"Contact-Induced Lexical Development in Yupik and Inuit Languages"
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KIA Language Framework
KIA Language Framework Revitalizing Inuit Language in the Qitirmiut Region - Final Report - RT Associates August 2011 KIA Language Framework Table of Contents Executive Summary ................................................................................................................ i 1 Introduction .................................................................................................................. 1 2 Background................................................................................................................... 4 3 Qitirmiut Language Landscape ................................................................................. 11 4 Lessons from Other Jurisdictions .............................................................................. 16 5 What People Told Us.................................................................................................. 22 6 Analysis & Recommendations .................................................................................. 28 7 KIA Language Framework ......................................................................................... 31 Note to the Reader: We have used the term ‘Inuit Language’ to refer to the different Inuit language dialects used throughout the Qitirmiut Region including Innuinaqtun in the West communities and Nattilingmiutut in the East communities. RT Associates August 2011 KIA Language Framework Executive Summary Executive Summary Introduction In January 2011 KIA contracted consultants (RT Associates) to develop a KIA Language -
Indigenous Languages
INDIGENOUS LANGUAGES PRE-TEACH/PRE-ACTIVITY Have students look at the Indigenous languages and/or language groups that are displayed on the map. Discuss where this data came from (the 2016 census) and what biases or problems this data may have, such as the fear of self-identifying based on historical reasons or current gaps in data. Take some time to look at how censuses are performed, who participates in them, and what they can learn from the data that is and is not collected. Refer to the online and poster map of Indigenous Languages in Canada featured in the 2017 November/December issue of Canadian Geographic, and explore how students feel about the number of speakers each language has and what the current data means for the people who speak each language. Additionally, look at the language families listed and the names of each language used by the federal government in collecting this data. Discuss with students why these may not be the correct names and how they can help in the reconciliation process by using the correct language names. LEARNING OUTCOMES: • Students will learn about the number and • Students will learn about the importance of diversity of languages and language groups language and the ties it has to culture. spoken by Indigenous Peoples in Canada. • Students will become engaged in learning a • Students will learn that Indigenous Peoples local Indigenous language. in Canada speak many languages and that some languages are endangered. INDIGENOUS LANGUAGES Foundational knowledge and perspectives FIRST NATIONS “One of the first acts of colonization and settlement “Our languages are central to our ceremonies, our rela- is to name the newly ‘discovered’ land in the lan- tionships to our lands, the animals, to each other, our guage of the colonizers or the ‘discoverers.’ This is understandings, of our worlds, including the natural done despite the fact that there are already names world, our stories and our laws.” for these places that were given by the original in- habitants. -
INUVIALUIT LANGUAGE and IDENTITY: PERSPECTIVES on the SYMBOLIC MEANING of INUVIALUKTUN in the CANADIAN WESTERN ARCTIC by Alexand
INUVIALUIT LANGUAGE AND IDENTITY: PERSPECTIVES ON THE SYMBOLIC MEANING OF INUVIALUKTUN IN THE CANADIAN WESTERN ARCTIC by Alexander C. Oehler B.A., University of Northern British Columbia, 2010 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN INTERDISCIPLINARY STUDIES UNIVERSITY OF NORTHERN BRITISH COLUMBIA July 2012 © Alexander C. Oehler, 2012 Abstract: The revitalization of ancestral languages has been an issue of great concern to Aboriginal communities across North America for several decades. More recently, this concern has also found a voice in educational policy, particularly in regions where Aboriginal land claims have been ratified, and where public schools fall under a mandate to offer curricula that meet the needs of Aboriginal students. This research seeks to explore the cultural significance of Inuvialuktun, a regional Inuit language comprised of three distinct dialects traditionally spoken by the Inuvialuit of the northern Northwest Territories, Canada. More specifically, the research seeks to examine the role of current Inuvialuktun language revitalization efforts in the establishment of Inuvialuit collective and individual identities across several age groups. Tying into the sociolinguistic discourse on ancestral language revitalization in North America, the research seeks to contribute a case study from a region underrepresented in the literature on language and identity. The applied aim of the study is to provide better insight on existing language ideologies and language attitudes subscribed to by current and potential learners of Inuvialuktun in the community of Inuvik, NWT. Data obtained by the study is intended to aid local and territorial language planners in identifying potential obstacles and opportunities regarding language learner motivation. -
Humans and Animals in the Norse North Atlantic
Humans and Animals in the Norse North Atlantic Lara M. Hogg This dissertation is submitted for the degree of Doctor of Philosophy. School of History, Archaeology and Religion. Cardiff University. 2015 SUMMARY It is a well-established fact that all human societies have coexisted with and are dependent upon animals and it is increasingly recognized that the study of human-animal relationships provides vital insights into past human societies. Still this is yet to be widely embraced in archaeology. This thesis has examined human-animal interdependencies to explore the social identities and structure of society in the Norse North Atlantic. Benefitting from recent research advances in animal studies and the ever increasing volume of archaeological reports from Norse period archaeological excavations the North Atlantic this thesis was able to develop previous scholarship and define directions for future research. The thesis explored the role of animals in human society in the North Atlantic to reveal the complex Norse societies that existed. It revealed through human interdependencies with animals that these societies were far from homogeneous and had their own distinct identities with the individual islands as well as across the North Atlantic. The thesis achieved this by examining several important discrete but interlinked themes. These themes were divided into four chapters that focused on the individual aspects. This included an examination of previous North Atlantic Viking Age scholarship, consideration of human construction and perception of landscape through archaeological excavations, investigation of the role of domestic animals in human social activities, and an exploration of the role of domesticated animals in beliefs. -
Tooth-Tool Use and Yarn Production in Norse Greenland
TOOTH -TOOL USE AND YARN PRODUCTION IN NORSE GREENLAND G. Richard Scott University of Nevada Reno, Department of Anthropology/MS 096, Reno, NV 89557; [email protected] Ruth Burgett Jolie Department of Anthropology, University of New Mexico ABSTRACT During a dental study of medieval Norse skeletons from Greenland, Iceland, and Norway, a distinct pattern of wear was observed on twenty-two anterior teeth of twelve Greenlanders. Further examina- tion revealed that cultural notches were limited almost exclusively to settlement-period Greenlandic females interred at Thjodhild’s church ad( 1000–1150). The most likely explanation for this patterned wear revolves around the manner in which females manipulated woolen thread on their maxillary in- cisors and canines during the production of a coarse woolen cloth (frieze) that was generated in large amounts during the early medieval period for local consumption and export to Europe. keywords: teeth, abrasion, wool INTRODUCTION Anthropologists have long studied normal crown wear to As the most directly visible aspect of the skeletal sys- evaluate the diet and dietary behavior of earlier human tem, teeth are also subject to the vagaries of human cultur- populations (Hinton 1981, 1982; Kieser et al. 2001; Molnar al behavior (cf. Milner and Larsen 1991). For that reason, 1971, 1972; Molnar et al. 1983; Walker 1978; Walker and they are useful in bioarchaeological research for making Erlandson 1986). Several methods have been developed inferences on the behavior of past human populations. to score such wear (Brothwell 1963; Dreier 1994; Murphy Behaviorally induced alterations fall under four general 1959; Scott 1979; Smith 1984) with the primary empha- categories: (1) intentional mutilation; (2) unintentional sis on pattern of dentine exposure. -
Inuit People
Inuit People Most of these objects were made in the 19th century by the Inuit, whose name means ‘the people’. The Athabascans called their Inuit neighbours ‘Eskimo’ meaning ‘eaters of raw flesh’. The Inuit way of life was adapted to their harsh territory which stretched 6000 miles across the Arctic from the Bering Sea to Greenland. Carving 80 Chisel handle made from bone with a carved face and animal figures. Possibly from south Alaska, made before 1880. 81 Carrying strap made of hide with a carved stone toggle, made in the 19th century. 82 Smoking pipe made of ivory and decorated with whaling scenes. Made by the western Inuit in the late 19th century. 83 Ivory toggle carved in the form of a seal. Probably made by the western Inuit before 1854. 84 Ivory toggle carved in the form of a bear. Probably made by the western Inuit before 1854. Hunting 85 Snow goggles made of wood. Used in the snow like sun glasses to protect the eyes. Made by the central Inuit before 1831. 86 Bolas made of ivory balls and gut strips, from Cape Lisburn, Bering Strait, made before 1848. Thrown when hunting to entangle a bird or other quarry. 87 Harpoon head, probably for a seal harpoon. Made by the western Inuit in the 19th century. 88 Seal decoy made of wood with claws. It was Used to scratch the ice. The sound attracted seals to breathing holes. Probably made by the western Inuit in the late 19th century. 89 Bone scoop used for clearing seal breathing holes in the ice, made in the 19th century. -
THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies
2019 REVISED The Ontario Curriculum Grades 9 to 12 First Nations, Métis, and Inuit Studies The Ontario Public Service endeavours to demonstrate leadership with respect to accessibility in Ontario. Our goal is to ensure that Ontario government services, products, and facilities are accessible to all our employees and to all members of the public we serve. This document, or the information that it contains, is available, on request, in alternative formats. Please forward all requests for alternative formats to ServiceOntario at 1-800-668-9938 (TTY: 1-800-268-7095). CONTENTS PREFACE 3 Secondary Schools for the Twenty-first Century � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 Supporting Students’ Well-being and Ability to Learn � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �3 INTRODUCTION 6 Vision and Goals of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � �6 The Importance of the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � � � � � � � � �7 Citizenship Education in the First Nations, Métis, and Inuit Studies Curriculum � � � � � � � �10 Roles and Responsibilities in the First Nations, Métis, and Inuit Studies Program � � � � � � �12 THE PROGRAM IN FIRST NATIONS, MÉTIS, AND INUIT STUDIES 16 Overview of the Program � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � �16 Curriculum Expectations � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � � -
Snow Goggles and Limiting Sunlight
MESS E N G E R S NOW G O ggl ES Y R U A ND L IMITIN G S UN L I G HT C R E M TO N M I S S I O L E S S O N O V E RV I E W GRADE LEVEL L ESSON S UMMARY 5 - 8 Although different kinds of radiation are helpful to human activities, too much of it can be harmful. The purpose of this lesson is to illustrate the use DURATION of the scientific method to solve problems of too much radiation. By studying 1-2 hours ancient solutions to the issue of excessive sunlight on human vision, we can better understand the process of designing solutions to similar problems for spacecraft, such as the MESSENGER mission to Mercury. Students build ESSENTIAL QUESTION snow goggles similar to those used by the Inuit people. The goggles are How can the scientific method be used to solve designed to block unwanted light, while increasing the viewer’s ability to different kinds of prob- see in a bright region. Students also create their own version of the goggles lems? to improve upon existing designs. Students compare the process used to invent snow goggles with that employed by the MESSENGER mission Lesson 2 of designers. As a result, they discover that the basic principles of using the Grades 5-8 Component scientific method for solving problems are the same, regardless of whether of Staying Cool the exact solution to the problem is the same. O BJECTIVES Students will be able to: ▼ Construct snow goggles to examine an ancient solution to the problem of excess sunlight. -
Tuesday: Igloo Topic Why Can’T Penguins and Polar Bears Be Let’S Learn How to Build an Igloo Neighbours?
Monday: Inuit Snow Goggles Reception Spring Term 1 Week 5 Tuesday: Igloo Topic Why can’t penguins and Polar Bears be Let’s learn how to build an igloo Neighbours? https://www.youtube.com/watch?v=R-x5QOSqP3E The Arctic is not only cold, but the snow is also blinding. To prevent snow glare, the Inuit created snow goggles. The goggles were This week we are learning about Inuits. What would it be like to stay in an igloo? Use junk typically made out of bone or wood, and contain modelling to make an igloo. It could be large enough a slit across the eyes, just large enough to see Please complete one lesson per day. Please upload for your teddies to sit in or you could make one big through. Have a go at making some use card onto Tapestry and title it e.g. enough for you to sit in! and cut slits for the eyes. Wednesday:Inuksuk Thursday: Art Friday: PE Artist- Ted Harrison Winter Workout Watch Miss Ely’s lesson on Tapestry. Inuksuk means "a thing that can act in the place of a human being". They were used by Inuits to communicate many things such as https://www.youtube.com/watch?v=buZMJAWbY1s the best way to travel, best fishing areas, Get warm with this winter work out. You can warn of dangerous places, to show where make your own exercises up too! food is stored, to remember people or Ted Harrison was a British- Canadian artist who events, and to help hunt caribou. Have a go created colourful landscape paintings. -
Aboriginal Languages and Selected Vitality Indicators in 2011
Catalogue no. 89-655-X— No. 001 ISBN 978-1-100-24855-4 Aboriginal Languages and Selected Vitality Indicators in 2011 by Stéphanie Langlois and Annie Turner Release date: October 16, 2014 How to obtain more information For information about this product or the wide range of services and data available from Statistics Canada, visit our website, www.statcan.gc.ca. You can also contact us by email at [email protected], telephone, from Monday to Friday, 8:30 a.m. to 4:30 p.m., at the following toll-free numbers: • Statistical Information Service 1-800-263-1136 • National telecommunications device for the hearing impaired 1-800-363-7629 • Fax line 1-877-287-4369 Depository Services Program • Inquiries line 1-800-635-7943 • Fax line 1-800-565-7757 To access this product This product, Catalogue no. 89-655-X, is available free in electronic format. To obtain a single issue, visit our website, www.statcan.gc.ca, and browse by “Key resource” > “Publications.” Standards of service to the public Statistics Canada is committed to serving its clients in a prompt, reliable and courteous manner. To this end, Statistics Canada has developed standards of service that its employees observe. To obtain a copy of these service standards, please contact Statistics Canada toll-free at 1-800-263-1136. The service standards are also published on www.statcan.gc.ca under “About us” > “The agency” > “Providing services to Canadians.” Standard symbols Published by authority of the Minister responsible for Statistics Canada The following symbols are used in Statistics Canada publications: . -
Project Summary Report April 30Th, 2020
Improving Communication on Climate Change and Long-Range Contaminants for Communities and Researchers in the Inuvialuit Settlement Region Project Summary Report April 30th, 2020 [Type here] Background It is well recognized that climate change will have significant impacts on not only the physical landscape, but also on social and economic landscapes within the Arctic. More specifically, climate change represents “an acute threat to socioecological systems, one that disproportionately impacts Arctic peoples”1. How these impacts will be transferred to the level of human activity remains uncertain. Therefore, the need to standardize and ensure comprehensibility of climate change wording and concepts in Inuvialuktun, is imperative in supporting informed responses by Inuvialuit communities to climate change. Climate change impacts to the Arctic environment has also sparked an unprecedented growth in climate change research being conducted in Arctic communities across the globe. This growth in research has resulted in increasingly more sophisticated and specialized terminology being used in climate change discourse. As a direct result of this advancement in scientific terminology, climate change information relayed to Inuvialuit Settlement Region (ISR) communities has become increasingly difficult to comprehend, both conceptually and linguistically. More importantly, how an issue is framed by academic or political discourse can significantly affect the interpretation and thus the responses provided. Consequently, the gap between Traditional Knowledge (TK) and the scientific community has continued to increase over time, creating an unfortunate disconnect between researchers, politicians and ISR community members. Sallirmiutun, Uummarmiutun, and Kangiryuarmiutun, collectively known as the Inuvialuktun language, are the three dialects spoken in the ISR (Figure 1). The Inuvialuktun language is spoken by fewer than 50 per cent of the population, many of whom are Elders. -
Binary Tree — up to 3 Related Nodes (List Is Special-Case)
trees 1 are lists enough? for correctness — sure want to efficiently access items better than linear time to find something want to represent relationships more naturally 2 inter-item relationships in lists 1 2 3 4 5 List: nodes related to predecessor/successor 3 trees trees: allow representing more relationships (but not arbitrary relationships — see graphs later in semester) restriction: single path from root to every node implies single path from every node to every other node (possibly through root) 4 natural trees: phylogenetic tree image: Ivicia Letunic and Mariana Ruiz Villarreal, via the tool iTOL (Interative Tree of Life), via Wikipedia 5 natural trees: phylogenetic tree (zoom) image: Ivicia Letunic and Mariana Ruiz Villarreal, via the tool iTOL (Interative Tree of Life), via Wikipedia 6 natural trees: Indo-European languages INDO-EUROPEAN ANATOLIAN Luwian Hittite Carian Lydian Lycian Palaic Pisidian HELLENIC INDO-IRANIAN DORIAN Mycenaean AEOLIC INDO-ARYAN Doric Attic ACHAEAN Aegean Northwest Greek Ionic Beotian Vedic Sanskrit Classical Greek Arcado Thessalian Tsakonian Koine Greek Epic Greek Cypriot Sanskrit Prakrit Greek Maharashtri Gandhari Shauraseni Magadhi Niya ITALIC INSULAR INDIC Konkani Paisaci Oriya Assamese BIHARI CELTIC Pali Bengali LATINO-FALISCAN SABELLIC Dhivehi Marathi Halbi Chittagonian Bhojpuri CONTINENTAL Sinhalese CENTRAL INDIC Magahi Faliscan Oscan Vedda Maithili Latin Umbrian Celtiberian WESTERN INDIC HINDUSTANI PAHARI INSULAR Galatian Classical Latin Aequian Gaulish NORTH Bhil DARDIC Hindi Urdu CENTRAL EASTERN