6 10 107 https://digitalcollections.lakeheadu.ca/files/original/24942f1b2f241666d966fc29d8854548.pdf 05905610402ce315586bb85df53abb3d PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa...VJ�· ) PP...o<l Ln�•brb N.L.I.P. Volume 8, No. 4 June 1993. �Volume 8, Number 4 June 1993 General Editor: John O'Meara Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Coordinator's Message ........................................................../1 Graduation 1993 ................................................................./2-3 NLIP Summer 1993 ............................................................/4-5 The 'Ten Commandments' ..................................................../6 Sault College Program ........................................................... Wawatay News ....................................................................../8 Employment Opportunity ....................................................../9 Resources ......................................................................../ 10-11 Employment Opportunities ............................................/12-13 Baraga's Ojibwe Dictionary ................................................/14 NLIP Job Registry ................................................................/15 n This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call either the Coordinator or Sonya Bruyere at (807) 3438542. Native Laneuaee jn Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road. Thunder Bay, Ontario, Canada. P7B 5El June 1993 �{Acting) Coordinator's Message The big news this month is that the Native Lan­ guage Instructors' Program now has a new Coordinator. I am sure that everyone associated with NLIP will be pleased to know that Lena White has accepted this position. Lena knows NLIP extremely well, having been both a student and an instructor. She has been involved in Native Language education in many different capacities, and is widely respected for her contri­ butions to the promotion of Native Languages. I am confident that Lena's appointment as Coordinator marks the beginning of a new phase in the development of NLIP. I will be working with her during the 'transition period.' This summer Lena will be teaching and also easing into the Coordinator's duties. I am sure that all of us will want to help her as much as we can! Effective July 3 1, 1993 Dr. Alan Bowd will be stepping down as Director of the School of Education at Lakehead University. Alan has been very supportive of NLIP during the past several years. The official and unofficial help he has given NLIP has been greatly appreciated, and has been very imponant for NLIP during this period. His advice and encouragement will be greatly missed, and we wish him well as he returns to teaching and research. The Native Language Instructors' Program 1993 will bring many students to Lakehead University to take part in our programs. We will have students coming from all parts of Ontario, as well as Quebec, Manitoba, Michigan, and Minnesota. NLIP staff and faculty includes many famil­ iar names as well as some new ones. New to our staff this year are Lynn Crookham and Barb Elwert - they'll both be teaching Education courses. Returning to the fold after being away for a while are Randy Valentine and Steve Chase. Other returning staff include (linguists): Chuck Fiero, Reta Sands, Lena White, and John O'Meara. Education instructors include: Gary Hannam, Angela Moore, Jean Grubin, Brian Maznevski, and Isadore Toulouse. Practicum associates are: Jean Shawana, Ernestine Buswa, and Violet Shawanda. The Principal will be Chris Kakegamic. On pages 3 and 4 you will find some remind­ ers, tips, and important dates during the month of July. This month we've included information about new publications, both at the Lakehead University Bookstore and also ones available from other sources. We also have information about job openings and other info. Don't forget the NLIP job registry. The form is printed in the newsleuer. We strongly encour­ age all interested students to let us know if they're available for teaching. Native Language Education in Ontario Vol. 8, No. 4 Page 1 �G�</JVfi'IIOJ\f1993 F. G.,�L.i,.,"i,;.. fl"' � R . .: ,ll'ltH. �n.ati1'e- ('1-t1£Jtt�e--­ 'i)iplo1nu 15ribuate-s I :('�ulrcab ilni�e-r.sitE �Jas.sof 9� On May 29, 1993, a Graduation Dinner was held to honour our graduating students. Arnold Ingersoll and Julianne Rivers were chosen by the graduating class to be the master and mistress of ceremonies. Dennis Jones, special guest from Rainy River Community College, Minnesota, performed a Pipe Ceremony while Richard Lyons opened the festivities with the blessing of the food. After supper, guest speakers shared their thoughts with us and Grads were presented special appreciation gifts from NLIP. As the evening came to a close, Arnold extended warm wishes to everyone for a safe journey home. Awards Henriette Seyffert Native Language Memorial Prize. Annie Loon was awarded this prize, which is given to the student with the highest average in language courses, and includes a $100 award. Class valedictorian. Mary Angees was voted for this honour. Congratulations Mary! Best student. Arnold Ingersoll's fellow students gave him this award for his academic work. Congratu­ lations Arnold! Most helpful student. Graduating students voted for Rebecca Barnhart in this category (without her there wouldn't have been a graduation dinner!). Best sense of humour. Ruben Cantin won this one hands down. Congratulations! Page 2 Native Language Education in Ontario Vol. 8, No. 4 �Graduation Poem On this, My Graduation, May I say Thank You... for the Challenge to Grow, for the Encouragement to Compete, for the Determination to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn• . *. ♦ • ♦ ♦ • ♦ ♦ • Native Language Education in Ontario Vol. 8, No. 4 Page 3 �HELPFUL HINTS FOR STUDENTS When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved with. You may find yourself in a dress-up situation for a night out. SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE: Both are available in the Residence. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS -dishes -clothes hangers -extension cord -laundry detergent -soap -shampoo -towels -dish towels -needle and thread -extra blanket -drinking glass -cooking utensils OTHER USEFUL ITEMS -extra table lamp -iron -kettle -toaster -radio -hair blow dryer -fan COURSEWORK MATERIALS -pencil sharpener -coloured markers -paper punch -pens -scissors -notebooks -scotch tape -masking tape -glue stick -stapler -Samples of Work: lesson plans, audio visual materials, games, puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * -Residence fees must be prepaid or paid upon arrival * -Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. * -If taking a taxi from the airport. ask the driver to take you to the main residence at Lakehead University. It will cost about $15.00. For more information, call the N.L.J.P. Secretary at: (807)343-8198 Page 4 Native Language Education in Ontario Vol. 8, No. 4 �TIMES AND DATES TO REMEMBER REGISTRATION FRIDAY, JULY 2ND, 1993 IN THE AGORA, UNIVERSITY CENTRE TIMES: 8:30 TO 4:30 P.M. REJ\.lEMBER: BRING YOUR STUDENT CARD (IF APPLICABLE), YOUR T.B. TEST RESULTS, TUITION/BOOKS MONEY, IF NOT ALREADY PAID. **************************** ORIENTATION JULY 2, 1993 (HOURS: 1 - 4 P.M.) ALL FIRST YEAR STUDENTS WILL APPRECIATE IBIS OPPORTUNITY TO HAVE A TOUR OF THE CAMPUS, LIBRARIES, AND BOOKSTORE. *************************** OPENING CEREMONY/BARBECUE SATURDAY,JULY 3, 1993 5:30 TO 8:30 P.M. **SHUTTLE-BUS TO MOUNT MCKAY POW-WOW** **AND BACK AT 11:00 P.M.** **************************** FIRST DAY OF CLASSES MONDAY, JULY 5, 1993 8:30 A.M. TO 4:30 P.M. ***************************** SCHOOL PICTURES WILL BE HELD FOR YOUR CONVENIENCE ON JULY 7TH, IN RB-1042 ***************************** NOTE: IF YOU HAVE BANKING OR PERSONAL BUSINESS TO DO, YOU SHOULD BE SURE YOU ARRIVE EARI.Y, BEFORE CLASSES. YOUR CLASSES ARE FULL COURSE LOADS AND YOU WI/,/, NOT HE GIVEN TIME OFF. THERE WILL BE ABSOLUTELY NOEXCEPTIONS FOR EARLY DEPARTURES. Native Language Education in Ontario Vol. 8, No. 4 Page 5 �THE '"TEN COMMANDMENTS'' FOR NATIVE LANGUAGE TEACHERS THESE "COMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: I. Prepare your lessons well ahead of time so you know exactly what to do and what to take with you. 2. Keep a daily record of your lessons. 3. Call the Principal in plenty of time if you are going to be absent or late. 4. Cause respect to fall upon your program in everything you do. 5. Don't waste class time in translating, or using English. 6. Don't teach lists of words, teach whole ideas: sentences, paragraphs. 7. Don't concentrate on individual children while the rest of the class gets out of hand. 8. Don't gossip about any child, member of staff, or school policy. 9. Respect the principal, ask him or her for help and advice when you need it. 10. Teach your classes not only to know their language, but to also "love" it. Page6 Native Language Education in Ontario Vol. 8, No. 4 �REGAIN AND RETAIN THE OJIBWAY LANGUAGE SAULT COLLEGE Of APPLIED ARTS & TECHNOLOGY and NORTH SHORE TRIBAL COUNCIL NATIVE LANGUAGE PROGRAM INITIATIVES "B1-ZHITOOG WM-NOKAAZYEG 11 Sault College and the North Shore Tribal Council's 1.5.S.P. - Regain and Retain the O jibway language Program will host a week-long credit course for Native language teachers who wish to create and develop material and resources needed for their classroom teaching for the Fall. Instructors and resource staff will be on hand to guide the participants in further learning of curriculum and materials. DATES: PLACE: COST: fee to: AUGUST 13TH - 20TH, 1993 SAULT COLLEGE, SAULT STE. MARIE $150.00 (includes tuition fee, materials and supplies) To pre-register, please fill in the attached form and mail with registration 1.5.S.P. - 11 Bi-zhitoog Waa-nokaazyeg" Sault College of Applied Arts & Technology P.0. Boll 60, 443 Northern Ave. Sault Ste. Marie, Ontario For further information, please call: Mr. Jim Fox, Program Manager - 0 jibway language, (705) 759-6774 EJlt. 499 Mamaweswen THE NORTH SHORE TRIBAL COUNCIL Sault College Native Language Education in Ontario Vol. 8, No. 4 Page 7 �Subscribe to Ontario's leading Native newspaper. .. NEWS 4".>A..' the only bilingual Native-language newspaper reporting semi-monthly on events, issues & news affecting Native people across the province. New subscription Rates as of January I, 1992 Personal (Canada) Business/Organization U.S.A. & Overseas $25.00 + 7% GST = $26. 7 5 $30.00 + 7% GST = $32.10 $40.00 Canadian Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1180 SIOUX LOOKOUT, ONTARIO POV 2TO G.S.T. #R127260842 0 YES! I want to subscribe to \:Vawatay News. NAME: ----------------------ADDRESS: ____________________ CITY/TOWN:PROV: ___________________ POSTAL CODE: ___________________ PHONE NUMBER: ___________________ Page 8 Native Language Education in Ontario Vol. 8, No. 4 �EMPLOYM ENT OPPORTU NITY OJI BWE INSTRUCTOR ORGANIZATION: Rainy River Community College is one of the five campuses of the Arrow­ head Community College region, serving northeastern Minnesota. Located in International Falls near Rainy Lake and next to the Voyageurs National Park, the College serves the residents living along the Minnesota/Ontario border. RESPONSIBILITIES: Teach first and second year Ojibwe language Indian education courses and study skills. QUALIFICATIONS: Bachelor's or Masters' Degree preferred - however, training and experiences in teaching Ojibwe will also be considered. APPOINTMENT: Full time, temporary position for the 1993/94 academic year. SALARY: Per Faculty Contract ($22,970. - 34,930. U.S.) APPLICATION: Applications should include: a letter of application, resume, official tran­ scripts of all college/university work, and three (3) professional reference letters. Send materials to: Search Committee Rainy River Community College 1801 Third Street - West INTERNATIONAL FALLS, Minnesota, U.S.A. 56649 Phone: (218) 285-2204 INTERVIEWS: Interviews will be at the candidate's expense at the College after initial screening of all applicants. DEADLINE: Applications wil be accepted until the position is filled. Native Language Education in Ontario Vol. 8, No. 4 Page 9 �Native Language Titles in the Lakehead University Bookstore The Lakehead University Bookstore carries a wide selection of Native Language books. For more information on ordering books and to verify prices, please telephone 807-343-8 1 30 or FAX: 807-343-8 1 58 (Attention Mary). New Titles: Portage Lake: Memories of an Ojibwe child­ hood. 1 991. Maude Kegg, editor John Nichols. $19.95. kohkominawak otacimowiniwdwa-Ourgrand­ mothers' lives, as told in their own words. 1 992. EditorsFreda Ahenakew andH.C. Wolfart. $22.95. A Dictionary of The Cree Language. 1938. R. An Ojibwe Text An1hology. 1988. F.d. J. Nichols. $45.00. Stories of Sam Osawamick from the Odawa languageproject. 1985. EditorG.L. Piggott. $3. 15. The moons of winter and other stories. [in syllabics] 1 990. Norman Quill, editor Charles Fiero. $3. 1 5 Ojibwe dialogues and riddles. 1 991. B y Stu­ dents of the Native Language Instructors' Pro­ gram, Algonquian Language 2233, Lakehead Uni­ versity. Editor, Randy Valentine. $5.00. Aandeg (The Crow). Shirley Williams. $6.95. Faries and E.A. Watkins. $52.50. wanisinwak iskwewak awdsisinahikanis I Two little girls lost in the bush. Told by Gloria Bear (Nehiyaw). $ 14.95. Muzinihbeegay: Sandy Lake Artists Coloring Book. $6.95. Other Cree-Language Titles: wdskahikaniwiyiniw-dcimowina I Stories of the House People. 1 987 Editor Freda Ahenakew. Pub­ lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. Cree Language Structures: A Cree Approach. 1988. Freda Ahenakew. $1 4.95. Other Ojibwe-Language Titles: Ojibwewi-lkidowinan: An Ojibwe Word Re­ sourceBook. John Nichols and Earl Nyholm. $1 5.00 Other Titles: Native Plays and Games. Editor Lisa Valentine. (approximate). $7.50. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. Editors John Nichols and Leonard Bloomfield. $29.95. Page 10 Northern Native Language Arts. $4.95. Promoting Native Writing Systems in Canada. Editor Barbara B umaby. $ 1 2.50. Native Language Education in Ontario Vol. 8, No. 4 �NOW AVAI LABLE IN PAPERBACK: EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY by Richard Rhodes. This 9,000 word dictionary gives information on the Ojibwe language. In addition to the English­ Ojibwe and and Ojibwe-English dictionaries, information on dialects, variation, and borrowing is given, and a lengthy guide to pronunciation is included. Available directly from the Lakehead University Bookstore. Price: $44.95 To place an order, FAX: 807-343-8158 (Attention Mary) or telephone 807-343-8130. NEW PUB LICATIONS: Glossary of Oji-Cree Legal Terms With English Translation by Donald J. Auger, Tom Beardy, and Joshua Hudson Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Oji-Cree (Severn Ojibwe) equivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. ************ Glossary of Northwestern Ojibwe Legal Terms With English Translation by Donald J, Auger and Tom Beardy Published by Nishnawbe-Aski Legal Services. Thunder Bay, Ontario. This glossary lists common English-language legal terms with the Ojibweequivalents written in both syllabic and roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. The Ojibwe glossary entries are those of the dialect spoken in communities such as Lansdowne House, Webiquie, Summer Beaver, Ogoki Post, and Fort Hope. Both titles are available from the Lakehead University Bookstore. Price: $ 10.00 each. To place an order, FAX: 807-343-8158 (Attention Mary) or telephone 807-343-8 130. Native Language Education in Ontario Vol. 8, No. 4 Page 1 1 �" PLEASE POST" SASKATCHEWAN INDIAN FEDERATED COLLEGE DEAN OF STUDENTS SIFC invites nominations and applications for the position of Dean of Students . SIFC is the only Indian control led University College in Canada and is expanding to meet increased student demand . The College is committed to excellence in research and teaching in an Indian context . The Dean will be a member of the Senior Management team and work closely with the other Deans of the College . Under the direction of the President the Dean will have overall management responsibility for the Department of Student Services. Activities of the Department will include coordination with Elders, academic advising and approval s , personal and social counsell ing , recreation , Registra r ' s office and coordination of the University Entrance Program . Candidates should have a Masters degree, experience in administration and interpersonal ski l ls , counsell ing , knowl �dge of Indian issues , concerns and directions , and experience in del ivery of post secondary education . Preference will be given to candidates who have demonstrated success in innovative culturally based Indian education, and speak a First Nations language . FIRST NATIONS CANDIDATES ARE ENCOURAGED TO APPLY . Appl ications should be made as soon as possible . The Search committee will process the applications in the order received . The search process will continue until an individual is selected . Interested candidates should forward their curriculum vitae , three referees and a letter of application to : Chair, Selection Co'Jlllt\ittee Saskatchewan Indian Federated College 118 College West University of Regina Regina , Saskatchewan S4S 0A2 Fax : Page 12 ( 3 0 6 ) 5 8 4 -0955 Native Language Education i n Ontario Vol. 8, No. 4 �EMPLOYMENT OPPORTU NITY Research Interviewers Small well-established social research firm requires interviewers for stu<.lies in housing and Aboriginal Affairs. Full-time, June-July, 1993. (Some work may also be conducted in September.) Evening and weekend work, as well as some travelling may be required. REQUIREMENTS: Experience in interviewing, social science, business or health r�search and good communications and organizational skills required. Applicants must possess a valid drivers license and have access to a reliable car. ASSETS: Experience with any of: computers (word processing, data entry, statistics); fluency in Aboriginal languages and/or French language an asset. REPLY in writing to: SPR Associates Inc.: 23 1 8 Danforth Avenue, 2nd Floor, Toronto, Ontario, M4C 1K7, or by FAX: (416) 467-05 1 7. Applicants must supply all of the following: statement of interest and details of skills (including fluency level for language(s)); academic history and most recent year's transcripts; employment history, including references and phone numbers for johs in the past 3 years; statement of ability to travel; and date available. Only those short-listed will receive a reply and an initial telephone interview. * SPR Associates Incorporated is a research firm specializing in surveys and evaluations. Previous projects have included: work such as the National Evaluation of Native Friendship Centres (for the National Association of Friendship Centres and Secretary of State); National Evaluation of the Cultural/Educational Centres Program (for the National Committee of Cultural/Educational Centres, and Indian and Northern Affairs Canada); and other studies for First Nations and others. Native Language Education in Ontario Vol. 8, No. 4 Page 13 �BACK I N PRI NT: MINNESOTA HISTORICAL SOCIETY PRESS Order Department 153 , 3 4 5 Kellogg Blvd . w. ( 6 1 2 ) 297-3 2 4 3 st . Paul , MN 55102 -1906 Toll Free 1-8 00-64 7 -7827 AMBRICAlf IHDIAlf DICTIONllIBS Name : _______________ Address : _____________ PREPAYMENT REQUIRED FROM INDIVIDUALS : Personal Ck ( ) Visa ( ) AmEX ( ) MC ( ) City :________________ Credit Card #_________ ST/Z ip : _______________ Telephone:____________ A Dictionary of the oj ibway Language Frederic Baraga with a foreword by John D. Nichol• by Expiration Date : ________ Signature : ____________ Qty __ x $ 2 4 . 9 5 = This dictionary, c�iled nearly 150 years 190 re1111lns the 1110st c�rehenslve and accurate lexicon ava i l able of the Ojibway language. Baraga (1�7- 1868), • priest frOM Sloven!a MIS sent in 1833 as a •issionary lffl0ll9 the Oj ibway living in the Lake Superior region. The 111.1ltil f ngual Barega q.,lekly learned the Ojibway language and over 1111ny years worked within the COll'IIU'lity to produce the Dt,onet 1 c spe l l invs on which IIIOdern orthography Is based. In 1853 the f i rst edition of A DICTIONARY Ol THE OlCHIP\IE LANGUAGE EXPLAINED IN ENGLISH MIS ptJ>l lshed. An enl arged edition of the dictionary fol lowed in 1878 and Is the vers ion now repr inted. ORDER SUBTOTAL = (MN Residents Only) 6 . 5% MN SALES TAX = ( Canadian Residents Only) 7 t GST = --------- POSTAGE/HANDLING $2 . 5 0 PER ORDER = CANADIAN/FOREIGN POSTAGE $3 . 50 PER ORDER = TOTAL ENCLOSED = ( PAYMENT IN U . S . FUNDS ONLY , Make Checks Payable to MHS Press) Page 14 Native Language Education in Ontario Vol. 8, No. 4 �NATIVE LANGUAG E TEACHERS' JOB REGISTRY A Message to all NLTC Students ... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You ma y contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have an y - - - - - - - - - - - - - - - - - - - - - - - --------------- questions. Name: Address: ________________ Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ Native Language Education in Ontario Vol. 8, No. 4 Page 15 � 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 8 (4), June 1993 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 1993-06-01 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/967b010062b63c446b9066ae1ed50d2e.pdf 67520e15f2d4ee6ba8cdd6448e682b9f PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sci.VJ�· ) PP...o<JLn�•br b N.L.I.P. Volume 9, No. 1 August 1993. ��Coordinator's Message Another great summer, NLIP 1993, has come and gone. Memories linger as we return and continue with our work in our communities and programs. Four weeks goes by fast because of the intensive courses and a very busy schedule. It is admirable how everyone became involved quickly with hardly any complaints. Your patience, perseverance, and acceptance of this fast pace, the expectations and the unexpected, was much appreciated especially when sudden changes took place, for instance, the re-allocation of classrooms, etc. It made the planning and the administrative work much easier for the secretaries and others involved in the scheduling and other duties that needed to be accomplished. Again, I am sure you will want to join me in extending my sincere thanks to John O'Meara, Judy Turrie and Sonya Bruyere for their hard work, dedication and an excellent job in preparing for the 1993 NLIP program. We've received so much positive feedback in terms of the past year's preparatory activities and the organization of the 1993 summer session. Positive comments also came from certain University departments, the residence, student support services, the NASL children's program and the accounts office. Though the NLIP Student Council got organized a bit late this summer, they were able to plan some activities for the students. One of the events was the "potluck and social" at the Thunder Bay Native Friendship Centre. This was such a success that students would like this event repeated next year. It is expected that more activities will be planned for the 1994 summer program. It was decided that the NLIP Student Council that was elected this year continue to be active throughout the year so that planning can start as soon as NLIP begins, or before if possible. NLIP is a well established program that continues to grow in quality as the students and faculty are given the opportunity to evaluate the program. This year, 81 of the 141 students registered completed and submitted their evaluation forms. Thanks to the students who took part in this process. We appreciate your ideas, suggestions, concerns and opinions known to us. Positive comments reflected much of what I have mentioned above. Areas that need to be improved and concerns expressed were noted and will be taken into consideration for 1994 summer session. NLIP is what we make it to be. As long as we continue to support each other in attaining our goals in the field of Native language education, NLIP will be a success. Truly, this is a reflection of your ideals and values; the love, caring, respect and the courage and commitment you have taken in pursuing your goals. May we look forward to 1994 with anticipation. In the Spirit of our Native languages! Lena Odjig White, Coordinator Tel. No. 807-343-8003 Native Language in Ontario Vol. 9, No. 1 Page 1 �Sept., 1993 NLIP Executive Summary Program Goals: • to maintain the vitality of Native languages among members of the Native language community, by providing opportunities for its study and creative use in the academic setting; • to develop new functions and skills, in the use of Native languages through research, teaching and materials production; • to introduce a Native language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. Background and Student Enrollment: • In 1977, the first 7 graduates received NLTT (Native Language Teacher Training) certification from the Department of Indian Affairs. • In 1980, the "Institute" began as a directed studies program for NLTT/NLIP graduates. It offers courses in Literature, The Oral Tradition, Linguistics, Computers and Research. • In 198 1, NLTT became a diploma program with the name changing to the present NLIP (Native Language Instructors' Program). • In 1985, the first Native Language Teachers Certification program began with the Algonquian group continuing at Lakehead, and the Iroquoian group relocating to the University of Western Ontario. • In July, 1986, of the 54 NLTT/NLIP grads, the first 23 students received their Permanent Letter of Standing from the Ministry of Education as certificated Algonquian Second Language teachers. • In July, 1987, the first AQ ( Additional Qualification) course, Level One, in Algonquian Second Language Teaching was implemented. In July of 1991, the first graduating class of the AQ program for holders of an Ontario Teaching Certificate consisted of 9 teachers. • Since 1985 when the NLTC certificate program was implemented, 157 candidates have been recommended to the Ministry of Education and Training to receive a Permanent Letter of Standing. • Since 1981 when the NLIP diploma program was implemented, 87 have graduated receiving their Diploma. Potential graduating class for 1993 is 14 students. NLIP - Summer 1993: Enrollment stood at 141 with25 faculty and staff members being involved in the program. About sixty Ontario communities were represented; students also came from Quebec, Michigan, and Minnesota. Practica: • Students enrolled in the Native As a First/Second Language Diploma program require a supervised practica, six assignments, completed during the Fall/Winter semester in Year Two and Year Three. • Students enrolled in the Native Language Teacher Certification Program require 40 days of successful teaching experience, in addition to the on-campus student teaching and 6 workshops. Certification qualifies candidates to teach Native as a Second Language in Ontario from JK to OAC. NLIP Vision: As the Native Language Instructors' Program continues to grow with the faculty and students con­ tributing to its success, we look forward to its future development. NLIP has gained a provincial, na­ tional, and international recognition and reputation. The Algonquian language speakers consider the program a valuable contributor to the maintenance and revitalization of our Native Languages. Page2 Native Language in Ontario Vol. 9, No. J �NATIVE LANGUAGE DEVELOPMENT DEMONSTRATION PROJECT SUMMARY: All phases of the project will be monitored by the Steering Committee and all written material will be reviewed by the committee, by the respective organizations and by the 23 communities. PHASE 1: One Year (now complete) Material will be prepared to help promote community awareness of types of Native language programs and current research about bilingual programs. An individual community assessment will be completed to determine language use across a variety of age groups, current native language programs in the school and community goals. One coordinator will train and work with 8 field workers to: develop a survey, conduct community awareness sessions in the area of First language programs, a) conduct a survey in each community in the district, and b) compile survey data, develop and present reports to the communities, revise the reports, provide reports to the community and coordinator. The coordinator will write a district report. PHASE 2: One Year A. Development of a Native language policy which includes a philosophy, rationale, description of types of programs with implementation strategies and resource needs and recommendations about areas such as pupil teacher ratios, teacher qualifications and salary scales. B. Development of a dictionary and grammar for each of Cree, Oji-Cree and Ojibway to be used by teachers and students. Development of a language map to be used in the future production of materials for classrooms and schools. One policy writer on contract working with the Committee. One coordinator working with three linguists who will work with community language informants. PHASE 3: Two Years Development of curriculum guidelines for the different types of Native language programs. One coordinator to work with 6 Native language teachers. This report was submitted by: Page Newton, Executive Assistant Northern Nishnawbe Education Council Note: Anyone wanting more information can contact lfka Filipovich, NNEC Education Liaison Officer at 807-737-2002. Native Language in Ontario Vol. 9, No. 1 Page 3 �NATIVE LANGUAGE DEVELOPMENT DEMONSTRATION PROJECT The following 23 communities in the Sioux Lookout District are participating in a four-year Native Language Development Project: Oiicree Communities Bearskin Lake Nonh Spirit Lake Kingfisher Lake Wapekeka (Angling) Lake Sandy Lake Keewaywin Sachigo Lake Weagomow Lake Kasabonika Lake Muskrat Dam Deer Lake McDowell Lake Long Dog Lake Big Trout Lake Wunnumun Lake ojjhwe Communities Cat Lake Lac Seul New Osnaburgh Pikangikum Poplar Hill Saugeen New Slate Falls Cree Communities Fon Severn James Ba� Sioux Lookout District Communities participating in NLDDP Project Page4 Native Language in Ontario Vol. 9, No. 1 �Great News! Anishnaabe Kendaaswin Publishing The Brock University Native Teacher Education Program has completed its first summer. Forty Anishnaabe Kendaaswin Publishing, an m1t1at1ve through the Union of Ontario Indians, is located on the Muncee-Delaware First Nation, in southwestern Ontario. students participated, thirty-two in courses leading to OTC, and eight in those leading to certification in teaching Native as a Second Language. The program was intended chiefly for fluent speak­ ers of Iroquois languages, but also included several students who are language learners themselves. The use of communicative language methods was stressed, so that both groups could extend their own language skills while helping to develop those of their pupils. It is hoped that Iroquois language literacy will be strengthened, so that this group and others will be encouraged to write in their own languages for future readers and learners. Students will do practice teaching in reserve and off­ reserve schools, as opportunities arise. Those who are employed full-time as teachers will be super­ vised in their own classrooms. We hope to provide them with some opportunities to visit other schools as well. This program is innovative and experimental, and, we hope, will help to improve the prospects for Native language learning in Iroquois communities. This report was submitted by: Merle Richards, Coordinator Native Teacher Education Program Contact No. (416) 688-5550, ext. 3712 Housed by a Delaware Reserve, Anishnaabe Kendaaswin Publishing's main f unction is to pro­ duce culturally-relevant Ojibwe language and Native Studies curricula. Specifically, it is designed to meet the needs of Chippewas of Sarnia, Chippewas of the Thames, Kettle & Stoney Point and Muncee-Dela­ ware First Nations. The staff is made up of Rhonda Doxtater, Native Language Co-ordinator, Judy Dokis, Native Studies Co-ordinator and Dawn Doxtater, Secretary. Two committees have been organized to function as writers and cultural content contributors into the development of Native Language and Native Studies curricula. Some of the areas of concentration will be on a "Anishnaabe perspective" into the design of a Native Studies curriculum and Native Language edu­ cational kits that include books, videotapes, audio­ cassette tapes, slides, posters, games and concrete items to compliment the Anishnaabe classroom. Anishnaabe Kendaaswin Publishing is in the process of designing computer software programs to meet the competitive learning styles. Upon completion of this curricula, it will be made available for purchase. For further information or input, you may contact: Anishnaabe Kendaaswin Publishing R. R. # 1 Muncey, Ontario NOL IYO Tel.# (5 1 9) 289-2421 Fax# (5 12) 289-5200 Report submi1ted by: Rhonda Doxtater Native Language in Ontario Vol. 9, No. 1 Page5 �Policy Concerning Successful Teaching Experience (Contact Days) as Required in the Native Language Teacher Certification Program I. The teaching experience must be obtained in (a) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) a school operated by the Department of Indian and Northern Affairs, Canada, (c) a school operated by a board, or (d) experiences deemed to be equivalent by the Teacher Education section of the Ministry of Colleges and Universities. 2. The teaching experience must be certified by one of the following: (a) the Ministry for successful teaching experience gained in a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in right of Canada to provide education for Indians, (b) an official of the Department of Indian and Northern Affairs, Canada for successful teaching experience in schools operated by that Department, (c) a supervisory officer employed by a board of education for successful teaching experience in schools under the jurisdiction of that board, or (d) an appropriate supervisory official for successful teaching experience outside Ontario. 3. A candidate for admission to each of the second and third sessions of the program for the Native Language Teacher Certification Program must complete successfully a minimum of twenty contact days of practical; experience in a teaching environment in order to fulfill the requirement of at least one year of successful teaching experience for entry to each of these courses. 4. The requirement of at least twenty contact days for admission to the second session of the program for the Native Language Teacher Certification Program may be waived for the transitional year 1985 1986 providing that a candidate who is admitted to the second session under the "waiver clause" must complete a minimum of forty contact days of practical experience in a teaching environment before being admitted to the third session of the Native Language Teacher Certification Program. 5. A Provisional Letter of Standing, issued for the successful completion of either the first or the second session of the Native Language Teacher Certification Program, that has expired, or is about to expire, may be renewed for a period of one year provided that the holder submits evidence to the Teacher Education Section of the Ministry of Colleges and Universities that he has an offer of a placement for practical experience in: (a) a school operated by a council of a band or an education authority where such council or education authority is authorized by the Crown in rights of Canada to provide education for Indians, (b) a school operated by the Department of Indian and Northern Affairs. Canada, (c) a school operated by a board, or (d) experiences deemed to be equivalent by the Teacher Education Section of the Ministry of Colleges and Universities. * PLEASE NOTE: THE PRINICPAL OF YOUR SCHOOL IS Nill A SUPERVISORY OFFICIAL AND THEREFORE SHOULD NOT SIGN YOUR TEACHING EXPERIENCE FORM. Page6 Native Language in Ontario Vol. 9, No. 1 �A Message to all NLTC Students ... Due to many calls to our office from many schools across Ontario, we here at the Native Language Instructors' Program are setting up a listing of all students who are available for teaching positions. All students are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office. Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 3438542 in order to update any information that has changed or if you have any questions. ----------------- --------------------------------------Name ___________________ Address _________________ Postal Code _ ______________ Phone No. ____________ Work No. ____________ What communities are you willing to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ AQ Part III Specialist Certificate? ___ PLEASE RETURN TO THE NLIP OFFICE A.S.A.P. Native l .an1ma11P. in Ont::irio Vol Q No 1 �PUPPETS Puppets are excellent tools for teaching dialogues. The teacher can use them in two main ways. 1. 2. Hold one on either hand and introduce a dialogue. Let pupils talk through them. Sometimes, pupils who are too shy to speak out on their own don't mind speaking through a puppet. 2. (a) Where Do We Get Puppets? Other kinds take a little longer to make, but are simple enough that the older students in the school might make them for you in one of their art classes. Finger puppets: Make a clay head around your finger, let dry, then paint on a face. Cut a circle of fabric (diameter about 6"), dip the centre into paste, and shove into the finger hole. The easiest kind of puppet for the NASL teacher to use is one that fits over the hand. These can be ordered from education catalogues, but it's fun to make your own. I. The simplest kind can be made in a few seconds by cutting out a paper "face", drawing on some lines with a felt pen, and pinning it to a mitten. (b) Make a papier mache face around an eggshell or a bottle cap. Sew a little puppet suit, and stitch it firmly on a felt "neck" that you glue into the base of the head. If you wish, glue wool "hair" on your puppet. NMiv� T .anPWIP'� in Ontario Vol ()_ No. 1 �SLEEVE PUPPET Materials: cardboard picnic plate, cardboard, fabric, foam rubber, trimmings. Fold the centre of the picnic plate inter the shape illustrated (Figure: a). Glue fabric along the fold to reinforce it. aoublt lolds at lht s,oes 2. (a I Bend two strips of card into the shape illustrated (Figure: b) and glue one on the top and one on the bottom of the folded plate to hod the fingers and thumb for manipulation. ,:::;:::. � (61 3. 4. 5. 0 alript ol card glued lo pltit �� Pad the tip and bottom of the plate to the required shape with foam rubber, glued on (Figure: c). rnove tnt moulh (r J Take a piece of fabric just over twice as wide as the plate and a little longer than from finger tips to elbow. Stitch the long edges together with the material inside out (Figure: d) them reverse this "sleeve" so that the seam is inside. �2 (d) Put the plate in the end of the sleeve and make two cuts along the material for the sides of the mouth Wigure: e) J (rJ sleeve turned oul and slits cul lor side or mouth a� 6. Glue the material to the edges of the plate (Figure: f') and add features and trimmings (Figure: g), including a lining for lhe moulh to cover the edges of lhe sl e. :: 7. Shp an arm mto the sleeve to hold the plate and move the mouth. . • (.( J lhe sleeve puppet completed mat■,••• gtued lo the p,a11 �NLIP 1993 I Pave: 1 0 Native: l .anP-1rnP-� in Ontario Vol. 9. No. 1 �'FEELINGS" DOLL (Primary) Pupils will draw the 6 feelings on the faces, colour and cut out. Staple the faces onto the doll so that each face can be turned down to show the feelings. On the front and back of the faces, (except the doll's), write the "feeling" word. The "feeling" word for the front face will be written on the collar. The face with the little face is Love. Some ideas for faces are: Angry Sad Scared Happy Love Surprised � ·. L...c> v-e. -� '-/ I 0 , (;> \ \ \ (__ _,� Native Language in Ontario Vol. 9, No. 1 ,:,,,l ., "'11 . . .t . �-=::) €, � -< \' �\) .., '(\ ' y S c,D Shared by NLJP Grad Irene Snache Rama, Ontario Page 1 1 1 �AVAILABLE ON CASSETTE from Sunshine Records CR Y. OF THE WIL,D B Y. WIG WA M �--- Featuring the title track along with Coming Home, Keepers of the Earth, Walle Together, and more. The cassette can be purchased from Sunshine Records at (204) 586-8057 or from Norman Beaver at (807) 593-2166 If you would like to hire Wigwam for any function, call their booking agent Richard Groutte at (204) 586-9057. NEW PUBLICATION Glossary of Cree Legal Terms with English Translation Compiled by Donald J. Auger, Tom Beardy and Madeline Edwards Published by: Nishnawbe-Aski Legal Services Corporation Thunder Bay, Ontario This glossary lists common English language legal tenns with Cree equivalents written in both syllabic and Roman (alphabetic) writing systems. An English definition is given for each legal term in the glossary. Price: $10.00 Available from Lakehead University Bookstore To place an order call (807) 343.8589 or fax (807) 343•8158 Page 12 Native Language in Ontario Vol. 9, No. 1 �-- The Ontario Institute for Studies in Education - - 2'i2 Bloor Street West. Tnr,mto, Ont.' HI0 M5S IV6 lnstitut d'etudes pedagogiques de l'Ontario 252. rue Bloor Quest. Toronto (Ontario) M5S IV6 Depan111en1 of Adult Educa1ion April 12, 1993 Dear Friends, It seems to me that a lot is being written about Aboriginal education these d ays, and it is wonderful t hat t his is so. But where is the Aboriginal educator in all t his talk? It is almost taken for granted that Aboriginal educators have something special to offer to t he Aboriginal student--something unique in understanding, as a role model, as a community liaison, as a leader, and as a creator of new directions. But as Verna Kirkness and Art More (and probably others) have pointed out, we don't have much of a collective basis for substantiating this belief. To help in addressing this important factor in Aboriginal education, I am proposing to edit a book of articles about Aboriginal educators: to document t heir stories, past and present; to discuss their present conditions, problems, and impact; and to speculate on their future. To narrow down t he topic a bit, I want to limit the focus to educators who work in formal educational systems rather t han teuchers who work in the community in a less formal, more t raditional way. However, the word 'educator' hus been carefully chosen to include those who have worked wit h the educational system not only as classroom teachers but m aides, language instructors, administrators, pedagogical counsellors, student counsellors, education authority members, etc. Ideally, what I would like to collect for this book would be: - historical pieces on t he careers of individuals or groups of Aboriginal educators from t he early 19th Century up to the present; - a history am.I current up-date of each of the Aboriginal teacher training programs (TEPs) that have been in place (or come and gone) since the late 1960s; - comments on the impact of Aboriginal educators on the changes in the schooling system, curriculum development, community development, or whatever; - ideas and/or models for ways in which t hings should change regarding educational opportunities for Aboriginal educators, their working conditions, t heir role in educational administration, or whatever; - any other topic t hat you think might be relevant. Native Language in Ontario Vol. 9, No. 1 Page 1 3 �The OntJno Institute for Studies in Education lnstirnt d "e1udes pedagogiques de ! "Ontario I really want to heat from anyone who would like to say something about this topic, ESPECIALLY ABORIGINAL EDUCATORS THEMSELVES. For example, I would like to have first hand accounts from Aboriginal educators about their teaching experiences. Another priority is to have papers from people who have been involved with Aboriginal teacher education programs. Papers can be from about 3 to about 25 pages in length. If you are not experienced in writing papers for books, please send me a bit about what you want to say and we can work out how to get it into article format. I am prepared to help out in writing in any way I can. For example, if you want to send me something on tape, I could write it down and edit it for you and then get back to you to be sure that I understood you correctly. For experienced writers, I would appreciate having your references in AP A format and on WP5 1 disk if possible. If you want to write in French, I will arrange to have a translation made. If you are a Francophone who speaks English fairly well, please write in English and I will edit for you and negotiate the final version. Please let me know by the end of September ( 1 993) what you are interested in writing for the book. I will consider how the whole is shaping up and I may ask you to consider re-writing your piece somewhat differently given how the whole book is developing. would like to have all the finished articles by the end of February 1994. I have had experience doing books like this before, and it will probably take at least one year and probably more, after February 1994, before the book is published. Whether or not you are interested in writing something for this book, I would appreciate it if you would pass this letter along to other people who might be interested in contributing. Thank you very much for considering taking part in this project. Sincerely, Barbara Burnaby NOTE: DEADLINE FOR SUBMISSIONS IS EXTENDED TO NOVEMBER 30, 1 993 Page 14 Native Language in Ontario Vol. 9, No. 1 �CONFERENCES The Aboriginal and Torres Strait Islander Peoples of Australia invites THE WORLD'S INDIGENOUS PEOPLES to WOLLONGONG New South Wales Australia For the 1993 WORLD INDIGENOUS PEOPLES' CONFERENCE: EDUCATION Saturday, December 11 to Friday, December 17, 1993 for more information contact National Organising Committee Members: Mr. Bob Morgan, Director Jumbunna University of Technology, Sydney P.O. Box 123 Broadway, NSW 2007 Telephone: (02) 3301907 Fax: (02) 3301894 or Ms. Boni Robertson State Chairperson Queensland Aboriginal and Torres Strait Islander Education Consultative Committee P.O. Box 33 50 Albert Street BrisbaneQLD 4002 Telephone: (07) 2370833 Fax: (07) 2349798 THE 25TH ALGONQUIAN CONFERENCE This is the final reminder inviting you to attend the 25th Algonquian Conference that will take place in Montreal October 29-31, 1993 at the Universite du Quebec a Montreal. Conference fee is $25.00 ($20.00 for students) For a conference program, contact: Lynn Drapeau Algonquian Conference Department of Linguistics UQAM P. O. Box 8888, Station A Montreal (QC) H3C 3P3 Tel: (514) 987-3914 Fax: (514) 987-4652 CRITICAL ISSUES IN NATIVE EDUCATION Native Strategies and Native Solutions in Meeting National Challenges November 4, 5 & 6, 1993 at The Ontario Institute for Studies in Education 252 Bloor Street West Toronto, Ontario Topics Include: Critical Issues in Native Education Dropouts/Rctcn tion Relationships Between School Boards and Native Bands Sclf-Govcmance Tuition AgrccmcnlS/Negotioations (Curriculum) Update on Current Legislation Changes Registration Fee: $190.00 + 13.30(GST) = $203.30 For further information contact: OCLEA 252 Bloor Street West, Suite 12- 1 15 Toronto, Ontario M5S 1V5 Telephone (416) 944-2652 Fax (416) 944-3822 Native Language in Ontario Vol. 9, No. 1 Page 15 �RESOURCES "Empowering The Spirit of the Native People" The Literacy Branch of the Ministry of Education and Training has a publication available if anyone is interested in obtaining a copy of "Empowering The Spirit of the Native People" This booklet provides a description of the Native community-based literacy programs funded through the Ontario Community Literacy (OCL) grants program of the Ontario Ministry of Education and Training. It details how Native literacy practitioners are implementing the holistic approach to literacy. As an excerpt further describes, "this booklet shows that the Native literacy programs... have structured their programs to facilitate the empowerment of the participants and, thus, the development of their communities. This is just one way in which Native people are revitalizing their culture and traditions. Native literacy practitioners work in concert with other programs and community members towards self­ determination. They are indeed empowering the spirit of the Native people!" To order a free copy of this publication (76 pages), write or contact: Priscilla George Native Program Coordinator Literacy Branch Ministry of Education and Training 625 Church Street, 6th Floor Toronto, Ontario M4Y2E8 Tel. (416) 326-5461 Fax (4 1 6) 326-5505 "Anislmaabe Killoomagewin " Textbook with Cerlox Binding Abstract: Lessons in this book range from ECE, Primary, Junior, Intermediate, High School, and Adult Levels. This book focuses on cultural lessons that reflect the traditions and values of hte First Nations People. Number of Lesson Plans in each level: Primary -23 ECE - 8 Junior -20 Intermediate - 9 High School - 8 Adult - 14 Available from: Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario POP IGO Telephone: (705) 377-4902 Cost: $25.00 Page 16 Native Language in Ontario Vol. 9, No. 1 �RESOURCES For information regarding Native Language resources, contact: I. Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario POP IGO Telephone (705) 377-4902 - will provide a Resource List which includes Ojibwe language resource mate­ rials; videotapes; posters; other resources on Native culture, etc. 2. Ojibway-Cree Cultural Centre 43 Balsam Street S. Timmins, Ontario P4N 2C7 Telephone (705) 267-791 1 Fax (705) 267-4988 - will provide a catalogue of Ojibwe and Cree language and culture resource mate­ rials; readers and workbooks; videotapes; cassettes; albums 3. Woodland Cultural Centre P.O. Box 1 506 Brantford, Ontario N3T 5V6 Telephone (5 19) 759-2650 ext. 240 Fax (5 1 9) 759-89 12 4. Lake of the Woods Ojibway Cultural Centre P.O. Box 1 59 Kenora, Ontario P9N 3X3 Telephone (807) 548-5744 Fax (807) 548- 1 59 1 - will provide a resource list of Ojibwe and Iroquoian language and culture resource materials - will provide a resource list of Native language resource materials Native Language in Ontario Vol. 9, No. l Page 17 �Games People Play is a collection of high interst games designed to add fun to classroom instruction. This pedagogically sound approach to learning is one which students thoroughly enjoy. Each of its 10 mini-kits stands alone, yet once students become familiar with 1 mini-kit, they will be "fluent" in all 10. Each mini-kit is based on a 40 pictured word category . . . there are 400 pictured words in all. Each mini-kit comes with a guide book that explains how to play all 5 games. Each mini-kit is centered around one of 40 fabulous wall charts. By using all 10 of the mini-kits 40 students may play at once. Here's what you get in each mini-kit: - 2 fabulous 40-picture word wall charts - 40 flashcards with pictures and words - 40 flashcards with pictures - 4 lotto boards with pictures - 80 lotto cards with pictures and words - 8 word search charts Each kit $12.95 each Household Iterns Animals Pictured Sounds Clothing Parts of the Body Food Exercise Numbers Verbs Nature Complete Set ( 10) Page 18 091617717A 091617717B 091617717C 0916177 l 7D 091617717E 091617717F 0916177170 091617717H 0916177171 0916177171 091617717X Available from: MONARCH BOOKS OF CANADA 5000 Dufferin Street Downsview, Ontario M3H 5T5 Telephone: (416) 663-8231 Fax: (416) 735-1702 $129.50 net Native Language in Ontario Vol. 9, No. 1 � 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 9 (1), August 1993 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 1993-08-01 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/0272c4fa510436b85b2b183f88647e6c.pdf 528a8f7165de3396326bf8a7a90c135b PDF Text Text ��Coordinator's Message Aanii / Boozhoo! Mii sa miinwaa ngoding wii-nimkaagoonigoog. Gmikwenmigoom go pane. Gmaamii.kwenmigoorn epiichi ntaa-nokiiyeg kinoomaageyeg Anishnaabemwin. Once again we are glad to bid you all greetings. We think of you all the time. We are all proud of you, what you are doing, making that commitment in Native language education. Calls are starting to come in from potential students asking for information about next year's summer session of NLIP. Dates for the 1994 session are July 3 to July 28. Some preliminary information about courses and programs are included in this newsletter. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience" and practicum ED 15 99, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. Students who are in ED 15 99, as soon as you have completed an assignment, please forward to us. The ones I have received so far look great. If you have any questions concerning your practicum, do not hesititate to call. Quite a few Native Language teachers have called our office asking for curriculum materials. Unfortunately, we still do not have curriculum materials and resources readily available today. But it looks promising in the near future that we may have curriculum resources developed as some First Nations and Native organizations, in many parts of Ontario, have started to work on various Native language projects. We thank our First Nations leaders and educators for responding to a call for curriculum and Native language development. Some Native language publications are available at the Lakehead University Bookstore. We've included a list in this issue. We have been enquiring about upcoming conferences and have included a few in this issue. Anyone who knows of an upcoming conference or Pow-wow, please let us know so we may include these in our newsletters. Hopefully, in the February issue, we will have several more announcements. We wish everyone a pleasant holiday and a great Christmas. Gdinmikaagoom! (Seasons Greetings!) Lena Odjig White Native Language in Ontario Vol. 9, No. 2 Page 1 �QUOTABLE QUOTES "When children learn their Native language they are learning to feel good about being Native and about who they are." Seabird Island, B.C. "Our Native languages are important to us because they are the heart of our cultures... It is through our anguages that our values and identity as Indian people are most effectively expressed and most clearly tejined... Our personal hwnan development as Indian people is closely tied to the preservation and rmhancement of our Indian languages." Unired Nmive Nations, Vancouver "Language is the most vital expression of the people who speak it. A language expresses the uniqueness of ·he culture, reflects upon its spirituality, and embodies aspects of history and philosophy... It is the principle means by which culture is gathered, shared and passed on to successive generations." Shirley D. Leon "It doesn't just mean being able to speak. It's knowing who I am that makes me that much more poweru/, 'Jecause language does that to you. It enables you to have power. The ability to communicate with both worlds is power; the ability to speak to history is power." Task Force on Aboriginal Languages, N.W.T. /986; p.17 "The mother tongue is an instrument of survival for Native peoples, through his language one can discover 1:1 whole philosophy, a way of thinking, a way of seeing and of living." Suzanne Dube Awashish, Obedjiwan ABOUT OUR LOGO: ABOUT THE ARTIST: The woman represents the circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass has renewed the Strngth of our Ways, our Traditions and our Culture. The lan1rna&e is all of these. The language • a soft voice, a sweet song • a unified rhythm of the Original Peoples, the Anishnabek Gail Bressette is a Chippewa - Pottawatomi artist from Kettle Point Reserve, Ontario. She is a self­ taught artist who has been inspired to draw and paint for her children, to dedicate her work to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original artist of North America. She signed her work Daanis. Today, she signs her work G. Bressette. Page 2 Native Language in Ontario Vol. 9, No. 2 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY .. SUMMER 1994 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4 - July 28) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 4 - July 22) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University. is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 4 - July 22) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 4 - July 15 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 18 - July 29 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2011 Field Study (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. Special project to be pursued as practicum. (July 4 - July 15 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 3011 Ojibwe Immersion (Pre-requisite: OJ 201 1 or equivalent) Development of language skills on location. (July 18 - July 29 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 3251 Literature: Translation: Old and Contemporary Expression Pre-requisite: Fluency in an Algonquian language. Specific problems of translation. (July 4 - July 22 Monday to Friday 10: 30 a.m. - 12: 30 p.m.) NL 3551 Literature Specific problems of creative writing. Pre-requisite: NL 35 1 1 or NL 35 31 (July 4 - July 22 Monday to Friday 1: 30 p.m. - 3: 30 p.m.) Native Language in Ontario Vol. 9, No. 2 Page 3 �CREE LANGUAGE COURSE: A Community-Based Program In December of 1992, a community profile was conducted in Moose Factory. The purpose of the survey was to compile information on the political, economical and social aspects of the community. The community profile was specifically directed at the Moose Factory First Nation membership. In compiling the information and analyzing it, some of the people have indicated that they were not aware of their cultural background and stress the need to retain their language in maintaining an identity. It is the hope and realization of a Cree language course, that it can be instrumental in revitalizing the identity. It is through this revitalization that awareness can be achieved and can also play a part in reducing the social problems affecting the community. In maintaining an identity, language does play an important role. Though much of the community docs have an understanding of the Cree language, many of the people lack the reading, writing and translation skills of it. The Cree language course will be developed by the community itself and will have five different levels. The following levels will be as follows: a) History of the Mushkegowuk b) Conversational Cree c) History of the Written Language and Dialects of the Mushkegowuk d) Written Language - Usage of Grammar e) Translation - Usage of Language to Translate Documents and Conversations There will be two different modes of teaching the Cree Language Program. One mode will be aimed at the employees of different organizations and the community members. The purpose of this mode is to meet the needs of the affected group. Many of the employees cannot afford the time to be away from work or the community members be away from parental responsibilities. This mode will be enhanced to meet the needs and to give the affected people the opportunity to learn the Cree language. This level will hold two three­ hour classes during the week. Classes will be held during the evenings. The Elders of the community will be instrumental in developing the Cree Language Program and will also be the "key resource people." It is also the hope of the Cree Language Program that it will be recognized as a credited course at the post secondary level. The education features of the Cree Language Program are of physical, mental, emotional and spiritual. It will also show the relationship between individuals, the community and the environment. The attempt is to revitalize an identity and to maintain the language of the Cree Nation. The program will ask the students to examine their beliefs and attitudes to the Cree language. The program will increase self-awareness and knowledge of the Cree language and will develop commu­ nication skills. The program is geared to the acquisition of the Cree language to the level of instruction. From this program will emerge personal growth and the tools necessary for providing a much needed service to the community and surrounding areas. Prepared by: Page4 Allen Sailors Opportunity Planning Coordinator Moose Factory First Nation Native Language in Ontario Vol. 9, No. 2 �KEN-TA-S00-WIN: Native Language Materials Database Early in the 1990's the Cultural Education Centres of Ontario gathered to address a general need to assist our Native language teachers in the areas of training and infonnation sharing. While people are aware that there are classroom resources available, individual teachers and schools have no way of knowing about materials created in other parts of the province. A Native Language Materials Database is being developed to speed up the location of language resources and to avoid duplication of effons. Ken-Ta-Soo-Win was conceived as a database for access by terminals in the schools or cultural centres. Based on response and our experiences, we realize that the widest use of the database will be made if it is available in hard copy. We would like this information to reach a clientele of Native language teachers, curriculum developers, education directors and cultural centres as soon as possible. Two hundred copies will be produced as a directory-type binder with tabs of the initial printing, and available from the Ojibway and Cree Cultural Centre in Timmins at the end of the fiscal year. To date there are six hundred entries in the database, ranging across all Native language families, dialects, grade, and proficiency levels. We are now promoting an awareness of Ken-Ta-Soo-Win, and soliciting for a new phase of information to be included. If you would like to register materials in the database, the deadline for submissions is December 31st, 1993. Additional entries will be accepted for later inclusion either by inserts to the binder or, based on demand and outcome, by reprint. For the first time, people working directly in the field of Native languages will have a tangible resource for channeling information at their fingenips. It is our hope that this project will create a broader awareness, within the communities and regional education offices, of the value of the Cultural Centres in general, and of our determination to preserve the Native languages. For information or to register classroom materials, please contact: Ms. Jameson C. Brant Coordinator, Native Language Materials Database Ojibway and Cree Cultural Centre 43 Balsam Street South, Timmins, Ontario P4N 2C7 Tel. 705-267-7911 or Fax: 705-267-4988 ANNOUNCEMENT: Sandra Peltier has joined the staff at the Woodland Cultural Centre in Brantford, Ontario. Sandra commenced her duties as Anishnaabeg Language Consultant on November 1, 1993. She will be working with First Nations in Southern Ontario and Boards of Education in the geographical area. She is a single mother of three children; Duke, Rossie and Lynnie. Wikwemikong First Nation is her home community on Manitoulin Island. Sandra graduated from Lakehead University in 1983 receiving her Ontario Teaching Certificate (O.T.C.) offered through the Native Teacher Education Program (NTEP). She furthered her studies in the Native Language Instructors' Program at Lakehead University in the Additional Qualification Program where she successfully completed the program receiving a Specialist Certificate in Native As a Second Language and graduated in 1991. She is very excited in meeting the challenges of the position as well as meeting old and new acquaintances in the teaching profession. Congratulations! Sandra. Native Language in Ontario Vol. 9, No. 2 Page 5 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1993 NLTC-Year One Provisional Letter ofStanding -A/gonguian Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Drift, Karen Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonowabi, Sara Hardwick, Verna Jackson, Evelyn Johnston, Archie Keough, Carrie King, Ada Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McDougall, Rose Anna McKay, Marlene McLeod, Marie Millette, Isabel Neganegijig, Thecla Neveau, Angela Odjick, Suzanne Pangowish, Alvin Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Sandy, Ernest Sault, Ethel Shawinimash, Lydia Solomon, Henry Thompson, Myra Wawia, Ange Wemigwans, Donna Jean Whitehead, Sammy Whiteman, Clara Jane NLTC-Year Two Provisional Letter ofStanding -Algonquian Atchitawens-Roy, Sally Baldwin, Ernestine Beaver, Isaiah Boissoneau, Doris Bombay, Mary Cockerham, Hilda Douglas, Lawrence Hardy, Agnes Hunter, Agnes lserhoff, Nancy Jamieson, Myrtle John, Charles Johnson Sr., Kenneth Kakekagumick, Jackie Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon McKay, Elizabeth Moose, Donald Norton, Emily Nummelin, Alice Okimaw, Christine Osawamick, Elizabeth Oskineegish, Annie Oskineegish, Roger Roy, C. Helen Shawanda, Gordon Stoneypoint, Robert Twain, D. James Walser, Nancy Winter, Fanny NLTC-Year Three Permanent Letter ofStanding -A/gonguian Baker, A. Clara Belmore, Irene Bobb, Jim Chikane, Doreen Cromarty, Sarah Jane Etherington, Jim Flamand, Violet George, Melva Page 6 Jacko, Lorraine Kane, Terry Morris, Ruby Nadjiwon, Rose Ningewance, Richard Owl, Joanne Pitawanakwat, Dorothy Ann Restoule, Geraldine Sainnawap, Jenosa Southwind, Clara Marie Stevens, Bridget Taylor, Mary Alice Wassegijig, Helen Wesley, Mary Whitefeather, Edna Native Language in Ontario Vol. 9, No. 2 �Native AsA Second Lanruue Du,loma - Year One Paul Martin, Harriet Weesk, Anastasia NativeAsA First Lanruqre Dilomq - Year Four Thomas, Alice NativeAs A SecondLanruage Dilpoma - Year Four Abel, Donald Assinewe, Mary Beardy, Tom Beaver, Norman George, Sonja Henry, Virginia Jacobs, Glen Oskineegish, Emma Ottertail, Alma Rose, Rita Sutherland, Hannah Wabasse, Loretta Yellowhead Robina WHAT IS EVERYONE DOING LATELY? Donald Chosa is currently teaching Ojibwe Lan­ guage and Culture at the Northern Michigan Univer­ sity in Marquette, Michigan Technological Univer­ sity in Houghton, Suomi College in Hancock, and at Baraga Area Schools in Baraga, Michigan. Dorothy Pitawanikwat is presently teaching Jun­ ior Kindergarten to Grade six at Leslieville Primary School in Toronto. She is also teaching a multi­ grade classroom (JK - Grade 8) on Saturdays at St. Margaret's School in Toronto. Nancy Walser is teaching Grades 9 to O.A.C. at St. Theresa High School in Midland, Ontario. Ange Wawia is student teaching under Wanda White at St. Edward School in Nipigon, Ontario. Teaching Senior Kindergarten to Grade 8. Vernon Paul is teaching grades 1 to 8 Native Language at Lake Manitoba School in Vogar, Mani­ toba. Terry Kane is teaching grades 3 to 7 Native As A Second Language at Red Lake-Madsen Public School. Aldrid Clara Baker is teaching at Wasauksing Kinomaugewgamik in Parry Sound, Ontario. Caroline Roy has been keeping herself busy at Central Michigan University in Mt. Pleasant, Michi­ gan teaching adults the Nalive Language. She is also teaching the children in the Lansing School District and Lansing Indian Centre in Lansing, Michigan. Sheila Anderson is teaching the grades 4 to 8 Native Language classes at Sineonokway Native School in Kasabonika, Ontario. Rachel Mamakwa is talcing care of grades 2 to 5 at Sineonokway Native School as well. Hilda Cockerham is teaching the Native Language at the Orillia Learning Centre and also for the Simcoe County Board of Education. Mary Wesley is teaching at Constance Lake Day School in Calstock, Ontario. She has been teaching Native Language to the Junior Kindergarten through the Grade 3 classes. Adelaide Koostachin is teaching Native Language to Grades Kindergarten to Eight at Wasaho First Nation School in fort Severn, Ontario Joanne LaBelle is teaching in three schools in Thunder Bay. Our Lady of Charity, St. Jude School and St. Patrick's Secondary School. Nancy Iserhoff is teaching a combined class of Grades 10, 11, and 12 Hillcrest High school in Thunder Bay. Alice Nummelin has a busy schedule teaching at Wabaskong, in Ear Falls and at Red Lake District High School. We would really like to know what all of our students are up to these days. Drop us a line and let us know. Native Language in Ontario Vol. 9, No. 2 Page? �WHAT IS EVALUATION? There have been many ideas shared and discussed, and methods developed on the topic of "Evaluation". The Ministry documents, Native Languages Guideline and the Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviours), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes, etc. Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication "Reflexions". ...you rely on what your own mind and heart • and the hearts and minds of your students - tell you ... what's going on in your program, in your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize� and Yi.WU and � you and your students are evaluat­ ing. • Reflection: What have we learned? "What do we know?" - applies to you as well as the students. From the research information and the mate­ rials you've collected, you arrive at some tentative coneI usions about the learning process; not only of what of learning, but also the why, when, how, and with whom ... It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. Some thoughts toponder: • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • Thepurpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover ... • what they already know, - what they still need to know, and - how they can be helped to know. Like learning, evaluation happens every moment ... The trick is to become more specifically aware of and reflective about whatyou see, hear.feel, think, decide, so that each bit you learn about your students' learning, from them or from your own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Think of the on-going process as the "five R's: • Research: Whal have we done? ... when you gather information about what both you Page 8 • Response: Where will we go from here? Each "evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? • an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: Whal learning can we record as completed? If the first four "steps" of evaluation are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teach­ ing... • What did the students learn? • What did I learn about them? • What did I learn about my teaching? Source: "Reflexions" by Adrian Peetoom, pp. 156 - 173. Publisher: Scholastic Canada Ltd., 1992 , (Information and citations from "Reflexions . prepared by Lena Odjig White} Native Language in Ontario Vol. 9, No. 2 �This news article was taken from WAWATAY NEWS October 14, 1993 edition, Vol. 20, No. 20. Titled Dreaming in a Strange Language, the draft report released earlier this month was drawn up as part of the first phase of a Native Language Development Project in the Sioux Lookout District. . . .is based on a 1992-93 language survey in which project field work­ ers travelled to the area's First Nations to interview students and adults about their Native languages. "This language study has merely confirmed what was suspected - that our language is disappearing in some areas of this district," states the report. RECOMMENDATION HIGHLIGHTS Language Planning • Three separate language planning councils - one each for the Ojibway, Ojicree and Cree languages should be formed. • Each community should declare its native language as the official language of the community. Signs and booklets should be translated into the language of the community. • Employees that work for First Nations organizations who don't speak the Native language should be re­ quired to learn it. Monetary awards should be put in place for those who .ire bilinguul. • Native lunguage teachers should be required to attend the Native Language Teacher Program in Thun­ der Bay. Community activities to promote Native languages • Phrase books can be made available to help non­ fluent speakers get by, similar to phrase books tourists can use when travelling to a foreign country. • Opportunities should be created for mixed age groups to mingle, using Native language only. • Storytellers can travel to their language area and spend evenings telling legends and stories. • Sharing of material, history and customs can take place within language groups. Hold language confer­ ences for each language group. • Form a local Native Language Committee, made up of parents, teachers and elders. • Establish day care centres where no English is spoken. Parents could take language classes reinforce the language at home. Schools • In communities where the language is endangered, the school should offer immersion from junior Kinder­ garten to Gr. 3. • Schools should offer bilingual/bicultural programs in the communities that want them. • Schools should hire elders and other community members, such as storytellers, to help teach Native language. • Schools should share Native language curriculum and materials with each other, since the three lan­ guages are all Algonquian and are similar in structure and vocabulary. • Non-fluent teachers should take introductory Native language courses. • Have six-week summer language immersion camps for Ojibway and Ojicree youth, held in isolated areas. • Organize Native language public speaking clubs, language festivals and contests. Media • The project recommends that Wawatay Native communications Society be funded to provide better native language delivery in its electronic and print media. • Assign one third of radio and television program­ ming for the Ojibway language. • Broadcast in the three Native languages simultane­ ously. • Print a tabloid-type publication in the three lan­ guages, hiring fluent and literate Cree, Ojicree and Ojibway reporters. • Keep a library of audio and video tapes, and reading materials. • TV culture heroes, original Native language songs and radio and TV dramas should be developed. Terminology • There is a need for standardization of terminology within each language. A group can be formed to standardize existing tenninology and to invent new words to assist Native language teachers, broadcast­ ers, translators and interpreters. The names for plants, insects, birds and place names need to be retrieved. • Schools and Wawatay could promote one consist­ ent system of spelling. Native organizations can use that same system for its sign and publications. Ceremonies • Traditional ceremonies should be reinstated - the ceremonial language is connected to the land. (Note: this recommendation came from Lac Seul and Osnaburgh students and adults in Deer Lake) Native Language in Ontario Vol. 9, No. 2 Page 9 �MONTHS OF THE YEAR: GIIZISOOG There have been some enquiries about Native language words for "Months of the Year". Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them the way they are expressed in your dialect and community usage. Here are some: Manitoulin/Central Ontario JAN. FEB. MAR. APR. MAY JUNE JULY AUG. SEPT. OCT. NOV. DEC. Mnidoo-giizis Mkwa-giizis Naabdin-giizis Poopoogami-giizis Nmebne-giizis Waabgonii-giizis Miini-giizis Mnoomni-giizis Waababagaa-giizis Bnaakwii-giizis Baashkaakodin-giizis Mnidoo-giizoons by Anishnaabe Language Teachers of Manitoulin & North Slwre Southwestern Ontario Northwestern Ontario Lake of the Woods Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode' mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Biji-biboon Migiziwi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis Source: Walpole Island 1978 Calendar by Irene Scott Whitedog, Ontario The following are the Oji-Cree terms, also in Syllabics, shared by Tom Beanty. This list of words resulted from a call from a school where they wanted Oji-Cree words for the classrooms, etc. Aw·aashihsen�iiwikamik _<l_�.s_�- br' Young Children·� Place (Prima.r y) Awaashihshiiwikamik Children's Place (Junior) Oshkaatisiiwikami\ , l> u 6 0? A· C Young Adults' Place (Intennedin,c) Masinahikanikamik L2 CL 6 6-_a- b Library <l <1· S S A- b C , Page 10 r, J;(aa-ni,ikaaniihtak ishkoono okamik . �_a::::__ c ' �vd :0..b r -- Principal'� Office Maawacihitocka ik , r: C L :<l· C � :) b Staff Room (Meeting Pla<.:c) Native Language m Ontario Vol. 9, No. 2 �!,-.��·-, -:.''·· ·· : . :. . ..., � . ·�! ):_ JANUARY FEB RUARY - .. , .. ....•...' ' ' . .--...�-·.:�. . . ......... . :\\5-�.. ·, ; . NAT I VE CAL ENDAR ( Cree ) \.IICKED HONTH K I S E P E S IH E • · � E MONTH H I < f S IW P E S IM HARCH GOOSE MONTH AP R IL F ROG MONTH N I S K I P E S IM AYEK I C[SIH HAY L AY ING MONTH P INIWAWE PE S I H JUNE HATCH ING MONTH PASKAWE P E S I H J UL Y MOULTING MONTH P US KO P E S IH AUGUST FLYING MONTH OHPAHOO P E S IH -0 <lJ .,... .. .a S E P TEMBER OCTOBER NOVEMB E R • • •••••••••• •• • • • • • • • • • • • • • • • • • • • HAT ING MONTH NOCH IH ITOO P E S IH F R E E Z ING MONTH KUSKUT INO P E S IH FOGGY MONTH YE KOPE \./ D£C:H8ER p ES IM D R I F T ING MONTH. P AWAS TUN P E S IN ...0 r "ll ::, b" bn...o �MffKE fi FbffKE F o l o a paper sQuare diagona l l y . l t c a n b e a n y s i z e , but p r a c t i ce w i t h a large square f i c s t . ! t w i l l be eas l e r . Fold t h i s triangle i n ha l f . C r e a s e t h e f o l d s a n d m a k e t h em a s s t r a i gh t a s you c a n . No• u n f o l d t h e s e c o n d fold. / l l O a s i l l u s t r a ted ( the d o t t e d l i n e s ) . l • i s d i v i d e s the p a p e r i n t o t h l r o s . F o r s i x i d en t i c a l p o i n t s make o n e m o r e f o l d a t t h e c e n t e r ( th e d o t t ed l i n e ) . , h e c o r n e r s • i l l n o t be p a r t o f t h e s n ow f l a k e . C u t t h e m o f f n o w a s shown " 1 t h the heavy l i n e . T h e f l a � e c a n be c u t n o w c r e a t i ng s i x p o i n � s . Ho"ever t h e points w i l l b e d i f f e r e n t , t h r e e o f e ac h . B e f o r e making the oesi g n , the corne r s should be cut o f f a t t h e h e a v y l i n e . Do n o t make t h i s cut for � i x identical points . w- �TRIBAL DESIGN: SYMBOLIC SNOWFLAKES Snowflakes are a most bea u t i ful symbol of g i v i ng. The del i c a te , ethereal ice-crys ta l s a r-e formed from water vapor, and, l i k e human b e i n g s , each i s u n i que. There i s much s i m i l a r i ty o f i ts general shape, b u t there i s an endl ess vari ety i n the deta i l s of each snowfl ake's stru c ture. A n d , l i k e pe o p l e , w h e n we j o i n t o g e th e r i n g r e a t n u m b e r for a c o m m o n g o a l , i t i s as the s n o w bl ankets the earth , i n beauty. Snow f l a k e s , l i k e g i v i n g . . . come f r o m the Sac red S p i r i t a b o v e , to g i v e mo i s t ure t o the earth, beauty for the spi r i t and fun for the c h i l dren. As y o u c r e a t e v a r i ou s ways to enj oy t h e s e t r i b a l de s i g n s n o w f l a k e s , r e m e m b e r sy m m e t ry , bal ance, des i gn , tra d i t i ons, crysta l s , weather and even m i c roscopi c photography. The book Snow Crysta l s by Ben t l ey and Humphreys w i l l a s tound you, w i th 2,453 photographs o f actual snow f l afes:" I. 2. 3. Match the snowfl ake to i t s corresponding tri bal d e s i g n . Create your own flakes wi th your favori te tri bal des i gn s . C reate new t r i bal des i gn s , i ncorpora t i n g tradi t i onal el ements. Make a Flake and Tribal Design: Symbolic Snowflakes taken from: TRADITIONS FOR TEACHING. WINTER 1987-1988 pgs. 12-14. Native Language in Ontario Vol. 9, No. 2 Page 1 3 �Native Language Publications Available From Lakehead University Bookstore OJIBWE Eastern Ojibwa-Chippewa-Ottawa Dictionary $44.95 by Richard A. Rhodes. Mouton Publishers, 1985 (623 pp.) Anishinaabemodaa: Becoming a Successful Ojibwe Eavesdropper $15.00 by Patricia Ningewance. Patricia is from the Lac Seul First Nation in Northwestern Ontario. This book has 16 Iessons with Ojibwe-English and English-Ojibwe glossaries.(150 pages) Ojibwa, Cr� and Micmac Plays and Games $7.50 in English and Vernacular. By Students of the 1983 Native Language Instructors' Program. Edited by Lisa Valentine. (70 pages) AapjiGo Geget Ngii-yekdiyebmi/AapijiGo Geget Ngii-ayekodiyebimin $3.90 Ojibwa Stories by Students of the 1987 Native Language Instructors' Program. Edited by Randy Valentine and Lena White. (35 pages) Ojibwe Structure Reference Booklet $3.0S by Lena White. This booklet gives examples of grammar structures in Ojibwe of Manitoulin dialect, designed to assist teachers in learning Ojibwe language patterns. Aandeg (The Crow) $6.95 by Shirley Pheasant Williams. Illustrated by Elizabeth King Gauthier. Waapoone Publishing, 1990. (28 pages) The story is written in Ojibwe and English. The Ojibwe version is with illustrations. "Statement Made by the Indians" $25.00 Edited by John D. Nichols. (1 10 pages) Hardbound. Oj ibwc/English, and interI inear annotated fonnats. Glossary. The text will provide reading and writing practice for teachers and fluent speakers. Ojibwewi-ikidowinan. An Ojibwe Word Re­ source Book $15.95 Editors: John Nichols and Earl Nyholm. 1979. St. Paul: Minnesota Archaeological Society. Portage Lake: Memoirs of an Ojibwe Childhood. Maude Kegg $19.95 Edited and transcribed by John D. Nichols. Edmonton: The University of Alberta Press, 1991. A bilingual book with stories presented of growing up at Portage Lake, Minnesota. Excellent reading and writing practice for speakers and advanced learners. CREE Spoken Cree $21.00 by C.Douglas Ellis. Revised edition. Cree language of West Coast of James Bay. Edmonton: Pica Pica Press. (715 pages). Designed for adult learners; This text features Grammar, Basic Conversation, and Drills. Cree Language Structures: A Cree Approach $15.00 by Freda Ahenakew. Winnipeg: Pemmican Publications Inc. 1987. (170 pages) This book will be an extremely useful tool for anyone who teaches Cree. A Dictionary of The Cree Language $52.50 by R. Faries and E. A. Watkins. An Ojibwe Text Anthology $45.00 Edited by John D. Nichols. 1988. (310 pages) wanisinwak iskwesisak / Two Little Girls Lost in the Bush $14.95 A Cree Story for Children. Told by Nehiyaw / Glecia Bear. Edited and translated by Fred Ahenakew and H. C. Wolfart. Illustrated by Jerry W h i t e h e a d . Saskatoon: Fifth House Publishers, 1991. The Ojibwe stories in this book will provide excellent reading and writing practice. For more information on books and prices, call 807343-8335. or by Fax 807-343-8158. Hardbound. Seven texts in Ojibwc/English, and inicr­ lincar annotated formats. Includes contributions by Timothy Dunnigan, Rose Barstow and Angeline Northbird; Francis Fox and Nora Soncy with Richard Rhodes; Alice king with Jean Rogers; Gregor McGregor with C. F. Voegelin, ediled by Leonard Bloomfield and John D. Nichols; Patricia M. Ningewancc; Earl Nyholm; Frank Pinc with Truman Michelson, edited by John D. Nichols and Arden C. Ogg. Page 14 Native Language in Ontario Vol. 9, No. 2 �FALL 1993 RELEASES from Theytus Books Ltd. COURAGEOUS SPIRITS: Aboriginal Heroes of Our Children From Guest Editorial by Richard Wagamese U>uRAGEOUS SPllrrS ...._,,_<NCUC.- " ... The stories that comprise this anthology arc the stories of heroes. Not so much the Hollywood hero or the heroes of dimestorc paperbacks. comic books or television but the everyday heroes that walk among us, touching us with the simple radiance of their Jives. Heroes are seen through the eyes of Aboriginal children. The heroes who play the roles of mother. father, aunt. uncle, grandfather, grandmother. chief, artist and friend. Accessible heroes whose magic is their proximity itself. Reading these stories is seeing the world through the eyes ofa child ... A world where example is the greatest virtue. A world where heroes arc measured. not by their accomplishments as much as by their day by day acts of living. In that light, Aboriginal heroes arc many. You will meet a cross section of everyday heroes here. Aboriginal people who by their example ... have developed the ability to transform lives ... " (Teacher's Guide also availablefor instruction on using the Book in the class­ room selling). From Preface "Aboriginal heroes are everywhere... Who is yours'! With these words, the Aboriginal Heroes Contest on which this book is based was introduced to students and teachers across Canada ... (Book & Teachers Guide also available in French). Finding external heroes leads individuals towards discovering the hero within them. The story format offered here is a powerful mechanism for this kind of self-discovery. and. in tum. to the building of self-esteem. The link between heroes and self-esteem could be the most meaningful approach to using this book with children." (Recommended for elementary & high school use.} Non-fiction/Native Studies Paperback. ISBN: 0-919441-S1-3 (Teachers Guide) 81/2xl 1 76 pp ISBN: 0-919441-50-5 (Student's Handbook) 81/2 1 1 1 1 80 pp S 5.95 $ 9.9S Native Language in Ontario Vol. 9, No. 2 Page 15 �RESOURCES Now Available from Eagle Works All materials have ben produced by Jim and Jessie Clark, Rick Gresczyk and Margaret Sayers Name of item Everday Ojibwe (Common Expressions and Commands) Let's Speak Ojibwe (50 dialogues) Ojibwe Word Lists (A Few Questions and Lots of Answers) TravellingWith Ojibwe (APhrasebook in the Chippewa Language) Quantity Booklet Cassette Booklet & Cassette $3.00 $5.00 $7.00 $5.00 $5.00 $9.00 $6.00 $ 1 0.00 $ 1 5.00 $20.00 not yet available Total TOT AL (U.S. Funds) Name of item Everday Ojibwe (Common Expressions and Commands) Let's Speak Ojibwe (50 dialogues) Ojibwe Word Lists (A Few Questions and Lots of Answers) TravellingWith Ojibwe (APhrasebook in the Chippewa Language) (for 10 copies or more) Quantity Booklet Cassette Booklet & Cassette $3.00 $4.00 $6.00 $4.00 $4.00 $7.00 $5.00 $9.00 $1 3.00 $17.00 not yet available Total TOTAL (U.S. Funds) SHIP TO: Account number._________ Name____________ Finn/Facility__________ Address.___________ City_____________ State.___ Zip Code______ Tax Exempt Number_______ BILL TO: Attention._____________ Telephone._____________ Finn/Facility____________ Address._____________ City_______________ State._____ Zip Code______ Tax Exempt Number_________ To speed up delivery and to save postage, please prepay your order! Mail your order to: Eagle Works, Box 11998, Minneapolis, Minnesota, 55411-0998 Page 1 6 Native Language in Ontario Vol. 9, No. 2 �NATIVE LANGUAGE RESOURCES Games and Activities in Ojibwe Dialect of North­ western Ontario. Available from: LAKE OF THE WOODS OJIBWAY CULTURAL CENTRE Contact No. 807-5 48-5744 Fax: 807-548-15 91 Spin the Wheel - Price $10.00 A spinning wheel numbered from one to sixteen with sixteen activities pictures. Can be used as a game in which students spin the wheel and name the activity and/or number where the spinner stops. Other uses are possible. Useful as an oral activity teaching verbs and/or numbers for the whole class or as a small group activity. Ladder Game - Price $10.00 A stop-and-go game similar to "Snakes and Lad­ ders". Players throw dice to move and name the pictures or follow any instructions on the square they land on. Useful as a reading and oral activity for small groups. Numbers Flash Cards - Price $10.00 Three sets of ten flash cards with pictures and names ofnumbers. One set represents numbers from one to ten for animate beings. One set represents number from one to ten for inanimate things. One set represents counting numbers from one to ten. Animal Jigsaw Puzzle - Price $5.00 A jigsaw puzzle with twelve animal pictures and matching names. Useful as a small group or indi­ vidual reading activity. Going to Grandma's - Price $10.00 A stop-and-go game in which players use dice to move. Players must name the picture or colour they land on. Useful as an oral activity for small groups. VIDEOS - VHS or BETA: FOR SALE Traditional Dances of the Ojibway People - $20.00 The Elders often express the continuing loss of our culture and traditions. Although our people struggle to keep the traditions alive, they say the modem pow-wow barely resembles the true Ojibway cel­ ebrations. This video produced by Lake of the Woods Ojibway Cultural Centre attempts to show the viewer the fonnat of the old time pow-wow. Featuring dancers from the Treaty #3 area, this video is both entertaining and educational. NARRATOR: Donald W. Kavanaugh OJIBWE LANGUAGE CURRICULUM Elementary Grade K - 8 $15 0.00 per grade Grade K consists of 9 books per grade Grade 1 - 8 consists of 10 books per grade Secondary Grades 9 & 10 These units include both a Teacher Resource Guide and a Student Workbook. Grade 9 includes 7 units for a cost of $ 175 .00 Grade 10 includes 13 units for a cost of $325 .00 Single copies may be purchased for a cost of $25 00 . each book. These units can be ordered from: The Fort Frances-Rainy River Board of Education 5 22 Second St. East Fort Frances, Ontario P9A 1N4 Phone (807) 274-985 5 Fax (807) 274-5 078 EMPLOYMENT OPPORTUNITY NASL TEACHER Part-time The Board of Education for the City of Scarborough requires a part-time teacher to teach Ojibway, K-8, in Native as a Second Language. Applications are invited from qualified teachers. For further infonnation, call Mrs. Wade at 416-396-6210. NATIVE COMMUNITY LIAISON COUNSELWR Half-time The Board of Education for the City of Scarborough also requires a half-time Native Community Liaison Counsellor. Applications are invited from qualified persons. For further infonnation, call Mrs. Inez Elliston at 416-3967578. Note: An applicant qualified for both positions would be able to combine the two, and work for the full day for The Board ofEducation for the City ofScarborough. Native Language in Ontario Vol. 9, No. 2 Page 17 �CONFERENCES The 1 5th Annual American Indian Language Development Institute The University of Arizona. Tucson June 6 - July 1 , 1994 Dr. Ofelia 2'.epeda and Dr. Teresa McCarty, Codirectors 1994 Theme: Literacy and Literatures in Indigenous Languages The University of Arizona, College of Education and American Indian Studies, will host the 1994 American Indian Language Development Institute (AILDI). The AILDI has provided hundreds of educators with unique opportunities to study Native American languages and cultures, and to develop curricula for Indian classrooms. Offering 6 graduate or undergraduate credit hours, The AOLDI involves linguists, tribal ciders, bilingual/ESL specialists, teachers, aides and school administrators in an integrated learning experience. Courses emphasize holistic, interactive teaching strategics that tap Indian children's prior knowledge, promote self-esteem, and de­ velop literacy, biliteracy and critical thinking. All courses lead toward regualr degree programs and toward bilingual and ESL endorsements. 1994 Courses/Topics (follow-up arranged for all classes): *Linguistics for Native American Communities *Native American Text Translations *Bilingual/Multicultural Materials Development *Structure of Southwest Native American Languages *Creative Writing in the Native Language *Tribal Language Policy & Planning *Native Language Materials & Computers *Multicultural/Native American Children's Literature CO URSES FULFILL GRADUATE DEGREE PROGRAMS AND GENERAL EDUCATION BEQWBE­ MENTS FOR UNDERGRADUATES, DEGREE ADVISEMENT IS PROVIDED. SPECIAL WORKSHOPS & GUEST PRESENTATIONS: * * * Guest speakers and discussion sessions will focus on the 1994 theme: development of literacy in the Native language, creating authentic Native language literatures, and issues of schooliong and policy related to indigenous langauges. Whole language workshops and breakout sessions will be featured. Undergraduates: The AILDI offers a general education strand, including courses in humanities taught by Native American faculty. Microcomputer users: Take advantage of special computer workshops on bilingual materials development. Learn from and interact with bilingual education experts and tribal/community specialists. FINANCIAL ASSISTANCE: Stipends for housing and expenses are available. COSTS AND LOCAL ARRANGEMENTS: Approximately $530.00 tuition for 6 credit hours; plus additional housing costs ($250-$650);books ($75);and meals(on your own). Apartments with cooking and family facilities can be arranged. To receive registration and additional infonnation, please complete and return the fonn below. Name._________________ Daytime Phone____________ Address__________________________ ZIP________ Your Position/School_______________________________ Return to: AILDI Coordinator College of Education, Department of Language, Reading and Culture University of Arizona, Tucson, AZ. 85721 Phone (602) 62 1-1068/131 1 Page 1 8 Native Language in Ontario Vol. 9, No. 2 �NEW YEAR'S CELEBRATION OSH KWI KEENONAWIN INTER-TRIBAL POW-WOW Dec. 30, 31, 1993 - Jan. 1, 2, 1994 Thunder Bay, Ontario Canadian Lakehead Exhibition Grounds Pow-wow Grand Entries: Dec. 30, 1993 at 6:00 p.m. Dec. 31, 1993 at 1 00 : p.m. & 7 00 : p.m. Jan. 1 , 1994 .. at 1 :00 p.m. & 7:00 p.m. Jan. 2, 1994 .. at 1:00 p.m. Master of Ceremonies: Vince Boyd Bemidji, Minn. U.S.A. and Alan Manitowabi Christian Island, Ont. • • • • • • • Host Drum picked daily Exhibition Dancing Feast: Saturday, Jan. 1, 1994 Honorarium for Dancers & Drums Princess Pageant Craft Tables Security at all times For more information, call: Kenny (Pay Plat) 807-824-2190 Jim (Rocky Bay) 807-885 -3148 For Trader information call: Kathy (Thunder Bay) 807-473-5 864 Public Invited. Everyone Welcome! CONFERENCES ELDERS CONFERENCE at Trent University Peterborough, Ontario hosted by: Trent University Native Students' Association Feb. 18, 19, 20, 1994 For Information call: Kathy Fife at (705 ) 748-1466 ELDERS CONFERENCE at Lakehead University Thunder Bay, Ontario hosted by: Lakehead University Native Students' Association March 4, 5 , 6, 1994 For information call: Student Services at (807) 343-8085 ISOLATE TEACHERS' CONFERENCE at the Airlane Hotel Thunder Bay, Ontario hosted by: Umfreville District School Area Board Feb. 16, 17, 18, 1994 For information call: Pam Hunt at (807) 475 -6989 Native Language in Ontario Vol. 9, No. 2 Page 19 �··1 1 1 � ,� ·� ' ;) �: } -..:. � � � t• ' � �� � � � • t-,...,_) � -,:\ � ' - � � 1 \<J � ,.} �- ·�...,, (' J ....., � � � •.,J - \ --� • J... . �-� :· -� ....... ....,...., .:J . ...._ ·- · \,.'., . '-• lJ ...., ,.J �.� ' ' � ---<._ _,' --=..:. ..._. Native Language in Ontario Vol. 9, No. 2 ....., ,_ :). .)... ., � � � � ) ) .....:, � '�, Page 20 --- s.. � � � le .J' <::-� "") <J " ,,.::,., -.:..c.. _, � ,:--. '\ ·✓ � ;;,; �� 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 9 (2), November 1993 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 1993-11-01 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/7bfefe59571e5491c52f5dd5cfc5f03a.pdf 38ecb1c30490a8003df8fab5105a8eea PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..vJ�·' PP..o<l LnA•br b N.L.I.P. Volume 9, No. 3 February 1994 �Volume 9, Number 3 February, 1994 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................../1 President's Message................................................................/1 The Four Language Teaching Methods By Lena Odjig White.........................................../3 Teachings of the Seven Grandfathers By Lena Odjig White.........................................../6 Survey of Fluent Native Speakers By Sweetgrass First Nations Language Council........./9 :NI.- 3251 Seminar ................................................................ Jl2 Announcement: Julia Ann Rivers........................................./12 Natives Fight to Save Language .......................................... J13 Salute to Elders....................................................................J14 Ojibwe Play by Rose Nadjiwon............................................/15 Natives must keep language ................................................./16 Call for Submissions ............................................................/16 Conference News ................................................................Jl7 Pow Wow lnformation ........................................................ /18 This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. 'They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. lbeir enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: •review a resource *write an article •provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343-8542. NativeJ:iJOfUA�in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E 1 February 1994 �Coordinator's Message Aanii I Boozhoo! Kina enchiyeg gmikwenmigoom. Nishin go maanda wiindmaading ezhchigeng, ldnoomaading miinwaa aasgaabwitaading pane. We are thinking of you, and it is good that we share what's going on, infonnation on current activities, thoughts and ideas, and supporting one another in our endeavours. Plans for the Native Language Instructors' Program (NLIP) for 1994 is underway. The Native Language Teachers' Certification (NLTC) and the Native as a First/Second Language Diploma (NAFUNASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads, and students who meet the admission requirements. One of the institute courses, NL3251 is innovative and is described in this newsletter. The Practicum Workshops for the fourth week of classes will again include Arts and Crafts, Herbal Medicine, Medicine Wheel Teachings and Adapting Existing Materials. New workshop topics this year include Adult Education, Music in the Classroom (tentative), and History and Traditions. The dates for the NLIP 1994 are: Monday, July 4 - July 28 (NLTC); July 4 - July 22 (Diploma Programs). Registration will be on Sunday and Monday morning. You will be notified of the specific times and other details in the next Newsletter. The NLIP Student Council elected last summer decided at one of their meetings that the Council should remain active throughout the year so that plans for the next NLIP session begin early. This is an excellent idea. It will provide continuity and communication. Virginia Henry, President of the NLIP Student Council, has a message for us which is included in this Newsletter. Gchi-miigwech, Virginia, for those encouraging, enlightening and beautiful words of love, caring and support. We encourage you to share any information you may have on Native language education. It can be an article, a teaching idea, a game, a song, a book, or any resource or reference material that you find useful, please submit to us and we can include it in our next Newsletter. Application packages were sent in January. The packages include all the forms that need to be filled out, and include information on residences and meal plans. The deadline for applications is April 30. 1994. Applications after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible. In the last few years, much has been done in the retrieval of our Native teachings and traditions. I, myself, have learned a lot from these teachings. and have shared what knowledge and understanding I have of the Medicine Wheel (the circle of life), and the Seven Gifts of the Seven Grandfathers. The two articles that I share in this issue are The Seven Gifts and the Four Teaching Methods in language teaching as seen from a wholistic perspective. Mii wi mnik waa-lddyaanh. Aapji go naa nishin miinwaa maanda dbaajmo-mzinigan niindaagooyeg. Baamaa pii miinwaa. This is all we have for now. It's a pleasure to keep you updated on NLIP plans, and to share the news of other relevant activities. In the Spirit of our Native Languages! � Lena Odjig White, Coordinator of NLIP Native Language in Ontario Vol. 9, No. 3 Page 1 �President's Message Aanii! Boozhoo! Mkwa-Giizis Goojin Bezhig Nsagnagzi 1994 Nsabboongad. Kina eknoomaagejig ge nwiijkiwenyag. ngichi-nendam zhaazhi miinwaa ngoding gii-bkinaadmang ngo­ giizis eyiw shki-bboon. Aapji nmaanuikwendam ezhi-jaanmibdeg maanda dbagan "Time .. ezhnikaadeg. Gnimaash ge mii maanda ezhwebzigwen ow eniziikzid zhaazhi eniziigzhed. Chi-baapin! Mii go naa mnik ge kidyaan. Aambe nga-zhaagnaashiim. Bangii gwa geniin ngishtoon wii-zhichigeyaan yiw. I would like to extend to one and all a very successful year whether you•re teaching or thinking about a teaching career. We are a Successful People! As a teacher. in my fifth year, I find the work rewarding as I hear the people speaking their own language. There have been tiresome times because of different levels of learning and age groups. Everyday I teach at the elementary and secondary level with kindergarten being the youngest. I also have two adult night classes each week. It can get busy but the surge of pride in hearing the language being spoken by our people is what keeps me going. As the season for classes begins again at Lakehead, I hope that the enrollment is satisfactory. We must keep rekindling and adding in order to keep the fire burning for the language of our people. On behalf of the Student Council members for the Language Program. I say to you "Keep Smiling.. and let•s work together for the betterment of our people. As I say this, I can almost hear "Nmishoomis" say "Gegwa wiikaaonendt)genmaandaNishnaabe nwewin. Mii yiwwaa-bmaadziimgakpiiseif-governmentbiindigemgak. I have pondered on these words and the only conclusion I have reached is that the words and the deep meaning they have is what will keep us alive and going. The language itself will ignite and keep the fire burning in all areas of our life. In closing, I wrote a little poem for Valentine•s Day but it is also good for every day. I hope you like it and I have some for sale so if you would like one. write to me. They're actually very nice with colour. I guess I'm still the President until the new class beings so until I write or see you I remain, GiinPane! Virginia Hemy President NLIP Student Council Address: Virginia Hemy 1731 Murphy Rd. Samia, Ontario N7S2Z6 Tel. #519-541-0410 (P.S. On all the poems, songs, or stories I write, you will see my name as Virginia Henry Ritchie, but it doesn't mean I'm re-married. It's my maiden name.) "Naasaab" Naasaab Ow memengwaans Ezhl-}aanmibzanid NiwNangwiigaansan MU Genii Naasaab Ezhi-jaanmibdeg EyiwNDEH Pii Waabminaanl Gaa-zhibiiyang: Page2 Virginia Henry Ritchie Sarnia First Nation 1994 Native Language in Ontario Vol. 9, No. 3 �The Four Language Teaching Methods: An Overview • Grammar • Translation Students generally learn the grammatical rules of the language and then write out translations in order to become fluent. Features: - emphasis on grammatical rules - allows comparison between languages - emphasis on reading and writing skills - it is an abstract fonn of learning • Audio-Lingual Students learn to speak phrases and sentences by repeating oral exercises. They will learn the underly­ ing grammar not by being taught, but unconsciously by repeating and memorizing examples of gram­ matical structures. Features: - learning is based on dialogues and oral drills (repetition drills, substitution drills, transfonnation drills, etc.) - emphasis is on listening and speaking - there is a great deal of speaking practice - promotes good pronunciation. • Situational Students learn to speak by acting out "real situations" (e.g. at the store, in the school) and learning typical dialogues used in everyday speech. Features: - teaches vocabulary and language patterns in context - realistic communication is practiced - listening and speaking is emphasized. • Communicative The emphasis is on the use of the language in the classroom. The purpose is to teach language as it is used every day. Students learn to use the language in discussions centering on issues and themes rel­ evant to students' interests, such as family, friends, social and cultural events. Features: - emphasis on the four skills; listening, speaking. reading and writing - demands understanding in order to express feelings, needs, opinions, etc. - engages student in creative and meaningful communication - highlights structural, conversational, and social aspects of language Native Language in Ontario Vol. 9, No.3 Page3 �TEACHING AND LEARNING THE NATIVE LANGUAGE THE WHOLISTIC APPROACH Communicative • four language skills • meaningful communication Spiritual • fulfillment •cultural •values Grammar-TranslaJion •focus on grammar rules • reading/writing FOUR METHODS Audio-Lingual • stresses fluency • oral language listening/speaking • Physical • beautiful speech • retrieval (recall) Mental •rule conscious • reflection Situational • realistic communication •practice language in context • listening/speaking Emotional • sensitivity to the feelings of others • place of the bean (love) L. Odjig White Feb./1)4 Page 4 Native Language in Ontario Vol. 9. No. 3 �COMMUNICATIVE COMPETENCE Communicative Competence is actually the combination of competence in four areas (grammar-translation) ( 1) grammatical (audio-lingual) (2) discourse (dialogues) (situational) (3) sociolinguistic (communicative) (4) strategic These four areas provide the following features: - process is the primary focus of planning and instruction; - infonnation of interest; - interaction between people who have something to share; - negotiate meaning in real-life situations; - appropriateness (how it should be said and when in different social situations) "In a holistic integrated approach to second language learning, reading and writing activities do not take place in a separate companment, but flow out of listening and speaking activities." (Lan&YA&e and Children - Makioi theMatch. by Anderson & Pesola. p. 137) The holistic approach gives you the freedom to write, describe, reflect and indicate how you reacted and experienced in different learning situations. "The quality of writing the students produced reflected the quality of the writing they experienced. The exact process cannot be prescribed. It is different for every piece of writing and between writers. It is affected by ...experience, function and purpose, personality and situation." (Research Paper by Linda Cameron, U of T., 1989) ANISHINABE (OJIBWAY) HISTORY PLACE YOUR ORDER TODAY These informative booklets would be an excellent addition to Native Education Programs. The set includes: Order a set of 9 Booklets for only $24.00 Anishinabe Clan System Functions Loon Clan & Crane Clan Fish Clan Bear Clan Marten Clan Bird Clan Deer Clan Visions of Sitting Eagle Ogitchita Society Send order to: Golden Eagle Clan Development General Delivery Rosa, Manitoba ROA lN0 Please send certified cheque or money order to the above address. Please allow six weeks for shipping and delivery. Native Language in Ontario Vol. 9, No. 3 Page5 �OJmWAY TRADITIONAL VALUES TEACHINGS OF THE SEVEN GRANDFATHERS The Seven Gifts 1. Nbwaakaawin To cherish knowledge is to know WISDOM. 2. Zaagidwin To know LOVE is to know peace. 3. Mnaadendiwin To honour all of the Creation is to have RESPECT. 4. Aakde'win BRAVERY is to face the foe with integrity. 5. Gwekwaadziwin HONESTY in facing a situation is to be brave. 6. Dbasendizwin HUMILITY is to know yourself as a sacred part of the Creation. 7. Debwewin TRUTH is to know all of these things. These are the teachings that were given to the Anishnaabe Nation. Remember that the other Nations were given teachings that are slightly different from these. But in all the teachings of the different Nations there are commonalities. This sameness refers to the basic Truth that interweaves all natural ways of living. (Benton-Banai, 1988) The Medicine Wheel is an ancient symbol used to express and represent the meaning of the four Sacred Directions which encompass all of the teachings of the Seven Grandfathers, so that we can live in harmony with all of the Creation. Page6 Native Language in Ontario Vol. 9, No. 3 �VALVES AND COMPETENCY CRITERIA The Seven Teachings that were given to the Anishnaabe Nation function as the competency criteria in personal, program, and community development. This includes language. culture, human services, counselling, prevention, administration, planning, policy making, and self government The Medicine Wheel and the Anishnaabe Teachings will facilitate the process in defining goals and objectives to meet the needs of individuals, families, communities and Nations. Nbwaakaawin To cherish knowledge is to know WISDOM • • • • • • • • to earn wisdom by taking time to reflect on everything we experience; to acknowledge the opportunity of every lesson learned; to learn a high degree of knowledge - the cumulative culture of the human race; to .know and practice the values and ethics of my chosen occupation; to communicate understanding; to seek guidance from our Elders; to consistently seek to extend knowledge and improve skills. to promote excellence in educational development. Zaagidwin To know WVE is to know peace • • • • • • • • • to know how to get along with others and work with people; to have the capacity for caring; to recogni:re the value of sharing; to have things in a state of order and harmony; to show kindness and cooperation; to know and understand your program or project's mandate, goals and objectives; to apply practice values of acceptance and empowerment; to demonstrate capacity to offer hope and effective support; to work towards harmony and well-being in interpersonal relations. Mnaadendiwin To honour all of the Creation is to have RESPECT. • • • • • • • • to encourage respect for the diversity of cultures which constitute society; to accept cross-cultural differences; to have a strong sense of what is right; to maintain high standards of conduct; to safeguard people's dignity, individuality and rights; to respect the integrity of oneself and others; to fonn a meaningful relationship with the community; to act to effect social change for the overall benefit of the community. Native Language in Ontario Vol. 9, No. 3 Page7 �Aakde'win BRAVERY is to face thefoe with integrity. • • • • • • • to have courage and face difficult situations; to acknowledge the ability to go deeper into self•awareness; to be strong and achieve completeness in our personal development; to maintain strength of character, to have self.assurance; to identify personal and professional development needs and undertake to meet them; to demonstrate awareness and understanding of own attitudes and values in the helping process; • to fulfill obligations and responsibilities with integrity. Gwekwaadziwin HONESTY in facing a situation is to be brave. • • • • • • to have personal qualities in truthfulness, sincerity and fairness; to have respect for other's and for one's own personal integrity; to know our obligations of maintaining confidentiality; to know how to manage confidential information; to respect the inner workings and difficulties of a workplace setting; to know how to communicate or receive feedback appropriately. Dbasendizwin HUMILITY is to know yoiuself as a sacred part of the Creation. • • • • • to be modest in our actions especially in the context of helping; to have sensitivity toward others; to be respectful of others' preferred ways of doing things; to develop self•awareness on personal strengths and limitations; to know that I have the capacity for growth and change; take initiative in self-development and self.evaluation; • to use self-disclosure appropriately, • to develop listening and observation skills; • to allow people self-determination; mutually document needs; Debwewin TRUTH is to know all of these things. • • • • • the state or character of being ttue in relation to being, knowledge or speech; to be real and natural and have a genuine interest in your work; to be loyal in our human relationships; to learn and adhere to local community and family protocol; to know and understand human growth and development as it pertains to all of the Seven Teachings. Prepared by: L. Odjig Whi&e. Jan/94 Page8 Native Language in Ontario Vol. 9, No. 3 �SURVEY OF FLUENT NATNE SPEAKERS As of December 7, 1993 The following statistics and graphs were compiled by the Sweetgrass First Nations Language Council Inc., a not-for-profit organization, headquartered out of Brantford, Ontario and was shared by Amos Key, Speaker for the Council. Herc you will find the latest Aboriginal First Nations language retention ra tes for those communities in southern Ontario in which we serve. These retention rates are based on researching the people who speak fluently an aboriginal language other than English in these southern Ontario First Nations communities. In short, these people are functionally bilingual. The Council asked members of the Council to list in 10 year age groupings names of fluent speakers in their communities. Because the numbers were so small, actual names were submitted! The total First Nations population figures were acquired from the Indian and Northern Affairs office in Brantfonl. These figures include total numbers of people registered to a First Nation, whether they reside on or off the reserve. 24 First Nations Communities in Southern Ontario 'W Canada C'l1i1)11cw:1� of Cicnr�iuJ Scu�u� (:J Toronto Lake Ont. United States Lake Erie Native Language in Ontario Vol. 9, No. 3 Page 9 �FLUENT NATIVE SPEAKER INVENTORY 24 First Nations Communities In Southern Ontario as of December 7, 1 993 BAND Population as of June30/93 # of Fluent Speakers Alderville Beausoleil • Christian Island Caldwell Chippewas of Georginia Chippewas of Kettle & Stoney Point Chippewas of Rama Chippewas of Sarnia Chippewas of Saugeen Chippewas of Nawash • Cape Croker Chippewas of the Thames Curve Lake Golden Lake Hiawatha Mississaugas of the Credit Mohawks of Gibson Mohawks of the Bay of Quinte Moose Deer Point Moravian of the Thames Muncey of the Thames • Oeleware Onyota'a:ka: Parry Island Scugog Six Nations of the Grand River Walpole Island 787 1 ,237 1 90 515 1 ,572 996 1 ,477 1 ,230 1 ,708 1 ,774 1 ,425 1 ,282 372 1 ,228 540 5,595 298 842 384 3,920 806 116 1 7,397 3,041 0 1 51 1 60 57 81 13 88 1 16 4 1 23 8 0 1 43 17 17 13 0 213 53 2 271 295 Reported Summary Totals 48,732 1 6 27 % of Pop. that are Fluent *Note: The Akwesasne Mohawk Nation did not participate in the survey. 50000 45000 40000 35000 30000 .9 � 25000 ga. 20000 1 5000 1 0000 5000 0 Population as of June 30. 1993 Page 10 English Speakers Native Language in Ontario Vol. 9, No.3 # of Fluent Native Speakers 0.00 1 2.21 0.52 1 1 .65 3.63 8.13 0.88 7.15 6.79 0.23 8.63 0.62 0.00 0.81 7.96 0.30 5.70 1 .54 0.00 5.43 6.58 1 .72 1 .56 9.70 3 .35% �FLUENT NATIVE SPEAKERS 24 First Nations Communities In Southern Ontario as of December 7, 1993 BAND Age GrOUP-S -= 7��-----,, o�.-� 1= s� 1-6 �0:--..-�6�1_ =--,-�3�1�-� - 2�0:-.-�2�1-� 1 ---= ve r_, 0 30 0-.J-- 4 1 .s o • 0� 4= Alderville Beausoleil • Chrislian Island Caldwell Chippewas of Georginia Chippewas of Kellte & Stony Point Chippewas of Rama Chippewas of Sarnia Chippewas ol Saugeen Chippewas of Nawash • Cape Croker Chippewa of the Thames Curve lake Golden Lake Hiawatha Misslssaugas of the Credit Mohawks of Gibson Mohawks of the Bay of Quinta Tyendinaga Moose Deer Point Moravian of the Thames (Delaware} Muncey of the Thames Onyota'a:ka: Parry Island Scugog Six Nalions of the Grand River Walpole Island 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 11 0 0 0 0 0 0 2 0 1 0 0 0 1 0 6 0 0 46 0 12 0 11 0 5 2 0 e 1 0 1 1 2 1 0 0 2 2 0 6 14 0 53 0 16 5 11 4 24 13 0 30 1 0 0 23 0 12 12 31 3 12 34 0 45 2 0 0 9 0 0 4 1 4 0 11 2 1 0 48 0 21 59 1 73 93 1 14 14 0 20 0 16 21 16 1 36 40 0 19 1 0 0 e 3 5 5 0 31 14 1 76 84 0 9 1 5 19 11 5 0 12 0 21 3 0 0 14 11 4 6 0 36 8 0 8946 1 14 Totals! 22 o 272 3 9c.....:... 7 -1.__.;c.."--"---' 4 1 S -.L---=-..: JOO �---�---�---�---�----'--- s o o _.l_1 1 . 8 9 4 _._ 3=-6 _, 6-'-' 3-= 0-= 2-=0_�_ 0_ 4-'-7_...._--'-7-'-..... 27 2__._ _ 7=/4 of Totals repo rtedl.._ . 1:...;1:.::e'--.... I....:1:.::9:.:.·.:.. J -= 1 '-.4 _ ___ o__ • 0_ c...c...... '"'""'"""'.a...:...... I =;....;•:.:: 0 Percentage of Fluent Native Speakers by Age Group 24 First Nations Communities in Southern Ontario 30 25 20 % of Fluent Speakers 15 10 5 l0-20 21 -30 31 -40 41 -50 51 -60 61 -70 Over 71 Age Groups Native Language in Ontario Vol. 9, No. 3 Page 1 1 �NL 32S1 Seminar - Translation: Old and Contemporary Expression (July 4 - July 22 Monday to Friday 10:30 a.m. - 12:30 p.m.) Here's some exciting news about this course. This seminar course is going to be innovative, a real Anishnaabe way of learning, with a project that will elicit as much as possible old and new vocabulary and expressions which will be documented. This seminar will be done in an immersion format, and will involve research into the Native language, at the same time students will learn quilting. Quilting is one way of learning and expressing our ourselves and our culture. The art, the designs, the motifs, and the images all have symbolic meanings which will be valuable to the research. This form of an. quilting, encompasses the teachings of the Anishnaabe culture and serve as a constant reminder of all that the Creator has given us ... (Pimaatisiwin, 1992). Students who wish to take this course should be able to sew. Students who arc taking this course are also encouraged to bring their own sewing machine if possible. Alice Williams will be the instructor for this course. Alice is a well-known artist, and has had exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992 where some of our NLIP students had the opportunity of viewing her artwork. Alice is a holder ofan Ontario Teaching Certificate from Lakehead University. She also has a Bachelor of Arts Degree in Sociology and Native Studies from Trent University. In 1993, Alice took Advanced seminar courses in research offered by the Native Language Instructors' Program. ANNOUNCEMENT: JULIA ANN RIVERS RECEIVES BROADCASTER OF THE FUTURE: ABORIGINAL PEOPLES' INTERNSIDP AWARD taken from Global News Newsletters The award, which is co-sponsored and co-funded by the Canadian Council for Native Business, is a $21,000 internship program which Rivers will fulfill at the Global Television Network. Rivers, who is in her last year at Algoma University where she is majoring in sociology and anthropology, founded and continues to host and produce a Native television program on cable television in the area. The Biidaajmaad (meaning "bring news about") program is now in its fifth season and has featured Native role models such as Ted Nolan, Steve Beaupre and Roberta Jamieson. Part of the mission of Biidaajmaad, a non-profit organization, has been to enter the field of broadcasting. Julia believes that, by improving her own knowledge and slcills through this internship, she will be able to help teach other Natives who work on the program. Following six weeks in Media Relations, Julia moves on to Programming, Traffic, Marketing, Canvideo, On-Air Promotions, News, the Ottawa Bureau, Transmitters, Engineering, Accounting, Production, and Operations. Her final 1 3 weeks will be spent in the area of her choice. Page 1 2 Native Language in Ontario Vol. 9, No. 3 �NEED SUPPORT Allhough the Ojibwa language was in danger offading away 10 years ago a, the Pie River First Nation, it is now being taught to 93 students al the Pie D<6J School. Without such support, many aboriginal languages thalpreserve the culture of native peopleface extinction in two generations, say officials. Natives fight to save language Article taken from The Chronicle-Joumal/iunes News, Saturday, December 4, 1993 By David Kuxhaus Rose Moses carefully sets her props on the ledge of the blackboard at the front of the classroom. Just a few simple things you'd normally find around the kitchen - a small metal frying pan, salt shaker, plastic plate and fork. As she turns around, the laughter and joking among the 25 Grade 1 and 2 students at Pie Day School fades. "Biidoon abwenin,'' she asks one child. The little boy slowly rises to his feet, walks to the front of the room, and brings her the frying pan. "Abwenin," says Moses, pointing to the frying pan. The class repeats the word in unison and another small step is taken along the road to rediscovery. A journey for the Pie River First Nation that begins with their language - Ojibwa. "The most imponant gift we can give our children in school is Ojibwa," says education director Cindy Fisher. "It'11 give them a strong base. . . a balance so they can go anywhere and survive. Without it, it's like sending a kid out camping without a sleeping bag." Fisher describes Ojibwa as a living language, one that becomes a part of you and tells you who you are. "When you're introduced in Ojibwa," she explains, "you're introduced as, 'The son of . . . , or the nephew of . . . or the grandson of . . . • Part of your background comes with you. About 10 years ago, the language - and culture it embodies - was on the verge of slipping away in this community of about 350 located about 300 kilometres east of Thunder Bay. According to the Assembly of First Nations, at least two-thirds of its communities are experiencing the gradual loss of their language. And only three of Canada's aboriginal languages - Cree, Ojibwa, and Inuktiwt- are considered reasonably assured of survival. But without the commitment and support of the community, they say, these languages will disappear in two generations. "It's always been a concern," says Fisher. "But once it started to go, I think it began to hit home how important it is." Now that it's taught daily to the 93 students at Pie Day School, there•s talk of translating street names like Beaver Crescent and Rabbit Drive into Ojibway, and one storekeeper is working on labelling his items in the language. More importantly, anewly-fonned language committee is developing a strategy that will make the circle complete. As Fisher says: "My ultimate dream is to have Ojibwa as the first language of the school, the hallways, the playground and the community." But she emphasires children here will always have a choice in expressing themselves, unlike the days of residential schools where native languages were smothered. "Nothing ever comes out of force," she says. While a recent survey in the community shows that fluency in Ojibwa is for the most part confined to those more than 50 years old, there is overwhelming support (close to 100 percent) among younger adults to learn the language and have their children do the same. Fisher anticipates it could take five years before Ojibwa is used in everyday conversation. To accomplish that, the language committee will be looking at such things as immersion programs, and possibly a two-week language camp during the summer that would bring youngsters and elders together. Closer at hand is a community cuniculum writing workshop in February, headed up by a member ofthe University of Oklahoma's American Indian Institute. It's designed to take native themes, such as rabbit snaring, and work them into various subjects. For example, math problems could involve how many rabbits were trapped and how many miles travelled. Art classes would teach students how to make rabbit blankets, and the sciences would explain the ecosystem as it relates to the animal. Native Language in Ontario Vol. 9, No. 3 Page 13 �Salute to Elders Speaking language crucial to knowing own culture Taken from Regional Windspeaker. Page R6, January 17 - January 31, 1994 By Tina Crouse BIG COVE, N .B. Pauline Sock, of the Big Cove Micmac re­ serve in northern New Brunswick, is an Elder with an interest in healing the problems on her reserve through the traditional practices. She is trained as social worker, but does not fill that role fonnally on the reserve. She is simply a friend to all in need. "My home is open to everybody," she said. People, particularly teenagers, come to her to discuss problems infonnally. one-on-one, or for­ mally, in a talking circle. The teens express their concerns to her, and also a desire to learn aspects of their culture. To Sock, one of the surest roads to healing involves learning the culture of the Micmacs. In 1993, Big Cove suffered through a rash of suicides, mostly teenage boys. In March, the reserve held a mourning and healing week, during which tradi­ tional values were emphasized and alcohol was banned from the reserve. "Kids don't get a lot of cultural education in the schools," Sock said. "During the healing week they were exposed to drumming, dancing and the talking circle. It was good for them to see and participate in the ceremonies." What the children of the reserve don't learn in school, they can find out from her. If she doesn't have the expertise, she will find someone to teach them what they want to know. Sock believes knowing the language is the most crucial step to returning to traditional values. "Some of the teenagers speak English and Micmac, but when they're at my house, they speak Micmac." It is also important for teenagers to learn the "old ways", like drumming, dancing and ceremo- Page 14 nies. Sock's own request for knowledge about her culture began just a few years ago. She said she always knew how to speak Micmac, but in her youth there were no other ways to learn the Micmac culture on the reserve. "In the past four years, there have been a lot of gatherings. I had three, myself, last year. When I was a teenager, though, there was nothing there for me." "I guess there weren't enough people inter­ ested. But now 40-45 percent of the community is ,, interested in our traditional ways. Some non-participating members on the re­ serve she feels have trouble reconciling their belief in a Christian God with the Micmac ceremonies. ''They're scared ofleaving the church, so they back away from our rites. But I go to church and go to ceremonies. If they find that balance, they will be okay." In the past four years, Sock has visited other nations; the Sioux, Ojibwa, Cree, and Maliseet, and said she had to respect their tribal ways in order to fit in. ''They have more strict rules than our Micmac Nation, especially the ceremonies." She said she would like to see that son ofthing become part of the Micmac Nation. "I think it will have to start from respect. The people who don't believe in our ways, at least they should show respect." Last year, Sock and 1 1 other members of the Big Cove reserve extended their brand of healing to France, when a group of children suffering from cancer requested they come and dance. "It was their last wish to see Native dancers," she said. "We spent 15 days with them. They were very sick, yet spiritual. They had hope and were detennined to live. It was a good experience for us." Native Language in Ontario Vol. 9, No. 3 �OJIBWE PLAY Scene: Background (Autumn scene) Props: Rolled up newspaper to resemble wood. May be painted brown or gray. Caps with beaks to resemble duck bills. Duck feet to resemble charred duck feet Nenbozh dressed in Anishinaabe garb of long ago (skins. hides, feathers, drums & sticks) Nenbozh Miinwaanh Zhiishiibag One beautiful fall day, Nenbozh awakens feeling very hungry. Nenbozh: Geget sa naa nbakde. Suddenly he hears ducks u they land in the water nearby. Nenbozh: Zhiishiibag nzhiwendaagos sa niin. Nenbozh: Niijkiwenyag, maajaag maampii. Wenesh waa-yaaman? Zhiishiibag: Nenbozh: Gwii-kinoomoonim shki-dnakmigziwin. Zhiishiibag: Ahaaw, nga-bi-zhaamin sa go. Ducks go to Nenbozh. Nenbozh: Shkode niimin zhinkaade waa-zhichigeying Ahaaw. Zhiishiibag: Nenbozh: Maamginsagweg! Ducks gather wood and Nenbozh builds a fire, then he starts to drwn. Nenbozh: Ahaaw! mbe niimdaa, aabdeg geye gga-bzangwaabim. Ahaaw. Zhiishiibag: Nenbozh: Gego gnige dooskaabkegwan. Ahaaw! Zhiishiibag: Nenbozh: Wegwen dash entaa-niimgwen, ndewegan nga-miinaa. Ahaaw. Zhiishiibag: As the ducks dance around, Nenbozh grabs one each time they dance by him and rings lheir necks, each one goes Quack! u he grabs them. Nenbozh: Mii go enwek, nshiimedag gnitaa-niimim. One duck swts to get suspicious and takes a peek. He sees a pile of his dead friends and quickly warns the remaining ducks. Zhiishiib: Gnisgonaan gsha nii Nenbozh, gjibiweg! The remaining ducks run away. In his anger, Nenbozh seizes the peeping duck and kicks him in the rear, and sends him flying. Nenbozh: Gaa-wnji-dooskaabyin! Nji go iw gii-dooskaabyin da-mskwaanoon gsbkiingoon biinish go shkwaa-kiiwang. Nenbozh lhen puts the ducks that he had caught into the burning hot coals, turns around and yawns. Nenbozh: Ngiikiimgosh nga-kawe-nbaa. Nenbozh: (Addressing his back end by patting it.) Kawaabam giw nzhiishiibmag, majishin pii mnozwaad. After a while Nenbozh awakes to a burning smell. He quickly jumps up and checks his ducks. He pulls on one of the feet sticking out of the fire and pulls out a charred duck leg. Tosses it away. He saomps angrily off the scene. Mii iw ekoo7.id. (The End.) This play was pUI together with Grades 5 and 6 at Cape Croker School. Rose Nadjiwon sent this in to share with the Native language teachers. Gchi-miigwech, Rose Native Language in Ontario Vol. 9, No.3 Page 15 �The following article was taken from the Sarnia Observer in 1993. . . 0ur QplQIOQ Natives must keep language It's encouraging to see adults, as will as chil­ dren in the local native community receiving in­ struction in the Ojibway language. There's no way local natives should allow their traditional language, which has been spoken by their ancestors for many generations, to die. The Ojibway language is one of the most tangible ways for young native people to understand and hold on to their past. Teaching these young people their ancestral language helps instil a pride in their heritage. Virginia Henry teaches Ojibway to 54 el­ ementary students at Lansdowne School in Sarnia. and every Monday night she has classes for 25 adults living on the Samia Chippewa Reserve. The adult Ojibway course is new this year and has attracted people like Pat Redmond, a researcher for the Chippewas of Sarnia. He pushed to get the course started on the reserve after seeing the results of a survey last year that clearly showed Ojibway is a fading language. Of the 1,400 Chippewas of Samia, only 19 were identified in the survey as being fluent in Ojibway, and all of those were elders. And the situation wasn't much better elsewhere in Southern Ontario. Statistics were collected by the Sweetgrass Native Language Council in Brantford that showed only 1,000 of the 24,000 people living in the 24 First Nations across Southern Ontario are fluent in their Native languages. Considering the small percentage of Native people who are fluent in their own language, it will take years of instruction among the young and adults alike to bring the number up to an acceptable level. But at least this program and others through­ out Southern Ontario will begin to turn things around, so Native languages will no longer be on the decline heading toward extinction. Page 16 THEYTUS BOOKS LTD. CALL FOR SUBMISSIONS Theytus Books Ltd. is calling for submissions for the fall of 1994, the first in an annual collec­ tion of novellas by First Nations Writers. The tentative title of this publication is to be: DEPARTURES REQUIREMENTS: All manuscripts welcomed; manuscripts must be accompanied by Word Perfect of ASCHII 3.5" or 5>25" disks. Length of stories must be from 7,500 to 20,000 words in length. Priority in the first publication will be given to original stories which deal with the future of First Nations people, the themes of empowerment and affirmation, and to stories which contain humourous perspectives on life. Please include a brief biography and a self-ad­ dressed envelope. DEADLINE: APRIL 29, 1994 Send submissions to: Beth Cuthand or Gerry William En'owkin Centre 257 Brunswick Street Penticton, 8.C. V2A 5P9 Phone: (604) 493-7181 Fax: (604) 493-5302 Native Language in Ontario Vol. 9, No. 3 �CONFERENCE EFFECTIVE STRATEGIES Native Children: Empowerment/Self-Determination 8th International Native Education Conference Sheraton Winnipeg May 5 - 6, 1994 The conference features a wide variety of workshops, just to mention a few. they are: • Celebrating Diversity: Co-operative Learning and Strategies for Inclusion (K-12) • Working with Aboriginal Survivors of Sexual Abuse • • • • • • • • • • • • Historical Tradition in Saulteaux Society Anger Management for Young Children Self-Esteem: Teaching Children to Believe in Themselves Developing a First Nations Education System Native Education from a Traditional Perspective Learned Helplessness Parenting from an Aboriginal Perspective Counselling Native Students Vision Quest Give Your P reschoolers a HEADSTART: Parents, Culture and Needs Methods for Teaching Native Students Effective Administration/First Nations Schools Conference/Workshop Fees: (OST included) A. Two days B. One day Pre-Reii,stration On-Site $130.00 $ 80.00 $200.00 $ 1 00.00 SAVE TIME AND MONEY BY PRE-REGISTRATION BY APRIL 25, 1994. Pre-registrations postmarked after April 25 will not be accepted. On-site registration will be available on a space available basis beginning at 7:30 a.m. on Thursday, May 5 in the conference registration area of the Sheraton Winnipeg. For more information and registration forms, contact: R. S. Phillips & Associates 517 Bower Blvd. Winnipeg. Manitoba R3P 0L7 Phone/Fax (204)896-3449 Native Language in Ontario Vol. 9, No. 3 Page 17 �TORONTO INTERNATIONAL POW WOW APRIL 1st and 2nd, 1994 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1994. The Pow Wow will offer Indian dances and drummers more than $60,000 in pri:ze money. The Pow Wow will be held during the Easter week-end in Toronto, Ontario, Canada, April 1 and 2, 1994. Host Drum • WhitefJSh Bay M.C. • David White Co. M.C. - Ben Bearskin Sr. Head Male Dancer - Amos Key Head Female Dancer - Gloria Snow (Miss Indian World 1993) Head Judge - Mark Lavallee Drum Judge • john Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine ComeUus Other elements include Arts and Crafts/Market area and Food Booths. For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, OnL Tele: (519) 75 1-0040 Fax: (519) 751-2790 Page 18 Native Language in Ontario Vol. 9, No. 3 � 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 9 (3), February 1994 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 1994-02-01 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/15d8564ecb65bbdd863bf013caaf2b89.pdf a30ccdad81dd8999f9cb5ee5817f9435 PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <l cr SCLVJ�· ) pp..o<l Ln�•br b N.L.I.P. Volume 9, No. 4 May1994 �Volutne 9, Number 4 May, 1994 General Editor: Lena Odjig White Copy :Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Graduation 1994...................................................................../2 Ken-Ta-Soo-Win: Native Language Database......................./4 Announcements..................................................................... ./4 Kids From Kanata................................................................../5 Cree Lesson in Store For Saskatchewan Police...................../6 Conference Info..................................................................... .n Equay-wuk Graduates............................................................/8 Mokakit Conference Papers.................................................../9 On The Pow-Wow Trail......................................................../10 Announcement Annie Loon ............................................... ./10 More Conference lnfo.........................................................../11 Ministry of Education Policy ............................................... ./12 Helpful Hints for Students '94..............................................JB Native Authors....................................................................../15 NSL for Children................................................................../16 Puzzle................................................................................... ./17 Questionnaire......................................................................../19 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343-8542. Native Lan�a&e in Ontario is published four times a year by the Native Language Instructors• Program. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E 1 May 1994 �Coordinator's Message Aanii I Boozhoo: Mii sa zhigo wii-maawnjidiying miinwaa. Giinwaa waa-bi-zhaajig "First Year" aapji ngii-gchi-nendaami wii-bi-skoonwiyeg. It is almost that time of year again to get together for the NLIP session. For those students who are coming for their First Year, it will be a pleasure to have you here. Planning for the 1994 summer session requires a lot of administrative work and communication between NLIP and the students. Sonya will be mailing out a package which will contain announcements, reminders, and other pertinent information that you should know before you leave, so you will not forget anything important When you get this package, make sure you review the package, read the contents and make a checklist ofwhatyour needs are. Make note of some changes that have occurred since last summer. This may affect your planning and financial needs, for example, the Prettie Residence is not allowing "cooking" in the rooms due to fire regulations which are being enforced by the University. Only the townhouses will have cooking facilities. Also no pets are allowed at the residences. Timetabling for the classes posed a problem this year because of the way the Holiday weekends fall within the month of July. Canada Day celebration falls on the weekend of July 1, 2nd and 3rd. (Friday is Canada Day). That is why we have scheduled Registration for Sunday so that students can travel Saturday or Sunday morning. Following our four weeks of classes, the next Holiday weekend "Civic Holiday" falls on July 30th, 31st and August 1st. This is the reason for planning 4th week workshops to end on July 28th so that students can be home for this holiday weekend. Because of this tight schedule, I am sure we will experience some pressure and frustration at times. Please be patient with us at these times, and one way of dealing with this to help one another and support one another. The staff of NLIP have worked hard to plan and do as much as they can as always. NLIP staff and faculty who will be returning are: Gary Hannam, Jeanne Grubin, Reta Sands, Brian Maznevski, Steven Chase, Chuck Fiero, Isadore Toulouse, Angela Moore, and Randy Valentine. Returning faculty after being away for awhile are: Shirley Williams, Muriel Sawyer and Florrie Sutherland. New faculty are: Joanne LaBelle and Alice Williams. Practicum Workshop instructors (4th week) are: Elizabeth Achneepineskum, Kathleen Greene (new faculty), Jean Shawana, Jeanne Grubin, Brian Maznevski, Violet Shawanda and Ernestine Buswa. Practicum Associates are: Violet Shawanda, Jean Shawana, Susan Sandau (new faculty), Ernestine Buswa and Ron Kelly. Our Principal is Florrie Sutherland. Ojibwe courses will be taught by Tom Beardy, and Laura James (new faculty). Returning is Karina Skov, our Children• s Program Coordinator. We look forward to seeing you all. Thanks to your dedication, commitment and the knowledge that you will be sharing with us. It will be another great summer. John O'Meara, a long-time member of the NLIP faculty team will not be joining us this summer. He will be on sabbatical for one year starting on July 1, 1994. A note to John: Gchi-miigwech for the assistance and support you have given us. We wish you all the best in your endeavours during your sabbatical. I hope the information above is helpful in your plans. If you have any questions about NLIP this summer, we would like to hear from you. Our numbers are: (Lena) 807-343-8003; (Sonya) 807-343-8542 or (Judy) 807-343-8198. Wishing you all happiness and good health! ✓ -. -JZ-,,.__IJ./ Native Language in Ontario Vol. 9, No. 4 Page 1 �(jraduation 1994 Congratufations to tlie '}..[LIP (jraduates! May 28, 1994 is the date set for the Convocation 1994. A social for the graduating class is planned right after the graduation ceremony. This gathering will take place at the Bora Laskin Building in Room BL1024 from 4:00 p.m to 6:00 p.m. Snacks and refreshments will be served. Don Abel was chosen by the graduating class to be the Master of Ceremonies. A special guest Elder wilt be present to do an opening ceremony. There will be guest speakers and presentation of awards. 5twaras: Henriette Seyffert Native Language Memorial Prize. Virginia Henry will be the recipient of this award which is for a student with the highest average in Native language courses. Virginia's average is 85%. Cl� Valedictorian. Virginia Henry has attained the highest average of 83% in the NLIP Diploma Program, and therefore will be the Class Valedictorian. Best/ Hardest Worker: to be announced at the social (chosen by graduating class) Best Sense of Humour: to be announced at the social (chosen by graduating class) Graduation Poem On this, My Graduation, May I say Thank You... for the Challenge to Grow, for the Encouragement to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn. Page 2 Native Language in Ontario Vol. 9, No. 4 ��,�� f����- ; . 'i�i;;j,' ,'11, C y. .:_____ . ·t,:. { �- •.Jf.. � ·r . rf i_; t: Sonja George -· 'i l ; J i·1 -= -. 0 � §. < � � ;... Donald Abel V,b o. < 0 - �••;'·' '· . . 1$.ri: . i' ��;� , �' ), Emma Oskineegish --◄ ,.,:-·· . {,11· ,. Mary Assinewe i :•:: i . ._4. f f" .... '(v ••.;:� , :...· ,·;, J.: ....... Alma Ottertail •, Native Language lnstructors·Program Lakehead University 1993 .. \. . :I� t. . ..:__:......,_.. /� � .:3 • '' Norman Beaver Hannah Sutherland i: \-- -�· .- . . ·..� ' '-:-=�·. ��:-�... Rita Rose . . ,, _J_(J•-� '. ,I ,_._,,..·. ·. ·.. ll f:f'.!t� 7 ')�,-17 Loretta Wabasse t vJ �. Tom Beardy . · 1!i. I\ ).·.1· ,. � �· '-; / � � ;;? j -;;-- \I"' Virginia Henry V Robina Yellowhead �-- ,,�r� , --·�Jt. Alice Thomas �NEW PUBLICATION SURVIVAL OJIBWE Leaming Conversational Ojibwe in Thirty Les.sons by Patricia Ningewance printed by Mazinaate Press 1993 Winnipeg, Manitoba ISBN No. 0-9697826-0-8 Price $29.95 Available at Sweet Thursday Bookshop, Thunder Bay. Ontario Tel. #807-344-2866 or call Patricia at 204-774-8007 Note: Dialect of Ojibwe is from Lac Seul near Sioux Lookout, northwestern Ontario ANNOUNCJEMJENT Arts and Crafts Fair Sponsored by the NLIP Student Council Thurs. July 14, 1994 at Lakehead University TheAgora Set up 6:30 - 7:00 p.m. Fairs starts 7:00 - 9:00 p.m. NLIP students: Bring yourArts & Crafts with you when you come. Page 4 KEN-TA-S00-WIN: Native Language Materials Database April 1994 The Ken-Ta-Soo-Win project is building a collec­ tion of information on existing Native language teaching materials in the province. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native lan­ guage families, dialects, grade and proficiency lev­ els. Two hundred copies of the information we have registered so far are being produced as a directory­ type binder with tabs to divide the information by language family. The binders will be distributed to the Band operated schools, the Federal and Provincial schools which offer Native language classes, the Universities and Colleges which offer certification of Native lan­ guage teachers, and the Cultural Centres who par­ ticipated in the project. People receiving a copy are asked to complete a questionnaire by the end of June to provide ideas on how to make this service more effective and input for the direction this database will take in the future. It is our hope that this project will create a broader awareness within the communities of our determi­ nation to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. For information or to register classroom materials, contact: Ms. Jameson C. Brant, Database Coordina­ tor, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, Ontario, P4N 2C7 Native Language in Ontario Vol. 9, No. 4 �KIDS FROM KANATA Excerpts takenfrom their Poster Text 1993-94 Project Overview: KIDS FROM KANATA is a national project that involves students in classrooms throughout Canada using a computer network to discuss critical issues facing all Canadians today. Participating sites are organized into triads with partners from distant locations in Canada. Each triad has one member site representing Canada's Aboriginal peoples. Uoder headings of Environment, Health, Politics, Economics, Language and Culture, classes use the network to interactively investigate and discover how different it is to live in Canada from the perspective of their peers in the niad in other pans of the country. As well as their electronic exchanges, students in each class also prepare K.ANATA Exchange Boxes to exchange personal and local community items with their "buddy" sites. Project Objectives: KIDS FROM KANATA is all about discovering how computer networking technology can empower young Canadians to become more involved in their own development and in the future of Canada. We believe that the project has had and will continue to have far-reaching effects on the schools and communities involved. • Classes will explore the connections between personal, family, community and national identity. • Participants will develop a shared and enhanced view of the many ways of being Canadian and a deeper understanding of the wide range of issues facing the First Nations peoples of Canada. • Participants will further refine their research, critical thinking, and problem solving skills and have opportunities to put their learning into action. • Classes will be encouraged to take initiatives to publiciz.e their projects in the local or national media and to seek support from various organizations. • Teachers will also have an electronic forum for their own discussions on a variety of topics. Some Highlights with KIDS FROM KANATA Project: "Students were delighted to receive a personal message from National Chief Ovide Mercredi and were able to send him their replies." (11 Nov.92) "Christmas cards were exchanged electronically." (15 Dec. 92) A message from Buffy Sainte-Marie. (8 Dec. 93) A message from National Chief Ovide Mercredi. (3 Dec. 93) "Curriculum Connection - writing, composing, editing, keyboarding, geography. creative and critical thinking skills, ... to name just a few. There are a lot of connectives in this project and many more can be made. It allows the classroom teacher to make some relevance to the "outside world" about what is being done in the classroom." (from Larry, 3 Jan. 93) If you are interested in joining this network, or for more information, contact: John Orr Project Director KIDS FROM KANATA 339 Wellesley St. E. Toronto, Ontario M4X 1H2 Tel. #416-922-7001 Fax: 416-921-5180 Native Language in Ontario Vol. 9, No. 4 Page5 �Cree lessons in store for Saskatchewan police taken from Regional Windspe.aker. April 25 - May 8, 1994 issue page R7 written by Dave Leaderhouse PRINCE ALBERT, Sask. A northern Saskatchewan police department is going trilingual. The Prince Albert Police Department will start classes in conversational Cree for its officers in May, following recommendations in a report into the shooting death of an Aboriginal trapper by an avowed white supremacist. In January 1991, Cree trapper Leo LaChance was shot in the back by Camey Nerland, outside Nerland's pawn shop. The self-proclaimed head of Saskatchewan's Church of Jesus Christ Aryan Na­ tions was later convicted of manslaughter. A further inquiry into the affair resulted in the Hughes Report, a critical study into the police �an­ dling of the shooting. Among the recommendanons there be a police officer fluent in Cree on duty at all shifts. "Cree was the language of Leo LaChance, and if an officer fluent in that had travelled with people in the ambulance to Saskatoon, it is possible that more could have been learned from him about what happened in the gun shop earlier that evening/' stated the report. The five-member Prince Albert police com­ mission moved quickly in adopting this recommen­ dation and beginning in early May, conversational Cree classes will be offered to the66 officers and 22 civilian employees at the police department. "We are trying to improve the quality of police services delivered to the citizens of Prince Albert," said councillor Maria Lynn Freeland, who also sits on the police commission. "We are working within the circumstances we have. We are interested in educating and training (our officers) about cultural differences." The program, which is voluntary, will run for 18 weeks with on-hour sessions each day Monday to Friday. The content of the program will be geared Page6 for conversational skills required by police offic­ ers and department employees while at work. Freeland expects approximately one-third of the police force to enroll in the program initially with the hope of more signing on once the benefits of having the knowledge have materialized. Police Chief Greg McCullagh indicated that although this is the result of the Hughes Report, other programs were offered previously. "Prior to the inquiry, classes were offered, but the instruction wasn't adequate and wasn't meaningful for street policemen/' said McCullagh. "The intention of the course is to provide conver­ sational Cree that is best suited for policing. When asked why doesn't the department simply hire more Cree-speaking Aboriginals, Freeland indicated of the 66 members, nine are Aboriginal and plans for that number to increase are already in place. "That's been our goal for a number of years," said McCullagh. "We are continuing to look for female and minority officers. The dilemma is that there aren't many vacancies. Economically there isn't room to expand." "But we are trying to acquire Aboriginal summer students," he said. "We have been doing that for the past three years and it has been very successful. We give them Special Constable status and we feel it benefits the individual and exposes them to policing. It helps build bridges. It benefits our members as much as the summer students. It has been really well accepted." Although it is a small step in closing the gap between the Native and non-Native communities of Prince Alben, response to the proposed project has been favorable , according to a local barrister. "I appreciate the fact that they are ta1cing some initiative to deal with it," said Gerald Morin, a Prince Albert lawyer who represented the LaChance family at the Hughes inquiry. "How they maintain it on an individual basis will be important. If they are taking it for the sake of having a certificate on the wall then they are missing the boat. But the process for which they are enhancing relations (with the Aboriginal com­ munity) is commendable on their part." Native Language in Ontario Vol. 9, No. 4 �RETRIEVING AND PRESERVING FIRST NATIONS' LANGUAGES AND CULTURES 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Date: November 3, 4 & 5, 1994 Location: the Ontario Institute for Studies in Education (OISE) 252 Bloor Street West, Toronto, Ontario This conference will be ofparticular interest to anyone involved in the provision of education to First Nations' Students Keynote Speaker: ELIJAH HARPER Planning Team Joanna Bedard, Director, Woodland Cultural Centre, Brantford Bryan LaForme, Director of Education, Mississaugas of the New Credit First Nation Randy Sault, Executive Director, Mississaugas of the New Credit First Nation More than 300 delegates participated in the highly successful 1st Annual Conference on Critical Issues in First Nations' Education held in Toronto this past November. The format includes plenary and keynote speakers facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. A no cost, optional pre-conference is being planned for Thursday, November 3, to be held at the Brantford Woodland Cultural Centre; transportation, luncheon, museum tour and program included. First Nations' arts and crafts displays will be ongoing throughout the conference. I/you wish to participate in the displays, please contact OCLEAfor details Registration Fee: $250.00 + 17.50 GST = Total Registration Fee (conference only) $267 .50 Special Group Rate: 3 for $625.00 + $43.75 GST = Total Group of 3/$668.75 (each additional person $222 .90) If you wish to be on the mailing list to receive further information as it becomes available, please contact the administrators of the conference, listed below: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor Street West, Suite 12- 1 15 Toronto, Ontario M5S 1 V5 Telephone: (416) 944-2652 Fax: (416) 944-3822 Native Language in Ontario Vol. 9, No. 4 Page ? �Equay-wuk graduates second class of Native interpreters and translators taken from Wawatay News April 21, 1994 Vol. 21, No. 8 by Dana Milne SIOUX LOOKOUT-Arc you looking for a Native language interpreter or transla­ tor? There are six more to choose from since Equay-wuk's ttaining program wrapped up. James Begg, Ernest Begg, Irene Binguis, Myra Quequish, Lizabelle Spade and Anna McKay received their certificates as syllabics translators and Native language interpreters April 14, during a graduation ceremony held at Equay-wuk in Sioux Lookout. "I am very proud of my Native language, and I cherish the gifts that my parents and my reserve have given me," said graduate Anna McKay, who will head back to Big Trout Lake now that the 30 week course is over. "I would like to see other young people keep our language. It is a gift that we have to use for the future," she added, looking at her certificate proudly. McKay was part of the second group to graduate from Equay-wuk's Syllabics Translator/Interpreter program, which was offered once before with the funding help of the Sioux Lookout Area Management Board. The program's instructor, Emily Mitchell, explained the classes involved 18 weeks of classroom instruction and 12 weeks of on-the-job training. Training sites included the Sioux Lookout Zone Hospital, Tikinagan Child and Family Services, Equay-wuk, Independent First Nations Alliance, Northern Nishnawbe Education Council and Wawatay Native Communications Society. It was a challenge, and it takes time," James Begg laughed, recalling the painfully slow process of mastering the different sounds and symbols that are incorporated into syllabics writing. To register in the course, students had to speak either Ojibway, Oji-Cree or Cree, but after the classes, Mitchell added, they can now basically interpret for any of the languages. The students don't have full-time jobs lined up so far, but Mitchell says there is an open market for freelancing and temporary conttacts. "I, myself, get a lot of requests to do ttanslations for different bands," she said adding the judicial system and the hospitals are always asking for interpreters. and more and more business groups and government departments are publishing docu­ ments in English and syllabics. Even if the graduates don't find work right away, Mitchell emphasized, they have learned something that can never be taken away from them. "Speaking the language everyday and learning how to write it helps to reinforce our culture." Page 8 Native Language in Ontario Vol. 9, No. 4 �SELECTED PAPERS FROM THE 1988 AND 1990 MOKAKIT CONFERENCES 1988 - "Regenerating Our Languages" & 1990 - "Empowerment Through Theory & Practice" "A Community-wed Immersion of the Okanagan Language" - Jeannette C. Armstrong "Learn to Listen, Listen to Le.am" - Cynthia Chambers "Language Education for Native Children of Northern Ontario" - Emily J. Faries "Beyond Pidgeonholing: Communicating Less Prejudice in the Classroom Toward Native People" - Richard Fiordo "Sernilingualism" - Betty Harnum "'The Transfonnation of Practitioners" - Yvonne M. Hebert "French Immersion Programs" - WR. McEachern "Lesson from Language Acquisition: Reports on a Study of Oji-Cree First Language Leaming in the Home" - Mary Upper "Cree Text as a Source of Cultural and Linguistic Knowledge" - Freda Ahenakew "Coyote's Story about Orality and Literacy" - Jo-ann Archibald "The Box and the Circle: Two Systems of Life - A Model for Understanding Native/Non-Native Issues" - Jann De"ick. "Aboriginal Teachers as Organic Intellectuals: A Report on the Teaching of a Course Focusing on Anti Racist Education and Critical Pedagogy" - Rick Hesch "Children's Books Without Bias on Contemporary North American Indian Life" - Elspeth Ross "First Nations Freedom: A Curriculum of Choice" - Lynne Jorgesen The above selected papers are available for $20.00 each from: Mokakit Education Research Association First Nations Longhouse, U.B.C. 1985 West Mall Vancouver B.C. V6T 1Z2 Phone: (604) 822-5023 Fax: (604) 822-8944 A Note from the Native Language Instructors' Program If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, please contact the NLIP office at (807) 343-8198. Native Language in Ontario Vol. 9, No. 4 Page 9 �ON THE POW-WOW TRAIL............. 1994 1. Long Lake #58 Pow-wow June 10 - 11 - 12, 1994 For More Information Contact: Shirley at (807) 876-2962 or (807) 876-4255 or Patrick at (807) 876-4269 2. Whitesand Traditional June 17 - 18 - 19, 1994 Armstrong, Ontario For More Information Contact: Gary (807) 583-2177 Fort William First Nation - Mount McKay July 1 - 2 - 3, 1994 For More Information Contact: The Band Office at (807) 623-9543 3. Pie 50 Heron Bay First Nation - Hwy #17 July 8 - 9 - 10, 1994 For More Information Contact: The Band Office at (807) 229-1749 4. Red Rock/Lake Helen First Nation - Nipigon July 15 - 16 - 17, 1994 For More Information Contact: Dolores at (807) 887-2414 7. Pie Moben Pow-wow - Hwy #17 July 29 - 30 - 31, 1994 For More Information contact: The Band Office at (807) 882-2134 8. Pays Plat First Nation - Hwy #17 August 5 - 6- 7, 1994 For More Information contact: The Band Office at (807) 824-2541 9. Rocky Bay First Nation - Macdinnid August 12 - 13 - 14, 1994 For More Information contact: The Band Office at (807) 885-340 l 10. ..David Charles Days" 1 week long event August 15 to 21, 1994 Contact Ginoogaming First Nation (Long Lake #77) (807) 876-2242 Whitefish Bay Pow-wow $40,000 prize money available July 8 - 9- 10, 1994 For More Information Contact: Andy White at (807) 226-1155 5. 6. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • •• • •• •• •• C01{(j1(.9L'T'UL.91.'TI09\[S 'TO: 51n n ie £oon :/{£IP (jraduate !May, 1993 •• •• •• • •• • •• •• •• • •• •• �cipien t tlie 1992 - 93 • •• •• 'Dr. :Jlenriette Seyffert !Memoria£ Prize •• in •• •• :J{ative Lang uage Stuaies • •••••••••••••••••••••••••••••••••••••••••••••••••••••••• of Page 10 Native Language in Ontario Vol. 9, No. 4 �The Department of Indigenous Leaming & The Indigenous Leaming Centre Announce the First Annual Biennial ABORIGINAL PEOPLES' CONFERENCE ON October 14, 15, and 16, 1994 Theme: Indigenous Leming Place: Lakehead University Thunder Bay, Ontario CALL FOR PAPERS & PRESENTATIONS All proposals will be considered Suggested areas include, but are not limited to: • Exonomic development • Treaties and land claims • Legal issues and strategies • Education • Non-status issues • Survival of native languages • History, Anthropology, Archaeology • Literature • Indigenous Philosophy • Science and Technology • Cultural Traditions • Indigenous Art Selected papers and abstracts of all presentations will be published in a Proceedings. Submission Guidelines: Prospective presenters are invited to submit abstracts for papers in subject areas of Indigenous Learn­ ing. Proposals for complete sessions or panels on particular topics will be considered as well as propos­ als for individual papers. Each proposal must contain the following: • Abstract of paper (150 words) • Title of presentation • Name and titles of author(s) • Biographical note (50 words or less) • Name, address, telephone, fax numbers of person to be contacted • Special requirements for presentation Submit proposals to: Dr. Douglas A. West Department of Political Studies Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5K7 Telephone (807) 343-8304 Fax (807) 346-7831 Deadline for submission is June 1, 1994 Native Lan,rnage in Ontario Vol. 9. No. 4 Pae:e 1 1 �INTERRELATIONSHIP OF NATIVE-AS-A-SECOND-LANGUAGE (NSL) AND FRENCH-AS-A-SECOND-LANGUAGE (FSL) PROGRAMS Policy Memorandum 110 from the Ministry of Education of Ontario In the context of NSL implementation, this memo­ randum clarifies the relationship between NSL programs and FSL programs offered by school boards to students in elementary and secondary schools. School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is avail­ able. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. The NSL program must be based on the curricu­ lum guidelines Native Lan�ua�es, Part A: Policy and Pmwun Considerations. 1987, which pro­ vides direction for the organization of courses of study for a Native language in the Primary, Junior, Intermediate, and Senior Divisions. It is recom­ mended that school boards design their NSL pro­ gram in such a way that students may enter it at one of four entry points - the beginning of the Primary Division, the beginning of the Junior Division, Grade 7, or Grade 9. Instruction in the Native language is to be offered during the school day. Students must receive French instruction in every year from Grades 4 to 8 and must accumulate a minimum of 600 hours of French instruction by the end of Grade 8, as outlined in Policy/Program Page 12 Memorandum No. 58. However, students are to be exempted from FSL if their parents or guardians feel, after consultation with the principal, that it is in their best interests not to take FSL. If parents or guardians want their children to take the NSL pro­ gram and to seek exemption from FSL, exemption is to be granted. In elementary schools where the parents or guard­ ians want their children to participate in both NSL and FSL, school boards will have to make arrange­ ments to accommodate both language programs. Case studies drawn from schools that are currently offering both NSL and FSL instruction are de­ scribed in the newsletter NativeLaoKYaiSfsMonitor that accompanies this memorandum. Once an instructional sequence in NSL has begun, NSL must be offered to students through to the end of secondary school. Two credits are to be offered in each of the Intermediate and Senior Divisions. Those students who chose to take only NSL in elementary school and who do not wish to take FSL in secondary school may be permitted by their principal to substitute a compulsory credit course for the compulsory credit in FSL, as stipulated in OSIS (section 4.10), but who chose to take only NSL in elementary school, principals are encouraged to offer credit courses in Introductory French, as out­ lined in Policy/Program Memorandum No. 86. Native Language in Ontario Vol. 9, No. 4 �HELPFUL HINTS FOR STUDENTS Coming to L. U. for NLIP 1994 When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved with. You may find yourself in a dress-up situation for a night out or at a Pow-wow. Do not forget appropriate clothing for "Student Teaching". SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove and bat, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE: Both are available In theTownhouses only. If you are staying in a townhouse, please bring your own dishes, cooking utensils, pots, pans etc. Cooking will not be allowed in the Prettie Residence due to Fire Regulations. People in these residences must purchase the meal plan from the University. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS extra blanket clothes hangers extension cord laundry detergent soap shampoo towels dish towels needle and thread drinking glass OTHER USEFUL ITEMS extra table lamp iron kettle toaster radio hair blow dryer fan COURSEWORK MATERIALS colored markers pencil sharpener paper punch pens notebooks scissors scotch tape masking tape glue stick stapler Samples of Work: lesson plans, audio visual materials, games, puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * Residence fees must be prepaid or paid upon arrival, failure to do so will result in lockout • Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. " NO PETS WILL BE ALLOWED (807)343-8198 For more information, call the N.L.I.P. Secretary at: Native Language in Ontario Vol. 9, No. 4 Page 13 �NLIP SUMMER '94 ANNOUNCEMENTS FOR RETURNING AND NEW STUDENTS BORA LASKIN FOOD SERVICE SUMMER SERVICES (NLIP) HOURS OF OPERATION MONDAY TO FRIDAY 8:15 a.m. - 1 :30 p.m. MENU Assorted Packaged Sandwiches Packaged Salads Pizza Snack Foods Coffee, Juice, Can Beverages Weekly BBQ's (outdoor seating) PURCHASE A DECLINING BALANCE MEAL PLAN AND AVOID TAXES ON ALL YOUR FOOD PURCHASES - A 15% SAVINOS Versa is pleased to be able to provide this service to the Native Language Instructors' Program. Operation will begin on Sunday July 3, 1994 from 1:00 to 4:00 p.m. IS PL'E!itS'E'lJ 'TO M{'J,£O'W{CE Tllf4.'ISO'll'VE9{/'E�'T-S!J{I�'IS, Tl{.9l'VE.L M'll(jS, !Jf.91.'IS, S'WEJit'IS!J{I� M{'lJ J.9lCXJ:,'IS 'WILL 'lJ'E .9l'V.9lIL5t':BL'E, � f4.(jf4.I9{ 'WIT.JlTJ{'E, !){'£LP O:f MfULO'J{S C0$:!>01(f4.PE IM!Pl{.'ESSIO'J{.S. :furtfur infonnation wi[(fo{fow in yourfinal mailout in June. Page 14 Native Language in Ontario Vol. 9, No. 4 �Native Authors • • • Ferguson Plain Author of EAGLE FEATHER LITTLE WHITE CABIN AMIKOONSE Ferguson Plain is an Ojibwa artist from the Samia Indian Reserve in Samia. Ontario. Ferguson is self­ taught and all his works are based on Ojibwa culture. He combines elements of realism and mysticism in his drawings and paintings and uses various mediums including acrylic. graphite pen and ink. Fergusons's artwork is seen in many art galleries around the London area. Ferguson received his teaching certificate from the North Bay Nipissing University. He is a teacher of Native Education and resides in London, Ontario. In 1993, Ferguson was awarded the Commemorative Medal for his significant contribution to Canada. Below are brief descriptions of his books: EAGLE FEATHER - A young Ojibwa boy grows up with his grandfather's teachings and learns the values of lifethrough the lessons of history, culture and the natural environment. His willingness to learn these important life-values gives an additional sense of accomplishment to his grandfather's life and, in return, the grandfather gives his Eagle Feather to the young boy. This act of giving is an honour among the Native people who revere the all-seeing messenger of the Creator, the eagle. ISBN: 0-921827-12-1; 48 pp. 9x8, b/w illus., $6.95 LITTLE WHITE CABIN - is a touching account of a young boy's acquaintance with an ELDER. This story tells of how the friendship develops, flourishes and ends ... or does it? Through this story we know of the imponance of learning from our Elders and how sharing keeps our culture and beliefs alive. ISBN: 0-921827-26-1; 48 pp, 9x8, b/w illus., $6.95 AMIKOONSE - Amikoonse has never known his true place in the world. He must discover his identity, spiritually and physically, in order to achieve his destination in life. With help from ol' owl. Amikoonse takes a journey through the woods to find himself. ISBN: 0-921827-34-2; 32pp, 9x8, colour illus., $9.95 Native Language in Ontario Vol. 9, No. 4 Page 15 �NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 4 - JULY 22, 1994 SPONSORED BY: Native Language Instructors• Program Lakehead University These classes are for children wishing to study Native As A Second Language. The classes are designed to develop and enhance a student's awareness of Native Culture and to develop communication skills in a Native language. The classes will comprise of class time, outdoor activities and field nips. Children aged five years to founeen are invited to participate. COURSE INFORMATION LOCATION: DATES: TIME: FEE: Presents Indian Faces �,I; Bora Laskin Building, School of Education July 4 - July 22, 1994 8:30 a.m. - 12:30 a.m. Free <la-J'a..V with host Cllarlolle Childs " Broadcast at 2:05 Friday Afternoons b.o<A•<I Cl (•'IJ'bo-f>J'b' o-~fl<tib-..!r' l1"·b<IACI'J'b' OC•<IU �<lo-J'..,V ...C·b.n.r<I' ,.) Ao-' VPXl,o-•<I'. V<ICA,r-4' ro.. V<i!,,r l>.•C r•l>.n.-' l)>\,13,l,.,l <lrJ'LV' A weekly Cre&'Ojibway language program featuring music:, legends and inlerviews by lhe Indian People or Nonhem Ontario Page 16 CBC. ciii•• Thunder Bay Native Language in Ontario Vol. 9, No. 4 �A N I SHNAABE ZH I B I I GEW I N \ I ..." "'� r .,.­ , I " .s. Y.. r-r--------t--l� ,,__.....,... ?._, 5. JS: lo 11. ll.. ,+.�-&; ,. r--r-r-r--r-_...,,--r--1 ..to.,._+-..__L-.....,L....L,.._,L--,,,1 :z..s.: ACROSS 1. 2. 4. 6. 8. 9. 11. 12. 14. 16. 20. 21. 23. 26. DOWN once cat h e re bear wr i t i ng they bumped i nto each other water Nat i ve peop l e ch i l d map l e s y rup s h e sees h i m bags m i ce hel lo - --PANE S A B AA B MKWA ---- B E ZH I G B T A A K S H K A DAAOWAG B I NOOJ I I NH M S H K I M DAN WAABGONOOJ I I N YAG ZHI ISHI I BENH JAAJ ( Answer Key: see over) ...-. - 1. 3. 5. 6. 7. 8. 10. 13. 15. 17. 18. 19. 20. 22. 24. 25. l i tt l e star if woma n book ha l f duck t h ree c ottonta i l rabb {t George you thank you egg swan one a l ways rope -----------------WAA B Z I I NGOO I N G M I I GW E C H N B I I SH KWE WAABMAAN NANGOONS AABTA NSW I GI IN ZH I B I I GEW I N GAAZHAG WAAWAN A N I S H NAAB E G Z I I WAAGM I D E BOOZHOO G I I SH P I N M Z I N I GA N MZ H I W E N S MAAMP I I B y : "An i shnaabe Zh i i b i i gew i n " Proj ect : W a l p o l e I s l and �A N I S ri N A A B E Z �i l o f I G c W I N Why Puzzles in Language Teaching? Puzzles and games can be characterized in terms of three general instructional objectives: • knowledge of specifics • knowledge of entire messages, and • development of communication skills Here is a summary with six main points: 1. They are learning enhancers. 2. They are motivational stimuli . 3. They can be easily constructed and keyed to instructional objectives. ...classroom experiences of many teachers suggest that puzzles and games are beneficial to language learning. ... game-playing fosters a positive attitude towards the language being learned. ...the teacher can select the appropriate puzzle or game to accomplish a learning task once it has been determined. They are useful primarily as recall and reinforcement devices. 4. They must be synchronized to the learners' age and level of competence. S. They should be used carefully. 6. They should involve the students as much as possible. ... the activity should not be beyond the students' capabilities. ... they should never be employed as "time-fillers." The learners should be made to understand that they are part of the curriculum. The teacher should also keep in mind that too much use of puzzles and games is not desirable . .. .the puzzles and games can be constructed by the students themselves. This will shift the focus from language teaching to language learning. Soun:e: Danesi. Marcel. AGuidetoPuzzles and Games in Second Language Pedagogy. Toronto: The Ontario Institute for Studies iil Education, 1985. Page 18 Native Language in Ontario Vol. 9, No. 4 �Lakehead Anishinaabemowin Educators Last fall, a group of Native language educators living in Thunder Bay began to organize for the purpose of networking and communication, a forum where teachers and other interested Native language educa­ tors can share their ideas, suggestions and concerns and support each other in their work. This group also supports NLIP with information and plans. Monthly meetings have been held and the group needs to establish goals and objectives which would focus on Native language education. At the last meeting held on May 4, 1994, it was decided by the group that we ask for input from you. We need your help. Any information you provide will be used to establish these objectives. Please complete the form and mail to the NLIP office, Attn: Lena Odjig White, or you may fax this form to 807-346-7746. Deadline is June 17, 1994. If you need further information, please give Lena a call at 807-343-8003. Please complete both sections, A and B. Questionnaire SECTION A: (gives objectives commonly expressed by Native language teachers) Select your choices. __ 1. Need salary grid for Native language teachers __ 2. Development of curriculum and resource materials __ 3. Professional Development workshops __ 4. Strategies for community involvement __ 5. Language Research __ 6. To educate school boards and general public on Native language issues __ 7. Elders' involvement __ 8. To utilize available technology in language development __ 9. Need for training program for translators/interpreters 10. ............................................................................ . SECTION B: List your ideas on what Lakehead Anishinaabemowin Educators should consider: 2. 3. 4. 5. 6. 7. 8. Native Language in Ontario Vol. 9, No. 4 Page 19 � 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 9 (4), May 1994 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 1994-05-01 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/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 1 � 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 10 (2), November 1994 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 1994-11-01 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/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, No. 3 � 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 10 (3) February 1995 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 1995-02-01 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/2bdb3048be048ff20b60cd5c7bc30d83.pdf 3705eb693fe2e73cfaf268b42fa1c5c0 PDF Text Text 1 l NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lcrSa...VJ.6· ) pp..o<l Ln-6.•brb N.L.I.P. 1 Vc,Iume 10, No. January 1996 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 10, Number 4 January,1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................. ./1 NLIP Summer Courses 1996................................................./2 Elders...................................................................................../4 A Message From Sally Atchitawens-Roy............................../5 The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6 Conference Info...................................................................../8 Publications/Rewsources...................................................... ./10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Native Lan&ua&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Acting Co-ordinator's Message Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop­ ment of Native Languages by offering consulting services in her many areas of expertise. I know that you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she will be returning t<, Lakehead this summer to teach some courses for us! The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise­ ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of someone who might be, please be certain to read the advertisement carefully and think about submitting an application. In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In•• structors' Program. H you are intending to come back this summer we'll be very glad to see you, and encourage you to submit your application as soon as you can. The application packages are currently being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have any questions. For students who are returning for the second and third years of the Native Language Teacher Cenifica­ tion Program please be certain to have your practice teaching forms filled in and signed by the appropri­ ate 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 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 that they can obtain the Native As A Second Language Diploma. This is a valuable way to round out your training and also to meet up with your classmates and share your teaching experiences. 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 1996 Convocation you need to get the assign­ ments into the office and marked. Thanks! We also offer 'Institute• courses for students who have completed the diploma and who wish to take further University courses in Native Languages. This summer we will be offering two such courses, with one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more about advanced topics in native languages and to add to your knowledge. This summer we are also offering Part II of the Additional Qualifications course for Native As A Second Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications. I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty, staff and students who come together to learn about, promote and teach Native Languages. Everyone of us has an important contribution to make, and your help is greatly appreciated by everyone who cares about Native Languages. -John O'Meara Native Language in Ontario Vol. 10, No. 4 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1996 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26) This program is for students wishing to teach an Algonquian language as a second language in the prov­ ince of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of Standing upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26) This program is for students wishing to teach Native as a second language. This is a four summer pro­ gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4744 ADDITIONAL QUALIFICATION · SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetic�, grammar, and conversation. (July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe n (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduc1ion to reading materials. (July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2713 Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. (July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.) NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001, or Algonquian 2231) Problems and methods of collection analysis. Research and guided proj< cts in oral literature. (July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) Page 2 r Native Language in Ontario Vol. 10, No. 4 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1996 Application Packages are now available. If you have not received your package or you would like additional packages, please contact Sonya Matson at (807) 343-8542 CAREER OPPORTUNITY The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator, Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student teaching in schools. Students in the program are drawn from Ontario and other parts of Canada. Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language, especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any subsequent renewals are all contingent upon targeted government funding. Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship. Salary will commensurate with qualifii ations and experience. Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three references to: Professor D. Bates Dean, Faculty of Education Lakehead Univerity 955 Oliver Rd. Thunder Bay, Ontario This position will be filled early in 1996. Applications will be accepted until the position is filled. AN EQUAL OPPORTUNITY EMPLOYER 1'."ative Language in Ontario Vol. 10, No. 4 Page3 �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role ofIndian elders to be the "keepers" of culture. They ·ve kept traditions alive and passed on all the small things that help people remember the old ways. ELDER.S What do you think of when you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of "old people's home" when you hear the word "elder"? Well, some of those things are true in tod Ly's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't alway� been that way. Elders have been the center ofNative American cultures. They were the people who passed on impor­ tant traditions and knowledge. Without their wisdom and long memories, the people would not have sur­ vived. Grandmothers told stories that wove the gen­ erations together like a huge quilt.Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And thy kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old.This lasted until the granddaughters married. The girls made life easier for their grandmothers by bringing water, ch :>p- ping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She took care of the children when their mothers were busy doing something else. In many fanning tribes, elders spent much of their time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believt d that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and gibe them the best training in all ways. They didn't believe children should be Native Language in Ontario Vol. 10. No.4 �overworked. Everything possible was done to see that nothing bad happened to them. Grandparents would say. "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skiHs they needed as adults. They showed the children how to make things and watched them practice for lon g hours. Even a young child was soon able to weave a warn rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt animals. They taught the young boys the values they would need to become useful members of the tribe. They showed the boys how to strengthen their bodies so they could run long distances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and \\-here they were going. At night the elde1 s told -.tories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen if they didn't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew. they would remember the lessons they had learned. If we are lucky enough to still have grandpar­ ents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article taken from: Daybreak Star ''the herb of under­ standing", January 1989 - pgs. 3 - S To all NLIP Students: Aanii, boozhoo! Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii­ piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4, 1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza. Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash go aanwi gii mna-yaad. gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to all. Aapijigo ndoo-gchi-nendam! Yours Sincerely Sally Atchitawens-Roy Native Lang11age in Ontario Vol. 10, No.4 Page5 �The Pow Wow: The Heartbeat of the Indian Movement The pow wow has become the heart beat of our Indian movement. Every weekend throughout the summer, the pulsing te npo of drum groups reverberates across North America. Men, women and children gather in reserves across the continent, in intense celebration of what it means to be one of us • to be Indian. What is a pow wow? The word itself comes from the old Algonquian word for "medicine man" "Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old ways, but most of all, of the future. A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the old days. Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual. It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And by remembering the past, we celebrate our future thus not losing our sense of identity! We celebrate with dancing and singing, the singers singing songs passed down through generations, songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects individual ; as well. The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry, a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted from the important concept of sharing and adopting ideas from others as a gesture of respect. - _, .=-_ ,., ,/ !'l� s� � :� Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer. Page 6 Native lang uage in Ontario Vol. 10, No. 4 �NEW PUBLICATON Available in late February in the Lakehead Uni 1ersity Bookstore: This textbook will be used to teach Ojibwe to University level students, and can also be used for high-school students. The book is a revision of the Introductory Ojibwe book which was written by Mary Mitchell in 1 987. The new text comes with a set of 6 audio cassettes. It will be available in the Lakehead University Bookstore by late February. For further information or to place an order, contact (807) 343-8335. The Native Language Instructors' Program would like to congratulate Tom Beardy on his latest accomplishment with this project. Be on the lookout for his next textbook, Intermediate Ojibwe. Native �anguage in Ontario Vol. 10, No. 4 Page 7 �ANISHINAABEMOWIN CONFERENCE MARCH 28, 29, 30, 1996 WA fER TOWER INN, SAULT STE. MARIE, ONTARIO The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play done by a Native theatre group, in the language after the banquet on Thursday evening. At the General Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National Chief of the Assembly of First Nations. Some of the sessions will cover topics such as, Curriculum issues Writing systems and problems How a non-speaker learned to speak the language Teaching the Adult Leamer Role of the Elders Curriculum Development-Elementary Grades Story Telling Language Structure Dialects Computers and Language Confirmed Speakers: Mr. Basil Jonhston Dr. B. Ramirez-Shkwegnaabi Ms. Pat Ningwance Mrs. Violet McGregor Mrs. Barbara Nolan Mrs. Doris Boissoneau Ms. Nancy Debassige Mr. Howard Webkamigad We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year. There were over two hundred participants at the conference la ;t year. REGISTRATION FEES: INDJ VIDUAL: $150.00 plus 7% GST ::$160.50 GROUP RATE: $125.00 plus 7% GST =$133.75 * ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 ** *The Group Rate is for Organizations, First Nations, etc. **Students are those whc are considered full time students by their institutions. Native Language in Ontario Vol. 10, No. 4 �"Listening to Our Grandparents' Voices" 15th International Native American Language Institute April 4 - 6, 1996 Mille Lacs Ojibwe Reservation, Onamia, Minnesota The Native American Language Institute (NALi) is pleased to announce it 15th International Native American Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection, preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs. About the NALi Insitute The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual development, education, and research of Native languages and cultural issues in the Americas. NALI's annual institutes bring together traditional language practitioners and language professionals to explore the relationship between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board of Directors. This Year's Conference People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors. The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of 0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo­ rating technology into language learning. Registration The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be postmarked by March 15, 1996. General Elder (65 or older) Student (I.D. required) Early Registration $175.00 $100.00 $100.00 After March 15, 1996 $200.00 $100.00 $100.00 There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food, entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative costs will be assessed. For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449 Native Lang Jage in Ontario Vol. 10, No. 4 Page 9 �NATIVE VISION PRODUCTIC•NS PRESENTS: AANII: An Introduction to the Central Ojibwe Language Videotapes AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES was produced with the assistance of Native language consultants familiar with the Ontario Native as a Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe speakers. We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal language teachers, and many adults and children who participated on-camera. We visit such places as the grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community. - See and hear simple conversations - Ojibwe and English subtitles for each phrase - A pause allows you to repeat and learn - Additional vocabulary applies phrases to new dialogues - Includes booklet with dialogue script Parts 1 & 2 --25 minutes each Individuals $34.95 each or $59.99 for both tapes Institutions $59.95 each or $99.99 for both tapes For further information contact: Native Vision Productions 8-7058 Notre Drune Street Orleans, Ontario KlC 1H9 Ph: (613) 834-3410 Fax (613) 834-7691 Page 10 Native Lan�uage in Ontario Vol. 10. No. 4 �New From Anishinaabe Kendaaswin Publishing: Newly Published Books Teaching Wigwams Author: Ron Common and Lorraine Frost A0027 Teaching Wigwams is a comprehensive and informative book for those interested in issues surrounding First Nations education. Governance, student's needs, curriculum, special education, and counselling issues are addressed. Much of the research and data included in this book was obtained from the Anishinabek First Nations. $35.00 339 pp . The Caregiver Mdimooyenb Ngaa-Zbaadaayaang by Rhonda Fox Artwork by Frank King and Daanis A0025 (English) A0028 (Ojibwe) This inspiring new book g<:ared for all levels of learning is written in both Ojibwe and English languages. It tells an adventurous story ofyoung children that plan to outwit their caregiver in a playful scheme that reveals a variety of emotions. An Elder, such as the Caregiver, demonstrates the devotion and responsibility to other peoples' children while in her care. The love displayed by the Caregiver made it much easier not to be lonesome while mom and dad were away. 13 pp . $6.98 The Creators Gift Debenjiged Gaashi-Miigwed by Rhonda Fox Artwork by Daanis c,rr THE,CWTOR'S . - A0026 (English) A0029 (Ojibwe) The Creator· s Gift provides the reader with an understanding of some of the Anishinaabe teachings. A woman receives a gift from the Creator, brought from the ezgle, a messenger. This gift enables the woman to conceive and the life cycle begins. Gratitude is shown as the key element in receiving such a g ft. This book is available in both English and Ojibwe languages. 19pp. $9.98 Na:tive Language in Ontario Vol. 10, No.4 Page 1 1 �Upcoming Publications Our First Family Circle is a delightful story for all ages. Set on Christian Island, it tells about the first family gathering of a family from the Otter Clan. The author shares some of the teachings involved in the preparation, carrying out, and experiences of a Clan gathering. The Clan system is an important part of the Anishinaabek culture as it provide!. unity, harmony, and security among the Anishinaabek. Each clan is characteristic of different traits and gives identity to it's people. The reader experiences a variety of emotions and images as Our First Family Circle unfolds. A Teacher's Guide is available to complement Our First Family Circle. It is a unique guide that takes a holistic approach in working with children. It accounts for the mental, physical, emotional, and spiritual needs of the child and conveys Anishinaabek values, teachings, and a great deal more about the Anishinaabek culture. The Guide will assist the teacher, who may not be fully aware of some of the Anishinaabek culture, by providing a closer look at the cultural concepts introduced in the book. The Clan System, Oral Storytelling, the Circle, and Thunderstorms are among many of the concepts explored. Miijim Mazinigan is an Ojibwe language resource book on various foods. Ziigwan, which is an Ojibwe story, has two young girls exploring the signs of spring. A third upcoming publication, Understanding Treaties, provides the reader with a basic understanding of treaties including their historical origin, the rights originating from them, and the m isunderstandings that arise from them. A simple and informative book to read. Teacher's Resource Material Classroom materials that promote everyday usage o f the Ojibwe language art! available in sets or individually. Three different styles of bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii, Aapji-nishin/Really Great, etc., and three different Ojibwe greetings on red, whitt!, or yellow pencils that would make excellent gifts ih the classroom. The 1995 Calendar; a hands-on teaching tool unique in it's circular and colourful design, can assist the teacher when discussing the four seasons, the four directions, the four stages of life, etc. Page 1 2 Native Language i n Ontario Vol. 1 0. No 4 �aANISHINMBE !Y'I KENDMSWIN �PUBllSHNC MATERIALS ORDER FORM QUANTITY CODE A0027 A0025 A0028 A0026 A0029 DOOi RO l O RO I i RO l2 R0 1 3 R0 l 4 R0 l 5 R0 l 6 R0 l 7 R018 R0 l 9 R030 R040 R04 1 R042 Ro43 ROSO R05 1 R052 R053 BOOKS & MATERl,U Teaching Wigwams The Caregiver Mdimooyenh Ngaa-Zl aadaagyaang The Creator's Gift Debenjiged Gaashi-M gwed 1995 English/Ojibwe < alcndar STAMPS & PADS Miigwech Miigwech/Thank you Aapji-nishin! Aapji-nishin!/Really G ·eat! Chi-Nokii Chi-�okii/Hard Worker! Mii-Yiw! Mii-Yiw(That's It! Aahaaw Set of Nine (one of each above) Ink Pads in red, blue, green, purple, and black PENCILS with Ojibwe greetings Gchi-\1iigwech! (in red) Aaniish na Gegiin? (in white) Gchi-nendam Dbishkaayin! (in yellow) Set of all three (one of each above) BOOKMARKERS in Ojibwe & English Shkenaa! Gindaasan Giizhoozi Gizis Giizhooyaa Ki Miinwaa Gigiin Gdo-giizhoo Bmaadiz Miigwech! Ntaa Gindaas na? Set of 1 5 Book.markers Allow 2-5 weeks for delh·ery All prices subject to chilnge without notice. PRICE $35.00ea. $6.98ea. $6.98ea. $9.98ea. $9.98ea. $3.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $40.00set $3 .00ea. .50ea. .50ea. .50ea. $ 1 .00set TOTAL I .50ea. .50ea. .50ea. $5.00set Total Please make Cheque or vloney Order payable to Anishinaabe Kenda:l!m rn Publishing Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano residents only, outside or Ontario sh pping charges may vary. Total ______________ Add 6% shi pp in g charges+ Total Amount Due ________ Call, Fax, or Mail your Order to: Your Name: ____________ Organization: ____________ Address: _____________ Postal Code: ____________ Tel.: _______________ Fax.: _______________ PUBLISHING R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200 Native Language in Ontario Vol. 10, No. 4 Page 13 � 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 10 (4), Jan 1996 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 Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-01 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 https://digitalcollections.lakeheadu.ca/files/original/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 This issue and beyond ... More teachers are beginning to contribute to Native Language :Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat:e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th 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 their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �NOW AVAILABLE DELAWARE-ENGLISH / ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts 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 Title: 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. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � 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 12 (1), April 1999. 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 1999-04-01 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/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 This issue and beyond... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 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 their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL AVAILABLE DELAWARE-ENGLISH/ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll Free 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � 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 12 (2), February 2000. 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 2000-02-01 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