15 Status of Native American Language Endangerment
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Alabama Education Policy Primer
Alabama Education Policy Primer A Guide to Understanding K-12 Schools A Project of the A+ Education Foundation and the Peabody Center for Education Policy Kenneth K. Wong and James W. Guthrie, Executive Editors TTable of Contents Credits/Acknowledgements Introduction Kenneth K. Wong and James W. Guthrie Chapter 1: Accountability, Assessments, and Standards The key to sparking and sustaining improvements in education is alignment between rigorous standards that specify what students should know and be able to do, assess- ments that accurately measure student learning, and an accountability system that rewards progress and establishes consequences for schools that persistently fail to raise student achievement. This chapter explains the elements of Alabama’s courses of study, statewide assessment system, and statewide accountability system and how the three work in tandem to improve teaching and learning. Chapter 2: Achievement This chapter provides a quick reference for the assessments given in Alabama to measure student achievement at the international, national and state levels and where to find this data. The Appendix to this chapter is a report entitled “Education Watch: Alabama” written by The Education Trust, a Washington-D.C.-based advocacy group for poor and minority students. This report provides trend data for Alabama on several national assessments and performance indicators. Chapter 3: Closing the Achievement Gap Alabama, like other states in America, has documented achievement gaps between low-income and non-low-income students; African-American and white students; Hispanic and white students; and special education and general education students. However, research and practice show that all children, regardless of socioeconomic background, can learn at high levels when taught to high levels. -
Creating Sustainable Models of Language Documentation and Revitalization
Colleen M. Fitzgerald Creating sustainable models of language documentation and revitalization Abstract: In the years since the alarm was raised by linguists (Hale et al. 1992) regarding the survival of many of the world’s estimated 7,000 languages, many programs have developed to support language maintenance and revitalization. These programs have been situated in both academic and tribal/grassroots insti- tutions. After at least three decades of such programs, it is clear that many of these programs do not survive. In this paper, I outline the essential properties of successful and sustainable approaches, in part drawing from my own work at the University of Texas at Arlington’s Native American Languages Lab. In analyz- ing the components of a sustainable model, I focus on collaborations primarily in the United States, in Texas and Oklahoma. This case study thus presents one exemplar of how community-based research operates in a larger regional context. This makes the case that long-term capacity building and training is essential. * This material is based upon work supported by, and conducted while serving at the National Science Foundation. Any opinions, findings, and conclusions expressed in this material are tho- se of the author, and do not necessarily reflect the views of the National Science Foundation. I would like to acknowledge the many colleagues, partners and funding sources without whose support this paper would not be possible. For the Oklahoma Breath of Life workshop activities, thanks to Co-Director Mary Linn and the National Science Foundation for grant BCS-1065068. My thanks to Jim Parrish and Teri Billie of the Choctaw Language Program and to Candessa Tehee and Roy Boney, Jr. -
Colleen M. Fitzgerald
Colleen M. Fitzgerald Address while on detail at the National Science Foundation National Science Foundation Telephone: (703) 292-4381 2415 Eisenhower Ave Email: [email protected] Alexandria VA 22314 NSF email: [email protected] Personal Website: http://colleenfitzgerald.org/ Native American Languages Lab Website: http://tinyurl.com/swnal CoLang 2014 (Institute on Collaborative Language Research) Website: http://tinyurl.com/colang2014 Linked In: https://www.linkedin.com/in/endangeredlanguages Twitter: @NativeLanguages Facebook: https://www.facebook.com/Native.American.Languages.Lab EDUCATION 1997 Ph.D. in Linguistics, University of Arizona Dissertation: O'odham Rhythms Director: Dr. Michael T. Hammond 1994 M.A. in Linguistics, University of Arizona 1991 B.A. Magna Cum Laude in French, Loyola University ADMINISTRATIVE APPOINTMENTS 2015 – Program Director, Documenting Endangered Languages Program; Division of Behavioral and Cognitive Sciences; Social, Behavioral, and Economic Sciences Directorate; National Science Foundation (on loan from UT Arlington) 2013 – 2014 Director, 2014 Institute on Collaborative Language Research (CoLang/InField) 2011 – Director, Native American Languages Lab, The University of Texas at Arlington 2011 – 2014 Co-Director, Oklahoma Breath of Life, Silent No More Workshop 2008 – 2012 Chair, Department of Linguistics and TESOL, The University of Texas at Arlington 2003 – 2008 Director of Linguistics, Department of English, Texas Tech University 2005 – 2008 Director of the ESL/Literacy Service-Learning Initiative, Texas -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from aiQT type o f computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., nuq)s, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnaticn Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE SOCIAL AND DEMOGRAPHIC EFFECTS OF CREEK REMOVAL 1832-1860 A Dissertation APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY BY z:z_ ______ M UMI Number: 9733704 UMI Microform 9733704 Copyright 1997, by UMI Company. -
Louisiana Folk OFFICIAL NEWSLETTER of the LOUISIANA FOLKLIFE CENTER
ING 2 SPR 011 Louisiana Folk OFFICIAL NEWSLETTER OF THE LOUISIANA FOLKLIFE CENTER THE 32nd ANNUAL NATCHITOCHES-NSU FOLK FESTIVAL JULY 15 &16 The 2011 Festival theme, “The Tribes Remain: Contemporary Southeastern Indian Cul- tures,” is a celebration of the resilient cultures of a vibrant people. Southeastern Indians, INSIDE THIS ISSUE: including the Oklahoma tribes removed from the region, share their traditional cultures with LA State Fiddle the Louisiana tribes. It is important to the tribal people that non-tribal people know that they Championship maintain and treasure their cultures. They repeatedly say, “We remain.” In spite of centuries Hall of Master of struggle, the American Indians of Louisiana and their neighbors have maintained arts, Folk Artists 2 music, and lore. The Festival audience at the 2011 Festival will have a rare opportunity to experience Narrative Sessions 3 the traditional arts of many different American Indian peoples in narrative sessions, crafts Tentative Schedule 4 demonstrations, and performances of storytelling and tribal songs. Traditional singing and Craftspeople dancing groups will include the Mystic Wind Choctaw Social Dance Troupe, the Jena Band 2012 Festival 5 of Choctaw Traditional Dancers, the Chickasaw Nation Dance Troupe, and the Caddo Cul- Thanks to Supporters 6 ture Club, as well as a Koasati Stomp Dance. Festival performers will also present a drum session, a style show, a cooking demonstration, and American Indian hand games. We are General Information also excited to present an outdoor exhibition match of a traditional stickball game! KidFest The 2011 Festival will provide a much needed opportunity for the Festival audience Exhibits 7 to glimpse the tremendous beauty and significance of these sometimes hidden tribal cultural Donation Information 8 arts in Louisiana. -
Spanish Loanwords in Languages of the Southeastern United States
SPANISH LOANWORDS IN LANGUAGESOF THE SOUTHEASTERN UNITED STATES1 CECIL H. BROWN NORTHERNILLINOIS UNIVERSITY 1. Introduction. Twenty Spanish words have yielded loans found in two or more of nineteen languages of the Southeastern (SE) United States. Distributional evidence indicates that for the most part these were not bor- rowed directly from Spanish, but rather diffused from one SE language to another, often in a strikingly unidirectionalmanner.2 While some aspects of this finding have been briefly explored by both Sturtevant(1962:50-54) and Martin (1994:17-18), it is here exhaustively investigated and fully de- scribed for the first time. This entails a detailed consideration of the role of Amerindian-language-based lingua francas in the spread of Spanish terms (cf. Brown 1996a; 1996b) and discussion of documented contacts facilitating diffusion. In addition, all known Spanish loanwords recordedfor SE languages (save those reported for Apalachee and Timucua) are assem- bled (Appendix A). Diffused French loanwords are discussed as well (Ap- pendix B). (Appendix C provides lexical sources.) Sturtevant(1962:50-54) identifies sixteen of the twenty diffused Spanish loanwords. However, for the most part, his analysis focuses on the transfer of these items between only two of the nineteen languages, Creek and Hitchiti, both of which belong to the Muskogean genetic grouping. Three other Muskogean languages, Choctaw, Chickasaw, and Apalachee, and non- Muskogean Cherokee and Timucua are also briefly noted as recipients of Spanish loans (Sturtevant 1962:54, 66-67). Martin (1994:17, 24) recognizes fewer (ten) of the twenty loanwords but charts their spread across more SE 1I am grateful for support provided for this research by the Center for Latino and Latin American Studies, the Department of Anthropology, and the Graduate School of Northern Illinois University and by the National Science Foundation through grants BNS-9020699 and SBR-9222311. -
Extracts from the Indian Tribes of North America by John R
MUSKOGEE-CREEK AFFILIATION MUSKOGEE-CREEK AFFILIATION Extracts from The Indian Tribes of North America by John R. Swanton Bureau of American Ethnology Bulletin 145—1953 726 pages—Smithsonian Institution pp. 153-174) MUSKOGEE-CREEK AFFILIATION Abihka, see Creek Confederacy and Muskogee. Acuera. Meaning unknown (acu signifies "and" and also "moon"). Connections.—This tribe belonged to the Timucuan or Timuquanan linguistic division of the Muskhogean linguistic family. Location.—Apparently about the headwaters of the Ocklawaha River [in Florida]. Towns: (See Utina.) History.— The Acuera were first noted by De Soto in a letter written at Tampa Bay to the civil cabildo of Santiago de Cuba. According to information transmitted to him by his officer Baltazar de Gallegos, Acuera was "a large town . where with much convenience we might winter," but the Spaniards did not in fact pass through it, though, while they were at Ocale, they sent to Acuera for corn. The name appears later in Laudonnière's narrative of the second French expedition to Florida, 1564-65 (1586), as a tribe allied with the Utina. It is noted sparingly in later Spanish documents but we learn that in 1604 there was an encounter between these Indians and Spanish troops and that there were two Acuera missions in 1655, San Luis and Santa Lucia, both of which had disappeared by 1680. The inland position of the Acuera is partly responsible for the few notices of them. The remnant was probably gathered into the "Pueblo de Timucua," which stood near St. Augustine in 1736, and was finally removed to the Mosquito Lagoon and Halifax River in Volusia County, where Tomoka River keeps the name alive. -
Is for Aboriginal
Joseph MacLean lives in the Coast Salish traditional Digital territory (North Vancouver, British Columbia). A is for Aboriginal He grew up in Unama’ki (Cape Breton Island, Nova By Joseph MacLean Scotia) until, at the age of ten, his family moved to Illustrated by Brendan Heard the Kanien’kehá:ka (Mohawk) Territory (Montréal). Joseph is an historian by education, a storyteller by Is For Zuni A Is For Aboriginal avocation and a social entrepreneur by trade. Is For Z “Those who cannot remember the past are His mother, Lieut. Virginia Doyle, a WWII army Pueblo condemned to repeat it.” nurse, often spoke of her Irish grandmother, a country From the Spanish for Village healer and herbalist, being adopted by the Mi'kmaq. - George Santayana (1863-1952) Ancient Anasazi Aboriginal The author remembers the stories of how his great- American SouthwestProof grandmother met Native medicine women on her A is for Aboriginal is the first in the First ‘gatherings’ and how as she shared her ‘old-country’ A:shiwi is their name in their language Nations Reader Series. Each letter explores a knowledge and learned additional remedies from her The language stands alone name, a place or facet of Aboriginal history and new found friends. The author wishes he had written Unique, single, their own down some of the recipes that his mother used when culture. he was growing up – strange smelling plasters that Zuni pottery cured his childhood ailments. geometry and rich secrets The reader will discover some interesting bits of glaze and gleam in the desert sun history and tradition that are not widely known. -
The Native Languages of the Southeastern United States
THE NATIVE LANGUAGES OF THE SOUTHEASTERN UNITED STATES Nicholas A. Hopkins Jaguar Tours, Tallahassee, Florida Table of Contents The Southeast as a Cultural and Linguistic Area The Native Languages of the Southeast Muskogean Languages Algonquian, Iroquoian, and Siouan Languages The Languages of the Lower Mississippi The Languages of Peninsular Florida The Prehistory of the Languages of the Southeast The Comparative Method of Historical Linguistics The Southeastern Linguistic Area Muskogean and the Southeast List of Figures Sources Cited The Southeast as a Cultural and Linguistic Area The Southeastern region of the United States is an area within which the aboriginal cultures and languages were quite similar to one another, as opposed to cultures and languages which lay outside the area. Within such a “culture area”, languages and cultures have developed along similar lines due to shared circumstances and intergroup contact, and it is possible to make general statements which apply to all of the native groups, as opposed to groups which lie outside the area. Other such "culture areas" of North America include the Pacific Northwest and the Southwest (Kroeber 1939). The core of the Southeast culture area (Kroeber 1939:61-67, Swanton 1928) is the region that stretches from the Mississippi River east to the Atlantic, from the Gulf Coast to the border between Kentucky and Tennessee (or North Carolina and Virginia). The periphery of the Southeast includes territory as much as 200 miles west of the Mississippi (into Arkansas, Oklahoma, and East Texas), and as far north as the Ohio and Potomac rivers (including Kentucky, West Virginia and Virginia). -
Motivating the Documentation of the Verbal Arts: Arguments from Theory and Practice
Vol. 11 (2017), pp. 114–132 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24728 Revised Version Received: 06 Feb 2017 Motivating the documentation of the verbal arts: Arguments from theory and practice Colleen M. Fitzgerald The University of Texas at Arlington For language documentation to be sufficiently extensive to cover a given com- munity’s language practices (cf. Himmelmann 1998), then including verbal arts is essential to ensure the richness of that comprehensive record. The verbal arts span the creative and artistic uses of a given language by speakers, such as storytelling, songs, puns and poetry. In this paper, I demonstrate the significance of verbal arts documentation in three other ways. Drawing from Indigenous language commu- nity contexts in the United States, I describe how the verbal arts are relevant to linguistic theory, revitalization and training. First, the influence by verbal arts on phonological theory is attested, affirming that the collection and analysis of verbal arts data plays a significant role in the phonological analysis of a given language and in theories of phonology. Second, the verbal arts generate extremely useful examples in training models for language work, since such examples can be used to cultivate phonological awareness in learners and teachers. Third, the verbal arts provide culturally meaningful materials for language revitalization. 1. Introduction 1 Poetry, song, nursery rhymes, lullabies, puns, storytelling, tongue twisters and wordplay, all of which I treat under the umbrella of the verbal arts, have contributed to linguistic theory at various points. For example, Burling (1966) argued for a universal metrical beat structure and Hymes’ (1981) work analyzed the ethnopoetics of line and verse structure. -
Sounding Southern: Phonetic Features and Dialect Perceptions
SOUNDING SOUTHERN: PHONETIC FEATURES AND DIALECT PERCEPTIONS A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics By Rachael Allbritten, M.S. Washington, DC April 19, 2011 Copyright 2011 by Rachael Allbritten All Rights Reserved ii SOUNDING SOUTHERN: PHONETIC FEATURES AND DIALECT PERCEPTIONS Rachael M. Allbritten, M.S. Thesis Advisor: Natalie Schilling, Ph.D. ABSTRACT Using an online survey of naïve listeners, this dissertation investigates which Southern speech characteristics among monophthongal (ay), velar fronting of –ing, the Southern Vowel Shift (SVS), or “drawl” contributes more to the percept of stronger Southern accent. The former two have a wealth of studies; the latter two are investigated in detail in this study. Ch.2 looks at the SVS in sociolinguistic interview data from seven young women from the Riverton, Alabama, area near Huntsville. Results show that these young women participate little in the high front vowel shift but often have shifted mid front vowels. Ch.3 explores the idea of “drawl”, finding that neither laypeople nor linguists have a clear, unified notion of what constitutes this phenomenon. The chapter presents a taxonomy of drawl types and the vowels and linguistic environments that correlate with use. Measures of Euclidean Distance and Slope were applied to drawled tokens of the Riverton women, and revealed that triphthongs have much farther movement than other types within acoustic space. I argue for more precise uses of drawl and breaking, adding the concept hiatification (inserting hiatus into a vowel) to the analytic set. -
Geography of American Indian Language Policy Thomas Pierre-Yves Brasdefer Louisiana State University and Agricultural and Mechanical College
Louisiana State University LSU Digital Commons LSU Doctoral Dissertations Graduate School 2013 Sites of indigenous language practice : geography of American Indian language policy Thomas Pierre-Yves Brasdefer Louisiana State University and Agricultural and Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_dissertations Part of the Social and Behavioral Sciences Commons Recommended Citation Brasdefer, Thomas Pierre-Yves, "Sites of indigenous language practice : geography of American Indian language policy" (2013). LSU Doctoral Dissertations. 1229. https://digitalcommons.lsu.edu/gradschool_dissertations/1229 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Doctoral Dissertations by an authorized graduate school editor of LSU Digital Commons. For more information, please [email protected]. SITES OF INDIGENOUS LANGUAGE PRACTICE: GEOGRAPHY OF AMERICAN INDIAN LANGUAGE POLICY A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Geography & Anthropology by Thomas Brasdefer Master, Université de Poitiers, 2005 August 2013 Acknowledgements There is a lot I have to acknowledge, and the benign recursion of this section is just too good to be omitted. Thank you for reading these lines: you are the Copernican revolution to this dissertation. None of this would have ever happened without the input of hundreds of people who took my phone calls, braved more communication breakdowns than I can count and talked to me for a minute or twelve; thank you, I cannot say for sure that I would have done the same for you.