Moose (L-Dialect) and Swampy (N-Dialect) Cree Conversation Manual
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Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
Language Data Tables User Guide
Demolinguistic Data for Indigenous Communities in Canada Language Data Tables User Guide Version 0.7.1 Norris Research Inc. https://norrisresearch.com/ref_tables.htm 1 January 2021 Norris Research: Language Data Tables Users Guide DRAFT January 1, 2021 Recommended Citation: Norris Research Inc. (2020). Demolinguistic Data for Indigenous communities in Canada: Language Data Tables Users Guide, 01 January 2021. Draft Report prepared under contract with the Department of Canadian Heritage. Norris Research: Language Data Tables Users Guide DRAFT January 1, 2021 Table of Contents Table of Contents .................................................................................................................................................................... 3 !! IMPORTANT !! ..................................................................................................................................................................... 9 A Cautionary Note ............................................................................................................................................................... 9 Website Tips and Tricks ........................................................................................................................................................ 11 Tables ................................................................................................................................................................................ 11 Tree View ......................................................................................................................................................................... -
Master of Arts
SOUI\D CHAI\IGE IN OtD MOI\ITAGITAIS by Christopher W. Haryey A Thesis submitted to the Faculty of Graduate Studies ln Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS I)epartment of Linguistics Ilniversity of Manitoba \ffinnipeg, Manitoba @ Christopher'W. Harve¡ 2005 THE UNTVERSITY OF MANITOBA FACULTY OF GRADUATE STUDIES ?t*itJrrt COPYRIGHT PERMISSION SOUND CIIANGE IN OLD MONITAGNAIS BY Christopher W. Harvey A ThesislPracticum submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfillment of the requirement of the degree Master Of Arts Christopher W. Harvey O 2005 Permission has been granted to the Library of the University of Manitoba to lend or sell copies of this thesis/practicum, to the National Library of Canada to microfilm this thesis and to lend or sell copies of the film, and to University Microfilms Inc. to publish an abstract of this thesis/practicum. This reproduction or copy of this thesis has been made available by authority of the copyright owner solely for the purpose of private study and research, and may only be reproduced and copied as permitted by copyright laws or with express written authorization from the copyright owner. SOUND CHANGE IN OLD MONTAGNAIS Chris Harvey ABSTRACT This thesis looks at the sound changes which occurred from reconstructed Proto- Algonquian to Old Montagnais. The Old Montagnais language was recorded by the Jesuits during the seventeenth century in the region of Québec City, Lac Saint-Jean and the lower Saguenay River at the Tadoussac mission. Their most important works which survive to this day are two dictionaries, Díctionnaire montagnais by Antoine Silvy and Racines montagnøises by Bonaventure Fabvre. -
Aboriginal Languages and Selected Vitality Indicators in 2011
Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: . -
Directory – Indigenous Organizations in Manitoba
Indigenous Organizations in Manitoba A directory of groups and programs organized by or for First Nations, Inuit and Metis people Community Development Corporation Manual I 1 INDIGENOUS ORGANIZATIONS IN MANITOBA A Directory of Groups and Programs Organized by or for First Nations, Inuit and Metis People Compiled, edited and printed by Indigenous Inclusion Directorate Manitoba Education and Training and Indigenous Relations Manitoba Indigenous and Municipal Relations ________________________________________________________________ INTRODUCTION The directory of Indigenous organizations is designed as a useful reference and resource book to help people locate appropriate organizations and services. The directory also serves as a means of improving communications among people. The idea for the directory arose from the desire to make information about Indigenous organizations more available to the public. This directory was first published in 1975 and has grown from 16 pages in the first edition to more than 100 pages in the current edition. The directory reflects the vitality and diversity of Indigenous cultural traditions, organizations, and enterprises. The editorial committee has made every effort to present accurate and up-to-date listings, with fax numbers, email addresses and websites included whenever possible. If you see any errors or omissions, or if you have updated information on any of the programs and services included in this directory, please call, fax or write to the Indigenous Relations, using the contact information on the -
Of the University of Manitoba in Partial Fulfillment of the Requirements for the Degree of Master of Àrts
PHONOTOGICÀt VÀRIÀNTS I PUKATÀI^IÀGÀN WOODS CREE by Jennifer M. Greensmith A thesis submitted to the Faculty of Graduate Studíes of the University of Manitoba in partial fulfiLlment of the requirements for the degree of Master of Àrts Winnipeg, Maniloba 1 985 (e) Jennifer M. Greensmith, 1985 PHONOLOGICAL VARIANTS IN PUKATAI.IAGAN I^IOODS CREE BY JENNIFER I"f . GREENSMITH A thesis subntitted to the Faculty of Craduate Studies of the Ulriversity of Ma¡ritoba in partial fulfill¡nent of the requirenrents of the degree of MASTER OF ARTS o teg6 Pernrission has bee¡r granted to the LIBRARY OF THE UNIVER- SITY OF MAN¡TOBA to lend or sell copies of this thesis. to the NATIOTT-AL LIBRARY OF CANADA ro microfilnr this thesis and to lend or sell copies of the film, and UNIVERSITY lvf ICROFILIvf S to publish an abstract of this thesis. Thc' author reserves other publicatiort rights, alld neithe r tire tlesis nor extensive extracts fronl it may be ¡lrinted o¡ othc'r- wise reproduced without the author's writte¡l pernrissiorr. 111 PREFACE This thesis is a first attempt at a study of the phonological contrasts and surface variants of Woods Cree, based on the dialect spoken at Pukalawagan, Manitoba. The analysis is based on direct elicitation and on narrative texts, one of whieh is included as an appendi x . Few studies of Cree phonology exist, and no phonological st.udy has been made of the Woods dialect. Traditionally, Woods Cree has been identified as t.hat dialect of Cree which has the p-reflex of Proto Àlgonquian *1. -
Aboriginal Languages in Canada
Catalogue no. 98-314-X2011003 Census in Brief Aboriginal languages in Canada Language, 2011 Census of Population Aboriginal languages in Canada Census in Brief No. 3 Over 60 Aboriginal languages reported in 2011 The 2011 Census of Population recorded over 60 Aboriginal languages grouped into 12 distinct language families – an indication of the diversity of Aboriginal languages in Canada.1 According to the 2011 Census, almost 213,500 people reported an Aboriginal mother tongue and nearly 213,400 people reported speaking an Aboriginal language most often or regularly at home.2,3 Largest Aboriginal language family is Algonquian The Aboriginal language family with the largest number of people was Algonquian. A total of 144,015 people reported a mother tongue belonging to this language family (Table 1). The Algonquian languages most often reported in 2011 as mother tongues were the Cree languages4 (83,475), Ojibway (19,275), Innu/Montagnais (10,965) and Oji-Cree (10,180). People reporting a mother tongue belonging to the Algonquian language family lived across Canada. For example, people with the Cree languages as their mother tongue lived mainly in Saskatchewan, Manitoba, Alberta or Quebec. Those with Ojibway or Oji-Cree mother tongues were mainly located in Ontario or Manitoba, while those whose mother tongue was Innu/Montagnais or Atikamekw (5,915) lived mostly in Quebec. Also included in the Algonquian language family were people who reported Mi'kmaq (8,030) who lived mainly in Nova Scotia or New Brunswick, and those who reported Blackfoot (3,250) as their mother tongue and who primarily lived in Alberta. -
Bible Translation in Algonquian Languages
Bible Translation in Algonquian Languages ROBERT BRYCE Canadian Bible Society Translation is at the centre of any interchange between cultures; all the popular classics have been translated into various languages. The most translated book of all is the Bible. The first missionaries to central Canada engaged in a flurry of translation in order to bring the Bible to Native peoples in their own languages. There were translations of hymn books, prayer books, catechisms, books such as The pilgrim's progress (Bunyan 1886,1900) and The peep of day (Mortimer 1884, 1913), Sunday lessons, New Testaments, and in some cases the entire Bible (e.g. Mason 1861). The translators were also pastors and teachers for their flocks. In those days they had to work hard as well to provide the necessities of life: they built their own homes; grew food and hunted and fished to supply their families' needs; cut and hauled wood for heating; and were involved in many other tasks. Yet they produced an abundance of translation seldom equalled, and immersed themselves in the languages and cultures of the peoples to whom they ministered. In the decades that have passed since the work of the first missionaries in central Canada, we find that the churches by and large have simply reprinted their early work again and again. Photographic reproduction from copies of earlier printings has resulted in a deterioration of text quality. A portion of this work has gone out of print, and the effects of language change sometimes necessitate retranslation. In the past few years a lot of translation work has been quietly going on here and there in Canada. -
The Syntax of Innu-Aimun Locatives∗ Will Oxford University of Toronto
The syntax of Innu-aimun locatives∗ Will Oxford University of Toronto This paper provides a description and preliminary analysis of the syntax of locative phrases in the Algonquian language Innu-aimun (Montagnais). The paper establishes a taxonomy of locative categories and describes the properties of each category. It also sets out the ways in which these categories combine to form locative phrases, which are then analyzed as pPs in a model based on recent work by Svenonius (2006, 2010). Several syntactic patterns that affect locative phrases are described, including word-order variations and an apparent locative licensing effect. 1 Introduction This paper examines the syntax of locative expressions in Innu-aimun, an Algonquian language spoken in Quebec and Labrador. Innu-aimun, also known as Montagnais, is a member of the Cree- Montagnais-Naskapi dialect continuum, and is thus closely related to Cree proper. Aside from brief discussions in Clarke’s (1982) grammatical sketch (33–34, 134–36), the grammatical properties of Innu-aimun locatives had not been described in the literature prior to Oxford 2008; the current paper is a further development of the description begun in that work. My data comes from fieldwork and texts from the community of Sheshatshiu, Labrador, where Innu-aimun is still spoken as a first language by approximately 90% of the population (Burnaby 2004; Thorburn 2005). The main claim of the paper is that locative expressions in Innu-aimun form a grammatical system. There are three CORE LOCATIVE CATEGORIES, which form locative phrases: locative nouns, locative demonstratives, and locative prepositions. There are also two PERIPHERAL LOCATIVE CATEGORIES, which introduce or refer to locative phrases: locative presentatives and locative preverbs. -
The Six Seasons of the Woodland Cree: a Lesson to Support Science 10
The Six Seasons of the Woodland Cree: A Lesson to Support Science 10 by Duane Johnson 2008 Teaching Materials from the Stewart Resources S106.22 Centre These lessons were developed by the following team of teachers, Elders, and cultural advisors: Yvonne Chamakese, David Hlady, Anna-Leah King, Duane Johnson, Marcia Klein, Lana Lorensen, Sally Milne, Joseph Naytowhow, Lamarr Oksasikewiyin, Stuart Prosper, Ron Ray, Ted View, John Wright, and Laura Wasacase. Support was provided by Dean Elliott from the Ministry of Education, and Margaret Pillay from the Saskatchewan Professional Development Unit. All resources used in these lessons are available through the Stewart Resources Centre: http://www.stf.sk.ca/services/stewart_resources_centre/online_catalogue_unit_plans/index .html Information regarding the protocol when inviting Elders into the classroom can be found in the document: Elders in the Classroom by Anna-Leah King (attached as Appendix A). Further information can be found in the Saskatchewan Learning document: Aboriginal Elders and Community Workers in Schools. Table of Contents Overview ......................................................................................................................... 4 Foundational Objectives.................................................................................................. 4 Timeframe .......................................................................................................................4 Resources .......................................................................................................................4 -
Supplementary Resources 2 Connect
March 2015/Mars 2015 SUPPLEMENTARY RESOURCES 2 CONNECT • "Apihawikosisan" Law, Language, Life: A Plains Cree Speaking Metis Woman in Montreal apihtawikosisan.com This blog follows the life of a Metis teacher and has information on how to attend her "language nest" style Plains Cree language course in Montreal. The site also lists a wide variety of links to Cree language and cultural resources. • Cree Cultural Institute http://creeculture.ca/ This site is an excellent destination for learning about the culture and language of Crees living in the James Bay and Hudson Bay regions of Quebec. Among the many features of this website are an archive of historical photographs, an online exhibition of Cree artifacts from the region, and translated traditional stories. • Centre for Race and Culture http://www.cfrac.com/ This organization based in Edmonton, AB organizes programs and projects to help minority, immigrant, and refugee communities. One of these projects is on-site Cree language lessons. • The Nehiyawewin (Cree) Word/Phrase of the Day https://www.facebook.com/groups/18414147673/ This Facebook group brings together users from across the world to share their favourite Cree words and phrases as a way to promote and strengthen the language and the people it represents. 3 LEARN • A-mowin Virtual Language Classroom http://learncreeonline.blogspot.ca This blog offers free online Cree language lessons every Thursday at 9 pm EST. • Alberta Language Technology Lab http://altlab.artsrn.ualberta.ca/?page_id=150 This team at the University of Alberta has created a number of Plains Cree language tools including a Cree/English dictionary and linguistic generation tools. -
MOT Proceedings Paper-Current
Allophony and Contrast without Features: * Laryngeal Development in Early Grammars Heather Goad McGill University SUMMARY This paper examines the development of laryngeal allophony and contrast in Amahl’s grammar of English (Smith 1973). It is shown that, before contrast has been established, laryngeal allophones display unexpected distributions: marked allophones appear in ‘weak’ positions, whether defined in prosodic, articulatory or perceptual terms; unmarked allophones appear in ‘strong’ positions. Further, when laryngeal contrasts begin to emerge, they initially develop in non-optimal positions. The solution proposed lies in the formal expression of allophony and contrast: certain phonological relations among segments arise without the features seemingly involved being employed by the grammar; allophony and early contrast are expressed solely in structural terms. Once laryngeal features are projected, at later stages in development, a less surprising pattern of behaviour emerges, one that is more consistent with perceptual and articulatory considerations on optimal positions for contrast. RÉSUMÉ Cet article considère le développement des allophones et contrastes laryngiens dans la grammaire d’Amahl, un enfant anglophone (Smith 1973). On montre que, avant que les contrastes soient établis, les allophones laryngiens observent des distributions inattendues : les allophones marqués se trouvent dans les positions «faibles» si les positions sont déterminées en termes prosodiques, articulatoires ou perceptuels ; les allophones non-marqués se trouvent dans les positions «fortes». De plus, quand les contrastes laryngiens commencent à apparaître, initialement ils se développent dans les positions non- optimales. On propose que la solution à ce problème se trouve dans l’expression formelle d’allophonie et de contraste : certaines relations phonologiques entre les segments émergent sans les traits qui semblent être utilisés par la grammaire ; l’allophonie et les premiers contrastes sont exprimés uniquement en termes structurels.