Morphology in the Muskogean Languages1
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Alabama Education Policy Primer
Alabama Education Policy Primer A Guide to Understanding K-12 Schools A Project of the A+ Education Foundation and the Peabody Center for Education Policy Kenneth K. Wong and James W. Guthrie, Executive Editors TTable of Contents Credits/Acknowledgements Introduction Kenneth K. Wong and James W. Guthrie Chapter 1: Accountability, Assessments, and Standards The key to sparking and sustaining improvements in education is alignment between rigorous standards that specify what students should know and be able to do, assess- ments that accurately measure student learning, and an accountability system that rewards progress and establishes consequences for schools that persistently fail to raise student achievement. This chapter explains the elements of Alabama’s courses of study, statewide assessment system, and statewide accountability system and how the three work in tandem to improve teaching and learning. Chapter 2: Achievement This chapter provides a quick reference for the assessments given in Alabama to measure student achievement at the international, national and state levels and where to find this data. The Appendix to this chapter is a report entitled “Education Watch: Alabama” written by The Education Trust, a Washington-D.C.-based advocacy group for poor and minority students. This report provides trend data for Alabama on several national assessments and performance indicators. Chapter 3: Closing the Achievement Gap Alabama, like other states in America, has documented achievement gaps between low-income and non-low-income students; African-American and white students; Hispanic and white students; and special education and general education students. However, research and practice show that all children, regardless of socioeconomic background, can learn at high levels when taught to high levels. -
Reviews R E V I E W S À À À Reviews
DOI 10.17953/aicrj.44.3.reviews R EVIEWS à à à REVIEWS Basket Diplomacy: Leadership, Alliance-Building, and Resilience among the Downloaded from http://meridian.allenpress.com/aicrj/article-pdf/44/3/91/2864733/i0161-6463-44-3-91.pdf by University of California user on 09 July 2021 Coushatta Tribe of Louisiana, 1884–1984. By Denise E. Bates. Lincoln: University of Nebraska Press, 2020. 354 pages. $65.00 cloth and electronic. Basket Diplomacy offers an exceptionally well-researched and detailed account of the history of the Coushatta people of Louisiana. Substantially expanding the limited literature, Denise Bates seamlessly merges archival historical research and interviews with Coushatta tribal members. Bates’s text contributes a significant examination of historical struggles relevant to Indigenous peoples throughout the southeast. Each chapter richly details the dominant issues of the late-1800s to the mid-1980s. Throughout the book, Bates describes the battle with the whims and inconsistencies of government policy changes. She contextualizes Coushatta history within the social, cultural, and historical context of Louisiana and the wider southeast. Bates shows how the Coushatta people advocated for themselves not only to survive extreme challenges but to become major actors on the Louisiana political and economic stage. In the process, Bates takes an insightful view towards cultural continuity and change, empha- sizing creative ways the Coushatta people adapted while maintaining cultural integrity. Her account of the Coushatta church, for example, foregrounds Coushatta views on Christianity and the central role the church played in their community to bring people together and preserve the Koasati language. The author provides a brief overview of Coushatta involvement in the Creek Confederacy and their early migrations to Louisiana, providing ample resources for additional research. -
15 Status of Native American Language Endangerment
Stabilizing Indigenous Languages Status of Native American Language Endangerment Michael Krauss1 Speaking of the sacredness of things, I honestly believe, as a linguist who is supposed to view languages as objects of scientific study, that somehow or other they elude us, because every language has its own divine spark of life. Philoso- phers have said that languages are, in fact, forms of life. I believe that. As I have said before, a hundred linguists working for a hundred years could not get to the bottom of a single language. I never heard any linguist disagree with that state- ment. Yes — and a hundred Navajo linguists working a hundred years on Na- vajo still, I am sure you would all admit, would not get to the bottom of Navajo. It certainly would help, though, if there were a hundred Navajo linguists work- ing a hundred years on Navajo. Let us hope that Navajo and other such lan- guages will be around for a hundred years. Language survival is the central topic that I wish to address here today. First I recall an incident that occurred when I had the privilege of appearing at the hearings on the Native American Language Act of 1992 before the Senate Com- mittee, a bill sponsored by Senators Inouye of Hawaii and Murkowski of Alaska. Senator Inouye introduced the subject by saying that there are still a lot of Na- tive American languages around. In fact, he said — and I was impressed by this — there must be fifty or sixty such languages. Perhaps he was thinking in terms of the number of states — most people do not even think that many. -
[.35 **Natural Language Processing Class Here Computational Linguistics See Manual at 006.35 Vs
006 006 006 DeweyiDecimaliClassification006 006 [.35 **Natural language processing Class here computational linguistics See Manual at 006.35 vs. 410.285 *Use notation 019 from Table 1 as modified at 004.019 400 DeweyiDecimaliClassification 400 400 DeweyiDecimali400Classification Language 400 [400 [400 *‡Language Class here interdisciplinary works on language and literature For literature, see 800; for rhetoric, see 808. For the language of a specific discipline or subject, see the discipline or subject, plus notation 014 from Table 1, e.g., language of science 501.4 (Option A: To give local emphasis or a shorter number to a specific language, class in 410, where full instructions appear (Option B: To give local emphasis or a shorter number to a specific language, place before 420 through use of a letter or other symbol. Full instructions appear under 420–490) 400 DeweyiDecimali400Classification Language 400 SUMMARY [401–409 Standard subdivisions and bilingualism [410 Linguistics [420 English and Old English (Anglo-Saxon) [430 German and related languages [440 French and related Romance languages [450 Italian, Dalmatian, Romanian, Rhaetian, Sardinian, Corsican [460 Spanish, Portuguese, Galician [470 Latin and related Italic languages [480 Classical Greek and related Hellenic languages [490 Other languages 401 DeweyiDecimali401Classification Language 401 [401 *‡Philosophy and theory See Manual at 401 vs. 121.68, 149.94, 410.1 401 DeweyiDecimali401Classification Language 401 [.3 *‡International languages Class here universal languages; general -
Creating Sustainable Models of Language Documentation and Revitalization
Colleen M. Fitzgerald Creating sustainable models of language documentation and revitalization Abstract: In the years since the alarm was raised by linguists (Hale et al. 1992) regarding the survival of many of the world’s estimated 7,000 languages, many programs have developed to support language maintenance and revitalization. These programs have been situated in both academic and tribal/grassroots insti- tutions. After at least three decades of such programs, it is clear that many of these programs do not survive. In this paper, I outline the essential properties of successful and sustainable approaches, in part drawing from my own work at the University of Texas at Arlington’s Native American Languages Lab. In analyz- ing the components of a sustainable model, I focus on collaborations primarily in the United States, in Texas and Oklahoma. This case study thus presents one exemplar of how community-based research operates in a larger regional context. This makes the case that long-term capacity building and training is essential. * This material is based upon work supported by, and conducted while serving at the National Science Foundation. Any opinions, findings, and conclusions expressed in this material are tho- se of the author, and do not necessarily reflect the views of the National Science Foundation. I would like to acknowledge the many colleagues, partners and funding sources without whose support this paper would not be possible. For the Oklahoma Breath of Life workshop activities, thanks to Co-Director Mary Linn and the National Science Foundation for grant BCS-1065068. My thanks to Jim Parrish and Teri Billie of the Choctaw Language Program and to Candessa Tehee and Roy Boney, Jr. -
Colleen M. Fitzgerald
Colleen M. Fitzgerald Address while on detail at the National Science Foundation National Science Foundation Telephone: (703) 292-4381 2415 Eisenhower Ave Email: [email protected] Alexandria VA 22314 NSF email: [email protected] Personal Website: http://colleenfitzgerald.org/ Native American Languages Lab Website: http://tinyurl.com/swnal CoLang 2014 (Institute on Collaborative Language Research) Website: http://tinyurl.com/colang2014 Linked In: https://www.linkedin.com/in/endangeredlanguages Twitter: @NativeLanguages Facebook: https://www.facebook.com/Native.American.Languages.Lab EDUCATION 1997 Ph.D. in Linguistics, University of Arizona Dissertation: O'odham Rhythms Director: Dr. Michael T. Hammond 1994 M.A. in Linguistics, University of Arizona 1991 B.A. Magna Cum Laude in French, Loyola University ADMINISTRATIVE APPOINTMENTS 2015 – Program Director, Documenting Endangered Languages Program; Division of Behavioral and Cognitive Sciences; Social, Behavioral, and Economic Sciences Directorate; National Science Foundation (on loan from UT Arlington) 2013 – 2014 Director, 2014 Institute on Collaborative Language Research (CoLang/InField) 2011 – Director, Native American Languages Lab, The University of Texas at Arlington 2011 – 2014 Co-Director, Oklahoma Breath of Life, Silent No More Workshop 2008 – 2012 Chair, Department of Linguistics and TESOL, The University of Texas at Arlington 2003 – 2008 Director of Linguistics, Department of English, Texas Tech University 2005 – 2008 Director of the ESL/Literacy Service-Learning Initiative, Texas -
SPECIAL ISSUE on INDIGENOUS LANGUAGES: INTRODUCTION SARAH G. THOMASON University of Michigan the Year 2019 Was Established As Th
SPECIAL ISSUE ON INDIGENOUS LANGUAGES: INTRODUCTION Sarah G. Thomason University of Michigan The year 2019 was established as the International Year of Indigenous Languages (IYIL) by the United Nations General Assembly. The goal was to call attention to the risks faced by indigenous languages all over the world and to promote the maintenance and revitalization of threatened languages in order to reduce the likelihood of a cata - strophic global loss of linguistic diversity. This is a two-part Special Issue of Language that highlights the contributions made by linguists to understanding the history, struc - tures, and use of indigenous languages, as reflected in the Linguistic Society of Amer - ica’s flagship journal Language . The issue is divided by date: articles published in the twentieth century, from the journal’s first volume in 1925 through volume 75 (1999), are in the first volume, and twenty-first-century articles, from volume 76 (2000) through vol - ume 95 (2019), are in the second. This introduction covers both. 1 In spite of the chronological imbalance, the two volumes contain roughly the same number of articles. The uneven number of Language issues covered by each volume is meant to emphasize the fact that more and more linguists have been investigating in - digenous languages in recent decades. The selection of articles to include in the Special Issue was based on two main crite - ria: geographical distribution of the languages represented in the articles and topical distribution across linguistic subdisciplines. An additional criterion, especially in the twentieth-century volume, was authorship; many of the most illustrious names in our field appear here. -
John Reed Swanton Photographs of Southeastern Native Americans, Circa 1900S-1910S
John Reed Swanton photographs of Southeastern Native Americans, circa 1900s-1910s Sarah Ganderup, Gina Rappaport 2013 October 30 National Anthropological Archives Museum Support Center 4210 Silver Hill Road Suitland 20746 [email protected] http://www.anthropology.si.edu/naa/ Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Scope and Contents note................................................................................................ 2 Biographical/Historical note.............................................................................................. 2 Arrangement..................................................................................................................... 3 Selected Bibliography...................................................................................................... 3 Names and Subjects ...................................................................................................... 3 Container Listing ............................................................................................................. 5 John Reed Swanton photographs relating to Southeastern Native Americans NAA.PhotoLot.76 Collection Overview Repository: National Anthropological Archives Title: John Reed Swanton photographs relating to Southeastern Native Americans Identifier: NAA.PhotoLot.76 Date: -
Information to Users
INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be from aiQT type o f computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., nuq)s, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back o f the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6” x 9” black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI A Bell & Howell Infonnaticn Company 300 North Zeeb Road, Ann Arbor MI 48106-1346 USA 313/761-4700 800/521-0600 THE SOCIAL AND DEMOGRAPHIC EFFECTS OF CREEK REMOVAL 1832-1860 A Dissertation APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY BY z:z_ ______ M UMI Number: 9733704 UMI Microform 9733704 Copyright 1997, by UMI Company. -
Language and Identity
This page intentionally left blank Language and Identity The language we use forms an important part of our sense of who we are – of our identity. This book outlines the relationship between our identity as members of groups – ethnic, national, religious and gender – and the language varieties important to each group. What is a language? What is a dialect? Are there such things as language ‘rights’? Must every national group have its own unique language? How have languages, large and small, been used to spread religious ideas? Why have particular religious and linguistic ‘markers’ been so central, singly or in combination, to the ways in which we think about ourselves and others? Using a rich variety of examples, the book highlights the linkages among languages, dialects and identities, with special attention given to religious, ethnic and national allegiances. john edwards is Professor of Psychology at St Francis Xavier University, Nova Scotia. His previous publications include Lan- guage in Canada (Cambridge, 1998). KEY TOPICS IN SOCIOLINGUISTICS Series editor: Rajend Mesthrie This new series focuses on the main topics of study in sociolinguistics today. It consists of accessible yet challenging accounts of the most important issues to consider when examining the relationship between language and society. Some topics have been the subject of sociolinguistic study for many years, and are here re-examined in the light of new developments in the field; others are issues of growing importance that have not so far been given a sustained treatment. Written by leading experts, the books in the series are designed to be used on courses and in seminars, and include useful suggestions for further reading and a helpful glossary. -
Kowassaaton Ilhaalos: Let Us Hear Koasati Developing and Implementing the Koasati Language Project
Kowassaaton Ilhaalos: Let Us Hear Koasati Developing and Implementing the Koasati Language Project Bertney Langley Executive Administrator, Coushatta Heritage Department Linda Langley McNeese State University The Coushatta Tribe of Louisiana is a federally recognized Indian Tribe located in Elton, Louisiana. The tribe has a current enrolled population of 880 members, approximately 520 of who live in the immediate area of the tribal community near Elton (see Figure 1 below). Figure 1. Coushatta Tribal Community, Elton Louisiana The Coushattas speak a Muskogean language called Koasati (CKU). The tribe has been located in or near Southwest Louisiana for the past two hundred years; prior to that time they were loosely affiliated with the Creek Confederacy in areas of Georgia and Alabama. Historical documents record the Coushattas westward movement into Louisiana in the late 1790’s to avoid conflicts with encroaching European settlers, thereby escaping forced removal and other hardships faced by many other southeastern tribes. Although there are three federally recognized tribes with Coushatta members1, research has shown that most Koasati speakers are in Louisiana (Halmari, 2000, p. 81); Koasati has been the first language spoken in most tribal households until the present generation. Prior to the inception of the Koasati Language Project, many tribal members did not realize that their language was or even could be in decline; the rapid speed of decline was not noticed by older, more fluent speakers. Although earlier published accounts estimated from 300-400 fluent Koasati speakers in the Coushatta community (Kimball, 1994), tribal surveys done at the start of the project found that only 43% of the tribal community is fluent in Koasati, and less than five percent (5%) of Coushattas under age 18 speak fluently. -
Minutes 2015-11 Meeting 57
MINUTES NATIVE AMERICAN GRAVES PROTECTION AND REPATRIATION REVIEW COMMITTEE FIFTY-SEVENTH MEETING November 18-19, 2015 _________________________________________________________ NAGPRA REVIEW COMMITTEE MEETING MINUTES November 18-19, 2015, page 1 TABLE OF CONTENTS Background 4 The 57th Meeting of the Review Committee 5 Welcome 7 Nomination and Election of Chair 7 Report: National NAGPRA Program Report on NAGPRA Implementation in FY 2015 7 Inventories, Summaries and Notices 7 Civil Penalties 7 Grants 8 Regulations 8 Technical Assistance 8 Program Manager 8 Nomination of Review Committee Member 8 Report: NAGPRA Inventory Analysis Reports 9 Presentation: Assistant Secretary - Indian Affairs 9 Presentation: The Chickasaw Nation 10 Presentation 10 Review Committee Questions and Discussion 10 Presentation: University of Oklahoma Sam Noble Oklahoma Museum of Natural History10 Presentation 10 Review Committee Questions and Discussion 11 Finding of Fact Request by The Osage Nation on Clarksville, MO, Mound Group Cultural Affiliation and Disposition 11 Presentation 11 Review Committee Questions and Discussion 12 Review Committee Motion 12 Review Committee Motion 12 Public Comment – November 18, 2016 12 Ms. Jayne-Leigh Thomas 12 Mr. Frank Wozniak 12 Subcommittee Discussions and Appointments 13 Review Committee Motion 13 Action Item: Initial Discussion of the Review Committee 2015 Report to Congress 13 Action Item: CUI Disposition Request – National Park Service 14 Presentation 14 Review Committee Questions and Discussion 14 Review Committee Motion