tue, Nov 23, 2010 at 12:19 PM, Navin Singh <nks23 at nau.edu> wrote:

> Dear Frederick Douglass,
>
> It is very challenging to change the preconceived notion of some
> teachers, in terms of interpretation in English. So I think you can do
> a trade off and ask teachers to bring some pictures and images and
> give options to students for their own interpretations. If nothing can
> work in getting across the meaning to students, then teachers can only
> use English interpretation. So the point is that you need to ask your
> helper teachers to use translation as a technique but not as a method
> or an approach in your class.
>
> I hope it might help you to resolve your issues.
>
> Thank you,
> Navin K. Singh
> C&I Doc.
> NAU
>
>
> On Tue, Nov 23, 2010 at 11:04 AM, Richard Zane Smith <rzs at wildblue.net>
> wrote:
> > I'm working with preschool kids
> > introducing the Wyandot language...which is great..but
> > its not ideal.I can only volunteer so much time as its not a funded
> > position.
> > So far the tribal council hasn't considered our Language as
> > essential...(another topic!)
> > Relationships are good with teachers BUT
> > I'm finding I'm having conflict when I'm using ONLY "wandat"
> > and teachers keep "helping" -- interpreting into english for the
> students!!!
> > they don't seem to understand that KIDS DON'T NEED ENGLISH INTERPRETATION
> > and if something isn't working, its MY problem and i'll try using
> > the "new" words in a different context...
> > maybe stressing the new words less, and wrapping it with familiar words.
> > But what can i tell these teachers!?! I don't want to offend them
> > by correcting them in class...though , in a couple classes i shook my
> head
> > smiling saying "no interpreting!" but they looked offended.
> > I requested a meeting,that isn't happening...
> > Is there some "easy to comprehend" instruction about this kind of
> problem?
> > ske:noh
> > Richard
> > --
> >
> > "It is easier to build strong children than to repair broken men."
> >
> > - Frederick Douglass
> >
>



-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
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