DOCSLIB.ORG

Compilation of Engagement with Indigenous Communities & Experts

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Compilation of Engagement with Indigenous Communities & Experts Compilation of Engagement with Indigenous Communities & Experts Associated with TEK in the United States Final Report April 2019 Commission for Environmental Cooperation Please cite as: CEC. 2019. Compilation of Engagement with Indigenous Communities & Experts Associated with TEK in the United States. Montreal, Canada: Commission for Environmental Cooperation. 76 pp. This publication was prepared by Canyon Country Consulting for the Secretariat of the Commission for Environmental Cooperation. The information contained herein [is the responsibility of the author and] does not necessarily reflect the views of [the CEC, or] the governments of Canada, Mexico or the United States of America. This report was written by Anne Mariah Tapp. Reproduction of this document in whole or in part and in any form for educational or non-profit purposes may be made without special permission from the CEC Secretariat, provided acknowledgment of the source is made. The CEC would appreciate receiving a copy of any publication or material that uses this document as a source. Except where otherwise noted, this work is protected under a Creative Commons Attribution Noncommercial-NoDerivative Works License. © Commission for Environmental Cooperation, 2020 Publication Details Document category: Background paper Publication date: September, 2020 Original language: English For more information: Commission for Environmental Cooperation 700 de la Gauchetière St. West, Suite 1620 Montreal (Quebec) H3B 5M2 Canada t 514.350.4300 f 514.350.4314 [email protected] / www.cec.org CEC Document Template – v. 1.0, March 2019 [Draft v.1.0, Compilation of Engagement with Indigenous Communities and Experts Associated with TEK] Table of Contents Table of Contents LIST OF ABBREVIATIONS AND ACRONYMS .......................................................................................... VII ABSTRACT ...................................................................................................................................................... VIII EXECUTIVE SUMMARY ............................................................................................................................... VIII PREFACE AND ACKNOWLEDGEMENTS ...................................................................................................... X 1. CONTEXT AND BACKGROUND ................................................................................................................. 1 1.1 PROJECT SCOPE AND METHODOLOGY ..................................................................................................................... 1 1.2 INDIAN TRIBES AND FEDERAL INDIAN LAW IN THE UNITED STATES ............................................................... 2 1.3 DEFINING TRADITIONAL ECOLOGICAL KNOWLEDGE IN THE UNITED STATES ................................................. 3 1.4 CHALLENGES FACING THE USE OF TEK .................................................................................................................. 4 2. INTERNATIONAL FRAMEWORKS FOR THE ENGAGEMENT OF INDIGENOUS COMMUNITIES AROUND TEK ...................................................................................................................................................... 6 2.1 UNITED NATIONS FRAMEWORKS AND THE RAMSAR CONVENTION ................................................................... 7 United Nations Convention to Combat Desertification .................................................................................... 7 United Nations Declaration on the Rights of Indigenous Peoples .............................................................. 7 International Treaty on Plant Genetic Resources for Food and Agriculture ......................................... 8 Ramsar Convention on Wetlands ............................................................................................................................... 8 2.2. INTERNATIONAL INSTRUMENTS SPECIFIC TO NORTH AMERICA ....................................................................... 9 1987 Agreement Between the Government of Canada and the Government of the United States of America on the Conservation of the Porcupine Caribou Herd ................................................................ 9 Great Lakes Water Quality Agreement (2012) .................................................................................................... 9 Protocol between the United States and Canada Amending the 1916 Convention for the Protection of Migratory Birds in Canada and the United States. ................................................................ 9 US‐Canada Joint Statement of Cooperation on the Georgia Basin and Puget Sound Ecosystem ..................................................................................................................................................................................................10 2.3 AGREEMENT ON THE CONSERVATION OF POLAR BEARS AND ASSOCIATED DECLARATIONS ..................... 10 The Agreement between the Government of the United States of America and the Government of the Russian Federation on the Conservation and Management of the Alaska‐Chukotka Polar Bear Population ...............................................................................................................................................................10 Memorandum of Understanding between Environment Canada (now Environment and Climate Change Canada; ECCC) and the United States Department of the Interior for the Conservation and Management of Shared Polar Bear Populations ........................................................10 The Declaration of the Responsible Ministers of the Polar Bear Range States ..................................11 The Circumpolar Action Plan .....................................................................................................................................11 2.4 THE ARCTIC COUNCIL AND ASSOCIATED AGREEMENTS ................................................................................... 11 The Declaration on the Establishment of the Arctic Council ......................................................................12 The Kiruna Declaration ................................................................................................................................................12 Agreement on Enhancing International Arctic Scientific Cooperation .................................................12 Fairbanks Declaration ..................................................................................................................................................12 2.5 INTERNATIONAL INDIGENOUS AGREEMENTS ..................................................................................................... 12 Inuvialuit‐ Inupiat Polar Bear Management Agreement in the Southern Beaufort Sea ...............12 Inuvialuit‐Inupiat Beaufort Sea Beluga Whale Agreement ........................................................................13 Compilation of Engagement with Indigenous Communities and Experts Associated with TEK, Final Version, April 2019 Buffalo Treaty ...................................................................................................................................................................13 3. GENERAL FEDERAL FRAMEWORKS FOR THE ENGAGEMENT OF INDIGENOUS COMMUNITIES AROUND TEK ..................................................................................................................... 13 3.1 GENERAL FEDERAL MECHANISMS THAT PROVIDE OPPORTUNITIES FOR ENGAGEMENT AROUND TEK . 14 Government‐to‐Government Consultation ..........................................................................................................14 The National Environmental Policy Act ...............................................................................................................14 The National Historic Preservation Act ................................................................................................................15 Tribal Self‐Governance Act .........................................................................................................................................16 3.2 FEDERAL LAWS, REGULATIONS AND EXECUTIVE ACTIONS EXPLICITLY REFERENCING TEK OR TRADITIONAL KNOWLEDGE .......................................................................................................................................... 16 The Alaska National Interest Lands Conservation Act of 1980 and Associated Programs ..........16 Consolidated Appropriations Act of 2018 ............................................................................................................17 Global Change Research Act of 1990 .....................................................................................................................18 Executive Order No. 13,689 – Enhancing Coordination of National Efforts in the Arctic .............18 Magnuson‐Stevens Fishery Conservation and Management Act ..............................................................18 Marine Mammal Protection Act of 1972 ..............................................................................................................19 Migratory Bird Treaty Act of 1918 and Amendments for Subsistence Use ..........................................19 Proclamation 8031 Establishing Papahanaumokuakea Marine National Monument ..................20 Presidential Proclamation 9588 – Establishing Bears Ears National Monument, as amended by Presidential Proclamation 9681 ..............................................................................................................................21
Load more

Recommended publications
  • Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
    EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study.
    [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]
  • A Brief History of Archiving in Language Documentation, with an Annotated Bibliography
    Vol. 10 (2016), pp. 411–457 http://nflrc.hawaii.edu/ldc http://hdl.handle.net/10125/24714 Revised Version Received: 19 April 2016 Series: Emergent Use and Conceptualization of Language Archives Michael Alvarez Shepard, Gary Holton & Ryan Henke (eds.) A Brief History of Archiving in Language Documentation, with an Annotated Bibliography Ryan E. Henke University of Hawai‘i at Mānoa Andrea L. Berez-Kroeker University of Hawai‘i at Mānoa We survey the history of practices, theories, and trends in archiving for the pur- poses of language documentation and endangered language conservation. We identify four major periods in the history of such archiving. First, a period from before the time of Boas and Sapir until the early 1990s, in which analog materials were collected and deposited into physical repositories that were not easily acces- sible to many researchers or speaker communities. A second period began in the 1990s, when increased attention to language endangerment and the development of modern documentary linguistics engendered a renewed and redefined focus on archiving and an embrace of digital technology. A third period took shape in the early twenty-first century, where technological advancements and efforts to develop standards of practice met with important critiques. Finally, in the cur- rent period, conversations have arisen toward participatory models for archiving, which break traditional boundaries to expand the audiences and uses for archives while involving speaker communities directly in the archival process. Following the article, we provide an annotated bibliography of 85 publications from the literature surrounding archiving in documentary linguistics. This bibliography contains cornerstone contributions to theory and practice, and it also includes pieces that embody conversations representative of particular historical periods.
    [Show full text]
  • The Politics of Language Cultural Impacts Of
    THE POLITICS OF LANGUAGE CULTURAL IMPACTS OF LANGUAGE LOSS AND REVITALIZATION AMONG THE NEZ PERCE OF IDAHO: A CASE STUDY A Thesis Presented to the faculty of the Department of Anthropology California State University, Sacramento Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in Anthropology by Stefanie Lisa Adams SUMMER 2019 © 2019 Stefanie Lisa Adams ALL RIGHTS RESERVED ii THE POLITICS OF LANGUAGE CULTURAL IMPACTS OF LANGUAGE LOSS AND REVITALIZATION AMONG THE NEZ PERCE OF IDAHO: A CASE STUDY A Thesis by Stefanie Lisa Adams Approved by: __________________________________, Committee Chair Joyce M. Bishop, Ph.D. __________________________________, Second Reader Raghuraman S. Trichur, Ph.D. ____________________________ Date iii Student: Stefanie Lisa Adams I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. __________________________, Graduate Coordinator ___________________ Jacob L. Fisher, Ph.D. Date Department of Anthropology iv Abstract of THE POLITICS OF LANGUAGE CULTURAL IMPACTS OF LANGUAGE LOSS AND REVITALIZATION AMONG THE NEZ PERCE OF IDAHO: A CASE STUDY by Stefanie Lisa Adams Statement of Problem While several Native American languages have been the subject of previous studies, our understanding of the revitalization and preservation efforts concerning the Nez Perce language, Nimipuutímt, remains limited. Nimipuutímt is a member of the Sahaptian subfamily of the Plateau Penutian family of the Penutian language group. This thesis examines the cultural and political impacts of language loss and revitalization for Native American languages, focusing on the efforts of one specific tribe, the Nez Perce of Idaho, to revitalize their heritage language, Nimipuutímt.
    [Show full text]
  • Do Alaska Native People Get “Free” Medical Care?...78
    DO ALASKA NATIVE PEOPLE GET FREE MEDICAL CARE?* And other frequently asked questions about Alaska Native issues and cultures *No, they paid in advance. Read more inside. UNIVERSITY OF ALASKA ANCHORAGE/ALASKA PACIFIC UNIVERSITY Holikachuk Unangax (Aleut) Han Inupiaq Alutiiq Tanacross Athabascan Haida (Lower) Tanana Siberian Yupik / St. Lawrence Island Upper Tanana Tsimshian Tlingit Yupik Deg Xinag (Deg Hit’an) Ahtna Central Yup’ik Koyukon Dena’ina (Tanaina) Eyak Gwich'in Upper Kuskokwim DO ALASKA NATIVE PEOPLE GET FREE MEDICAL CARE?* And other frequently asked questions about Alaska Native issues and cultures *No, they traded land for it. See page 78. Libby Roderick, Editor UNIVERSITY OF ALASKA ANCHORAGE/ALASKA PACIFIC UNIVERSITY 2008-09 BOOKS OF THE YEAR COMPANION READER Copyright © 2008 by the University of Alaska Anchorage and Alaska Pacific University Published by: University of Alaska Anchorage Fran Ulmer, Chancellor 3211 Providence Drive Anchorage, AK 99508 Alaska Pacific University Douglas North, President 4101 University Drive Anchorage, AK 99508 Limit of Liability/Disclaimer of Warranty: While the editors, contributors, and publishers have made their best efforts in preparing this volume, they make no representations or warranties with respect to the accuracy or completeness of the contents. This book is intended as a basic introduction to some very complicated and highly charged questions. Many of the topics are controversial, and all views may not be represented. Interested readers are encouraged to access supplemental readings for a more complete picture. This project is supported in part by a grant from the Alaska Humanities Forum and the National Endowment for the Humanities, a federal agency.
    [Show full text]
  • Alutiiq Dictionary
    ALUTIIQ NOUN DICTIONARY and Pronunciation Guide Common Nouns in Prince William Sound and Kenai Peninsula Alutiiq (excluding Kodiak Island) Compiled & Edited by John E. Smelcer, Ph.D. Forewords by The Dalai Lama, Chief Marie Smith Jones & Dale Seeds 1 © 2011 John E. Smelcer. All rights reserved. The right of John Smelcer to be identified as the author of this work has been asserted to him in accordance with the Copyright, Designs and Patents Act, 1988. Worldwide Conservator: Alaska State Library Historical Collections The author gives permission for all or portions of this publication to be photocopied or reproduced by any means for educational purposes. Special permission by Tenzin Taklha to reprint portions of “The Natural World” from www.dalailama.com Frontispage photo of Chenega Bay © 2007 John E. Smelcer Library of Congress Cataloging-in-Publication Data: Smelcer, John E., 1963- Alutiiq Noun Dictionary and Pronunciation Guide 1. Alaska Native Language Dictionaries—Alutiiq. 2. American Indian Languages—Alaska Alutiiq. 3. American Indian Languages—Eskimo. 4. Dictionaries—Alaska I. Title p. cm. PM92.Z5S53 2011 Printed in the United States of America 2 Table of Contents Forewords 4 Preface 9 Introduction 11 Phonological (Sound) System 15 Animal Names 16 Birds 18 Body Parts 20 Clothing & Jewelry 24 Colors 27 Community, Around the Village 29 Expressions, Emotions & Related Terms 31 Food, Cooking & Kitchen 32 Geographic Features & Related Terms 37 Household & Home 39 Hunting, Fishing & Boating 43 Insects 46 Kinship Terms 47 Months, Days, Holidays & Time 50 Numbers & Counting 53 Plants, Berries & Related Terms 56 Religion & Russian Orthodox 61 Sea, Sea Creatures & Fish 62 Steam Bath & Fire 66 Tools & Related Terms 67 Transportation 69 Weather & Sky 70 Loanwords 72 About the Author 73 Appendix 74 3 Forewords As a young man, I recall seeing great numbers of different [animal] species whenever I travelled outside Lhasa.
    [Show full text]
  • The Alutiiq Language
    !"#$%&##'%()&' !"#$%&'#($)&'*+',"!"#",! V OLUME 16, ISSUE 8 S EPTEMBER 2011 News from the Kanatak Tribal Council !"#!$%&'(!#&!##)%*& Letter from President 2 ***Tribal council nomination forms were mailed on Septem- ber 19th. Please look for yours in the mail. Please call the of- Kanatak History 3 fice if you do not receive your ballot by September 26th. Re- Alaska Native History 4 member to vote for 2 of the nominees! Alutiiq Language 5 ***Over 200 salmon fillets were sent out to the Tribe. Thank you Shawn Shanigan for getting the fish out to the members Native Body & Soul 6 and again we thank you, your family and friends for catching Language Extinction Tribal Happenings 7 and cleaning the salmon! The Tribe and the Council appreciate you! Kanatak Programs 8 ***Upcoming Tribal Council Meetings: Struttin’ our Stuff 9 -Sunday, September 25, 2011 at noon AKDT/4pm EDT Right-Clicked photos 10 - Sunday, October 9, 2011 at noon AKDT/4pm EDT Kanatak Kids 11 ***Annual Meeting and Contact Info 12 Election: -Sunday, October 23, 2011 at noon AKDT/4pm EDT All tribal members are invited to attend at the of- fice in Wasilla. The meeting will also Remember to vote! be held via teleconference. Vote for 2. Call in number for ALL meetings: 1-866-895-5510 Passcode: 868521# Kanatak Election Committee at work. N ATIVE TRIBE OF KANATAK P AGE 2 Letter from the Kanatak Tribal Council President The fall season is upon us and we are preparing to hold our first election since the formation of our current council in December 2010. This election is to fill two seats currently held by Kathrine Lakoduk and Henry Foshey, both of whom were appointed to their current posts.
    [Show full text]
  • Dena'ina Noun Dictionary
    Alaska Athabascan stellar astronomy Item Type Thesis Authors Cannon, Christopher M. Download date 28/09/2021 20:20:17 Link to Item http://hdl.handle.net/11122/4817 ALASKA ATHABASCAN STELLAR ASTRONOMY A THESIS Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of MASTER OF ARTS By Christopher M. Cannon, B.S. Fairbanks, Alaska December 2014 © 2014 Christopher M. Cannon Abstract Stellar astronomy is a fundamental component of Alaska Athabascan cultures that facilitates time-reckoning, navigation, weather forecasting, and cosmology. Evidence from the linguistic record suggests that a group of stars corresponding to the Big Dipper is the only widely attested constellation across the Northern Athabascan languages. However, instruction from expert Athabascan consultants shows that the correlation of these names with the Big Dipper is only partial. In Alaska Gwich’in, Ahtna, and Upper Tanana languages the Big Dipper is identified as one part of a much larger circumpolar humanoid constellation that spans more than 133 degrees across the sky. The Big Dipper is identified as a tail, while the other remaining asterisms within the humanoid constellation are named using other body part terms. The concept of a whole-sky humanoid constellation provides a single unifying system for mapping the night sky, and the reliance on body-part metaphors renders the system highly mnemonic. By recognizing one part of the constellation the stargazer is immediately able to identify the remaining parts based on an existing mental map of the human body. The circumpolar position of a whole-sky constellation yields a highly functional system that facilitates both navigation and time-reckoning in the subarctic.
    [Show full text]
  • From the Onfinal Document..A * **************************************************1******************** U S
    DOCUMENT RESUME ED 255 036 FL 014 918 . AUTHOR Jacobson; Steven A.; McGary, Jane, Ed. TITLE Central Yup'ik and the Schools. A Handbook for 'Teachers. INSTITUTION Alaska State Dept. of Education, Juneau. Bilingual/Bicu mural Education Programs. SPONS AGENCY Office of Civi Rights (ED), Washington, DC-. PUB DATE . 84 GRANT G008200907 '1 "" NOTE. 53p.; For related documents, see FL 014 919-920. PUB TYPE Report% - Descriptive (141) -- Guides Classroom Use - Guides (For Teachers)(052) EDRS PRkCE MF01/PC03 'Plu4 Postage. DESCRIPTORS *Alaska,Natives; Bilingual Education; Cultural , Infiuences; Dialects; Enrollment Rate; *Eskimo Aleut Languages; Gr mmar; Information Sources; Instructional Materials; Language Attitudes; *Language Usa e; Linguistic Borrowing; *Minority Groups; Nativ Language Instruction; Nonverbal Communication, Oral Langualge; Phonology; Pronunciation; *Sociocultural Patterns IDENTIFIERS *YUpik; *Yupi 'Eskimos' ABSTRACT This is one ofa series of handbooks designed to assist classroom teachers, bilngual-bicultural education and special education program staff, counslors, and school administrators in instructional services for stuents from native Alaskan language groups. The unique sociocultur1 and linguiitic characteristics of Yup'ik speakers as they relateto'the school setting are addressed in this volume.' Educational resoures such ss recommended readings; a listing.:of school districts enrfling students from this group; and sources of information, materias, and instructional assistance ',are provided. A map shows the distrbution of Eskimo languages throughout the Arctic and a prefatory secton discusses the study of language in general-. Subsequent sections adress theie topics: the Aleut-Eskimo language family and the place ofYup'ik in it, dibiects languages, literacy and educatio in Central Yup'ik, the. Yup'i,k Writing system, bilingual educaton, a comparison of.
    [Show full text]
  • The Alutiiq Orthography: Kodiak Dialect First Edition
    The Alutiiq Orthography: Kodiak Dialect First Edition by April G.L. Counceller, Ph.D. and Jeff Leer, Ph.D. with Nick Alokli Kathryn Chichenoff Mary Haakanson Julie Knagin Stella Krumrey Florence Pestrikoff Sophie Shepherd Peter Boskofsky Alisha Drabek, Ph.D. Alutiiq Heritage Foundation 2012 © 2012 Alutiiq Heritage Foundation Produced by: Alutiiq Heritage Foundation Alutiiq Museum & Archaeological Repository 215 Mission Rd., Ste. 101 Kodiak, AK Based partly on materials produced by: Chugachmiut, Inc. Culture and Language Program 1840 Bragaw Street, Suite 110 Anchorage, Alaska 99508-3463 (907) 562-4155 http://www.chugachmiut.org/ ISBN # 978-1-929650-09-5 Development and Publication support provided by the National Science Foundation, Grant # 1153156 Any opinions, findings and conclusions or recommendations expressed in this mate- rial are those of the author(s) and do not necessarily reflect the views of the National Science Foundation (NSF). Text and cover design, and book editing by Alisha Drabek, Nunaworks Front and back cover photos of Kodiak Alutiiq community members are courtesy of the Alutiiq Museum, Native Village of Afognak, Sun’aq Tribe of Kodiak, Kodiak Area Native Association, Kodiak College, and the Kodiak Island Borough School District. The Alutiiq Orthography: Kodiak Dialect Acknowledgements The developers of this guide are grateful to the Elders and fluent speakers who participated in workshop sessions, as well as the learners who participated and assisted. Grants to the Alutiiq Heritage Foundation from National Science Foundation (grant #1153156), and previous support to Chugachmiut, Inc. from the Department of Education (grant# S356A090054), provided support for completion of both dialect versions of this orthography guide.
    [Show full text]
  • DESCRIPTORS American Indian Languages in the United States And
    DOCUMENT RESUME MD 104 168 FL 006 830 AUTHOR Martin, Jeanette TITLE A Survey of the Current Study andTeaching of North American Indian Languages in the United States and Canada. CAL - ERIC /CLL Series on Languages and Linguistics, No. 17. INSTITUTION ERIC Clearinghouse on Languages andLinguistics, Arlington, Va. PUB DATE May 75 NOTE 97p. AVAILABLE FROMCenter for Applied Linguistics, 1611 North sent Street, Arlington, Virginia 22209 ($4.00) EDRS PRICE MR -50.76 RC -$4.43 PLUS POSTAGE DESCRIPTORS *American Indian Languages; *Bilingual Education; Bilingualism; *College Language Programs; Higher Education; Instructional Materials; *Language Instruction; Reference Materials; *Surveys ABSTRACT This survey attempts to bring together as such information as possible on the current study andteaching of North American Indian languages in the United States andCanada. The primary source of data for this survey was aquestionnaire distributed in the spring of 1973 to 61 universitiesand colleges in the U.S. and Canada. Other sources werepublications, conferences, and correspondence with individualsworking with these languages. An overview of the study of North American Indianlanguages is presented first, outlining the contributions of severalgenerations of linguists and leading up to a discussion ofthe present situation. Some current trends are identifiedthrough discussion of a representative group of recently instituted programs.Three appendices present the collected data. Appendix Alists American Indian language courses and other types of programsof 101 universities and colleges in the U.S. and Canada. InAppendix Of materials useful for the study of Amerindianlanguages are cited. Appendix C indicates persons who are makingsignificant contributions to tbe study of American Indianlanguages. Also included are statistics relating to the present neither ofspeakers in the major language groups and the recommendationsof the Conference on Priorities in American Indian Language Work,held in Eugene, Oregon, in August 1973* (Author/PMP) Aliamaarir.
    [Show full text]
  • Alaska Native Languages 1
    Alaska Native Languages 1 ALASKA NATIVE LANGUAGES Minor Only The Alaska Native languages program offers courses in Eskimo, Aleut and Indian languages spoken in the state. Major and minor curricula are offered in Central Yup’ik Eskimo, the largest Alaska Native language in terms of number of speakers; and Inupiaq Eskimo, the second largest. Regular courses are also available in Gwich’in Athabascan. Individual or small-group instruction is available in other Athabascan languages as well as in Siberian Yup’ik, Alutiiq, Aleut and Tlingit. UAF is the only university in the United States to provide such programs. Students interested in individual or small group interaction should contact the Alaska Native Language Center. Professional opportunities for those skilled in Alaska Native languages exist in teaching, research and cultural, educational and political development. The A.A.S. degree and the 30-credit certificate in Native language education for either Inupiaq or Athabascan are available by distance delivery. Both provide training in language and culture for people interested in becoming Native language instructors, and both may serve as a step toward further education. The Alaska Native language teaching program benefits from the research staff and library at the Alaska Native Language Center. Students have access to researchers who are world leaders in documenting Eskimo and northern Athabascan languages. The library houses more than 15,000 items, virtually everything written about Alaska Native languages, including copies of documentation dating to the 1700s. Minimum Requirements for Alaska Native Languages Minor: 15 credits College of Rural and Community Development Alaska Native Languages Program (https://www.uaf.edu/anlc/) 907-474-7874 Programs Minor • Minor, Alaska Native Languages (http://catalog.uaf.edu/bachelors/ bachelors-degree-programs/alaska-native-languages/minor/).
    [Show full text]