Belgian Immigrants and Language Issues on the Canadian Prairies
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Fact Sheets French, Arabic, Simplified and Traditional Chinese, Somali, Spanish
Translated COVID-19 Resources – September 24, 2020 Page 1 of 4 COVID-19 Resources Available in Multiple Languages Please note that not all resources will be appropriate for the local context. Government of Canada (all webpages available in French) Awareness resources are available in the following languages: Arabic, Bengali, Simplified or Traditional Chinese, Cree, Dene, Farsi, German, Greek, Gujarati, Hindi, Innu-Aimun, Inuinnaqtun, Inuktitut (Nunavik), Italian, Korean, Michif, Mikmaq, Ojibwe Eastern and Western, Oji-Cree, Polish, Portuguese, Punjabi, Romanian, Russian, Somali, Spanish, Tagalog, Tamil, Ukrainian, Urdu, Vietnamese Relevant Resources (selected) Languages About COVID-19 All Reduce the spread of COVID-19: Wash All your hands infographic How to care for a child with COVID-19 at All home: Advice for caregivers Physical distancing: How to slow the All except Bengali, Romanian or spread of COVID-19 Vietnamese COVID-19: How to safely use a non- All except Bengali, Traditional Chinese, medical mask or face covering (poster) Greek, Gujarati, Polish, Romanian, Urdu or Vietnamese How to quarantine (self-isolate) at home All except Bengali, Traditional Chinese, when you may have been exposed and Greek, Gujarati, Polish, Romanian, Urdu have no symptoms or Vietnamese Government of Ontario (all webpages available in French) Relevant Resources Languages COVID-19: Reopening schools and child French, Simplified and Traditional care Chinese, Farsi, Greek, Gujarati, Hindi, Italian, Korean, Polish Punjabi, Spanish, Tamil, Ukrainian, Urdu 519-822-2715 -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
A Comparative Study of French-Canadian and Mexican-American Contemporary Poetry
A COMPARATIVE STUDY OF FRENCH-CANADIAN AND MEXICAN-AMERICAN CONTEMPORARY POETRY by RODERICK JAMES MACINTOSH, B.A., M.A. A DISSERTATION IN SPANISH Submitted to the Graduate Faculty of Texas Tech University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OP PHILOSOPHY Approved Accepted May, 1981 /V<9/J^ ACKNOWLEDGMENTS I am T«ry grateful to Dr. Edmundo Garcia-Giron for his direction of this dissertation and to the other mem bers of my committee, Dr. Norwood Andrews, Dr. Alfred Cismaru, Dr. Aldo Finco and Dr. Faye L. Bianpass, for their helpful criticism and advice. 11 ' V^-^'s;-^' CONTENTS ACKNOWI£DGMENTS n I. k BRIEF HISTORY OF QUE3EC 1 II• A BRIEF HISTORY OF MEXICAN-AMERICANS ^9 III. A LITERARY HISTORY OF QUEBEC 109 IV. A BRIEF OUTLINE OF ^MEXICAN LITERATURE 164 7» A LITERARY HISTORY OF HffiXICAN-AT/lERICANS 190 ' VI. A COMPARATIVE LOOK AT CANADZkll FRENCH AND MEXICAN-AMERICAN SPANISH 228 VII- CONTEMPORARY PRSNCK-CANADIAN POETRY 2^7 VIII. CONTEMPORARY TffiCICAN-AMERICAN POETRY 26? NOTES 330 BIBLIOGRAPHY 356 111 A BRIEF HISTORY OF QUEBEC In 153^ Jacques Cartier landed on the Gaspe Penin sula and established French sovereignty in North America. Nevertheless, the French did not take effective control of their foothold on this continent until 7^ years later when Samuel de Champlain founded the settlement of Quebec in 1608, at the foot of Cape Diamond on the St. Laurence River. At first, the settlement was conceived of as a trading post for the lucrative fur trade, but two difficul ties soon becam,e apparent—problems that have plagued French Canada to the present day—the difficulty of comirunication across trackless forests and m.ountainous terrain and the rigors of the Great Canadian Winter. -
Conversational Cajun French 1
Mais, sa c’est queque chose quand meme! Apprendre le français cadien par la lecture! Cajun French is still widely heard throughout Louisiana. However, this language—spoken by the descendants of the exiled Acadians—is in danger of disappearing. It was illegal to speak it at one time and even today, the teaching of Cajun French in schools is a controversial issue. With the publication of Conversational Cajun French 1, the first systematic approach to teaching the language, Cajun French becomes Conversational Cajun French 1 accessible to those born outside Cajun families. Authors Randall Whatley and Harry Jannise, Cajuns who speak fluent Cajun French, originally developed this handbook for a series of informal conversational Cajun French classes for the Louisiana State University Union in Baton Rouge. As an introduction Conversational to Cajun French, the book is extremely practical. Conversational Cajun French 1 focuses on everyday words and common phrases that can be understood everywhere the language is spoken, despite the various dialects Cajun French 1 and subdialects. Included are lessons in everyday words such as days and months, holidays, parts of the body, numbers, clothing, colors, rooms of By Randall P. Whatley and Harry Jannise the house and their furnishings, foods, animals, fruits and vegetables, tools, plants, and trees. In addition, there is a section of useful expressions and a list of traditional Cajun names. Although the book is designed to be used in conjunction with audio CDs or downloads (available from Pelican), a pronunciation guide enables even the beginning student working alone to learn enough to converse Whatley/Jannise with Cajuns—or at least enough to stay out of trouble in South Louisiana! Conversational Cajun French 1 is an important book not only because it provides a means for those trying to learn Cajun French on their own, but also because it marks an effort to preserve the language and culture and to win a wider acceptance for this unique aspect of Louisiana’s—and indeed the United States’—heritage. -
Report 66 ‐ Mountains2montreal – July 26, 2011
Report 66 ‐ mountains2montreal – July 26, 2011 Canoe trip of 4,500 km from Saskatchewan River Crossing Alberta to Montreal – 130 days estimated duration. After Day 86 – July 2, 2011 • Last reported SPOT location ‐ July 24 @ 17.09 PDT (48.10331/90.4449) – camped on the Canadian side of La Verendrye Provincial Park on South Lake. • Estimated distance traveled since their last report July 16 ‐ 27 km. • Distance traveled since start May 1 – 3,281km (estimated). • Distance to Montreal ‐ 1,219 km (estimated). Notes 1. Big day yesterday that m2m crossed the “Height of Land” Portage moving from the Nelson Watershed (Hudson Bay) and started the move doWnhill into the St. LaWrence River basin. 2. M2M group continued Working their Way along the Ontario/Minnesota border yesterday. 3. Weather – good yesterday – generally good ahead With a chance of thunderstorms on Wednesday. 4. I spoke With Katie Rosenberg yesterday neWly returned from m2m creW change last Friday – she reports everything is fine – the guys are in good spirits and Working Well as a team – sloW progress thru Quetico Park – lots of Wind falls required advance clearing many of the portages prior to passage – some days 6 to 7 portages ranging from short to 900 m – very rough terrain required the guys to carry the 225 pound canoe most of the time on their shoulders – a fuller report Will folloW later this Week. 5. Next planned re‐supply/communications location is Thunder Bay With a projected arrival August 1 or 2 ‐ estimated distance – 250 km. 6. No or minimal communication expected until Thunder Bay. -
Aboriginal Languages and Selected Vitality Indicators in 2011
Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: . -
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. -
The Survival of French Culture in South Louisiana by Barry Jean Ancelet
The Survival of French Culture in South Louisiana by Barry Jean Ancelet "What's your name? Where're you from? Who's your daddy?" When Barry j ean Ancelet - a native of Louisiana you first meet someone from south Louisiana, these are the questions where he grew up with French as his first language- received his Master 's Degree in you will probably hear. And you have to answer them before you can f olklore from Indiana University and his get along about your business. They are not rhetorical questions but doctorate in Creole Studies at the Universite quite serious ones designed to elicit information which helps to place de Provence. He is currently Director of Folklore Programs, Center for Louisiana you in the world of the Cajuns and Creoles. If you are from the inside, Studies, University of So uthwestern they want to know where you fit; if from the outside, they want to Louisiana. know how you got in and why. Such concerns could be thought of as xenophobic, but they are not. Rather they are simply part of a ritual to establish relationships - one which is used by a people whose history of tragedy and turmoil has taught them to be careful. Such questions function as boots for a people used to high water. Young and old perform during Cajun Mardi The French founded Louisiana in 1699. At first there were just a few Gras at Fred's Lounge in Mamou, Louisiana. forts perched precariously along the rivers of the frontier. Eventually, Photo by Philip Gould 47 however, there developed a society of French colonials. -
Politics of Education in Madawaska, 1842-1920
The University of Maine DigitalCommons@UMaine Electronic Theses and Dissertations Fogler Library Summer 8-21-2020 Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920 Elisa E A Sance University of Maine, [email protected] Follow this and additional works at: https://digitalcommons.library.umaine.edu/etd Part of the Bilingual, Multilingual, and Multicultural Education Commons, Canadian History Commons, Other Teacher Education and Professional Development Commons, United States History Commons, and the Women's History Commons Recommended Citation Sance, Elisa E A, "Language, Identity, and Citizenship: Politics of Education in Madawaska, 1842-1920" (2020). Electronic Theses and Dissertations. 3200. https://digitalcommons.library.umaine.edu/etd/3200 This Open-Access Thesis is brought to you for free and open access by DigitalCommons@UMaine. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of DigitalCommons@UMaine. For more information, please contact [email protected]. LANGUAGE, IDENTITY, AND CITIZENSHIP: POLITICS OF EDUCATION IN MADAWASKA, 1842-1920 By Elisa Elisabeth Andréa Sance M.A. University of Maine, 2014 B.A. Université d’Angers, 2011 B.L.S. Université d’Angers, 2007 A.A. Université Picardie Jules Verne, 2006 A DISSERTATION Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy (in History) The Graduate School The University of Maine August 2020 Advisory Committee: Jacques Ferland, Associate Professor of History, Advisor Scott W. See, Libra Professor Emeritus of History Richard W. Judd, Professor Emeritus of History Mazie Hough, Professor Emerita of History & Women’s, Gender, & Sexuality Studies Jane S. -
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story
Spirit Bear: Fishing for Knowledge, Catching Dreams Based on a True Story LakE BEArbine Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) Cree: obwamowin Māori: Moemoea Anishinaabemowin: Bawajigan Carrier: Wahlelh Inuktitut: Sinakturtuq Dene: Nats’e’te Dream Chipewyan: Nati Michif – Prairie: Pawatamihk Nipissing Dialect – Nishinaabemwin: Bwaajgan Innu – Montagnais: Paumu Innu – QC: Puamun Blackfoot: Papokan Quechua (Peru): Musquy Noray House Dialect – Cree: Pawahmowin Algonquin: Wejibaabandam Saulteaux: Pawatan Mushkego (Swampy) -
Nominal Contact in Michif. by Carrie Gillon and Nicole Rosen , with Verna De - Montigny
806 LANGUAGE, VOLUME 9 5, NUMBER 4 (201 9) Corbett, Greville G. 2009. Canonical inflection classes. Selected proceedings of the 6th Décembrettes , ed. by Fabio Montermini, Gilles Boyé, and Jessie Tseng, 1–11. Online: http://www.lingref.com/cpp/decemb /6/paper2231.pdf . Dahl, Östen . 2004. The growth and maintenance of linguistic complexity . Amsterdam: John Benjamins. Harley, Heidi. 2008. When is a syncretism more than a syncretism? Impoverishment, metasyncretism, and underspecification. Phi theory: Phi-features across modules and interfaces , ed. by Daniel Harbour, David Adger, and Susana Béjar, 251–94. Oxford: Oxford University Press. Parker, Jeff, and Andrea D. Sims. 2020. Irregularity, paradigmatic layers, and the complexity of inflection class systems: A study of Russian nouns. Morphological complexities , ed. by Peter Arkadiev and Francesco Gardani. Oxford: Oxford University Press, to appear. Sagot, Benoît, and Géraldine Walther. 2011 . Non-canonical inflection: Data, formalisation and com - plexity measures. SFCM 2011: The second workshop on Systems and Frameworks for Computational Morphology , ed. by Cerstin Mahlow and Michael Piotrowski, 23–45. Berlin: Springer. Stump, Gregory T . 2016. Inflectional paradigms: Content and form at the syntax-morphology interface . Cambridge: Cambridge University Press. Zwicky, Arnold M. 1992. Some choices in the theory of morphology. Formal grammar: Theory and imple - mentation , ed. by Robert Levine, 327–71. Oxford: Oxford University Press. Department of Linguistics 1712 Neil Avenue Columbus, OH 43210 [[email protected]] Nominal contact in Michif. By Carrie Gillon and Nicole Rosen , with Verna De - montigny . (Oxford studies of endangered languages.) Oxford: Oxford University Press, 2018. Pp. xxii, 202. ISBN 9780198795339. $88 (Hb). Reviewed by Sarah G. -
Little Shell Study Guide and Timeline
Study Guide and Timeline for A Montana Tribal Histories Project Book Ofce of Public Instruction Division of Indian Education Study Guide and Timeline for A Montana Tribal Histories Project Book Written by Dr. Nicholas Vrooman Published by the Montana Ofce of Public Instruction 2015 Table of Contents Overview 1 Content Standards Connections 2 Conceptual Framework 3 Summation of “One Robe” Synopsis 4 Student Activities 5 #1 Getting to Know the Book 5 #2 The Historian’s Craft: Interpretive Analysis – Model 1 Activity 7 #3 The Historian’s Craft: Interpretive Analysis – Model 2 Activity 8 #4 The Historian’s Craft: Interpretive Analysis – Model 3 Activity 9 Exhibit #1 10 Exhibit #2 10 “One Robe” detailed Synopsis 13 Preface 13 Introduction 14 The Context 16 Traditional Historic Homeland 17 The Nehiyaw Pwat 19 Conclusion 20 Chronology of Little Shell Tribe History in Montana 23 Primary Source Materials 58 Exhibit #1 58 Exhibit #2 59 Notes 60 A Montana Tribal Histories Project Book Overview Note: The terms Aboriginal, American Indian, Indian, Indigenous and Native American are used throughout this guide when referring to issues that impact all Indian Nations/Peoples. Please accept, with our compliments, this study guide designed to accompany the Montana Tribal Histories Project book, “The Whole Country was . ‘One Robe’”: The Little Shell Tribe’s America. The “One Robe” book is about the Little Shell Tribe of Chippewa Indians of Montana, a disfranchised society of indigenous North Americans known as “Landless Indians.” But, more fully and accurately, this book is about those Aboriginal peoples who live along what became the Canada and United States border between Lake of the Woods (MN) and the Rocky Mountains (MT) who did not ft as part of either national project in the reconfguration of the North American West.