Person-Based Prominence in Ojibwe

Total Page:16

File Type:pdf, Size:1020Kb

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. 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. Don Jones and Andrew Johnson both gave their time, energy, and patience to make the experimental portion of this thesis possible, and by providing additional judgments and feedback. I am endlessly grateful for their assistance and kindness. Finally, thanks to Elijah Forbes for the amazing drawings, which were done on an insanely tight timeline. My committee, Brian Dillon, Rajesh Bhatt, and Adrian Staub were patient, encour- aging, supportive, and engaged. It is difficult to find words to describe my experience. They were everything that I needed exactly when I needed it. This project came with its fair share of frustrations, and I am beyond grateful for their mentorship and advising. Brian believed that I could do the hard thing. He gently made sure I pushed myself to the next level and never let me fall. He was calm and measured when my brain was on fire with worry and doubt. From the moment I stepped onto Western Mass soil, we vi have had meetings nearly every single week — an absolute testament to his devotion as an advisor. Brian’s way of approaching the science of language by combining lin- guistic theory, statistics, computational modeling, and psycholinguistics has formed the bedrock of my thinking. Rajesh should probably have been a co-chair on this dissertation. He was the pri- mary advisor for everything syntax, and I am so thankful for the huge amount of time he spent reading, commenting, and discussing the many drafts of this manuscript. His guidance is all over Chapters 2–5, and I would have never been able to get as deep as I did without his support. Rajesh has unending enthusiasm for every single idea. His willingness to take my half-baked thoughts seriously, and then help me turn them into something properly rigorous and formal, is something that I am endlessly grateful for. Adrian has given me license to be intelligently subversive, as long as the evidence and arguments are on my side. I will miss walking into his office, discussing the latest New York Times article, then diving into the fine details of experimental methods and analysis. I probably should have taken more advantage of his expertise than I did over the past year. But Adrian has forever shaped the way I collect and evaluate behavioral evidence, and this project would not have been successful without his critical input at every point. I kept my committee slim, but both Ellen Woolford and Kyle Johnson were instru- mental in getting the work in Chapter 5 off the ground by advising my second generals paper on word order in Ojibwe. Ellen taught me how to write like a syntactician with- out being (I hope) entirely impenetrable. To me, Kyle is like Socrates, for lack of a less fawning comparison. He has been both a professional and personal mentor, and I will miss hearing his laugh from down the hall. There are many more professors at UMass to thank — nearly everyone in the department has influenced me in one way or another, which is what attracted me to UMass in the first place. To Lyn Frazier for her always incisive and constructive feedback. To Barbara Partee for a comment about first person vii plurals in my third year that sowed the seed for this thesis (and for taking care of my cat Nogi during one summer when I was away doing fieldwork!). To John Kingston and Gaja Jarosz for the many evenings of belaying. To Shota Momma for help with a production study that didn’t quite pan out, but I still hope to run. To Andrew Cohen in psychology for much statistical guidance and feedback over the years. To Chuck Clifton for his wealth of knowledge that seems to span every moment following the cognitive revolution. One of the best parts about UMass are the fellow graduate students. Alex Göbel has been my cohort-mate, office-mate, climbing partner, collaborator, and friend all rolled into one. His companionship has been a presence from my first prospective weekend to our last day in Northampton as graduate students. Rodica Ivan is an absolute saint. She makes sure that I have the opportunity to “be bad”, stores a wealth of knowledge and good advice, and was the first one to know that I had chosen UMass for graduate school. Kaden Holladay is one of the kindest people I have ever met. I owe him many debts for house/cat-sitting, rides home, and great conversations. I have been lucky to have a great cohort in Carolyn Anderson, Alex Göbel, Jaieun Kim, Brandon Prickett, Michael Wilson, and Rong Yin. Trivia partners (though I have been woefully absent lately) in Mike Clauss, Erika Mayer, Andrew Lamont, Maggie Baird, Georgia Simon, Coral Hughto, Io Hughto, and others already named. There are so many people that deserve more than just a shout-out for their friendship and support, but that is how these things often go. Thanks to Stefan Keine (who also pro- vided helpful comments on early versions of the content in Chapters 4 and 5), Ethan Poole, Nick LaCara, Jyoti Iyet, Sakshi Bhatia, Alex Nazarov, Ivy Hauser, Leland Kusmer, Deniz Özyıldız, Amanda Rysling, Shayne Sloggett, Caroline Andrews, Petr Kusliy, Zahra Mirrazi, Anissa Neal, Max Nelson, Alex Nyman, Jonathan Pesetsky, Shay Hucklebridge, Duygu Goksu, Bethany Dickerson, Leah Chapman, Mariam Asatryan, Ria Geguera, John Burnsky, and Thuy Bui for fellowship and community. viii I also feel compelled to thank the land that UMass stands on and is surrounded by. I will miss being hemmed in by the mountains and the river. The early morning fog, and the immense snow storms. The roadside porcupines and bears. I’ve taken my bike all over the valley and hill towns, and I’ve found beauty, inspiration, solitude, and peace in nearly every peak and valley. The city of Northampton and the surrounding area has also been a great community to be a part of. I will miss the weirdos and radicals. Plus, I have been well fueled. Thanks to Familiars for the nitro coffee, The Dirty Truth for cheese sauce (and pretzels), Bistro Les Gras for burgers and wine, Green Room for cocktails, The Deuce and Quarters for beer and trivia, and Mission Cantina for burritos. Before UMass, I spent a year at the University of Maryland in the Baggett Fellowship. That opportunity was a major launching point, gave me confidence and independence as a researcher, and set me up for success. Thanks to Naomi Feldman, Omer Preminger, Ellen Lau, and William Matchin for mentorship that has extended beyond that single year. A very special thanks to my fellow Baggetts Tom Roberts, Julia Buffinton, and Natalia Lapinskaya for creating what will likely remain the best shared office I will ever inhabit. There were many wonderful graduate students at UMD: Kasia Hitczenko, Nick Huang, Lara Ehrenhofer, Allyson Ettinger, Anton Malko, Chris Heffner, Zoe Schlueter, Dustin Chacón, and Aaron Steven White all were very influential in getting me to this point. I also learned a ton in conversations and courses with Alexander Williams, Colin Phillips, Norbert Hornstein, and Howard Lasnik. All of this really started when I was an undergraduate at the University of Minnesota. My first ever research project was supervised by Kathryn Kohnert in a first-year seminar, and she got me hooked.
Recommended publications
  • 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
    [Show full text]
  • 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.
    [Show full text]
  • Elder Perspectives: LEVERAGING DIGITAL TOOLS in LANGUAGE REVIVAL INITIATIVES
    Elder Perspectives: LEVERAGING DIGITAL TOOLS IN LANGUAGE REVIVAL INITIATIVES Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives Melissa Bishop A thesis submitted to the School of Graduate and Postdoctoral Studies in partial fulfillment of the requirements for the degree of Master of Arts in Education Faculty of Education Ontario Tech University Oshawa, Ontario, Canada December 2019 © Melissa Bishop, 2019 ELDER PERSPECTIVES ii THESIS EXAMINATION INFORMATION Submitted by: Melissa Bishop Master of Arts in Education Thesis title: Elder Perspectives: Leveraging Digital Tools in Language Revival Initiatives An oral defense of this thesis took place on December 2, 2019, in front of the following examining committee: Examining Committee: Chair of Examining Committee Dr. Lorayne Robertson Research Supervisor Dr. Allyson Eamer Examining Committee Member Dr. Ann LeSage Thesis Examiner Dr. Mary Ann Corbiere, Laurentian University The above committee determined that the thesis is acceptable in form and content and that a satisfactory knowledge of the field covered by the thesis was demonstrated by the candidate during an oral examination. A signed copy of the Certificate of Approval is available from the School of Graduate and Postdoctoral Studies. ELDER PERSPECTIVES iii Abstract Elders are held in high regard in First Nations, Metis, and Inuit (FNMI) communities. They are the intergenerational transmitters of ancestral language and Indigenous knowledge. Without language revival initiatives, ancestral languages in FNMI communities
    [Show full text]
  • 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.
    [Show full text]
  • Language Success Strategies for the Struggling Learner
    www.GetPedia.com *More than 150,000 articles in the search database *Learn how almost everything works Language Success Strategies for the Struggling Learner By Rob Hillman http://www.LearnALang.com/ Imagine, even if just for a minute, taking that dream vacation to a foreign country... The beautiful beaches of Mexico, the lush landscape and famous architecture of France, or the excitement of busy Downtown Tokyo... Imagine being able to effortlessly hold a conversation with a good friend in their native language... The way you could impress your friends, your co-workers, your family... Imagine reaping the benefits in every aspect of your life as you learn a new language. Now imagine it being easy... Okay, so that sounds a little hype-ish, doesn't it? But who said learning a language had to take up all your time, or cost you thousands of dollars in expensive schools? The good news is, it doesn't. With the information in this guide, you can be learning a new language in as little as 20-30 minutes a day. (and here's a hint, Pimsleur courses are NOT the right choice!) This course will be broken down into seven main sections, with each section covering a certain subtopic related to speed-learning languages. Here's the lowdown. Section 1 - Intro and General Overview Section 2 - A Colorful Dive into Grammar Section 3 - Auditory Learning Info Section 4 - Visual Learning Info Section 5 - Kinesthetic (Tactile) Learning Info Section 6 - Picking a Language Course Section 7 - Helpful Resources and Outro So without further adieu, I present you with..
    [Show full text]
  • LEARNING the LANGUAGE of the LAND by Aliana Violet Parker B. A
    LEARNING THE LANGUAGE OF THE LAND by Aliana Violet Parker B. A., University of Victoria, 2008 A Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS in the Department of Linguistics Aliana Violet Parker, 2012 University of Victoria All rights reserved. This thesis may not be reproduced in whole or in part, by photocopy or other means, without the permission of the author. ii SUPERVISORY COMMITTEE Learning the Language of the Land by Aliana Violet Parker B. A., University of Victoria, 2008 Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor iii ABSTRACT Supervisory Committee Dr. Leslie Saxon, Department of Linguistics Co-Supervisor Dr. Lorna Williams, Department of Curriculum and Instruction Co-Supervisor Indigenous worldviews are essential to successful language education, yet it remains a challenge to integrate them into current frameworks dominated by Western paradigms and pedagogies. This research addresses one aspect of the maintenance of cultural integrity for Indigenous languages as they are taught in a contemporary context. The purpose of this research is twofold: to explore the connections between Indigenous languages and the land, and to see how these connections are reflected in current language education practices. In particular, the study looks at the use of websites for Indigenous language education, with the goal of better understanding the potential for such placeless, global media to represent the inherently place-based nature of Indigenous languages. The study is based on an Indigenist research paradigm and employs the qualitative principles of Constructivist Grounded Theory.
    [Show full text]
  • Test Template Document
    This document is made available electronically by the Minnesota Legislative Reference Library as part of an ongoing digital archiving project. http://www.leg.state.mn.us/lrl/lrl.asp Status of World Language Education in Minnesota Fiscal Year 2013 Report To the Legislature As required by Minnesota Statutes, Minnesota Laws 2007 Regular Session Chapter 146, Article 2, section 43 COMMISSIONER: Brenda Cassellius, Ed. D. Status of World Language Education in Minnesota February 2012 FOR MORE INFORMATION CONTACT: Ursula Lentz Student Support 651-582-8664 [email protected] Cost of Report Preparation The total cost for the Minnesota Department of Education (MDE) to prepare this report was approximately $ 3,884.08. Most of these costs involved staff time in analyzing data from surveys and preparing the written report. Incidental costs include paper, copying, and other office supplies. Estimated costs are provided in accordance with Minnesota Statutes 2011, section 3.197, which requires that at the beginning of a report to the Legislature, the cost of preparing the report must be provided. Cost of Report Preparation Special funding was not appropriated to cover the costs of preparing this report. Most of the costs involved staff time in analyzing data from surveys and preparing the written report. Incidental costs include paper, copying, and other office supplies. Estimated costs are provided in accordance with Minnesota Statutes 2011, section 3.197, which requires that at the beginning of a report to the legislature, the cost of preparing the report must be provided. Minnesota Department of Education Costs: The following is an estimate of the cost incurred by MDE: $3,884.08 Other Agency Costs: (List the agency such as local school districts, federal agencies, other state agencies.) The following is an estimate of the cost incurred by these agencies: $ 0.00 TOTAL ESTIMATED COST FOR PREPARING THIS REPORT: $3,884.08 3 Page TABLE OF CONTENTS Table of Contents 4 PURPOSE AND EXECUTIVE SUMMARY 5 A.
    [Show full text]
  • Curriculum and Resources for First Nations Language Programs in BC First Nations Schools
    Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory Curriculum and Resources for First Nations Language Programs in BC First Nations Schools Resource Directory: Table of Contents and Section Descriptions 1. Linguistic Resources Academic linguistics articles, reference materials, and online language resources for each BC First Nations language. 2. Language-Specific Resources Practical teaching resources and curriculum identified for each BC First Nations language. 3. Adaptable Resources General curriculum and teaching resources which can be adapted for teaching BC First Nations languages: books, curriculum documents, online and multimedia resources. Includes copies of many documents in PDF format. 4. Language Revitalization Resources This section includes general resources on language revitalization, as well as resources on awakening languages, teaching methods for language revitalization, materials and activities for language teaching, assessing the state of a language, envisioning and planning a language program, teacher training, curriculum design, language acquisition, and the role of technology in language revitalization. 5. Language Teaching Journals A list of journals relevant to teachers of BC First Nations languages. 6. Further Education This section highlights opportunities for further education, training, certification, and professional development. It includes a list of conferences and workshops relevant to BC First Nations language teachers, and a spreadsheet of post‐ secondary programs relevant to Aboriginal Education and Teacher Training - in BC, across Canada, in the USA, and around the world. 7. Funding This section includes a list of funding sources for Indigenous language revitalization programs, as well as a list of scholarships and bursaries available for Aboriginal students and students in the field of Education, in BC, across Canada, and at specific institutions.
    [Show full text]
  • December 2018 Pokégnek Yajdanawa 3
    PokégnekPokégnek YajdanawaYajdanawa ktthe mko gises [ big bear moon ] December 2018 Page 3 Learn more about the Supervised Weight Loss Clinic Page 6 Help Zagbëgon kids with winter gear Back page Come to the Holly Fair Ki Gish Pkëbthegémen “We have finished Potawatomi language DVDs available picking things” The Language Program, with grant funding from The Cultural Resource Fund, teamed up with Four Directions Productions to create the first set of two Potawatomi language animations on DVD. The concept was developed with the intent to create language learning materials that combines entertainment and technology and introduces relevant Potawatomi language at a basic level. The sets are available one per household, and delivery is available for those unable to pick up at our Language & Culture Department located at 59291 Indian Lake Road, Dowagiac MI 49047. If you are interested in a DVD set, please contact the Pokagon Language Program at (269) 462-4255. The first ever Ki Gish Pkëbthegémen filled the Community Center this October with traditional arts, cooking, and citizens of all ages. Our Language & Culture and Education Departments hosted this event in collaboration with the Food Sovereignty Committee to celebrate the end of harvest season. Workshops divided up the day that engaged community members in traditional arts and food preparation. Employee Polly Mitchel and citizen Christine Morseau Please turn to page 2 Pokégnek Bodéwadmik Pokagon Band of Potawatomi Permit No. 2 No. Permit IN Milford, Dowagiac, MI 49047 49047 MI Dowagiac, PAID Box 180 • 32487 Moewe 32487 • 180 Box U.S. POSTAGE U.S. PRSRT STD PRSRT Pokégnek Bodéwadmik • Pokagon Band of Potawatomi of Band Pokagon • Bodéwadmik Pokégnek 2 Pokégnek Yajdanawa ktthe mko gizes | big bear moon | 2018 The roof is leaking! With the holidays upon us, we plan Our consumer loans are available for emergency repairs that may annual gatherings including family, food, come up any time of the year.
    [Show full text]
  • Downloads/2010-Report-On-The-Status-Of-Bc-First- Nations-Languages.Pdf
    Ḵ̓A̱NGEX̱TOLA SEWN-ON-TOP: KWAK’WALA REVITALIZATION AND BEING INDIGENOUS by PATRICIA CHRISTINE ROSBOROUGH B.A., University of Victoria, 1993 M.A., Bastyr University, 1995 A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF EDUCATION in THE FACULTY OF GRADUATE STUDIES (Educational Leadership and Policy) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) August 2012 © Patricia Christine Rosborough, 2012 ABSTRACT Kwak’wala, the language of the Kwakwa̱ka̱’wakw, like the languages of all Indigenous peoples of British Columbia, is considered endangered. Documentation and research on Kwak’wala began more than a century ago, and efforts to revitalize Kwak’wala have been under way for more than three decades. For Indigenous peoples in colonizing societies, language revitalization is a complex endeavour. Within the fields of language revitalization and Indigenous studies, the practices and policies of colonization have been identified as key factors in Indigenous language decline. This study deepens the understanding of the supports for and barriers to Kwak’wala revitalization. Emphasizing Indigenization as a key aspect of decolonization, the study explored the relationship between Kwak’wala learning and being Indigenous. The study was conducted through a Ḵ̓a̱ngex̱tola framework, an Indigenous methodology based on the metaphor of creating a button blanket, the ceremonial regalia of the Kwaka̱ka̱’wakw. The research has built understanding through the author’s experience as a Kwak’wala learner and the use of various approaches to language learning, including two years with the Master-Apprentice approach. The research employs the researcher’s journals and personal stories, as well as interviews with six individuals who are engaged in Kwak’wala revitalization.
    [Show full text]
  • Résumés Des Communications 49E Congrès Des Algonquinistes 27-29 Octobre 2017 Université Du Québec À Montréal
    Résumés des communications 49e Congrès des Algonquinistes 27-29 octobre 2017 Université du Québec à Montréal Abstracts 49th Algonquian Conference October 27-29, 2017 Université du Québec à Montréal Sommaire / Table of Contents « Range ton baloney, il y a de l’orignal! » : regard sur l’alimentation en contexte anicinabe - Laurence Hamel- Charest 5 The Earliest Records of the Montagnais Language: A Reassessment - David Pentland 6 (Ir)realis dubitative in the Cree Dialect Continuum - Rose-Marie Déchaine 7 Résurgence autochtone et réconciliation « autocritique » : Séjours de sensibilisation à la culture anicinape et à la pédagogie de la terre – Kitcisakik - Joseph Friis, Alexandra Arellano 7 Instrumental Nouns in Miami-Illinois - David J. Costa 9 The Prominence of Speech-Act Participants: A study of diachronic change in Algonquian Person Agreement - Chantale Cenerini 10 Le mouvement des pow wow chez les Innu au Québec : Algonquiens contemporains, enjeux identitaires et échanges culturels - Véronique Audet 12 Gikinoo’amawaag Eko-Niizhing-Biboon Gikinoo’amaaganag Ji-Anishinaabebiigewaad: Teaching Students Anishinaabemowin Rhetoric and Composition - Margaret Noodin 13 Clause combining in Plains Cree and Michif Peter Bakker, Aarhus University, Denmark - Robert A. Papen 14 Les maîtres des animaux et le changement chez les Innus d'Unamen Shipu - Émile Duchesne 14 Derivational paradigms: A tool for learning vocabulary (and epistemology) - Rose-Marie Déchaine 16 Nominal classification in Michif - Olivia N. Sammons 17 « Ces Indiens se plaignent pour rien » : Les agents indiens et la gestion des écoles de jour indiennes à Kitigan Zibi (1879 - 1953) - Anny Morissette 19 Aanji’zaagibagaa: Changing Blooms - Nathon Breu 20 On confirming the Split Phonology Hypothesis (SPH) for Michif - Robert A.
    [Show full text]
  • Topics in Potawatomi Grammar
    Topics in Potawatomi Grammar TOPICS IN POTAWATOMI GRAMMAR home | reference | PLSC | forum 1. Introduction to the Potawatomi Language 2. The Sounds of Potawatomi 3. Writing Systems 4. Sound Rules 5. Grammatical Categories 6. Parts of Speech 7. Introduction to Word Structure [more on this subject soon] 8. The Inflection of Nouns 9. The Inflection of Verbs 10 Introduction to Sentence Structure [more on this subject soon] 11. Adverbial Clauses 12. Complement Clauses 13. Relative Clauses [more on this subject soon] 14. Conjunction [more on this subject soon] 15. Disjunction [more on this subject soon] 16. Adversatives Verb Paradigm Charts A Note on Paradigms and Attrition file:///D|/My%20Documents/anishinaabe/TRIBES/languages/potawatomi/grammartopics.html2007.01.26. 23:36:54 Introduction 1. INTRODUCTION TO THE POTAWATOMI LANGUAGE home | reference | PLSC | forum | grammar topics 1. Communities of Speakers 2. Dialects 3. Potawatomi an Endangered Language 4. Language Families and the Algonquian Language Family 5. Language Family Trees 6. Some Distinctive Features of Potawatomi Grammar 6.1. Animacy 6.2. Preference for Verbal Constructions 6.3. Inflections vs. Pronouns 6.4. Word-Building 6.5. Word Order 6.6. Linguistic Research 1. COMMUNITIES OF SPEAKERS [top] Neshnabémwen, commonly known as Potawatomi, is the heritage language of the Bodéwadmik, or Potawatomi people. In the early 1800's, the Potawatomi area extended over a large territory centered around Lake Michigan. After removal, the tribes were dispersed over much of the midwest of the United States and adjacent Ontario in Canada. In the United States there are six federally recognized Potawatomi Tribes: the Forest County Potawatomis in Wisconsin, Hannahville Indian Community in northern Michigan, the Huron Band Potawatomis in southwestern Michigan, the Pokagon Band Potawatomis (which are also in southwestern Michigan but also extend to northwestern Indiana) the Prairie Band Potawatomis in Kansas, and the Citizen Potawatomi Nation in Oklahoma.
    [Show full text]