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Blackfoot Language for the Morning Indigenous (Blackfoot) Language
LESSON PLAN Date:_____________________________ Blackfoot Language for the Morning Indigenous (Blackfoot) Language ACKNOWLEDGEMENT Origin Please read this Acknowledgement before the start of this lesson to respect the knowledge that is being shared and the Land of the People where the knowledge Kainai First Nation originates.: Alberta The original signatories for The Articles of Treaty 7 include the Blackfoot, Blood, Peigan, Sarcee, and Stoney nations as well as Her Majesty the Queen of England on Learning Level / Grade behalf of Canada. Treaty 7 was signed on September 22, 1877. This document describes the expansive lands exchanged for benefits promised into perpetuity to the descendants of the signatories which include health care, schools and reserved land. Beginner The Treaty is a living document, all people living in Treaty 7 territory are treaty members bound with mutual responsibilities to support peaceful co-existence. Language LEARNING OUTCOMES Upon successful completion of this lesson plan, students will be able to: 130 mins 1. Share factual information by describing series or sequences of events or actions (in this case, his/her morning routine). [A-1, A-1.1] 2. Use the language creatively, for imaginative purposes and personal enjoyment Cross-Curricular and for creative/aesthetic purposes by creating a picture story with captions. (Related) Subjects [A-6, A-6.2] 3. Attend to the form of the language with simple sentences using I, you, Indigenous Ways of Knowing he/she, and subjects and action words in declarative statements. [LC-1 [1S, 2S, & Being 3S, VAI]] 4. Form positive relationships with others; e.g., peers, family, and Elders. -
Sustaining Indigenous Languages Looking Back, Looking Forward Inge Genee and Conor Snoek
Sustaining Indigenous Languages Looking Back, Looking Forward Inge Genee and Conor Snoek In the past decade or so, the endangerment of many of the world’s Indigenous and other minority languages has begun to percolate into the public consciousness, becoming part of the wider debate about cultural, environmental, and economic sustainability. The United Nations declaration of 2019 as the International Year of Indigenous Languages (en.iyil2019.org) can be considered emblematic of the rise in global awareness of the threat of language extinction. Popular press articles about language endangerment are becoming more common, and local papers often comment on initiatives to revitalize or maintain Indigenous languages of a specific group or territory. In addition, social media groups promote and support individual language communities and provide a means of connecting speakers living outside their communities of origin. It is becoming clearer all the time that language maintenance has many benefits in addition to the preservation of unique ways of seeing the world, including mental and physical health benefits (Biddle and Swee 2012; Hallett et al. 2007; Whalen et al. 2016), community benefits (Romero-Little et al. 2011) and educational benefits (Huffmann 2018; Luning and Yamaguchi 2010; Reyhner 2017). Indigenous language communities and linguists working in Indigenous language documentation and related fields have been aware of the threat to In- digenous languages for several decades. Passionate writings calling the linguistic community to action emerged as early as the 1990s (Crawford 1998; Grenoble and Whaley 1998; Hinton 1997; Krauss 1992), but, like the climate scientists who long warned of a looming crisis, linguists and language activists have struggled to be heard. -
Oneida Cultural Heritage Department Saving Our Oneida Language
Oneida Cultural Heritage Department By: Dr. Carol Cornelius and Judith L. Jourdan Edit, Revision, and Layout: Tiffany Schultz (09/13) Saving Our Oneida Language INTRODUCTION • All Oneida nation governmental By: Dr. Carol Cornelius meetings to conduct the business of the The Oneida Language Revitalization people were in Oneida Program began in the spring of 1996 in 1600’s response to a national crisis, a state of • The arrival of the French, Dutch, and emergency, in which a survey indicated there English began to impact our economy were only 25-30 Elders left who had learned to and these European languages were speak Oneida as their first language. learned by a few Oneida people in When many of us were very young, we order to conduct trade. heard Oneida spoken all the time by our Elders. 1700’s We must ensure that our little ones now hear • 1709 – Queen Anne ordered that the and learn to speak Oneida. As a Nation we have Common Prayer Book be translated into an urgent need to produce speakers to continue the Mohawk language. This was done Oneida Language. by Eleazer Williams in 1800. As a result of the survey taken, a ten • 1750 – Samuel Kirkland began year plan was developed to connect Elders with missionary efforts which impacted our trainees in a semi-immersion process which language. Many Oneida supported the would produce speakers and teachers of the Americans in the American Revolution. Oneida language. The goal was to hear our 1820’s Oneida language spoken throughout our • Eleazor William’s land negotiations and community. -
Person-Based Prominence in Ojibwe
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses December 2020 Person-based Prominence in Ojibwe Christopher Hammerly University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Cognitive Psychology Commons, Language Description and Documentation Commons, Morphology Commons, Psycholinguistics and Neurolinguistics Commons, Syntax Commons, and the Typological Linguistics and Linguistic Diversity Commons Recommended Citation Hammerly, Christopher, "Person-based Prominence in Ojibwe" (2020). Doctoral Dissertations. 2024. https://doi.org/10.7275/18867536 https://scholarworks.umass.edu/dissertations_2/2024 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2020 Linguistics © Copyright by Christopher M. Hammerly 2020 All Rights Reserved PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Approved as to style and content by: Brian Dillon, Chair Rajesh Bhatt, Member Adrian Staub, Member Joe Pater, Department Chair Department of Linguistics For the Anishinaabeg of Nigigoonsiminikaaning and Seine River “How odd I can have all this inside me and to you it’s just words.” — David Foster Wallace, The Pale King ACKNOWLEDGMENTS This thesis is at once a beginning and an end. -
THIRTEEN MOONS Curriculum
THIRTEEN MOONS Curriculum OJIBWAY CREE MOHAWK PRACTITIONER GUIDE LBS LEVELS 2 AND 3 13 MOONS – Teacher’s Guide 0 13 MOONS – Teacher’s Guide 1 © Ontario Native Literacy Coalition [2010] Table of Contents Introduction………………………………………………………………………………………………..4 Aboriginal Calendars………………………………………………………………………………..…5 OJIBWE Unit………………………………………………………………………………………………………………….6 Introduction & Pronunciation Guide…………………………………………………….8 Moons …………………………………………………………………………………………………..9 Numbers …………………………………………………………………………………………….12 Days of the Week …………………………………………………………………………….….14 Seasons ……………………………………………………………………………………………...15 CREE Unit…………………………………………………………………………………………………..16 Introduction ……………………………………………………………………………………….18 Moons ………………………………………………………………………………………………...19 Numbers ………………………………………………………………………………………….…20 Seasons and Days of the Week ………………………………………………………..…..22 MOHAWK Unit…………………………………………………………………………………………..24 Vowels………………………………………….………………………………………………..……26 Consonants……………………………………………………………………………………..…..27 Months…………………………………………………………………………………………..……29 Numbers………………………………………………………………………………………..……30 Days………………………………………………………………………………………………..…..32 Seasons…………………………………………………………………………………………..…..33 Cycle of Ceremonies……………………………………………………………………………34 Resources……………………………………………………………………………………………….…36 2011-2012 Calendars ……………………………………………………………………..…37 2011 Moon Phases ………………………………………………………………………..…..38 Sample Calendar Page …………………………………………………………………...….40 Task-Based Activities……………………………………………………………………………………44 Writing Activity -
Sahuhlúkhane' Ukwehuwenéha They Learned to Speak It Again
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 10-10-2018 10:00 AM Sahuhlukhané ’ Ukwehuwenehá They Learned to Speak it Again: An Investigation into the Regeneration of the Oneida Language Rebecca Doxtator The University of Western Ontario Supervisor Debassige, Brent The University of Western Ontario Graduate Program in Education A thesis submitted in partial fulfillment of the equirr ements for the degree in Master of Arts © Rebecca Doxtator 2018 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Indigenous Education Commons, Language and Literacy Education Commons, and the Language Description and Documentation Commons Recommended Citation Doxtator, Rebecca, "Sahuhlukhané ’ Ukwehuwenehá They Learned to Speak it Again: An Investigation into the Regeneration of the Oneida Language" (2018). Electronic Thesis and Dissertation Repository. 5766. https://ir.lib.uwo.ca/etd/5766 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. Abstract This study investigated the significance of the Oneida language to two groups of Oneida speakers and learners in the Onʌyota’á:ka’ Oneida Nation of the Thames community. This study included three research questions: (a) what is the significance of Oneida language to Oneida adult language learners who are seeking to acquire -
Person-Based Prominence in Ojibwe
PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2020 Linguistics © Copyright by Christopher M. Hammerly 2020 All Rights Reserved PERSON-BASED PROMINENCE IN OJIBWE A Dissertation Presented by CHRISTOPHER MATHIAS HAMMERLY Approved as to style and content by: Brian Dillon, Chair Rajesh Bhatt, Member Adrian Staub, Member Joe Pater, Department Chair Department of Linguistics For the Anishinaabeg of Nigigoonsiminikaaning and Seine River “How odd I can have all this inside me and to you it’s just words.” — David Foster Wallace, The Pale King ACKNOWLEDGMENTS This thesis is at once a beginning and an end. It is the beginning of what I hope to be a lifetime of work on obviation, agreement, and my ancestral language Ojibwe; and the end of what I have figured out so far. It is the end of five incredible years of graduate studies at UMass; and the beginning of the relationships that I have built over the past half-decade. I am most deeply indebted to the Anishinaabe communities at Nigigoonsiminikaan- ing and Seine River in Ontario, especially those who participated in this study. Gi- miigwechiwi’ininim. Nancy Jones is a keeper of endless knowledge and experience, and I am so lucky that she has been willing to take me in and share it. Not only has she made this dissertation possible, she has made it possible for me to reconnect to my own roots. -
Article Title
Dennis L. Malone and Isara Choosri Stabilizing Indigenous Languages 1 Symposium Report Stabilizing Indigenous Languages Dennis L. Malone and Isara Choosri* A note from Pat Kelley, SIL International Literacy Coordinator Few of our field practitioners are strategically located for attending some of the conferences around the world that may be related to the work we do in literacy. Also, in many cases, especially if no paper is being presented, there may be limited funds available for transportation. Yet there is much to be learned from such conferences: for example, vocabulary and new terminology, current trends, what’s “out there” in the prominent theory and practice of related fields applicable to our work, current research, issues defined by the “voices” for literacy, etc. For that reason, when our SIL literacy personnel and national colleagues do attend or present at a conference, on occasion we’ll include a “Conference Report” … so that our field personnel may glean information from them. When possible, contact details will be provided in order to request additional information. These reports will reflect the growing trend in the Literacy domain for copresenting and coauthoring, which hopefully will continue as we determine to see capacity building in this area among our national colleagues. Dennis Malone (SIL International in Bangkok, Thailand), and Isara Choosri (Institute of Language and Culture for Rural Development at Mahidol University at Salaya, Thailand) coauthor this report of the Ninth Annual Symposium on Stabilizing Indigenous • Dennis Malone ([email protected]) is an International Literacy Consultant, serving with his wife Susan in the Asia Area. He is involved in minority language education projects in the Asia Area and also serves as a guest lecturer at the ILCRD. -
Language Revitalization on the Web: Technologies and Ideologies Among the Northern Arapaho
LANGUAGE REVITALIZATION ON THE WEB: TECHNOLOGIES AND IDEOLOGIES AMONG THE NORTHERN ARAPAHO by IRINA A. VAGNER B.A., Univerisity of Colorado, 2014 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Master of Arts Department of Linguistics 2014 This thesis entitled: Language Revitalization on the Web: Technologies and Ideologies among the Northern Arapaho written by Irina A. Vagner has been approved for the Department of Linguistics ___________________________________ (Dr. Andrew Cowell) ___________________________________ (Dr. Kira Hall) _________________________________ (Dr. David Rood) Date: April 16, 2014 The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. IRB protocol # 130411 Abstract Vagner, Irina A. (MA, Linguistics) Language Revitalization on the Web: Technologies and Ideologies among the Northern Arapaho Thesis directed by Professor Andrew J. Cowell With the advances in web technologies, production and distribution of the language learning resources for language revitalization have become easy, inexpensive and widely accessible. However, not all of the web-based language learning resources stimulate language revitalization. This thesis explores the language ideologies used and produced by the Algonquian language learning resources to determine the most successful way to further develop online resources for the revitalization of the Arapaho language with the Arapaho Language Project. The data was collected on Algonquian language learning websites as well as during field research on the Wind River Indian Reservation; this field research included observing Arapaho language classrooms and conducting a usability survey of the Arapaho Language Project. -
Applying Universal Dependency to the Arapaho Language
Applying Universal Dependency to the Arapaho Language Irina Wagner1, Andrew Cowell1, Jena D. Hwang2 1University of Colorado Boulder, Department of Linguistics; 2IHMC irina.wagner, james.cowell @colorado.edu, [email protected] { } Abstract Applying the UD rules while annotating the data from the Arapaho (Algonquian) language, several This paper discusses the use of Universal specific features were observed to fall outside of Dependency for annotations of a Native the charted labels. Since the language does not North American language Arapaho (Algo- have a fixed word order and allows discontinuous nquian). While some relations of the uni- constituency, dependencies on the previous word versal dependency perfectly correspond were avoided and re-analyzed. The most problem- with those in Arapaho, language specific atic dependency distinction in this language is the annotations of verbal arguments elucidate variation in relations between a verb and its argu- problems of assuming certain syntactic ments. This paper examines the correlation of the categories across languages. By critiquing dependency relations in the UD scheme and their the influence of grammatical structures of practical application for the Arapaho data. Us- major European and Asian languages in ing the UD framework, we create guidelines for establishing the UD framework, this paper annotating this data. In considerations of space, develops guidelines for annotating a poly- this paper primarily focuses on the argument struc- synthetic agglutinating language and sets tures defined by the UD and their correspondences a path to developing a more comprehen- to the Arapaho syntactic patterns. An additional sive cross-linguistic approach to syntactic discussion of non-verbal roots and topicality prob- annotations of language data. -
The Struggle of the Blackfoot Nation to Adapt to the Loss of Their Natural Environment and to Canadian Values
Jihočeská univerzita v Českých Budějovicích Pedagogická fakulta Katedra anglistiky Bakalářská práce The Struggle of the Blackfoot Nation to Adapt to the Loss of their Natural Environment and to Canadian Values Vypracoval: Jaroslav Drobil Vedoucí práce: Regina Helal, M. A. České Budějovice 2016 Prohlášení: „Prohlašuji, že jsem bakalářskou práci vypracoval samostatně s použitím pramenů uvedených v bibliografii. Prohlašuji, že v souladu s § 47b zákona č. 111/1998 Sb. v platném znění souhlasím se zveřejněním své bakalářské práce, a to v nezkrácené podobě elektronickou cestou ve veřejně přístupné části databáze STAG provozované Jihočeskou univerzitou v Českých Budějovicích na jejích internetových stránkách, a to se zachováním mého autorského práva k odevzdanému textu této kvalifikační práce. Souhlasím dále s tím, aby toutéž elektronickou cestou byly v souladu s uvedeným ustanovením zákona č. 111/1998 Sb. zveřejněny posudky školitele a oponentů práce i záznam o průběhu a výsledku obhajoby kvalifikační práce. Rovněž souhlasím s porovnáním textu mé kvalifikační práce s databází kvalifikačních prací Theses.cz provozovanou Národním registrem vysokoškolských kvalifikačních prací a systémem na odhalování plagiátů. “ Kunžak 10. 4. 2016 .............................. Jaroslav Drobil Poděkování: Poděkování za pomoc, cenné rady a čas strávený nad kontrolou této práce patří paní Regině Helal, M. A., vedoucí práce. Abstract This thesis will deal with the Blackfoot nation, including their history, lifestyle and mythology. The main focus will be on the change of their life caused by the destruction of their natural environment. The author will compare their lifestyles before and after the European settlers’ invasion of the Prairies. The comparison will focus on the near extinction of the buffalo, their main nutrition source, the loss of their lands, and on the dramatic reduction of their population numbers. -
MIXED CODES, BILINGUALISM, and LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requi
BILINGUAL NAVAJO: MIXED CODES, BILINGUALISM, AND LANGUAGE MAINTENANCE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte C. Schaengold, M.A. ***** The Ohio State University 2004 Dissertation Committee: Approved by Professor Brian Joseph, Advisor Professor Donald Winford ________________________ Professor Keith Johnson Advisor Linguistics Graduate Program ABSTRACT Many American Indian Languages today are spoken by fewer than one hundred people, yet Navajo is still spoken by over 100,000 people and has maintained regional as well as formal and informal dialects. However, the language is changing. While the Navajo population is gradually shifting from Navajo toward English, the “tip” in the shift has not yet occurred, and enormous efforts are being made in Navajoland to slow the language’s decline. One symptom in this process of shift is the fact that many young people on the Reservation now speak a non-standard variety of Navajo called “Bilingual Navajo.” This non-standard variety of Navajo is the linguistic result of the contact between speakers of English and speakers of Navajo. Similar to Michif, as described by Bakker and Papen (1988, 1994, 1997) and Media Lengua, as described by Muysken (1994, 1997, 2000), Bilingual Navajo has the structure of an American Indian language with parts of its lexicon from a European language. “Bilingual mixed languages” are defined by Winford (2003) as languages created in a bilingual speech community with the grammar of one language and the lexicon of another. My intention is to place Bilingual Navajo into the historical and theoretical framework of the bilingual mixed language, and to explain how ii this language can be used in the Navajo speech community to help maintain the Navajo language.