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A Guide to Source Material on Extinct North American Indian Languages Author(S): Kenneth Croft Source: International Journal of American Linguistics, Vol
A Guide to Source Material on Extinct North American Indian Languages Author(s): Kenneth Croft Source: International Journal of American Linguistics, Vol. 14, No. 4 (Oct., 1948), pp. 260-268 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/1262881 . Accessed: 22/03/2011 08:07 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at . http://www.jstor.org/action/showPublisher?publisherCode=ucpress. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press is collaborating with JSTOR to digitize, preserve and extend access to International Journal of American Linguistics. http://www.jstor.org A GUIDE TO SOURCE MATERIAL ON EXTINCT NORTH AMERICAN INDIAN LANGUAGES KENNETHCROFT INDIANAUNIVERSITY 0. -
Native American Languages, Indigenous Languages of the Native Peoples of North, Middle, and South America
Native American Languages, indigenous languages of the native peoples of North, Middle, and South America. The precise number of languages originally spoken cannot be known, since many disappeared before they were documented. In North America, around 300 distinct, mutually unintelligible languages were spoken when Europeans arrived. Of those, 187 survive today, but few will continue far into the 21st century, since children are no longer learning the vast majority of these. In Middle America (Mexico and Central America) about 300 languages have been identified, of which about 140 are still spoken. South American languages have been the least studied. Around 1500 languages are known to have been spoken, but only about 350 are still in use. These, too are disappearing rapidly. Classification A major task facing scholars of Native American languages is their classification into language families. (A language family consists of all languages that have evolved from a single ancestral language, as English, German, French, Russian, Greek, Armenian, Hindi, and others have all evolved from Proto-Indo-European.) Because of the vast number of languages spoken in the Americas, and the gaps in our information about many of them, the task of classifying these languages is a challenging one. In 1891, Major John Wesley Powell proposed that the languages of North America constituted 58 independent families, mainly on the basis of superficial vocabulary resemblances. At the same time Daniel Brinton posited 80 families for South America. These two schemes form the basis of subsequent classifications. In 1929 Edward Sapir tentatively proposed grouping these families into superstocks, 6 in North America and 15 in Middle America. -
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. -
Agentive and Patientive Verb Bases in North Alaskan Inupiaq
AGENTTVE AND PATIENTIVE VERB BASES IN NORTH ALASKAN INUPIAQ A DISSERTATION Presented to the Faculty of the University of Alaska Fairbanks in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY By TadatakaNagai, B.Litt, M.Litt. Fairbanks, Alaska May 2006 © 2006 Tadataka Nagai Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. UMI Number: 3229741 INFORMATION TO USERS 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 bleed-through, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send 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. ® UMI UMI Microform 3229741 Copyright 2006 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. ProQuest Information and Learning Company 300 North Zeeb Road P.O. Box 1346 Ann Arbor, Ml 48106-1346 Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. AGENTIVE AND PATIENTIYE VERB BASES IN NORTH ALASKAN INUPIAQ By TadatakaNagai ^ /Z / / RECOMMENDED: -4-/—/£ £ ■ / A l y f l A £ y f 1- -A ;cy/TrlHX ,-v /| /> ?AL C l *- Advisory Committee Chair Chair, Linguistics Program APPROVED: A a r// '7, 7-ooG Date Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. iii Abstract This dissertation is concerned with North Alaskan Inupiaq Eskimo. -
Inuit=People for Thousands of Years, Inuit Thought They Were Alone in The
Inuit=People For thousands of years, Inuit thought they were alone in the world. They called themselves Inuit or the people. There are different variations of “Inuit” across the circumpolar world. There are the Yupik of Siberia; Inuppiat/ Yupik of Alaska; Inuvialuit in the western Arctic of Canada; Inuinnaqtun in the Kitikmeot Region of Nunavut; Inuit who cover all of the regions from Kivalliq, Qikiqtaaluk, Nunavik and Labrador; and then the Kalaalliit of Greenland. Inuit were given the name Eskimo by the early Europeans—as we are widely known around the world today. We have always called ourselves Inuit and most regard Eskimo as a foreign word that it is. In fact, many Inuit today find the word Eskimo to be offensive and derogatory. We prefer the name Inuit as that is what we call ourselves. The word Eskimo comes from Cree and means, “eater of raw meat”. Inuit are known to eat cooked meat once in a while! In Inuktitut (our language), we have grammatical singular, dual and plural forms as opposed to the English singular and plural. That is: one person = inuk; two persons = inuuk; and, for three or more, it is inuit. When referring to the Inuit as a collective, some English-speakers may say “the Inuit people” which is, to Inuktitut-speakers, just repeating the word people twice. “The Inuit” by itself is sufficient, and that is what we prefer. Inuit believe that they have one language that they share with the rest of the other Inuit groups around the world. Even though Inuit are scattered all over the globe, they share one language-the Inuit Language1. -
33 Contact and North American Languages
9781405175807_4_033 1/15/10 5:37 PM Page 673 33 Contact and North American Languages MARIANNE MITHUN Languages indigenous to the Americas offer some good opportunities for inves- tigating effects of contact in shaping grammar. Well over 2000 languages are known to have been spoken at the time of first contacts with Europeans. They are not a monolithic group: they fall into nearly 200 distinct genetic units. Yet against this backdrop of genetic diversity, waves of typological similarities suggest pervasive, longstanding multilingualism. Of particular interest are similarities of a type that might seem unborrowable, patterns of abstract structure without shared substance. The Americas do show the kinds of contact effects common elsewhere in the world. There are some strong linguistic areas, on the Northwest Coast, in California, in the Southeast, and in the Pueblo Southwest of North America; in Mesoamerica; and in Amazonia in South America (Bright 1973; Sherzer 1973; Haas 1976; Campbell, Kaufman, & Stark 1986; Thompson & Kinkade 1990; Silverstein 1996; Campbell 1997; Mithun 1999; Beck 2000; Aikhenvald 2002; Jany 2007). Numerous additional linguistic areas and subareas of varying sizes and strengths have also been identified. In some cases all domains of language have been affected by contact. In some, effects are primarily lexical. But in many, there is surprisingly little shared vocabulary in contrast with pervasive structural parallelism. The focus here will be on some especially deeply entrenched structures. It has often been noted that morphological structure is highly resistant to the influence of contact. Morphological similarities have even been proposed as better indicators of deep genetic relationship than the traditional comparative method. -
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. -
California Indian Languages
SUB Hamburg B/112081 CALIFORNIA INDIAN LANGUAGES VICTOR GOLLA UNIVERSITY OF CALIFORNIA PRESS Berkeley Los Angeles London CONTENTS PREFACE ix PART THREE PHONETIC ORTHOGRAPHY xiii Languages and Language Families Algic Languages / 61 PART ONE Introduction: Defining California as a 3.1 California Algic Languages (Ritwan) / 61 Sociolinguistic Area 3.2 Wiyot / 62 3.3 Yurok / 65 1.1 Diversity / 1 Athabaskan (Na-Dene) Languages / 68 1.2 Tribelet and Language / 2 3.4 The Pacific Coast Athabaskan Languages / 68 1.3 Symbolic Function of California Languages / 4 3.5 Lower Columbia Athabaskan 1.4 Languages and Migration / 5 (Kwalhioqua-Tlatskanai) / 69 1.5 Multilingualism / 6 3.6 Oregon Athabaskan Languages / 70 1.6 Language Families and Phyla / 8 3.7 California Athabaskan Languages / 76 Hokan Languages / 82 PART TWO 3.8 The Hokan Phylum / 82 History of Study 3.9 Karuk / 84 3.10 Chimariko / 87 3.11 Shastan Languages / 90 Before Linguistics / 12 3.12 Palaihnihan Languages / 95 2.1 Earliest Attestations / 12 3.13 Yana / 100 2.2 Jesuit Missionaries in Baja California / 12 3.14 Washo / 102 2.3 Franciscans in Alta California / 14 3.15 Porno Languages / 105 2.4 Visitors and Collectors, 1780-1880 / 22 3.16 Esselen / 112 3.17 Salinan / 114 Linguistic Scholarship / 32 3.18 Yuman Languages / 117 3.19 Cochimi and the Cochimi-Yuman Relationship / 125 2.5 Early Research Linguistics, 1865-1900 / 32 3.20 Seri / 126 2.6 The Kroeber Era, 1900 to World War II / 35 2.7 Independent Scholars, 1900-1940 / 42 Penutian Languages / 128 2.8 Structural Linguists / 49 2.9 The -
Newsletter Xxvi:2
THE SOCIETY FOR THE STUDY OF THE INDIGENOUS LANGUAGES OF THE AMERICAS NEWSLETTER XXVI:2 July-September 2007 Published quarterly by the Society for the Study of the Indigenous Lan- SSILA BUSINESS guages of the Americas, Inc. Editor: Victor Golla, Dept. of Anthropology, Humboldt State University, Arcata, California 95521 (e-mail: golla@ ssila.org; web: www.ssila.org). ISSN 1046-4476. Copyright © 2007, The Chicago Meeting SSILA. Printed by Bug Press, Arcata, CA. The 2007-08 annual winter meeting of SSILA will be held on January 3-6, 2008 at the Palmer House (Hilton), Chicago, jointly with the 82nd Volume 26, Number 2 annual meeting of the Linguistic Society of America. Also meeting concur- rently with the LSA will be the American Dialect Society, the American Name Society, and the North American Association for the History of the CONTENTS Language Sciences. The Palmer House has reserved blocks of rooms for those attending the SSILA Business . 1 2008 meeting. All guest rooms offer high speed internet, coffee makers, Correspondence . 3 hairdryers, CD players, and personalized in-room listening (suitable for Obituaries . 4 iPods). The charge for (wired) in-room high-speed internet access is $9.95 News and Announcements . 9 per 24 hours; there are no wireless connections in any of the sleeping Media Watch . 11 rooms. (The lobby and coffee shop are wireless areas; internet access costs News from Regional Groups . 12 $5.95 per hour.) The special LSA room rate (for one or two double beds) Recent Publications . 15 is $104. The Hilton reservation telephone numbers are 312-726-7500 and 1-800-HILTONS. -
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. -
Association of Unanga{ Educators PO Box 894 Unalaska, Alaska 99685
Kiimadax/Qana{ November 15, 2004 Fall/Winter Volume 5, Issue 1 Association of Unanga{ Educators PO Box 894 Unalaska, Alaska 99685 Tuman agiis{ikun, We got partners, other people joined us. UT p 25 En 1982 In this Issue: Cover………………………..1 Contact information…….2 Brief History AUE……...….3 Unangam Tunuu Preservation Project……..5 Russian Trip…………….….6 Unanga{ Dance Camp……8 Camp Qungaayu{ (continued)………………10 Hooking Up: Chagim Yaarusaa……….13 Moses Gordieff discusses a bent wood open crown visor with instructor, Values Work Summary..16 Jerah Chadwick at Camp Qungaayu{ in August. Mr. Gordieff passed away on September 24, 2004. We shall miss his cheerful, kind presence. Photo by Ken Wilson, courtesy of the Qawalangin Tribe of Unalaska. Camp Qungaayu{ - Sharon ĭvarnİ-Livingston, Camp Co-Coordinator Humpy Cove, Unalaska Island, is the setting designated to host a coming together of Traditional Knowledge and Western science. Camp Qungaayu{, in its seventh successful year, is one of the most talked about, and well-attended traditional subsistence summer camps in Alaska. The site has been used for millennia by the Unanga{ for summer fish camps. Camp Qungaayu{ began as an effort by the Alaska Rural Systemic Initiative to document Traditional Knowledge, compare it to Western science, and to create valuable curriculum that could be used in schools throughout the region. In Unalaska, the Camp has accomplished that and has, since its inception, incorporated the practice of including any child between fourth grade and twelfth grade, in the hopes that children of any race who learn to respect one culture, will carry on the ability to respect and appreciate all cultures throughout their lives. -
Language Contact and the Dynamics of Language: Theory and Implications 10-13 May 2007 Leipzig
Paper for the Symposium Language Contact and the Dynamics of Language: Theory and Implications 10-13 May 2007 Leipzig Rethinking structural diffusion Peter Bakker First draft. Very preliminary version. Please do not quote. May 2007. Abstract Certain types of syntactic and morphological features can be diffused, as in convergence and metatypy, where languages take over such properties from neighboring languages. In my paper I would like to explore the idea that typological similarities in the realm of morphology can be used for establishing historical, perhaps even genetic, connections between language families with complex morphological systems. I will exemplify this with North America, in particular the possible connections between the language families of the Northwest coast/ Plateau and those of the eastern part of the Americas. I will argue on the basis on typological similarities, that (ancestor languages of ) some families (notably Algonquian) spoken today east of the continental divide, were once spoken west of the continental divide. This will lead to a more theoretical discussion about diffusion: is it really possible that more abstract morphological features such as morpheme ordering can be diffused? As this appears to be virtually undocumented, we have to be very skeptical about such diffusion. This means that mere morphological similarities between morphologically complex languages should be taken as evidence for inheritance rather than the result of contact. ++++++++++++++++++++++++++++++++++++ 0. Preface Not too long ago, many colleagues in linguistics were skeptical that many were actually due to contact. Now that language contact research has become much more mainstream and central than when I started to work in that field, it is time to take the opposite position.