The Oral Literacy Approach a Dissertation Submitted To
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
Press Release for Spoken Here Published by Houghton Mifflin
Press Release Spoken Here by Mark Abley • Introduction • A Conversation with Mark Abley • Glossary of Threatened Languages • Praise for Spoken Here Introduction Languages are beautiful, astoundingly complex, living things. And like the many animals in danger of extinction, languages can be threatened when they lack the room to stretch and grow. In fact, of the six thousand languages in the world today, only six hundred may survive the next century. In Spoken Here, journalist Mark Abley takes us on a world tour — from the Arctic Circle to the outback of Australia — to track obscure languages and reveal their beauty and the devotion of those who work to save them. Abley is passionate about two things: traveling to remote places and seeking out rarities in danger of being lost. He combines his two passions in Spoken Here. At the age of forty-five, he left the security of home and job to embark on a quixotic quest to track language gems before they disappear completely. On his travels, Abley gives us glimpses of fascinating people and their languages: • one of the last two speakers of an Australian language, whose tribal taboos forbid him to talk to the other • people who believe that violence is the only way to save a tongue • a Yiddish novelist who writes for an audience that may not exist • the Amazonian language last spoken by a parrot • the Caucasian language with no vowels • a South Asian language whose innumerable verbs include gobray (to fall into a well unknowingly) and onsra (to love for the last time). Abley also highlights languages that can be found closer to home: Yiddish in Brooklyn and Montreal, Yuchi in Oklahoma, and Mohawk in New York and Quebec. -
Kanien'keha / Mohawk Indigenous Language
Kanien’keha / Mohawk Indigenous Language Revitalisation Efforts KANIEN’KEHA / MOHAWK INDIGENOUS LANGUAGE REVITALISATION EFFORTS IN CANADA GRACE A. GOMASHIE University of Western Ontario ABSTRACT. This paper gives an overview of ongoing revitalisation efforts for Kanien’keha / Mohawk, one of the endangered Indigenous languages in Canada. For the Mohawk people, their language represents a significant part of the culture, identity and well-being of individuals, families, and communities. The endanger- ment of Kanien’keha and other Indigenous languages in Canada was greatly accelerated by the residential school system. This paper describes the challenges surrounding language revitalisation in Mohawk communities within Canada as well as progress made, specifically for the Kanien’keha / Mohawk language. EFFORTS DE REVITALISATION LINGUISTIQUE DE LA LANGUE MOHAWK / KANIEN’KEHA AU CANADA RÉSUMÉ. Cet article offre une vue d’ensemble des efforts de revitalisation linguis- tique réalisés pour préserver la langue mohawk / kanien’keha, une des langues autochtones les plus menacées au Canada. Pour la communauté mohawk, cette langue constitue une part fondamentale de la culture, de l’identité et du bien-être des individus, des familles et des communautés. La mise en péril de la langue mohawk / kanien’keha et des autres langues autochtones au Canada a été grandement accentuée par le système de pensionnats autochtones. Cet article explore les défis inhérents à la revitalisation de la langue en cours dans les communautés mohawks au Canada et les progrès réalisés, particulièrement en ce qui a trait à la langue mohawk / kanien’keha. WHY SAVING ENDANGERED LANGUAGES IS IMPORTANT Linguists estimate that at least half of the world’s 7,000 languages will be endangered in a few generations as they are no longer being spoken as first languages (Austin & Sallabank, 2011; Krauss, 1992). -
Indigenous Languages and Reconciliation Langues Autochtones Et Réconcilation Joint CAAL/CLA/SSHRC Session Séance Conjointe De L’ACLA/L’ACL/CRSH
Indigenous Languages and Reconciliation Langues autochtones et réconcilation Joint CAAL/CLA/SSHRC session Séance conjointe de l’ACLA/l’ACL/CRSH Monday, May 30, 2016 6:15 - 9:00 p.m. University of Calgary, Room ST 127. Page 1 of 20 Indigenous Languages and Reconciliation / Langues autochtones et réconcilation Joint CAAL/CLA/SSHRC session / Séance conjointe de l’ACLA/l’ACL/CRSH Monday, May 30, 2016 6:15 - 9:00 p.m. University of Calgary, Room ST 127. CLA website (http://cla-acl.ca/congres-de-2016-meeting/); CAAL website (http://congress2016.ca/program/events/256-caal); Congress 2016 website (http://congress2016.ca/program/events/indigenous-languages-and- reconciliation-trc-calls-action-16-and-65) Subject: Call to Action 16 and 65 of the Truth and Reconciliation Commission (creating degree programs in Aboriginal languages and a national SSHRC research program on reconciliation). Sujet : Appels à l’action 16 et 65 de la Commission de vérité et réconciliation, (création des programmes en langues autochtones et un programme national de recherche SSHRC pour mieux faire comprendre les facteurs associés à la réconciliation). Format Opening: Bruce Starlight, Elder, dedicated language activist, and instructor for the Tsuu T’ina language. 1. SSHRC presentation / présentation CRSH (20 minutes) Truth and Reconciliation Commission’s Call to Action #65, and SSHRC Knowledge Synthesis Grants. 2. Position statements / Énoncés de position (15 minutes apiece): Creating Programs is Only Part of the Action Needed. Arok Wolvengrey and Olga Lovick Language Loss: A deformity in education. Belinda Daniels Indigenous Languages, Truth, and Reconciliation. Amos Key, Jr. and Carrie Dyck How can University – First Nations Partnerships support the development of advanced fluency in First Nations languages with very few speakers? Marianne Ignace, Khelsilem Dustin Rivers, Lucy Bell, and Julienne Ignace An Aboriginal Languages Research program to address the language-related Calls to Action of the TRC. -
Student Transitions Project WebBased Resources
Ontario Native Education Counselling Association Student Transitions Project WebBased Resources Index Section Content Page 1 Schools and Education Institutions for First Nations, Inuit and Métis 3 ‐ Alternative Schools ‐ First Nations Schools ‐ Post‐Secondary Institutions in Ontario 2 Community Education Services 5 3 Aboriginal Student Centres, Colleges 6 4 Aboriginal Services, Universities 8 5 Organizations Supporting First Nations, Inuit and Métis 11 6 Language and Culture 12 7 Academic Support 15 8 For Counsellors and Educators 19 9 Career Support 23 10 Health and Wellness 27 11 Financial Assistance 30 12 Employment Assistance for Students and Graduates 32 13 Applying for Post‐Secondary 33 14 Child Care 34 15 Safety 35 16 Youth Voices 36 17 Youth Employment 38 18 Advocacy in Education 40 19 Social Media 41 20 Other Resources 42 This document has been prepared by the Ontario Native Education Counselling Association March 2011 ONECA Student Transitions Project Web‐Based Resources, March 2011 Page 2 Section 1 – Schools and Education Institutions for First Nations, Métis and Inuit 1.1 Alternative schools, Ontario Contact the local Friendship Centre for an alternative high school near you Amos Key Jr. E‐Learning Institute – high school course on line http://www.amoskeyjr.com/ Kawenni:io/Gaweni:yo Elementary/High School Six Nations Keewaytinook Internet High School (KiHS) for Aboriginal youth in small communities – on line high school courses, university prep courses, student awards http://kihs.knet.ca/drupal/ Matawa Learning Centre Odawa -
Language Teaching and Learning Software For
Natural Language Generation for Polysynthetic Languages: Language Teaching and Learning Software for Kanyen’keha´ (Mohawk) Greg Lessard Nathan Brinklow Michael Levison School of Computing Department of Languages, School of Computing Queen’s University Literatures and Cultures Queen’s University Canada Queen’s University Canada [email protected] Canada [email protected] [email protected] Abstract Kanyen’keha´ (in English, Mohawk) is an Iroquoian language spoken primarily in Eastern Canada (Ontario, Quebec).´ Classified as endangered, it has only a small number of speakers and very few younger native speakers. Consequently, teachers and courses, teaching materials and software are urgently needed. In the case of software, the polysynthetic nature of Kanyen’keha´ means that the number of possible combinations grows exponentially and soon surpasses attempts to capture variant forms by hand. It is in this context that we describe an attempt to produce language teaching materials based on a generative approach. A natural language generation environment (ivi/Vinci) embedded in a web environment (VinciLingua) makes it possible to produce, by rule, variant forms of indefinite complexity. These may be used as models to explore, or as materials to which learners respond. Generated materials may take the form of written text, oral utterances, or images; responses may be typed on a keyboard, gestural (using a mouse) or, to a limited extent, oral. The software also provides complex orthographic, morphological and syntactic analysis of learner productions. We describe the trajectory of development of materials for a suite of four courses on Kanyen’keha,´ the first of which will be taught in the fall of 2018. -
The Experiences of Post-Secondary Cree Language
Islands ofCulture: The experiences ofpost-secondary Cree language teachers A Thesis Submitted to the College ofGraduate Studies and Research for the Degree ofMaster ofEducation in the Department ofCurriculum Studies University ofSaskatchewan Saskatoon By Velma Baptiste Willett . Saskatoon, Saskatchewan 2000 Copyright Velma Baptiste Willett, Fall 2000, All rights reserved I agree that the Libraries ofthe University ofSaskatchewan may make this thesis freely available for inspection. I further agree that permission for extensive copying ofthis thesis for scholarly purposes may be granted by the professor or professors who supervised the thesis work recorded herein, or, in their absence, by the Head ofthe Department ofDean ofthe College in which the thesis work was done. Any copying or publication or use ofthis thesis or parts thereoffor financial gain is not allowed without my written permission. It is also understood that due recognition will be given to me and to the University ofSaskatchewan in any scholarly use ofthe material in my thesis. Requests for permission to copy or to make other use ofmaterial in this thesis in whole or in part should be addressed to: Head ofthe Department ofCurriculum Studies University ofSaskatchewan Saskatoon, Saskatchewan S7N OXI ABSTRACT This study recognizes that post-secondary Cree language teachers carry expertise in providing relevant teaching strategies for adult learners. Pursuant to this perspective~ this study describes current Cree language teaching approaches for adult learners as practiced by selected post-secondary Cree language teachers. The Cree language teachers interviewed in this qualitative study are fluent Cree speakers who possess traditional Cree knowledge and understand the protocol within Cree communities. -
Application from Six Nations Polytechnic
Bachelor of Arts in Ogwehoweh Languages Program Renewal Submission Six Nations Polytechnic Inc. www.snpolytechnic.com 2160 Fourth Line Ohsweken, Ontario N0A 1M0 For submission to: The Honourable Ross Romano Minister of Training, Colleges and Universities c/o The Universities Unit 315 Front Street West 16th Floor Toronto, ON M7A 0B8 Attention: Seetha Kumaresh Primary contact and site visit coordinator: Rebecca Jamieson President & Chief Executive Officer 519.445.0023 [email protected] Table of Contents Section 1: Program Abstract ...............................................................................................................3 Section 2: Course Schedules ...............................................................................................................4 Schedule 1 ................................................................................................................................................. 4 Schedule 2 ................................................................................................................................................. 6 Section 3: Program Self-Study ............................................................................................................9 Self-Study: Outcome Document ................................................................................................................ 9 Program Evaluation Committee ................................................................................................................ 9 Membership -
THIS LAND a COMPANION RESOURCE for EARLY CHILDHOOD EDUCATORS 1: Welcome
ThisA Companion Resource forLand Early Childhood Educators to Accompany Five Short Films To you, the Early Childhood Educators, embarking on this emotional journey Thank you for taking this on. Some days it may seem insurmountable to both learn about and feel the painful history of this country in its treatment of Indigenous Peoples. We are grateful for the gentle, important work you do in caring for young children. They are the now and the future. 2 THIS LAND A COMPANION RESOURCE FOR EARLY CHILDHOOD EDUCATORS 1: Welcome si:y̓em̓ nə siyey̓ə My honoured friends and relatives. c̓iyətalə cən tə ɬwələp xʷəʔiʔnamət ʔə ƛ̓ xʷməθkʷəy̓əm I thank you all for coming to Musqueam. stəʔe k̓ʷ nə syəwenəɬ qiyəplenəxʷ ʔiʔ xʷəlciməltxʷ Like my ancestors qiyəplenəxʷ and xʷəlciməltxʷ seʔcsəm cən niʔ ʔə tə ɬwələp ʔiʔ hiləkʷstalə I raise my hands to welcome all of you. hay ce:p ʔewəɬ si:y̓em̓ nə siyey̓ə Thank you, all my friends and relatives, wə n̓an ʔəw ʔəy̓ tə nə šxʷqʷeləwən kʷəns ʔi k̓ʷəcnalə ʔə šxʷə ʔi ʔə tə ʔi I’m very happy to see you all here. hay čxʷ q̓ə Thank you. 2 THIS LAND A COMPANION RESOURCE FOR EARLY CHILDHOOD EDUCATORS THIS LAND A COMPANION RESOURCE FOR EARLY CHILDHOOD EDUCATORS 3 First Nations Tutchone Languages of Den k’e Inland Łingít British Columbia © 2011 UBC Museum of Anthropology This map is regularly revised. Latest revision November 24,2011. Please do not reproduce in any form without permission. First Nations languages are shown with outlines that are approximate represent- Language ations of their geographic locations. -
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. -
Linguistic Theory, Collaborative Language Documentation, and the Production of Pedagogical Materials
Introduction: Collaborative approaches to the challenges of language documentation and conservation edited by Wilson de Lima Silva Katherine J. Riestenberg Language Documentation & Conservation Special Publication No. 20 PUBLISHED AS A SPECIAL PUBLICATION OF LANGUAGE DOCUMENTATION & CONSERVATION LANGUAGE DOCUMENTATION & CONSERVATION Department of Linguistics, UHM Moore Hall 569 1890 East-West Road Honolulu, Hawai'i 96822 USA UNIVERSITY OF HAWAI'I PRESS 2840 Kolowalu Street Honolulu Hawai'i 96822 1888 USA © All texts and images are copyright to the respective authors, 2020 All chapters are licensed under Creative Commons Licenses Attribution-Non-Commercial 4.0 International Cover designed by Katherine J. Riestenberg Library of Congress Cataloging in Publication data ISBN-13: 978-0-9973295-8-2 http://hdl.handle.net/24939 ii Contents Contributors iv 1. Introduction: Collaborative approaches to the challenges of language 1 documentation and conservation Wilson de Lima Silva and Katherine J. Riestenberg 2. Integrating collaboration into the classroom: Connecting community 6 service learning to language documentation training Kathryn Carreau, Melissa Dane, Kat Klassen, Joanne Mitchell, and Christopher Cox 3. Indigenous universities and language reclamation: Lessons in balancing 20 Linguistics, L2 teaching, and language frameworks from Blue Quills University Josh Holden 4. “Data is Nice:” Theoretical and pedagogical implications of an Eastern 38 Cherokee corpus Benjamin Frey 5. The Kawaiwete pedagogical grammar: Linguistic theory, collaborative 54 language documentation, and the production of pedagogical materials Suzi Lima 6. Supporting rich and meaningful interaction in language teaching for 73 revitalization: Lessons from Macuiltianguis Zapotec Katherine J. Riestenberg 7. The Online Terminology Forum for East Cree and Innu: A collaborative 89 approach to multi-format terminology development Laurel Anne Hasler, Marie Odile Junker, Marguerite MacKenzie, Mimie Neacappo, and Delasie Torkornoo 8. -
Must There Be Two Solitudes? Language Activists and Linguists Working Together Keren Rice, University of Toronto
Must There Be Two Solitudes? Language Activists and Linguists Working Together Keren Rice, University of Toronto This paper suggests that there can be two solitudes that divide lin- guists and language activists and argues that there needs to be a mutual recognition that linguists and Indigenous communities need to work together to help revitalize Indigenous languages. It takes a community of people to revitalize an Indigenous language, and in order for linguists and language activists to truly work together, general principles such as relationships, respect, reciprocity and recognition are critical. In Canada, there is a phrase that is sometimes used to signify the relationship between English-speaking Canada and French-speaking Canada, two solitudes. This term was popularized by Hugh MacLennan in the title of his 1945 novel, Two Solitudes. The publisher’s blurb for this book says the following: A landmark of nationalist fiction, Hugh MacLennan’s Two Solitudes is the story of two races within one nation, each with its own legend and ideas of what a nation should be. In his vivid portrayals of human drama in prewar Quebec, MacLennan focuses on two individuals whose love increases the prejudices that surround them until they discover that “love consists in this, that two solitudes protect, and touch and greet each other. A view that is sometimes found in the literature on language revitalization and the role of linguists in this endeavor is that linguists and language activists represent two solitudes, each with their own ideas, perhaps even their own legends, about what a language is and what language revitalization is all about. -
On Optionality in Mohawk Noun Incorporation
On optionality in Mohawk noun incorporation Ryan DeCaire, Alana Johns & Ivona Kučerová University of Toronto & McMaster University Noun incorporation is a phenomenon much discussed within Iroquoian language literature. In this paper, we consider noun incorporation in Mohawk, a language within the Iroquoian language family, and argue that what has often been considered to be optional noun incorporation is in fact primarily determined by the information structure of the clause. We show that with the exception of lexically-determined verbs that always or never incorporate, every verb may or may not incorporate its nominal object. We analyse the incorporated version as the default structure. The non-incorporated counterpart is licensed only under particular information- structure properties. We provide evidence that noun excorporation arises whenever the verb or the object noun is focused, and in turn moves to the left periphery. 1 The issue Since Sapir (1911) linguists have considered the definition and nature of the phenomena we label as noun incorporation. This term now encompasses cases where the incorporation of a nominal is obligatory for a specific set of verbs, for example, Inuktitut (Sadock, 1980; Johns, 2007). A related term is pseudo- incorporation. In pseudo-incorporation a nominal forms a complex predicate with a verb, but without actual morpho-phonological incorporation (Massam, 2001, 2017). Thus, while some verbs in some languages require overt incorporation, pseudo-incorporation prohibits it. With this distinction in mind, we revisit one of the canonical cases of noun incorporation, that of Iroquoian. Noun incorporation in this family of languages has been claimed to result from lexical compounding (Mithun, 1984) or syntactic movement (Baker, 1996, 2009; Barrie and Mathieu, 2016).