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The Revitalization of Saisiyat

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The Revitalization of Saisiyat StartingStarting fromfrom thethe villages:villages: TheThe revitalizationrevitalization ofof SaisiyatSaisiyat DongheDonghe ElementaryElementary SchoolSchool ChingChing ChuChu GaoGao Distribution • Saisiyat: living in the mountain areas between Hsinchu and Miaoli; next to the Atayal and Hakka • Mainly distributed in Nanchuang and Shitan Townships, Miaoli County, and Wufeng township in Hsinchu County; divided into southern and northern groups • High rate of outward migration (Total population of migration: 6192 till June 2015) • Social system mainly consists of patrilineal clanships. Traditionally, each clanship has its own symbol. The beginning... • Reconstruction of villages, subproject of the community development project conducted by the Council for Cultural Affairs, 2001 • Key model of indigenous villages project conducted by the Council of Indigenous People, 2005 • Project of lexicography of indigenous languages: Saisiyat, 2007 • The project on revitalization of endangered languages, has been conducted since 2012 A. Work lists for 2012 1. Establishing language conservation and development group 2. Investigating and building databases of basic information 3. Establishing volunteer groups 4. Recording elders 5. Implementing Master-Apprentice language learning programs 6. Language learning families 7. Intensifying aboriginal language proficiency 8. Encouraging speaking native languages at conferences B. Work lists for 2013 1. The Saisiyat language conservation and development group 2. Employing full-time staff and volunteers groups 3. Project of recording elders 4. Implementing Master-Apprentice language learning program 5. Language learning families 6. Annual presentation of accomplishment of the project 7. Indigenous language learning program 8. Digital video programs of indigenous languages and e- learning books 9. Creating fine learning environments in the villages and intensifying promotion of the concept of learning indigenous languages 10. Indigenous language teachers’ training programs 5 11. Pedagogical materials 1. The Saisiyat language conservation and development group (2012-13) ─Contents • Holding regular meetings (once a quarter, four times a year) to work out details of language conservation, continuity, and development. Also examination of detailed working plan for each year. • Verifying the qualification of people who are willing to revitalize the Saisiyat language, including individuals, elders, families, villages, or other organizations. • Supervising and examining detailed contents of each programs and evaluation 6 2. Employing full-time staff and volunteers groups (2012-13) Recruiting more than 20 volunteers ─Work content ＊helping do research ＊holding meetings; taking and organizing meeting minutes ＊supervising the organization of result of evaluation ＊Organizing auditing documents ＊Gathering and organizing speakers’ information ＊Helping do questionnaire surveys ＊Investigating and building database of basic information of villages 7 ＊Carrying out plans and activities 3. Investigating and building database of basic information of villages ─Work content • Investigating villagers’ language proficiency • Estimating the population of those who with high language proficiency • Investigating the occasions to use indigenous languages • Members’ opinions and attitudes toward indigenous languages • Survey scope: Saisiyat people living in Nanchuang township, Miaoli County, and Wufeng township, Hsinchu County; about 1,000 people 8 4. Project of recording elders’ dictation (2012-13) ─Work content • Visiting and recording videos of elders who can use the language fluently; making records in both video and written forms, including personal history, history of villages, folktales, rituals, songs, important events, and so on • 22 elders were interviewed during 2012-2013. 9 5. Implementing Master-Apprentice language learning program (2012-13) ─Work content •Selecting elders with high language proficiency to be teachers •Recruiting members who are willing to learn the language. People who want to take the aboriginal language proficiency test have the priority of admission •A 1 on 2 program; teaching indigenous languages through daily interaction and conversation •In 2012, there were 9 teachers and 9 apprentices; 2013, there were 7 teachers and 14 apprentices. 10 6. Language learning families (2012-13) ─Work content ＊Method: teachers go to language learning families once a week ＊Learning content: a. Saisiyat orthography b. basic vocabulary: including kinship terms, body parts, cognition, emotions, actions, and so on; at least 300 words in total; 50 words a month. c. basic conversation: at least 120 sentences; 20 sentences per month. ＊ In 2012, there were 13 language learning families; 2013, the number grew to 87. 11 7. Proficiency test preparation (101) ─Work content ＊classroom：In Nanchuang and Wufeng ＊teaching material：official practice test and annual practice tests Course content Hour Spelling practice 2 Vocabulary 3 Grammar 4 Matching and reading test 3 Speaking test 3 Practice test 3 Practice speaking test and evaluation 2 Total 20 12 8. Encourage speaking indigenous language in the community (101) ─Work content ＊Encourage speaking mother tongue in tribal meetings (80% of the people should discuss issues in mother language), and it should last at least 2 hours. participating groups： 1. the Tungho community development association general assembly council meeting 2. The Raremean community assembly 13 9. Annual exhibition of achievements (101、102) ─Work content ＊Achievements displayed in paper or audiovisual presentation. ＊Traditional songs, rituals, indigenous language speech and drama are recorded for later reference . 14 10. Indigenous Language Summer School(102) Daily immersion indigenous language teaching and learning, from 8am to 5pm. ─Learning content •Saisiyat orthographic system •Daily conversations •Traditional Saisiyat songs •History, culture, natural environment, myth and legend •Traditional art crafts •Performance of achievements 15 11.Audiovisual programme and eBook publishing(102) To provide a wide variety and dynamic resources for indigenous language learning. ─Work content ＊Digital books ＊video learning materials~瓦祿山猪網 https://sites.google.com/site/walisanwalo/video ＊Saisiyat learning website～瓦祿山猪網http://pqwasan.org.tw/walisan/ 16 12.Rebuild native language environment and awareness prapaganda(102) To strengthen the awareness of the importance of mother language, meanwhile to clarify the purpose of the project: ＊Bilingual signs ＊Badge for indigenous language learning family ＊slogans ＊flyers ＊posters 17 13. Teaching material editing (102) We intended to compile teaching materials and learning kits to facilitate the project efficiency. ＊Saisiyat dictionary─basic vocabulary ＊Daily conversation─pocket editions ＊lexical flash cards 18 14.Indigenous Language teaching task force(102) Inviting professionals in indigenous language teaching and teaching methods. ＊Understanding the project motif ＊Current difficulties and opportunities for Saisiyat language ＊current language teaching materials and new teaching methods ＊language learning family education ＊Experience sharing 19 C. Other issues • We need more presentations other than merely paper works • Subsidy for transportation • Difficulties in collaborations between counties • Long-term effects need time • Identity awareness • Developing tribal schools 20 ma:ma:’’aloalo’’!! 21 Other Saisiyat language development projects • 瓦祿山猪網 • 族語Ｅ樂園 • 部落大學族語課程 • 族語教材編纂 • Saisiyat traditional living experience camp • Ethnic identity education in schools.
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