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Program-UPDATED-2019-06-18.Pdf
1 Victoria University - Wellington Māori and Indigenous Analysis Ltd Te Pouhere Kōrero Tū Tama Wahine o Taranaki 2 PROGRAMME INFORMATION DURING THE CONFERENCE Abbreviations Transport to the conference venue GAPA: Gallagher Academy of Performing Arts Complimentary buses will circulate between Hamilton LHC: Local Host Committee City and the University of Waikato throughout the day, Thursday to Saturday. City stops will be Victoria Street, near the Ibis and Novotel hotels, with a Concurrent Session Types morning pick-up at Distinction Hotel, Te Rapa. Film: Film screening and discussion. Hamilton Taxis is offering a special conference Individual Paper Session: Individual papers organized rate for delegates, just mention NAISA when booking. into sessions by NAISA Council with the chair of the Free call 0800 477 477. Local Host Committee. Panel: A chaired panel of scholars who present Karakia | Prayer developed papers on a defined topic. Some panels Every morning, 8:15 am, S Block G.01. have commentators who will discuss the papers. Roundtable: A group discussion of a defined topic that Kaumātua (Elder) Space opens up to the audience. Somewhere for elders to gather and take time out: A Block tearoom. Presentation Room Technology All presentation rooms have: Tā Moko and Healing Space • a PC connected to an audio system and Tā moko and healing services will be available daily in projector; A Block. For appointments, please contact the artists • a DVD player; and and practitioners directly via the conference website. • speakers with an external audio jack. All PCs have a USB port for you to access, and HDMI Registration and VGA input to connect devices such as laptops, Find the registration desk on Thursday in L Block, and including Macs. -
Indigenous People of Western New York
FACT SHEET / FEBRUARY 2018 Indigenous People of Western New York Kristin Szczepaniec Territorial Acknowledgement In keeping with regional protocol, I would like to start by acknowledging the traditional territory of the Haudenosaunee and by honoring the sovereignty of the Six Nations–the Mohawk, Cayuga, Onondaga, Oneida, Seneca and Tuscarora–and their land where we are situated and where the majority of this work took place. In this acknowledgement, we hope to demonstrate respect for the treaties that were made on these territories and remorse for the harms and mistakes of the far and recent past; and we pledge to work toward partnership with a spirit of reconciliation and collaboration. Introduction This fact sheet summarizes some of the available history of Indigenous people of North America date their history on the land as “since Indigenous people in what is time immemorial”; some archeologists say that a 12,000 year-old history on now known as Western New this continent is a close estimate.1 Today, the U.S. federal government York and provides information recognizes over 567 American Indian and Alaskan Native tribes and villages on the contemporary state of with 6.7 million people who identify as American Indian or Alaskan, alone Haudenosaunee communities. or combined.2 Intended to shed light on an often overlooked history, it The land that is now known as New York State has a rich history of First includes demographic, Nations people, many of whom continue to influence and play key roles in economic, and health data on shaping the region. This fact sheet offers information about Native people in Indigenous people in Western Western New York from the far and recent past through 2018. -
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. -
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 -
The Way of the Drum—When Earth Becomes Heart Part I
The Way of the Drum—When Earth Becomes Heart Part I Healing the Tears of Yesterday by the Drum Today: The Oneida Language is a Healing Medicine Grafton Antone As I travelled the path of life, little did I realize the suppression I was experiencing as an Ukwehuwe in my Euro-western formal educational journey. The Western model of human development is linear and has four general domains: emotional, social, physical, and intellectual. This Western model emphasizes physical and intellectual development to meet career standards and personal expectations. The Aboriginal Ukwehuwe model of human development is circular and consists of four parts: emotional, mental, physical, and spiritual. The Elders tell us that, to be fully developed, one must maintain balance in all four of these areas. My story shows my development in the Western model. My perseverance afforded me a certain measure of success, but as I passed through the different stages of life, I could sense that there was something missing in my life that I could not explain or identify. It was not until I began teaching the Oneida Language (Onyota’a:ka) that I realized what the missing links were. This is my story of discovery, reorientation, and balance. The information I will share with you is based on my work with various adult students learning Onyota’a:ka as a Second Language in the Toronto School Board. In 1995-96, the class had a high enrolment of 30, but that gradually fell off to about 15. In 1996-97, the class began at 22 then tapered off to 10. -
Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas
Zurich Open Repository and Archive University of Zurich Main Library Strickhofstrasse 39 CH-8057 Zurich www.zora.uzh.ch Year: 2021 Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas Edited by: Mager, Manuel ; Oncevay, Arturo ; Rios, Annette ; Meza Ruiz, Ivan Vladimir ; Palmer, Alexis ; Neubig, Graham ; Kann, Katharina Posted at the Zurich Open Repository and Archive, University of Zurich ZORA URL: https://doi.org/10.5167/uzh-203436 Edited Scientific Work Published Version The following work is licensed under a Creative Commons: Attribution 4.0 International (CC BY 4.0) License. Originally published at: Proceedings of the First Workshop on Natural Language Processing for Indigenous Languages of the Americas. Edited by: Mager, Manuel; Oncevay, Arturo; Rios, Annette; Meza Ruiz, Ivan Vladimir; Palmer, Alexis; Neubig, Graham; Kann, Katharina (2021). Online: Association for Computational Linguistics. NAACL-HLT 2021 Natural Language Processing for Indigenous Languages of the Americas (AmericasNLP) Proceedings of the First Workshop June 11, 2021 ©2021 The Association for Computational Linguistics These workshop proceedings are licensed under a Creative Commons Attribution 4.0 International License. Order copies of this and other ACL proceedings from: Association for Computational Linguistics (ACL) 209 N. Eighth Street Stroudsburg, PA 18360 USA Tel: +1-570-476-8006 Fax: +1-570-476-0860 [email protected] ISBN 978-1-954085-44-2 ii Preface This area is in all probability unmatched, anywhere in the world, in its linguistic multiplicity and diversity. A couple of thousand languages and dialects, at present divided into 17 large families and 38 small ones, with several hundred unclassified single languages, are on record. -
A Typology of Stress- and Foot-Sensitive Consonantal Phenomena1
A Typology of Stress- and Foot-Sensitive Consonantal Phenomena1 Carolina González Florida State University DOI: https://doi.org/10.1387/asju.18680 Abstract This article investigates consonantal alternations that are conditioned by stress and/ or foot-structure. A survey of 78 languages from 37 language families reveals three types of consonantal phenomena: (i) those strictly motivated by stress (as in Senoufo lengthen- ing), (ii) those exclusively conditioned by foot structure (as in /h/ epenthesis in Huariapano), and (iii) those motivated both by stress and foot structure (as in flapping in American Eng- lish). The fact that stress-only and foot-only consonantal phenomena are attested alongside stress/foot structure conditioned phenomena leads to the proposal that stress and foot struc- ture can work independently, contradicting the traditional view of foot structure organiza- tion as signaled by stress-based prominence. It is proposed that four main factors are at play in the consonantal phenomena under investigation: perception, duration, aerodynamics, and prominence. Duration, aerodynamics and perceptual ambiguity are primarily phonetic, while prominence and other perceptual factors are primarily phonological. It is shown that the mechanism of Prominence Alignment in Optimality Theory captures not only consonan- tal alternations based on prominence, but can also be extended to those with durational and aerodynamic bases. This article also makes predictions regarding unattested stress/foot sensi- tive alternations connected to the four factors mentioned above. Keywords: stress; foot structure; consonantal alternations; phonological typology; percep- tion; duration; aerodynamics; prominence; Prominence Alignment; Optimality Theory. 1 This is a revised version of chapters 1-3 and 6 of my Ph.D. -
Global Survey of Revitalization Efforts: a Mixed Methods Approach to Understanding Language Revitalization Practices
Vol. 13 (2019), pp. 446–513 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24871 Revised Version Received: 22 May 2019 Global Survey of Revitalization Efforts: A mixed methods approach to understanding language revitalization practices Gabriela Pérez Báez University of Oregon & Smithsonian Institution Rachel Vogel Cornell University Uia Patolo Auckland University of Technology The world’s linguistic diversity, estimated at over 7,000 languages, is declining rapidly. As awareness about this has increased, so have responses from a number of stakeholders. In this study we present the results of the Global Survey of Re- vitalization Efforts carried out by a mixed methods approach and comparative analysis of revitalization efforts worldwide. The Survey included 30 questions, was administered online in 7 languages, and documented 245 revitalization ef- forts yielding some 40,000 bits of data. In this study, we report on frequency counts and show, among other findings, that revitalization efforts are heavily fo- cused on language teaching, perhaps over intergenerational transmission of a lan- guage, and rely heavily on community involvement although do not only involve language community members exclusively. The data also show that support for language revitalization in the way of funding, as well as endorsement, is critical to revitalization efforts. This study also makes evident the social, cultural, polit- ical, and geographic gaps in what we know about revitalization worldwide. We hope that this study will strengthen broad interest and commitment to studying, understanding, and supporting language revitalization as an integral aspect of the history of human language in the 21st century. 1. Introduction1 The world’s linguistic diversity is estimated to encompass over 7,000 languages (Hammarström et al. -
ED436973.Pdf
DOCUMENT RESUME ED 436 973 FL 026 097 AUTHOR Martin, Joyce, Comp. TITLE Native American Languages: Subject Guide. INSTITUTION Arizona State Univ., Tempe. Univ. Library. PUB DATE 1999-08-00 NOTE 12p. AVAILABLE FROM For full text: <http://www.asu.edu/lib/archives/labriola.htm> and <http://www.asu.edu/lib/archives/labriola.htm>. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *American Indian Languages; Biblical Literature; Bilingual Education; Dictionaries; English (Second Language); Indigenous Populations; *Library Guides; Sign Language; Tape Recordings; Uncommonly Taught Languages IDENTIFIERS *Native Americans ABSTRACT This document is an eleven-page supplemental subject guide listing reference material that focuses on Native American languages that is not available in the Labriola National American Indian Data Center in the Arizona State University, Tempe (ASU) libraries. The guide is not comprehensive but offers a selective list of resources useful for developing language and vocabulary skills or researching a variety of topics dealing with native North American languages. Additional material may be found using the ASU online catalogue and the Arizona Southwest index. Contents include: bibles and hymnals; bibliographies; bilingual education, curriculum, and workbooks; culture, history, and language; dictionaries and grammar books; English as a Second Language; guides and handbooks; language tapes; linguistics; online access; sign language.(KFT) Reproductions supplied by EDRS are the best that can be made from the original document. Native American Languages Subject Guide The following bibliography lists reference material dealing with Native American languages which is available in the Labriola National American Indian Data Center in the University Libraries. It is not comprehensive, but rather a selective list of resources useful for developing language and vocabulary skills, and/or researching a variety of topics dealing with Native North American languages. -
MARIANNE MITHUN Curriculum Vitae
MARIANNE MITHUN Curriculum vitae Department of Linguistics University of California Santa Barbara, CA 93106 Telephone: 805-893-4058 E-mail: [email protected] Fax: 805-563-1948 Education 1974 Ph.D., Yale University, Linguistics Dissertation: A Grammar of Tuscarora Advisor: Floyd Lounsbury 1972 M.Phil, Yale University, Linguistics 1972 M.A., Yale University, Linguistics 1970: Linguistic Institute, Ohio State University 1969 B.A., Pomona College, Phi Beta Kappa, French 1967 spring: Swarthmore College exchange 1968 summer: U.S.S.R. summer term 1968 fall: University of Vienna Grants and Awards 2009 NSF award: Athabaskan Spoken Language Corpora 2008 Fellow, Linguistic Society of America 2007 University Distinguished Teaching Award 2005 Médaille du Collège de France, Paris. 2003 Doctor Honoris Causa. La Trobe University, Melbourne. 2002 Bloomfield Book Award for The Languages of Native North America (award given every two years by the Linguistics Society of America for the book judged the best in the field of linguistics). 2000 Doctor Philosophiae Honoris Causa. University of Oslo, Norway. 1998 Elected to the Norwegian Academy of Science and Letters. Mithun 1997 Academic Senate grant, University of California, for research for a Mohawk Reference Grammar. 1996 Academic Senate grant, University of California, for the investigation of grammatical categories in Central Alaskan Yup‟ik. 1995 Academic Senate grant, University of California, for translation and analysis of Central Alaskan Yup‟ik Oral Traditions. 1994 Academic Senate grant, University of California, for documentation of Central Alaskan Yup‟ik oral traditions. 1993 Academic Senate grant, University of California for research on intonation in Central Pomo. 1992 Interdisciplinary Humanities Center grant for publication of Proceedings of the Conference on Romance Linguistics, with William Ashby, Giorgio Perissinotto, and Eduardo Raposo. -
3115 Eblj Article 2 (Was 3), 2008:Eblj Article
Early Northern Iroquoian Language Books in the British Library Adrian S. Edwards An earlier eBLJ article1 surveyed the British Library’s holdings of early books in indigenous North American languages through the example of Eastern Algonquian materials. This article considers antiquarian materials in or about Northern Iroquoian, a different group of languages from the eastern side of the United States and Canada. The aim as before is to survey what can be found in the Library, and to place these items in a linguistic and historical context. In scope are printed media produced before the twentieth century, in effect from 1545 to 1900. ‘I’ reference numbers in square brackets, e.g. [I1], relate to entries in the Chronological Checklist given as an appendix. The Iroquoian languages are significant for Europeans because they were the first indigenous languages to be recorded in any detail by travellers to North America. The family has traditionally been divided into a northern and southern branch by linguists. So far only Cherokee has been confidently allocated to the southern branch, although it is possible that further languages became extinct before their existence was recorded by European visitors. Cherokee has always had a healthy literature and merits an article of its own. This survey therefore will look only at the northern branch. When historical records began in the sixteenth and seventeenth centuries, the Northern Iroquoian languages were spoken in a large territory centred on what is now the north half of the State of New York, extending across the St Lawrence River into Quebec and Ontario, and southwards into Pennsylvania. -
Speech Acts Conference Program 3.Indd
Thursday June 19th - Sunday June 22nd 2014 JHI 100 - Jackman Humanities Institute 170 St. George Street, Room 100 ᓃᐱᐣ (Summer) Speech Acts and Joyous Utterances Translating, Teaching, Learning and Living Indigenous Tribalographies Conference As Indigenous people in Canada struggle to revitalize and preserve our languages, we are faced with some interesting challenges. Regardless of our level of proficiency with an Aboriginal language, learners and teachers alike are carried into the necessary project of translation— translation of treaties (paper, wampum, covenant chains, medals), of earth works, or of oral archives (story, song, regalia, ceremonial objects). Moving between languages, we move between vastly differing worlds governed by cosmologies and knowledge systems that cannot be reconciled with those of the dominant culture. Aniishinaabemowin, for instance, transports us into a world linguistically shaped by four grammatical persons (instead of three), into a system of thought shaped by an additional and linguistically unique tense (obviative), and by the structural pillars of action and relationship, which shape the language and the lived reality of the Anishinaabeg. The “written” archives that have been left for Indigenous peoples across Canada present those of us who labor to recover our cultural legacies with unique challenges and compelling questions as we strive to grasp the layered meanings encoded in the signs and symbols that constitute the histories authored by our ancestors. How are we to engage with these archives? How,