2 10 107 https://digitalcollections.lakeheadu.ca/files/original/973d526294bbf5c14d5799409088726f.pdf 8f006bbafa4697368ff13e88b2c0b6e0 PDF Text Text Native Language Instructors' Program News Boosho, Aa11i, Tansi, Greeti11gs I trust that everyo11e is doi11g well. Hopefully everyo11e had a cha11ce to get some rest after the program. Dia11e a11d I are well o,i our way in making pla11s for the summer of 2009. We want to say how muchf1111 it was working with all of you this summer. We appreciate all of the staff who were i11volved with NLIP and for you coming to NLIP. It's challe11ging to be here but after all when it is all said and done, I know everyone feels successful a11d more competent for the upcoming school year as 11ew skills and ideas that have been gained from the summer classes a11d from each other are applied. If you would like to contribute any teachi11g ideas, resources or a lesson plan, eve11 your favorite recipe(s). upcoming conferences that you are aware of, Please send them to us via postal service or email Charlotte Neckoway, Coordinator, NLIP Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, Ontario P7B 5El IA Message from tl1e Principal As the principal and teacher ofNLIP, I have seen many rewards from the students. The children of the program enjoyed themselves dearly. I love teaching students and children. The co­ ordinator, CharloneNeckoway and Administrative Assistant, Diane Maybee of theNative Lan­ guage Instructors' Program are always hard at work when students and children come every sum­ mer in July. I really enjoyed my time working with these two. They kept me on my toes. I would like to say Kitchi Meegwetch to both of them and also to the teachers ofNLIP. I would like to say Meegwetch to the summer camp and the residence staff. Kitchi Meegwetch to the Elders that helped us. Kitchi Meegwetch to theNative Language students for keeping our FirstNations' Lan­ guages ALIVE! I appreciate your time and listening to your First Nation's language. "Speak your Native Language; It's music to our ears, and love every second and minute of it!" Respectfully, Florrie Sutherland,NASL principal Inside this issue: Message from your Coordinator and Principal 1 A History of NLIP 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Native Crafts-Dream Catcher and Mini Native Headdress Pin 5 Joke Page and Happy Holiday greeting 6 �A History of NLIP Nlll (Native Language Teacher Training) began as an experimental program in Fort Francis Ontario in 1973. Within the next two years It expanded and developed into what became I.A.B's- On­ tario Regional NA<>L training program for Iroquoian and Algonquian second language teachers. In 1977, the first seven graduates received NLTT certification from the Minister of D.I.A.N.D. in Ottawa. In 1978 a second experimental program was undertaken In Thunder Bay to pilot the training program for teachers of Native Language Arts for "First Language" communities. In 1981 both programs (second language and language arts) moved to Lakehead University to become diploma programs of the faculty of education with the name changing to our present NLIP (Native Language Instructors' Program). The institute began in 1980 as a directed studies program for NLTT/NLIP graduates, has become a part of University life, and institute courses are now offered by Lakehead's Faculty of Education. In July 1984 the Ministry of Education for the province of Ontario announced Its new policy re­ garding Native Language Education. Through the winter of 1984 and 1985 Ministry officials met with Lakehead University personnel to establish a Native Teachers Certification program leading to a letter of standing after three summers of work. In the summer of 1985, the first "certification· program began with the Algonquian group continuing at Lakehead. The Iroquoian group joined Lakehead In 1991. July 1986 saw the first 23 students receive their permanent letter of standing from the Ontario Ministry of Education as certified Algonquian Second Language Teachers. In July 1991 the first graduat­ ing class of the AQ Program for the holders of an Ontario Teaching certificate consisted of 9 teachers. By 1991 enrollment in the various NLIP programs has soared to 227. NLIP, while now an established and well regarded school continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, NLIP has come to enjoy a reputation for the quality of its training. Although designed and oper­ ated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language education. It is our hope that both NLIP and the Institute will continue to grow and prosper and that they may become Increasingly a source of practical assistance to Native Language Education in Ontario and beyond. Native Language Instructors' Program Newsletter �' <f1e.om t/,,e C/(Jtcken. to t/,,e tal,le ... ....................•......................•...••...•.............................•••••••••••........................•• , Wild Rice and Turkey Patties I cup cooked wild rice. cooled Served with a lime mayonnaise I lb turkey meat. ground 3 med eggs Directions 1/2 cup rainbow peppers. diced fine In a bowl, mix turkey, wild rice, eggs, and fresh herbs. Mix well, add pep­ pers, onions, salt and pepper with bread crumbs, blend well. Form into six even size patties. In a saute pan heat oil and brown patties on both side, place on a baking sheet and bake in a preheated oven of 350° F for12 minutes. Mix Mayo, dill and zest of lime, serve with patties l /2 bunch green onions, diced fine I sprig fresh rosemary, chopped fine I sprig fresh thyme Salt and pepper to taste 1/2 cup bread crumbs 2 tbsp olive oil 1/2 cup low fat mayonnaise hllp://www.cookingwiththewolfman.com Apple Crumble Bannock Bannock (see below for filling) Ingredient -- Preparation Method Amount 7 1/2 cups cake flour 2 cups vegetable shortening 2 cups water 1 Tbsp. salt 2 1/2 Tbsp. brown sugar Mix flour and shortening and rub until mealy or pea size nuggets Mix in cold water, and blend, let rest dust with hard flour Roll out dough and let rest before filling Once filled bake at 4oo*F until brown 2 tsp fresh dill chopped Apple filling for Crumble Amount Ingredient 8 1/2 cups 2 Tsp. 3/4 cup 3/4 cup 1 teaspoon 1/3 cup 2 1/2 Tbsp. 1/2 cup 1/3 cup 2 medium apples -- spy lemon juice brown sugar sugar cinnamon butter brown sugar oat flakes cornstarch eggs -- for eggwash Peel and slice apples add lemon. Blend sugar starch and cinnamon add to apple mixture. Fill shell and mix butter oats and brown sugar, top. Fold over edges and bake with an egg wash at 4oo*F or until golden brown . •••••••••• Buffalo Egg Rolls Ingredient cooked Buffalo meat 1/4 lb 2 garlic cloves, chopped 1 tsp Soya sauce 1 med onion, chopped fine 1 can sliced water chesnutts bean sprouts 1/4 lb flour 2 tbsp 1/4 cup water 1 sprinkle chili flakes 10 egg roll wrappers 4 oz vegetable oil Salt and pepper to taste Directions http://www.cookingwiththewolfman.com In a saute pan, cook onions and garlic in1 oz of vegetable oil, add chestnuts, cooked buffalo meat, bean sprouts, soya sauce and chilies, cook for1-2 minutes, add salt and pepper. Prepare a slurry with the flour and water. Place the filling in the center of the wrap, fold over using slurry to bind the edges. Pan fry until golden brown with the remaining vegetable oil and serve with your favorite sauce. (e.g.. Plum) Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.rlnn.cqrn/gjihws;mowin.ht ml http://www.,mi)-hina;1hc111d:1a.com/ hnp:1/w,, w. n:ui,c.:.la11gu;1!'.!\!�.org/ojihwc.htm h11p://www.njihwc111owin.com/ Native Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 Nonh American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 Institute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6- 23, 2009 CR 1012 Pan II July 27 - August 13, 2009 Language Resources Anishinaabewibii'igewin Ojibwe Writing For Language Teacher ISBN: 88800002765 Author: Nichols Price: $4.00 Spoken Cree: Level One ISBN: 0888643470 Author: Ellis, C. Douglas Price: $56.25 Ojibwe Syllabics ISBN: 88800000420 Author: Fiero, C.E. Price: $21.95 Ojibwe Structure Reference Booklet ISBN: 88800000303 Author: White, Lena Price: $4.00 Alberta Elders' Cree Dictionary ISBN: 0888642849 Author: LeCiaire, Nancy et al Price: $62.44 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page4 �To keep busy on those cold winter days! Di-earn Catcher h11p://www.1eachcrsfirs1.com/summer/dreamcmcher.htm# Materials: Thin, round, basket-weaving reed string or twine. beads, feathers. and yarn. Directions: Step 1: Take a length of reed (26 inches), form into a circle and secure by overlapping and bending the two loose ends around the edge of the circle. The circle width should be 5 to 5 1/2 inches. To strengthen the circle and prevent it from coming undone, you may tightly wrap the entire circle with a length of colorful yarn. Step 2: For the "web," tie one end of the twine to the circle you have formed in step one. Tie 9 "hitch knots" around the ring, spacing them approx. 2 inches apart. Keep the string snug when going from one knot to the next.. See diagram to the right: Step 3: The next row of the web- begin tying hitch knots in the middle of the string already attached. Continue tying hitches in the same way until the opening in the center is the desired size. To end the web, tie a double knot in the twine and cut off any excess. See diagram to the right: . ''!ti.,,:.. •�-i - ' _j;;!#f:-;/ . �-1,.I .- :_:;;.· � f• I,,. , Mini Native Headdress Pin Finished Product = 2" big. hup://makingfriends.com/na/swap_headdress.hlm Materials: Safety pins (size 2), red and turquoise pony beads, spaghetti beads, feather charms, 5mm silver round beads, metallic silver pipe cleaner, and scissors. Directions: Open up 9 safety pins. Slide on a spaghetti bead then a turquoise pony bead. Close the pin. Cut two 5" pieces of pipe cleaner. String one small 4mm silver bead on one piece of pipe cleaner. Bend the end to keep it in place. String on a red pony bead, then on go through the head of a beaded safety pin, then a red pony bead, then through the head of a beaded safety pin. Continue until you have strung on ten red pony beads and all nine beaded safety pins. Make sure all the pins face the same way. Finish with a small 4mm round bead. Twist pipe cleaner to secure in place and trim. Using the other 5" pipe cleaner piece, string on a small 4mm round bead, then go through the coiled loop at the end of the first beaded safety pin. Continue alternating small 4mm round beads with the beaded pins pushing the whole group to the middle of the pipe cleaner. String a feather charm on each side and a final 4mm small round bead on each side. Bend pipe cleaner in a small loop at each to secure. Trim If making a pin, carefully open the middle pin in your headdress and slide on an empty safety pin (through it's coil). Close the beaded pin. Page 5 �i Bo!PPY B 8 L iN«yS A little boy returned from the grocery store with his mom. While she put away the groceries, he opened his box of animal crackers and spread them all over the kitchen table. "What are you doing?" asked his mom. "The box says not to eat them if the seal is broken," replied the young lad. "I'm looking for the seal." You might be a Redskin ... If you use your bingo dabber as lipstick, blush and eyeshadow so you won't have to bring your makeup bag with you to bingo nights. Robin Cambell (April, 2008 winner for Redskin Joke Contest on www.donburnstick.com) Dry Bones STQANGE WHITE I/EN IN AJM.JY CLOTHES Pl.ANTING CROPS?.' TIE Ae5T THAM<SGIVING i You're Drinking Too Much Coffee When ... You get a speeding ticket when you're parked. You answer the door before people knock. You grind your coffee beans in your mouth. You sleep with your eyes open. You have to watch videos in fast-forward. You haven't blinked since the last lunar eclipse. You spend every vacation visiting "Maxwell House." You chew other people's fingernails. The nurse needs a scientific calculator to take your pulse. You've worn the finish off your coffee table. Starbucks own the mortgage on your house. Your life's goal is to amount to a hill of beans. You go to sleep just so you can wake up and smell the cof­ fee. You introduce your spouse as your Coffeemate. Instant coffee takes too long. You don't sweat; you percolate. You might be a Redskin.. . If your personalized license plate reads "NOTEVEN." Lynn Martel (October, 2007 winner for Redskin Joke Contest on www.donburnstick.com) The Lone Ranger and Tonto Go Camping The Lone Ranger and Tonto went camping in the desert. After they got their tent all set up, both men fell sound asleep. Some hours later, Tonto wakes the Lone Ranger and says, "Kemo Sabe, look towards sky, what you see?" The Lone Ranger replies, "I see millions of stars." "What that tell you?" asked Tonto. The Lone Ranger ponders for a minute then says, "Astronomically speaking, it tells me there are millions of galaxies and potentially bil­ lions of planets. Astrologically, it tells me that Saturn is in Leo. Time wise, it appears to be approximately a quarter past three in the morning. Theologically, it's evident the Lord is all-powerful and we are small and insignificant. Meteorologically, it seems we will have a beautiful day tomorrow. What's it tell you, Tonto?" Tonto is silent for a moment, then says, "Kemo Sabe, you dumber then buffalo chip. Someone has stolen tent." Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 3 Winter Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future) and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/bf9c68ad3bd52092a7d2df878eda8a79.pdf 3449f4576c0c9de40b129fb613efd8be PDF Text Text Native Language Instructors' Progran1 News Boosho, Aani, Tansi, Greetings Can you believe it, NLIP 2008 has come and gone. It was an exciting and challenging summerfor all of us and WE OVERCOMED all things. Hats offto everyone!!! Kichi Miigwech to all NLIP faculty and staff Your loyalty to NLIP is SO appreciated KichilCh-Miigwech! Again. .The dates for Summer 2009 are listed on page four so check it out and we shall see you next summer. I've enjoyed working with and for you this summer. Feelfree to email Diane and myselfthroughout the year (check our email addresses on Lakehead website). We are available to meet your needs while away from campus. Jfyou want to contribute any teaching ideas, resources or a lesson plan, yourfavourite recipe, upcoming conferences send it to us via email. We would like to print at least two newsletters per year and your contributions will be appreciated. This last paragraph was in our last issue sent to you in February, we would like to keep a list of NLIP students who are looking for employment in the city of Thunder Bay or elsewhere in Ontario or Manitoba. Our office receives telephone calls from school boards looking for Native Language teachers. Leave your name and contact number with Diane@ 807-343-8542 or myself@ 807343-8003. May the Guidance of the Creator be with you as you forge on teaching the Native Languages. ��vy Charlotte Neckoway, Coordinator, NLIP P.S. All the best from Diane andfrom Charlotte's angels:) Inside this Issue: Message from your Coordinator 1 NLIP 2008 collage 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Technology-websites and search engines 5 �Out and About- Summer 2008 Native Language Instructors' Program Page2 �Spinach-rice casserole Amount ., by D. Wolfman Ingredients 1 Cup Serves 6 Milk 4 Eggs 1 tbsp Workhorse Sauce 1/4 C Yeast l/4c Chopped Green Pepper 1 lb Grated Cheese ( Cheddar, Jack, Swiss) Blend Liquids. Stir in remaining ingredients except seeds and 4c Cooked Brown Rice nuts. Pour into oiled casserole. Top with seeds and nuts. Bake at 10 oz Chopped spinach, steamed 1/2 to 1 c Seeds and Nuts Preparation Method 375 degrees for 35 minutes. ·································································································································· Blueberry Peach Upside down Cake Amount Topping 1/4 Cup 1/2 Cup 1/2 tsp 2 Cake Ingredients 1/2 Cup Butter (Melted) Lightly Packed Brown Sugar each cinnamon and ground ginger Ontario Peaches, peeled, pitted and cut into 1/2 inch wedges Ontario Blueberries 1 1/2 Cups 2 tsp 1/4 tsp 1/2 cup 2/3 cup 2 1 tsp 1/2 cup All purpose flour Baking powder Salt Butter at room Granulated Suga Eggs Vanilla Milk Topping In small bowl, stir together butter, brown sugar, cinnamon and ginger; spread over base of pan. Top with circles of peach wedges, leaving a little space between peaches. Sprinkle blueberries be­ tween peach slices. Cake In small bowl, stir together flour, baking powder and salt until well combined. In large bowl and using an electric mixer, beat butter with sugar and lemon rind until light and creamy. Add eggs one at a time, beating well after each addition. Beat in vanilla. Gradually beat in flour mixture with milk until well blended. Spoon batter over fruit, spreading to edges. Bake in centre of 350 ° F (180 °C) oven 55 to 60 minutes. Cool on rack 15 minutes. Run knife around edge of cake, then carefully invert onto platter. Spoon any juices on platter back onto cake. ·································································································································· Pot Roasted Partridge with Cabbage and Chesnutt's by Rick Stein from Food Heroes Serves 4 Ingredients 1 tbsp olive oil 4 small or 2 large prepared partridges 150g/5oz smoked streaky bacon lardons 25g/1oz butter 16 small shallots, peeled and left whole 2 carrots, cut into batons 2 bay leaves 150ml/5ft oz good quality chicken stock 1 Savoy cabbage, outer leaves removed, then cut through the core into 8 wedges 200g/7oz cooked, peeled chestnuts salt freshly ground black pepper boiled or mashed potatoes to serve Method 1. Preheat the oven to 160C/325F/Gas 3. 2. Heat the oil in a flameproof casserole, add the partridges and brown them lightly all over. 3. Lift the partridges onto a plate, add the bacon lardons to the pan and cook until lightly golden. 4. Add the butter, shallofs, garlic, carrots and bay leaves and cook over a medium heat until lightly coloured. 5. Return the partridges to the casserole with the stock, one teaspoon of salt and plenty of black pepper. Cover with a well­ fitting lid, transfer to the oven and cook for 20-30 minutes, depending on the size of the birds. 6. Meanwhile, drop the wedges of cabbage into a pan of boiling salted water and blanch for 2-3 minutes. Drain, refresh under cold running water and drain again. Set to one side. 7. Remove the casserole from the oven, take out the par­ tridges, cover and leave to rest in a warm place. 8. Add the cabbage and chestnuts to the casserole and turn them over once or twice in the cooking juices. Simmer on the stove for five minutes until the cabbage is cooked. 9. Divide the cabbage, chestnuts and braised vegetables be­ tween four warmed plates and palce the birds on top. 10. Serve with boiled or mashed potatoes. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Page3 �Job hunting hmmmmmm? Maybe this can help ........ Fantastic teaching resources incorporating Native language can be hard to find. I have come across a couple of really helpful sites for classroom resources. Try the following sites: Various teaching positions may be found online. Elementary Teacher- Native Language Program (Ojibway) www.tdsb.on.ca www.chiefs-of-ontario.org Or contact www.7generations.org or Kathy Ranney@ ranneyk@rainbowschools.ca http://www.uleth.ca/edu/currlab/handouts/aboriginaI.html ative Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 North American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 lnstitute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6 - 23, 2009 CR 1012 Part II July 27 - August 13, 2009 Language Resources in stock at the Bookstore The following is a price list of the language resources that can be found at the Lakehead Bookstore, Intro to Ojibwe Pt.I ISBN: 8800000826 Author: Tom Beardy On Hand: 5 On order: I 00 Price: $69.95 Literature ISBN: 0887551599 Author: Ellis, Douglas On hand: 10 on Order: 0 Price: $75.00 Oral Algonquian Structure pt.I ISBN: 88800000420 Author: Fiero, C.E On Hand: 31 Price: $21.95 Intro to Cree Native Languages ISBN: 0919143423 ISBN: 88800002124 Author: Ahenakwan, Freda Author: NLIP On hand: 5 On Order: 0 On hand: 0 on Order:0 Price: $13.95 Please visit the Lakehead Bookstore website for more information at: http://bookstore.lakeheadu.ca Page 4 �Teaching Our Nation Through the Use of Technological Equipment A Primary Tool During the School Year and Everyday Life As technology advances, it is incorporated more and more into our learning strategies as a time saving device for accessing the information we need. Professors and students alike make use of electronic mail for saving and sending our work. We need to be familiar with a few of the most commonly used programs and services in order to meet the demands of our professors and strengthen our skills for our future careers. Some programs and services include Microsoft Word, Microsoft Outlook, Microsoft Paint, Hotmail, Internet Explorer, Moxilla Firefox, APA formatting, search engines, and various upload tools/add-ons (Java, Adobe, etc.). Some beneficial sites include: http://www.bcschools.net/staff/MicrosoftOffice.htm Microsoft virtual tours http://www.google.ca & http://www.yahoo.ca & http://www.askjeeves.com Search engine http://www.hotmail.com & http://www.yahoo.ca & http://www.knet.ca Electronic mail http://www.microsoft.com/windows/ie/ie7/tour/fre/default.mspx Internet Explorer tour http://www.apastyle.org/ & http://www.library.mun.ca/guides/howto/apa.php Some sites to avoid include: APA examples http://www.wikipedia.org/ This site allows input from any computer user and is an illegitimate source. Page 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 2 Summer Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f69db17bd4a3bfc94d2195f20efc8ec7.jpg 60ef7e827a84f65c05f2b5fae83be1a7 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Keewatinase Logo Subject The topic of the resource Universities Date A point or period of time associated with an event in the lifecycle of the resource 2023-03-14 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource JPG https://digitalcollections.lakeheadu.ca/files/original/d37ae0d827d1689fff3ee9151e19c196.pdf 5dcb7760768506ed529a23bcb76ab4ef PDF Text Text �Boozhoo, Aanii, Wachay! Gchi-miigwech gdi-nim maanda go na gchi-ntaa kinomaageyig, m.iinwaa ezhi mno­ naabm.ichgeyeg, miinwaa gchi-nendjgeyig epiichi k.inomaageyig. Gch.i-miigwech kendmiig maanda Anishnaabemowin miinwaa weweni miigweyig gdoo­ kendaaswini waa. Gch.i-miigwech "gwiiji-bmaadiz" zh.i gnoowaabmaadwa gonda e-kinomojik. Gchl-miigwech mno-daapnodwaa gonda e-kinomojik, gchi-nendjigeyin geyii m.iinwaa bshigendrnan enookiiyin maampii NLIP. Mii go nanda k.ina ezhi miingowewziiyik e-gchi piitendaagok miinwaa e-dawendaagok ji ni-naadmaagot maaba e-skoonwit ninda miinwaa ninda pane ji ni maamnonen<lang, miinwaa mii manda nikeyiing ezhi maamninendmegoyig pane. Aapji go mno-skoonawewag, nmo-kendaaswag miinwaa mno-maajiishkawag gegoo kendmoowat gonda e-k.inomaagaazjik giishpin e-kinomaaget weweni giigdot, miinwaa mnaadenjget miinwaa mno shiwebzid. Ezhi-miingowewziiyik pane ezhi mshigenjgeyig miinwaa ezhi gchi nendjeyeg rnii maanda pane ge ni naadmaagwad gonda e-skoonwijik maampii. Miigwech, Helen Wassegijig, Coordinator Native Language Instructors' Program �Farewell to all my faculty and staff and especially my 1st, 2nd, 3rd, and 4th year students. I've enjoyed working with all of you during my four years at the University. Early retirement has come my way and I'm enjoying every minute of it. So bye for now. Giga waabinmigoom miinawaa. Wanda A farewell dinner was held for Wanda at the Mona Lisa on July 26. All the best to Wanda on her retirement!!! �CONTACT PERSON & NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS LYNNE BETTRIDGE ACTING MEMBERSHIP RECORDS OFFICER lbettridge@oct.on.ca ONTARIO COLLEGE OF TEACHERS 121 BLOOR STREET EAST, 6TH FLOOR TORONTO, ONTARIO M4W3M5 1-888-534-8822 EXT.362 (416) 961-8800 EXT. 362 ANY ADDITIONAL QUESTIONS CALL THE NLIP OFFICE AND SPEAK WITH HELEN OR DIANE �\ ✓�. \� � / �� ,-·) \ �{ I �/;, ftj, '\} (� \ '). - I / \ . \ hi I\ J °'- k._o It � \ s k f)', +a · f" eR. s s 1:1. CI �0 \.:) \ u e._.d O Ir .... MUS J. " c::l w c\ a- S C J '2. D ? , r1 'i -f'\I ed- . +( .eeOI 1Vl tA O I (>•\ � I (I � !; I(�. �Promotion of Native Language Chi-miigwech to Gilbert Smith of Northwest Bay Reserve near Fort Frances. Ontario for visiting first-year. His encouragement was most timely and appreciated as Practicum classes also began (in class teaching). The summer camp kids at "Odomaanowin Camp" receives a 20 minute instruction in the Ojibwe, Cree and Oji-Cree. Mr. Smith related that our Anishnaabemowin is the treasure from our ancestors. and it is the precious gift, we can pass on to our children. Again, chi-miigwech for the teachings that you gave. RB 3026 ED1351AB R. Sands �NLIP Year One (Western) NLIP Year One (Central/Eastern) �NLIP Year One (Cree) NLIP Year Two (Combined) �Poirie· r · Communications From: Tel: Fax: Subject: Brenda LeBq.uthillier . Client Serivices :coordinator 613-74.1-3200 613-741-8225 APTN Media Releas� Please Post I Circ-ulate �Com:. · -From: ... ' ,, .... . , !.thilli"er , 'S "Cci6'rdin;:itor Tel: Fax: . .-Rele�se. : Circulate . . Subjec_t: · . •' This facsimile message was : is available through the followin. Bell Ontario, Bell Quebec, Island Maritime Tel & Tel, Newfoundland · Cette telecopie fut transmise uti' lequel est disponible chez les co TELUS, BC TEL, Bell Ontario, Bel: System, Maritime Tel & Tel, Ne·-•fc a Fax Management Service which .�ner Companies: TELUS, BC TEL, �anitoba Telephone System, ,i 3rvice de gestion de telecopie, -�rietaires de Stentor suivantes: .�nd Tel, PEI, Manitoba Telephone .:;:-,hone. * * * * * * * * * * * * * * * * � 0l/3J/: To - A: Nati··, 807: ·:- · · ,- From - De: POIR: E:· 3001··r;: * * :ONS Date/Time * Date/Heure: * * * * * * * * * * * * You should receive 2 Vous devriez recevoir 2 p,. Document ID - Numero de fiche: Transmission problems - Preble·�- � * * ' • * * * * * * * * * * * * * * Program * * * * * * * * * i!ing this ! ·1 n t cette * cover sheet. page couverture. * * * --�---------------------------­ ·-----------------------------14442947461779669 ;r.ion: N �Mii Miinwaa Nookmiswiiyan Aanii, Boozhoo! Jeannette McQuabbie ndizhnikaaz. Minwedaamook ndo-nishnaabc noozwin. Waabsheshii ndoodem. Aapiji go nongo megwa ngichinendam! Ngi ganoonaa nongo naakshig ndaansenh, miidash gii-wiindaamoowid miinwa nookmiswiiyan. Gwiiwscnhs gii-bidigwaashin gii-maaniigiizhigag eshkwa naakweg. Miin Giizis, midaaswi shi-niiwin gii-zhigiizhigad. Zhaangswi dibaabiishkoojigan, shi-midaaswi nswi gii-piitnoogzi � gegaa go midaaswi dibaabiishkoojigan! Tevon Carter Alexander zhinkaaza. Mii maaba nooshens aapiji gaa­ zhagaajibiiyag wii daadzid. Aapiji dash goona nwcwiibendam wii-giiweyaan wii-taakoonag maaba nooshens. Giizha go ejijiibaagsemgag paabwin ngii-giishnadoon oode enji­ aankedaanding gegoo. Nengaaj go gaa-jijiibaagsemi maaba nooshens! Mii'wc niizhwaa<l nooshensag. Bezhik kwezenhs nswi biboongizi. Carissa Courtney gewiin zhinkaaza. Aapiji go nzagaag maamig nooshensag. Baatiinad go aanwi geyaabi waa-noonkiiyan manda kinoomaagwiziiyan wiibwa wewiibendaama aapiji. Wewiib goona aanwi maanda niizh namegiizig daniyaawan! Miigwetch! OJIBWE CULTURAL FOUNDATION (i) P.O. Box 278 M'Chigeeng. ON POP lGO Tel: (705) 377-4902 Fax: (705) 377-5460 Website: ojibwe.on.ca JEANNETTE MCQUA88IE J\nishinaabcmowin Program Director e-mail: jcmmcttc.mcquabbic@.onlink.net �ANISHINAABEMOWIN TEG INC. Anishinaabemowin Teg Inc. is pleased to announce the continuum of the six (6) Language Scholarship awards. This year all students studying the Language are encouraged to apply. This is extending an invitation for elementary, secondary and post secondary students to submit an application. SCHOLARSHIP AWARDS ARE IN MEMORYOF THE LATE: ERNESTINE BUSWA DOMINIC ESHKAKOGAN JEAN SHAWANA DOROTHYTOULOUSE OLIVE MCGREGOR MARYLOU FOX ALL WERE OUTSTANDING ADVOCATES, SUPPORTERS AND TEACHERS OF THE ANISHINAABE LANGUAGE. DEADLINE DATE: MARCH 02, 2001 Please submit completed application to your language teacher so they can ensure it is sent to Anishinaabemowin Teg Inc. \ �Six prizes will be awarded to elementary, secondary and Post Secondary Aboriginal students. Criteria: + + + + + + Must be presently enrolled in a language course; Must be enrolled as a full time student; 75% overall average; Good attendance; Involvement in community and/or extra curricular activities; Recommended by learning institution presently attending, a First Nation community or Education Counsellor and; • Dedication to maintain the continuum of the Anishinaabe Language. Application Procedure: Application forms for post secondary students are available from the Language Instructors of each institution offering the language program. Elementary and secondary students can receive an application from their First Nation Education Counsellor. Application forms must be accompanied by: 1. 2. 3. 4. 5. Recorded cassette tape containing a 3-5 minute speech on why you feel the Anishinaabe Language is important and ways of learning the language effectively. Speech must be in the Anishinaabe Language; Post Secondary applicants must submit their Fall 2000 semester grades which should include a Language course completed or in progress; Elementary and Secondary applicants must submit their first term grades which should include a language course completed or in progress; Letter of recommendation from the learning institute attending, a First Nation leader or Education Counsellor and; Copies of awards, certificates, diplomas or other supporting documents which highlight your achievements. �ANISHINAABE LANGUAGE SCHOLARSHIP A \VA.RD APPLICATION NAIVIE AND ADDRESS: TELEPHONE: DATE: FIRST NATION COMMUNITY: FOR POST SECONDARY STUDENTS AT WHICH INSTITUTION ARE YOU STUDYING THE ANISHINAABE LANGUAGE: AVERAGE GRADE IN CLASS FOR ELEMENTARY AND SECONDARY STUDENTS Name of School: Address: Grade: Name of Teacher: --------------- AVERAGE GRADE IN CLASS �Mail completed application to: Anishinaabemowin Teg Inc. c/o Jeannette McQuabbie 771 Kingsway Sudbury, Ontario P3B 2E4 DEADLINE DATE: March 02, 2001 Late applications will not be considered Selection Procedure: All applications will be screened and reviewed by the Scholarship Review Committee. Presentation of Awards: The recipients of all six scholarships will be notified by March 16, 2001. Each scholarship winner will be invited to attend the Anishinaabe Language Conference Banquet to accept their award. Tentative date scheduled is March 30, 2001 in Sault Ste. Marie, Ontario. Formal invitation will indicate exact date, time and location. For further information, please contact one of the following: Cambrian College Martina Osawamick (705) 566-8101 Ext.#7767 Georgian College Isadore Toulouse (905) 722-3281 Ext.#134 Sault College Doris Boissoneau Sam Senecal (705) 759-2554 Ext.#761 Same as above Algoma University Howard Webkamagad (705) 949-2301 Ext.#215 Laurentian University Mary Ann Corbiere (705) 673-5661 Ext.#225 Sagamok Anishnawbek Karen Trudeau Mary Ann Trudeau (705) 865-2421 (705) 865-2387 �Students will be awarded a Scholarship to one of the named memorials based on information receiYed. However, if you wish to apply for a certain Scholarship, which one would you choose: Ernestine Buswa Dominic Eshkakogan Jean Shawana Dorothy Toulouse Olive McGregor Mary Lou Fox Scholarship Review Committee can decide CAREER PLANS What are your future plans and how does the Anishinaabe Language play a role in this decision: Please remember to submit a recorded tape along with this application (Why you feel the Anishinaabe Language is important and ways of learning the language effectively). DATE: SIGNATURE: Application must be postmarked and received by March 02, 2001. �Gitchitwaa Iviaanii Ziibi Aaniin, Boozhoo! fv1ewinzha shkwaa n-1ashkwawadin aki. tvfii pii Gitchitwaa Tvfaanii ziibi gii bimitigweyaa. Mii dash gii zaagidawaan1agad gchi gamiing, Superior, Huron, miinawaa Michigan. "'Baak1ing" gii zhinkaade n1ii maa ziibi gaketigweyaan1agad Mii dash Ojibwe Anishinaabeg gii kabeshiwaad ziibiing. Apiichi go gii apiitendagwad Gitchitv..raa Maanii ziibi, Gii baatayiinog adikameg, mii maa izhi aamiwag. Anishinaabeg gii 1nno-aabjitoonaawaa ziibi. Gii babaan1aadiziwag, gii meshkwadoonamaagewaad aaweysiiyag wayaanan, miinawaa giigoonh. Enso niibing gii maawanji'idwag ji kendarnaawaad wiiji anishinaabeg ezhi bimaadiziwaad. Noongom, Gitchitwaa Maanii ziibi gchi apiitendaagwad, anishinaabeg giiwedin jiigebiig geyaabi kabeshhvaad rniinawaa giigoonhkewag. Gchi jii1naanan ipidegan, zhaagnaashag ge)'\\riinwaa meshkwadoona1naagewag. Niigan giizhigak, giinwin Anishinaabeg gii 1niingosmin maanda akt nibi, noodin, miinaw-aa shkode. Manaadjitoodaa, akina gegoo Gzhe-manidoo gaa 1niizhyaang. Manaadjitoodaa Gitchitwaa Maanii Ziibi nibi. Mii maa akina gegoo mno­ bimaadiziwin izhi - maadjtaa1ngad. Angela Neveau Anishinaal�\vibii 'an. �-·---•----- -· . :;... · �=� . City . ------:-'...<�• ...� .... . . .--=-- - -;:,-w s-;:;w!: .. :!'.•�--- 57.\, SAULT MP Carmen Pro·, ·�nzan o and Ted Chudleigh. parliamentary assistant to the Ontari•.' minister of natural res ources. unveiled a plaque at Roberta B<'''dar Pavillion on the oanks of the St. Mary·s River in downt·'wn Sault Ste. �larie Fnday. The plac;ue marks the designati on 'the river as a Canadia-; Heritage River. ·.. - ·-. -;·-·. �"" . . ----� I ·• ,·1_. .T:·• · - '.�. y ·:. . ,.,. I ' .. .. , 1 , �{ \, �•.- •.,. -- r :-:-J.:"" "'I.•: � . , - · -• -�- •·�... -· ... - ..,,,,- �- �!�• �. .. '":- �.�• _. • , . .. . . .. . ·. ·- ·}t&,iS·::::�. .-:. -: . • �, · ..���).,. ; ... � f· . \�:_::<: .\\.:: ..:•.i:� ... .- · :•-..i�(\,:r'i:'•, • �,£':-.,�.'.,/�,!/;,... I enrrnc, -- ·,.,,;A�-':'�1-:;.;.-<t1 , • �.x·�:-i.;·, ·�· ,•·,:��-1�-i�-GJ:. ·r'T�Af� ·:i � l .. I ,. :, �:• , ,, •: • •:•�•j��:-:\/:\,�:/,f\:���•�'.�; ;J , · ·-���•.,<lte �•-· -:: . ·. . . � > \ · . .• ,, . 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I'4{; l•. •,' �' . ,,; . . ,.. , _..,·• • · . • ... ..,.... . • ••• , ... .�_ , .. ,\·, , · � . . . . · · : ' • i � ... � � . ...,aU1t Scar . 4 •� - .. ..-�r�t"! �:;j ?·,:: ... t : - ' -ited 'sf, • /M�: '�:·d esigl), ·:�, ;;i-.r� ;� , •,,;• , llt�lil�g,�ir ,�f�; • "• i�: O��J�l�f ,I .• • t • -., ·r I • , • · Saul Stac &d _1 . ·• , • • ,J 1 y 1 ' "') . • , . ,. '. . p J.]ij..,, ·f • •� fi"I · - .•• J� •-•,r1"' �{t�� , �� -i .., ·..,..+;f''·..�• • _t>t� • • .;-�t�ffJ _ (· • • !,.)•r f and•tb� Optarlo Ministry of Na_tbfal l(e;· :.i• tention'for' �berjt.a,g{�o[�< ;� ·;• , . �..,h, .... •,.•.. .. • .- . ' ,h '"'--!'��-.... ... i'�-�· .. .. ., ·.• ·· •� •·••-! � (.h,•l,1 , • ,, ., 'i- i + · . � . - .· . .. ,, 1 • ._T, . � .•, q 1 1, 1 r 1 ·, . �.. . soµ·c�";" ' ·; · .'· f.:y -�.-=:��r��t�:-::-:-,.�1.·. Bue trgmfcat ddii,1h.1�Jpj�{��t(on:.were . .. .otI'.�� .· t$lgnifi�: -1 -��fl't .:. that ft was'�:sJ�':of.� · The St. �ary's River has � designated a . �''.'Jlb�-herjt�e status ·desi'g�aflo'p�o . . . . . .. ·. · ' · Cana� f{�tagt · , . · ��the roro� of law but <:<>wd ·g�n�� �r. •�e· '� �ce for'.ceb.��:;:,;-:.. ···� X��' . � ��� · . _ :r�e. �e�ignttfon. �•ll b� comme�or�ted � of-!ourlsin being assooated .w.i���pro � - ·· .. a� �r�Pf�;-�d·:���• ,��ain .w�ter, ·· _ With _a p},aque unveiling ceremony on Fnday � �{lter{ront t0unsm develo_pm��i.�: •.: . ; route dialopened':up� , · · �,:-J{�· , � . ��v.· . . .c:li'ea. ;�rifCtos,: · ·�Ji.to.�·qqallfy · · .as a Hep(age Waterway;itfifriver ;�; ·-i.-Tbe.st:-Mir,f, at the Roberta Bond.ar ac . t,• .2o �t.- l:30,o;U\, . � . . . . :· . ' , ' Pavilio ,:i: t�i i� "· .; ·· · � 'a'uni ue natio ·a1.si. iµt!�& in'h1 C'a" at thE!°·mouth: _ o1r� '·:�-&.-:-(lat)Q:;:,:th[Sault·and1��una1�� ... �d::.s� \ : · tht-�ig�()_f, ®nou . need by the Minis;, o�q_fthiee'areis: • natloiial �Jtage '. .. 1 . pps, and �;8Ild wildJife), human heritl�,.(Justoi:is:'¼'• tAbo�t,�8:�a9.�tan:· �' . . tefof ,pipadi!n �eritage Sheila Co . ' t ilt°''�, � O.ntar{o'-s Min�t�r. of Natural Resources an�·qµtµral) or recreational �e.1t�f:.'�,;.d .. ,·qwred ·t�fiji_stlnc#'��� . .' <?· .� . . � � � � � : � � q an-ma a e a concrols marks th� d ,Jotin S o l,c n , , such s the : ei:.-,:��L �· .,���·� : · n ·.1 s �-Waf _end of a ue�t . � ary' J �unched ·tn -19 9,7 by ihe Sault Ste. Mane Region Conservation Author.ity, the city, -. • cp com�nsating dam have altered th� � M s . River and'F ruxer;s natural �ourse. taJcing lt);>\trt>f.:cpp�·. ', • .,.'.,; ,Y<· t,;1/li� �t• •� :· . ' • � .�t_��tl!-►("L �1 �;Jjr, • 1· . Rivet;i.�1llwiiliei�and :Plecd'cein)��veb•'i�;:':��lfi��\�·-,J«f � r'J•' -; '"i �••\.,•. : � /• :.� ,( , �Noos gii-yaawaan naabesan aapchi giimino-doodiwaan. My dad had a favourite rooster and gave him special treatment. Maaba naabese dinwenmaasiin go weya besho noos wii-bi-zhaanid wiin gwa etgwa. This rooster wouldn't allow anyone else to get close to him except my dad. Naangodnong eta bgidnigaaza wii-baayaad wii-nwa-shike. At times, he would be allowed to roam free all by himself. Maapiitaa shkwaa-naakweg noos giinmadibi naami-gchi-mtig aazhiwiyiing endaad, wii-kachigaakweshing dekaagmig zhigaagwaaboo gii-mnikwed. At the end of the day, my dad would sit under the big tree behind the house to shade himself and have a cold beer. Mii dash maaba naabese gii-waabmaad zhiwe nmadibinid aapji gwa chi-getin gii­ patoo noosan gii-waabmaad. When the rooster saw him sitting there, he would run as fast as he could to my dad. Dad would tap the top of the table and the Noos gii-daataadige doopwining, mii dash naabese gii-bziked ishpiming gii-kendang rooster would fly up knowing that his own 1 dish was there. zhiwe tenig doonaagnim. Noos gii-ziignamwaan aanind mnikwewin miisko naabese gii-mnikwe. Gii-waabmag noos miinwaa naabesen, maa niibwiyaanhjiibaakwegamgong waasechganing, ngii-wiindmowaa ngashi ngii-naa wii-bi-zhaad wii-binaabid. 1 Dad would pour him a drink and the rooster drank his share of beer. When I saw my dad and the rooster from the kitchen window, I asked mom to come and look. Mii dash gaa-kidod, "Geget sa naa gbe-dbik She said, "Oh no, now he will be yelling all night and he won't crow in the morning, he ji-naanoondaagzid, gaa dash da­ noondaagzisii kizheb, gbe-giizhig da-nibaa. will sleep all day." �Noos Miinwaa Naabeseman Gloria Oshkabewisens-McGregor Noos gii-yaawaan naabesan aapchi gii-mino-doodiwaan. Maaba naabese dinwenmaasiin go weya besho noos wii-bi-zhaanid wiin gwa etgwa. Naangodnong eta bgidnigaaza wii-baayaad wii-nwa-shike. Maapiitaa shkwaa-naakweg noos gii-nmadibi naami-gchi-mtig aazhiwiyiing endaad, wii-kachigaakweshing dekaagmig zhigaagwaaboo gii-mnikwed. Mii dash maaba naabese gii-waabmaad zhiwe nmadibinid aapji gwa chi-getin gii-patoo noosan gii-waabmaad. Noos gii-daataadige doopwining, mii dash naabese gii­ bziked ishpiming gii-kendang zhiwe tenig doonaagnim. Noos gii-ziignamwaan aanind mnikwewin miisko naabese gii-mnikwe. Gii-waabmag noos miinwaa naabesen, maa niibwiyaanh jiibaakwegamgong waasechganing, ngii-wiindmowaa ngashi ngii-naa wii-bi­ zhaad wii-binaabid. Mii dash gaa-kidod, "Geget sa naa gbe-dbikji-naanoondaagzid, gaa dash da-noondaagzisii kizheb, gbe-giizhig da-nibaa. �.;-. �• l; T 111' � • ... ·"'" ·,: �1, ""', ..., -·· � ;,.;;- J :,_,. ,..� \- ...� • I f, .. .,. , �-:+yraditional Ways There is a contmon belief among the Ofibyvay that a child is a gift or a loan frvm the Great Spirit and that yoit weregiven the responsibility to raise and carefor that child. · Since a child is a giftftvm the Great Spiri� the child is ((sacred->J and m1,1,st be treated with respect... •:Vati,mal Inquiry uuo Fini .'iarwrtt Childcare �07/25/2000 14: 08 i 70585'32'380 WIKY HERITAGE ORG PAGE 03 "M.aawnjidiwii 2000" Language Conference February 24-2�, 2000 Order Form: �ease Check your Choices Or □Tape #1: I OTape #2: OTape #3: 0Tape #4: O Tape #S: 0 Tape #6: O Tape #7: OTape #S: O Tape #8C3 O Tape #9Al I 0 Tape #9A2 O Tape #9B2f O Tape #l 0A f O Tape #l0B B Tape #ll : Tape #12: 0 Tape #l3: I Please I allrw D Order All Tapes Opening Ceremonies Seven Sacred Gifts - Willie Trudeau Origin Story of the Seven Sacred Gifts - Wilfred Trudeau Histozy ofWtlcwemikong - Albert (Hardy) Peltier Kabaapm.i Kaminwendaagozimi, Kaminoyaami - Barbara Nolan Leaming Our Original Language - Elders, Lillian Wcbkamigad, Sarah Peltier, & Georgina Enosse Loss of Culture - Marion Peltier & Jeannette Eshkawkogan Traditional Food OUr Medicine & Bingo: Rosella Kinoshameg Helping Learners Get the Hang of Word Changes - Mary Ann Corbiere Gaazhebak Zbaazhe - Pius & Evelyn Roy Ezhi-Gchi-Apiitendaagwak Anishnaabemowin - Barbara Nolan Labor of Love, the Development of 0jibway Language Text - Shirley Williams Anishnaabemowin CD ROM Software - Henry Pitawanakwat Reading the Anishnaabe Language - Patrick 0sawanimiki Name of Places with their Meanings/Storytelling - Archie McGregor Ojibwe Odawa Flash Cards, Ojibwe Artists, & Development of CD ROM - Shirley Williams Language in the Arts - Randy Trudeau Camera Angle #1 - Storytelling - Elders Fashion Show Story Telling Contest Camera Angle #2 - Storytelling - Elders Story Telling Contest Plants our Medicine - Rosella Kinoshameg Difference Between Spiritual Language & Physical Language - Wilfred Trudeau Ojibway Medicine Wheel Words: Shirley Williams Social Consequences of Language Loss - Stanley Peltier Year 2000 When the Last Speaker Goes - Doris Boissoneau Aambe Anisbnaabemdaa - Cecil King Closing Ceremonies • Doris Boissoneau, Rosella Kinoshameg, & Rose Peltier 2 weeks before receiving your Video order. All Orders Aie Final. Chi-Miigwetch. �a 07/25/2000 14: 08 � I Ofl:i'� � w� 7058592980 WIKY HERITAGE ORG PAGE 02 P.O. Box J 12. Wikwemikong Ontario, POP 210 TeJ:(705) 8S9-2385 Fax:(705) 859-2980 email: wikyher@kansenru.ca On Sale Now ! ! ! Anisbnaabedowin CD ROM Software $3 k .. 00 each I ,_...�� & Manual + Shipping & Handling (G.S.T. & P.S.T. may apply) Includes a array of stacks from action, animals, �Ian system and much more. Proc ds towards Language Initiatives ,. J,-j --- .......... Cl) .. .. . . ... .. ... ....... .. . -... ..... .......... =� ........ .......... - -­ .......... . b ua --,.,:a -- ,...,_ ......._., _,..,.._ ..____ .,._...,... - ..,._..,......_.. ..----. _..,.......,, UNEDITE�"Maawnjidiwin 2000,P Language Conference $ 0. 00 each tape + Shipping & Handtins 0 0 or $200.00 for all 14 tapes (G.S.T. & P.S.T. may apply) presents o�,u...ng ceremonies, workshops, gala etc_ All i prmation on the back of this sheet 1 Proceeds towards Language Initiatives Year 2000 Calendars $�.00 each + Sbipping & Handling I (G.S.T & P.S.T may apply) These caleqdars feature historical and cultural facts of the: {\nisbinabe people of Wikwemikong and run fror February 2000to February 800 1 . � � �: .•••• e �or �: -:1.o� � ����1-P���� • • • • • • • • . • • • • • • • • • • • • • • • • • • • • • • • Order Form . . (Name): !--------------------I -gannatJon !dress: Street: I i I P.Q. Box Province: City: 1 tone: ( )' � 10.00 = ___ tlendars: __ 11 Video's __ . 200.00 "" ___ ;,oo shipping & ban4ling = Balance: $____ I i I Code/Zip: Each Video:.__ X 20.00 i= ___ CD ROM __ X 36.00 = ___ + O.S.T. & P.S.T ifapplicable. = ___ $ TOTAL BALANCE ____ Please issue chcqu,e· in amount of :to the \Vikwemikong Heritage Organization. NO PERSONAL CHEQ"OES. Mail to the above address �OIISHPIN WII M'JIDWeYIN M-OOSHKINEBIIYAN MAANDA MZINIOAN - (ORDER FORM) Aniisb mnik (Quantity) Weginesb waa mj idweyin (Description) Enigiadek Bezbik (Price) Sbkapjigan enigindek kiin kadbaan (Shippina and Handling) Maamwe Kina Eni&indek (Total Price) $12.00 Kina maamwe enigindek {Grand Total) Noozwin: (name) Enj ibaayin: (address) ____________________ Giigdobiiwaabkoons Gindaaswin; (Tel. #) Mzinaakzige Gindaaswin Biiwaabkoons: (fax#) Mzinaakzigan Wasseaatesjigaan Maaj iibiigan: ( Email) (bJ�---------""":"'."":'��==--::-:-�:=:-= Ensagnagzit: (Date) __________ 64-3 Beach Rd .• Wikwernikong Ontario. POP 2JO Tel:(705) 859-2385 Fax:(705) 859-2980 email: wikyher@amtclec• 086Z6S8S0L �· - • sh-o.aabe111 0 �1,\.°f RESOURCE MATERIAL \\7-J.(} Anishnaabemowin CD ROM Sofnvare $36.00 Gindaaswinak, Enaandek, miinwa Epiichaak. $30.00 Anishnaabemowin - Introductory $20.00 Anishnaabemowin - Intem1ediate $20.00 Anishnaabemowin Buttons $ 2.00 VIDEO TAPES "Aambe Biinchigedaa" - 1 8: 1 7 minutes (Cleaning Kitchen & Living Room) $20.00 "Aambe Jiibaak.wedaa" - 18:26 minutes (Cooking Stuffed fish) $20.00 - 1 4:40 nlinutes "Aambe Wiisnidaa" (Eating Dinner while having a conversation) $20.00 "Megwaa N'do Nakiime" - 12:33 minutes (Working in an office recognizing new technical words) $20.00 TO ORDER ALL FOUR TAPES WHEN ORDERING A 50% DEPOSIT IS REQUIRED $70.00 G aw� � w� � 64.3 Beach Rd., Wikwemikong Ontario. POP 2JO 10 39'o'd Te):(705) 859-2385 Fax:(705) 859-2980 email: wikyhcr@amtelccom. 086l658S0L zs : s0 t00Z/0l/L0 �-- -.. . - ., . ..� �"-�'.-t,.-•�..: , I[! • . _..__ -� .� " ':"- .: * .;r/' > J., �The Colonization of Our Language and Teachings in Translation Note: The following is an excerpt from an essay I wrote in March of this year in Indigenous Leaming 5301, entitled: The Importance ofNative Narratives. Myths. and Legends in Today's Native Society. I have taken the liberty to do some editing of this excerpt. Anyone wishing to read the whole essay can leave a messag� in the Native Language Instructors' (NLIP) office for me and I wi]] make it available. The colonization of our language and teachings happens in translation. To explain this let us look at "man" and "woman". In English a "man" is basica11y an adult male human being and a "woman" is a female adult human being. In Ojibway we say "nini" for man and "kwe" for "woman". In creation everyone has their natural gifts that means; the finned ones, the winged ones, the four legged ones, the two ]egged ones, etc, so too, the male and female of that particular "one". The gift of "kwe" is to bring forth life, to nurture that life. When we say broke off or break off, for instance, we say "bkweskaa"; something has broken off or broken in two. When a woman gives birth, she becomes two, therefore, she is "kwe". The gift of "nini" is to provide for her. When we say "hand over" or "pass it over" we would say "bi-ninan". When a "nini" provides for his family he hands or passes over food or safety it to his wife. Nini is like the sun and provides for kwe, and kwe is like mother earth because she reproduces what the sun gives her because without light and water she would die. That is why males are fire keepers and females bear the water at ceremonies and sacred fires that is also why Native language is indicative of the Native world-view. When Native literature is printed in English a11 of that holistic world view is lost and so is identity. Native literature has the potential to decolonize and, paradoxically, to colonize that fragile connection with creation, as is mentioned above, the focus is not on creation or animism but on what man has created or can exploit. The exploitation of creation and recreating can propagate individualism which is in contrast to the Native world view which is collectivist in nature. Native literature (narratives, myths, or legends) can facilitate the acquisition of First Nations languages and restore the Native literature itself to its original holistic integrity. However the narratives, myths, or legends must be translated from English, which is the form that most people get them today and, unfortunately, how many First Nation (F.N.) students get them on and off reserve, this is a result of the publishing industry. The publishing process and the appropriation of voice are major factors which impede the decolonization of First Nations literature; Ponting elaborates on these: To raise issues of the appropriation ofvoice is also to question the existing power structure... that in tum, raises the question as to who is being denied the opportunity, not only to publish, but even to amass a "track record" in the field? Of related concern is the question as to whose standards are the ones that a publisher orjournal editor uses in choosing who will be asked to review a manuscript for publication consideration? Then what standards will those reviewers apply? 1 The colonizers have power over what gets printed. They favour a particular style of writing concerning Native literature, this particular style has to sound "Indian". This is generally known as ghettoisation; a work by a Native writer has difficulty in getting published if the work NLIP 2000 Orien Corbiere 0006795 �does not sound "Indian" enough, this facilitates colonization ofthe teachings, creation myths (myth is a western concept), ceremonies etc. The colonizers favour a methodology, which is rooted in western philosophy, for the legitimatization of information - in order to be taken seriously one must be an authority on a given subject; one must hold a doctorate, for example, for a work to be of any consequence. Ponting has this to say about the appropriation of voice in relation to scientific methodology as a means of being an authority: The issue of appropriation of voice is a multi-faceted one. At one level it is about epistemology, the method or grounds of knowledge. As a means of knowing, sociologists value empirical research that can be replicated. The scientific method is sometimes held up as an ideal in this regard ... Academics of any stripe, not just sociologists, also value book knowledge.2 Who is an authority on Native Literature? Native literature is not recognized by the academic community as a legitimate form of literature and yet Native literature is exploited by non-Native writers and publishers. Non-Native writers and publishers publish books that are supposedly authoritative on Native literature and, whether it is unintentional or intentional, they inject a cultural bias in the translation; that is, they present Native literature that reflects a western/Christian consciousness. Jarold Ramsey writes a discussion on this is subject,: ... traditional literatures of the American Indian is compromised by a longstanding reliance on corrupted and unauthentic texts, this unhappy state of affairs is especially true for creation and origin myths. Every form of textual debasement known can be illustrated, I think, in the fate of these stories at the hands of Anglo writers and editors over the years... There has always been a pronounced tendency, for example, to render Native cosmogonies as versions of Judeo-Christian Genesis, leaving out much that is distinctively "Indian"... In particular, editors and redactors have been guilty of cultural bias in silently eliminating the erotic, bawdy, and playful elements of the Indian creation stories... 3 In closing, Native literature has been colonized to a considerable extent but F.N. still have fluent speakers in F.N. country and language is threatened but F.N. people are taking control of their dilemma and every year, new groups ofF.N. language speakers emerge. Many First Nations periodicals are distributed throughout this country and some are written in their F.N. language, many if not all, include F.N. literature written in various orthographies to represent the F.N. languages. Many F.N. communities have their own community channel on cable and aboriginal programming appears in other forms, such as, nationally broadcast programs like the recently developed Aboriginal Peoples Television Network (APTN); there are others such as this. Being pro-active in the decolonization of Native literature (narratives, myths, or legends) and other unfinished business is a vast undertaking which requires the cooperation of the whole oflndian country. First Nations people still have their literature and language, and if they are to heal the wounds of the past, it will require F.N. people to be as the classic Anishinaabe/F.N. people have been before them; to be of a collectivist mentality, looking after one another as the Great Mystery has arranged it. Further on the subject of First Nations literature, there are many contemporary Native writers who are writing books that range from the political to Native life to poetry to healing and many of these are being published and distributed by First Nations NLIP 2000 Orien Corbiere 0006795 �organizations; so it seems that First Nations people are reclaiming their literature and reconstituting their identity. Finally, Native language programs and classes need to be administered in a manner that is unlike the standard provincial system, there is a Native pedagogy and it involves holistic teaching but more on that later. Miigwech. NLIP 2000 Orien Corbiere 0006795 �1 . Rick J. Ponting. First Nations in Canada: Perspectives on Opportunity Empowerment and Self-determination Toronto: McGraw-Hill Ryerson Ltd. 1 997. pp. 1 4- 1 5 2. Ibid. Rick J. Ponting. First Nations in Canada: p. 1 4 3. Ramsey Jarold. Reading The Fire: The Traditional Indian Literatures of America.-Revised and Expanded. Seattle: University Of Washington Press, 1 999. P. 4 NLIP 2000 Orien Corbiere 0006795 ��FAREWELL FROM YEAR 4'S The graduating class of 2000 wish to thank Wanda White and all the staff of the NLIP program for all the help we received during the past four summers. We made a lot of friendships that will endure for a long time. We thank all the teachers for their help and for putting up with all our complaints. (Let's just chalk it up as part of the learning process). As we venture out into our own communities, we will remember our peers and instructors and what we learned during our summers here. We will remember the great support we received when it was needed. Thank you from the bottom of our hearts. Class of 2000 �tZdk"-- l [c;Jc� C . ;:Joru1 Q u_11,.1{c1J.1 s h �+��·�-�·�-�·��·�+X. � V -& EAGLE STAFF The staff is made up ofEagle feathers that are usually strung on a line and tied to a long pole. It is then decorated or what our people would refer to as "dressing the staff' . l,Ve treat the Eagle Staffas our Grandfather and dress it in the finest material that is available. In some cases the carrier of the staff dreams or has a vision of how the staff wants to be dressed. The Eagle Staff is the first to enter the dance area and will oversee everything that takes place. We believe that the Eagle Staff has a spirit and helps bring our prayers and feelings to the Great Spirit. The Eagle Staff is often carried by a veteran of one of the conflicts our people have served or engaged in. It is one of the responsibilities of which our veterans are honoured. The Feathers are considered warriors. This is one of the reasons that a veteran has the responsibility of watching over them and the Staff. ' �-- �· . +�·��·��·��·�+ � ·�y �� , � � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 2000/2001 Description An account of the resource Yearbook for the 2000/2001Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 2000 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2b9d7649bfbf8a486cc5c1a897e6f76c.pdf 735771c7cbf00d3e12641e1258996ee6 PDF Text Text Native Language Instructors.' F;rogram • Yearbook 1999 �Coordi,iator's Message... Aanii/Boozhoo: Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Outpost with many students attending. It was a huge success! For the students who will be returning for the secong and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching fonns filled in and signed by the appropriate school official and send the fonn into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possib]e and send them into the NLIP office. In order ti receive the Native As A Second Language Diploma at the Spring 2000 Convocation, you need to get the assignments into the office and marked. I'd like to say good-bye to Sonya , who has been the NLIP secretary for the past 8 years. Her devotion and commitment to the Program was always appreciated. Good luck to her on her new position at the Registrar's office. I extend special thanks to Diane, my secretary for putting this yearbook togethter. I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instrutors' Program �\� •�::- £=,.,. • -...-... ..:_-. ,I -"·--..-. -!l"f .._.. .. _,, ··•··· �-- • r x�G .I - . ,__ .- - ,\. ........ ... i'C�� _·)·. . ·., .,. i 1 . �- \ ' - NLIP Faculty and Staff ---- -- -- =----=-... ----- � " =r===r.: ....:.·, [j ,7-�=-�: =-----, . "...... Florrie Sutherland & Wanda White ◄.. �NLIP Year One (Western) • �i��� ��;:m'll��Jt�,�� •• .. NLIP Year One (Central/Eastern) �NLIP Year One (Cree) NLIP Year Two (Central/Eastern) �NLIP Year Three (Western) NLIP Year Three (Central/Eastern) �NLIP Year Four Graduates Institute Program �• It's that time again July is gone, and so are you. The sky will be going gray and winter will be here soon. When I am at home alone I thought of you. When I am cold I wish you were near me. Like I was with you In the Summer of July Submitted by: Sarah Sutherland Sweet Grass Cree I am a Sweet Grass Cree Woman. With my head up high I am so proud to be a Sweet Grass Cree. Ahnee, Boozoo, Wacheya Anishnabe. I am a Sweet Grass Cree Woman. Put on your moccasins and bring your Sweet Grass. Submitted by: Sarah Sutherland Did you know? Congratulations to "98-99" NLIP graduating class! There were about 23 in the final year, 12 completed. 8 at graduation, and 5 received first class honors. Congratulations to Jean Akiwenzie on receiving her Bachelor of Education, in May from Nipissing University. The graduation dinner was held at ..The Outpost". Susan Bebonang and Helen Debassige were the two after dinner speakers. Monica Majaki was one of the winners during the dance that followed. Native Teachers Education Program, just started at Brock University. Monday night potlucks were very popular! They took place at the "turn around" area of phase three. Methodology I1 provided a "Supper Surprise" program. Thanks to Freda McDonald and Ron Morriseau for conducting the Sunrise Ceremony @ 6 a.m. Monday mornings. Anisha was the host drum for the annual NLIP pow wow. The feast was tremendous. The giveaway great. Thanks to John and crew for the arbor, and to Sonya and gang for a memorable day. Congratulations to Dorothy Mishibinijima for winning the raffle on the Wolf Quilt. The quilt was made by Mabel Thomas for NLIP Student Council fundraising. �[!Wm a�ij�RILW.MMffl a Jj\@J[� I)ijIO� '. , I • ----8 S'1 �Reasons why we should speak our Native Languages The Creator gave us our Language and it is our responsibility to tnke care of it. • • speak it and 2. There are no "swear" words. 3. It is the most complex language in the world with over 6000 verbs. ( 1994 Guiness World Book of Records). 4. One Ojibwe word can mean a whole sentence in English. 5. It is called a ••Niagara Falls" language by the Native speakers. It is so smooth and flowing. 6. 90% of our Language deals with our environment. Our Language our world view and philosophy. 7. Our Language is and was always an oral tradition. 8• Speaking our Language also enhances our Listening Skills. 9. "You can•t get to heaven..." - unknown contributor I 0. Effortless Language - you can speak a whole long sentence without taking a breath. 11. It is good for the health to speak Ojibwe often for it opens up all the sinuses to function properly. also expresses Submitted by Reta Sands and Violet Shawanda On the Pow-Wow Trail Story True Story We. my friends and I were at this pow-wow out west and there are tipis all over the grounds. At one of these gatherings while people were passing by the tipis they are over hearing a couple talking. They heard a woman speaking and said "Get offff' people that were passing sort of stopped. Then off they would go. Then they would hear the woman say again "Get offff' in a tone that got people curious. What is going on in there? They heard her say again "Get offff' and people were snickering when they heard this, this is happening during the daylight and the woman is really loud, people were starting to say ..Does she need any help?". Then out came this man, ..gee that woman" he says, she needs that ..off repellent:. People that were listening outside just burst out laughing, thinking, you know hanky panky is going on. • Submitted by Florrie Sutherland �• Here is Stewart Roy looking confused after he locked himself out of his truck ! ! ! ! ! I Help n ! ! �John Dixon Susan Bebonang �For Florrie Sutherland: It's that time of the month again!!!! �NLIP POW WOW SUMMER 1999 ��PARTNERSHIP_S IN SUCCESS presents DREAMS· OF TODAY, VlSlONS FOR TOMORROW The dream of a child , is the thread that weaves the canvas for tomorroV(. A . " . ·@ � YOU ASKED FOR IT!!! ,.,,,......,..o111o. Ntw Cttd•I f,,u NI- , -..1110 N°""t"'All>itl Woodllnd C-.i Ccntn In direct response to your requests received during "Partt1erships in Success" 1999 the followingTopics will be presented to the Educational Community in February 200D at the 3rd Annual First Nacion Educational Conference. GOVERNANCE GUIDANCE VISION Development & Implementation • Mission • Planning • Policy • Code of Professional Behavior Provindol Education Authority and Liabilities Dream Building Developing a Think Tank Transition Challenges for our Students from Elementary through Post Secondary Years Positive Communication Teaching Strotegies Team Building Future Trends ln Culture ond Education DEVELOPING A THINK TANK SHERATON HOTEL HAMILTON FEBRUARY 22-25 2000 Explore the poulblllder• � an Association or Information Cvwtr . • Sharing Information, stnteglet and �ources • • Oari(y luuu • Netwo<lcwllh �v,ho baW'e simi1a.rnm'U'IS • CantributAI to che direction of eduadon for future genentlcns • Shani y0<.1r opillions. suwst10ns and 1'111.terials COME PREPARED! • Note: Number of Pard<ipana �ti be mtrimd Contact person: Therese Oden or Oiff OaSilva Tel: 1-519-7S0-0195 1-877-949-6999 Fµ: 1-519-750-019◄ luxmar@execulink.com Luxmar Marketing Inc. 184 Mohawk Rd. P.O. Box 22040 Brantford East Postal Outlet Brantford, ON, NlS 7VI. QUICK RESPONSE Fax Back For Conference Package & Details Name:--------------------------------'-- Address: -----------------------------,· Phone:------------- Fax:----------------- �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Socie ty Introducing the Midewiwin Lan2uage Camp Book. Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the students who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn• ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Tide: Midewiwin Language Camp, Vol. 1 Ship to:.___________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.} Please make cheque or money order payable to Lena White. Order from: Lena White Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< �The 21• Annual American Indian Language Development • Institute "Traditions and Innovations In Indigenous Language Teaching" The University of Arizona " Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture end American lndli!n Studies. wfll host the 21st Annual American lndlan language Development Institute (AILDI}, This year's AILDI will focus on specific teaching methodS for malntelnlng and revltaJIZJng Indigenous languages In both the community and the school AILDI participants enroll In six graduate or undergraduate credit hours, working with linguists, tribal elders, blllngual/ESL spedelbts, teachers, aides and school administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs 1Jnd toward bilingual and ESL endorsements. Cou� topics Include; • Foundations otBlllngual Education • �atlve Writing for Native American Communities • llngulstlcs for Native American Communities 1 • Media, Reading and Language Arts for Native American Communities • Bilingual Methods and Materials • Bilingual Education Practicum 1 • Hopi Language and CUiture • linguistics Wortc.shop • Native American Language Immersion • Language and Culture In Indigenous Education The University ofArtz.ona An Equal Employment Opportunity/ Afflnnatlve Action Employer for addJtlonal lnfonnatlon, contect Karen francls-Begayt AMoclate Director (520) 621-1068 EMAIL: kfbegay@u.artzona.edu Approximate Costs and Housing Accommodations: • Tuition = mo for six credit hou� • Books end Supplies = SISO • Meals = on your own • Housing = varies from S400-S700. campus residence halls and apartments with cooking racllltles can be arranged. Financial Assistance Is ovaflable, but limited. Eany registration Is encouraged. Toreceivea registration .tnd nnanclal aid application, please complete and return the form below. Materials will be malled February 2000. RfUIRNEQRM BELQW TQ: AILDI , The University ofArizona ... ••• ,---, ......., -..:-, ..·---....-:·:.,- __..,,., ........ .......... "'-·· ·'�-••-r-•• �....... ..,. _ = CUT ON DOTTED LINE ... .... ... -.... .. .......... Coli�e of Education, Room 5 t 7 P.0. Box 210069 Tucson, AZ 85721-0069 FAX: (520)621-8174 --•- ••••••••••••••••••••••••••••• •••••••••••••••••••••••• •••••••••••••••••••••••• Name_______________________Daytlme Phone,....__.________________ • Malling Address (P.O. Box/ROute/Street, etc.} -·----------------------------Clty_______________tate___ ________Countiy______ _JIP________ Your place ofemployment and position,_____ ---------------------------Oectronlc Malling Address (E-Mail), Ifappllcable__ ___________________________ 2,. Annual American lndllln L,Jnguage Development Institute <AIWI) • June 5-30, 2000 The University ofArizona �Date : 99-09-04 Heure : 01 :43:02 Page 1 de 1 TRADITIONAL NATIVE INCENSE .. Native Americans bum smudge to purify places, people and events. Traditionally smudge was burned in a shell, abalone being the favorite amongst most Nations. Sage is the most masculine of these incenses. It is a powerful purifier. Sweet Grass is the most feminine. It is used to attract good and beneficial energies. Juniper is used for remembering dreams and purifying the sleeping space. Cedar, also known to Native Americans as the great tree of peace, has a perfect balance of masculine .ind feminine polarities. It is used to both purify and call in the beneficial spirits. THE SMUDGING BUNDLE Contains: one abalone shell from Mexico, white sage from the desert of California (40gr), cedar from Canada (50gr). juniper from New Mc.'tico (SOgr) and sw�t grass from Canada (approx.imatly 30 gr) Proud of our Traditions Native owned and operated To order a smuging bundle (44.95$ + 5.00$ for postage) You can also order items separately For informations or to order call : 1-418-848-6868 lnfonnation for retailers is also avalable 5% of all proceeds donated to Native charities Tel.: 41 8-848-6868 Fax : 4l8-84S-6869 �O Maurice-Bastien, Wendake, Qc. GOA 4VO � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1999 Description An account of the resource Yearbook for the 1999 Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1999 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ace33139acab9986dda58fa07f4233c4.pdf e27ddaa12e797ee773a7f3224099c8b7 PDF Text Text Native Language Instructors' Program Lakehead University Yearbook 1998 �Aanii/Boozhoo: Coordinator's Message... Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Prince Arthur Hotel with many students attending. It was a huge success! For students who will be returning for the second and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching fonns filled in and signed by the appropriate school official and send the fonn into the NLIP office.Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation, you need to get the assignments into the office and marked. I extend special thanks to Sonya, my secretary. Her devotion and committment to the Program is greatly appreciated! I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instructors' Program ��Native As A Second Language Diploma Year 4 Graduates Jean A.kiwenzie Nancy Annstrong Monica Benson Jean Bishop Sandra Corbiere Judy Doolittle Bernadette Eshkawkogan Gertrude Eshkawkogan Paulette Fox Philip Goodwin Lorna Indian Sandus Lazarus Randy Mahgagahbow Irene Makadebin Kathleen McKay Darlene Mekanak Mary Morin Ernestine Proulx Darlene Rivers Mary Lynn Shawanibin Lucie Strang Margaret Toulouse Lena Wabason Pearl W aindubence Mary Wemigwans Aanii/Boozhoo, Waache, Saago Kina gaa-bi zhaabshkangig gaa-bi-zhischoonweaad. (To all the graduates) Mii-sa gil-bi giizhtooyeg gaa-bizhi-schoonwiyeg. Aapji go gdo-maamiikwenminim!!!! Someone once said, "Some people come into our lives and quickly go. Others stay for a while, and leave footprints in our hearts, and we are never the same." Geget dash go debwemgak, and so with pride and joy I congratulate you!!!! Gdanmikoonim (I salute you) K.ii-gwaataanzim go Gaa-mesnigoom (You will be missed) Pane gamkwenmigoom (You will always be remembered) Hilda Nadjiwan �Thoughts from the 4th year students: To the next graduates coming up behind us. Be ready to do lots of studying and don't despair a new word we have heard every morning from a very cool professor. Those three weeks we were here have been here, the time moved quickly - too fast. I say good luck to all my fellow classmates and maybe somehere down the road our paths will cross. To all of the professors and associates, Chi­ meegwetch - I will take with me what I have learned i n the four years I've been here. Who know, I may be back. Pearl Waindubence The three weeks have gone by fast. The work has been a challenge. We have enjoyed this summer, we got to meet one another. Congratulations year 4, it was good to meet you all! Lucie Strang To all NLIP: I would like to thank aJl the staff of the NLIP program. Although it was a short time to accomplish all my goals, I still had a wonderful time with the teachers and the students. Chi Meegweech R.A. Mahgagahbow P.S. Thank Georgina Hello! I'm submitting a letter for the yearbook. My name is Darlene Mekanak and I'm from Webequie. I'm in year four this summer. I would like to say it was a stressful three week course we had but we survived. I also didn't really know all the other students in my class, only the ones I've been to classes with over the past 4 summers now. I hope to see everybody next summer if they decide to take additional courses. I'm hoping to do that myself. That's about all! Have a good summer! Thank you! Darlene Mekanak I enjoyed this course because it will help me in my classroom when I return to class in the fall. It will help me and be consisted with my students receiving different ideas from your course. Loma Indian Everyone was quiet but everyone was together. We had laughter and also hard times and then I felt sad because we will go our parting ways. But we'll have each other in our thoughts. To the teachers, we will miss, even if they sometimes overload us. We have good thoughts about them. Without them we would not be here and say "I did it, I am certified Native language teacher". Miigwech Sandra Corbiere �I really enjoyed having the Eastern group in our classroom. I learned their language better. And also appreciate the help I got from the students. Special thanks to the teachers that tolerated with me. Isadore Toulouse, Rand Valentine and Georgina Nahwegahbo. Many thanks Mary Morin I just want to comment on my personal thoughts on this year's course. Throughout this very rapid course I have gained some valuable knowledge from the very talented and patient educators. I really enjoyed Georgina's class. She was very helpful. In Randy's class I was amazed on how much he knew and spoke the Native language. But most of all I had a great time in Isadore's class. He was humorous and couldn't keep a straight face when he tried to be serious or act serious. Thanks a lot. Meegwetch Lena Wabason During the three weeks I came here with a lot of determination. I enjoyed staying with my family and friends. The Jong walks in the morning took effect on my blistered feet. I swear, I grew an inch with the callouses growing on my feet and losing a few inches on the waist. I've met new acquantances and what a good bunch of classmates we had at the end of our fourth year - the Gradu­ ates. Congratulations everyone. All the best for your careers and keep in touch. Monica Mabel Benson Determination We had a hard time on the road this summer. My daughter got sick the first day. Went to Sault Ste. Marie, came back to school and on the weekend we went down to see her and to get my car. Coming back we ran out of gas on the other side of Wawa. We hailed a car and eider's put me in to get to Wawa. I thought I was going to spend my 50th anniversary on the road. Irene Makakebin Nda-gnwaabiigis Nda-tkookaangoo Nzegis wii-tkookaangooyaanh Nzaazaagdeniweze Wenesh yaayaanh? Ndoo-mkadwig Aasmaatik ndoo-go Ngwiiskwewe gaashkzhegooyaanh Nwiisgijiibnigoo Wenesh yaayaanh? Nmiskdebemi Mnidooshag nda-mwaamin Ngignwaakoozhemin Koonzh nbaapaagaakogemin Wenesh yaawyaang? Answers: gnebic baapaase blackboard by Mary Wemigwans Ernestine Proulx Margaret Toulouse �NLIP Faculty and Staff A message from your counsellors ••• We would like to lhank lhe students of the NLIP program for making this year an enjoyable one. This summer was very busy wilh the Powwow, and the Lansdowne House fire evacuation. We would Like to thank aJI who made this years Powwow a great success, and hope to continue this powwow for years to come. The fire evacuation was a very new experience for us in the office and it forced us to better manage our time and energies and with the exception of a few mishaps, the evacuation was run rather smoothly. The counselors would like to thank all who helped out with the evacuation, your time and effon were greatly appreciated. We enjoyed seeing each and everyone of you and hope to see you return safely next summer. Sincerely yours John and Rachel. �NLTC Year One (Western) NLTC Year One (Central/Eastern) �NLTC Year Two (Western) NLTC Year Two (Central/Eastern) �NLTC Year Three (Western) NLTC Year Three (Central/Eastern) �Institute Program Children's Program �Bezhig Miikan Bezhigoon miikan etigo bemasaadamaan Gaawiin wiikaa angiizhisesii oodaanaang dagiidoodamaambaan noongam endoodamaan. Zaam kinaagegoon miyaanaadag angiiw-Ogimaagoodaagon. Washme gibaadanenamin bemasaadamang Gimiiknaanaannn mnidoo gaamiinigoooying Apii giiwshgidagooshanang amwaa kiing Gekapii geniin giimakaan ni miikan. Weweni Bimoosedaa Niibwidaa Naadamaagedaa Did you know? Minig amwaa gedayaaying. In the past the NLIP staff have started a pow Chi Miigwetch! wow which has been moved here and there. The Bora Laskin gym, Agora, Bora Laskin Ron Morrisseau grounds, Mount McKay, fieJdhouse and now behind the Fieldhouse and has enlarged every year. Weweni Bimoosen Weweni bimooseyook, Kanoomaaganak, Minaadamok Waabagooniin, Daamikwaa Wesiinyak, Bizindwikwaa Binenzhiinyak, Miindiyook Zaagidwin, Waabandamook Gdakiirnanaan, Noondamook Gdakiimanaan, Noondamook Nodin Giigadoomagak, Mnikweyook Nibi, Miijyook Miinan, Agindamook Niibiishan, Miigwechwiyig Gmindoomanaan, Weweni Bimooseyook, Kanoomaaganak, Geniin dash Gawiidaakadoomninim. Gawiijgabwiidwinim Ensoo giizhikag. Mnidoo, ganaadamaagoonaan danoo Kaadamang Gidoonakiiwninaanan. Chi Miigwetch Ron Morrisseau The Native As a Second Language Curricu­ lum Document wilJ be in place for Septem­ ber 1999 in all schools in Ontario. Mohawk, Cayuga, Oneida, Delaware, Ojibway, Cree and Oji-Cree will be the official Native Janguages taught in Ontario. One of our faculty members, Steve Chase, was voted teacher of the year. Congratula­ tions! The Ojibway language has over 6,000 verbs. It's in the Guiness Book of Records, 1994. �In a mood for• dancing ,. ...,,.,.� . �-· ,_ .. --� . ,. . .. ., ". � . # ✓ ,;rass dancer Peter Atl<ins Jr. chats with Josie Oi;awanlmiki. pictured In the reflection of his ,;unglasses. as he gets nmdy to dunce to the 1!ru111s at the Nati\'I� l.ungua�e Alumni Powwow ...� SAi 10 1 IIRASOWSl�I/THE CHRO�!ICL!·JOLRIl�l on Sunday. The event took place on Lal<ehead University grounds. Osnwanimll,I was cos­ tumed in a jingle dress, and also danced at tlw powwow. S" tt ,J :.4 f y ,. 'i �- J., �NOOCH ENAANDEG BIISKAWAAGAN - COAT OF MANY COLOURS translated by Jean Akiwenzie, Cape Crocker Ngoding nskaabii, Dgoshin miinwaa mkwenmaan Gaa zhibwebad shkiniiyaan. Back through the years I go wandering once again, Back to the season of my youth. Gii mkwendaan gdiiginshan Wiya gaa miigwedang Miinwaa mama gaa aabjitoodang. I recall a box of rags That someone gave to us, And how my mama put the rags to use. Bkaan endaandenoon gdiiginshan, Zaam giigachinoon. Gaawiin biiskawaagan diiyaasiin Dgwaagig aazhigwa. There were rags of many colours But every piece was small, And I didn't have a coat And it was way down in the fall. Mama gaa daadkogwaadang Kina gaa shkigwaadang zaagaan, Gii zhitood nooch enaandeg biiskawaagan Gaa chi nindmaan. Mama sewed the rags together, She sewed every stitch with love, And made my coat of many colours That I was so proud of. Nooch enaandeg biiskawaagan Mama gaa zhitood Gdgiiginshan eta gii aabjiyaan Aanwi dash biiskamaan chi nendmaan. My coat of many colours That my mama made for me, Made only from rags. But I wore it so proudly. Aanwi gaawiin zhoonya diiyaamin Aapchi gitwaawiz, Biiskamaan nooch enaandeg biiskawaagan Mama gaa zhitood. And though we had no money, I was rich as I could be, In my coat of many colours My mama made for me. Megwaa mama shkigwaaso gii dbaajmo Bible gaazha gindaasod, Naasaap biiskawaagan Joseph gaa biiskang, Miidash gii kido: As she sewed she told a story From the Bible she had read, About a coat of many colours Joseph wore, and then she said, "Gnimaa iw biiskawaagan gaa biinaan wenchishing," Aapchi wewiibtaadis nwii biiskamaan, Megwaa mam jlindang. "Perhaps this coat will bring you good luck and happiness." And I couldn't wait to wear it As she blessed it with a kiss. �Ezhi bgoneyaawaad miiknod, Bgoneyaa mkzinan, Geye nooch enaandeg biiskawaagan Gii bmiptoo kinomaagegaming. So with patches on my britches And holes in both my shoes, And my coat of many colours I hurried off to school. Miigo eta binojiinyag baapwag Miinwaa gii dagigo, Biiskamaan nooch enaandeg biiskawagan Mama gaa zhitood. Just to find the children laughing And making fun of me In my coat of many colours That my mama made for me. Gaawin genii gii nistadsiin Aapchi genii chi waandiz Gii wiindrnoowaag zaagidwin Kina maa mama gaa shkigwaadang. And I didn't understand it For I felt that I was rich. And I told them of the love That mama sewed in every stitch. Miinwaa gii wiindrnowaag gaa dbaajmod Mama megwaa skigwaasod. Miinwaa miigo eta nooch enaandeg Biiskawaagan epiitendaagod. And I told them all the story Mama told me as she sewed. And how my coat of many colours Was worth mor than all their gold. Aanwi dash kaa nistaadsiinaawaa, Gaawiin waabndansiinawaa, Miigo eta wiya gdamaagozi Giishpin ndawendang. But they did't understand it And I tried to make them see That one is only poor If they choose to be. Aanwi gaawiin zhoonyaa diiyaamin Aapchi mnwaabmewdagos, Biiskamaan nooch enaandeg biiskawaagan Mama gaa zhitood. And though we had no money I was rich as I could be In my coat of many colours That mama made for me. Geyaabi mnobimaadiz Mnwaabmewziwin diiyaan, Miisa kina go wenchishing Miigo gii yaamaan. Gaawiin gego naapsaap epiitendaagod Ezhi mkwenmaan mama, Miinwaa nooch enaandeg biiskawaagan Mama gaa zhitood. Through life l've remained happy And good 1uck is on my side. I have everything that anyone Could ever want from life. But nothing is as precious As my mama's memory, And my coat of many colours That mama made for me. These words were chosen to fit the song. �Niiwo Nikeying Namewin (The Four Directions Prayer) Gchi-miigwech Gzemnidoo, Mishoomsinaa Ngaa bgidnaa semma ji-miigwechendmaa. Gchi-miigwech kina gego gii-miizhyaang zhinda gid-knmig wa-ni-aabjikaazyang Ndo miigwechendaami, maanda miijim waabi tamaagoo'aan ngoding miinwaa ji-wiisniiyaang. Gdo bgosendmin dash ji-nametmaan maanda miijim, miinwaa ji-nametwadwaa kina wiya zhinda biindig e­ yaajig, binoojiin'ig. eknoomaagejig enkiijig, miinwaa gonda gna-bi gchi-schoonwijig, gaa-bi-gchi­ gshkewewzijig miinwaa gaa-bi-giizhtoojig gan-bi-zhaashknngig maanda anishinaabemwin. Ndo bgosendam gewii ji mkenmaadwaa, ji-sham dwaa kina ngoji be-mi-bkadejig. Gchi-miigwech gewii maanda bmaadziwin ezh-ni-kaadeg. Ni-naagdaawenim kina wiya. Wiidookwishnaang pane ji-ni-aasgaabwitaadyang, ji-ni-zoongaabwiyang, miinwaa dash wiikaa ji-bwa­ nendamaang wii zaagidyaang. We invite your Holy presence in this great celebration. We thank you for the drum, the heartbeat of Mother Earth, shkag-Mikwe. Gzemnidoo, Nmishoomsinaa, I now ask for the gifts of the FOUR DIRECTIONS. To the East WABNONG nikeying, the direction of a new day, the place of new beginnings, here courage is born and truthfulness begins and as each one travels to each direction, I pray that you will be their guide in all they do, be their hope, be their comfort, be their reason for tomorrow. To the South ZHAAWNONG nikeying (zhaa means to go), this is the place that holds the wannth of sum­ mer, a place of preparation, preparing for the future, of getting ready for the days ahead, I pray, now is their moment, it is their time to stand boldly in the sun with both feet firmly planted upon Mother Earth, to get ready to fly and to soar like EAGLES. I pray that they will take the knowledge gained here and use it to further expand their personal and profes­ sional growth. Give them strength, keep them well, physicalJy, mentally, emotionally and spiritually. To the West EPGNISHMONG meaning to fall, the direction of the unkown, the place of testing, where sometimes the will is stretched to the outer limits, here the west reminds us the WISDOM of maturity along with the approach of the red and purple sunsets. I ask for strength and courage to endure any hardships that may come along on this journey, as each one faces chaJlenges, some that could be very hard and painful. You did not promis us a quiet journey, only a safe arrival. Teach us to be patient, by Jiving one day at a time, so that our eyes may ever behold the red and purple sunsets. To the North GIIWEDNONG, giiwe meaning to go home, this is the place of winter, of white snows that remind us of the white hair of our ELDERS, it is the dawning place of true WISDOM, it is the direction of completion, fulfillment and of moving forward. Guide us, direct us that we may all come to know the sacred road of PEACE, WISDOM and LOVE. As the FEATHER, MIIGWAN symbolizes life, I now tum to the FOUR DIRECTIONS to say Miigwech, Miigwech, Miigwech, Miigwech.............. . May you always walk in the sun ..... Hilda Nadjiwan Elder on Campus, Cambrian CoJtege, Sudbury, Ontario �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introducing the Mide:wiwin Language Camp Booka Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the students who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn OJibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teaching Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Ship to: Title: Midewiwin Language Camp, Vol. 1 (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian} Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Order from: Lena White Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<> ><<>>< �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. lnaakonlgewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan mlinwaa ezhi-piitendaagok waa-kinoomaageyan. buroducing what you plan lo teach and why it is important. 2. Zhichigewin: Objective Ezhi-ndawendaman ekinoomaagaazjlg waa-zhi-shki'ewziwaad. What you want the students to be able to achieve. 3. Kinoomaagewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kldwinan how words are pllt together (b) Kidwinan: Vocabulary - waawlinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: injleclions (prefixes, suffixes) - ziindaakojiigaansnn particles (c) Nsastamawkiiwln: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhl-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinnn how people use the language �... (e) Anishnaabe'aadziwin: Aspects of Cu//ure - Anishnaabe bmaadziwin Anislmaabe way of life - Anishnaabe kendaaswin Anislmaabe knowledge • Anishnaabe kinoomaadwinan Anislmaabe teachings and values 4. Waa-naakimi�ine: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Eklnoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zblbiigewin The students will know well (the skills)... listening speaking reading writing s. Nda-kenjieewin: Evaluation Waa-zhi-ndakenmadwaa eklnoomaagaazjlg mnik gaa-zhi-shki'ewziwaad wii-anlshnaabemwaad. Tofind out how much studems achieved in learning Anislmaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Marerials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibil'aanan list them by: Le11a White with assistancefrom colleagues, Shirley Williams &: Reta Sa11ds July, 1998 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1998 Description An account of the resource Yearbook for the 1998 Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1998 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/827645c0ad767374577ab47c361430f3.pdf 6998312b8c5cb0cad02e847c9c52e594 PDF Text Text Native Language Instructors' Program Lakehead University Yearbook 1997 �Coordinator's Message..• Aanil/Boozhoo: Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Prince Arthur Hotel with many students attending. It was a huge success! For students who wm be returning for the second and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching forms filled in and signed by the appropriate school official and send the form into the NLIP office.Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1998 Convocation, you need to get the assignments into the office and marked. I extend special thanks to Sonya. my secretary. Her devotion and comrnittment to the Program is greatly appreciated! I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instructors' Program �David Bates, Dean Faculty of Education Good Luck in your retirement! NLIP Faculty and Staff �Native As A Second Language Diploma Year 4 Graduates Lucy Beardy - Muskrat Dam Stella Bouchard - Thunder Bay Lilly Bourgeois - Peterborough Jeanette Comrnanda - Blind River Mary Dokis - Cambridge Agnes Hardy - Thunder Bay Joan Kakegamic - Sandy Lake Dorothy Mishibinijima - Toronto Ronald Morrisseau - Thunder Bay Hilda Nadjiwan - Sudbury Angela Neveau - Sault Ste. Marie Christine Okirnaw - Attawapiskat Dean Peters - Pikangikum Myrna Poile - Gull Bay Mary Sakanee - Lansdowne House Teresa Shawanda - Wikwemikong Helen St. Pierre - Moose Deer Point Frank Wassegijig - Wikwemikong �.. ''r,:,;--i - . .....--.. ..., ,.] :,,,,. .. -:....� .. ,4\,,-':...�--=-i-' �..,.t. -"' ..,. ,... I . .. ""'I ( . �We have always maintain our Anishabwe Languages and Culture. We grew up listening to our Grandparents and Parents talking in the language. The language is the sweetest music and we are continuing of what have been passed on to us. We are the Strength and most of all Respect of what is OURS and will continue to speak our Anishinaabe Languages of what the Creator gave. All My Relations .... Florrie L. Sutherland Once Again we all meet, the students that have attended before its always great to see you return. The new first year students that are here, always great to see that your willing to keep the Anishinaabe Language ALIVE!! We are departing again, going back to our communities, towns and cities, and the memories of the NLIP summer students will be with us. We came to know friends, faculty, staff and the children. Everyone have a safe journey home and we will see each other again next summer. Always a pleasure getting to know the student teachers and the children. In Kind .... Principal for summer school Florrie L. Sutherland Aanii! Boozsho! As another summer of intensive learning and teaching of NSL is wind­ ing down, I would like to convey my reflections of Class 97. True, we have all worked hard, at one thing or another. Some infonnation, or psychologically speaking, "tbe organization of sensory input to comprehend the environment" is rather mind boggling that we begin to fret and worry. Take heed! There is a light at the other end ... home! sleeping in! and a diploma. I have had two enjoyable summers here, new acquaintances, new ideas and wow! the city, I'm out of isolation (not hospital). My AQ class of Diane Morgan, Laura James and B.J. Eachum have been a challenge and an inspiration. It is my sincere hope, that they acquired "something" to help them in their profession. Diane I will miss your bubbly character. Laura, you are a store-house of knowl­ edge, very quietly stored away. B.J. - slow down, the police are not always going to rescue you. The year four (4) methods class, you are exceptional. Each one of you have great potential to excel in the vast field of education. A unique bunch indeed, your sometimes quiet then boisterous behavior I will not easily forget (especially Ron's winking at me?). As we head in different directions next Friday (July 25), I will be heading for the East Coast for my vacation. Being in the north has allowed my husband and I to establish a friendship with Newfoundlanders, a truly wonderful group of people. Last summer when I left here I proceeded on to Alaska for the month of August. The highlight was back-packing on the Chillkoot Trail in Skagway. Teaching is wonderful! - you only work ten months, then you can holiday. Summer school? (you say)- well that's only for one month. Think positive, think$, it wiU be worth it all in the end. Miigwetch! Georgina Nahwegahbo �NL TC Year One (Western) NLTC Year One (Central/Eastern) �NLTC Year Two (Western) NLTC Year Two (Central/Eastern) �NLTC Year Three (Western) NLTC Year Three (Central/Eastern) �Institute Program Additional Qualifications Program �I have written some poems focusing on my Native spirituality, I am proud Ojibway woman who respects her culture and way of life. I wish for others to experience my feelings through my poems. If you like any of my writings and wish to publish them please contact me at the address below. Any constructive criticism will be greatly received and appreciated.. Miigwech, Charlotte Tookenay Pie Moben First Nation Maben, Ontario POM 210 Buffalo Guidance field of Binoojiiyog. Play in spirit of laughter, Walk and learn of the parents, Respect for the Teacher. Guidance field of Chi Anishnaabe Wisdom, Journey of time. Medicine, Healing, Life. Respect in Death. Guidance field of Kwe, Care for the fire of the young, Make a home for the tired, Respect is for her Mother. Guidance field of Nini, To feed the tribe of family, Who carries the spirit of the kill, Respect is for each other. Guidance field of Niibo, Spirit walks with the Creator, Lives on for our direction, Respect Buffalo Carry. Creator's Helpers I see them coming They came up with the sun, Four warriors carrying their bundles, They came with a message, They are happy, The people of the land before. I see them coming, Nature and our cry, They have heard, so they came, To lead us in a better way of life, A new you, a new me, Smile Anishnaabe, smile. I see them coming, We are the people of the land, Handle your bundles with pride, Truth lies within us all, We are taken care of, Believe and walk. They are here, Creator's Helpers. Sitting around our sacred fire within, ''I carry the message no longer" They speak "For you know it now" "You asked with your cry," we listened. We are here, we sit in each direction, Stand up and we will pray! Dream Maker Dream Maker roared a great thunder, For miles around I see, Selfishness and cruel living bodies. Trapped in a powerful mind, Without a heart, as I awoke. The message within the dream, Is to see what is in front of you, And to speak from the heart, There you'll find freedom and love. I prayed to the Dream Maker, To provide us with shelter, �To protect and keep us away, From the pain and suffering I have seen. This is my Dream Wish for all Dream Maker roared a great thunder, Lightning struck in front of me. Remember the Dream, Dream wisher, Everyday is a ceremony. "Wake", you are the Dream. Fire Life Four Grandfathers hear my song, Spiritual helpers dance with me. Sacred fire I hear you call, Spiritual name, this is me. Tobacco in hand, pray for grace. To � the gift of love, � the beauty of my child, To D the voices of ones I Jove, � the food my mom has cooked, Sm!ill the sweet grass is burning. Creator hold me, keep me close, Spirit World the door of Jife, I pray for respect, forgive myself. Surrender the control, I give to you, Tobacco in hand, pray for grace. Fire Keeper relay my prayer, This is I, fallen one, Walk on the path, here I come, Fire doorway to heart, no mind, Sacred fire I sing my song. Grandmother Moon I call you anishnaabe, She watches us being born, and she'll watch us die. She will be here long after we leave this material world. I call you anishnaabe-kwe. I call you anishnaabe, Women carry her spirit of ceremony, Women who call her name: "Nokomis", Call for teaching in her light, I call you anishnaabe-kwe. I call you anishnaabe, Over the night sky with stars, Grandmother of women's children, Moon time, ceremony for you, I call you anishnaabe-kwe. �Children's Program ���Noopnadan Gmiikan Gzhe-minidoo kii-miingowaa miikan waa-noopnadmeg ji-naadmawdwaa k.ina bemaadzijig. Gdaa-kinoomaage, gdaa-naanaagdawenmaa yaakzid. Gdaa-namhetwaa nebood. Weweni noopnadan gmiikan. Maawnjisdoodaa gdanmewninaan manj go ezhi-debwewendmang. Gzhe-minidoo k.ina k.ii-miingonaan naanaagdawendmowin. Mii go kina naasaab ezhi-bgosendmang pii nbooying ji-mno-daapnigying Gzhe-minidoo. By: Ernestine Proulx Reflections on Aglng Remember old folks are worth a fortune, with silver in their hair, gold in their teeth, stones in their kidneys and gas in their stomachs. I have become a little older now and a few changes have come into my life. FRANKLY, I have become quite a frivolous old gal. I am seeing five gentlemen every day. As soon as I wake up, WILL POWER helps me to get out of bed. Then I'll go down the hall and see JOHN, next CHARLIE HORSE comes along, and talces a lot of my time and attention. When he leaves ARTHUR ITIS shows up and stays the rest of the day. He doesn't like to stay in one place very long, so he takes me from joint to joint. After such a busy day, I'm really tired and glad to relax with BEN GAY. What a life? The preacher came to visit me the other day. He said, at my age I should be thinking of the "hereaf­ ter". I told him , "Oh, but I do all the time" no matter where I am, in the livingroom, upstairs, in the kitchen or down in the basement! and then I ask myself "Now What AM I HERE AFfER" -source unknown Submitted by : Hilda Nadjiwan Year IV �Bmoscndarz Gda-mvcwill Bi11oojiinllyag Nji! Gaawiin mzillihga11i11g wH-11di11zii11aa'aa gda-bi11oojii11lu11i11aa11ig: Waa-zhi-zaagid1vaad Waa-z/Ji-anislu1aabe111oivaad Waa-:.hi-pe11mo11daadwaad Waa-zlli-naadJnaadwaad Waa-zhi-gzltiwaadziwaad Waa-z/1i-gaatwe11diwaad Waa-zhi-11aagdalve11diwaad Waa-zhi-mshkawendimawaad Waa-zlli-debwe'e11dmawaad Waa-zhi-mshkawgaabwiwaad Waa-z/li-aasgaablvitaad1vaad Waa-zhi-gchi-piileudizwaad Waa-z/ti-maawlookiiwaad Waa-zhi-zoongde'ewaad Waa-z/1i-gclti-piile11maa'aad geclzi-pii1zi11ji11 Waa-zlti-miigweclnve11d111awaatl Kina gegoo gaa-bgid11amaagooyi11g maampii girkamig. Zlzi11oomawaadaa11ig aapji zaagtoowi11g Anislmaabe Bmaadziwin miimvaa gda-mvew11i11aa. Ni-aa11ke1u1iawaadaa11ig 111kawaataagziwil1 ji-11i-zoo11g11i11ig baakde11moowi11, aa11kaaj ji-11i-aa11ke1vnawaad da-birtoojiinluniwaan gaa-zlti-ld11oomaagaazwaad. Giimvi aabdig kwii-waabdawaa11aa11ig miimvaa kwii-ki11oomawaanaanig ki11a 11a11da. 'Zaagididaa, 'Zaagloodaa gda-kiimnaa! Mii gwa mbe! bv: Rose Trudeau �Year 4 Student's Projects ��Naaboob By Allan Crow Mawiisha ko kiikwiiwi sansiiwiyon, giinitaa aundopii auko daawiinon iiti kawiishinopiimiiwong. Goojigo naanon giitaasaapiiponaanatoog iiyapi, gii augaashiiw. Giiwaabarnatoog maawiin aubitting iiti piiwajiipatood. Miitaashigoo aupaana gaa iinatamoowaanan iiti jiipi ojiibatood. Naaboob gii ishinnikaazo au animoosh. Giishawaanima wiinga au daawiinon. Gii ozowisi, ooskatig iitaash oojaaning auko, kii waabishkanni. Kiikinowaaniwan kaaya wiinison. Kiiwaanishishi aupiji au Naaboob. Wiinga naako giijiikaandum waabamug Naaboob piisaakiiyapatood iima noopiiming. Shamaag ko piikwashkonotaag kaawaabamid. Kaaniin taash ko taapipinaa. Gooting ko kiibaagiishiik iiti giinaanarnaatub pii ugg au animoosh. Mii ayzun ka ishichigayan kiibaniibin iiyapi kiikwiiwisansiiwiyan. Aupanaa ayzun gii oojaanimanima au Naaboob. Giisaagi au kaanish. Aupiuing itaash iigo, kaawiin kiitaagooshisi au dayans. Niimama giipi audawaabamik kii aunitibikuk. Wiinga doojaanimadum, kaagagoo nimaaw. "Waabung maagisha taatagooshin," diig nimamaa. "Pipii aukon minawa kiigishab." Wiiba gii oonishkaa aniwaabong wii oopi ugg Naaboob. Niiogoon iiway gii ishichigay. kaawiin kii pii ooji taagooshizii dayans. Miitaashi ii kaa ishi wiindaamaagoowan kaawiin minawa wiika taabitagooshizii au Naaboob. Wiinga naa giikichimaaw. Nimamaa gaagwa kiishkowa igg. "Kiigichi auya awi Naaboob," iikido. "Jitaago chini iishod oowayti ayaanid iinni IGishamanidoon. Kaago maawikan, minooyaa kiidayans." Wiinga giikwinowanimaa Naaboob piinish k.ii auni giichi kwiiwisansiwiyan. Mii iitoog iima kaa auni ooji kikandamaan auwiya kiisaagii ind. Bizindawaag iigiyaa nimamaa dada taash, oozaam gikandaan giisaagi iiyaad. Iisaagi aug nimisaywaag, shiigo nisaawayug, nishiimaywug itaash. Kaanaash mii iimaa kaa ooji kiikandamaan auway animoosh kaagiishawaanirnid. Noogoom, gooting iiko kiiyaabi iiti diisha kaagiitishibii oowaan maywisha kii augaashiiwiyan. Paakaan iishinaagoot, kaan kiiyaabi noopimiiwaazinoon, paabashkwa. Jiikandum ko maamikwanimug au dayansibun. "Miigwetch!" ko dinaa kiikaakinaa aumowid saagi iitoowin, "Naaboob." Miisago Wi ii �NAABOOB A long time ago when I was a little boy, I used to go and wait for our dog at the place where the forest began. I was about five years old at the time. I was very small. I must've seen the dog come out of there one time. Then I thought that was where he would be coming from when he came home. Our dog's name was "Naaboob." Translated, it means soup. I loved that dog very much. Naaboob was light brown, close to red, and his forehead was white down to his nose. He had long hair that bounced when he ran. He was a beautiful dog my Naaboob. I used to be really happy to see Naaboob come running out of the forest. He would come and jump on me as soon as he saw me; and I would grab him and hug him and play with him. Sometimes I sat there all day waiting for the dog to come home. My mother, and other people, tell me that is what I did all summer when I was a little boy of five. I was always worried about Naaboob. I loved that dog. One day, my dog did not come home. I waited and waited. but my Naaboob never came running out of the forest. My mother came and got me when it was to dark to wait any longer. I was so worried, I was close to tears. "Maybe he'll be here tomorrow," my mother tried to soothe me. "You can come back early in the morning to wait for Naaboob." I came back real early, as soon as there was light, the nex.t morning to wait for my beloved beautiful dog, Naaboob. I did this for four straight days, but Naaboob never showed up. Then I was told that my dog would never return. I cried hard that time. My little heart was broken. My mother made the tears stop with her loving and understanding ways. "Naaboob was an old dog," she told me as she wiped the tears from my babyish cheeks. "His time had come for him to answer the call of the AU Mighty. Don't cry, your dog i s doing just fine wher­ ever he might be." In time, the pain of losing my dog began to fade. But I missed my Naaboob even as I got older. I guess this is where I learned what loving others is all about. From that time on , I always tried to do what my mama and papa told me to do, for I knew they loved me. I love my parents, and I love my brothers and sisters. I learned about caring when I was a little boy from that beautiful dog who loved me. To this day, I stilJ visit the old place where I used to sit and wait for my dog to come running out of the woods. It looks different now, the trees have been cleared away to make room for community expansion. I am happy just standing there and remembering my dog. "Thank you," I whisper to that dog who showed me so much bout caring, "Naaboob!" ' �Year 4 Graduation �Wiikwedong Singers Hometown • Lakehead University NLIP - Native Language Instructors' Program The Wiikwedong Singers are a group of student teachers and staff who enjoy singing together under the guidance of staff member Violet Shawanda. This past July, they perfonned at the Talent Night held in the Bora Laskin Auditorium at Lakehead University. The other place saw them at the Canada Jamboree '97 (Boy Scouts) Nahanni subcamp. Georgina Nowagaabo, "remarkably" emceed that performance. Considering the group has only met four times, both public performances were professionally done indeed. They were well received by their audiences. Their selections are varied, ranging from hand-drum songs to traditional. All of their "word" songs are sung.in their Anishnaabe language. Gchi-miigwech kina enchiiyeg! by Violet Shawanda �CJ '97 (Boyscout Jamboree) . C: ., ;•7 ":""- 11 �- . t ·, .. - . "- ...,, II • ,.,.,�Ii:? •' 4�') Opening Ceremony Dan Bannon. Ovide Mecredi, Jim Baxter Ovide Mecredi Shaking Hands with Native Contingent Thunder Hill �The Universe in The Bottle Our world is a mere toy Our benefactor a mere boy We are specks unseen The expanse a billion light years between We are a pretty sight A child's delight Like goldfish, a bottle is our home Ours alone to roam The bottle is full of gel Preserving us well Air pockets here and there Mankind is going nowhere Forever we will gaze into the stars Hoping to find others like us Only to find we cannot go beyond Mars But we are safe all of us The black hole is where the cap is for It is left open for our air For our keeper is full of care It is the gateway to heaven afar Others like us may exist We strongly insist But in jars of their own Contact never to be known The Creator is watching over us all The maze we call life is his work The mysteries of the universe will never fall Mankind will never unravel its secrets One thing we can count on Our keeper will never let us down Children will take care of the things they love This child loves the Universe in the Bottle Allan Crow �Children's Graduation �1997 NLIP Faculty and Staff Angela Moore Emma Oskineegish �Susan Sandau Florrie Sutherland ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1997 Description An account of the resource Yearbook for the 1997 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1997 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f72c9a3ffffb5ef0c7a6d9f79be99906.pdf 354999fec7b8e7050971fcad6f3ca589 PDF Text Text Native Language Instructors' Program; Lak.ehead University l \ J Yearbook 1996 �Coordinator's Message... As I begin my duties as Coordinator of NLIP I feel very fortunate to be working with Sonya Matson and John O'Meara who share a great deal of knowledge about the program. NLIP is a well established and well regarded school It continues to grow in quality and has gained a reputation for the quality of its training. Although designed for Ontario's Native people, students from all parts of Canada and the United States have come to us for training. We appreciate the contribution they have made to broadening our understanding of Native Language Education. We are well underway in our Native Language Insttuctor's Program. I hope everyone is enjoy­ ing themselves. I know there's a lot of hard work and dedication involved but keep up the good work. For students who are returning for the second and third years of the Native Language Teacher Certification Program. please be certain to have your practice teaching forms filled in and signed by the appropriate school official and send the form to the NLIP office. This is a requirement for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so they can retain the Native as a Second Language Diploma. In closing I would like 10 say that I have enjoyed working with all of you and look forwani to next year's program. Wanda White Coordinator * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin Let's get together as we care for the Native Language. �Principal's Message." Boozhoo Aanii It's always beautiful to see many of our people believing in their languages and that it's very impor­ tant to express the uniqueness of the language. Our languages and culrure is ONE and we need to be in harmony with ourselves and the Creator. We are the ROLE MODELS for this generation, we need to keep the language and culture alive for them, for they are the future leaders. Always believe in yourselves, believe that you arc helping your community and the future generation. All my relations. Florrie Sutherland Children's Program Principal Native Language Instructors' Program Boozhoo, Aanii, Waache Gchi-miiwech dagkid miinwaa gii-gimaa-kangoyaan. Aapiji gii mncndaagot kina gego gaa0zhichging, aanen gii-bkwaakdakewag, aapijigwa kiimnenowiisimi jibwaa gchi-nimkiikaak. Ngoding naagshig kii-daawemi anokaajiganan. Pow wow ngodgiizhgadong giitemgad. Gii-taagcmi aabta zhoonyaa miinwaa dash shkwaash giinminaajaanaanig gaa giishtajig gaakinomaagajig. Gchi-miigwech gaa-gchi-naadmaage'jik Sonya, Florrie, Wanda. residence councillors, Gaawiin gda giishtoonsimi bwa ye'yaagyekba. President: Vice President: Secretary: Tresurer: Liz Osawarnick Myrtle Jamison (year4 Central) Rose Trudeau (year2 Central) Lilly bourgeois (year3 Central) Elmer Baxter (yr.2 Western) Phillip Goodwin (yr.2 Cree) Eria Beboning (yr. I Central) Grace Whitehead (yr.I Western) Thela Neganegijig (yr.4 Central) * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.• �Williams gives new life to a dying language , In Algonkian dialects Odawa and Ojibwa. appending "ba . to a noun signals that that person, place or thing is dead. gone, kaput. If Trent native Ianguge insttuctor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ba. The spectre of death of her languae and. with it. the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resUJTect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community... says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alanningly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. ''What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff and has successfully defended as her master's project at York University. She convocatcs June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was 10 and in those three extra years made a concened effon to teach his daughter everything he knew about his language and culture. Sometimes. says Williams, he would say, "You do not know why I am saying this. Some day you will .know and understand." And, says Williams, unow I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language. .. Odawa/Ojibwa dictionary was "a labor of love" The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero·s writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relation­ ship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish. * Let's get together as we care for the Native Language.• �trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia). Commu­ nity (geography, holidays, chores, buildings), and Recreation (spons, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back some­ thing to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used i n teacher education and native languages classes. 28th ALGONQUIAN CONFERENCE TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disciplines relating to the Algonquian-speaking peoples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Registration fees are $40 Can. for non-student, $25 for students before Oct l; $45 for n o t -students, $30 for students afcer Oct. 1. Contributors should send title and absract by September 1, 1996 to Deborah James Division of Humanities University ofToront, Scarborough Campus Scarborough, Ontario Ml C 1A4(Canada). If sending abstract by e-mail, please send it ot Krystyna Siccicchowicz at sieclcch@cpas.utoronto.ca Deborah James E-mail: james@lake.scar.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), (416)-694-6276 (after Sept.I) Fax: (416)-287•7116 Krystyna Sieciechowicz E-mail: sieciech@epas.utoronto.ca Tel.: (416) 978-6273 Fax: (416) 971-2027 * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin. * �Ngii-aasgaabwitaadmin Ernestine Trudeau July 10, 1996 Dbikong, kwewag, miinwaa gii-bi-zhaawag, endaayaang. Nooj go gii-njibaawag. Aanind gchi-waasa giiwednong gii-njibaawag. Naasaab dash ngii-zhi-waabndimi. Ngichi-nendaami nkweshkwadaadiyaang. Niitaawis, Paul Nadjiwan. gii-biidoonan ngamwinan. Gii­ dewege miinwaa gii-ngamo. Ninshike gwa Paul gii-ngamo. Pwaagan ngii-zagaswe'iwegomi. Gaa-zbkwaa ngamod, miinwaa mdeweged, ngii­ miingomi Migizi-Miiganag. Ngii-miingomi Migizi Miiganag wii-gii-wewido yaang ogimaawi'win kinoomaadwin. Mashkildkwaabo ngii-minikwemin, bekish gii-bgosendaami wii-noojmohaang miinwaa wii­ mno-nendamaang. Indian fing_erplays Ninjiin Nash.kc ninjiin Ninjiin ge bezhig, niizh Nda paskninjiiwdis miinwaa nwaawaatkoge Nwiiyo'ing debendaagdoon Biwaamdan Aapji go mino-nikwaanoon Daangnan gshtigwaan Daangnan gjaansh Daangnan gshkiinzhgoon Daangnan gdoon Daangnan gzidan Biimskwaashdaa Aambe nimadbidaa Touch your head Touch your nose Touch your eyes Touch your mouth Touch your feet Let's turn around Ok, let's sit down Ndoon Maanda ndoon, waawyeyaa, Ndaabjitoon wii-baapiyaan Biwaamdan, aapji go mino-nikwaa * Let's get together as we care for the Native Language.* �Chief Wins Another First by Cathy Carter The Packet & Times Chief Lorraine McRae has added another first to her life last nighL The first female chief of the Chippewas of Rama First Nation won the Nelle Caner Woman of the Year Award, presented annually by lhe Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. I'm not sure what I did to win this award.'' she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae 's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. ''These were done independently of each other and w e did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 210 people at the award dinner at lhe Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRaejoins a distinguished list of winners of the annual award. Past winners \ are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi ) Johnson. i , J'1/f The other nominees this year recognized as women of distinction, were . �i(·V \ 1' , / / ✓ Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, , Dr. Nancy Harris, and Isabelle Thiess. �� , · , ; McRae was nominated by Mary M. Rose, women of M'njikaning \\\,� (1 First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, ,\�<._\ // �,,•., . "� ;�;,�,t>· Annette Sharpe), and the Rama United Church (John Wesley Oldham, · ,,. Marlene Oldham, Harvey Anderson and Sue Anderson). li;�---·- c./,. t t I\ ,jf/ ¥,'" ···,f' ,,�:ir . '\-;,� � ...�.t� ...:::::· · � �---·•··--��.... ��:'.::::_ ··-:\ • Maamwizdaaji-ni-gnawendamang Nishnaabemwin.• #.., �MEEGWETCHI DIBAAJMOOWIN Aapichi nimeegwetch wendam minawaa geekanomaago'aan. Neebwa enkenamagwaa angeewaabamaak. Dinnendam minawaa beezhisek 1997. Dawaabamagwaa ekenmaagwaa. Geeshpin minnido nendang dawaabandiying, Maano Sa, Chi Meegwetch dinaak Kina gaakanomaagewaat minawaa ldna wiya gaanookaadang nongwoom gaa neebing, Ensoogeezhik, Geezis gaweetchimoomgoonaan. Binezheeyak gani gamdamtamaagnaanik. Anangook dabeendaan zhewak gaazhi nibaayink ensootibika.k. Chi meegwetch kinawiya gaminoowaabamid, Ron Morrisseau Thank You Notes Aapji go niishin maanpii Jdnoomaage gamgong, wii kendaamong ezhi-kiinomaagang. Nlishin ekinomaagejik k:inomaage'aad niishin gii kweshkowang nishnaabek maanpiL Kaawaabmin. Verna Hardwick Miinwaa DearNLIP: Marie McLoed Nda zhibiige miigwechwendma kina gaa miinaad anishnaabemwin kinoomaageyig zhaazhi, nongo miinwa giiyaabi waa bizhaajig. (I am writing this letter of thanks for all the wisdom the program has given to all the Native Language instructors past, present and future. ) Ndoo miigwechwendmaag e-ntaa-nokiijig maampiimiinwa gaa shkicmaa waad wii zhiwebak maanda nokmilgziwan. (I would like to thank the dedicated staff and the people who have made this program possible.) Niibna debnaanaa kendaaswin miinwa gachtoowinan jina eyaawyaang maampii, Nda naadmaagnaa wii. (We receive a lot of knowledge and skills in this shon time that enables us to be effective lan­ guage teachers.) (Gwechtoo kinoomaagenhyig wiiaawyaang ntaa-kinoomaageyaang) Maamiikwendam go maanda nokmigag. (I am glad for this happening.) Thecla Neganegijig P.S. To the students: Aabdankiig, mshkoowendmag, nishin enkiiyig. (Keep working, think positively, you are doing a great job.) * Maamwizdaaji-ni-gnawendamang Nishnaabemwin.* �Neezhwaosi Meegwewnaan Kinawiya Ni Zaagyaa Oaawccn Pane baabshide'ewin diyaaseen Gwayakoo-bimaadiziwin Andiyaan Oeegaa Pane debwewin dadzhindaan Neebwa Nibwaakaawin Diyaan Geegaa Pane nnookaadis Minaajidwin Diyaan Anishnaabekaang nike·ee Ngii-zhaa genii ocli enji-dewehgeng gaa shkwaa name-giizhgag. Aapji ngii­ maamiikwendam gii-noondwagwaa gaa dcwehgejig. Oil-babizo go wa dewchgan gaa-piichi gcti.n dewehgewaad. Oaa ngamjig gii-mnotaagziwag. Miinwaa gaa giigdojig gegoogo naa gaa-bi-zhiwebzowaad zhaazhi gii-dbaadaanaawaa. Mtigwaakininiisan geye gii-dbaadjmaawaan. Meegwetch. Sonya. Wanda, Judy. - Mary Wcmigwans (South Bay) Meegwetch. Isadore. Helen, Lena, Kitchi nineens. Meegwetch, Bernadette, Joan, Lucy, Dorothy, Monica, Lilly, Myrna, Stella, Christine. Dagoo necbwa Gaanikenmagwaa. Minawaa Zhisek Ganigoosh.k•daadmin. Maano Minnido Ganaak daawaab mjgonaan. Ron Morrisseau IJ-�;d: V ,.,, K''4'-1 naui ? ...: a. y" ·.: rt<· .- that Sally Achitawens had a little baby girl the day that she got home from last summer course? - that when Nancy Annstrong graduates there will be founeen people from Shirley Williams family to complete the NLIP program? - that the Ryan Building parking lot approach has been built up and that a new parking area has been attached? - that Student Council 50/50 winners are: Isabel Cada, Nancy Armstrong, Gene Cada, Grace Whitehead. - that NLIP shins and mugs were on sale {bJack long sleeve $25, tee shin $16, grey/blue covered coffee mug, jackets) - Janet Solomon won the quilt made by Mabel Thomas. - that Standardization of Ojibwe Spelling Conference will be at Toronto on August 8, 9, 10. - that Summer Ceremonies will be held at Hannahville, Michigan on August 23, 24. - that Tom Beardy made a book Introduction Oiibwe PartsI&JISeycm Diale� - that John O'Mearo's Delaware Dictionazy is available from Toronto at $75. * Let's get together as we care for the Native Language.* �An excerpt from "Curious George Rides a Bike" Translated by Jean Akiwenzie, Cape Croker "Curious George" zhinkaazo maaba damaakmeshiins, Mii go pane shkwaa shkoozid mii go pane gii-nendang, "Aaniish naa waa-zhi-zhichgeyaan nongom?" Nooj gegoo wii-kendaan maaba damaakmeshiins. "Curious George" niinaa zhinkaazo. Miidash maanda gaa-zhiwebzid ngoding. Chi kizheb gii-boozid biimskewebshki-ganing. Gii-ni-pizod maa miiknaang aapji weyiibzid wii­ kendang nooj gegoo. Gekpii gii-ni-jepsii.kaazo. Kaawiin ninjiin gii-aabjitoosiinan megwaa mibizod. Gekpii miigo eta bezhig detbizenyin gii-aabji'aan maa biimskewebshkiganing. Gwetaanbizo maa miiknaang. Aapji go gii-maamkaadziikaazo ow damaakmeshiins. Shtaataahaa! Gekpii gii-biimskoobzo damaadmeshiins maa biimskwebshkiganing. "Baamaapii" gwiiwzens gii-naan pii nkwezhkwaad miiknaang. Gwiiwzens gii-noonaan curious Gerogan wii­ naadmaagod maziniganan wii-paa-miigwed. "Nga-naadmoowaa sa gwiiwzens" nendam damaakmeshiins. Miidash gii-daapnang maziniganan. Gii-kobdood rnaziniganan gii-tood dinmaanganing. Miidash gii-mibizod miinwaa. Gamaapii Curious George gii-bimibzo maa besho ziibiing. Miidash maanpii gii-waabmaad ninwan giigoonkenid. Miinwaa gii-waabmaan gwiiwzensan baa-nakmigzinid rnaa ziibiing. Aaniish ezhichgewaad gwiiwzensag gii-nendam. Mskobaabiin aabjitoonaawaa wii�wiikbidoowaad jiirnaanensan. Miidash gii-mibdeg jiimaanensan maa ziibiing. Chi minwendaagziwag gwiiwzensag. Curious George gii-biijbizo miinwaa. Kaawiin rnshi gii-miigwesii maziniganan. Miigo eta jiimaanensan gii-mkwendang. Gekpii Curious George gii-mkwendang waa-zhichged. Aa;ji go jiimaanens wii-yaan gewii. "Nga-zhitoon sa jiimaanens genii" nendam. "Maziniganan nga•aabjitoonann. Miidash weweni gii­ bskibnaan bezhig mazinigan, shkwaa giizhiitaad, jiimaanens ziibiing gii-tood. "Endegwen wii•mibideg maanda jiimaanens" gii-nendarn. "Ahaaw sa! Jiimaanens gii-mibde. Gesnaa wiishenaagod!" nendam. Geget gwetaanbide jiimaanens ziibiing. "Nga-zhitoonan sa jiirnaanensan," gekpii gii-nendam. Gwetaankamig ezhikiibaadzid ow damaakmeshiins. Miidash kina maziniganan gii-aabjitood. Aapji niibna jiimaanensan gii-mibdenoon ziibiing. "Gesnaa wiizhe naagdoon," nendam. Kaawiin dash weweni Curious George gii-mi-naabsii rnaa baambizod. Baawaarndaanan jiimaanensan nii naa! Mii go eta rnaarniikwendaunan jiimaanangaa-zhitoojin. Be! Chi getin gii-makshkaan bezhig aazhbik, shi geskana biimskewebshkigan gii-noogbizod. Curi­ ous George geskana gii-nimbizo-miidash gii-ni-pangshing. "Yooo" nendam Curious George, Kaawiin gii-wiisgishsii. Biimskowebshki gan baa-maangzo maa, maanaadkamgaag maa besho maa ziibiing. Kaawiin gii-waamdaziin aazhbik epiichbizod. Gekpii gii­ gweji-boozi biirnskowebshkiganing. Kaawiin gii-shkitosii wii-brnibzod. Biikshkaa niinaa * Let's get together as we care for the Native Language.* �biimskowcbshkigan. Miinwaa kaawiin dash Curious George gii-shkitoosii wii-giiwewnaad. zigniwan. Kaawiin gii­ kenziin waa-zhichged miinwaa. Miidash gii-ni-mkwendang waa-zhichged. Kina maziniganan gii­ shinaajtoonan. Kaawiin gii-kendaziin waa-zichged miinwaa. Miidash gii-gchi-mwid. Gamaapii gii-mkwendang waa-zhichged. "Nga-aabji'aa sa bezhig detbisenh wii-bmibzoyaan miinwaa." Gil-mikwendaan gaa-zhichged baa-maamkaadzikaazad maa biimskowebshkigaaning. Gii-shkitoon sa damaakrneshiins wii-mibzod. miiknaang miinwaa! Faculty * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.* �Words of Wisdom "Nishaabe Bmaadziwin" is not a ritual or a tradition practised just occassionally, it is being at One. at peace with your Spirit. Mind and Body. It is a Way of Life. Be proud of who you are and do not be afraid to reach out for your dreams. Our Elders are Bearers of Wisdom. They will guide us to a better future. Listen to them! They are in touch with Nature and the Great Spirit. by Rose Gegwa baabaapnedwaake gwii-ji-bimaadiz. kaa damnegwan gdoon. Do not make fun of your fellow human being or your mouth will catch up with you. Aaniish ensadbaganeg? (Wllat time is ii?) * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.* �' Paknesag Back row: sandra Corbiere. Tracy Recollet, Isabelle Cade, Willie Koostachi Middle row: Adriene Big George, Tom Big George, Theta Neganegijig, Darlene River Front row: Merrit Taylor Kil kwe 11a Merritt? * Let's get together as we care for the Native Language.* �QUILT MADE BY MABEL THOMAS * Let's get together as we care for the Native Language.• �BREAKFAST AT THE HOITO'S MONDAY POTLUCK ��DRUMMERS AT MT. MCKAY �POW WOWER �POW WOW LAKE H �¼EN G NI PI JUL Y20, 1996 �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR ONE & TWO WESTERN/CREE CENTRAL/EASTERN �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR TWO WESTERN & CREE WESTERN �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR THREE CENTRAL/EASTERN & WESTERN YEAR TWO CENTRAL/EASTERN �NASL YEAR FOUR GRADUATES CHILDREN'S PROGRAM �INSTITUTE PROGRAM ADDITIONAL QUALIFICATIONS ��tK(ltJ•o 1·na a5 en I, nJod,11q � ,'/,. J:I VJ :/ n·1aan I .J • ot'n.o oj /irt...'f, '1.J ed. fn,'nJ -z. QQjid w/n 111,i•nwa C1.J rnno· -z. h/ w e h z. ✓- 1.1.1/11 G w iiz ens Jll - /:J 'z. /3w iln�/g wt1t1s/2/:niJ /vf/l - c/q Sh maanda. Jt:t4" /(idoiJ.:/. G i ishpin Dka de yaanJ 90 .. y a.a_ b ,. - m,i•z. h/cl.. p l(wesh i3a. n , tnt'I n1aar1tla. ezh11i /(a.adey tn no • :z hi we/) :t / w in, G i/ shpi� dq;h h a a rJJ;/ .fo o d w_/· . , z ao_,,du.11111 bt1 a sh K1�11n ·-z.. ,3r.1�1 J mi/rnrw - z h , w e b z. iw,n ez h n , /(fJq d:J ; · . . · ��1996 NLIP Faculty and Staff Steve Chase �Florrie Sutherland ��. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1996 Description An account of the resource Yearbook for the 1996 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1996 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2468d9fc2d18265c752023ff48322797.pdf 9242a1fe37cc73ae69f93460ff3d97df PDF Text Text Native Language Instructors' Program Yearbook 1995 �I I I I I I I I I I I I I Coordinator's Message ... Aaniin I Boozhoo: Mii sa miinwaa bezhig gii-giish/ooying Miin-giizis enkamgizying Anishnaabemwin bimiikamang, waa-zhi-ldnoomaading. Naanaagdawendmaa, aapji go niibna te ekidoyeg dbaarameg Anishn.aabemwin. Ninda anind nga-zhibii' aanan piichln enoondamaa. "Pane lca-skoonwindaanaa, ka-kinoomaagzimi ... Gmooshtoonaa go maanda epiichi-gchitwaanwendaagok gdanwewninaa... Ka-aabjitaami go wii-nda-zhichigeying waa-zhi-kinoomaageng ... waa-zhi-zoonglgaabwiying mlinwaa waa-zhi-bskaabwidooying enweying... Aabdig ge wii-aasgaabwitaading maanda nankiing." Aapji gdebwem ekidoyeg. Kina go ezhi-bebezhigoying gikendaanaa aabdeg wii-gnawendmang gda­ nwewninaa. Dbl go iidig yaaying miinwaa dbi go iidig ezhi-ndawendmang waa-nankiing, da-nishin go pane miigweng aasgaabwitaadwin mllnwaa zaagidwin. Gda-bgosendaami gwiiji­ nishnaabemnaanig gewiinwaaji-nsastamwaad epiilendaagok gdanwewntnaa ezhi-wiijiyemgak wii­ mno-bmaadzing, wii-ni-mnoyaaying, wii-ni-noojmoying. Gichi-miigwechwi' nun ldna enchiyeg gaa-bi-zhaayeg, gii-bi-skoonwiyeg, wii-bi-naadmaageyeg, wii­ bi-Jdnoomaageyeg, wii-bi-wiijiweyeg. Gii-znagad go nll/Jngodnong. Mii'sh wii go nyaadmaagoying wii-mshkawgaabwiying. Well, we f'mished another great and busy summer. We will not forget what we have accomplished, what we learned and what w e experienced. As usual, we will continue to persevere and keep that commitment - the task in teaching our mother tongue. I remember a lot of things that were said during your stay here. Here are some of the common statements made: 'We will keep learning about our Native language ... We know how important our language is... We will continue to work on developing teaching and learning strategies, to foster its growth and retrieve what we have lost. .. It is imperative that we support one another in this work." What you say is true. Each one of us has a responsibility and no matter where we are an d what we choose to do, Native language will be fosteled through mutual support and an individual sense of responsibility. It is only through each one, s self-awareness, hope, respect and love that our Native language will also heal as we heal. I extend special thanks to everyone who came, the students, faculty and staff. his not always easy, but its through these experiences that we learn and gain sttength. In the Spirit of our Anishnaabe languages, I I Lena Odjig White �I l t I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Grads of 1995 ... Summer 1995 Graduates Native As A First/Second Language Diploma Program Sally Atchitawens-Roy Ernestine Baldwin Peter Beaucage Isaiah Beaver Martha Bois Doris Boissoneau Janet Bruyere Hilda Cockerham Mabel Corbiere Miriam Hookimaw Deanna Hyacinthe Nancy lserhoff Robert Knott Adelaide Koostachin Rose Logan BeatriceMcCue StuMcCue BarbaraMcDonald EllenMigwans PhyllisMorrisseau Barbara Nolan Emily Norton Alice Nummelin Elizabeth Osawamick Helen Roy Gordon Shawanda Nancy Walser Edna Whitefeather Fanny Winter �Native Language Teacher Certification Program Year One Western I I I I I I I I I I I I I Central/Eastern �I I I I I I I I I I I I I I I I I Native Language Teacher Certification Program Year Two Western Central/Eastern �Native Language Teacher Certification Program Year Three - Western Central/Eastern I I 1 I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I NL Courses 11 . -. .. .... Additional Qualifications Part 1 - �Faculty and Staff --- - --A , Student Council - President's Message..• Aanii/Boozhoo/W aache Miisa miinwaa kina gwiiya gii-giishto'aad maampii Lakehead. Gchi-nendam sa ek-pii gii-giishto­ yaanh niiwa-bboon. Well the time here at Lakehead has sure gone by quickly. The student council has worked hard selling tickets, T-shins and mugs. I say Gchi-miigwech to all of them and to all volunteers who helped out in these various activities. Some activities that involved student council were 50/50 tickets, potlucks, craft fair, mini pow-wow, baseball games and best of all the Graduation Dinner's Dance. It was a pleasure to sit on student council the past four years and I hope it continues to grow each year with more and exciting new activities for you. The student council for July 1995 were: Year 3 Central - Gene Cada Year 2 Central - Lilly Bou'geois Year 1 Central - Isaac Pitawanakwat Year 1 Western - Elmer Baxter Gchi-Miigwech Liz Osawamick Year 3 Western- Vernon Paul Year 2 Western - Monica Turner Year I Cree - Phillip Goodwin I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Principal's Message ... Aanii. Boozhoo. Thank you very much for all your unique teachings. We have all learned from each other many moments of happiness, sadness, excitement, lonliness. and frustrations. We have all come over the hurdles and shared each other's company. Its great to see that many studetns stayed to achieve their goals. Many miigwechs to each and every one of you. It has been a pleasure working with all students. Special miigwechs to the Associate Teachers and the NLIP instructors for their patience and under­ standing. A Great Big Miigwcch to all the Summer Camp Counsellors for their time and kindness. Gchi-miigwech to Lena White and Sonya Matson. Take care, enjoy life, and see you all again! In Respect, Flonie Sutherland Children's Program Principal Native Language Instructors' Program Attention: Jean Kirk On behalf of the faculty and students, I wish to express special thanks to Jean Kirk for her time and effort she made tutoring and assisting the NLIP students with their assignments. Jean volwiteered her time to do this for which we are very grateful. To you, Jean, we wish you health and happiness, and may the Great Spirit look upon you with much love. �Odaminowin Coordinator's Message ... It has been a truly memorable summer for both myself and the camp counsellors. I would like to express my thanks and congratulations to all the children, volunteers and staff who shared their time and experiences with us. I would also like to thank all the N.L.I.P. parents and families for the exceptional interest and sup­ port which they have given to our program. To all the Odaminowin Children: "Thank you for all the fun and laughs guts!! We will miss all of you and we look forward to seeing you next year. Take Care!!" I We wish all the children and students health and happiness. Gchi-miigwech! I Karina Skov, Coordinator N.L.I.P. Odaminowin Day Camp I I I I I I .,,. --.,..�. •= - .��,..- :::;;::;.;;.;;;;;:;;:::����r,��if-;�_;._p =':!!!:.�:.:._;_ --�-�- I I .. ... ..; ;;.'::;. I �'!"" ��� I �I I I I I I I I I I I I I I I I I I Did You Know... Josephine Mandamin, our counsellor, led some wonderful evenings of Sharing Circles and coordinated the Lac La Croix bus tour which 25 people joined in. Gchi-miigwech Rose Toulouse gii-naadmooyaang wii-gaaye'kaggeyaang. Aapji-go gii-mnendaagod gii-nankiiyaang iw. Ngii-noondesemi go. Geyaabi go nda-gii nankiimi iw. Vi and gang. Get well wishes for Ronald Morriseau. Esa naa mnoyaan! Congratulations to John O'Meara for the Delaware research! Aapji ngchi-nendaami. From the NLIP Summer faculty. Congratulations to Student Council's 50/50 winners: Hilda Nadjiwan Barry Milliken Mary Shawanibin Sandra Peltier Baseball nights went well. Quite a few attended. Even the elders "have it yet". Barry hit a homerun! Gii­ gwaataanginaandaan. . �� - . ·-� --� Wedding congratulations to our NLIP Secretary, Sonya who recently wed and is now Mrs. Matson. �Gaashebziyaan by Laura Enriquez Miisa genii waadbaajmiyaanh eshweb sa maapii scoonwing. Naangodnong gdo-chidamta enookiiyin gcii gbimenziin enkamgag. Miish maanda gaa-hiwebziyaan. Ngoding dbedbig ngii-nokit miinwa gii-gziibiignage epichinokiiyaanh. Miidash gii-bnaadyaanh da gwinan. Ebiskaabiiyaan endaayaan gei giimizhemose cnokiiyan milgwedgo eshtoambaa eaii giinaabse ezsbaayan. Gii-mi-shi-bazde 'aan cndaayaan gii-ncndam. Gil naab jiigaying shkwandem emgag miidasb naasaab naanoobiiganens gaabid. Ngii-nibiinge, nda gwinan gii-dkonaanan. Bekaanzid endaad giiObiinge. Miimaa kwe gii-oaanii bwid. Gii-ginowaabda-Naasaab gii-sbinaagsimin, "Aniish-mampii eookiiyan?" Miidash giilcenmaang pkaanag wiigwaming yayaanh. Gii-nisbaabgaadese miidash gaa-kidyaan "Oops, wrong house, sony." Ngii-nooodwaa mdwe-baa-baapid. Gaa-nibiingc'aan jida gonaaendayaan. Ngii-wiind mowag hwiichkewenyag gaazhibziyaan. Enweg gii-chibaapmin. Miigwecbl I I I I I I I I I I Nmishomis Methods Pan ID Education 1353 Nmishomis ntaa aadsooke Maamiikwaajmo aazhi-bmaadzid. lidig maaba nmishoo gaa-gchi piitzid Scmaanh gii aabjiyaan. Howah ge pane gii-ntaa kida Oo gii kendaan kc dishwebag niigaan. Mamaa, bapaa milnwaa ooshenbyan gii zaagaan Iw dash aapji nda mcsnaa. Sabiin gii-ntaa bigidwaa. One Two Buckle My Shoe Bezhig, niizh zagaaknigeg. Nswi, niiwin 11aadroaadig. Naanan, ngodwaaswi naabiigmak. Niizhwaaswi, nshwaaswi bi-naabilc. Zhaangswi, mdaaswi, baamaa milnwaa .ka-waabminim. I I I �I Gaazhiiwebut Gaagiibaadzit I I I I I I I I I I I I I I I by Jeannette McQuabbie Henvey Inlet Fast Nation Pickerel, Ontario Bezhig sa 117.bishenh giibe wiijgendaagnaa giibe gaashiiyaa. Elli gii-zhiokaaso. Gii- gshaadge epiichi nokiwaat ngitziimag nookming. Pii nimaajaawat enkiijig, miikwa gojiing wiigwaamesing gii-zhaad. Miidash bibiindiget neyaap mii gii-bi-zaagiitood naazhaabiighigan. "Aahaaw nmadbin kwezens" kida Miidash gii-mdwewechgcd. Zaam dash goonaa giiwiisgawechige miinwash gii­ nboodewechige pane. Aapchi dash gii-zhiingtowaa. Ngoding dash nimaajaawaat miinwa nmaama milnwash npaaba mil giibaabii'ag wii-zhaad odi gojiing wiigwaamesing. Miidash giimooj gii aadaakwaak. Gii- gonzakamii getin nookming. Gaanidgwashnaa odi yaawaat ngitziimag miineyaap gii- giiweynaashkaagoyaan. Gawiin dash gii-bzindzii. Mtigoons gii-bmi-bookwaaknang nbaaba. , "Bzaaniyaan odi cndaayin( kida. Gaabidgwashnaa endaayaang gii-nmadap. gii-bzindoowaa Elli mdewechged. Gaawiikaa miinwaa gii-noopnakesii nookming. Chi wiikaa miinwaa gii-waabmaa maaba nzhisenh. Ngoding dash gonaa gii-bi-miwaabmaa odi Wikwemilcong. Gawiin gii­ sidwinaagsii. Miidasb gii-gwejmit ezhniikaazyaanh, pil gaawiindamawag mil gii-chi'aapdaapid. Gii­ mkwendaan gii-aadaakwag gojiing wiigwaamesing, giigaashiiyaanb. �Niikaanisag Ndawemaag The end of a program is always a time of reflection. He will leave behind memories of time spent discovering new concepts. building lasting friendships. participating in team and individual activities; and in the process developing lifelong interpersonal and skills needed regarding our culture and the Nishnaabe language. And so, the end of the Native Language Instructors' Program is a good time to reflect on its devel­ opment and progress. I have now been attending the program for two years. and for me, I feel suc­ cess comes with partnerships, teamwork, a lot of hard work that will pay off, and how much more imponant this payoff will be in the future. At this time I would like to pay tribute to two teachers Jeanba Miinwaa Emcstincba, Miinwaa a peer Frcdba, who I feel have been particularly dedicated for this cause to protect. promote and preserve the Nishnaabc language. Their accomplishments are yours and mine too. Like our class, and the graduating class of •95 they t oo have graduated to a higher school of learning. from the creator himself ''Dizhemnitoo" to begin a new adventure, having left behind a rich legacy for those who will follow in their foot steps. It has long been said that the greatest strength rests on the strength ofit's people. I thank the "Creator" and feel fortunate that He blessed us with such talented dedicated enthusiastic people who have and will continue to have a positive impact on many of our children. youth and adults alike who have chosen each summer in dedication to call Lakehead University Campus their home for four to five weeks. W e are thankful to these two teachers who have given so much over the years, and to Fred who was pan of our class family. I will always remember him as a kind man. and a person who always like to make people laugh. This is also an emotional time. but as a student it is also the most rewarding time. Watching the men, women and children receive their rewards, ccnificates diplomas and achievements fills me wilh an immense sense of pride and it reminds me of the very reason why I have decided to devote time and energy and to give it all I have to the education of our youth. Last but not least, Kidanamikonim (I salute you). Take the knowledge gained here and use it to further expand your personal and professional growth. l I l I I I I I I I I I I I To the graduates I extend my sincerest congratulations to all of you. To all the teachers and staff, Gchi Miigwech. aaamaa pii miinwaa Miigwech Hilda Nadjiwan Year 2 Eastern / Central I �I I I I I I I I I I I I I I I I I The Being I sit here in my office looking at all that is around me. Shelves filled with books. Walls decorated with pictures and posters. On my desk. I look at the pictures of two women smiling at me. I begin to feel a sadness overcome me and tears begin to trickle down my face. I wonder, how strong they were to keep holding on to the being. This being so strong and loving. My being, your being. their being. The words that come from within the being are joyful, musical sounds of nature telling you, you arc one with nature. the being remains strong and loving. The life it leads are dictated by the universal changes in nature. A being so strong, loving, generous and always laughing. A being who remains quiet, watching and listening but, forever moving powerfully forward to encounter life's changes. I look at the pictures of these women again and I remember how strong, loving beings they were. I can hear them say. "The being that you help is your being, our being. their being. One that lives with nature and one that talks with nature:. I look at their smiles, smiles so strong and loving. Remembering the smiles, I wipe the tears from my eyes. I pick up the pen and return to the language and culture of the being. Sandra Peltier, Dedicated to Jean Shawana and Ernestine Buswa, Educators of the Anishinaabe Language and Culture. My Life at Wigwam Point By Mary Dok.is I lived on the south shore of Lake Nipissing. I was born in Strugeon Falls. My mom took me home in a boat There was a little ferry which took our people and tour­ ists to the camps around Lake Nipissing and the upper French River. Our house was a tiny log cabin with one room. We rarely saw bears. They didn't come around because we didn't feed them. We saw wolves running around in packs. They didn't bother us. My grandmother used to tell us, "H you don •t bother with animals. they won't bother with you." so I was never afraid of wild animals I'm still not afraid of wild animals. Sometimes I am afraid of dogs, and I don't like slithering snakes. �ryi}u c£o not neeito 6e {ovec{, not at tlie cost of yourself. 'Ifie singk refationsliip tru{y crucia{ am£ centra{ in a fife is tlie refationsfiip to tlie Self. It is rewariing to fini someone wfiom you [ilq,, 6ut it is essential to filq, yourself. .. It is quic/q,ning to recognize tfiat someone is a gooi ani cfecent liuman being, 6ut it is iniispensa6[e to view yourselfas accepta6k. It is a ie{iglit to iiscover peopk wfio are wortliy ofrespect ani atfmiration, ani Cove, 6ut it is vi,ta{to 6e{ieve yourself ieserving of tliese tliings. !Foryou cannot five in someone eCse. ryi}u cannot fini yourself in someone eCse. Of a{[ tlie peopk you wif{ (now in a fifetime, you are tlie on{y one you wi[[ never !eave nor Cose. to tlie question ofyour fife, you are tlie on{y answer. to tlie pro6kms ofyour fife, you are tlie on{y so{ution. l I I I I I I I I I I I �I I I I I I I I This prayer was given to me over 4 years ago by my best friend Caroline Pheasant who passed away on Dec. 12, 1992. I went through some very rough times four year ago.My friends got together for some prayers and feast I bad put this on her memorial card. Recently my dad Ambrose Kitchckeg passed away on June 14, 1995. I also put this on his memorial card. Caroline's family and I wanted to get this copyrighted before memo­ rial cards. We will do something about it when I get back home. To let it be known also that she was a good poe� and a good artist and that she was a very talented young woman.Most of all my best friend Caroline, you are still in my memory Mcegwetch ToMabel Benson: For all us here today. let us join in all our thoughts. feelings, and emotions. Gathering here is a way of showing each other we care. Friendship is a way our people have lived for many years. With the respect of the Great Spirit we have traveled many miles and touched many hearts. We show our friendship to our brothers and sisters by shaking hands or a hug and most important giving a very caring friendship. I I I I As we travel with the Great Spirit here onMother Earth, let us protect her and show her that our strength is not lost. Our individual path of life is our lesson to show our strength. Our path may be rough at times but with all our strengths as one we can over come our obstacles. Our feelings that we share for each other teach us to grow and learn to have respect for our past and respect for our future. Let us be thankful for the People we are with and the precious time we get to spend together. The purification of the sweet grass awakes our weaknesses. I I I Let this be our prayer today and tomorrow. To our friendship, and to all our relations,Mother Earth, Circle ofLife, and the Great Spirit Mecgwctch by Caroline Pheasant �A Mother to a Teacher Respect My Child; He Has A Right to Be Himself The following letterappearedasanarticleinThe NonhcrnNewsletter. It was submittedby Surrey school trustee Jock Smith who is an educational counselor for the Department of Indian Affairs. It is a moving document and was supplied by the mother of an Indian child, in the form of an open letter to her son•s teacher. Before you take charge of the classroom that contains my child, please ask yourself why you arc going to teach Indian children. What are your expectations. What rewards do you anticipate. What ego-needs will our children have to meet? Write down and examine all the information and opinions you possess about Indians. What are the stereotypes and untested assumptions that you bring with you into the classroom. How many negative attitudes towards Indians will you put before my child? What values, class prejudices and moral principles do you take for granted as universal? Please remember that "different from" is not the same as "worse than'' or"bcttcr than," and the yardstick you use to measure your own life satisfactorily may not be appropriate for their lives. The term "culturally deprived" was invented by well-meaning middle-class whites to describe something they could not understand. To many teachers. unfonunately, seem to sec theirrole as rescuer. My child does not need to be rescued; he does not consider being Indian a misfonune. He bas a culture, probably older than yours; he has meaningful values and arich andvaried experiential background However strange orincomprehensible it may seem to you, you have no right to do or say anything that implies to him that it is less than satisfactory. Our children's experiences have been different form those of the "typical" white middle-class child for 0 whom most school curricula seem to have been designed(I suspect that this "typical child does not exist except in the minds of curriculum writers). Nonetheless, my child's experiences have been as intense and meaningful to him as any child's. Like most Indian children his age, he is compctenL He can dress himself, prepare a meal for himself, clean up afterwards, care for a younger child. He knows his Reserve, all of which is his home, like the back of his hand He isnot accustomed to having to ask permission to do the ordinary things that arc part ofnormal living. He is seldom forbidden to do anything; more usually the consequences of an action are explained to him and he is allowed to decide for himselfwhether or not to act. His entire existence since he has been old enough to see and hear has been an experiential learning situation manged to provide him with the opportunity to develop his skills andconfidence in his own capacities. Didactic teaching will be an alien experience for him. l I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I He is not self-conscious in the way many white children are. Nobody has ever told him his efforts towards independence are cute. He is a young human being energetically doing his job, which is to get on with the process oflcaming to function as an adult human being. He will respect you as a person. but he will expect you to do likewise to him. He has been taught, by precept, that courtesy is an essential part of human conduct and rudeness is any action that makes another person feel stupid or foolish. Do not mistake his patient courtesy for indifference or passivity. He doesn't speak standard English, but be is no way "linguistically handicapped." If you will take the time and courtesy to listen and observe carefully, you will see that he and the other Indian children communicate very well, both among themselves and with other Indians. They speak ..functional" English, very effectively augmented by their fluency in the silent language, the subtle, unspoken communication of facial expressions, gestures, body movement and the use of personal space. You will be well advised to remember that our cbildmt are skillful interpreters of the silent language. They will know your feelings and attitudes with unerring precision, no matter how carefully you arrange your smile or modulate your voice. They will learn in your classroom, because children learn involuntarily. what they learn will depend on you. Will you help my child to team to read, or will you teach him that he has a reading problem? Will you help him develop problem solving skills; or will you teach him that school is where you try to guess what answer the teacher wants'! Will he learn that bis sense of his own value and dignity is valid. or will he learn that he must forever be apologetic and ''trying harder" because he isn't white? Can you help him acquire the intellectual skills he needs without at the same time imposing your values on top of those he already has? Respect my child. He is a person. He bas a right to be himself. Yours very sincerely, HisMother �Hopes & Dreams Without hope you could not dream without dreams you could not live beyond the limits of the present... Never keep your eyes to the ground you will never see the ship... Never keep your eyes to the ground you may miss the pictures in the clouds•.. Never keep your eyes to the ground you will miss the double rainbows... Never keep your eyes to the ground you will never see eagle... by: Candice Esquivel My Dolls Nothing in my younger days · prepared me for my children . • I thought they never required , more than I could give... Sometimes they don't fit in my schemes and plans I thought they be still as dolls... Being a parent is a process that continues for the rest of my life · When I see who they should be I can see who they are... by: Candice Esquivel The Eagle The eagle gives me hope his feathers reach in my soul he cries a tune without words The eagle gives me dreams where I once... was at a place of loss The eagle gives me courage accepting things I can •t change courage to change the things I can The eagle gives me strength that I lost as a child the loss as a human being Today•.• I live like an eagle with hope. dreams, courage and strength. by: Candice Esquivel I I I I I I I I I I I I I �I I I I I I I I I I I I Today Outside my window, a new day I see and only I can determine. what kind of day it will be. It can be busy and sunny, laughing and gay, or boring and cold, unhappy and gray. My own state of mind is the determining key. for I am only the person I let myself be. I can be thoughtful and do all I can to help, or be selfish and think just of myself. I can enjoy what I do and make it seem fun, or gripe and complain and make it hard on someone. I can be patient with those who may not understand, or belittle and hurt them as much as I can. But I have faith in myself, and believe what I say, and I personally intend to make the best of each day. . .. , • .. "" ,:. I .. . . . .. ,. # ' • • • . • .. A Note from Nancy lserhoff I would like to say gichimiigwech to the Native Language Instructor Program for getting me where I am today. I am very grateful. I would like to thank all the teachers all the co-oldinators and everyone else that made this possible. I would also like to thank my sister Alice Nummclin for introducing me to the program. And most of all my mother and father for giving me the most precious gift of all the Native language. I would also like to say good-bye to all my friends and classmates. It was nice meeting you all. I really enjoyed the past fo\D' summers. I'm going to miss all of you. Gichi-miigwech! Nancy Iscrhoff Has a permanent position with the Lakchead Board of Education (See you all at graduation next year! Let's have a panyl) �Kwesensish Red Riding Hood By Jean Akiwenzii Cape Croker Ngoding kezheb mamayin gii wiln-maagoon kwesens, "G'maadjiidmowaa Nookomis maanda gookbinaagan. Kawiin minoyaasii Nookomis". Nooj gegoo miijim cnapgog mamayin gii-tamwaan maa gookbinaaganing - shiimnag. bkwezigansag. baashkminsigan, deminan, miinwaa waawaashkesh-wiiyaas. "Amba sa nimaajaadaa", kida kwcsens. Miidash mamayin gii-wii-nmaagod kwesens miinwaa, "GEGO BAAMENMAAKEN WIYA KAWIIN GE'XENMAASIG! WEWENE KOWAABDIZONI MIINWAA, KOWAABOOM MA'IINGANISH MAA IDGAAKWAA! " Aahaaw, hasrnaa pii kawaabmin!", kida kwesens. Miidash gii patoodjiigaakwaa wii-maajiidood Nookomis endaad iw gookbinaagan. Baamaa pii kweseos bemosecl miikaanc.;ing, mil ma, gii-kweshshkwaad ma'iinganishan. "ANIIN KWESENS, AANIIPIISH EZHAAYIN?", kida ma 'iinganish. Miidash Red Riding Hood gii-wil­ ndmawaad. "Nookomis endaad ndizhaa, wedi gidaaki". Kawiin kwesensish gii-bizi.ndwaasiin gaa wiindmaagwad mamayin. Miidash ma'iinganish gii-k'cbi maajiiptood Nookomis endaad, jibwaa dgoshing Red Riding Hood. Ma'iinganish gii-k'chi tangshkige maa shk:waandeming, Nookomis endaad. Gekpii gii-biikshkaan shkwaandem. Gii-biingeptoo maa biindik. Miidash gii-m'waad Nookomisan. Weyiip gii-biiskong ow Nookomis sbiinzhgokaajganan, wiikwaan, miinwaa mijgoode. Miidash "Nookomis" nbaaganing gii-pagzocl. Gii-gozhed niw waabowaanshan. Miidash maa gii-nbaakaaz.od. Baamaapii kwesensish gii-ni-dgoshing maa biindik. "Yooo, gesoaa k'chi wiibdan di-yaanan, Nookomisl", kida kwesensish, "ENH, AABDEK GWA. NGA AABJITOONAN SA N'G'Oll WIIBDAN Wil MAAWNAAN!", .ldda ma'iinganish. Aapchigo naa gii-bakide. Miidash gii-mwind kwescnshish gewil. Mcgwaa nbaad, ma'iinganish, aapchigo gii debsinii, mii maa gojiing Shaagnaashish gii-bimoscd. baa-gwa-giiwscdjiigaakwaa. Gcgoo gii-noondaan maa biindik wiigwaaming. "Oegoo sa sbawebad maa biindik", neodam ow Shaagnaashish. ..Yooo, wenesh gaa- biikshkong maanda shkwaandem?", nendam giiwenh Shaagnaashish. Mlidash gii-biingcd wiigwaaming gewii. "Yoo, gesnaa g'chi pashkwejii maaba ma'iingan! Wenesh gaa-miijid maaba?", kida Shaagnaashish. Mil dash gii­ kcndong gaa-zhi-webag. Geskana Shaagnaashish gii-giish-shkwaad ma'iinganan. Miidash gii-7.aag-jibzowaad Nookomis miinwaa kwesensish. Baamaa pii Red Riding Hood gii-wii-nmowaad Nookomisan, "Kawiin miinwaa nga noonaasil wiya maajiigaakwaag, kawiin gc-kenmaaswog. Milwaa kawiin wiikaa gownenziin gaa zhe-webziyaangl" I I I I I I I I I I �I Elders I I I I I I I I I I I Eager to help. Listen to their words. Determine your destiny. Educate ourselves. Respect their stories. Stories of ourselves. INDIAN "Indian", they say. Nonh American Anishinaabe, I am. Defy the name, "Indian". I am not, "Indian". Anisblnaabe, I am. "North American Anishinaabe" Anishinaabens Another day goes by, Not once do you ask, "Why?" Is it because you are ... Shy. not knowing who you are. How are you to know? If you dare... Now, is the ti.me. Ask your people, who is the... Anishinaabe? Believe in your people. Elders are your link to survival. Now, is the time to ask. You are the... Seventh Fll'C. Friends Friends that will be there forever no matter where they arc or how far they live, Friends that are willing to listen and respond to you, Friends that you trust and lhat enable you to share your most deepest hurts and thoughts, Friends that won't judge you but be with you side by side, When you do find a friend or friends that you can trust then you will know true friendship. If the year is a song... the moon is the drum beat.. the sun is the singer... - Musawa Florrie Sutherland �From the Students: Thank you note: Chi miigwecb ndikid gonda gaanaadmoojig endso-giizhgak miiwdoowaad nmizinagnan ngii-kinoomaagoo'aanh maampii "NI.JP Program.,, I would like to thank the third year students for sending my family a card wishing my husband's recovery from his illness. Those words were very comforting and gave us strength. by Dorothy Mishibinijima Year 2 Eastern/Central Miigwech Angela Neveau Associate Teachers and Principals Desk Acknowledgment of student teachers Summer or 1995 The principal and Associate Teachers would like to express their appreciation to the outstanding teaching techniques exhibited by most of the student teacher populace. NLIPPOW WOW About 22 dancers were in the grand entry atop Mt McKay on Sarur­ day, July 22. There were three drums: Whirlwind Thunder Mountain Satellite Drum Isaac Pitawanakwat was the M.C.. About $150.00 was received at the Blanket Dance. There was a giveaway. About 7 craft and food stands were also set up. FEASTS There were three. Two at phase 3 and the most recent at the Pow­ wow. I l I I I I I I I I I I I �I Aanii/Boozboo I I I I I I I I I I I I Gdanmikaagoom! Niiwobboon gaa-giishtoojig Gchi-miigwech gii-bi-naadrnawyaang. �I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I 1995 N.L.I.P. Faculty Isadore Toulouse • :II LaBell ���I I I I I I I I I I I I � a �ADDRESS I I I I I I I llQ.!. PQSTAL PHONE #(BQMEl �AUTOGRAPHS I I I I I I I I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1995 Description An account of the resource Yearbook for the 1993 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1995 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/06f9853ae9c0118a2ffa7d8f41b6d904.pdf 17f153bda4b82c699fa4d96140b08425 PDF Text Text Page 1 of 4 Volume Two, Number Three, Jan. 1987. NATIVE LANGUAGE EDUCATION in ONTARIO A Note from the Coordinator With this copy of the newsletter, you will find enclosed your copy of the application form for next summer's Native Language school. As men­ tioned in the last newsletter, we are anticipat­ ing more applications than we can handle this sul!'lller, and we recoanend that you return your completed form as early as possible. Please take care to fill in all pertinent information; failure to do so will""Cause unnecessary delay in processing your application. Upon receipt of your completed form. copies of the necessary back-up forms will be mailed to you. Your local Indian Affairs office and your local Ministry of Education office have additional copies of the application form. If you know of anyone interested in applying for the first year of the program, please advise them to pick up a form from one of these offices as soon dS possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialist" A.Q. program for certificated teachers to begin this su11111er. In the event that this is announced, the Faculty of Education at Lakehead University would like to offer part one in the surrmer of 1987. In order to do so, however, we would need a minimum of 15 applications from holders of the regular Ontario Teaching Certificate. If you are an OTC and would like more infonnation on this program, please drop us a line as soon as possible indicating your interest. ANNOUNCING-­ 7th Annual Native American Languages Issues Institute Saskatoon Inn Saskatoon, Saskatchewan, Can. May 19-22, 1987 Hosted by: Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indigenous language concerns, exchange ideas, and provide direction for continual developmentand research on indigenous languages. There will be an art and photography show and sale, tribal dances, workshop presentation, and display of teaching materials. ~ Autumn Grads Congratulations are in order tor 247 students who graduated at the end of the lell lerm. The Fell Convocetion is not as big a celebration as the spring event: instead of a ceremony, lhe graduates are given approval by the Sana1e. Bui all tall grads are aenl an invitation to auend thecerem­ ony in May. The number ol tall graduates has remained lairty constant. There are usu­ ally between 200 end 275 each year, so this year's figure is just slightly above average. Congratulations to all 247 graduetes for your academic achievementsl "Ontario's NSL Program" Teaching and Learning a Native Language as a Second Language, Ministry of Education. Language carries with it the spirit, culture, history and philosophy of a people. It is the principal means by which culture is preserved and transmitted from one generation to another. An NSL program will enable students to receive instruction in a N~tive language from Kindergarten to Grade 12 . School boards will be expected to provide an NSL program in the school year 1987-88 wherever : fifteen students have requested instruction in a Native language; and a qualified Native language teacher is available. Where a school board can organize a program with fewer than fifteen students, it may do so. Native languages have a l~gitimate place in the curriculum of Ontario Schools; Native languages will therefore, be taught during the regular school day. Grants and other financial incentives will be provided to assist school boards in the implimentation of the NSL program. Parents and other members of Native communities who wish local schools to offer an NSL program should contact their local school board. Additional information on NSL programs m;iy be obtained from th•: following sources: Regional Offices ofthe Ministry ofEducation Minisiry of Education Central Omario Rcgitm H.:ron's Hill Building Deadline- April 30, 1987 Sui1c3201 Please Contact: 2025 Sheppard NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonea~ 6306) 934-4444 \ A venue East Willowdale, On1ario M2J IW4 Phone: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcriv ale Road, 41h Floor Onawa, Oncario K2G 4B5 Phone:: (613) 225-9210 Continued �... Page 2 of 4 • • Ministry of Education Midnorthern Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E 5P9 Phone: (705) 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay. Omario PlB 8K7 Phone: (705) 474-7210 Ministry ofEducadon Northwestern Ontario Region 435 James Street South Dox SWO Thunder llay, Ontario P7C 5G6 Phone: (844) 475-1571 Ministry of Education Western On1ario Region 759 Hyde Park Road London, Oniario N6H 3S6 Phone: (519) 472-1440 Indian and Northern Affairs, Canada, Ontario Region Indian and Northern Affairs, Canada 25 St. Cfair Avenue East Toronto, Ontario M4T !M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. InterAmerican Research Associated., Rosslyn, Va. Report No. ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual Education, 1300 Wilson Boulevard, Suite B211, Arlington, VA 22209. The fact thdt some people learn a second language more easily than others has prompted nunerous studies designed to link one factor or another with successful language learning. This work examines a large nunber of these studies to assess the importance of various factors involved in language learning. The influenc­ ing factors suggested are grouped into three categor­ ies; personal, situational and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and moti­ vation, Psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the set­ ting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, _ the~ l!Et.liaj used and the characteristics of the teacher must be considered. Finally linguistic factors are examined. These include both the differences between both the first and second languages and the characteristics of the second language itself. f·or tcacho.:rs of Algon4uian: Faculty of Educacion Lakd1cad University Thunder Bay, Ontario 1'7USEI For teachers oflroquoian: !'acuity of Education The University of Western Ontario London, Ontario N6G !G7 Cultural Education Centres Woodland lmhan Cultural and Education Centre Box 1506 Brantford. Ontario N3TSV6 OJ ibway-C rcc: Cultural Centre 252 Third Avenue Timnrn1s, Ontano P4N IE3 "Research on a Humanistic Language Teac;-hing Model." Knibbeler, Wil Journal of Applied Linguistics; nl p34-4S 1985. Defines and discusses the operating principles of the Explorative-Crea~ive ~ay of language teaching, an approach in which the teacher encourages the students to investigate the target langu~ge and to ~ap the linguistic resources available to tgem in order to produce a maximum number of new meaningful utterances. .. ~ LJkc of the Woods Ojibway Cultural Centre Box 1720 Kcnora, Ontario P9N3X7 Oiibwe Cultural Foundacion E~cclsior P.O. West llay. Ontario POP \GO North Amcrk~n Indian Travdling Colk g..: R.R . #3 Cornwall, Ontario K6H Sil? "Ghosts Demons and Chicken Bones: Dramatic Writing in the ESL Classroom." Peters, Bradley. TESL Talk, v16 nl p26-33 1986. Describes an experimental project implimented in a language school in Northern Italy in which students, using a poem as a basis created a caste of characters and expanded the poem's story line to cr~ate a world in which the characters could interact, Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer 1n the Acquisition of Idioms in a Second L<i nguage."Irujo, Suzanne, TESOL Quarterly. v20 n2 p287-304 June 1986. "The Problem With Grammar: What Kind can the Language Learner Use"? Garret, Nina Modern Language Journal; v 70 n2 p 133-49 Summer Describes an investigation into whether second language learners use knowledge of their first language to comprehend and ~roduce idioms in the second language: Results s howed id en Lical idioms ·were the easiest to c o ~ prehend, similar idioms we7e_comprehended almost as we ll, and different 1d1oms were the most difficult to comprehend and produce. This article (1) discusses the relationship between grammatical and communicative' competence~ (2) examines aspects of grammar theory; (3) discusses pedagogicalproblems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in f orQign language acquisition. 1986. �... ... ' Page 3 of 4 "Inuit Youth at lkpik: Heritage and Hope for the Future", Northline, v6 n4 pS October 86. "Heritage Research Centre at Waterloo," Northline, v6 n4 pS, October 1986. For the second year, a gr ~up of young Inuit from across Canada, Greenland and Alaska gathered for two weeks this summerat a small isolated camp of stone houses and tents by the shore of Ikpik Bay on Baffin Island's west coast. This camp was established and funded by the Inuit Tapirisat of Canada as part of their Youth Council's program. The 35 young men and women who attended the camp ate lots of caribou and char, listened to stories told by elders, listened to talks about how things were back in the so's and 60's, and discussed problems that they as young people face today. Daily workshops and group discussions focu~don topics such as living in a two culture world, family life, education, employment and unemployment, depression, drugs and alcohol and the factors eroding the use of traditional language. There were four Inuit elders at the camp, as well as ITC president Rhonda Innuksuk and David Owingayak, director of Cultural and Traditional Affairs at the Inuit Cultural Institute. (ITC has offices in Ottawa and Frobisher Bay; ICI is in Eskimo Point.) Traditional activities and learning about the past were a major part af the two weeks at the camp. Elders showed the youth how to build a kayak, how to make traditional seal oil lamps, how to play string games and how to skin and butcher caribou. As well, the youths hunted caribou and seal, and prepared traditional foods. For many of those at the camp, it was their first opportunity to meet young people from other Arctic countries. They soon found out that they had more in common than they realized. Markoosie Onalik of Frobisher Bay said he was surprised to learn that he and an Alaskan youth even shar~d ~ the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among other things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w 11 Approaches to Northern Research an~ E~ucat~on , by ITC special consultant Robert H1gg1ns w1ll be included in the Proceedings of the Yellow­ knife meetings. . An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of Igloolik, appeared in ~he Fall 1985 issue (No •. 61) of Inuktitut magazine, published by Indian and Northern Affairs. Readers interested or involved in heritage research and preservation (natural and cultural) should be aware of the Heritage Research Centre at the University of Waterloo. This centre is designed to encourage heritage resources research, education and the exchange of informa­ tion among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occasional paper series, and programs of research and applied work conducted on a team and individual basis. ~Psearch is funded by Parks Canada, which has beeh a co-sponsor of the Centre since 1983, and by the Social Sciences and Humanities Research Council and other agencies. Areas of focus have included marine parks and conservation, climate change and heritage, natural science research in national parks, environmental assessment, and many aspects of park management as well as numerous other subjects. Student Heritage Internships also are awarded annually, with support from the University of Waterloo, Parks Canada and grant or contract funding. For more information on any of the above, please contact: Heritage Resources Centre, Environmental Studies 1, Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-1211 (ext. 2072, 3066). JESUS 0 BIMADISIWIN For some native language students the name Baraga is a household name. A fresh reprint of a precious long-lost book by Frederic Baraga is making its way to the desks of such students. The original book was printed in Paris, France in 1837. Through the persevering efforts of a former Jesuit missionary of Northern Ontario and the very effective collaboration of a number of Anishinabeg of Thunder Bay Region, a short run of 1000 copies came off the printing press last spring in Penetanguishene, Ontario. . It is a lovely book in BxlO format of some seventy pages in a maroon flexi-cover embossed with a simple cross and the name Jesus. The full title of the book is Jesus 0 Bimadisiwin Oma Aking (Jesus' Life on Earth). and contains a superb collection of Gospel readings in Ojibway. Distribution has been undertaken by the editor Fr. A. Schretlen on a hand to hand basis. Fr. Schretlen is willing to demons trate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ "Testing in Language Teaching". Ponterotto, Diane Rassegna ltaliana di Linguistica Applicata; vlS nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of aural­ oral skills within a modern methodological context. The use of pictures paragraphs, and dialogutto test listening skills a nd of pictures and micro-dialogs to test speaking •kill• i• de•cribed.~ "A Case for Case Studies." Long, Donna Reseigh Foreign Language Annals; v.19 n3 p225-29 May 86 , Asserts that many aspects of the second language l earning and teaching process are not amenable to experimentation at the present time and that case studies, that is studies of the individual learner, teacher or classroom are valuable as precursor s to experimentation. "MLJ Computer Corner". Brink , Dan . Modern Language Journal, v20 n2 p149-52 Summer 86. Discusses the question of whether one must know how to program in order to make the mos t effective use of the computer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programm1n9: Basic, assembler, high level languages, and authoring systems. �.. -..., ... Page 4 ) > Language ~ Education .. ·in·canada: First Term Courses:'July 2"uly 22, 1987 Second Tenn Courses: July 27·Aug. 14, 1987 TESL Canad.a Summer Forum: July 23..July 26, 1987 Courses A variety of three-credit courses will be offered to students at the undergraduate and gradual& levels. Students may earn a maximum of six credits in each term. The undergraduate courses may be applied to Concordia's TESL Certificate or B.Ed. (TESL), and the graduate courses to the M.A. in Applied linguistics, provided that registrants have been admitted to the appropriate program. Students from other universities should confirm that course credit can be transferred to their program.. • I I t , • .,. • ~r ~ ,••~ .', . -,. ~~...-:. .. . ·Language Education In. canada.ifi:; Exploring Common Ground ... · ,_:;:~ • Both credit and non-credit courses in'ESL are also avattable for students whose native language is not English. t • I • • -~I . ~ - - Space in Concordia University' residences ,.,. (Loyola campus) or McGlU University residences is avattable for earty registrants of theTESL Canada Summer Institute. .• Registration Form. ··. > :. . .· TESL-~ Canada Summer Institute ···· .; .·· 1~ ··~~t :·. •'!.. -. . .. ·>...... ~·- ·7. ~::· . :~i ·.' ... .. Name:_-:-----------..,,.-.....:.----------------------~ Street: _ _ _ _ _ _-..: .--.--.-..-..-. _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ Apt.,# _ _ _ __ ,City: _ _..___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _ _ _ _ _ _ _ _ __ ..... . .· .,.·.. .. . . ~ ~ .-·: ~ ,, ".. ~ r '· · Postal Code: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o u n t r y : - - - - - - - - - - - ­ : • • • If you would like to receive an application ~ · for admission to a TESL Centre program, please check the appropriate space be/ON: 0 Bachelor of Education (TESL) 0 TESL Certificate 0 M.A. inApphed Linguistics linguistic input to children is adapled lo their level of compre­ hension-that ir, if no one is looking. (Reprinted courtesy of Universal Press Syndicate.) ·.,· .. Accommodation _... :'­ • •.• ..'· • ·· Languages · • . .• . · .,,·;~ ; : -Demonstrations of listening Jldivities for •,' ,j, .• Language Learners ~·. ,, ,, ., . ' ~~ ~ -Short Sessions in Grammar and · : ·· 't<'1 J> , Communication, Classroom Interaction, ··!{ . ' Multiculturalism ,_.. . · ~ J • • · ' ·..., ·.: -Displays of Publisher$• Materials :,; Plus a variety of social and cultural activities.' ;., · If )'OU wouldlike to receive a registration package for the · · TESL Canada Summer Institute, please complete the coupon below: .• : ... ·, ·. ....... : :.;t '_ Workshops and Other Activities~. :.·-Mini-courses in Heritage and Native'. ., • '.~ .. • . · The theme otthe institute rs an . :... '\. _, :' 1'',·:' ackna.Yledgement that teachers of heritage;~~· -; languages, Native languages and ESL have a~-; • common concern with language learning and /: · language teaching. The institute provides an~·:i~ opportunity for language teachers to share ·. · their experience and to learn from one another. . ..... ; ;·:.­ Fdrum Modern Engflsh Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno1ugy tor TESL ., Testing and Evaluation Biiinguai Education ' " Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ol English -.­ Sociolinguistics and ESUEFL ·: · Classroom-centered Research in Second · .. Languages Languages in Native Education .. : : . intensive Second Language Courses inSchools . .. . Heritage Language Programs'· :: :·~ · , "·' ..... . ... ?,·-. . '' • Summer Forum ~· ::·:.:!'.;~ ·:·· · . · The TESL Canada Sum,,:.~~ is a' .....:-_;) four-day conference which will be held _between the summer terms (July 23·26). 1 ·;~ : Papers, workshops, and other activities· ·ff: " "".ill~ presented by Institute faculty and other: distinguished language education .. ' professionals. •. ,, . .., . , .. · ,. :. ·.: Courses Include I' \ .-. • I •• ' •' •• ·.. , Mall to: B. Barclay ·. . TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1 M8 Canada Telephone: (514) 848-2449 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (3), January 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text