CONTENTS
ICLDC 4 PROGRAM Table of Contents
WELCOME 3 ORGANIZERS 4 SPONSORS 5 INFORMATION 8 ACTIVITIES 9 SCHEDULE GRID 10 PLENARIES 12 MASTER CLASSES (MC) 14 SPECIAL SESSIONS (SS) 20 PAPERS, THURSDAY (1.1–1.5) 21 PAPERS, FRIDAY (2.1–2.7) 26 PAPERS, SATURDAY (3.1–3.8) 33 PAPERS, SUNDAY (4.1–4.4) 41 POSTERS, THURSDAY (P1) 45 POSTERS, FRIDAY (P2) 48 ELECTRONIC POSTERS (EP) 51 LANGUAGE INDEX 53 PRESENTER INDEX 54 ADVERTISEMENTS 63
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 1
WELCOME
Welcome to the 4th International Conference ICLDC 4 also features four Special Sessions on on Language Documentation and Conservation Pedagogy in Language Conservation. Each session (ICLDC 4). We are excited about this conference, contains four talks and is focused on a theme and are pleased that you are able to join us. Whether relating to the notion of pedagogy for endangered you are a veteran participant or a frst-timer to language teaching. We again thank the National Hawai‘i and the ICLDC, we welcome you warmly. E Science Foundation for their support for the Special komo mai! Sessions. Tanks to your genuine interest in language Like at ICLDC 3, we are featuring our expanded diversity worldwide, ICLDC continues to Poster Sessions, which include an Electronic Poster fourish. For the current conference, the Program session. Te Electronic Poster presentations will Committee anonymously reviewed 237 abstracts, enable attendees to try out new sofware products and we accepted 121 paper presentations. Te and tools, and meet directly with their developers. result is an excellent conference program with Please be sure to visit the Poster Sessions afer lunch. diverse presentations on more than 100 languages, For the frst time we are also pleased to ofer special representing peoples and cultures from all over pricing for participants from developing nations, the world. allowing enhanced access to the conference. Te theme of ICLDC 4, “Enriching Teory, Practice, We invite you to take some time to review the & Application,” highlights the need to strengthen the program for additional information about the links between language documentation (practice), conference and the social events available to you. As deep understanding of grammatical structure our guests and colleagues, please do not hesitate to (theory), and methods for teaching endangered ask for help from any of our conference volunteers, languages (application). We are delighted to have who are easily identifed by their purple conference two distinguished plenarists who will address this T-shirts. We also hope you will enjoy our new theme: Lenore Grenoble (John Matthews Manly venue at the Ala Moana Hotel. We’ve outgrown our Distinguished Service Professor in the Department previous space, and are pleased to be able to hold of Linguistics at the University of Chicago), and the ICLDC at a location that will allow you to take Anthony Woodbury (Department of Linguistics, advantage of all that Honolulu has to ofer. University of Texas at Austin). We are very grateful to the sponsoring agencies and Building on the success of our Master Class program to the dedicated individuals—especially our student at ICLDC 3, we have expanded our Master Class volunteers—who have devoted countless hours of oferings at ICLDC 4. Participants can choose from support and energy to the success of this conference. twelve two-hour classes that span a range of levels We hope you will fnd ICLDC 4 productive and from non-specialist, to intermediate, to advanced, enjoyable. We look forward to welcoming you again and a range of topics from language acquisition, to to ICLDC 5 in 2017! intonation, to tone, to deixis. Tanks once again to a generous grant from the National Science Foundation, the Master Classes are included in With warm aloha, the conference registration fee, and are open to all ICLDC attendees on a frst-come, frst-served basis. Master Classes will be held on the three afernoons Andrea L. Berez, Victoria Anderson, & Jim Yoshioka of the conference. ICLDC Executive Committee
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 3 ORGANIZERS
ICLDC Executive Committee Abstract Review Committee
Andrea L. Berez, co-chair (Linguistics, UH Mānoa) Helen Aristar-Dry (University of Texas) Victoria Anderson, co-chair (Linguistics, UH Mānoa) Melissa Axelrod (University of New Mexico) Jim Yoshioka, coordinator (NFLRC, UH Mānoa) Linda Barwick (University of Sydney) Willem de Reuse (University of North Texas) ICLDC Advisory Committee Lise Dobrin (University of Virginia) Pattie Epps (University of Texas at Austin) Kenneth L. Rehg (Linguistics, UH Mānoa) Colleen Fitzgerald (University of Texas at Arlington) Julio Rodriguez (NFLRC, UH Mānoa) Margaret Florey (Resource Network for Linguistic Diversity) Lyle Campbell (Linguistics, UH Mānoa) Payi Linda Ford (Charles Darwin University) Larry Kimura (Hawaiian Language, UH Hilo) Jef Good (SUNY Bufalo) Yuko Otsuka (Linguistics, UH Mānoa) Gary Holton (Alaska Native Language Center) Nick Tieberger (Linguistics, University of Melbourne) Gwen Hyslop (Australian National University) Andrew Garrett (Linguistics, UC Berkeley) Carmen Jany (California State University, San Bernardino) Ulrike Mosel (University of Kiel) Student Steering Committee Åshild Naess (University of Newcastle) Susan Penfeld (University of Arizona) Kevin Baetscher (Linguistics, UH Mānoa) Gabriela Pérez Báez (Smithsonian Institution) Anna Belew (Linguistics, UH Mānoa) Keren D. Rice (University of Toronto) Tobias Bloyd (Linguistics, UH Mānoa) Sally Rice (University of Alberta) Amber Camp (Linguistics, UH Mānoa) Hiroko Sato (University of Hawai‘i at Mānoa) Brenda Clark (Linguistics, UH Mānoa) Gary Simons (SIL International) Meagan Dailey (Linguistics, UH Mānoa) Nicholas Tieberger (University of Melbourne) John Elliott (Linguistics, UH Mānoa) Tim Tornes (Boise State University) Katie Gao (Linguistics, UH Mānoa) Myfany Turpin (University of Queensland) Melissa Gibson (Linguistics, UH Mānoa) Racquel Sapién (University of Oklahoma) Bryn Hauk (Linguistics, UH Mānoa) Laura Welcher (Te Long Now Foundation) Raina Heaton (Linguistics, UH Mānoa) Ryan Henke (Linguistics, UH Mānoa) Kavon Hooshiar (Linguistics, UH Mānoa) Review Committee for Organized Sessions Catherine Lee (Linguistics, UH Mānoa) on Pedagogy in Language Conservation Samantha Rarrick (Linguistics, UH Mānoa) Candace Galla (University of British Columbia) Bradley Rentz (Linguistics, UH Mānoa) John Hobson (University of Sydney) Nicholas Toler (Linguistics, UH Mānoa) Nancy Hornberger (University of Pennsylvania) Sarah Uno (Linguistics, UH Mānoa) Judith Maxwell (Tulane University) Bonnie Windham (Linguistics, UH Mānoa) Dick Schmidt (UH Mānoa)
4 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 SPONSORS
National Science Foundation (NSF) by members of endangered language communities in the conservation, documentation, and description of Te National Science Foundation (NSF) is an their languages, and thus encourages engagement with independent federal agency created by Congress in language communities in planning, education, and 1950 “to promote the progress of science; to advance research. the national health, prosperity, and welfare; to secure In addition, the department contributes to the the national defense...” With an annual budget of about interdisciplinary efort to understand the workings of $7.2 billion (FY 2014), NSF is the funding source for the human mind through its experimental work on the approximately 24 percent of all federally supported basic language faculty, centered around the College’s Language research conducted by America’s colleges and universities. Analysis and Experimentation (LAE) Laboratories. Much In many felds such as mathematics, computer science of our faculty’s research in this area focuses on language and the social sciences, NSF is the major source of federal acquisition, processing, prosody, and the impact of social backing. factors on language use. NSF fulflls its mission chiefy by issuing limited- Te department sponsors the journal Oceanic term grants—currently about 11,000 new awards per Linguistics—the only journal devoted exclusively to the year, with an average duration of three years—to fund study of the indigenous languages of Oceania. It also specifc research proposals that have been judged the produces Language Documentation & Conservation most promising by a rigorous and objective merit- (http://www.nfrc.hawaii.edu/ldc/), a free, online peer- review system. Most of these awards go to individuals reviewed journal sponsored by the National Foreign or small groups of investigators. Others provide funding Language Resource Center. Language Documentation for research centers, instruments and facilities that & Conservation is the frst journal to deal with matters allow scientists, engineers and students to work at the of documentation and conservation. It is published outermost frontiers of knowledge. exclusively in electronic form by the University of Hawai‘i NSF’s goals—discovery, learning, research infrastructure Press, and it is now in its ninth year. and stewardship—provide an integrated strategy to Te department is also home to the Language advance the frontiers of knowledge, cultivate a world- Documentation Training Center, a project started by class, broadly inclusive science and engineering workforce graduate students in 2004 to help train native speakers and expand the scientifc literacy of all citizens, build of endangered or understudied languages to document the nation’s research capability through investments in their own languages. For more information, see the advanced instrumentation and facilities, and support Department of Linguistics Language Documentation excellence in science and engineering research and Training Center website at http://www.ling.hawaii.edu/ education through a capable and responsive organization. ldtc/. UH Mānoa Department of Linguistics National Foreign Language Resource Center Founded in 1963, the UH Mānoa Department of (NFLRC) Linguistics focuses on the study of language as an integral component of two of the most important Drawing on institutional strengths at the University of intellectual initiatives in the world today—bio-cultural Hawai‘i in foreign language teaching, applied linguistics, sustainability and cognitive science. Faculty and students and second language acquisition, the National Foreign of the department have made extensive and invaluable Language Resource Center (NFLRC) undertakes projects contributions to the documentation of languages in the that focus primarily on the less commonly taught Pacifc and Asia, areas where there is an urgent need for languages of East Asia, Southeast Asia, and the Pacifc. sustainable and broadly useful language documentation However, many of its projects have implications for and description, including appropriate grammars, the teaching and learning of all languages. Te center dictionaries, and annotated text and media corpora. engages in research and materials development, conducts Te department recognizes the desire for participation workshops and conferences for language professionals,
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 5 SPONSORS
and distributes a wide variety of publications on center Ka Haka ‘Ula O Ke‘elikōlani College of projects and programs. Hawaiian Language (UH Hilo campus) In order to improve the nation’s capacity for teaching and learning foreign languages, the United States Department Nāwahīokalani‘oōpu‘u Hawaiian Medium School of Education awards grants under the Language Resource Centers program for the establishment and operation ‘Aha Pu¯nana Leo of centers that serve as national resources. In 1990, the University of Hawai‘i at Mānoa was granted funds to ‘Imiloa Astronomy Center of Hawai‘i develop the National Foreign Language Resource Center, Te State of Hawai‘i recognizes two ofcial languages: one of three such centers at the time. Te number has Hawaiian and English. In 1997, the state legislature since grown to 16. Find out more about the NFLRC, its mandated the establishment of the college at the projects, products, and personnel at http://www.nfrc. University of Hawai‘i at Hilo to serve as a focal point hawaii.edu. Te University of Hawai‘i National Foreign for eforts to revitalize Hawaiian. Its name honors a Language Resource Center is supported by a grant from strong advocate of Hawaiian, Chiefess Luka Keanolani the United States Department of Education CFDA 84.229, Kanāhoahoa Ke‘elikōlani. P229A140014. Ka Haka ‘Ula O Ke‘elikōlani is administered through Hawaiian and provides the majority of its instruction UH Mānoa College of Languages, Linguistics, through Hawaiian. Te core of its programming is a BA & Literature in Hawaiian Studies from which many students enter the Hawaiian medium teacher certifcate program. Also Te University of Hawai‘i is unusual among universities taught through Hawaiian are two small MA programs. in the United States in having an independent College of Languages, Linguistics, & Literature (LLL), one of Te college demonstrates best practices for immersion the four Colleges of Arts and Sciences at the heart of education in its PreK–12 laboratory school program. the institution. Tis organization is a recognition of the Te Nāwahīokalani‘ōpu‘u school site will be a central centrality of language not only to the University, but also component of the ICLDC extension in Hilo. Te majority to human life and society. Teaching and research extend of curriculum and technology support for Hawaiian from literary studies through composition, rhetoric, immersion schools statewide is produced through its and creative writing, linguistics, culture, and language Hale Kuamo‘o Hawaiian Language Center. Other support acquisition—in English and over 25 other languages. is provided in consortium with the Hilo-located head Languages, linguistics, and literature are at the center of ofce of the ‘Aha Pūnana Leo, which runs the statewide a liberal education, and many of the college’s students Hawaiian language nests. Aspects of Hawaiian language are majoring in other areas, including professional felds, and culture revitalization are shared with the public with second majors or certifcates in LLL. through the ‘Imiloa museum on campus, the venue for ICLDC meetings in Hilo. Te college’s six departments are Linguistics, Second Language Studies, East Asian Languages & Literatures, Te Hale Kuamo‘o is the Hawaiian Language Center Indo-Pacifc Languages & Literatures, Languages & within Ka Haka ‘Ula O Ke‘elikōlani, College of Hawaiian Literatures of Europe & the Americas, and English. Its Language of the University of Hawai‘i at Hilo. Established ten centers include the Center for Biographical Research, by the Hawai‘i State Legislature in 1989, the center the Center for Interpretation & Translation Studies, supports and encourages the expansion of ‘ōlelo Hawai‘i the Center for Language & Technology, the Center (‘the Hawaiian language’) as a medium of communication for Second Language Research, the English Language in education, business, government, and other contexts of Institute, the Hawai‘i English Language Program, social life in the public and private sectors of Hawai‘i and the Korean Language Flagship Center, the Language beyond. Analysis & Experimentation Laboratories, the Language Ka Haka ‘Ula O Ke‘elikōlani has a small PhD program Documentation Training Center, and the National focusing on Hawaiian and indigenous language Foreign Language Resource Center. For more information revitalization. Te program was established through visit the LLL website at http://www.lll.hawaii.edu.
6 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 SPONSORS support from the UH Mānoa Department of Linguistics and includes a relationship with the UH Hilo BA in Linguistics. Outreach of the College to languages other Opening Oli (Chant) than Hawaiian focuses on assistance in school-based Welina Mānoa Ua Ike Ia programing. Ka Haka ‘Ula O Ke‘elikōlani has had an impact on the strongly Native Hawaiian community of Hilo. Tose working in the College, the ‘Aha Pūnana Ka Waihona A Ke Aloha: Tuahine Troupe Leo, Inc., and schools teaching Hawaiian in Hilo are the [Kekai Avilez & Kaiulani Kanehailua] core of a growing number of Hawaiian-speaking peer Lead: Dr. R. Keawe Lopes Jr. groups and families in Hilo. It applauds the eforts of ICLDC on the behalf of indigenous language speakers and Hawai‘inuiakea School welcomes participants to the feld study in Hilo. For more information, visit its website at http://www.olelo.hawaii. of Hawaiian Knowledge edu/khuok and http://www.ahapunanaleo.org/.
A SPECIAL MAHALO TO:
Robert Bley-Vroman UH Mānoa Library ScholarSpace UH Mānoa Interim Chancellor UH Mānoa Hawai‘inuākea School Jefrey Carroll of Hawaiian Knowledge Interim Dean of UH Mānoa College of Languages, Attco, Inc. Linguistics, & Literature Valenti Print Group Julio Rodriguez Director of the National Foreign Language Resource Royal Star Hawaii Center Te Linguistic Society of Hawai‘i (LSH) Patricia Donegan Te Language Documentation Training Center Chair of the UH Mānoa Department of Linguistics … and all of our wonderful conference volunteers Ala Moana Hotel and moderators! de Gruyter Mouton East-West Center Housing Ofce Our Exhibitors and Advertisers: Hawai‘i Visitors & Convention Bureau Digital Endangered Languages and Music Archive Isle Interpret Network (DELAMAN) Kaipuleohone University of Hawai‘i Digital Great Oak Press Ethnographic Archive Linguistic Society of America UH Mānoa Center for Instructional Support University of Hawai‘i Press UH Mānoa Center for Language & Technology Honolulu Burger Company
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 7 INFORMATION
REGISTRATION AREA CONFERENCE SHUTTLE SERVICE Te conference venue is the Ala Moana Hotel. Te registration desk is located in the Hibiscus For the convenience of our conference attendees Ballroom Foyer and is open Tursday (7:30 a.m.– staying on campus, we will be providing shuttle 3:30 p.m.), Friday and Saturday (8:00 a.m.–4:00 service from the University of Hawai‘i at Mānoa p.m.), and Sunday (8:00 a.m.–12:00 p.m.). campus to the Ala Moana Hotel (AMH) and back during the conference. Shuttle bus pick-up and drop-of will be in front of FOR PRESENTERS the East-West Center Lincoln Hall (LH). We have allowed ten minutes between sessions Look for the Silver Motorcoach (chartered by so that there is ample time to move about and Royal Star Hawaii). Please be waiting near the to set up for the next presentation. Each room is street in front of the building at least fve minutes equipped with a laptop with Windows operating before pick-up time to ensure that you don’t miss system, LCD projector, internet connection, and the bus. Tese shuttle routes are one-way and external speakers. If you need to plug in your fxed. If you desire to go to the Ala Moana Hotel or own laptop, please be sure to allow some time for campus at a time other than indicated above, you the setup, and bring your own connector if your will be on your own for transportation. video output plug is not a standard VGA socket. Please also ensure that your laptop battery Hawai‘i’s public bus system, Te Bus (Routes #6 is fully charged. and #18), also travels to both locations. More information on bus routes can be found on We are recording all presentations and have www.thebus.org and by searching directions on assigned moderators to all sessions to keep track Google Maps. of time and assist presenters.
THURSDAY, FEB. 26 OFFICE HOURS 8:00 a.m. • Lincoln Hall > Ala Moana Hotel NSF Documenting Endangered Languages 9:00 p.m. • Ala Moana Hotel > Lincoln Hall Tursday • 1:00–2:00 p.m. • Plumeria Room
Catalogue of Endangered Languages FRIDAY, FEB. 27 Tursday • 1:00–2:00 p.m. • Ilima Room 8:00 a.m. • Lincoln Hall > Ala Moana Hotel Language Documentation & Conservation 5:45 p.m. • Ala Moana Hotel > Lincoln Hall Friday • 12:30–1:30 p.m. • Plumeria Room SATURDAY, FEB. 28 EVALUATION FORMS 8:00 a.m. • Lincoln Hall > Ala Moana Hotel 5:45 p.m. • Ala Moana Hotel > Lincoln Hall Please take the time to fll out the evaluation form
and return it to the Registration desk. We will be using your suggestions to improve SUNDAY, MARCH 1 ICLDC5 in 2017. 8:00 a.m. • Lincoln Hall > Ala Moana Hotel 1:00 p.m. • Ala Moana Hotel > Lincoln Hall
8 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 ACTIVITIES
OPENING EVENING RECEPTION Thursday, Feb. 26 • 7:00–9:00 p.m. Hibiscus Ballroom Join us for an evening of pupus, drinks, and great conversation with fellow presenters and attendees. Enjoy the live entertainment in the Hibiscus Ballroom and stop by the Carnation Room to learn how to make a traditional ti leaf lei.
GRADUATE STUDENT MIXER WITH LSH Friday, Feb. 27 • 6:30–8:30 p.m. Fresh Café Downtown Graduate students are invited to join the Linguistic Society of Hawai‘i (LSH) for cocktails and light snacks on the patio at Fresh Café in Chinatown (1111 Nuuanu Ave.). LSH representatives will meet at 6:00 p.m. in the Ala Moana Hotel lobby by the canoes to escort students via Te Bus.
HE ‘ŌLELO OLA, A LIVING HAWAIIAN LANGUAGE: LOOK TO THE SOURCE (pre-registration required) Monday–Tuesday, March 2-3 Hilo, Hawai‘i Looking to the source of a living Hawaiian cultural identity links us to the purposes of traditional knowledge, behavior, spirituality and language, that are the basic principles directing the Hawaiian language revitalization program of the Ka Haka ‘Ula O Ke‘elikōlani College of Hawaiian Language Consortium at the University of Hawai‘i at Hilo. Tis alliance consists of school programs from infant-toddler, preschool, elementary, intermediate, high school, university and the ‘Imiloa Astronomy Center. Te Hilo Field Study option will provide visits to these sites and present a symposium focusing on the transfer of the Hawaiian language in the classroom by “looking to the source” as foundational to Hawaiian language revitalization. Site tours on March 2 will be followed by a symposium on March 3 from 9:00 a.m. to 4:00 p.m. in Hilo, Hawai‘i. Please make accommodations for March 1 so that you may participate at the early morning start on March 2.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 9
MASTER CLASSES (MC) THURSDAY • 4:00-6:00 p.m. Sponsored by the National Science Foundation
(MC1) Introduction to Linguistics for Non-Linguists Level: Non-specialist
Patricia Shaw • Patricia A. Shaw is the Founding University of British Columbia Chair (1996-2014) of the First Nations Languages Program at University of Linguistics ofers a framework of concepts and tools to British Columbia, and a Professor help understand the way diferent languages are organized of Anthropological Linguistics with into patterns. What makes every language unique is particular interests in sound systems; the how its patterns are structured to become a vehicle for interface of phonology with phonetics and morphology; literacy and oral the particular world view and cultural identity of the traditions; language contact and change. people who speak that language. It’s also the case that all She has worked in close collaboration with human languages share certain components of structure. members of several critically endangered Consequently if a community wants to educate their language communities to record and children to be bilingual, it’s really helpful to know—even analyze extant grammatical and cultural though two languages may sound really diferent—which knowledge, to teach research skills and aspects are in fact essentially similar, and which aren’t. Class archiving methodologies, to develop participants will explore these issues by analyzing “data” pedagogical materials for language from various endangered languages around the world. revitalization, and to teach First Nations Participants are particularly encouraged to raise questions languages at UBC and in various BC from their own language contexts. communities.
GARDEN LANAI ROOM
(MC 2) Elicitation and Documentation of Deixis Level: Intermediate
Sarah Cutfeld • Sarah Cutfeld has conducted Australian National University documentary feldwork with Aboriginal language communities for the past 13 Describing the semantics of deictic categories such years. Her 2012 PhD dissertation was as demonstratives can be an intimidating task for even on the semantics and morphosyntax of demonstratives in the Dalabon language, experienced feld linguists. Tis class will equip students and she recently collaborated with with valuable insights and skills to begin this task by: colleagues at the Max Planck Institute for Psycholinguistics on a typology of • covering recent developments in demonstrative demonstrative semantics. Sarah’s other typology and theory research interests include ethnobiology, • surveying attested types of demonstrative semantics and contact languages and language politics. paradigm structure • reviewing qualitative and psycholinguistic elicitation methods.
CARNATION ROOM
14 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (MC) MASTER CLASSES Sponsored by the National Science Foundation 4:00-6:00 p.m. • THURSDAY
(MC3) Elicitation and Documentation of Verb Alignment and Argument Structure Level: Intermediate
Andrew Koontz-Garboden • Andrew Koontz-Garboden (PhD, University of Manchester Stanford University) is Senior Lecturer in Linguistics in the Department of Te class examines how to go about collecting Linguistics and English Language at data for the purposes of documenting and describing Te University of Manchester. His the morphosyntactic alignment and verbal argument interests are in the morphosyntax/ semantics interface and the implications structure in an understudied language. Te class begins of crosslinguistic variation for its nature. with a bird’s eye view of major issues in alignment and He is a feld linguist with interests in argument structure, with the goal of considering the language documentation and description, kinds of data that should be collected for the purposes of and he has done extensive work on the documentation, description, and further study. Methods Misumalpan language Ulwa. for data collection are discussed, alongside positive and negative properties of the various methods. Case studies throughout the discussion are drawn from Ulwa (Misumalpan; Nicaragua).
PLUMERIA ROOM
(MC 4) Elicitation and Documentation of Evidentiality Level: Advanced
Lev Michael • Lev Michael is an Associate Professor of University of California, Berkeley Linguistics at the University of California, Berkeley. With a methodological In recent decades, we have seen an explosion grounding in language documentation of descriptive, typological, and theoretical work on and anthropological linguistics, his evidentiality. Tis course will briefy survey typological research focuses on the socio-cultural and theoretical approaches to this subtle and exciting dimensions of grammar and language use, typology, language contact in South grammatical category, and examine a number of open America, and the historical linguistics empirical and analytical questions regarding the social and of Arawak, Tukanoan, Tupí-Guaraní, interactional functions of evidentiality, and its relationship and Zaparoan languages. He has carried to grammatical categories such as epistemic modality and out feldwork with speakers of A wa mirativity, with which it has ofen been associated. We (isolate), Iquito (Zaparoan), Matsigenka then turn to empirical approaches to studying evidentiality, (Arawak), Má i (Tukanoan), Muniche including a variety of elicitation-based and corpus-based (isolate), Nanti (Arawak), Omagua (Tupí- methods, discussing the advantages and pitfalls of each. Guaraní), and Sápara (Zaparoan). In his engagement with Amazonian indigenous ILIMA ROOM communities, he is also involved in language revitalization, and in training and collaborating with community linguists.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 15 MASTER CLASSES (MC) FRIDAY • 3:30-5:30 p.m. Sponsored by the National Science Foundation
(MC5) Introduction to First Language Acquisition for Language Conservation Level: Non-specialist
William O’Grady • William O’Grady is professor of linguistics at University of Hawai‘i at Mānoa the University of Hawai‘i at Mānoa; his areas of specialization include language acquisition and Kamil Deen • language revitalization. University of Hawai‘i at Mānoa
Tis class will focus on facts and research in the feld of frst language acquisition that are relevant to language Kamil Ud Deen is a professor of linguistics revitalization programs, especially those involving full and at the University of Hawai‘i at Mānoa; his partial immersion programs targeting child learners. primary area of specialization is frst language acquisition. HIBISCUS BALLROOM 1
(MC6) Elicitation and Documentation of Tone Level: Intermediate
Bert Remijsen • Bert Remijsen (PhD, Leiden University) has University of Edinburgh investigated several languages in which a tone contrast is found alongside one or more other Ear-based methods and quantitative analysis are both suprasegmental contrasts. Earlier on, he studied very useful in the study of tone. In order to combine languages that combine tone with a stress them, we need to understand how the auditory perception contrast: Ma`ya (Austronesian, Indonesia) and of pitch relates to the fundamental frequency pattern that Papiamentu (Carribean creole, Dutch Antilles). Since 2005, he has focused on Dinka and Shilluk gives rise to it. Crucial to this relation is the notion of (Nilo-Saharan, South Sudan), which present tonal alignment. In this master class, I will explore this independent contrasts of vowel length, tone, notion from phonetic and phonological angles, point and voice quality. He works for the University of out key fndings in the experimental and typological Edinburgh. literature, and illustrate the issues with many sound examples.
HIBISCUS BALLROOM 2
16 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (MC) MASTER CLASSES Sponsored by the National Science Foundation 3:30-5:30 p.m. • FRIDAY
(MC7) Elicitation and Documentation of Valency-Changing Constructions & Processes Level: Advanced
Marianne Mithun • Marianne Mithun is Professor of Linguistics at University of California, Santa Barbara the University of California, Santa Barbara. She works with a number of communities engaged in Languages show tremendous variation in the arrays of documenting and revitalizing their traditional valency-changing constructions they ofer speakers and languages, and is interested in all aspects the circumstances under which each is used. Discovering of language, especially morphology, syntax, discourse, prosody, and their interrelations, and the functions of alternatives can be a delicate undertaking, the processes which shape languages over time. because these are ofen below the consciousness of speakers, they can depend on larger discourse contexts and speaker intentions, and they can be easily distorted by the bilingual context of elicitation. Tis workshop will explore the kinds of syntactic, semantic, and discourse functions such alternatives can serve and strategies for uncovering them.
GARDEN LANAI ROOM
(MC8) Elicitation and Documentation of Tense & Aspect Level: Intermediate
Jürgen Bohnemeyer • Jürgen Bohnemeyer (PhD 1998, Tilburg University of Bufalo University) is Associate Professor of Linguistics at the State University of New York at Bufalo. All languages seem to have provisions for the He specializes in semantic typology, the representation of time in their lexicons and discourse crosslinguistic study of semantic categorization. structures. But evidence has been mounting in recent His research focuses on the semantic typology of years that the ways in which the representation of time representations of space, time, and events. is inscribed into the grammars of diferent languages varies substantially. Te aim of his course is to review this evidence and introduce some empirical and analytical tools that facilitate the study of tense-mood-aspect systems in the feld.
CARNATION ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 17 MASTER CLASSES (MC) SATURDAY • 3:30-5:30 p.m. Sponsored by the National Science Foundation
(MC9) Introduction to Second Language Acquisition for Language Conservation Level: Non-specialist
Teres Grüter • Teres Grüter is an assistant professor in the University of Hawai‘i at Mānoa department of Second Language Studies at UH Mānoa. Her research investigates how language Tis class will provide an introduction to basic users of various types, including child and adult concepts in Second Language Acquisition, including bilinguals and second language learners, acquire the notion of cross-linguistic infuence/transfer from and process structural aspects of language. She is the mother tongue, the role of age and other individual an Associate Editor of Applied Psycholinguistics, diference variables such as motivation and aptitude, as and co-directs the UH eye-tracking laboratory. well as external factors relating to input and the linguistic and social environment.
HIBISCUS BALLROOM 1
(MC 10) Elicitation and Documentation of Defniteness & Quantifcation Level: Advanced
Peter Jenks • Peter’s research focuses on the syntax and University of California, Berkeley semantics of nouns and noun phrases in East and Southeast Asian and African languages. Tis class will survey semantic distinctions which A major focus of his work is nominal have been claimed to exist for well-studied languages, interpretations in Tai, a language he was including defniteness, specifcity, weak versus strong exposed to while growing up in Tailand. He quantifcation, and referential versus bound variable has also done extensive research on Moro, a Kordofanian language of the Nuba Mountains readings of pronouns. We will then examine the diferent of Sudan, working with an immigrant family in ways that these distinctions are encoded in the languages the United States, and conducted two summers of the world. Finally, we will introduce a number of of in situ feldwork on Moken, an Austronesian syntactic and semantic diagnostics that will enable language spoken by sea nomads roaming the the documentarian to identify these diferent nominal islands of Tailand and Burma. interpretations both with elicitation and in texts.
HIBISCUS BALLROOM 2
18 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (MC) MASTER CLASSES Sponsored by the National Science Foundation 3:30-5:30 p.m. • SATURDAY
(MC 11) Elicitation and Documentation of Topic & Focus Constructions/Processes Level: Advanced
Judith Aissen • Judith Aissen is Research Professor of University of California, Santa Cruz Linguistics at UC Santa Cruz. She has worked on various problems in the We will begin by clarifying what the terms ‘topic’ and syntax of Mayan (especially Tzotzil), ‘focus’ refer to, drawing on examples from spontaneously including ones related to phrase structure, produced speech. Tis material will, frst, provide a guide voice, wh-movement, and information to the identifcation of topic and focus in text material. But structure. She has taught workshops on a wide range of topics to linguists working second, it will serve as a basis for developing strategies to on indigenous languages of Mexico and elicit analogous examples in the feldwork context. Guatemala.
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(MC 12) Elicitation and Documentation of Intonation Level: Intermediate
Sun-Ah Jun • Sun-Ah Jun is Professor in the University of California, Los Angeles Department of Linguistics at the University of California, Los Angeles Tis course will show students how to elicit and (UCLA). She received her PhD from document intonation of unknown or unfamiliar languages. the Ohio State University in 1993 and Students will learn basic principles of analyzing intonation has been teaching at UCLA since. in the framework of the Autosegmental-Metrical (AM) Her research focuses on intonational phonology and transcription, prosodic model of intonational phonology, and how to prepare typology, language acquisition, and the sentences to test various hypotheses before fnalizing a interface between prosody and subareas of model of intonation. linguistics.
CARNATION ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 19 SPECIAL SESSIONS (SS) Sponsored by the National Science Foundation All Special Sessions will be held in the Garden Lanai Room; see Schedule Grid for more details.
SPECIAL SESSION A • THURSDAY SPECIAL SESSION C • SATURDAY From Technical to Teachable: Strengthening Learner-Centered Pedagogy: Adapting to the Interface Between Documentation, Dialect Variation, Multilingualism, and Social Revitalization, and Teaching Dynamics in Endangered Language Education
Session Organizers: Session Organizer: Dylan Herrick, University of Oklahoma Haley De Korne, University of Pennsylvania Tracy Hirata-Edds, University of Kansas (3.1.3/SSC1) Recognizing contextual resources: Post- (1.1.3/SSA1) From technical to teachable: Phonetics and method approaches to building on learner’s communicative phonology • Dylan Herrick, University of Oklahoma repertoires • Haley De Korne, University of Pennsylvania
(1.2.3/SSA2) From technical to teachable: Tone and vowel (3.2.3/SSC2) Building communicative competence and length • Tracy Hirata-Edds, University of Kansas motivation among diverse learners of Zapotec in Teotitlan del Valle • Janet Chávez Santiago, Research Library Juan de (1.3.3/SSA3) From technical to teachable: Teaching Cordova morphology without templates • Christopher Cox, Yukon Education (3.3.3/SSC3) Decolonizing pedagogies for Indigenous children: Valuing multiliteracies in classrooms • Mario López (1.4.3/SSA4) From technical to teachable: Te role of texts in Gopar, Universidad Autonoma Benito Juarez de Oaxaca documentation and pedagogy • Olivia Sammons, University of Alberta (3.4.3/SSC4) Flexible pedagogical techniques for working with dominant languages, dialect diversity and prejudices in endangered language classrooms • Kiara Ríos Ríos, SPECIAL SESSION B • FRIDAY Universidad Autonoma Benito Juarez de Oaxaca The Teachable and the Learnable: The Role of Linguistics in Endangered Language SPECIAL SESSION D • SUNDAY Pedagogy Language Pedagogy and Practice in Indigenous Australia: Learning Observations Session Organizer: Jordan Lachler, University of Alberta from Infancy to Teenhood Session Organizer: (2.1.3/SSB1) New school linguistics for practitioners of oral Barbara Kelly, University of Melbourne languages • Sally Rice & Jordan Lachler, University of Alberta (4.1.3/SSD1) Acquiring a polysynthetic Australian language: (2.2.3/SSB2) Developing metalinguistic competence at From infancy to school • Barbara Kelly & Rachel Nordlinger, CILLDI • Jordan Lachler & Sally Rice, University of Alberta University of Melbourne
(2.3.3/SSB3) My Plains Cree (nêhiyawêwin) language classes (4.2.3/SSD2) Bilingual education in Australian Aboriginal • Dorothy Tunder, University of Alberta communities: Te forty years of the Yirrkala step model • Gemma Morales, Lauren Gawne & Gillian Wigglesworth, (2.4.3/SSB4) My Nakota/Stoney (Isga) language classes • University of Melbourne Eugene Alexis, Alexis Nakota Sioux Nation (4.3.3/SSD3) Informed pedagogy in light of Fishman’s fve questions • Carmel O’Shannessy, University of Michigan
(4.4.3/SSD4) Pedagogy or practice? Indigenous youth and language maintenance in out of school settings • Inge Kral, Australian National University
20 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (1.1) PAPERS 10:50–11:20 a.m • SESSION ONE • THURSDAY
(1.1.1) Busy intersections: A framework for (1.1.5) Exploring formats and review practices revitalization of text material stemming from documentation projects Tucker Childs • Portland State University Carolyn O’Meara • Tis paper reports on the applicability of a pedagogical model Universidad Nacional Autónoma de México for use in West Africa drawn from adult literacy practices in the Rodrigo Romero • United States. It bridges the gaps between linguists, teachers, and Universidad Nacional Autónoma de México community by building on the ethnographic skills of language documenters and on emergent literacy practices in the community. In this paper, we argue for a collaborative approach to the review process of didactic material in order to specifcally target HIBISCUS BALLROOM 1 the issue of the text’s presentation, addressing the benefts and limitations of diferent text formats, as well as the diferent relevant factors in each speaker community. (1.1.3/SSA1) From technical to teachable: Phonetics and phonology PLUMERIA ROOM
Dylan Herrick • University of Oklahoma (1.1.6) Contribution of women to linguistic Technical jargon allows linguists to describe languages vitality in northwestern Nigeria precisely and explicitly, but it keeps non-specialists (e.g. teachers and community members) at arm’s length. Tis presentation Rebecca Paterson • illustrates how we can efectively de-jargon some phonetic and University of Oregon phonological information (IPA-like descriptions of sounds, Each feld situation has its challenges for the researcher; here phoneme, allophone…) to make it accessible and usable in we share lessons learned and methods for successful interaction language learning. with women in societies of northwestern Nigeria based on observations of behavior, interviews with local families and GARDEN LANAI ROOM elicitation sessions in both female only and mixed gender settings.
ILIMA ROOM (1.1.4) Many entryways: Creating resources to support many uses of a dormant language
Catherine O’Connor • Boston University Elodie Paquette • Independent scholar Edwin Ko • Georgetown University Ethan Rimdzius • Boston University Elizabeth Grillo • Boston University Language learning resources should refect the diferent goals community members may have. Using soundfles of Northern Pomo, a dormant language of California, we are constructing on-line resources: an introductory language app, and a website introducing Sounds and Letters, Everyday Expressions, Talking Dictionary, Phrasicon, Basic Sentence Structures, and videos of Texts.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 21 PAPERS (1.2) THURSDAY • SESSION TWO • 11:30 a.m.–12:00 p.m.
(1.2.1) Revitalization of indigenous languages in (1.2.5) Putting practice into words: Fieldwork Taiwan: 1995-2014 methodology in grammatical descriptions Lillian Huang • [email protected] Lauren Gawne • Shih Chien University Nanyang Technological University Tis paper discusses various top-down and bottom-up Barbara F. Kelly • strategies utilized in preserving and promoting Taiwan indigenous Te University of Melbourne languages in the past 20 years (1995–2014), including indigenous Andrea L. Berez • languages’ teaching, textbook development, indigenous language University of Hawai‘i at Mānoa teachers’ training, designing and execution of 4-level indigenous language profciency tests, and compilation and digitalization of Tyler Heston • indigenous language dictionaries. University of Hawai‘i at Mānoa
HIBISCUS BALLROOM 1 We demonstrate that while descriptive linguists practice good data collection methodology, this needs to be demonstrated more clearly in published writing. We present a survey of (1.2.3/SSA2) From technical to teachable: Tone published grammars, PhD dissertations and journal articles, and vowel length and ofer a benchmark for the information we believe is vital in methodologies of descriptive research writing.
Tracy Hirata-Edds • PLUMERIA ROOM University of Kansas Te educational needs of a community are ofen distinct from those of linguists. Tis presentation discusses the documentation (1.2.6) Language attrition or language change? and teaching of tone and vowel length in Cherokee. It illustrates an A case study of an Omagua idiolect approach incorporating constant input from teachers and learners to guide the documentation process resulting in accessible and Zachary O’Hagan • teachable linguistic information. University of California, Berkeley
GARDEN LANAI ROOM Tis presentation explores notions of attrition, change, and semi-speaker by examining the unique grammar of a speaker of Omagua (Tupí-Guaraní). I show that the production of written (1.2.4) Endangered language sound texts in socially isolated circumstances was heavily afected by Spanish, and that this resulted in a set of phenomena resembling documentation and audio processing in the rapid grammaticalization. cloud ILIMA ROOM Min Chen • University of Washington Bothell Mizuki Miyashita • University of Montana Robert Bezirganyan • University of Washington Bothell Jingjing Dong • University of Washington Bothell
With rapid and signifcant advancements, cloud computing provides an ideal platform for sound documentation and audio processing. Our project presents an audio search prototype, named PELDA (Platform for Endangered Language Documentation and Analysis), in Azure cloud platform. Using Blackfoot, we will show its potential beneft to language documentation and conservation.
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22 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (1.3) PAPERS 2:00–2:30 p.m • SESSION THREE • THURSDAY
(1.3.1) Beyond time, place, comparability, and (1.3.4) Multimedia technology enhanced searchability: Transdisciplinary apparatus in materials development for indigenous language documentary linguistics revitalization Candace Galla • Frank Seidel • University of British Columbia University of Florida Multimedia technology provides Indigenous language I conceptualize the production of language archives as a speakers, learners, and educators opportunities to develop and “communicative act” with a transdisciplinary audience. I will try to disseminate materials, as well as diversify the linguistic domain. start answering the following question “What might a ‘philologist Tis presentation discusses results from a course that enriches 500 years from now’ want to know in order to tract meaningful theory, practice and application with project-based outcomes narratives from the content of an archive’s recordings?” (low-, mid-, and high-technology initiatives) based on the adapted HIBISCUS BALLROOM 1 technacy framework. CARNATION ROOM (1.3.2) Pedagogy of aloha enriches intergenerational Hawaiian language learning (1.3.5) Vadzaih Tth’an Oozhri’ and Gwich’in culture Kū Kahakalau • Kū-A-Kanaka Indigenous Research Institute Kenneth Frank • University of Alaska Fairbanks nimaikalani Kahakalau • Kū-A-Kanaka Indigenous Research Institute I will present a detailed diagram of caribou bone names using our Gwich’in language. I will also show how we use the diferent Tis presentation introduces an innovative, learner-directed parts of the caribou to make traditional tools, clothing, and games, Hawaiian language and culture program called Basic Hawaiian. and how we butcher caribou. Tis fun, intergenerational approach to Hawaiian language learning focuses on teaching Hawaiian the natural way, by visiting PLUMERIA ROOM with and interacting with four virtual Hawaiian characters.
HIBISCUS BALLROOM 2 (1.3.6) Assessment scales of language endangerment vs in-depth studies: The case of Ngoni in Tanzania (1.3.3/SSA3) From technical to teachable: Teaching morphology without templates Tove Rosendal • University of Gothenburg, Sweden Christopher Cox • Te paper argues that it is necessary to go beyond well- Yukon Education known language endangerment assessment scales to give a solid Morphological templates are ofen used as models of word indication of endangerment. Tese scales must be complemented structure in polysynthetic languages, informing both documentary by more in-depth studies. Te talk provides data from a and pedagogical eforts. Using examples from Dene languages, this sociolinguistic study of the Tanzanian language Ngoni in a contact presentation suggests an alternative, paradigm-based approach, situation with Swahili. arguing that this presents regularities that are accessible to ILIMA ROOM learners, amenable to classroom use, and relevant to ongoing documentation.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 23 PAPERS (1.4) THURSDAY • SESSION FOUR • 2:40–3:10 p.m.
(1.4.1) Indigenous language story-work: (1.4.4) Integrating descriptive and computational Examples from Secwepemctsin (Shuswap) and approaches in language documentation and Xaad Kil (Haida) resource development
Marianne Ignace • Michelle Morrison • Simon Fraser University University of Maryland Ronald Ignace • Christopher Green • Simon Fraser University University of Maryland Lawrence Bell Nikki Adams • Xaad Kihlgaa Hl Suu.u Society University of Maryland Based on work with elders, storytellers and learners of Erin Smith Crabb • Secwepemctsin and Xaad Kil, this presentation shows how University of Maryland indigenous language narratives can be re-constituted from If computational tools exist for a language, they are usually English-only versions, how we can contextualize their meaning, created separately from (and do not inform) language descriptions. and how they can be deployed among learners as mnemonic We describe a project involving creation of descriptive and devices to internalize grammatical, lexical and phonetic computational resources for Somali and argue that simultaneous competence. creation of both allows each to not only inform, but also enhance HIBISCUS BALLROOM 1 the other. CARNATION ROOM (1.4.2) The symbiosis of documentation, description and pedagogy: A case study of East (1.4.5) Gwich’in Caribou anatomy and verbal art Timor mother tongue education Craig Mishler • Tyler Heston • University of Alaska Fairbanks University of Hawai‘i at Mānoa Te ethnopoetics of Gwich’in caribou anatomy rise out of our Te crucial importance of language documentation and detailed compilation of names for caribou bones, muscles, and description to pedagogy is pervasive, not only for revitalization, internal organs. Surprisingly, the names used for caribou body but also for basic literacy education in underdocumented parts are rich in simile, metaphor, metonymy, synecdoche, and languages. Tis case study on mother tongue literacy education in personifcation, illustrating the elegant robust imaginative life of East Timor illustrates how linguistic research and pedagogy can Gwich’in subsistence hunters. collaborate to mutual beneft. PLUMERIA ROOM HIBISCUS BALLROOM 2
(1.4.6) An assessment of linguistic development (1.4.3/SSA4) From technical to teachable: The in a Kaqchikel immersion school role of texts in documentation and pedagogy Raina Heaton • Olivia Sammons • University of Hawai‘i at Mānoa University of Alberta Igor Xoyon • Language documentation and pedagogy share an interest in Universidad de San Carlos de Guatemala / Nimaläj Kaqchikel Amaq’ texts, though ofen with diferent applications in mind. Trough two case studies, this paper identifes ways of bridging this gap, Tis paper discusses three assessments which evaluate the ofering recommendations for developing reciprocal relationships progress of students in a Kaqchikel immersion program in between educators and linguists in which text development Guatemala. Picture-naming production and comprehension tasks enriches both language teaching and the documentary record. were used to test for profciency in phonology, morphology and lexical acquisition. Results serve to improve the program and GARDEN LANAI ROOM inform future methodological and curricular decisions.
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24 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (1.5) PAPERS 3:20–3:50 p.m • SESSION FIVE • THURSDAY
(1.5.1) Bridging gaps: Documentation, (1.5.4) Web-based mapping in multi-variant description, and revitalization as mutually feldwork contexts: Perspectives from diasporic benefcial, integrated counterparts Mixtec
Racquel-María Sapién • Patrick Hall • University of Oklahoma University of California, Santa Barbara Tracy Hirata-Edds • Emily John-Martin University of Kansas We use web-based mapping techniques to inform our feldwork Separating documentation, description, and revitalization in two diasporic communities of speakers of several variants of can create an artifcial hierarchy wherein pedagogical materials Lowland Mixtec in Skagit County, Washington, and the Central are secondary to and derivative of documentation. However, Coast of California. Tis approach encourages the synthesis of approaching them as counterparts of a single enterprise existing documentation and improves our ability to interpret the strengthens all. Tis talk theorizes a methodology for endangered observations of community language workers. languages research that integrates documentation, description, and revitalization. CARNATION ROOM HIBISCUS BALLROOM 1 (1.5.5) Learning the language of Caribou (1.5.2) Taking down the barriers: Accessibility by Crystal Frank • detechnicalization and minimalist presentation University of Alaska Fairbanks
Conor Quinn • Growing up as a girl and young woman, I never realized that University of Maine / University of Southern Maine the specialized corpus of Gwich’in words about caribou anatomy largely escaped me because my father did all the hunting. As a Towards removing barriers to access and calculated rationales language learner and transcriber, I’ve now acquired many new for lack of interest, we examine two approaches to reducing nouns and verbs about hunting and caribou biology. heritage learner entry costs (detechnicalization and minimalist presentation) as applied to three “difcult” Algonquian PLUMERIA ROOM grammatical points (polysynthesis, obviation, and gender), highlighting how both open fuller access to a wider audience of learners. (1.5.6) Report on the Status of B.C. First Nations Languages HIBISCUS BALLROOM 2 Tracey Herbert • (1.5.3) Using listening workshops to integrate First Peoples’ Cultural Council phonology into language revitalization: Learner Shay Boechler • training in Chickasaw pronunciation First Peoples’ Cultural Council
Colleen Fitzgerald • Te 2014 Report on the Status of B.C. First Nations Languages University of Texas at Arlington highlights the diversity of First Nations languages and cultures in B.C., Canada, presents up-to-date statistics of the status of these Joshua Hinson • languages and provides information for First Nations leadership, Chickasaw Nation governments and communities to use in revitalization eforts at all levels. Finding efective ways to bolster the relationship between linguistic documentation and language revitalization and ILIMA ROOM pedagogy is important for endangered languages. Documentation and analysis feed into revitalization and training, shown by pronunciation training for Chickasaw learners. Multiple uses for documentation is efcient. Importantly, our model is easily extendable to other communities.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 25 PAPERS (2.1) FRIDAY • SESSION ONE • 9:00–9:30 a.m.
(2.1.1) Documenting language-hood (2.1.4) “The digital archive is useless . . .”: Community archiving, dissemination and William O’Grady • University of Hawai‘i at Mānoa sovereignty Changyong Yang • Michael Shepard • Jeju National University University of British Columbia
Sejung Yang • My presentation describes research on community archive University of Hawai‘i at Mānoa initiatives in Alaska, Washington and California that investigates Sang-Gu Kang the relationship between language ideology and the efcacy of Cheongju University documentation, preservation and dissemination practices. I provide strategies to increase success of preservation eforts and So-Young Kim advocate for more direct application of archival resources for Tongmyong University educational dissemination.
Te frst step in language documentation and revitalization CARNATION ROOM requires establishing that the community’s variety of speech is an independent language that is distinct from the majority language in the region. We outline a technique for achieving this objective, (2.1.5) The Sign Language Documentation and report on its successful use in an actual community. Training Center
HIBISCUS BALLROOM 1 Samantha Rarrick • University of Hawai‘i at Mānoa
(2.1.2) Fieldwork as material and intellectual Jan Fried • Kapi‘olani Community College exchange: a Chini interpretation of nascent linguist-community relations Brittany Wilson •
Joseph Brooks • Te Sign Language Documentation Training Center (SLDTC) University of California at Santa Barbara works with users of underdocumented sign languages to record their languages. Currently in its third iteration, the program has I address the cultural motivations and local historical factors undergone substantial changes in order to make documentation that underlie the expectations the Chini of Papua New Guinea more Deaf-friendly. Tese changes also have implications for best have of research on their language, as well as the culturally- practices in Sign Language documentation. specifc ways in which they conveyed them, in order to argue for more contextualized approaches to ethics in language PLUMERIA ROOM documentation.
HIBISCUS BALLROOM 2 (2.1.6) Documenting linguistic practices for navigating space and place in Greenland (2.1.3/SSB1) New school linguistics for Hilary McMahan • practitioners of oral languages University of Chicago Sally Rice • Lenore A. Grenoble • University of Alberta University of Chicago Jordan Lachler • Our research uses an ethno-linguistic approach to document University of Alberta and analyze how Kalaallisut speakers make reference to space and In this position paper, we describe the natural ft between place. We show how toponyms and landscape terms exist within linguistic analysis informed by a cognitive/constructionist a complex domain of spatial language, forming frameworks of approach and the documentary, descriptive, and teacher training knowledge through which Greenlanders have navigated their work we conduct with speakers of endangered languages, Arctic environment for hundreds of years. especially the many oral and polysynthetic languages of the ILIMA ROOM Canadian north. GARDEN LANAI ROOM
26 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (2.2) PAPERS 9:40–10:10 a.m. • SESSION TWO • FRIDAY
(2.2.2) ‘Slowly, slowly said the jaguar’: Giving (2.2.5) What language documentation via collaborations time to develop corpora can do for local communities: The case of sign languages Gabriela Pérez Báez • Smithsonian Institution Kearsy Cormier • University College London Collaborations are integral to research to the point of being a condition for it. Tere is, however, insufcient discussion Adam Schembri • about the conditions needed for establishing collaborations. La Trobe University Tis Isthmus Zapotec case study illustrates conditions needed for collaboration. Tese have taken years. I advocate for Here we describe some of the major sign language corpora collaborations as goal rather than condition. that exist and other language documentation eforts with sign languages. We also explore the benefts of corpora for local HIBISCUS BALLROOM 2 communities, particularly in language teaching and learning, and the implications of this not just for sign but also for spoken/ written languages. (2.2.3/SSB2) Developing metalinguistic PLUMERIA ROOM competence at CILLDI
Jordan Lachler • University of Alberta (2.2.6) Across mountain and sea: Bringing language to linguists Sally Rice • University of Alberta Rose-Marie Déchaine • James Crippen • Te two morphosyntactic courses of the CLC illustrate our Bessie Cooley • constructional and contextualized ethos. We will provide ample Erin Guntly • illustration of some of the in-class activities that help students Gunnar Hansson • build their own lexico-grammatical sketches of their languages, Carolyn Martin • understand linguistic analyses, and translate this knowledge to John Martin • learners and other speakers. Lisa Matthewson • GARDEN LANAI ROOM Patrick Moore • University of British Columbia Lance Twitchell • (2.2.4) Constructing a digital museum with a University of Alaska Southeast large-scale archive for endangered languages We report on a project bringing Tlingit language speakers to Yukinori Takubo • u.ac.jp the University of British Columbia as resident consultants for Tamaki Motoki • u.ac.jp one academic year. Spearheaded by community members, the Syuntaroo Tida • project’s successful integration of theory, practice, and application Shoji Kajita • u.ac.jp contributes to a model of best practices for community-based Masahiro Yamada • language research. Yoshihiko Asao • Kyoto University ILIMA ROOM Keisuke Yagi • Asahi Giken Corporation
We will demonstrate how to construct a digital museum with a large-scale archive for documenting endangered languages. Te system enables us to construct a large-scale archive at an individual level and at a manageable price, thereby providing us with a powerful tool for language documentation, conservation and revitalization.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 27 PAPERS (2.3) FRIDAY • SESSION THREE • 10:20–10:50 a.m.
(2.3.1) Planning for assessment in language (2.3.5) Using sign and gesture to enhance programs: A practical tool pedagogy in an indigenous Australian language Melody Ross • revitalisation setting University of Hawai‘i at Mānoa Joelander MacGregor • Program assessment is an ofen-overlooked part of language Brisbane Water Local Management Group & Darkinyung LALC program planning, but is critically important to stakeholder satisfaction and program accountability. Tis paper introduces a Tis paper presents the fndings of an action-research project practical, multi-level assessment tool for use in diverse language based in a primary school classroom setting for a language being programs by non-specialists. revitalised predominantly from historical sources. Te project investigated the use of sign and gesture as a mnemonic device for HIBISCUS BALLROOM 1 enhancing language learning. PLUMERIA ROOM (2.3.2) Applying linguistics in the conservation of the social and cultural context of underdocumented languages (2.3.6) Documenting, analyzing, and teaching the grammar of direction in Karuk Jason Jackson • University of Hawai‘i at Mānoa Andrew Garrett • University of California, Berkeley Tis talk compares the componential grammar model and the socio-culturally informed model of approaching language Line Mikkelsen • description, and how the two models pair up with notions University of California, Berkeley of language teaching in an efort to identify specifc ways to We are developing an online resource to support research, improve the practices of language documentation and language teaching, learning, and revitalization of Karuk (Hokan, northern conservation. California). To illustrate the value of integrating a morphologically analyzed lexical and text database with a syntactically parsed HIBISCUS BALLROOM 2 text corpus, we discuss how research on the morphosyntax of directional sufxes can inform pedagogy.
(2.3.3/SSB3) My Plains Cree (nêhiyawêwin) ILIMA ROOM Language Classes
Dorothy Tunder • University of Alberta
Tis is the frst of two case studies by indigenous linguists who have graduated from the Community Linguist Certifcate program. Tis presenter comments on how linguistic training has afected her teaching in university-level Cree language classes. She focuses on an innovative technique she uses in an adult immersion course.
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28 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (2.4) PAPERS 11:00–11:30 a.m. • SESSION FOUR • FRIDAY
(2.4.1) Endangered poetics: Assessing (2.4.4) A sustainable archiving software solution ethnolinguistic vitality in the Francophone for The Language Archive Pacifc Paul Trilsbeek • Daan Broeder • Alexander Mawyer • Willem Elbers • University of Hawai‘i at Mānoa André Moreira • Ena Manuireva • Max Planck Institute for Psycholinguistics Auckland University of Technology/Mangarevan Te Language Archive has been developing an in house built Tis paper examines whether documenting language change archiving solution for more than 15 years. Tis paper describes the through traditional poetry genres ofers a useful assessment process of choosing an existing open source repository solution to tool for the vitality of Mangarevan, an understudied Polynesian form the basis of a new archiving solution with the goal to reduce language. We suggest that adequately documenting poetic genres maintenance costs in the long run. can be (re)evaluated as an efective tool for developing efective strategies to scafold linguistic endurance and revitalization efort. CARNATION ROOM
HIBISCUS BALLROOM 1 (2.4.5) Merging documentation and pedagogy in Hawai‘i Sign Language research (2.4.2) Real and fctional referents in linguistic feldwork James Woodward Jr. • University of Hawai‘i at Mānoa Katie Sardinha • Tis presentation provides examples of how pedagogy has University of California, Berkeley been merged with description in the documentation of Hawai`i Making up stories is an important component of both Sign Language (HSL), a critically endangered language isolate, semantic feldwork and language documentation – but who providing full access to methods used and materials developed, should stories and discourse contexts be about? In this including an experimental course recently developed to teach methodologically-oriented presentation I discuss the pros and merging strategies in the context of HSL documentation. cons of talking about real people versus fctional characters, and discuss methods for reducing elicitation task errors. PLUMERIA ROOM HIBISCUS BALLROOM 2 (2.4.6) Documenting Blackfoot pitch excursion
(2.4.3/SSB4) My Nakota/Stoney (Isga) Language Mizuki Miyashita • Classes University of Montana Naatosi Fish Eugene Alexis • University of Montana / Blackfeet Alexis Nakota Sioux Nation Tis study documents and describes Blackfoot pitch excursion. In this fnal presentation, the focus is on language revitalization Te pitch excursion is described and generalized based on 35 activities at Alexis Nakota Sioux Nation by a graduate of the words pronounced by a native Blackfoot speaker. Te study Community Linguist Certifcate program. Te presenter shares is signifcant because it enhances Blackfoot phonetics and linguistic insights now being applied in the classroom and in phonology, contributes to the sound pedagogy of Blackfoot, and various language programming activities on the reserve. thus bridges theory and application.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 29 PAPERS (2.5) FRIDAY • SESSION FIVE • 1:30–2:00 p.m.
(2.5.1) Gamifcation of rapid word collection (2.5.4) Ethnobotanical classifcation in Lisu: Data collection and management Rebecca Paterson • University of Oregon Holly Sellers • Amos Teo • La Trobe University, Australia University of Oregon Tis presentation will outline the methodology used in the Timbwaoga Aime Judicaël Ouermi • collection of a large body of plant data from the Lisu people University of Oregon in Northern Tailand for the purposes of ethnotaxonomical description and documentation, as well as the subsequent use and We present the outcomes of applying gamifcation to the management of the information collected. Dictionary Development Program in an efort to collect and verify words in a narrow set of semantic domains for the Mòòré CARNATION ROOM language and evaluate its efectiveness. Creative interaction engages speakers in language documentation and the development of language materials. (2.5.5) Documentation of sign language diversity in Peru HIBISCUS BALLROOM 1 Brenda Clark • (2.5.2) Involving students in meaningful University of Hawai‘i at Mānoa language preservation work as early as possible Tis paper discusses challenges in the documentation and study of sign languages in Peru, as well as potential solutions. Sheri Wells-Jensen • It also briefy describes the type of documentation, analysis, Bowling Green State University conservation, and educational work that may be possible and Jason Wells-Jensen valuable in the near future. Lucas Fullenkamp PLUMERIA ROOM Tis presentation summarizes our eforts to involve students in meaningful language preservation work as early as possible. We ofer guidelines gleaned from both our successes and (2.5.6) Three speakers, four dialects: our occasional missteps, and conclude with reactions from Documenting variation in an endangered community members. Amazonian language
HIBISCUS BALLROOM 2 Amalia Skilton • University of California, Berkeley
(2.5.3) Extensive writing: A way to foster While endangered-language speech communities can display metalinguistic awareness and literacy extensive inter-speaker variation, language documentation development projects rarely involve serious research on variation. Tis talk addresses obstacles to and strategies for documenting variation in Cindy Schneider • endangered languages, taking the author’s recent documentary- University of New England (Australia) sociolinguistic work on , a severely endangered language of northwestern Amazonia, as a case study. Many indigenous communities are challenged both by (a) language shif; (b) orthography standardisation, and ILIMA ROOM underachievement in literacy. I propose teaching a baseline orthography, then encouraging students frstly to write extensively, but also to record and transcribe the language of others. Tis fosters literacy development and community awareness of cross- linguistic variation.
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30 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (2.6) PAPERS 2:10–2:40 p.m. • SESSION SIX • FRIDAY
(2.6.1) Workshop design for developing picture (2.6.4) A quantitative analysis of linguistic dictionaries in the Caucasus metadata
Kathleen Sackett • Kavon Hooshiar • SIL International University of Hawai‘i at Mānoa
Tis paper discusses picture dictionary development in nine Given that there are not enough linguist man-hours to Caucasian communities. It looks at the motivations, benefts document all the world’s languages, what factors should we use and process related to their production. It explains why picture in choosing languages to document? I look for possible guidance dictionaries were the appropriate language development product on this matter quantitatively by searching for correlations among for these communities and how customization of a common linguistic metadata for large numbers of languages. template met the individual needs of each community. CARNATION ROOM HIBISCUS BALLROOM 1
(2.6.6) Endangered Uralic languages in the (2.6.2) Collaborating with language communities (Bermuda) triangle of documentation, theory, in diasporic contexts: Three cases studies from and application NYC Johanna Laakso • Daniel Kaufman • University of Vienna Endangered Language Alliance Elena Skribnik • Habib Borjian • Ludvig Maximilian University of Munich, Germany Columbia University and ELA Marianne Bakró-Nagy • Migration due to economic, environmental and political Hungarian Academy of Sciences factors is increasingly displacing endangered language communities to urban centers. Using three case studies from New We will analyse the interconnections within the triangle of York City, we explore the fexibility required of linguists working documentation, theory and application, focusing on (i) the role with immigrant populations and ofer diferent approaches of multilingualism in Uralic feld linguistics, (ii) the special issues for collaborating with language communities in various of teaching heritage languages, and (iii) the efects of language circumstances. education and language policies on the documentation of language. HIBISCUS BALLROOM 2 ILIMA ROOM
(2.6.3) Vernacular literacy development in Vanuatu: Comparative case studies Michael Franjieh • SOAS, University of London Kay Johnson • University of the South Pacifc, Port Vila Tis talk compares two small-scale linguist driven vernacular literacy development projects against a large-scale national education project in Vanuatu. We will compare expertise of project leaders and discuss advantages and disadvantages of linguist led vs. educator led vernacular language development projects.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 31 PAPERS (2.7) FRIDAY • SESSION SEVEN • 2:50–3:20 p.m.
(2.7.1) Linking language documentation to (2.7.4) Corpora, collections, data—Reusing community needs: Kaska Language workers and outputs of language documentation the Kaska On-line Dictionary Project Nick Tieberger • Patrick Moore • University of Melbourne University of British Columbia With the success of language documentation comes the Linda McDonald creation of records in small languages. Tis paper explores the Yukon Education construction of collections and aims to establish guidelines for use in a new Australian project, the Centre of Excellence in the Selena Pye Dynamics of Language, and to inform the development of new Mida (Martha) Donnessey tools.
While one goal of language documentation is ofen meeting CARNATION ROOM the needs of members of the local source community, it is ofen unclear what those needs are. Tis paper examines the needs of community language teachers and language workers participating (2.7.5) Documenting the signed languages of the in the development of an online Kaska (Dene) dictionary. Caribbean: Problems and prospects
HIBISCUS BALLROOM 1 Ben Braithwaite • University of the West Indies, St Augustine (2.7.2) Towards Language Documentation 2.0: Te Caribbean has a rich heritage of largely undescribed signed languages, all of which face uncertain futures. Work on Imagining a crowdsourcing revolution documenting these languages must balance sometimes conficting Mat Bettinson • priorities, and will best be achieved through collaborative University of Melbourne partnerships between Deaf community groups and researchers, nationally, regionally and internationally. Crowdsourcing ofers the potential to scale documentary activity beyond the confnes of ‘expert’ linguistic resources. We PLUMERIA ROOM argue that Web 2.0-like evolution in language documentation is necessary and even inevitable. Tis has deep ramifcations for the design of tools and methods and forces us to re-evaluate a number (2.7.6) Documentation of endangered Cosao of key assumptions. “green codes” in Yunnan, China
HIBISCUS BALLROOM 2 Bibo Bai • Yuxi Normal University (2.7.3) Supporting native languages & Xianming Xu • encouraging early literacy with children’s books Yuxi Normal University Tis paper highlights the Cosao people using tropic plants Kathryn Ohle • to communicate within the tribe. It explores the plant messages, University of Alaska Anchorage natural and cultural traits, linguistic encoding and decoding, and Mark Condon • their domains of usage and documents their traditional knowledge Unite for Literacy urgently for their language endangerment destines cultural extinction. Our goal is to share how we are targeting language ILIMA ROOM conservation and early literacy development through a project that provides dozens of children’s books to families, children, and teachers in Alaska Native languages through the use of a free digital library with translated texts, as delivered through UniteForLiteracy.com.
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32 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (3.1) PAPERS 9:00–9:30 a.m. • SESSION ONE • SATURDAY
(3.1.1) Examining the role of summer short- (3.1.4) Language Preservation 2.0: courses as a tool for Scottish Gaelic language Crowdsourcing oral language documentation revitalization using mobile devices
Colleen Patton • Steven Bird • University of Arizona University of Melbourne
While 5-day courses in Scottish Gaelic may modestly increase We report on the development of a mobile app for language language profciency, their success is in providing participants with preservation. Te app supports recording of primary sources along contextualized exposure to Gaelic and the opportunity to build with metadata, respeaking, interpretation, and digital archiving. positive relationships with the Gaelic language and members of the An efcient workfow leverages the varying linguistic capacities speaker community—aspects which restructure language ecologies of community members, leading to the archiving of substantial and support long-term revitalization endeavors. quantities of oral language documentation.
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(3.1.2) Mismatch between theory and practice: (3.1.6) Designing and teaching a practical Problem of determining base forms for Miyako orthography of Nigromante Zapotec verbs Erin Donnelly • Toshihide Nakayama • University of California, Berkeley Tokyo University of Foreign Studies Jorge Beltrán Luna • Tsuyoshi Ono • University of California, San Diego University of Alberta We discuss challenges in developing an orthography of We discuss the difculty in our work with Miyako, an Nigromante Zapotec. Suprasegmental features are contrastive, endangered language of Okinawa, where linguists and native but a practical orthography should have few diacritics. We speakers do not agree on the ‘base form’ of a word. Tis is a worked with speakers to decide how to write minimal pairs for cautionary note on the common assumption that our theoretical tone. Mutually-intelligible dialects have phonemes absent in understanding is directly applicable to maintenance and Nigromante. We identifed and taught sound correspondences to revitalization eforts. speakers. HIBISCUS BALLROOM 2 ILIMA ROOM
(3.1.3/SSC1) Recognizing contextual resources: Post-method approaches to building on learner’s communicative repertoires Haley De Korne • University of Pennsylvania Tis paper argues the need for close consideration of learner and context characteristics in language teaching, and discusses the post-method movement and communicative repertoires as complementary frameworks that support teachers in assessing and building on learners’ linguistic resources, while avoiding the common trap of categorizing learners through defcit perspectives.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 33 PAPERS (3.2) SATURDAY • SESSION TWO • 9:40–10:10 a.m.
(3.2.1) The revitalization of Scots and Gaelic – (3.2.4) LingSync: web-based software for ‘national’ language planning in a regional context language documentation
Arlene Holmes Henderson • Joel Dunham • University of Oxford Te University of British Columbia Tis paper will document and analyse the tensions created Jessica Coon • when a centralised national government directs language McGill University planning, policy and practice while inadequately recognising Alan Bale • regional linguistic variations. Te situated perspectives of Gaelic Concordia University and Scots language groups will be explored and concomitant recent developments in Scottish policy and practice will be shared. We present LingSync, a suite of open source web-based applications that facilitate collaborative linguistic feldwork HIBISCUS BALLROOM 1 and language documentation. Te features of LingSync were designed by theoretical linguists and people involved in language revitalization. Te result is an exciting tool that contributes to (3.2.2) Exploring applications of feldwork data: language documentation, revitalization, and linguistic analysis. A case study of MalakMalak complex predicates in discourse CARNATION ROOM
Dorothea Hofmann • (3.2.5) Toward a linguistically realistic Te University of Chicago assessment of language vitality Ryan Henke • University of Hawai‘i at Mānoa Changyong Yang • Jeju National University Tis paper illustrates how eforts of language documentation may be applied in linguistic analysis. We present a case study William O’Grady • on complex predicate formation in MalakMalak discourse University of Hawai‘i at Mānoa collected in feldwork settings. We consider narrative structure, Sejung Yang • information structure, and word order to examine how complex University of Hawai‘i at Mānoa predicates refect cross-speaker interaction and narrative fow. We propose a novel technique for assessing language vitality HIBISCUS BALLROOM 2 that incorporates a short comprehension task within a survey instrument that includes a self-assessment of language profciency. Te results of a study involving 61 participants provide a strong (3.2.3/SSC2) Building communicative indication that such an approach is both feasible and necessary. competence and motivation among diverse PLUMERIA ROOM learners of Zapotec in Teotitlan del Valle Janet Chávez Santiago • Research Library Juan de Cordova (3.2.6) Understanding the “unwritten rules” of an unwritten language Tis paper presents the experience of a speaker of Valley Zapotec/Dixza in the development and implementation of a Robyn Gifen • successful communicative Dixza program in a context of language University of British Columbia–Okanagan discrimination. Discussion includes the curriculum and methods employed, and the efect of the program in countering prejudices During development of the Nabit orthography, I discovered outside and inside the community. that speakers had very particular ideas about how they wanted the Nabit language represented in a writing system. In this paper, GARDEN LANAI ROOM I analyze how speakers’ attitudes about unique symbols and previous spelling conventions infuenced the development of the Nabit orthography. ILIMA ROOM
34 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (3.3) PAPERS 10:20–10:50 a.m. • SESSION THREE • SATURDAY
(3.3.1) First steps on the Ngunawal language (3.3.4) Turning language documentation into revitalization journey reader’s and writer’s software tools Michael Walsh • Antti Arppe • AIATSIS University of Alberta Jakelin Troy • Lene Antonsen AIATSIS Trond Trosterud Sjur Moshagen In this paper we present a research project driven by a University of Tromsø, Norway community of Aboriginal people, the Ngunawal, joining the growing movement in our country to ‘wake up’ sleeping languages. Dorothy Tunder We will describe this language revitalization initiative from the Conor Snoek perspective of the researchers as well as that of the Ngunawal Timothy Mills community. Juhani Järvikivi Jordan Lachler HIBISCUS BALLROOM 1 University of Alberta We will demonstrate how the explicit, systematic and detailed (3.3.2) Documenting how Truku Seediq speakers coding of the morphological paradigm types of the vocabulary of and English speakers think and produce their a language, in some structured electronic format, will facilitate the languages rapid subsequent development of computational tools, making additional benefts of lexical documentation work available to the Manami Sato • entire language community. Okinawa International University CARNATION ROOM Apay Ai-yu Tang • Dong Hwa National University (3.3.5) Exploring the dimensions of assessing Takuya Kubo ethno-linguistic vitality with special reference Hiroshima University to Tiwa (an endangered language of north-east Jungho Kim India) Masatoshi Koizumi Tohoku University Satarupa Dattamajumdar Saha • ICSSR, New Delhi and ICSIT, Kolkata We examined the word order currently used by elder Truku Seediq speakers and empirically investigated whether English Te paper proposes diferent dimensions to construct a new speakers and Truku Seediq speakers, who use diferent word set of parameters for assessing the ethno-linguistic vitality of the order (i.e., Subject-Verb-Object in English and Verb-Object- endangered languages with special reference to the Indian context Subject in Truku), not only orally describe the world diferently, attesting ‘grass-root’ bilingualism. Tis is substantiated by the case but also mentally perceive the world diferently. study of Tiwa, an endangered Tibeto-Burman language spoken in North-eastern part of India. HIBISCUS BALLROOM 2 PLUMERIA ROOM (3.3.3/SSC3) Decolonizing pedagogies for Indigenous children: Valuing multiliteracies in (3.3.6) Assessing the difculty of the text input classrooms task for minority languages Mario López Gopar • Hugh Paterson • Universidad Autonoma Benito Juarez de Oaxaca University of North Dakota How do we perceive success in the language classroom? Which Jon Wilkes • capacities are valued, and which are ignored? Tis paper draws Independent Researcher on a critical-ethnographic-action-research (CEAR) project in How do people in your language type or text? Are the Mexico to illustrate the benefts of recognizing and legitimizing difculties due to the orthography or are they due to the text input multiliteracies and translanguaging abilities in Indigenous method? We propose and discuss a framework for analyzing the education contexts, whether in formal schooling or community- text input experience of minority languages. based education. ILIMA ROOM GARDEN LANAI ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 35 PAPERS (3.4) SATURDAY • SESSION FOUR • 11:00–11:30 a.m.
(3.4.1) Unfnished business: Some issues in need (3.4.4) Technology and collaboration in language of attention in Australian language revitalisation documentation and revitalization: The case of a Zapotec Talking Dictionary John Hobson • University of Sydney Alex Mannix • Bryn Mawr College Tis paper seeks to shine a spotlight on the larger ‘elephants in the room’ of Australian revitalisation in the hope that doing so will Brook Danielle Lillehaugen • spur people to start discussing them openly, and avoid the risk that Haverford College continuing to disregard them could limit progress or frustrate the Janet Chávez Santiago • achievement of desired outcomes. Biblioteca de Investigación Juan de Córdova HIBISCUS BALLROOM 1 We refect on the challenges and successes of a collaborative language documentation and revitalization project for Teotitlán (3.4.2) Variation and structural change del Valle Zapotec [zab]: an online Talking Dictionary. Questions of co-authorship, ‘human subjects’, technology and logistics, and the in an endangered language: The case of politics of orthography are considered. Gammalsvenskby CARNATION ROOM Alexander Mankov • St. Tikhon University for the Humanities, Moscow (3.4.5) Evaluation of a language documentation In my paper I examine verb morphology of semi-speakers of the dialect of Gammalsvenskby and compare it with data from project in Nagaland interviews with fuent speakers. Te aim of my study is to show Amos Teo • the directions of grammatical change in certain segments of University of Oregon morphology and to explain the mechanism of this change. Abokali Sumi • HIBISCUS BALLROOM 2 Sumi Cultural Association We ofer a preliminary evaluation of a project aimed at documenting the traditional agricultural songs and stories of the (3.4.3/SSC4) Flexible pedagogical techniques Sumis of Nagaland in North East India. We focus on the ways this for working with dominant languages, dialect project has afected the identities of both researchers, and how diversity and prejudices in endangered language these may have afected the project’s outcomes. classrooms PLUMERIA ROOM Kiara Ríos Ríos • Universidad Autonoma Benito Juarez de Oaxaca (3.4.6) Multidialectal orthography and the In the context of a class taught by an Isthmus Zapotec speaker in a university, this presentation discusses 1) the adaptation and writing of vowels in Mixe re-contextualization of educational dynamics from a multilingual Rodrigo Romero-Méndez • university, 2) the infuence and negotiation of the dominant Universidad Nacional Autónoma de México language in endangered language instruction, and 3) working with dialect diversity. Tis paper deals with the challenges of achieving a unifed writing system for all Oaxaca Mixe languages, something that GARDEN LANAI ROOM many Mixe speakers regard as desirable. Based on a comparative study of the vowel system in 26 Mixe dialects, a possible solution is discussed. ILIMA ROOM
36 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (3.5) PAPERS 12:50–1:20 p.m. • SESSION FIVE • SATURDAY
(3.5.1) Strategies for activating language (3.5.4) LSI and DBSCAN: Natural language practices and participation in a multilingual processing for sociolinguistic analysis community: Results and challenges Jacob Collard • Haley De Korne • Swarthmore College University of Pennsylvania Natural language processing techniques can be used to quantify Gabriela Pérez Báez • and vectorize sociolingustic and anthropological descriptions Smithsonian Institue of languages, allowing for quantitative comparisons of language contexts and situations. We present strategies adopted to encourage active Isthmus Zapotec use both within and around a documentation project. CARNATION ROOM Results of these strategies are analyzed through qualitative and quantitative data, illustrating increased opportunities and motivations to use Zapotec among all program participants. (3.5.5) The Kumzari language community: Ongoing challenges and a need for further strategies are discussed. Evaluating language vitality and endangerment HIBISCUS BALLROOM 1 John Battenburg • California Polytechnic State University
(3.5.2) Bringing it together: Implementing Kumzari is an Iranian language spoken in the Musandam Governorate of Oman. Issues related to constructing a systematic community-based Tahltan language approach for analyzing language minority groups are considered revitalization research in the context of the Kumzari language and community. In addition, factors and degrees of vitality and endangerment Judith Tompson • suggested in various classifcations are addressed. Tahltan Central Council Angela Dennis • PLUMERIA ROOM Klappan Independent Day School Odelia Dennis • (3.5.6) Non-standard transcription of Innu: An Tahltan Central Council essential ingredient of its documentation John Alderete • Renee Lambert-Bretiere • Simon Fraser University Université du Québec à Montréal Tis paper discusses research carried out by a member of Lynn Drapeau the Tahltan Nation, which focused on Tahltan community Université du Québec à Montréal experiences of language revitalization. Tis research has lead to the development of a Tahltan Language Revitalization Framework Yvette Mollen • that is being implemented by community members. Institut Tshakapesh HIBISCUS BALLROOM 2 Helene St-Onge • Institut Tshakapesh (3.5.3) Concerning learning materials for ‘small’ Te documentation of Innu, an Algonquian language spoken in Canada, is an important step in its long-term sustainability. In this languages talk, we discuss the impact that the transcription format can have on the linguistic analysis of the data, and on the overall value of Grigory Kazakov • the language documentation. Daito Bunka University ILIMA ROOM Tis paper will treat the issue of designing optimal language learning materials drawing on self-study textbooks of “small” languages by the French publishing house, Assimil. It will also consider analogies between the pedagogy of ‘dead’ and ‘small’ languages. Samples regarding certain minority languages of Russia and Nepal will be presented. GARDEN LANAI ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 37 PAPERS (3.6) SATURDAY • SESSION SIX • 1:30–2:00 p.m.
(3.6.1) Ka Leo Hawai i tapes and the regenesis of (3.6.4) Developments in SayMore: The language Hawaiian documentation tool for citizen scientists Larry Kimura • Sarah Moeller • University of Hawai i at Hilo Graduate Institute of Applied Linguistics Tis paper covers specifc types of native Hawaiian language SayMore is a sofware tool that allows citizen scientists to behavior excerpted from the Ka Leo Hawai i tape collection engage in language documentation. It does this by eliciting that I recorded over a 16-year period between 1972–1988. Tese metadata through fll-in forms, guiding users through the steps of excerpts will contribute in bridging the gap resulting from the building a documentary corpus, and automating the deposit of a passing of the last traditional frst language Hawaiian speakers. well-formed corpus to an archive.
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(3.6.2) Punctuation is prosody: Making (3.6.5) The efects of globalization and poverty historic transcriptions of Karuk accessible for upon Philippine endangered languages revitalization and research Alfred Cucchiara • Clare Sandy • University of the Cordilleras University of California, Berkeley Yue Liu • [email protected] Line Mikkelsen • University of the Cordilleras University of California, Berkeley Poverty and globalization are working together to produce a Past researchers used punctuation diferently to represent detrimental efect on the vanishing languages of the Philippines. various prosody and utterance boundaries in Karuk. We utilize Tis paper describes the depth of that ill-efect, the various archival recordings and transcriptions to create a key that programs and organizations that are working to reverse it, and allows us to translate the historic transcription systems. A better provides additional recommendations that can be done to save the understanding of prosody will aid language revitalization and remaining languages. research on Karuk word order. PLUMERIA ROOM HIBISCUS BALLROOM 2
(3.6.6) The efects of language planning in (3.6.3) Giving it back: From oral folktales to Sardinian illustrated bilingual reading books for minority Rosangela Lai • languages University of Florence Alexander Coupe • Te standardization of Sardinian has been planned without Joan Kelly • taking into account the linguistic and sociolinguistic situation of Peh Yang Yu • Sardinia. Te consequences of this policy will be evaluated with Lesley Tang • special consideration of the full-blown language shif which is Nanyang Technical University afecting Sardinian. Tis paper describes a collaborative project by linguists ILIMA ROOM and artists that developed bilingual illustrated reading books in Mongsen Ao and English. Te paper demonstrates how one output of linguistic research can be innovatively applied to language maintenance by targeting a crucial link in the chain of intergenerational transmission: young children. GARDEN LANAI ROOM
38 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (3.7) PAPERS 2:10–2:40 p.m. • SESSION SEVEN • SATURDAY
(3.7.1) Language revitalization as rebuilding a (3.7.4) A bilingual dictionary with Semantic speech community Mediawiki: The language Saliba’s case Marianna Di Paolo • George Dueñas • University of Utah & the Smithsonian Instituto Caro y Cuervo Lisa Johnson • Diego Gómez • University of Utah Instituto Caro y Cuervo Bryan Hudson • Tis paper presents an electronic dictionary in order to Kern Valley Community/Southern Shoshone revitalize Saliba language using MediaWiki. Tis work consists in creating not only an electronic dictionary, but also a space where Jennifer Mitchell • linguistic and cultural information is stored about the language: Derron Borders • location in Colombia, a grammatical sketch, personal names and Sarah Arnof • toponyms, etc. Shoshoni Language Project CARNATION ROOM Te Shoshoni Language Project’s (SLP) guiding principle is that revitalizing a language is rebuilding a speech community. Since 2003, the SLP has been collaborating on activities that have (3.7.5) Towards a multi-layered understanding of successfully resulted in increasing social interaction in Shoshoni. place in Dene: An inter-generational and Te wide-reaching revitalization activities are intertwined with a inter-disciplinary approach to Dene narratives legacy materials documentation and dissemination project. Fibbie Tatti • HIBISCUS BALLROOM 1 University of Victoria Ingeborg Fink • (3.7.2) Pronunciation in the context of language University of Cologne revitalization Tis paper highlights the benefts of a community-based Sonya Bird • approach in the Dene community of , Canada. It describes University of Victoria the collaborative eforts of a community researcher and an outside linguist to develop joint research interests and ground them with Sarah Kell • other community members in the specifc cultural setting. University of Victoria PLUMERIA ROOM Tis study documents variation in pronunciation and attitudes towards this variation among four generations of SENĆOŦEN speakers/learners. Results suggest that there are (3.7.6) Variations in goals and methods of two types of variation: familial/dialect variation and English- infuenced variation, and that speakers are not equally aware of linguistic education: A comparison of academic both types. Implications for developing pedagogical materials on and community-based approaches to linguistics pronunciation are discussed. Maeghan Jerry • HIBISCUS BALLROOM 2 Atticus Harrigan • Megan Bontogon • Taylor Casavant • (3.7.3) Reading dictionaries in the dark: The University of Alberta signifcance of evolving language materials As undergraduate linguistic students, we examine a university- Christine Schreyer • run program intended to train community members in linguistics University of British Columbia Okanagan and language education. Having taken many of the same courses ofered, we give a comparison of teaching methods, educational Using the recently created Kala dictionary (2012) as an focus, and student goals, taking into account the infuence of example, I argue that continually evolving language materials academic ranks and designations. are necessary to document language change, to assist in the ILIMA ROOM stabilization of new orthographies, and to develop corpus materials from language documentation that might otherwise sit unused on shelves collecting dust. GARDEN LANAI ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 39 PAPERS (3.8) SATURDAY • SESSION EIGHT • 2:50–3:20 p.m.
(3.8.1) Language ecology and Butchulla (3.8.4) Integrated Web tools and Apps for Innu revitalisation language maintenance
Jeanie Bell • Marie-Odile Junker • Batchelor Institute for Indigenous Education Carleton University Joy Bonner • Yvette Mollen • Korrawinga Aboriginal Corp., Hervey Bay Institut Tshakapesh Two Aboriginal language activists present how the Butchulla Showcase and discussion of online language tools for Innu language revival program in a SE Queensland Aboriginal language maintenance developed using collaborative (participatory community is considered a successful program using a language action) research: language lessons and games, oral stories database ecology theory and a learner driven pedagogy. Te topic is (audio and video), online catalogue for educational and cultural approached from the shared perspective of Aboriginal ontology resources, blog, grammar pages, dictionaries, and second-language and epistomology. learning apps.
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(3.8.2) Quantifying change in morphological (3.8.5) Confronting the Extinction Narrative: complexity as a tool for language revitalization Diversity research, media, and folk views on language endangerment Rolando Coto-Solano • University of Arizona Johanna Laakso • University of Vienna Lupyan and Dale’s (2010) method to calculate morphological complexity can be used to track changes in the morphological In this presentation, I will analyse the material of media complexity of endangered languages. Tis method of quantifying reactions to the FP-7 research project ELDIA from the point change can provide information about language loss, but also of view of the “extinction narrative”. Moreover, I will propose a serve as a tool for measuring the progress of language teaching preliminary list of measures for the media and communication and reclamation. strategies of research projects dealing with endangered languages.
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(3.8.3) Cook Islands Māori, co-ordinating (3.8.6) Documenting linguistic and conjunctions, SLA, and the Pacifc Harry Potter epistemological structure of ecotopes for pedagogical purposes Sally Akevai Te Namu Nicholas • University of Auckland Konrad Rybka • University of Amsterdam Tis paper describes how we used the Harry Potter universe and a lot of toy dinosaurs to encourage a group of (mostly) Language documentation theory stresses the relation between heritage language learners of an endangered language to produce language and the knowledge systems linked to it, but are we “Specimens of observable linguistic behaviour” for documentation, developing pedagogical materials that refect both the Indigenous and the various linguistic and pedagogical uses this learner corpus linguistic and epistemological structures? Lokono ecotope terms has generated. merge botanical, zoological, edaphic, and utilitarian knowledge. I demonstrate how they can give structure to the curriculum. GARDEN LANAI ROOM ILIMA ROOM
40 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (4.1) PAPERS 8:30–9:00 a.m. • SESSION ONE • SUNDAY
(4.1.1) Designing pedagogy from Cherokee (4.1.4) Contexts of learning in the endangered language and ecological documentation language college classroom
Colleen Fitzgerald • Nicole Umayam • University of Texas at Arlington University of Oklahoma Roy Boney, Jr • Juliet Morgan • Cherokee Nation University of Oklahoma Vicki Caña Tis paper focuses on adult learners of endangered languages Samantha Cornelius in the university classroom. We discuss who ‘endangered language University of Texas at Arlington learners’ are as distinct from second language and other heritage language learners. We examine an endangered language program David Crawler where all three types of learners are found in the classroom. John Ross, Jr. CARNATION ROOM Cherokee Language Department Documenting traditional ecological knowledge is urgently needed. Te Cherokee Language Program and UT Arlington (4.1.5) Chimariko grammar based solely on collaborated to create videos documenting Cherokee language archival material and ecological knowledge. Training, curriculum, and the actual documentation are all positive outcomes. Our model is useful for Carmen Jany • other communities to maximize the uses and versatile applications California State University, San Bernardino of documentation. Tis paper presents the process of grammar writing for HIBISCUS BALLROOM 1 Chimariko based solely on archival materials. Content selection and organization, complementary functions of elicited versus naturally occurring data, and gaps in the analysis are discussed. (4.1.2) Completing the Triangle: Revitalizing the Tis work highlights the importance of archival material for Rapa Nui language languages with no current speakers. Forrest Young • PLUMERIA ROOM University of Hawai‘i at Mānoa Field research on Rapa Nui language revitalization programs reveals a strong pedagogical focus on cultural heritage based teaching materials. Some strengths of the Rapa Nui pedagogy are assessed through analysis of teaching materials on the second person possessive pronoun tu‘u in terms of aesthetic and psycholinguistic theories of language revitalization. HIBISCUS BALLROOM 2
(4.1.3/SSD1) Acquiring a polysynthetic Australian language: From infancy to school
Barbara Kelly • Te University of Melbourne Rachel Nordlinger • Te University of Melbourne Tis paper investigates the acquisition of Murrinh-Patha, a polysynthetic Australian language. Little is known about polysynthetic language acquisition and the pedagogical theory for creating materials to support language use and literacy is typically based on vastly diferent language foundations. Understanding the acquisition process will guide future pedagogical material development.
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2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 41 PAPERS (4.2) SUNDAY • SESSION TWO • 9:10–9:40 a.m.
(4.2.1) The Hālau Hula: Its linguistic richness (4.2.5) Designing reference grammars for Taiwan documented, analyzed, and revived indigenous languages: Collaborative work Kekoa Harman • between linguists and native speakers University of Hawai‘i at Hilo / Ka Haka Ula O Keelikolani Elizabeth Zeitoun • Te hālau hula, the traditional Hawaiian hula teaching Academia Sinica institution, has endured through several periods of language and Lillian Huang • [email protected] culture erosion. Tis presentation will focus on the richness of the Shih Chien University hālau hula as a base for broader Hawaiian language and culture revitalization today. Tis paper illustrates how Formosan linguists form a collaborative team in preserving and promoting endangered HIBISCUS BALLROOM 1 languages. How they designed Formosan reference grammars is discussed, including their working pattern, their training indigenous people to understand their language structures, (4.2.2) Saving endangered Philippine languages the content of each reference grammar, and the e-platform of via the K+12 Program displaying research fndings.
Yue Liu • [email protected] PLUMERIA ROOM University of the Cordilleras Alfred Cucchiara • University of the Cordilleras Tere are approximately 175 languages and dialects in the Philippines today, many of which are endangered. Tis paper will present an educational reform proposal that will specifcally address the inclusion of endangered languages in the government’s K+12 educational program via the involvement of the local communities. HIBISCUS BALLROOM 2
(4.2.3/SSD2) Bilingual education in Australian Aboriginal communities: The forty years of the Yirrkala step model Gemma Morales • Te University of Melbourne Lauren Gawne • Te University of Melbourne Gillian Wigglesworth • Te University of Melbourne Yirrkala Community School in Australia’s Northern Territory ofers a strong and efective model of bilingual education. We explore the context of the 40 years of the YCS and provide initial insights from research into pedagogical practice and literacy development in primary-school age children at the school.
GARDEN LANAI ROOM
42 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (4.3) PAPERS 9:50–10:20 a.m. • SESSION THREE • SUNDAY
(4.3.1) Modern Jere: Language revitalization and (4.3.4) Indigenous graduate students studying eco-conservation education heritage languages at universities: A collaborative autoethnography Tobias Bloyd • University of Hawai‘i at Mānoa Kari Chew • University of Arizona Adita Agoes • Nasijaha (North Maluku marine environment stakeholder) Katie Keliiaa • University of California, Berkeley Te Modern Jere project is a collaboration between parties interested in conservation. It recognizes that Maluku’s languages, Tis collaborative autoethnography explores the experiences cultures, and ecosystems are inseparable, and it builds on North of three Indigenous graduate students who are working to ensure Maluku’s traditional eco-conservation framework, ‘jere’, as a the continuance of their endangered heritage languages. Te regionally appropriate model for language conservation education. co-authors explore the potential of higher education as a tool— albeit one with limitations—that can enable them as efective HIBISCUS BALLROOM 1 contributors to community language revitalization eforts.
CARNATION ROOM (4.3.2) Language policy in India and its impact on tribal languages
Harvinder Negi • University of Delhi Language policy in India has been a debated topic. Considering its diverse linguistic and cultural factors, it is difcult to reach out at a commonly agreed policy. Te paper analyzes the language policy and presents a case study to show the condition of tribal languages in schools. GARDEN LANAI ROOM
(4.3.3/SSD3) Informed pedagogy in light of Fishman’s fve questions Carmel O’Shannessy • University of Michigan Fishman (2001) posed fve questions to consider when setting up programs for language revival, which can also be applied to language maintenance programs. Examples of practices in one program show how thinking about them in terms of Fishman’s questions is useful for identifying the strengths and direction of a program.
CARNATION ROOM
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 43 PAPERS (4.4) SUNDAY • SESSION FOUR • 10:30–11:00 a.m.
(4.4.1) Conservation²: The relationship between (4.4.4) Integrating linguistic structure, content, Kala language conservation and marine and communicative practice into post-secondary conservation in coastal Papua New Guinea Indigenous language curriculum: Now what? Ken Longenecker • Strang Burton • Bishop Museum University of British Columbia Christine Schreyer • Ewa Czaykowska-Higgins • University of British Columbia Okanagan University of Victoria John Wagner • Aliki Marinakis • University of British Columbia Okanagan University of Victoria Tis paper describes a collaboration in Papua New Guinea Onowa McIvor • among anthropologists, marine biologists and a village-based University of Victoria language documentation and revitalization committee. We argue that combining language- and marine-conservation eforts leads Tis paper outlines factors taken into consideration and to a greater awareness in both domains and, therefore, to better responses developed by a language curriculum team in British conservation of biolinguistic diversity. Columbia for Indigenous Language Revitalization programs ofered in community-post-secondary institution partnerships. HIBISCUS BALLROOM 1 We consider how Indigenous second-language curriculum can integrate language structures, appropriate cultural and language content, and communicative practice through task-based, focus- (4.4.3/SSD4) Pedagogy or practice? Indigenous on-form techniques. youth and language maintenance in out of CARNATION ROOM school settings Inge Kral • (4.4.5) Key examples: opening the database door Australian National University to language teachers Pedagogical approaches to language learning in Indigenous First Language Acquisition contexts focus on instructional Siri Tuttle • methods in bilingual education. Tis paper addresses L1 literacy University of Alaska Fairbanks acquisition and learning with Indigenous youth in out-of-school Olga Lovick • settings where motivation to use the Indigenous mother tongue in First Nations University of Canada written self-expression is high but pedagogical support virtually non-existent. In the Alaskan Athabascan Grammar Database, we supplement interlinear translation and formal and functional tags of all GARDEN LANAI ROOM utterances with key examples for selected constructions. Key examples contain additionally ‘construction summaries’ and indications of pedagogical level. Tis allows language teachers to use the database for the construction of lesson plans. PLUMERIA ROOM
44 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (P1) POSTERS Hibiscus Foyer •1:00–2:00 p.m. • THURSDAY
(P1.1) Practice, pedagogy and priority: Language (P1.4) Calling all languages: A universal platform endangerment and human rights for dictionary development Ashli Akins • Martin Benjamin • University of British Columbia Ecole Polytechnique Federale de Lausanne Mark Turin • Paula Radetzky • University of British Columbia Kamusi Project International In this presentation, we outline the key international legal Te Kamusi Project’s goal is to document as much of our instruments that defend linguistic human rights, and address human linguistic heritage as possible, in a central lexicographic some of the main barriers preventing these instruments from resource accessible to all. We invite language communities and being implemented in practice. Trough this poster, we probe feld linguists to bring their languages into this freely-accessible, complex questions that linguists face when approaching language user-friendly platform through which comprehensive dictionaries documentation, conservation, and revitalization through a rights- can be produced for any language. based framework.
(P1.5) Language, culture and arts programs in (P1.2) Samoan language preservation and British Columbia, Canada maintenance program in Hawai‘i Shay Boechler • Elisapeta Alaimaleata • First Peoples’ Cultural Council Le Fetuao Samoan Language Center Tere is an urgent need to document languages, create new John Mayer • fuent speakers and pass on the artistic and cultural knowledge of Le Fetuao Samoan Language Center our Elders. Learn more about our organization and its programs which provide funding, training and resources to B.C. First Tis paper looks at a community-based program in Hawai‘i Nations communities. which specifcally addresses the linguistic needs of the Samoan heritage community in Hawai‘i. Le Fetuao Samoan Language Center is a grass-roots program has enlisted the support of community, business organizations, academic and educational (P1.7) Bridging the gap between excellent leaders. linguistic resources and the capacity of islanders to utilize them for creating meaningful written (P1.3) Strengthening a critically endangered materials language through visual cues James Ellis • University of Hawai’i at Mānoa / Isles-of-the-Sea Amanda Bedard • Old Massett, Haida Gwaii Tis presentation addresses the challenge of giving writers in the western Caroline Islands access to their own grammar--both to Primrose Adams discover how higher-level grammar and discourse works in their Old Massett, Haida Gwaii own language and how to utilize that knowledge in creating and translating written material that truly refects Carolinian ways of With less than a handful of fuent speakers lef in a remote communicating. Haida community, a fuent Elder and young apprentice adapt strategies of language revitalization to best suit their community, primarily by using visual cues to create narratives in their indigenous language, for it to survive and to soon thrive.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 45 (P1) POSTERS THURSDAY •1:00–2:00 p.m. • Hibiscus Foyer
(P1.8) Educating in the mother tongue: The (P1.12) A 5-Year look at the preservation and Philippine experience revitalization of French-Lexifer Patois in Maria Rosario Florendo • Grenada University of the Philippines Baguio Marguerite Joan Joseph • Grenada MTB-MLE in the Philippines is an improvement in the educational system. When enacted into law alongside the K-to-12 Jill Paterson • system, it was a victory for the educational sector. Te success, Grenada though, does not lie solely on the Philippine Department of Education; it is a collective efort from all stakeholders. Te Caribbean tri-island state of Grenada has a linguistic mix with an interesting history. Te mix includes an endangered French-lexifer Creole. A community-based revitalization that (P1.9) Nats’ąhts’ą’ Vadzaih Shih Tr’aa’ii: Ways of started fve years ago is presented with an analysis of its efects on Eating Caribou the status of the language and the techniques used. Caroline Tritt-Frank • Yukon Flats School District (P1.13) Documenting languages not included in In my poster I will illustrate and talk about how the caribou ISO 639-3: the role of language documentation are used for food and how closely they are related to Gwich’in specialists in improving a request to code an language and culture. In our subsistence economy, nothing is uncoded language wasted. Melinda Lyons • SIL International (P1.10) Mapping Alekano place names in Gamiga William Rivers • Village, Eastern Highlands Province, Papua New Joint National Committee for Languages-National Council Guinea for Language and International Studies Kirsten Helgeson • A brief introduction to the ISO 639 standard codes University of Hawai i at Mānoa for languages with reference to their use in archives and documentation, followed by two case studies on how linguists Bryan Kayho involved in documentation have contributed to identifying and Alekano Language Association coding new languages. Tis poster showcases the results of a pilot project documenting place names in the endangered Alekano language of (P1.14) Video documentation of critically Papua New Guinea. Drawing upon the knowledge of local native speakers, a map was created that includes over ffy key regions endangered languages and features in the Gamiga village area. Jonathan Manker • University of California, Berkeley (P1.11) “What teenager is going to want to Tis presentation will discuss the efectiveness of video documentation for critically endangered languages, where study Gaelic?” An ethnographic perspective only a handful of speakers remain who are no longer part of an of one teacher’s successes in Scottish Gaelic active language community. I will detail both the successes and revitalization among high school students challenges of such a project which documented the Hän language of eastern Alaska. Jennifer Holdway • University of Hawai‘i at Mānoa Tis presentation describes how one teacher single-handedly created and sustained Scottish Gaelic classes in a public high school in Canada. It presents the context in which the classes were frst proposed through to curriculum development and chosen methodologies and how it is encouraging youth in language revitalization through public education.
46 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (P1) POSTERS Hibiscus Foyer •1:00–2:00 p.m. • THURSDAY
(P1.15) Bringing a community closer: A report (P1.18) Kahua A’o—An earth science professional on the Listuguj Mi’gmaq Summer Language development program: Using Hawaiian language Workshops newspaper article perspectives as examples of Yuliya Manyakina • citizen science McGill University Johanna Stone • Pauline Chinn • Lola Vicaire Iasona Ellinwood • Listuguj Education Directorate Puakea Nogelmeier • Carol Rose Little Lindsey Spencer • Douglas Gordon Scott Rowland • Madelaine Metallic Steven Businger • Mi’gmaq First Nations Floyd McCoy • University of Hawai‘i at Mānoa Te Mi’gmaq Research Partnership (MRP) presents an example of a collaborative revitalization project between linguists and Kahua A o, funded by the National Science Foundation, Mi’gmaq First Nations community members in Listuguj, QC. In provides professional development that draws on Hawaiian this paper we describe some ongoing methods of preservation, language resources, meteorology and geology to develop earth focusing on community-oriented language workshops. science curriculum focused on Hawai‘i. Hawaiian language newspapers published from 1834–1948 allow us to incorporate Hawaiian perspectives and re-examine how we teach earth science. (P1.16) The Will of the Ancestors: A Cup’ik language revitalization project (P1.19) The progressive eforts to revitalize Irasema Ortega • language in Okinoerabu Island University of Alaska Anchorage / Kashunamiut District Akiko Tokunaga-Yokoyama • Naqucin Ayuluk • Harvard Yenching Institute / Hitotsubashi University Kashunamiut District–Chevak Te Okinoerabu language is spoken in Okinoerabu Island Agatha John-Shields which belongs to the Ryukyuan Islands, southwest of Japan. It During this presentation we will share the history and details faces risk of disappearing but there are not enough administrative of a four-phase project designed to sustain the culture, language eforts. I will report that a local citizen group is voluntarily and place of an indigenous village located in a large state in the working on language revitalization by analyzing their reports and Northwestern US. Tis k-20 synergistic project links a university interview. and a community of less than 3,000 people. (P1.20) A threatened language: An assessment (P1.17) Beautiful words: Enriching language of Shiwi’ma (Zuni language) and community revitalization through understandings of response linguistic structure Adrienne Tsikewa • Trish Rosborough • Zuni Pueblo University of Victoria / Kwakwaka’wakw Shiwi’ma (Zuni), a language isolate spoken in western New Suzanne Urbanczyk Mexico, was once viewed as healthy, spoken by all generations. University of Victoria Almost twenty years later, it is now considered vulnerable Tis paper discusses the teaching and learning of Kwak’wala, a and threatened. An assessment of the vitality of Shiwi’ma and polysynthetic language. community based language planning are examined.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 47 POSTERS (P2) FRIDAY • 12:30–1:30 p.m. • Hibiscus Foyer
(P2.1) Revitalization of Buryad: Teaching Buryad (P2.5) Developing Naskapi grammatical to kids as L2 awareness and its efect on adult literacy Yanzhina Danzanova • Bill Jancewicz • Buryad Naskapi Development Corporation Jargal Badagarov • Exploring how Naskapi grammatical awareness can be Buryad developed, and providing insight into the form that pedagogical grammatical instruction should take, to equip Naskapi adults to Buryad, an endangered language spoken in Russia, Mongolia, become adequately literate in their mother tongue. Te method and China, continues to lose its speakers very rapidly. As a incorporates a grammatical description crafed to help speakers way to withstand these negative processes, the methodology of attain successful literacy in their own language. L2 teaching to kids has been developed and run on groups of preschool children. Te methodology can be adjusted to any language. (P2.6) Tone in the Guro orthography (P2.2) American Indian Sign Language (AISL) Olga Kouznetsova • Institute for Linguistic Studies RAS Digital Corpus Project For some time the number of tones in Guro remained Jefrey Davis • questionable. Te orthography based on a four-tone system proved Te University of Tennessee to be complicated for native speakers and unsuitable for coding of Tis presentation is about documenting and describing some phonetic and tonal combinations attested in the language. A American Indian Sign Language (AISL), using the highest new orthography using fve tones was designed to eliminate these published standards and modern technologies geared to language shortcomings. preservation and revitalization. Te poster highlights the need to document indigenous signed and spoken language varieties, involving members of Native communities where sign language is (P2.7) Accessibility and Digital Language still learned and used. Archives 101 Susan Kung • (P2.3) Documenting languages within a University of Texas at Austin community cultural archive In this poster, I examine issues of accessibility as they relate Deborah Hicks • to the feld of digital language archives. Accessibility issues to be Mobile Kaleidoscope examined include access restrictions, intellectual property rights, copyright, informed consent, governmental and institutional Heritage language activists and community scholars create a requirements, speech community requirements, and local versus community cultural archive recording life and languages on the non-local archives. central Gulf South. Our project demonstrates how community scholars and language activists may negotiate cultural barriers to document, archive, and share diverse endangered languages and (P2.8) Some problems of Kanakanavu language defned societies as a grassroots collaboration. lexicography Paul Li • (P2.4) Empowering community-based language Academia Sinica archives Kanakanavu is a highly endangered Formosan language. Tere Gary Holton • are many practical problems compiling a dictionary. One serious Alaska Native Language Archive problem is its orthography, especially how to transcribe the vowels. Another problem is how much grammatical information to put in In this poster we present case studies from six diferent the dictionary. I shall discuss such problems and a few theoretical community-based archives which illustrate the range of solutions issues. possible within a collaborative model of language archiving. Trough partnerships with academic archives, local archives can better serve their communities and contribute to the continued success of endangered language archiving.
48 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (P2) POSTERS Hibiscus Foyer •12:30–1:30 p.m. • FRIDAY
(P2.9) Language archives and the history of (P2.13) Considering orthography reform for ethnoscience: The digitization and discovery of Tohono O’odham early ethnobiological research at the University Samantha Rarrick • of Hawai‘i University of Hawai‘i at Mānoa Ivana Matson • Tere are several current issues with the orthography for University of Hawai‘i at Mānoa Tohono O’odham. Tis poster addresses the role of evidence of language change, the use of multiple orthographies, and dialectal Andrea L. Berez • variation in writing this language and whether orthography reform University of Hawai‘i at Mānoa might be appropriate for this community. We describe our work to discover the provenance of 11,300 lexical fles forgotten in storage for fve decades at the University of Hawai‘i. Te fles contain biota names in Indigenous languages (P2.14) The Mirrored Recliner and its from 15 Pacifc islands, and were used to develop feld guides for contribution to low-cost, efective, very rich list biologists. Cards were digitized with NSF support. elicitation Will Reiman • (P2.10) A general format for time information to Graduate Institute of Applied Linguistics be the frst-class data of general linguistics Te Mirrored Recliner was developed by the author to gather visual information on phonetic word-lists efciently, consistently, Kazushi Ohya • at low cost, and with ease of use and training. Tis presentation Tsurumi University demonstrates the recliner’s function, its integration with a typical A shared data format for time information is needed for A/V equipment set, and its efectiveness in actual feld use. linguists to use sound data as the frst-class data as well as encoded language data. It is better that the data in this format be plain text in a fat data model and each record be in superset order. (P2.16) Telling Stories Together: A collaborative technology-based curriculum project for an endangered language community (P2.11) Orthography issues in Kơho: A Mon- Khmer language Allison Taylor-Adams • University of Massachusettts Boston Neil Olsen • Tis project creates a template for computer-assisted language University of Utah learning that aims to maximize L2 learning through task- Kơho [ ] is a Mon-Khmer (Austroasiatic) language, based, constructivist uses of free Web 2.0 tools. At the project’s spoken in Lam Dong province, Viet Nam. Kơho is related to completion, learners will have potentially produced two new texts, Khmer and more distantly to Vietnamese. Tis paper discusses one based on a traditional story and one based on in-language fve orthographies that have been used to record the language. It creative writing. explores what might be the best practical orthography to use.
(P2.12) Lexical dataset archiving: An assessment of practice Hugh Paterson • University of North Dakota Do linguists and language documenters archive their lexical datasets (FLEx and Toolbox databases)? We present on an analysis of a questionnaire responded to by 162 linguists working in a variety of contexts. Results suggest that even among language documenters, erosion of the base is still a threat.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 49 POSTERS (P2) FRIDAY • 12:30–1:30 p.m. • Hibiscus Foyer
(P2.17) Language documentation as a tool for (P2.21) Strategic issues in documenting Nigerian post-baccalaureate success Sign Language (NSL): The way forward Michal Temkin Martinez • Emmanuel Asonye • Boise State University Save the Deaf and Endangered Languages Initiative Tim Tornes • Ezinne Emma-Asonye • Boise State University Save the Deaf and Endangered Languages Initiative Tis poster describes ways in which language documentation Paulinus Obiwuru Ezinne • training at the undergraduate level assists students at Boise State Save the Deaf and Endangered languages Initiative University to not only gain important skills for success in graduate Abiola Olatunji • programs in linguistics, but also trains them to contribute to the Save the Deaf and Endangered Languages Initiative local refugee community. People with Speech-hearing Impairment are the most vulnerable group in Nigeria, with the deaf children and youths (P2.18) From the feld to the archive highly marginalized, underdeveloped and their language defnitely Nick Tieberger • endangered. Te status of Nigerian Sign Language has been University of Melbourne misrepresented in available literature. Tis paper discusses an ongoing project on the steps towards documenting NSL. Linda Barwick • University of Sydney Language archives have been developing over the past decade and so have practices for creating good language records, using novel tools and based on a commitment to creating well-formed records. Tis poster guides feldworkers in the creation of good records and seeks input into directions for developing new tools.
(P2.19) Pedagogy of a Haida story Candace Weir • University of Victoria and Xaad Kihlgaa Hl Suu.u Society Lucy Bell • University of Victoria and Xaad Kihlgaa Hl Suu.u Society Tis presentation will take you through the story of the volcanic rock, Taaw Tldaawee. Te Haida have told this story in many ways, from the written form of 1901 to the use of animation, electronic signage and radio plays of today as a language and cultural tool.
(P2.20) Strategies for long-term archiving Laura Welcher • Te Long Now Foundation As language conservationists, we want the resources we create to last and to be available for future generations into the far distant future. For many reasons, this is challenging. Tis poster presents some things to consider when planning for the long-term future of the precious resources you are creating.
50 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 (EP) ELECTRONIC POSTERS Carnation Room •12:30–1:30 p.m. • FRIDAY
(EP.1) Visible Grammar: Making complex (EP.5) TEK-centered documentation of grammatical patterns visible for learners who are endangered language and native endangered not grammarians language teaching in primary school
Margaret Anderson • Junjun Fan • [email protected] University of Northern British Columbia Jinan University Sm’algya x Authority Ts’msyen No summary available. Debbie Leighton-Stephens • [email protected] Ts’msyen Sm’algya x Authority (EP.6) Wiki-generated paradigm tools Colour-coded templates can make the basic grammatical patterns of Sm’algya x visible to learners. Combined with active Chris Harvey • learning techniques such as “total physical response,” the Visible Nicholas Welch • Grammar sentence templates have proven useful in helping Emma Lloyd • learners push past barriers to their speaking and understanding. University of Toronto Te learner of verb forms in endangered languages ofen faces (EP.2) Creating an online dictionary in your a lack of documentation of verb forms. We have developed a wiki- language: A hands-on demonstration based paradigm generation tool which automatically generates and displays all forms of a verb algorithmically. It is easily expandable, Martin Benjamin • relatively inexpensive, and accessible to anyone with a cell phone. École Polytechnique Fédérale de Lausanne Paula Radetzky • (EP.7) The Algonquian Online Interactive Kamusi Project International Linguistic Atlas: Recent developments Kamusi has developed the capacity to document every word Marie-Odile Junker • in every language. We will demonstrate how to create lexical Carleton University entries for your own language and how to use our tools to expand the lexicon afer you return home. Please choose your language at Showcase of recent developments of the Algonquian On-line http://kamusi.org/register and bring your own networked device. Interactive Linguistic Atlas (www.atlas-ling.ca), with a focus on language learning exercises and apps. Tis collaborative participatory action project gathers partners involved in the (EP.3) The Living Archive of Aboriginal documentation and revitalization of Algonquian languages of Languages Canada, and in digital dictionaries creation. Cathy Bow • Charles Darwin University (EP.8) The Foundation for Siberian Cultures: An Te Living Archive of Aboriginal Languages (www.cdu.edu. early practitioner of language documentation au/laal) is an open access, online repository comprising digital Erich Kasten • versions of materials produced in Australian indigenous languages Foundation for Siberian Cultures of the Northern Territory. It contains hundreds of materials in over 25 languages and continues to expand. Michael Dürr • berlin.de Freie Universität Berlin (EP.4) Constructing high quality audio learning Sebastian Drude materials using Lexique Pro Te Language Archive & CLARIN Hui-Huan Chang • Tis talk presents the work of the Foundation for Siberian National Chung Cheng University Cultures. Tis foundation has originated from activities, starting in D. Victoria Rau • the early 1990s, which today would be counted as being at the core National Chung Cheng University of language documentation. Maa-neu Dong • National Museum of Science Tis electronic poster introduces how the Yami research team applied Lexique Pro to construct audiovisual supplementary material, both personal and online versions, for the forthcoming publication Te Teacher’s Grammar of Yami. It describes selecting audio equipment, a digital audio editor, and editing data to construct high quality audio learning materials.
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 51 ELECTRONIC POSTERS (EP) FRIDAY • 12:30–1:30 p.m. • Carnation Room
(EP.9) Templates for multi-layered language (EP.12) Indigenous meta-society and language learning resources revitalization utilizing the computing cloud Edwin Ko • Michael Running Wolf Jr. • Georgetown University Northern Cheyenne and Montana State University Ethan Rimdzius • Caroline Coyote • Elodie Paquette • Crow and Montana State University Independent scholars Alicia Little Wolf • Elizabeth Grillo • Catherine O’Connor • Because Native American tribes are no longer confned to their Boston University home communities, they are increasingly reliant upon Internet communication technology. Tis electronic poster will present a We describe an app and mobile-accessible website designed for new mobile online learning system. Tis system is an open source many kinds of learners of a dormant language. We provide details initiative built by Native Americans to be freely available for the about an open-source version for potential beta-testers to try on global indigenous community. their own language projects. Technical issues include the overall layout, format of the MySQL database, and linkages between elements. (EP.13) Language identifcation in ELAN Han Sloetjes • (EP.10) KinQuest - A new tool for eliciting and Max Planck Institute for Psycholinguistics comparing kinship terminology Olaf Seibert • Kate Lindsey • Max Planck Institute for Psycholinguistics Stanford University Aarthy Somasundaram • Julia Fine • Sebastian Drude • Stanford University We present the multimedia annotation tool ELAN, focussing KinQuest is a new and intuitive electronic questionnaire on the way it has been extended with support for multilingual for collecting and organizing lexical data pertaining to kinship content and with language identifcation on the level of tiers and and relationships. My presentation will show how this task can controlled vocabulary entries. We believe these features, and other be administered and customized, with examples from my work enhancements, are of high interest to the practice of language describing the kinship systems of the Finno-Ugric and Turkic documentation. languages of Volga Russia. (EP.14) FRPAC Project of making animation short (EP.11) Full-featured language instruction apps flms in Ainu language for First Nations languages Tomas Perry • Itsuji Tangiku • Marianne Ignace • Hokkaido University Simon Fraser University In 2012, FRPAC started a project of making 3 types of Lucy Bell • animation short flms in Ainu language. It was related to the Ainu Xaad Kihlga Suu.u Society language revitalization program. Presentation shows the flms, the making process and the perspective of the project. Kevin Borserio • Skidegate Haida Immersion Program
Ben Young Xaad Kil Kuyaas Foundation Costa Dedegikas • Simon Fraser University Indigenous language communities have pointed to the need for new digital learning tools for small languages based on solid linguistic and pedagogical ground and at the same time embedded in local knowledge, culture and protocol. Tis contribution demonstrates a delivery platform for such applications using the example of Haida.
52 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 LANGUAGE INDEX
The language index is compiled from the original abstracts of papers and posters accepted to ICLDC4. When a specifc language was not named, the language family or region is listed instead. This index is not comprehensive of the languages represented at this conference.
Ainu (EP.14) Kalaallisut (Greenlandic) (2.1.6) (Philippines) (4.2.2) Alekano (P1.10) Kanakanavu (Formosan) (P2.8) Plains Cree (2.3.3/SSB3, 3.3.4) Atikamekw (EP.7) Kaqchikel (1.4.6) Portuguese (2.3.1) (Australian) (3.3.1, 3.4.1, 3.2.2, EP.3) Karuk (2.3.6, 3.6.2) Rapa Nui (4.1.2) (Austronesian) (1.4.2) Kaska (2.7.1) Saliba (3.7.4) Berber (3.5.5) Kơho (Mon-Khmer) (P2.11) Samoan (P1.2) Blackfoot (1.2.4, 1.3.4, 2.4.6, 3.2.4) Korean (1.3.4, 2.1.1) Sardinian (3.6.6) Bukhori (Tajik) (2.6.2) Koyukon (4.4.5) (Scandinavian) (3.4.2) Buryad (P2.1) Kumzari (3.5.5) Scots (3.2.1) Butchulla (3.8.1) Kunama (P2.3) Scottish Gaelic (3.1.1, 3.8.2, P1.11) Carolinian (P1.7) Kwak’wala (1.3.4, 2.4.2, P1.17) Secwepemctsín (Shuswap) (1.4.1) Casiguran Dumagat (3.6.5) Lakota (1.3.4) SENĆOŦEN (3.7.2) Cherokee (4.1.1) Liq’wala (1.3.4) Seri (1.1.5) Chickasaw (1.5.3) Lisu (2.5.4) She (EP.5) Chimariko (4.1.5) Lokono (3.8.6) Shiwi’ma (Zuni) (P1.20) Chini (2.1.2) Lusoga (1.3.4) Shoshoni (3.7.1) Choctaw (P2.3) (2.5.6) Sign Languages Chuj (Mayan) (3.2.4) Maidu (1.3.4) American Indian (P2.2) Cook Islands Maori (3.8.3) MalakMalak (3.2.2) American (2.1.5) Cosao (Yi) (2.7.6) Maliseet (1.3.4) Australian (2.2.5, 2.3.5) Cree (1.3.4, 3.3.4, EP.7) Mangarevan (2.4.1) British (2.2.5) Creek (P2.3) Manx Gaelic (3.8.2) (Caribbean) (2.7.5) Cup’ik (P1.16) Mapuche (2.7.2) Hawai‘i (2.1.5, 2.4.5) Darkinyung (2.3.5) Michif (Algonquian) (EP.7) Nigerian (P2.21) Dene (1.3.4, 3.7.5) Mi’gmaq (Algonquian) (1.5.2, 3.2.4, P1.15) Peruvian (2.5.5) Dogon (1.3.4) Mingo (2.5.2) Yolngu (P1.13) Dyirbal (3.8.2) Mixe (1.1.5, 3.4.6) Sliammon (1.3.4) Filipino (3.6.5) Mixtec (1.5.4) Somali (1.4.4) (Finno-Ugric) (EP.10) Miyako (3.1.2) Spanish (1.3.4) (Formosan) (4.2.5) Mohegan (1.3.4) Sumi (3.4.5) (Gammalsvenskby) (3.4.2) (Moluccas) (4.3.1) Tahltan (1.3.4, 3.5.2) Greek (1.3.4) Mongsen (Ao) (3.6.3) Tanana (4.4.5) Grenada Creole French (P1.12) Musqueam (1.3.4) Tetun (2.3.1) Guro (P2.6) Mòòré (Gur) (2.5.1) Tai (1.3.4) Gwich’in (1.3.5, 1.4.5, 1.5.5, P1.9) Nabit (3.2.6) Tiwa (3.3.5) Haida (1.4.1, 3.3.4, P1.3, P2.19, EP.11) Nahuatl (1.3.4) Tlingit (2.2.6) Hän (P1.14) Nakota (2.4.3/SSB4) Tohono O’odham (P2.13) Hausa (1.1.6) Naskapi (P2.5, EP.7) Truku Seediq (3.3.2) Hawaiian (1.3.2, 3.6.1, 4.2.1, P1.18) (Native American Languages) (4.1.4) (Turkic) (EP.10) (1.3.4) Ngoni (1.3.6) Turkmen (2.4.2) Hul’q’umi’num’ (1.3.4) Ngunawal (3.3.1) (Uralic) (2.6.6) Ikema (Mikayo) (2.2.4) Nisga’a (1.3.4) Vietnamese (1.3.4) (India) (4.3.2) Northern Pomo (1.1.4) Xaad Kil (Haida) (1.4.1) Innu (3.8.4, EP.7) Ojibwe (EP.7) Yami (EP.4) Japanese (1.3.4) Okinoerabu (P1.19) Zapotec Jejueo (2.1.1, 3.2.5, P1.13) Omagua (1.2.6) Cojonos (3.1.6) Judeo-Kashani (2.6.2) Oroha (2.5.2) Isthmus (2.2.2, 3.4.3, 3.5.1) Juhuri (2.6.2) (Papuan) (1.4.2) Nigromante (3.1.6) (Kainji) (1.1.6) Passamaquoddy-Maliseet (1.5.2) Teotitlán del Valle (3.4.4, 3.2.3/ SSC2) Kala (3.7.3, 4.4.1) Penobscot (Algonquian) (1.5.2) Yojovi (3.1.6)
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66 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015 NOTES
2015 • Honolulu, HI • 4th International Conference on Language Documentation and Conservation 67 NOTES
68 4th International Conference on Language Documentation and Conservation • Honolulu, HI • 2015