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TRANSLATING BLACKFOOT KINSHIP TERMS in a BLACKFOOT-ENGLISH BILINGUAL DICTIONARY MADOKA MIZUMOTO Bachelor of Arts, University Of

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TRANSLATING BLACKFOOT KINSHIP TERMS in a BLACKFOOT-ENGLISH BILINGUAL DICTIONARY MADOKA MIZUMOTO Bachelor of Arts, University Of TRANSLATING BLACKFOOT KINSHIP TERMS IN A BLACKFOOT-ENGLISH BILINGUAL DICTIONARY MADOKA MIZUMOTO Bachelor of Arts, University of Lethbridge, 2014 A Thesis Submitted to the School of Graduate Studies of the University of Lethbridge in Partial Fulfilment of the Requirements for the Degree MASTER OF ARTS Department of Modern Languages University of Lethbridge LETHBRIDGE, ALBERTA, CANADA © Madoka Mizumoto, 2016 TRANSLATING BLACKFOOT KINSHIP TERMS IN A BLACKFOOT-ENGLISH BILINGUAL DICTIONARY MADOKA MIZUMOTO Date of Defense: December 22, 2016 Dr. Inge Genee Associate Professor Ph.D. Thesis Supervisor Dr. Donald G. Frantz Professor Emeritus Ph.D. Thesis Examination Committee Member Dr. Hendrika H. Beaulieu Assistant Professor Ph.D. Thesis Examination Committee Member Dr. Steven Urquhart Associate Professor Ph.D. Chair, Thesis Examination Committee ii Dedication To my family Tetsuo [ni’na/父 chichi/father] Nobuko [niksíssta/母 haha/mother, 1948-2006] Kaoru [nissíssa/妹 imōto/(younger) sister] Kenta [nitóótoyooma/義弟 gitei/(younger) brother-in-law] iii Abstract This research explores how to best translate Blackfoot kinship terms that do not have a one-to-one equivalent in English, and how to represent cultural information regarding these kin terms in the Blackfoot-English dictionary included in the Blackfoot Language Resources and Digital Dictionary project (http://blackfoot.atlas-ling.ca). Dictionaries for endangered languages, including Blackfoot, have to serve all audiences at once, since there are generally not the resources available to publish different dictionaries for different purposes, age and fluency levels, as is usual for dictionaries of major languages. The translator must therefore carefully consider how a dictionary can meet all levels of users: speakers, learners, and teachers. Based on a careful study of Blackfoot kinship terms as discussed in the literature and a fieldwork project with speakers of the three Canadian dialects of Blackfoot, I propose different ways to represent Blackfoot kinship terms that are suitable for all levels of users. iv Acknowledgements First, my sincere appreciation goes to the members of Blackfoot community for their support of my project at its different stages: Annabelle Chatsis, Francis First Charger (Elder), Natalie “A’ahsaikamo’saki” Creighton, Louise-Marie Crop Eared Wolf, Patrick Cross Child, Rhonda Crow, Misamiiniskim-Shirlee Crow Shoe (Elder), Lena Russell (Elder), W. Rod Scout (Elder), and William Singer III/Api’soomaahka. William also provided the Blackfoot face illustrations in chapter 6. I could not have accomplished the work without your help and the time you contributed to my project. It was my great pleasure to know Blackfoot through your language and culture. You extended my world view and it is indeed invaluable experience and knowledge that I have gained through you while I am in Canada. The same degree of appreciation goes to my thesis supervisor Inge Genee for her extensive support and the time she patiently devoted to me during my undergraduate and graduate studies. If she had not introduced me to the field of anthropological linguistics, my future might have been very different. Inge was also my source for EVERYTHING outside of her direct contributions to my learning, from v funding to housing. Due to her financial support, I had opportunities to present my work at conferences and to discuss my research with scholars and students from different institutions. My appreciation also goes to my two committee members: Donald Frantz and Hendrika Beaulieu. I could not even have completed this project in the way I did if Don had not conducted fieldwork in Siksiká in 60s and 70s and had not published his ground-breaking dictionary. It was wonderful to be able to sit in his classes; the structure of Blackfoot and of Plains Cree, and learn Blackfoot grammar directly from an author of the dictionary and of a grammar book on Blackfoot. Hendrika shared her extensive knowledge on kinship with me that enriches my discussion in the thesis. In addition, she asked me to think what it meant for me to work on Blackfoot through a second language (English) with its unfamiliar lineal North American kin system and encouraged me to translate directly from Blackfoot to Japanese in order to increase my understanding of Blackfoot kin structures and terms. I had never thought to do this before. vi I would also like to say thank you to faculty, staff, and colleagues at the Department of Modern Languages at the University of Lethbridge for the welcoming environment they provided and their generous support. In addition, I appreciate various comments and feedback from audiences at the Indigenous Language Endangerment and Revitalization course (NAS 3850) in Spring 2016 at the University of Lethbridge and at the conferences where I presented between 2014- 2016. Outside academia, I have had invaluable help and support from my family and friends in Canada and Japan. My family in Japan and Malaysia helped me whenever I needed them. Kazumi Nagasaki and Keiko Umeki in Japan, who have been my friends over 20 years, remained committed to those friendships since I left Japan in 2009, even though we are able to meet each other once a year only when I visit Japan. Here in Canada, my deep appreciation goes to my friends whom I met during my study: Aki Matsuoka, Yukiko Yoshizumi, Helen Connolly, and Kah Hui Tan. Aki and Yukiko shared their experiences and knowledge on a complicated thesis process vii and kept encouraging me every important moment. Helen Connolly spent her time with me voluntarily checking my English grammar in the thesis during the busiest time of the year. Kah Hui Tan with whom I went through ups and downs of our lives together has kept encouraging me through e-mails from Toronto since 2010. I would also like to thank Catherine Kingfisher who offered me a place when I urgently needed it to complete the thesis and encouraged me on it every day. I was able to go through the last two months of writing this thesis due to their endless encouragement, support and their belief in me. I was fortunate to have financial support from various agencies and programs during my graduate work: Social Science and Humanities Research Council (Insight Grant 435-2015-1082 awarded to Inge Genee); Office of Research Services, University of Lethbridge (Internal SSHRC Student Training Grant for the Training of Highly Qualified Personnel 41724-4160-8801 (G2677) awarded to Inge Genee); The Jacobs Research Funds (for my fieldwork); School of Graduate Studies, University of Lethbridge; the University of Lethbridge Journal Incubator in the Lethbridge Centre for the Study of Scholarly Communication (CSSC). viii Finally, even though the thesis is a single author product, I believe this is a collective work with everyone who was involved in the project contributing to it directly or indirectly. Thank-you! ix Table of Contents Dedication .................................................................................................................................. iii Abstract........................................................................................................................................ iv Acknowledgements .................................................................................................................. v Table of Contents ....................................................................................................................... x List of Tables ........................................................................................................................... xiv List of Figures ........................................................................................................................... xv List of Abbreviations ............................................................................................................ xvi Chapter One: Introduction ..................................................................................................... 1 1.1 Statement of the problem and research question .......................................................... 1 1.2 Motivation for studying Blackfoot kinship terminology ............................................. 5 1.3 About Blackfoot ......................................................................................................................... 11 1.3.1 Grammar of Blackfoot nouns ....................................................................................... 14 1.4 Structure of the Thesis ............................................................................................................ 19 Chapter Two: Lexicography of Endangered Languages ............................................ 20 2.1. Endangered languages ........................................................................................................... 20 2.2 Language documentation for revitalization ................................................................... 24 2.3 Current trends in dictionaries of endangered languages .......................................... 25 2.4 Lexicographical history of Blackfoot ................................................................................. 31 2.4.1 Reverend John W. Tims .................................................................................................. 34 2.4.2 C.C. Uhlenbeck and Robert Hans van Guilk ............................................................ 35 2.4.3 Donald Frantz and Norma Russell ............................................................................
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