8 10 107 https://digitalcollections.lakeheadu.ca/files/original/bee5a5d5a9787a259e05ed279e126f8b.pdf f2ae2720880a8ec71e35c4143bfc98c1 PDF Text Text I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1999 Name: Address: ------------- ____ ________ ..;....__ �Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. I I I I I I I I I I I I I I Good luck in the 1'99 NLIP summer session! cxfl.'1J Wanda White Coordinator. NLIP a� {; _, ,5<,"tl4,•?-4\J ope Fannell Administrative Faculty and Staff A<:tins Dean, Faculty of Education Dr. Coordinator, NLIP Wanda White Senya Matson� �4.. Secretary, NLIP John O'Meara Principal, NLIP Summer School Florrie Sutherland Lila Tabachak Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-10070 BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. 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. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* I Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada I I I I I I I I I I I I I I I I I �I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) I I I I I I I I I I I I I Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al2213 Ed1571 Ed1572 Ed1573 Ed 1351 Ed 1352 Ed 1353 Ed 01 90 Ed 02 90 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 15 98 and Education1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al1210 Al1230 Al2211 Al2231 Ed1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed1572 Ed1573 Ed1574 Ed1598 Ed1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL�3!tl NLm!- 9%13 Second Language OJ 1010 OJ 1012 CR1010 CR1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. ill. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July �and end on July J.G,,1'999..J 1D �¥ ·;;u1v o Institute Courses 3 weeks Courses start on July 1"2--and end on July� I-99Et,, .;>j ;;;fUlu ID 6 weeks Ojibwe/Cree Courses Courses start on July'S-and end on August 16, �,,) 4- ;;;:J,£'1/V 4 weeks Native Language Teacher Certification Courses start on July '5. and end on July 30, [999.. 'f IV. Cancelled Classes ;;).'j'?CA� Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class. please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline. in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time. it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor wilJ submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. I I I I I I I I I I I I I I I I �VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations I 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39.49,5 9, 69, 79,89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. I 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. I I I I I I I I A+ A B C D E F F 90 -1 00% 80-89% 70-79% 60 -69% 5 0 -5 9% 40 -49% Failed O 1 -39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XID. Registration and Orientation of Students ���'f 10:00 a.m. - 2:00 p.m. s Registration Location: Agora .lAJE!), ·FYeSaay, July"610:00 a.m. - 12:00 p.m. Orientation Wednesday, July 'b Thum:l_ay, July'8 J/(t!£J '7 NLTC Workshf>Ps -fF l Friday, July"9- �/ Assembly - Bora Laskin Auditorium 10:00 a.m. - 11:00 a.m. c::� .3flf �July'1-& S�y. July W,.Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4?00 p.fii.'" t--�) c� XIV. Orientation for Faculty and Staff q .--01.1 - I : l'1J Date: Time: Location: , �tJV?J friday, July"9; m9 8:30 a.m. - I 0:00 a.m. BL 1024 Agenda 8:30 - 9:00 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 9:00 - 10:00 a,m, Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language BL 1024 Foundations BL 1024 Methods BL 1024 Randy Valentine LeuaW1tite­ Angela Moore John O'Meara Tom Beardy Gary Hannam Helen Wassegijig Isadore Toulouse Rubina Naogizic O,lores Wawia .s«weChase­ Susan Sandau Donna Fiddler V-ielet-Shawanda­ Reta Sands 'Feey MoQuilter 8 I I I I I I I I I I I I I I I I �I I I I I I I NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland. Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings ffll 99 \ 4:45 p.m. Thursday, July 2f01: 4:45 p.m. Tuesday, July Wednesday, July 28-, 1� 4:45 p.m. ,;;,f:; 'c).)1111> BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session . During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. on Saturday and 7 to 9 p.m. on Sunday evenings. I I I I I I I XVII. Timetables Timetables are provided in Appendices C 1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 • Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours. Laboratory2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 12 10 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 12 10 & 12 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 12 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 12 10 & 12 30 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory2 hours Algonquian 2233 • Oral Algonquian Part IV Prerequisite: Algonquian 12 12 & 12 32 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory2 hours. 10 I I I I I I I I I I I I I I I I I �I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II (Severn Dialect) Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree1 010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) �1 ) f'iL J.� � NL tiJ.J - Algo11qoian-binguisti�s A·studyofdrtrlaDgllages of rbe l:\lgoaqwaR-ftuniiy-wtltlf'pm'tttnlar...... emptrasis-on-Qjibwe--and-Gr-ee.�'(/ � ,.,-.-, NL 3251 - T-ranslation S,f/c.cr l1L TJrf1 c....- JL-­ SpecifiG-prt,ble111s of trans]adorr. .Sf�-1.;IJL . I I I I I I 1I �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 · NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 • NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 · NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I �Education 1571 - Introduction to Teaching A survey of teacher ethics. classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. I I I I I I Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable July 1999 NLTC (Cree) RB-3027 8:30- AL1 232 AC 9:20 A. Moore NLTC YK I (Western) RB-3046 ED 15 71 AA G. Hannam J C YK 2 (Ccu� tern} NLI NLTC YR 2 (Cent/East) RB-3026 RB-3044 RB-3024 AL 121 2 AB AL 1232 AA AL1 232 AB R. Sands T. Beardy L. White NLTC YR 3 (Western} RB-2044 ED1 35 3 I. Toulouse I NLTC YR 3 (Cent/East) RB-2044 ED 1 353 I. Toulouse RB-3027 RB-3046 RB-3026 RB-3044 RB-3024 RB-2044 RB-2044 9:30- AL1 232 AC ED15 71 AA AL 1 212 AB AL1 232 AA AL1 232 AB ED 0390 ED 0390 1 0 :20 A. Moore G. Hannam R. Sands T. Beardy L. White T. McQuilter T. McQuilter 10:30 - 11 :20 11 :30 - 1 2:20 1 2:30 -1 :30 1 :302:20 RB-3046 RB-3046 RB-3044 ED 01 90 ED 0190 ED1 35 2 T. McQuilter T. McQuilter R. Sands RB-3044 ED1 35 2 R. Sands RB-2044 ED15 73 H. Wassegijig RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 ED1 351 AA ED15 71 AB ED 0290 ED 0290 ED15 73 S. Chase G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED15 73 H. Wassegijig RB-2044 ED15 73 H. Wassegijig LUNCH RB-3046 RB-3026 RB-3044 ED1 351 AA ED15 71 AB ED1 35 2 S. Chase G. Hannam R. Sands RB-3027 RB-3046 RB-3026 RB-3044 2:30- AL1 212 AC AL1 212 AA ED1 35 1 AB ED15 72 3:20 A. Moore T. Beardy S. Chase D. Wawia RB-3044 ED1 35 2 R. Sands RB-2044 RB-2042 AL 221 3 AA AL 221 3 AB J. O'Meara L. White RB-3044 ED15 72 D. Wawia RB-2044 RB-2042 AL 221 3 AA AL 2213 AB J. O'Meara L. White RB-3027 RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 3:30- AL1 21 2 AC AL 121 2 AA ED 1351 AB ED 15 72 AA ED15 72 AB ED1 35 3 4:20 A. Moore T. Beardy S. Chase D. Wawia D. Wawia I. Toulouse C.2 Practicum 0190, 0290 0390 Student Teachin * Class ear hree - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin ear ne - 10: a.m. - 1 1 : 0 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Associate Teachers Violet Shawanda Susan Sandau Bonna Fiddler J.ld.u. Rrii .(U,(,IJ..l t'....., ,. Room BL 2032..., BL 2027 BL 2039 ...,. BL 2030 Susan-Bebonan��1.1< D_ ,. .'�'41'1'$ T-0ny-Meeutlter ' tfhv1 RB 3044 14 I I I I I I I RB-2044 ED1 353 I. Toulouse I I I I �I I I I I I I I I I I I I I Year Two - 1 1 : 0 a.m. - 12:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Central/Eastern Ojibwe: �"'"'"'..., !,f(,f.lA\.r-., 11 ,/• . IL,. V.ialehShawanda 1) s .. �� � )J,,,,.. . «j � �. .......... � "W"' Susan Bebcnang 'l/l J I.J,Jn, Tony..McQuilter · . BL 2032 BL 2027 BL 2039 BL 2030 RB 3046 C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July�di This year, only one set of workshops will be held. A limit of 25 students per worksh� based on a first come first choice basis. Room numbers and class lists will be available on July '1-.. .?> Workshop 1 - Introduction to Double Vowel Syllabic Writing System - BL 2039 In the Anishinaabemowin, there are different writing systems involved because of the different dialects. The syllabic writing system is mainly used in Cree, Oji-Cree and Northwestern Ojibwe dialects. This workshop will asist the participants to make that first step to learning system. The participants are asked to bring their own writing paper and pencil/pen. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2031 Working with Birch Bark, Porcupine Quills and Sweet Grass is a rydelicate task. There are certain things that the students need to know and understand before actual process of making a particular object. The time of the Birch Bark picking is very impo t plus acquiring the porcupine quills during a particular time of the season and the sacredness o e Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items tha ey will be taking back to their classrooms and in tum be able to teach their own students what they ve learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - The Ontario Curriculum, Grades 9 & 10 Native Language 199 - Violet Shawanda - BL 2027 This is an introduction to the new Ontario Curriculum Do , rades 9 and 10, Native Languages 1999. It will be implemented in Ontario seconduo�nools starting in September 1999 for students in Grade 9 and in September 2000 for stude · Grade 1O. "This document replaces the sectio ·n The Common Curriculum: Policies and Outcomes, Grades 1 - 9, ages, and the parts of the curriculum guideline entitled Native 1995 that relate to Native L Languages, Part A: P ·eyand Program Considerations, Primary, Junior, Intennediate, and Senior Divisions 1987 relate to Grade 10. This document is designed for use in conjunction with its companionJ.i· ce, The Ontario Curriculum, Grade 9 and 10: Program Planning and Assessment, 1999, which contains infonnation relevant to all disciplines represented in the curriculum." Note: The main focus will be the place of Native Languages in the Curriculum. Workshop 4 - Developing Native Curriculum - BL 2030 This workshop will be conducted in two languages, Anihshininiimowin/Oji-Cree and English. The team will describe how they are developing curriculum with the help and assistance of elders, parents and community members. The presentation will explain the process required to develop community based outcomes in addition to planning units and how111aterials can be produced by students and staff. A variety of activities and strategies will be presented to be used for teaching reading, writing and oral and visual communications in both languages<All activities will be based on topics in the Languages Together (Shibogama Education) currfc'ulum and expectations from the new Ontario Curriculum. A video of some program highlights will be shown and there will be time for an exchange of ideas and discussion. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1999 NASL IV 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30- 12:20 BL-!640 AL 2233 R. Valentine Bt::2040AL 2233 R. Valentine Bl::·l04£L ED 1574 I. Toulouse t6 o<o of I I I I I Bb2040 I Db-2040 ED 1354 R. Naol!izic Bb»18 ED 1 354 R. Naol!izic I ED 1 574 I. Toulouse 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1999 OJIBWE ('111?.ll' OJ 1010 CR 1010 July S - 22 5:00 • 7:30 p.m. Monday to Thursday RB 305 1 July 5 - 22 1 1 :00 a.m. • 1 :30 p.m. Monday to Thursday RB 3027 July 26 - Aug 16 5:00 - 7:30 p.m. Monday to Thursday RB 3051 July 26 - Aug 16 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 OJ 1012 CR 1012 I I I I I I I 16 I �I I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1999 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30-12:20 sa iee:1 NL tH-3 3-5 J I J. O'Meara BB !!007 NLffii- ?1f?/ / J. O'Meara 12:30-1 :30 1 :30-2:20 2:30-3:20 BB•200'1 N� 33)3 R. Valentine 88 ;;!GER NL m+ 3b/3 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1999 8:00-9:20 RB-3051 ED 4743 9:30- 10:20 RB-305 1 ED 4743 I 0:30- 1 1 :20 RB-305 1 ED 4743 1 1 :30-1 2:20 RB-3051 ED 4743 1 2:30-1 :30 1 :30-2:20 RB-3051 ED 4743 2:30-3:20 RB-3051 ED 4743 3:30-4:20 RB-3051 ED 4743 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday 9 a.m. - 11 a.m. Sunday 7 p.m. - 9 p.m. July 1999 Sunday ROOM BL 2031 5 4 Wednesday Thursday Tuesday Monday 6 7 Friday 8 2. Saturday 31 9 10 W. White 12 11 J. O'Meara F. Sutherland A�� 14 13 I. Toulouse R. Valentine T. McQuilrer fl. \llawia P- � 15 F. Sutherland H. Wassegijig � 17 fit:. Naegitle W. White 19 24 23 20 2 1 4 /?UmiJ. R. Valentine f!?tinthcdand T. Beardy $ McQuilla A. Moore S. Chase J. O'Meara F. Sutherland T. Beardy e:=Wfffle D. Wawia W. White 18 {) ,- ..... J )) WtWJ{,0 '� 11,, 26 28 / ' 29 27 hitiI. Toulouse Sit€fitm"" le:fl,tt� .,jg, Iii 11 J. O'Meara i S-1he1hmd -- R Sr.mets .,,- B f!SiW•wt= 25 T_ t •-- - � - 30 - �if.,:� ,_l,1 ,_,,, ,!JY. .�-0 �-�?- �«-1t. �V'N� NOTE: The Associal� Teac�ers, ��-=-- - �:-... 1 ,., �let l:townndtt, 31.1:,un _ _ ,� ,6 and Susan Sandau w11J be involved wtth conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7 :00 - 9 :00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7 :00 - 9:00 p.m. 18 31 I I I I I I I \I I I I I I I I I I �I I N<OYirIE§ I I I I I I I I I I I I I 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 NLIP Faculty & Staff Handbook 1999 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1999 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 1999-07-01 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/f336ff3ab4d545521d5872fd737ed9e8.pdf 2af3fa1c1da6e59b273f0264c46cbb62 PDF Text Text I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1998 Name:---��_______;;:.......,;;.___----=---Address: _____________ �I I I I I I I I I I I I I I I I I Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1998 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Dr. Fenley Scott Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Acting Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �I I ' I I I I I I I I I• I I I I I I I •I �I I I I I I I I I I I I I I I I I I I LAKEHEAD UNIVERSITY FA CULTY OF EDU C A TION M EMO R AN DUM TO: FROM: DATE: SUBJECT: ALL FACULTY David Bates, Dean August 1997 SECRETARIAL ASSIGI\�IENTS The following policy with respect to work priorities and demands placed on secretaries is intended to provide as much support as possible for F aculcy needs. -:t The priority for completion of work by secretaries is: tST: ADMINISTRATION (reception, responding to inquiries from students and the public, phones, 2ND: TEACHING (course oudines, teaching materials, examinations, etc.) 3RD: ScHOLARLYWORKAND RESEARCH (conference papers, journal articles, absrraets, proposals). Your letters, filing, records, etc.) research cyping work may have to wait a while to be done, depending on ocher demands on the secretary. They all try to respond as well as they can. Smaller jobs are easier to accommodate than large ones. Your files may be on the hard disk of your secretary's computer, but the office computers are not for faculty use. Please use another computer on campus or your personal computer if you want to work on your files. You should keep disk copies of all your files for your own security. -:r Faxes must be sent by your secretary; personal faxes muse be identified as being personal and the cover page will be held. -:r Please don't ask secretaries to type book manuscripts or to perform the role of a research assistant by transcribing/recording data (qualitative or quantitative). Such tasks should be paid for as extra contract work out of a research grant (or from other sources) by the faculty member concerned. Secretaries' normal working hours by collective agreement are 8:30 am to 4:30 pm. Faculty may NOT request secretaries to complete work outside these hours. Overtime may only be authorized by the Dean. Secretaries are entided to two breaks and a lunch break. Please respect this time and do noc expect staff co work through their lunch or coffee breaks. Secretaries are not expected to do photocopying for faculty. You are responsible for your own photocopying. There are two kinds of demands which are sometimes placed on secretaries which can be avoided: EXCESSIVE (in terms of time expected to be expended on a single task), and LAST-MINUTE DEMANDS (in which ongoing work is expected to be put aside so that a faculty member's personal deadline can be met). Your continued cooperation and understanding with respect to these policies - which are of benefit co the Faculty as a whole - is appreciated. DEMANDS NOTE: Faculty assignments to secretaries are on the reverse. �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. 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. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 l I I 1 I 1 I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed 0290 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 AI 1232 Al 2213 Al 2233 Ed 157 I Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses ate for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL 3531 NL 3711 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I 1 I 1 I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization. and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. III. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July 13 and end on July 31, 1998 3 weeks Institute Courses and end on July 31, 1998 13 July on Courses start Ojibwe/Cree Courses 6 weeks Courses start on July 6 and end on August 17, 1998 4 weeks Native Language Teacher Certification Courses start on July 6 and end on July 31, 1998 IV. Cancelled Classes Classes cancelled due to illness. etc. should be re-scheduled at a time convenient to the instructor and students. 5,r �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190. ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1. It will be printed and placed in the LU. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 l I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: A+ A B C D E F F 90 - 100% 80 - 89% 70- 79% 60-69% 50 - 59% 40- 49% Failed 0 l - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average. and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Monday, July 6 10:00 a.m. - 2:00 p.m. Tuesday, July 7 9:00 a.m. - 10:00 a.m. 10:00 a.m. - 12:00 p.m. Registration Location: Agora Assembly - Bora Lask.in Auditorium Orientation Friday, July l O & Saturday, July 1 1 Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 10, 1998 10:00 a.m. - 1 1:30 a.m. BL 1024 I Agenda 10:00 - 10:30 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 - 1 1 :00 a.m. Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O' Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Shirley Williams Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Tony McQuilter BL 1024 BL 1024 8 I I 1 I I I I BL 1024 I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 11:00 - 1 1:30 a.m. NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Thursday, July 16, 1998 Tuesday, July 2(t.jj 998 Wednesday, July 29, 1998 4:45 p.m. 4:45 p.m. 4:45 p.m. BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours. Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours. Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours. Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 1 2 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours. Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 l I I I I I I I I I I I I I I I I I �11 I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe I O I O Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours. Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) NL 3711 - Native American Applied Linguistics Introduction to problems and research methods. NL 3531 - Composition Expository and creative writing, research and guided project. n �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals. strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190, ED 0290. and ED 0390 Practicum component and is part of the grade evaluation for that course. I I I I 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable NLTC (Cree) RB-3027 8:30- AL 1 2 1 2 AC 9:20 A. Moore NLTC YR 1 (Western) RB-3046 AL 1 2 1 2 AA T. Beardy JUIY I 1998 NLTC YR 1 (Cent/East) RB-3026 ED 1 3 5 1 AB S. Chase NLTC YR 2 (Western) RB-3044 ED 1 572 AA S. Williams NLTC YR 2 (Cent/East) RB-3024 ED 1 352 AB L. White NLTC YR 3 NLTC YR 3 (Cent/East) (Western) RB-2044 RB-2044 ED 1 353 ED 1 353 I. Toulouse I. Toulouse RB-3044 RB-3024 RB-2044 RB-2044 RB-3026 RB-3046 RB-3027 ED 0390 9:30- AL 1 2 1 2 AC AL 1 2 1 2 AA ED 1 3 5 1 AB ED 1 572 AA ED 1 352 AB ED 0390 S. Chase T. McQuilter T. McQuilter S. Williams L. White T. Beardy 1 0:20 A. Moore RB-3046 RB-3027 10:30 AL 1 232 AC ED 0 1 90 - A. Moore T. McQuilter 1 1 :20 RB-3046 1 1 :30 ED 1351 AA S. Chase 1 2:20 1 2:30 - 1 :30 RB-3027 RB-3046 1 : 30- AL 1 232 AC ED 1 35 1 AA 2:20 A. Moore S. Chase RB-3046 2:30ED 1 57 1 AA 3:20 G. Hannam RB-3046 3:30ED 157 1 AA 4:20 G. Hannam - RB-3044 RB-3046 RB-3024 RB-2044 AL 1 232 AA AL 1 232 AB ED 1 573 ED 0 1 90 T. McQuilter T. Beardy R. Sands H. Wassegijig RB-3026 RB-3044 RB-2044 RB-3044 ED 0290 ED 1 57 1 AB ED 0290 ED 1 573 G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED 1 573 H. Wassegijig RB-2044 ED 1 573 H. Wassegijig LUNCH RB-3026 ED 157 1 AB G. Hannam RB-3026 AL 1 2 1 2 AB R. Sands RB-3026 AL 1 2 1 2 AB R. Sands RB-3044 AL 1 232 AA T. Beardy RB-3044 ED 1 352 AA R. Naogizic RB-3044 ED 1 352 AA R. Naogizic RB-3024 AL 1 232 AB R. Sands RB-3024 ED 1 572 AB S. WiHiams RB-3024 ED 1 572 AB S. Williams RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 ED 1 353 I. Toulouse C .2 Pracf1cum 0190' 0290' 0390 Student Teach"m� * Class Associate Teachers Room Year Three - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuilter RB 3044 Year une - 1 0:jO a.m. - I I ;jO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuiher RB 3046 Year Two - 1 1 :JO a.m. - I l:JO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Sy llabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Central/Eastern Ojibwe: Tony McQuilter RB 2044 * Practicum assignments will be available durmg Onentauon 14 RB-2042 AL 22 1 3 AB L. White RB-2042 AL 22 1 3 AB L. White RB-2044 ED 1 353 I. Toulouse l I I I I I I I I I I I I I I I I �I I I 0 0 0 I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 8 and 9. This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 7. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - BL 2031 Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2039 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2027 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style. translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - Story Telling and the Uses of the Talking Circle - Delores Wawia - BL 2030 The students will be exposed to the meaning and the uses of the Talking Circle. The students will be introduced to the art of story telling. Both the talking circle and story telling are useful teaching devices that can be incorporated into Native language teaching to enrich the classes. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1998 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30- 1 2:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1 574 I. Toulouse I BL-2040 ED 1 574 I. Toulouse 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 BL-2040 ED 1 354 G. Nahwe1mhbo BL-2040 ED 1 354 G. Nahwegahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1998 OJIHWE OJ 1010 I UJ.'I.' CR 1010 July 6 • 24 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 6 • 24 1 1 :00 a.m . • l :30 p.m. Monday to Thursday RB 3027 July 27 • Aug 1 7 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 27 . Aug 1 7 1 1 :00 a.m. • I :30 p.m. Monday to Thursday RB 3027 OJ 1012 16 CR 1012 l I I I I I I I I I I I I I I I I �C.6 Institute (Advanced) Timetable July 1998 I 8:30-9:20 9:30-10:20 10:30- 1 1 ;20 1 1 :30- 12:20 I I I I I 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 B B-2007 NL 37 1 1 R. Valentine 8B-2007 NL 37 1 1 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1998 8:00-9:20 9:30- 10:20 I 0:30- 1 1 :20 I I I I I I BB-2007 NL 3531 J. O'Meara 88-2007 NL 3531 J. O'Meara 1 1 :30- 1 2:20 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 RB-305 1 ED 4743 D. MorJ?an RB-3051 ED 4743 D. MorJ?an RB-3051 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mor}!an RB-305 1 ED 4743 D. MorJ?an RB-305 1 ED 4743 D. Morgan 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1998 ROOM BL 2031 6 5 Wednesda_y Thursday Tuesday Monday Sunday 8 7 2 9 Friday 3 Saturday IO 4 11 W. White 12 J. O'Meara 19 J. O'Meara 26 J. O'Meara 16 13 14 15 I. Toulouse R. Valentine G. Nahwegahbo S. Williams 20 25 24 23 21 22 R. Valentine F. Sutherland T. Beardy A. Moore S. Chase S. Williams W. White T. Beardy L. White F. Sutherland A. Moore G. Nahwegahbo F. Sutherland 27 I. Toulouse F. Sutherland 28 T. McQuilter H. Wassegijig F. Sutherland H. Wassegijig 30 29 R. Naogizic L. White F. Sutherland R. Sands 18 17 R. Sands R. Naogizic W. White 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7:00 - 9:00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7:00 - 9:00 p.m. 18 I I I I I I I I I I I I I I �I I I I N(0)1rIE§ I I L I I I I I I I I I I I I 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 NLIP Faculty & Staff Handbook 1998 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1998 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 1998-07-01 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/0c0ca3ac5782ddb1bee7216d69e11e87.pdf 1c5e832d669dd73a7d5ef875f385fdea PDF Text Text Native Language Instructors' Program Faculty and Staff Handbook July, 1997 Name: Address: - ·- - · �Native Language Teacher Certification Timetable July 1997 8:30-9:20 9:30 -10:20 NLTC (Cree) RB-3027 AL1212 AC AL1232 AC A. Moore RB-3027 AL 1212 AC AL1232 AC A. Moore NLTCYR1 (Western) RB-3046 AL12f2,AA T. Beardy NLTCYR1 (Cent/East) RB-3026 ED1351 AB S. Chase NLTCYR2 (Western) RB-2044 ED1572 AA L. White NLTCYR2 (Cent/East) RB-2044 ED1572 AA L. White NLTCYR3 (Western) RB-3044 AL2213 AA J. O'Meara NLTCYR3 (Cent/East) RB-3024 ED1353 AB R. Naogizic RB-3026 RB-2044 RB-2044 RB-3044 RB-3044 RB-3046 AL1212 AA ED1351 AB ED1572 AA ED1572 AA ED0390 ED0390 L. White T. McQuilter T. McQuilter S. Chase T. Beardy L. White 10:30 -11 :20 RB-3044 RB-2044 RB-2025 RB-3046 RB-3046 RB-2042 AL1232 AA AL1232 AB ED1573 AA AL2213 AB ED0190 ED0190 H. Wasscgijig T. McQuilter T. McQuilter T. Be:i!dY L. White R. Sands I 11:30 - l2:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 RB-3046 ED1573 AA AL2213 AB ED0290 ED1351 AA I ED 1571 AB ED0290 S. Chase T. McQuitter T. McQuiller H. Wasscgijig L. White G. Hannam I 12:30 -1:30 1 :30-2:20 . LUNCH RB-3044 RB-2042 RB-3046 RB-3026 RB-2044 RB-3024 ED1351 AA ED1571 AB AL1232 AA AL1232 AB ED1353 AA ED1353 AB R. Sands I. Toulouse R. Naogizic S. Chase G. Hannam T. Beardy 2:30 -3:20 RB-3024 RB-2044 RB-3044 RB-3046 RB-3026 RB-2044 ED1571 AA AL1212 AB ED1352 AA ED1352 AA ED1353 AA ED1573 AB G. Hannam R. Sands R. Naogizic R. Naogizic I. Toulouse H. Wassegijig 3:30 -4:20 RB-2044 RB-3044 RB-3046 RB-2044 RB-3026 RB-3024 ED1571 AA AL1212 AB ED1352 AA ED 1352 AA AL2213 AA ED1573 AB R. Naogizic R. Naogizic J. O'Meara H. Wassegijig G. Hannam R. Sands ' �I I Introduction Boozhoo! I I I I I I I I I I I I I I I I I look forward to working with you again as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1997 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. 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. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A Flfst Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 . 1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native L anguage Teacher Certification Program (NLTC) Algonquian Year One YearTwo Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL3551 NL3751 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4745 - Native As A Second Language (Algonquian) Part ID: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Temporary Letter of Standing. Successful completion of Part I & II (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. A consolidation and expansion of the work of Part I & II to develop and build on basic concepts and skills of teaching a Native language as a second language. In addition, goals, strategies, and personal qualities of leaders in Native language education will be examined. Practical activities in supervision will form part of the course. • 4 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23 .03 .02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 . 03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03 .04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03 .05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23 .03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23 .03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Diploma in Native As A Second Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Institute Courses 3 weeks Courses start on July 7 and end on July 25 , 1 997 6 weeks Ojibwe/Cree Courses Courses start on July 2 and end on August 1 4, 1 997 4 weeks Native Language Teacher Certification Courses start on July 3 and end on July 25 ,1 997 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. . 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 01 90, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I �I I I I I I I I I VIIl. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service talces a minimum of one full day. H prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native L anguage Instructors' Program by Friday, July 25, 1997. 2. No '9's please: i.e. number 39, 49,59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: I I I B C D I I I I I I I A+ A E F F 90 -100% 80-89% 70 -79% 60 - 69% 5 0 -59% 40 - 49% Failed O1 - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lalcehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1997. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Wednesday, July 2 10:00 a.m. - 2:00 p.m. Registration/Orientation Location: Agora Assembly Bora Laskin Auditorium 3:00 - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 4, 1997 4:30- 6:30 Ryan Building 3046 Agenda 5:00 - 5:30 p.m. General Meeting RB3046 1 . Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. 5:30 - 6:00 p.m. . L anguage RB 3026 Foundations RB 3027 Methods RB 3046 Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau 8 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I 6:00 • 6:30 p.m. NL TC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP"A" RB 3026 NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP'' B" RB 3027 NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP"C" RB 3046 Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July 7 , 1997 Monday, July 14, 1997 Wednesday, July 23, 1997 4:45 p.m. 4:45 p.m. 4:45 p.m. RB 3046 RB 3046 RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C l - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. xvm. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I . 9 �Algonquian 1212 • Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 • Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part m Prerequisite: Algonquian1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2213 • Oral Algonquian Part m Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 • Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 , Algonquian 1210 . Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours I I I I I I I I I I I I I I I I I I I ,. �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introducti on t o basic Ojibwe ph onetic s, grammar and c onversati on . Lecture s 3 h ours, Lab orat ory 2 h ours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequi site Ojibwe 1010 Devel opment of c onversati onal skill s and practice in writing. Lecture s 3 h ours, Laboratory 2 h ours (Sec ond Term) Cree 1010 - Introduction to Cree I Introducti on t o basic Cree ph onetics, grammar and c onversation. Lectures 3 h ours, Lab oratory 2 h ours (First Term) Cree 1012 - Introduction to Cree II Prerequi site Cree 1010 Devel opment of c onversational skill s and practice in writing. Lecture s 3 h ours, Lab oratory 2 h ours (Sec ond Term) NL 3751 • Linguistics Specific problems of the oretical or applied lingui stic s. NL 3551 • Literature Prerequi site: NL 35 1 1 or NL 3531 Specific problems of extant literature or creative writing. 11 �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ill. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 - NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ill. I I I I I I I I I I I I I I I I I 12 I I �I I I I I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 • Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 • Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. ,, 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable Julv 1997 ~ 8:309:20 9:3010:20 10:30 - 11:20 NL IL Y K 1 NLTCYR 1 (Cree) (Western) (Cent/F.ast) .l<H-jlfl/ .l<H-3046 RB-3026 AL 1212 AC AL 1212 AA ED 1351 AB S. Chase AL 1232AC T. Beardy A. Moore RB-3lTl/ RB-3046 RB-3026 AL 1212AC AL 1212 AA ED 1351 AB AL 1232AC T. Beardy S. Chase A. Moore RB-3046 RB-3046 ED0190 ED 0190 T. McQuilter T. McQuilter NL IL NLTCYR2 (Western) RB-2044 ED 15'/2AA L . White NLTCYR2 (Cent/East) RB-2044 ED 15'/2 AA L. White NLTCYR3 (Western) RB-3044 ED 1353AA I. Toulouse NLTCYR3 fCentl~a!.t) RB-3024 ED 1353 AB R. Naogizic RB-2044 RB-2044 RB-3044 RB-3044 ED 15'/2 AA ED 15'/2 AA ED0390 ED0390 L. White L. White T. McQuilter T. McQuilter RB-2044 RB-2044 RB-3044 RB-2025 AL 1232AA AL 1232AB ED 15'/3 AA AL2213AB T. Beardy H. Wassegijig L. White R. Sands RB-3046 11:30 - 12:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 ED 1351 AA ED 15'/l AB ED0290 ED0290 ED 15'/3 AA AL 2213 AB S. Chase G. Hannam T. McQuilter T . McQuilter H. Wassegijig L. White 1£,j\J LUNCH -1:30 1:302:20 2:303:20 3:304:20 RB-3026 ED 15'/1 AB G. Hannam RBAL 1212 AB R Sands - 026 ED 15'/1 AA AL 1212 AB G. Hannam R. Sands ED 1351 AA S. Chase RB-304 ED 1571 AA G. Hannam RB-2044 AL 1232 AA T. Beardv RB-2044 ED 1352AA R. Nao izic RB-2044 ED 1352AA R. Nao izic RB-2044 AL 1232AA R. Sands RB-2044 ED 1352AA R. Nao izic RB-2044 ED 15'/2AA R. Nao izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL2213 AA R. Valentine C.2 Practicum 0190 0290 0390 Student Teachin * Violet Shawanda ' aJ. a BL2032 BL2027 BL2039 BL2030 RB 3044 BL2032 BL2027 BL2039 BL2030 RB-3024 ED 1353 AB R. Nao izic RB-3024 ED 15'/3 AB H. Wasse i " RB-3024 ED 15'/3 AB H. Wasse i'i I I I I RB 3046 t BL2032 BL 2027 BL 2039 BL2030 RB2044 le during Orientation 14 I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions i, Each workshop will be 2 days in length and will be held on JulJ and This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 • Sounds and Songs of the Anishnaabeg - Violet Shawanda • BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - To Be Announced . 15 �C.4 Native As A First/Second Language Diploma Timetable July 1997 I I NASL IV 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 3:30-4:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwegahbo BL-2040 ED 1354 G. Nahwegahbo C.5 Ojibwe/Cree Course Timetables July/August 1997 -- UJ.USWE OJ 1010 July 2 - 22 5:00 - 7:30 p.m. Monday to Thursday RB 2026 OJ 1010 July 24 - Aug 14 5:00 - 7:30 p.m. Monday to Thursday RB 2026 If__ C:HRR CR 1010 July 2 - 22 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 CR 1010 July 24 - Aug 14 1 1 :00 a.m. - 1 :30 p.m. Monday to Thursday RB 3027 -11 16 I I I I I I I I I I I I I I I I �Native Language Teacher Certification Timetable July 1997 ~- - - - r-·l - . RB-2025 RB-3044 RB-2044 RB-3046 RB-3046 RB-2042 AL 1232 AA AL 1232 AB ED 15 73 AA AL 22 13 AB ED 0 190 ED 0 190 H. Wasscgijig L. White T. McQuilter T. McQuilter T. Beardy R. Sands ~ I RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB ED 0290 G. Hannam T. McQuilter S. Chase LUNCH RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB AL 1232 AA G. Hannam T. Beardv S. Chase RB-2044 RB-3026 RB-3046 ED 15 7 1 AA AL 1212 AB ED 1352 AA R. NaoJ?;izic G. Hannam R. Sands RB-2044 RB-3026 RB-3046 ED 15 71 AA AL 1212 AB ED 1352 AA R. Nao2izic G. Hannam R. Sands RB-2025 RB-3044 RB-2044 ED 0290 ED 15 73 AA AL 22 13 AB T. McQuilter H. Wassegijig L. White 1 I=== ======== IL =-=== I I RB-2042 AL 1232 AB R. Sands RB-2044 ED 1352 AA R. Nao2izic RB-2044 ED 1352 AA R. Naoe:izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL 22 13 AA R. Valentine RB-3024 ED 1353 AB R. Naoe:izic RB-3024 ED 15 73 AB H. Wassegijig RB-3024 ED 15 73 AB H. Wassegijig ~ - l I I r _II_ I I n 3 :30-4:20 NLTC YR3 (Cent/East} RB-3024 ED 1353 AB R. Naogizic RB-3044 RB-3044 RB-2044 RB-2044 RB-3026 RB-3046 ED 0390 AL 1212 AA ED 135 1 AB ED 15 72 AA ED 15 72 AA ED 0390 L. White T. McQuilter T. McQuilter L. White T. Beardy S. Chase I 2:3 0-3:20 NLTC YR 3 (Western} RB-3044 ED 1353 AA I. Toulouse - - 1:30 -2:20 NLTC YR 2 (Cent/East} RB-2044 ED 15 72 AA L. White NLTC YR 2 (Western} RB-2044 ED 15 72 AA L. White - I 12:3 0-1:30 NLTC YR 1 (Cent/East) RB-3026 ED 135 1 AB S. Chase L L 1 1:3 0- 12:20 I 10:3 0-1 1 :20 NLTC YR 1 (Western} RB-3046 AL 12 12 AA T. Beardy II 8:3 0-9 :20 9:30- 10 :20 NLTC (Cree} RB-3027 AL 1212 AC AL 1232 AC A. Moore RB-3027 AL 1212 AC AL 1232 AC A. Moore I �I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1997 8:30-9:20 9:30-10:20 I 0:30-1 I :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 BB-2007 NL 3551 R. Valentine BB-2007 NL 3551 R. Valentine BB-2007 NL 3751 J. O'Meara BB-2007 NL375l J. O'Meara 3:30-4:20 C. 7 A.Q. (Part Ill) Specialist Timetable July 1997 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 I I l:30-2:20 RB-3051 ED 4745 G. Nahweeabo RB-3051 ED 4745 G. Nahweeahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo 2:30-3:20 J 3:30-4:20 17 �- C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. • 9 p.m. Saturday & Sunday 9 a.m. • 11 a.m. July 1997 ROOM BL 2036 Tuesday Mondav Sunday 7 6 F. Sutherland 1 8 2 3 9 10 c L. White T. McQuiller d J. O'Meara I. Toulouse H. Wassegijig � 14 13 F. Sutherland J. O'Meara A. Moore 20 J. O'Meara 27 21 G. Nahwegahbo F. Sutherland 28 °""lV'Il.. 'ti ..,.:<Jl' 16 15 I. Toulouse Saturday 4 5 J. O'Meara W. White S. Chase Friday Wednesday Thursday F. Sutherland 11 T. Beardy T. McQuilter 12 W. White 17 19 18 R. Sands H. Wassegijig R. Naogizic W. White R. Valentine F. Sutherland G. Nahwegahbo J. O'Meara A. Moore T. Beardy R. Valentine F. Sutherland L. White S. Chase 29 23 24 30 31 25 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 26 I I I I I I I I I I I I I I I I I 18 �I I I 1997 NLIP Faculty and Staff Violet Shawanda I I I I I Steve Chase I I I I I I I I Emma Oskineegish 19 �I Susan Sandau Florrie Sutherland I I I John O' Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I Randy Valentine Dept of Linguistics University of Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 I I I I I I 20 �I I I I I I I I I I I I I I I Important Numbers Native Student Support Services (807) 343-8085 Lakehead University (807) 343-8110 Counselling (807) 343-8018 Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( ( Police Ambulance Poison Control )911 )911 )911 )911 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 21 �NCOfIT1&§ I I I I I I I I I 22 I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1997 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University Summer 1997. Note that some text has been redacted to preserve personal privacy. 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 1997-07-01 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/e36d67cdbe853495b9770a12d332b6fb.pdf 1cf49571e9f8ee1fd15aa44a72c99612 PDF Text Text I I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1996 Name: _____________ Address: _____________ �I Introduction Boozhoo! My name is Wanda White. I am the new Coordinator of the Native Language Instructors' Program. I I I I I I I I I I I look forward to working with you as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1996 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Acting Coordinator, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I I I I I 1 BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in N alive language learning and teaching. 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. 1~ I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I.Native Language* Summer Institute 1~Native Language** Specialist [ I _J I Native Language*** Elective Courses I I I L I I I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I Native I Language*** Teacher I Certification J I~ Native As A First Language Diploma* - I I Nauve I As A Second Language Diploma* J I _J I I I I I I I I I I I I I I * ** *** Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 .1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native LanguageTeacher Certification Program ( NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed1351 Ed 1352 Ed1353 Ed0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non- road- access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed1598 Ed 1353 Ed 1599 Ed1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �I Year One YearTwo Year Three Year Four Al 1210 Al1230 Al 2211 Al 2231 Ed 1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL2713 NL 3511 Second Language OJ 1010 OJ 1012 OJ 2001 S. ED 4744 - Native As A Second Language (Algonquian) Part II: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 2211 and 2231 or AL 2231 and 2233 and O.T.C. or Temporary Letter of Standing. Successful completion of Part I (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language as a second language will be included. A professional practicum will form part of the course. 4 I I I I I I I I I I I I I I I �I 'I I 23 .0 3. 0 1 I A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23. 0 3.0 2 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 0. 3. 0 3 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23 . 0 3.0 4 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23 0. 3 0. 5 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23. 0 3.0 6 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23. 0 3.0 7 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July8 and end on July 26,1996 Diploma in Native As A Second Language 3 weeks Courses start on July8 and end on July 26,1996 Institute Courses 3 weeks Courses start on July8 and end on July 26, 1996 4 weeks Ojibwe Courses Courses start on July3 and end on July31 ,1996 4 weeks Native Language Teacher Certification Courses start on July 4 and end on July 26,1996 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �I V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL1212 AA Western and AL 1212 AB Central/Eastern AL1232 AA Western and AL1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190 , ED 0290 , or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 26, 1996. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks-lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. A+ A B C D E F F 90-100% 80-89% 70-79% 60-69% 50-59% 40-49% Failed O 1-39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1996. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Tuesday, July 2 10:00 a.m. • 2:00 p.m. Wednesday, July 3 9:00-10:00 a.m. Registration Location: Agora Orientation throughout the day Assembly at: Bora Laskin Building Auditorium XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 5, 1996 10:00 a.m. - 12:30 p.m. Ryan Building 10:00 a.m. -10:30 a.m. Agenda General Meeting RB3046 Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Joanne LaBelle Reta Sands Tom Beardy Angela Moore John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Shirley Williams Steve Chase Mary Lou Iahtail Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Rubina Naogizic Sandra Peltier RB 3026 I I I I I I 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 a.m. - 11:00 a.m. I I I RB 3027 8 RB 3046 I I I I I I I I I �I I I I I I I I I I I I I I I I 11:00 a.m . -11:30 p.m . NLTCAND NASUNAFLGroupTeam s: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROU P"A" RB3026 NLTCYearOne/ NLTCYearTwo Faculty teaching Year One and Year Two courses. GROU P"B" RB3027 NLTCYearThree/ NASLYear Four/ NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROU P"C" RB3 046 AssociateTeachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July15 ,1996 Wednesday, July 24,1996 RB 3046 4:45 p.m. 4:45 p.m. · RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m . XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2213 - Oral Algonquian Part Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. IO I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe Il Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 2001 • Intermediate Ojibwe Prerequisite Ojibwe 1010/1012 Development of basic skills. Introduction to reading materials. Lectures 3 hours, Laboratory 2 hours. NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. NL 3511 - Literature: The Oral Tradition Prerequisite: One of Ojibwe 2001 or 3001, Cree 3001 or Algonquian 2231 Problems and methods of collection analysis. Research and guided projects in oral literature. 11 �Education 1351 • NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 • NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 • NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and Il with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ID. Education 1451 · NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondacy school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 • NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part m. 12 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I E ducati on 157 1- I ntroducti on toTeachi ng A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will fonn part of the course. E ducati on 157 2- The Developm ent of the Chi ld An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. E ducati on 157 3-CurrentI ssuesi n ( Nati ve) LanguageE ducati on Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministty of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministty guidelines. E ducati on 1574 - Approaches toBi li ngualE ducati on An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. E ducati on0 190 - E ducati on0 290 -E ducati on0 390 This series of cour ses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teachi ng - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre- conference, evaluation and post- conference with an Associate Teacher. . 2. Planni ng Sessi on - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assem bly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. W orkshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190 , ED 0 290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable JI UIV 1996 8:309:20 9:3010:20 NLTC (Cree) RB-3027 AL 1212AC AL 1232AC A. Moore RB-3027 AL 1212 AC AL 1232AC A Moore NLTC YR 1 (Western) RB-3046 AL 1212AA J. Labelle - NLTCYR2 (Western) RB-2044 AL 1232 AA T. Beardy NLTCYR2 (Cent/East) RB-2042 AL 1232AB R. Sands NLTCYR3 (Western) RB-3044 ED 1353 AA I. Toulouse RB-2044 RB-2042 RB-3044 RB-3026 RB-3046 AL 1212AA ED 1351 AB AL 1232AA AL 1232AB ED0390 S. Peltier S. Chase J. Labelle T. Beardy R. Sands RB-3046 ED0190 J.Labelle 10:30 NLTC YR 1 (Cent/East) RB-3026 ED 1351 AB S. Chase RB-3026 ED 0190 G. Hannam NLTCYR3 (Cent/East) RB-3024 AL2213 AB L White RB-3044 ED0390 S. Peltier RB-2042 RB-3044 RB-2025 RB-2044 ED 1572AA ED 1352AB ED 1573 AA ED 1353AB S. Williams R. Naogizic H. Wasscgijig S. Peltier 11:20 RB-3026 RB-2044 RB-3046 ED 1351 AA ED 1571 AB ED0290 S. Chase G.Hannam J. Labelle 11:30 12:20 12:30 -1:30 RB-2044 ED0290 J. Labelle RB-3044 RB-2025 ED 1573AA ED 1353AB H. Wassegijig S. Peltier RB-2042 ED 1352AB R. Nao~zic RB-2042 ED 1572AB S. Williams RB-2042 ED 1572AB S. Williams RB-3044 ED 1353 AA I. Toulouse~B-3044 AL2213 AA R. Valentine RB-3044 AL2213AA R. Valentine LUNCH fii -- 0 2:303:20 3:304:20 - RB-3046 ED 1351 AA S. Chase RB-3046 ED 1571 AA G. Hannam RB-3046 ED 1571 AA G. Hannam RB-3026 ED 1571 AB G. Hannam RB-3026 AL 1212 AB R. Sands RB-3026 AL 1212 AB R. Sands RB-2044 ED 1572AA S. Williams RB-2044 ED 1352AA R. Naogizic RB-2044 ED 1352 AA R. Naolrizic C.2 Practicum 0190 0290 0390 Student Teachin Class 1 Associate eachers * Room ear rce a.m. - I : a.m. Cenlral/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL2027 Western Ojibwe Donna Fiddler BL2039 Ron Kelly Western Ojibwe & Oji-Cree BL 2030 Plannin S. Peltier RB 3044 a.m. ear ne- : a.m.Central/Eastern Ojibwe Violet Shawanda BL2032 Susan Sandau Cree/Syllabics BL2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin J. LaBelle RB 3046 ear wo - : a.m. a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin Central/Eastern O"ibwe: Joanne LaBelle RB 2044 * Practicum assignments will be avai ab e during Onentat10n 14 RB-3024 AL2213 AB L White RB-3024 ED 1573AB H. Wassegijig RB-3024 ED 1573AB R Wassegijig I I I I I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 4 and 5. This year. only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Visual Arts Building Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - The Medicine Wheel in Anishinaabe Curriculum - Lena White - BL 2032 This workshop will focus on the introduction, description and teachings of the Medicine Wheel. Its basic features, principles and concepts will be discussed. Students will be encouraged to share and create ideas and methods for content and application in a Native language program. Workshop 3 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in tum be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 4 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 5 - Resource Exchange - Sandra Peltier - BL 2036 This workshop will focus on the types of materials a teacher can adapt, modify and develop for their use in the classroom. Students will gain ideas in establishing a resource bank of language and cultural materials. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1996 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30-12:20 12:30-):30 1:30-2:20 2:30-3:20 BL-2040 AL 2233 J. O'Meara BL-2040 AL 2233 J. O'Meara BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwestahbo BL-2040 ED 1354 G. Nahwe2ahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July 1996 t 6:00 - 9:00 p.m. Julv 3 - July 16 6:00 - 9:00 p.m. Julv 17 - July 31 6:00 - 9:00 p.m. Jutv 3- July 31 16 BL-2038 OJ 1010 E. Oskineeiish BL-2038 OJ 1012 E. Oskinee2ish BL-2036 OJ 2001 T. Beardv f I I I I I I I I I I I I I I I I I I �8:30-9:20 9:30- 10:20 10:30-1 1 :20 1 1:30-12:20 12:30- 1:30 1:30-2:20 J I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1996 2:30-3:20 BB-2007 NL 35 1 1 R. Valentine BB-2007 NL 351 1 R. Valentine BB-2007 NL 2713 J. O'Meara BB-2007 NL 2731 J. O'Meara 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1996 8:30-9:30 9:30-10:20 10:30- 1 1 :20 1 1 : 30-12:20 12:30-1:30 1 :30-2:20 2:30-3:20 RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-305 1 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743h G. Nahwel!:8bo 3:30-4:20 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1996 ROOM BL � '")_ D Monday Sunday 7 J. O'Meara 1 J. O'Meara 21 J. O'Meara 28 2 Wednesday Thursday 3 4 Friday 5 - J. O'Meara S. Chase Saturdav 6 W. White 8 9 10 12 13 11 R. Naogizic H. Wassegijig S. Williams F. Sutherland J. LaBelle I. Toulouse S. Peltier F. Sutherland J. LaBelle R. Sands W. White . 15 14 Tuesday �, F. Sutherland A. Moore 16 I. Toulouse G. Nahwegahbo 22 17 19 18 20 R. Valentine F. Sutherland R. Sands S. Williams .L. White R. Naogizic W. White 23 24 25 G. Nahwegahbo H. Wassegijig R. Valentine F. Sutherland F. Sutherland 29 L. White S. Peltier 30 S. Chase . 26 - 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 18 - 27 I I I I I I I I I I I I I I I I I I �1996 NLIP Faculty and Staff I I I I I I I I I Angela Moore Violet Shawanda Wanda White Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B SEl 807 343-8003 Steve Chase I I I I I 19 �I I I I John O'Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I I I I I I I I I I I I I I Randy Valentine Dept of Linfuistics University o Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 20 �I I I I I I I I I I I I I I I Important Numbers (807) 343-8085 Native Student Support Services (807) 343-8110 Lakehead University (807) 343-8018 Counselling (807) 343-8569 Security (807) 343-8198 N.L.I.P. Fire ( )911 Police ( )911 Ambulance ( )911 Poison Control ( )911 ( ) ( ( ( ( ( ( ( ( ( ( . L 21 ) ) ) ) ) ) ) ) ) ) �N(D)ft§ L I I I I I I I I I I I I I I I I . 22 I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1996. Note that some text has been redacted to preserve personal privacy. 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 1996-07-01 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/00f5fb4ca7ca08d553d2b348598712ba.pdf 094b63ad4c3859ab74a90869456cf373 PDF Text Text I Native Language Instructors' Program Faculty and Staff Handbook July 1995 Name: Address: _________ �~ i Rights and Responsibilities of Sessional Lecturers Dates for Summer Session Cancelled Classes Schedule of Classes Course Outline Course Materials 6 Notes 7 7 I 8 8 8 9 9 9 10 10 I 10 10 10 11 13 15 15 16 17 17 18 19 20 22 23 I I i -~ Timetables NLTC Algonquian Timetable Practicum 0190, 0290, 0390 Timetable Practicum 0190, 0290, 0390 Workshop Sessions NAFLJNASL Diploma Timetable Ojibwe/Cree Timetable Institute Timetable Faculty Workroom Timetable Faculty and Staff Important Numbers I I .. XVII. Timetables XVIII. Accommodations and Meals Language Course Descriptions Education Course Descriptions 6 6 6 I ~ Printing IX. Reporting of Final Marks: Academic Regulations X Course Evaluation XI. Keys XII. Identification Cards XIII. Registration and Orientation of Students XIV. Orientation for Faculty and Staff xv. Staff Meetings XVI. Faculty Workroom Responsibilities 5 5 ~ vm. 3 4 4 4 4 j) IV. V. VI. VII. Program Goals 1. Native Language Teacher Certification Program 1.1 The Algonquian Courses Native As A Second Language Diploma 2. Native As A First Language Diploma 3. Native Language Summer Institute 4. 5. Native As A Second Language (Algonquian) Part I "" m. 2 h Il. 1 1 il l Introduction Administrative Faculty and Staff The Program t Contents f I I I I I I I �I I I I I I I I I I I I I I I I I I I Introduction Boozhoo I Aanii! We, at Lakehead University, have the privilege of developing a much recogni7.Cd national presence and academic reputation in Native language education. On behalf of the Administrative Faculty and Staff, we are pleased that you will be joining our Summer NLIP team, and in doing so, will contribute to the growth and success of the Program One elder, Suzanne Dube Awashish, of Obedjiwan, said, ''The mother tongue is an insrrument of survival/or Native peoples, through his language one can discover a whole philosophy, a way of thinking, a way of seeing and of living." It is with your commitment, dedication, love, caring and support that keeps our student teachers do the work with perseverance and joy, because you are there to facilitate these learning processes. To give you a quick overview of our program and the scope of its activities in the NLIP Program, including the University as a whole, we prepared a NUP Faculty and S141/ Handbook. We wish you success, health and happiness in the 1995 NLIP summer session. In the Spirit of Anishnaabe languages! ~ Lena Odjig White, Coordinator Native Language Instructors' Program (NLIP) Administrative Faculty and Staff Professor David Bates Lena Odjig White Sonya Matson Florrie Sutherland Gloria Fraser Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Native Student Counsellor, Native Student Suppon Services 1 BL-1014 BL-10070 BL-1007C BL-1007 SC-1002 �:I The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative effons of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non- Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. I I I I I I I I I I I I I I I 2 I I I �Program Goals I I I I I I I I I I I I I I I I I - 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. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Naove Language* Summer Institute Native Language** Soecialist Native Language***l Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Naove Language*** Teacher Certification * ** *** Native As A F1rst * Language Diploma Naove As A Second* Language Diploma Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affah's Canada 3 I �1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 .1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al 2213 Ed1571 Ed 1572 Ed1573 Ed1351 Ed 1352 Ed 1353 Ed 0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three YearFour Al 1212 Al1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed1574 Ed1351 Ed1352 Ed1598 Ed 1353 Ed1599 Ed1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 4 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Year One YearTwo Year Three YearFom Al1210 Al1230 A12211 Al2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed1572 Ed 1573 Ed1574 Ed1598 Ed 159 9 4. Native Language Summer Institute These courses are offered for degree programs and fo r graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses arc for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language N L 2711 N L 3531 Second Language OJ 1010 OJ 1012 OJ 2001 CR 1010 CR.1012 5. Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 1210 and1230 or AL 1212 and 1232 and O.T.C. or Temporary Letter of Standing. An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum. 5 �II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chaixperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chaixperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session 3 weeks Diploma in Native As A First Language Courses start on July 6 and end on July 26, 1995 Diploma in Native As A Second Language 3 weeks Courses start on July 6 and end on July 26, 1995 3 weeks Institute Courses Courses start on July 6 and end on July 26, 1995 Native Language Teacher Certification 4 weeks Courses start on July 6 and end on Aug. 2, 1995 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. 6 l I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark fo rm is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 12 12 AA Western and AL 12 12 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0 190 , ED 0290 , or ED0390 ). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return iL If you have written, or plan to write your own text material, send a camera-ready copy by May 15 . It will be printed and placed in the L.U. Book Shop for your students. 7 �VIII. Printing The School of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Wednesday, July 26, 1995 for NASL/NAFL/Institute courses and, Wednesday, August 2, 1995 for NLTC courses. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks - lower the mark 3. GRADING SYSTEM: to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. A+ A B C D E F F 90- 100% 80 - 89% 70 - 79% 00 - 69% 50 - 59% 40 - 49% Failed 01 - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Cl� Average, and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 8 J 1 I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I XI. Classrooms ~~); If you have problems with accessing classrooms, please contact the Security Office.at 8569. XII. Identification Cards Photo equipment and staff from records will be available to process identification cards on July 4, 1995 in the Agora. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Tuesday, July 4 10:00 a.m. - 4:00 p.m. Registration Location: Agora Wednesday, July 5 3:00 p.m.- 4:00 p.m. Orientation throughout the day Assembly at: Bora Laskin Building Auditorium XIV. Orientation for Faculty and Staff Date: Wednesday, July 5, 1995 T11De: 10:00 a.m - 12: 30 p.m. Location: Bora Laskin Building Agenda 10:00 a.m. - 10:30 a.m. General Meeting BL2031 1. Welcome and Inttoductions 2. Review of NLfl> Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 a.m. - ll:30a.m. Discipline Team Meetinp Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods (BL) (BL) (BL) 2031 Elsie Stoney Lena White Joanne LaBelle Reta Sands TomBeardy Angela Moore John O'Meara 2032 GaryHannam Helen Wassegijig Isadore Toulouse Shirley Williams Jeanne Grubin Mary Lou Iahtail Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Note: Each group select a Otairperson for the meeting. 9 20Zl �11:30 a.m. - 12:30 p.m. NLTC AND NASL/NAFL Group Teams: To share and discuss objectives, course content, Purpose: assignments, and evaluation strategies. GROUP "A" BL 2031 NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" BL 2032 NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. Note: Each group select a Chairperson for the meeting. GROUP ''C" BL 2039 Associate Teachers To review Practicum Teaching Handbook, Student Purpose: Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Thursday, July 13, 1995 Monday, July 24, 1995 4:45 p.m 4:45 p.m. BL 2032 BL 2032 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. XVII. Timetables Timetables are provided in Appendices Cl - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Townhouses are available in the Lakehead University Residence complex for faculty and staff. Ensure that your choice of accommodation is reserved by calling Sonya at (807) 343-8542. 10 l I 1 I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part Il Prerequisite: Algonquian1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part Il Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian1210 & 1 2 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part m Prerequisite: Algonquian1212 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian1210 & 12 30 ( Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1 2 32 Guided individual or small group work on selected algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 11 �Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (FirstTerm) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (SecondTerm) Ojibwe 2001 - Intermediate Ojibwe Prerequisite Ojibwe 10 10 /1012 Development of basic skills. Introduction to reading materiala. Lectures 3 hours, Laboratory 2 hours. Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (FirstTerm) Cree 1012 - Introduction to Cree II Prerequisite Cree 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) NL 2711 - Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. NL 3531 - Composition Expository and creative writing, research and guided project 12 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part Il A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part ill Consolidation and extension of the principles and techniques presented in Parts I and Il with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opponunity to teach a class at a level other than the one taught in Pan m. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part D Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. m Education 1453 - NAFL Methods Part Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ID. 13 �Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will fonn part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current wues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the fourth week of classes. Each student is required to choose and participate in two workshops. Each workshop is 15 hours duration for a total of 30 hours. 14 I I I I I I I I I I I I I �~ I I I I I I I I I I I I I ~ l Native Language Teacher Certification (Algonquian) Timetable \ NLTCYR 1 NLTC estem (Cree RB8:30- AL 9:30 AL1232AC A.Moore RB- 0 9:30- AL 1212AC 10:30 AL1232AC Cent/East) J. La (Western) (Cent/East) (Western RB- 0 4 - 6 AL 1212AA ED 1351 AB J. Grubin J. Labelle ED0390 S. Peltier ED0390 S. Peltier A. Moore 10:30 ED0190 J. Labelle ED0190 G.Hannam RBRBED 1572AA ED 1352AB ED 1573AA ED 1353AB S. Williams T.Hoy H. Wasscgijig S. Peltier 11:30 RB4 - 0 ED 1351 AA ED 1571 AB ED0290 J. Grubin G. Hannam J. Labelle 11:30 RBED0290 J. Labelle ED 1573 AA ED1353AB ll Wassegiijg S. Peltier 12:30 2: -1:30 RB ED J. 1:302:30 AB RB- ED G. Hannam RB- 0"!4 ED 1571 AA G. Hannam 2:303:30 3:304:30 AL 1212AB AB ijig R. Sands s. RB- 0 6 6 AL1212AB ED 1352AA ED 1572AB AL2213 AA ED 1573AB H. Wassegijig T. Ho S. Williams T. Beard R. Sands C.2 Practicum 0190, 0290, 0390 Student Teaching• ~ t e eachers ear am. - a.m. BL2032 BL2007 BL2039 BL2030 BL 1024 Violet Shawanda Susan Sandau Dorma Fiddler Ron Kelly I J. LaBelle BL2032 BL2027 BL2039 BL2030 BL 1024 Plal1nin ear - : a.m. - Plannin oom Violet Shawanda Susan Sandau Donna Fiddler Ron Kelly S. Peltier Central/Eastern Ojibwe Cree/Syllabi:s Western Ojibwe Western Ojibwe & Oji-Cree Cenual/EUern Ojibwe Cree/Syllabi:s Western OJibwe Western Ojibwe & Oji-Cree I NL YR3 (Cent/East) RB-202 RB-204 RB-3 -3046 AB AL1232AA AL 1232AB ED 1353 AA AL2213AB T. Beardy R. Sands I. Toulouse L White NL a.m. I I ear o- : a.m. a.m. Central/Eastern Ojibwe Violet Shawanda Cree/Syllables Susan Sandau Western OJibwe Donna Fiddler Western Ojibwe & Oji-Cree Ron Kelly P · entr.11/&stern 0-ibwe: Joanne LaBelle • Practicum assignments be available dunng 15 BL2032 BL2027 BL2039 BL2030 BL 1024 entanon �C.3 Practicum 0190, 0290, 0390 Workshop Sessions Workshops lA,2A, 3A, 4A, SA, 6A, Thursday, July 27 - all day Friday, July 28 - all day Monday , July 31 - morning Workshops 18,28, 38, 48, 58, 68 Monday, July 31 - afternoon Tuesday, August1 - all day Wednesday, August 2 - all day July 27 & 28 9 :00 a.m. - 12:00 noon Lunch 1:00 p.m. - 4:00 p.m. July 3 1 1 :00 p.m. - 4 p.m. Aug. 1 & 2 9 :00 a.m. -12:00 noon Lunch 1 :00 p.m. -4:00 p.m. July31 9 :00 a.m. - 12:00 noon (Workshop A: 15 hours) (Workshop B: 15 hours) Workshop IA and 1B • Native Arts and Crafts Instructor: Elimbeth Achneepineskum (Room BL2031) This workshop introduces the student to various traditional arts and crafts. Teaching ideas and various strategies will be shared for integrating Native arts and crafts into the Native language curriculum. Workshop2A and 28 - Traditional Teachings in the Home and School Instructor: Kathleen Greene (Room BL2032) Traditional teachings presented will provide a better understanding of our lifelong journey in human development from childhood to our elder years, and more significantly what role these teachings and values have in the education of our children, our work, and school. Workshop 3A and 38 - Medicine Wheel Circle of Life Instructor: Doris Boissoneau (Room BL2030) In this workshop, students will obtain a working knowledge of the Medicine Wheel, by using traditional teaching techniques. Learners can expect to be actively involved through hands-on activities. Workshop 4A and 48 • Songs in the Clam-oom Instructor: Jeanne Grubin (Room BL 2027) Students will learn how to prepare and teach Native language with the use of songs in the classroom. Workshop SA and 5B - Teaching a NSL Secondary School Program Instructor: Violet Shawanda (Room BL2039) This workshop will enable students to practice various instructional techniques useful in teaching Native language at the high school level. They will receive help in designing their programs, planning strategics and teaching tips. Workshop 6A and 68 - Resource Exchange and Development Instructor: Sandra Peltier (Room BL 1024) This workshop will focus on the types of materials a teacher can adapt, modify and develop for their use in the classroom. Students will gain ideas in establishing a resource bank of language and cultural materials. I I I I I I I I I I I I 16 �I I I I I I I I I I I I I I I I I I C.4 Native As A First/Second Language Diploma Timetable July 1995 NAFL I 8:30-9:30 9:30-10:30 I I RB-3027 AL 1210 A. Moore RB-3027 AL 1210 A. Moore 10:30-11:30 11:30-12:30 12:30-1:30 1:30-2:30 ' I. 2:30-3:30 3:30-4:30 RB-3024 ED 1451 AA J.Grubin RB-3024 ED 1451 J. Grubin RB-3024 RB-3024 NASL IV RB-3025 AL2233 J. O'Meara RB-3025 AL2233 J. O'Meara RB-3025 ED 1574 I. Toulouse RB-3025 ED 1574 I. Toulouse RB-3025 ED 1354 M. Iahtail RB-3025 ED 1354 M. Iahtail I C.5 Ojibwe/Cree Course Timetables July 1995 6:00 - 9:00 p.m. Julv 6 - Julv 19 6:00 - 9:00 p.m. Julv 20 - Aue:. 2 6:00 - 9:00 p.m. July 6 - Aua:. 2 6:00 - 9:00 p.m. Julv 6 - Julv 19 6:00 - 9:00 p.m Julv 20 - Aue:. 2. BL-2038 OJ 1010 L James BL-2038 OJ 1012 L. James BL-2036 01 2001 E. Stonev BL-1022 CR 1010 S. Sandau BL-1022 CR 1012 S. Sandau 17 --- I �C.6 Institute (Advanced) Timetable July 1995 8:30.9:30 9:30-10:30 10:30.11:30 RB-3047 NL 3531 E.Stonev RB-3047 NL 3531 E. Stonev 11 :30.12:30 12:30.1:30 1:30.2:30 2:30.3:30 RB-3047 NL 2711 J. O'Meara RB-3047 NL 2711 J. O'Meara 3:30-4:30 C. 7 A.Q. (Part I) Specialist Timetable July 1995 8:30.9:30 9:30-10:30 RB-3051 ED 4743 10:30-11:30 RB-3051 ED 4743 11:30.12:30 RB-3051 ED 4743 12:30.1:30 M. lahtail M. Iahtail M. Iahtail 1:30.2:30 RB-3051 ED 4743 2:30-3:30 RB-3051 ED 4743 M. Iahtail M. Iahtail 3:30-4:30 18 I I I I I I I I I I I I I I I I I I �C.8 Native Language Instructors' Program Faculty Workroom Timetable 7 p.m. - 9 p.m. July 1995 I I ROOM BL 2031 Saturday Friday Wednesday Thursday Tuesday Monday Sunday I I I I I I I I I I I I I I I 2 5 4 3 6 7 10 a. Hannam T. Beardy L Toulouse S. Peltier F. Sutherland L. White L. White 16 F. Sutherland II J. Grubin A. Moore 17 11 T. Hoy J. Grubin 12 13 15 14 H. Wiwegijig S. Williams R Sands 8 L. White L. White 9 1 J. La Belle L. White 22 21 20 19 18 R Sands J. LaBelle I. Toulouse T. Beardy L. White A. Moore S. Williams L. White M. Iahtail 25 24 23 J. O'Meara M. lahtail H. Wiwegijig S. Peltier T. Hoy L. White 26 27 28 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 19 29 �1995 NLIP Faculty and Staff Violet Shawanda I I I I I I I I I I I I Lena White Lakehead University 955 Oliver Rd Thunder Bay, Ontario P7B 5El 807 343-8003 I I I I I 20 �I I I I I I I I I I I I I I I I Susan Sandau Flonie Sutherland John O'Meara Lakehead University 955 Oliver Rd Thunder Bay, Ontario P7B 5El 80 343-8054 quaikezhikgoquai I I I 21 �Important Numbers Native Student Support Services (so,) 343-808{ \.\ Lakehead University (so,) 343.s110 (807) 343-8018 ICounselling Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( IPolice Ambulance - Poison Control L : I I )911 )911 I I I )911 ( )911 ( ) ( ) ( ) (- ) ( ) (- ) ( ) { ) (- ) (- ) (- ) -·· I I 22 I : ---, I I I I I I I I �I I I I I N(Q)'IT'IE§ I I I I - I __J I I I I I _J 23 �Lakehead University Campus Map II i ,, 1�H!I h......... 1d1 _,,...';= J- ill 1 ,___ ---!;=- �. I I I I I I I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1995 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University Summer 1995. Note that some text has been redacted to preserve personal privacy. 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 1995-07-01 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/99b048d90020bfeea70f6901bdd64472.pdf 7e8cf76e7a24476d8a3883f697a2f8e2 PDF Text Text I Native Language Instructors' Program Faculty and Staff Handbook July 1994 Name:--==--, - -·- - Address: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ ~~-~ �I I Contents Introduction Administrative Faculty and Staff L The Program Map of Native Language Families in Ontario Program Goals Native Language Teacher c.enification Program 1. 1.1 The Algonquian Courses 2. Native As A Second Language Diploma 3. Native As A First Language Diploma 4. Native Language Summer Institute Native As A Second Language (Algonquian) Pan I 5. n Rights and Responsibilities of Sessional l..ectun:a m. Dates for Summer Sessicm IV. Cancelled Classes V. Schedule of Classes Vl Course Outline VIL CourseMatmials vm. Printing Academic Regulations IX. X. Course Evaluation XI. Keys xn. Identification Canis XIII. Orientation for Faculty and Staff XIV. Registration and Orientation for Students XV. Staff Meetings XVI. Faculty Worlaoom Responsibilities xvn. T'JD1etables XVIII. Accommodations and Meals Appendices Appendix A Language Course Descriptions Appendix B Education Course Descriptions 1 1 2 2 3 4 4 4 4 5 5 6 6 6 6 7 7 8 8 8 9 9 9 10 10 10 ~ 11 11 12 14 I ~ I - �I I I I I I I I I I I I I I I Appendix C Timetables C.1 NLTC Algonquian Timetable C.2 Practicum 0190, 0290, 0390 Timetable C.3 Practicum 0190, 0290, 0390 Workshop Sessions C.4 NAFUNASL Diploma Timetable C.5 Institute Ttmetable C.6 Faculty Workroom Tnnetable Appendix D Faculty and Staff Appendix E Calendars Important Numbers Personal Numbers Notes Lakehead University Map Book Order Form s M 5 6 12 13 19 20 26 27 s 4 11 18 2S Tune 1994 T w T F 1 7 8 14 15 21 22 28 29 2 9 16 23 30 3 4 10 11 17 18 24 25 seotember 1994 M T w T 1 7 5 6 8 12 13 14 15 19 20 21 22 26 27 28 29 s F s 2 3 9 10 16 17 23 24 30 M AUIUISt 1994 T w T F 7 8 14 15 21 22 28 29 2 9 16 23 30 s 3 4 5 7 8 9 10 11 12 14 1S 16 17 18 19 21 22 23 24 25 26 28 29 30 31 6 13 20 27 October 1994 T w T F s s M November 1994 T w T F s s M T 4 3 10 11 17 18 24 25 31 5 12 19 26 s M uly 1994 w T F 16 16 17 18 18 19 20 22 31 32 33 37 2 3 4 9 10 11 16 17 18 23 24 2S 30 31 6 13 20 27 1 s 1 5 6 7 8 12 13 14 15 19 20 21 22 26 27 28 29 1 2 1 6 7 8 13 14 1S 20 21 22 27 28 29 Native Language Instructors' Program. School of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El © 1994 Telephone: (807) 343-8003 or (807) 343-8542 s 2 3 4 s 9 10 11 12 16 17 18 19 23 24 2S 26 30 �Introduction Boozhoo I Aanii! We, atLakehead University, have the privileged developing a much recognized national presence and academic reputation in Native language education. On behalf of the Administrative Faculty and Staff, we are pleased that you will be joining our Summer NLIP team, and in doing so, will contribute to the growth and success of the Program. One ekler, SU7.anne Dube Awashish, of Obedjiwan, said, 'The mother tongue is an instrument of survival/or Native peoples, through his language one can disr.over a whole philosophy, a way of thinking, a way ofseeing and of living." It is with your commitment, dedication, love, caring and support that keeps our student teachers do the work with perseverance and joy, because you are there to facilitate these learning processes. To give you a quick overview of our JXOgraID and the scope of its activities in the NLIP Program, including the University as a whole, we prepared a NLIP Faeully and StaffHandbook. We wish you success, health and happiness in the 1994 NLIP summer session. In the Spirit of Anishnaabe languages! ~ Lena Odjig White, Coordinator Native Language Instructors' Program (NLIP) Administrative Faculty and Staff Professor David Bates Dr. Mary Oare Coudand Lena Odjig White Sonya Bruyere Judy Turrie Flonie Sutherland Virgil Nahdce Director. School d Education Chair, Continuing Teacher Education Program Coordinator, NLIP Sccrewy,NLIP Sccrewy,NLIP Principal, NLIP Summer School Native Student C.ounsellor, Native Student Support Services 1 BL-1014 BL-1016C BL-1002B BL-1002C BL-1002 BL-1002 SC-1002 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I The Program Lakehead University. in the heartland of Ojibwe country. offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non- Native alike. While some students come to Lakehead especially to study in a Native Language program. others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country. and recently. there has been a surge of interest in this heritage. We. at Lakehcad University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. I I I I I 1 2 �I I Program Goals 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; - k> - 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. NATIVE LANGUAGE INSTRUCI'ORS' PROGRAM Nanve Language ·a1ist S M Teacher Certification • •• ••• Language Diploma Language Diploma Lakehead University courses Ministry of Education Ministry of Colleges and Universities and Indian and Northern Affairs Canada 3 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Af 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, arc supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed 1571 Ed 1351 Ed 1572 Ed 1352 Ed 1598 Ed 1573 Ed 1353 Ed 1599 Ed 1574 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 4 �Year One Year Two Year Three Year Four Al1210 AI1230 Al2211 Al2231 Ed1451 Ed1452 Ed145 3 Ed1454 Ed 1571 Ed1572 Ed157 3 Ed 1574 Ed159 8 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL 3251 Nl... 3551 Second Language OJ 1010 OJ 1012 OJ 2011 OJ 3011 5. Native As A Second Language (Algonquian) Part I Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 1210 and 1230 or AL 1212 and 1232 and O.T.C. or Temporary Letter of Standing. An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum. s I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I IL Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.0 3.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.0 3.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.0 3.0 3 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.0 3.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students• research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.0 3.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.0 3.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students• marks and grades and with reporting deadlines communicated him/her by the Dean. 23.0 3.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July4 and end on July 22, 1994 Diploma in Native As A Second Language 3 weeks Courses start on July 4 and end on July 22,1994 Institute Courses 3 weeks Courses start on July 4 and end on July 22, 1994 4 weeks Native Language Teacher Certification Courses start on July4 and end on July 28,1994 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. 6 to �VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following infonnation: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (t) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning . of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no fonnal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. Courses thus affected: AL 1212 - Joanne LaBelle and Reta Sands AL 1232 - Rubina Naogizic and Reta Sands For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED O190, ED 0290, or ED 0390). VIl. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible infonnation included and return it If you have written, or plan to write your own text material, send a camera-ready copy by May 15. It will be printed and placed in the L.U. Book Shop for your students. 7 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I VIII. Printing The School of :Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed. Handouts such as journal articles or book chapters will not Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. One venda card is provided for your personal use during the course. IX REPORTING OF FINAL MARKS: Academic Regulations 1. Please submit your completed Cass Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 22, 1994 for NASL/NAFUinstitute courses and, Friday, July 28, 1994 for NLTC courses. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks-lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all -assign a low mark but not 0, e.g. 1 6. WD - Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, C lass Average, and Distribution of Grades. Also, please remember to sign all pages. A+ A B C D E F F 90-100% 80-89% 70-79% 60-69% 50-59% 40-49% Failed 01 -39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 8 �XI. Keys Keys for classrooms and the Bora Laskin Building, arc available through Judy Turrie in BL1002. If you have problems with accessing classrooms in the Braun and Centennial Buildings, please contact the Security Office.at 8569. xn. Identification Cards Photo equipment and staff from records will be available to process identification cams on July 4, 1994 in the Agora. The card must be taken to the library to be bar coded. This is required befol'C faculty have library privileges. XIlI. Orientation for Faculty and Staff Date: Time: Location: Sunday, July 3, 1994 1:00 p.m. - 4:00 p.m. Bora Laskin Building Agenda 1:00 p.m. - 2:00 p.m. General Meeting (BL2009) 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and General Comments from Faculty 2:00 p.m. .. 3:00 p.m. Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language (BL2009) Foundations Methods (BL2008) (BL2005) *Randy Valentine Joanne LaBelle Charles Fiero Reta Sands Rubina Naogizic Angela Moore Alice Williams Tom Beardy Laura James *Gary Hannam Steve Chase Isadore Toulouse Shirley Williams *Jeanne Grubin Brian Maznevski Muriel Sawyer Violet Shawanda Jean Shawana Ernestine Buswa Ron Kelly Susan Sandau * denotes Chairperson for the meeting. 3:00 p.m. - 4:00 p.m. NLIP Group Team Meetings (concurrent sessions of Group "A" and Group "B") 9 I I I I I I I I I I I I I I I I I I �I I I I I I I I I GROUP " A"...... NLTC Year One BL2005 NLTC Year Three BL2008 *Jeanne Grubin Gary Hannam Reta Sands Joanne LaBelle *Isadore Toulouse Steve Chase Charles Fiero Muriel Sawyer NLTC Year Two BL2005 NAFL/NASL BL2008 *Reta Sands Rubina Naogizic Brian Mamevski Shirley Williams *Randy Valentine Angela Moore Isadore Toulouse Muriel Sawyer Alice Williams GROUP "8" ...... Associate Teachers Pur�: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Fonns, and answer any queries. PRACTICUM 0190, 0290, 0390 (BL 2009) *Florrie Sutherland, Principal Jean Shawana Ernestine Buswa Violet Shawanda Ron Kelly Susan Sandau • denotes Chairperson for the meeting. I I I I I I I I I NLTC AND NAFIJNASL Group Teams: Pur�: To share and discuss objectives, course content. assignments, and evaluation strategies. 4:00 p.m. .. 5:30 p.m. Welcome and Reception - place to be announced. A gathering to meet old friends and meet new ones, to get acquainted and meet new faculty. Refteshments will be served. XIV. Registration and Orientation of Students Registration for all NLIP students is from 12:00 noon to 4:00 p.m. on Sunday, July 3, 1994 in the Bora Laskin Building. Late Registration will be held on July 4, 1994. Due to the way the July Calendar month 11holiday weekends" fall this year, "Canada Day Holiday weekend and the "Civic Holiday weekend", we had to schedule classes to start on Monday, July 4, 1994. XV. Faculty and Staff Meetings Wednesday, July 13, 1994 Wednesday, July 20, 1994 place to be announced. BL 2005 (Evaluation meeting) 4:45 p.m. 4:45 p.m. - XVI. Faculty Workroom Responsibilities BL 2009 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m An additional responsibility each faculty member is required to assist students a minimum of two evenings during the 10 �XVIl. Timetables Timetables are provided in Appendices C l - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most nonhem and Cree students, Section AB will include Central and Eastern Ojibwe. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for pmposcs of homogeneity with the approval of Lena White. xvm. Accommodations and Meals Townhouses are available in the Lakehead University Residence complex for faculty and staff. Ensure that your choice of accommodation is reserved by calling Sonya at (807) 343-8542 or Judy at (807) 343819 8. 11 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I APPENDICES �I I I I I I ,1 I I I I I I I I I I I i APPENDIX A Language Course Descriptions �I I I I I I I I I I I I I I I I Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic onhographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part ll Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part ll Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standanl orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman onhography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2213 - Oral Algonquian Part Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected algonquian structural and onhographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 12 �Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Tenn) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe 1 010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 2011 .. Field Study Special project to be pursued as a practicum on location. Lectures 3 hours, Laboratory 2 hours Ojibwe 3011 .. Ojibwe Immersion Development of all language skills on location. Lectures 3 hours, Laboratory 2 hours NL 3251 .. Translation: Old and Contemporary Expres.,ion Prerequisite: Fluency in an Algonquian language Specific problems of translation. Seminar 3 hours NL 3551 .. Litenture Prerequisite: NL 351 1 or NL 35 31 Specific problems of creative writing. Seminar 3 hours 13 • I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I APPENDIX B Education Course Descriptions �I I I I I I I I I II I I I Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Pan I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part ID Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Pan III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language ans, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. m Education 1453 - NAFL Methods Part Building a Native Language ans program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part m. I 0 I 14 �Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current woes in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organi7.ations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a cuniculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare cwriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre- conference, evaluation and post- conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the founh week of classes. 4. Workshops - Workshops take place during the founh week of classes. Each student is required to choose and participate in two workshops. Each workshop is1 5 hours duration for a total of 30 hours. Topics include: Native Ans and Crafts, The Role of Traditional Teachings in the Home and School, Curriculum and the Medicine Wheel, Adapting Existing Materials: Innovative Approaches, Music and Drama in the Oassroom, Teaching NSL to Adult Classes and Herbal Medicine. 15 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I APPENDIX C Timetables �C.1 Native Language Teacher Certification (Algonquian) Timetable Jul 1994 8:30-9:30 I I I S. Chase 9:30-10:30 AL 1212 AA ED 1351 AB 1. LaBelle 1. Grubin 10:3011:30 ED 0390 ED0190 ED0190 BLBLED 1571 AA AL 1212 AB ED 0290 G. Hannam R. Sands 11:30. 12:30 1:30-2:30 2:30-3:30 C. Fi 1 ED 1571 AA G.Hannam B~~·~l ED 1351 AA J. . ED0290 BLAL R. Bl.r ED G. BL- 3:30-4:30 ED 1351 AA ED 1571 AB ED 1352 AA ED 1572 AB ED 1353 AA ED 1353 AB I. Orubin G. Hannam B. Maznevsti_ S. Williams I. Toulouse M. Sa er I C.2 Practicum 0190, 0290, 0390 Student Teaching • I I I I I I I I I Associate dwsors oom ear : a.m. - : a.m. CentraJ/Eastem O.@bwe: Group A Cedral/f.aSlem OJlbwe: Group B Cree Westem Ojibwe: Group A Western Ojibwe: Group B Violet Shawanda Jean Shawana Susan Sandau Ernestine Buswa RonKelly BL 1024 BL 1030 BL 1033 BL 1034 BL 1036 BL 200VBL 1022A ear IC - : a.m. - : I.ID. Central/Eastem O.@bwe: Group A Central/EaStem OJ1bwe: Group B Cree Western OJibwe: Group A Westem OJibwe: Group B Violet Shawanda Jean Shawana Susan Sandau Ernestine Buswa RonKelly BL 1024 BL 1030 BL 1033 BL 1034 BL 1036 BL 2008/BL 1022A Violet Shawanda Jean Shawana Susan Sandau Emestine Buswa Ron Kelly BL 1024 BL 1030 BL 1033 BL1034 BL 1036 BL 2008/BL 1022A p~ Planning ear o - : a.m. - · a.m. Central/Eastem Ojibwe: Group A Cenual/EaSlan Ojibwe: Group B Cree Westem OJibwe: Group A Western OJibwe: Group B Planning Pracucum BSS1gnmerus �C.3 Practicum 0190, 0290, 0390 W orksbop Sessions Worksoops 1A, 2A, 3A, 4A, SA, 6A, 7A Workslups 18, 28, 38, 48, 58, 68, 78 Monday, July 25 Wednesday, July 27 9:00 a.m. - 12:30 p.m. Lunch 1:30 p.m. - 4:30 p.m. 7:00 p.m. - 9:00 p.m. 9:00 a.m. - 12:30 p.m. Lunch 1:30 p.m. - 4:30 p.m. 7:00 p.m. - 9:00 p.m. Tuesday, July 26 9:00 A.m. - 12:30 p.m. Lunch 1:30 p.m. 4:30 p.m. Wakshq, A: 15 boors) mp and Thunday, July 28 9:00 A.m. - 12:30 p.m. Lunch 1:30 p.m. 4:30 p.m. Wcxkshop B: 15 boors) I I I I I - ative rts and ra Instructor: Elimbeth Achneepineskum (Roo,n BL 1030) This workshq, introduces the swdent to varioos traditiooal ans and crafts. The swdents will prepam materials and make crafts. Teaching ideas and varioos strategies will be shared for integrating Native ans and crafts into the Native language curriculum. Workshop 2A and 28 - The Role or Traditional Teachings in the &me and School Instructor: Kathleen Greene (Room BL 1033) Traditional teachings presented will provide a better understanding of our lifdong journey in human development from childhood to our elder years, and nnre significantly what role these teachings and values have in the educatioo cL our childn:n, ourwak, and the school system. I I I I Workshop 3A and 38 - Curriculum and the Medicine Wheel Imtructor: Jean Shawana (Roo,nBL 1036) This wcrkshop introduces students to sttategies for developing curriculum material based upon the teachings of the Medicine Wheel Students will develop plans which they can use for their own teaching situation. The emphasis will be on the promotioo of Native Language education through the teachings of the Medicine Wheel 1 Workshop 4A and 48 • Adapting Existing Material,: Innovative Approaches Instructor: Jeanne Grubin (Room BL 2001) Students will learn how to adapt existing materials fa Native language teaching. They will learn techniques for the preparation of varioos types of materials, such as, games, charts, booklets which can be used to facilitate the teaching of the Native language. Worksoop SA and 58 - Music and Drama in the Oas.voom Instructor: Brian Mamevski (Room BL 1/JOS) This workshop will introduce students ID teaching activities involving music and drama. Students will be given the opportUnity to ciute their own soogs, participate in skits and group activities. Workshop 6A and 68 - Teaching NSL to Adult Cllmei Instruck>r: Vulet Shawanda (Room BL 2008) This workshop will enable students ID practice varioos insttuctional techniques useful for teaching Native language ID adult classes in their own ccmmunities. They will n:ceive help in designing their programs, planning strategies and teaching tips. Students will also develop their own basic "staner" package. Workshop 7A and 78 - Herbal Medicine Instructor: Ernestine Buswa (Roo,n BL 1D09) This workshop will take students into the woods to rollect samples of herbal medicines. The procedures for storing and the various uses of the herbs will be shared. Students will develop unit and lesson plans integrating the informatioo on herbal medicine in a Native language classromi. 17 I I I I I I I �I I C.4 Native As A First/Second Language Diploma Timetable July 1994 8:30-9:30 I I I I I 9:30-10:30 I 11:30-12:30 BB-2001 AL1210 A.Moore BB-2001 AL 1210 A.Moore -- CB-4048 ED1S74 L Toulouse CB-4048 ED 1574 I. Toulouse BB-2001 ED1354 M. BB-2001 ED13S4 M. Sawver - BL2001 ED 1571 a.Hannam 12:30-1:30 1:30-2:30 3:30-4:30 BL2001 ED 1571 a.Hannam BL2001 ED 1451 1.a111bin BL2001 ED 1451 1.ambin BB-2001 AL2233 R. Valentine BB-2001 AL2233 R. Valentine C.5 Institute Timetable July 1994 9:30- 11:30 Jul 4-22 1:30- 3:30 Ju 4-22 6:00-9:00 Jul 4 -15 6:00-9:00 Jul 18-29 6:00-9:00 Ju 4 -15 6:00-9:00 I I NASLIV 10:30-11:30 2:30-3:30 I I I I I I I NAFLI Jul 18-29 OJ 3011 L. James 18 �I I C.6 Native Language Instructors' Program Faculty Workroom Timetable 7 p.m. - 9 p.m. July 1994 ROOMBL2009 J. LaBelle J. Grubin S. Cltasc L. White A wm· J. Grubin 1 S. Williams M. Sawyer A. Moore R. Sands s. aiasc R. Sands 0. Hannam M. Sawyer L Toulouse R. Naogizic R. Valelmne C. Hero A Williams F. Sllherllnd S. Williams L White 1 NOTE: The Associate Teachers, Jean Shawana, Ernestine Buswa, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. • BL 2009 7:00 p.m. - 9:00 p.m. Key available fromNLIP Secretmy in room BL 1002 19 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I APPENDIX D Faculty and Staff �I 1994 NLIP Faculty and Staff I Steve Chase Alice Williams I I I I I I I I I 20 �Brian Maznevski Violet Shawanda Lena White Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B5El (807) 343-8003 Flonie Sutherland 21 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I 1 APPENDIX E Calendars, Numbers and Notes �I I I I I Week One WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 I I I I I I I I I I I 4:30-5:20 5:30-(;:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 22 �Week Two WEEKLY CALENDAR 8:30-9:20 9:30-10:20 I I I I I I I I I I I I I I I I 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 23 I I �I I I I I I I I I I I I I I I I I I Week Three WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 24 �Week Four WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 I I I I I I 1:30-2:20 2:30-3:20 I I I I I 3:30-4:20 4:30-5:20 5:30-'i:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: I I I 25 I I I I I �I I D JU1lY 1994 Mon I I Tue I I I Wed I I Thur I I Fri - 1 I I I Sat - 2 I I S un - 3 . 26 �JUIlY 1994 Mon-4 Tue-5 Wed-6 Thur-7 Fri-8 Sat-9 Sun- 10 27 I I I I I I I I I I I I I I I I I I I �I I Ju.y l 1994 Mon- 1 1 I I I I I I I I I I I I I I Tue- 12 Wed- 1 3 Thur- 14 Fri- 15 Sat- 16 Sun- 17 28 �JUIlY 1994 Mon- 18 Tue- 19 Wed-20 Thur-2 1 Fri-22 Sat-23 Sun-24 29 I I I I I I I I I I I I I I I I I I I �JuI.y 1994 I I Mon-25 I I I I I I I I I I I I I I Tue-26 Wed-27 Thur-28 Fri-29 Sat-30 Sun-3 1 I 30 �Important Numbers (807) 343-8085 (807) 343-8110 (807) 343-8018 (807) 343-8569 (807) 343-8198 Native Support Services Lakehead University Counselling Security N.L.I.P. Fire Police ( ( ( )911 ( ( ( ( ( ( ( ( ( ( ( ) ) ) ) ) ) ) ) ) ) ) )911 )911 ( )911 Ambulance Poison Control 31 I I I I I I I I I I I I I I I I I I �I JPll&~(O)NAIL, IIDIHI(O)Nl& Il»IIIi1E<C'Ir(O)IRfW I I I I I I I I I I I I I I 32 �N(())'lrIE§ I I I I I I I I I I I I I I I I 33 I �I I I I I I I I I I I I Il II ;l I I I N(())'Il'Jm 34 �A University Centre 8 Centennl11I e.ildlng C Braun BUlldlng 0 Ryan BuUdlng E Chancellor Paterson Library F Sanders Fleldhouse G School ot Nursing H Power Plant I Residence p Music and Vlsual Aris Centre J Bora Laskin Bulldlng K Centre lor Northern Forest Q Residence Townhouses Ecosystem Rese•ch L Reglonal Centre and Studenl Centre M Residence Townhouses H Heallh Sciences Resource Centre ~ III .".... PMtfl ~.\.~ , ...... _q> . • \ 1, / \ \ \ ......... \ y_/ .__-...;.;:.._ ,_ _ _ _ _ _ _ _ _ -' ~ PRETTIE RESIDENCE 1 Sioux lookolll 2 Terrace Bay ...., CN BARTLEY RESIDENCE I Kenoni 4 Dryden 9 Lono Lac 5 Ear f 1111 10 M1rathon 8 Fort Franc11 11 Nlplgon l Gtr1ldton 12 11,1n, Rl,11 3 Alltok• Allport n. Lakehead University Campus - t �I I L. Bkst. Use I u course .Departnent Name ORDER FORM Number Tenn & Section Estimated Enrollment for Session Covered RR [B O O I< # l II AIL TERM [ ] FALL [ ] ] WINrE3 [ Title I I I TEXTBOOK BOO 1< S TORE ALUM N I Plea•• Print N I U. ISEN Author(s) ,~~p~~~ndedl }Publisher BOOK#2 II AIL TERM [ ] F'Jl..LL [ ] WINI'ER[ ] Title ISBN . IPublisher Author(s) [B O O K # 3 11 AIL 'IB!•I [ !Title J FALL [ J .. ~ired,Reccmnended Y N Y N ] WINI'!R[ II5el - ~ Publisher Author(s) R~iredjReccmnended Y N Y N . 'lHERZ IS ADDITI~ S?.ACE RE MJRE TE>mi OJ BACK ************************************************ Study Guide (if reccmrended) Title, Author, PUblisher I I I I I I I L.U. PRINI' SRJP ~ Originals & Print Requisitions - to Bookstore Lab Manual # of copies Revised/Na{/Not Revised Notes/Peripherals # of copies Revised/New/Not Revised NJIE: ..-.rext:book is understood to include only those books which all st::ud!:!nts taking the caur.se should pu;-chase. If there is a choice of books involved (ie. an either/or option), please be sure to so indicate on this order foxm. *If there are other titles that you ~ d like the Bookstore to stock as referer.ce, please list tr.en en a ~ a t e sheet of pa~. •Insttuctors should write to the ~lishers personally for desk ~ies. *All book order are fizm ~ canr.ot be cancelled once the order has been placed. Oepartnents will be finar.cia 1 Jy :respar.sible for cancelled orders. irate FEc'dl fL I Entty ~ ~ h e r *****IE 'YtJI ARE RW'iSTINi n:H; 'nW ~ {3l rn, USE I ~.Confimatlon 'DiE II BACK OF 'IHIS ~***** �L ~ ALUMNI Pleas■ Bkst. Use N u TEXTBOOK BOOKSTORE Course Number 'Ienn Department Name RR BOOK# 111 ALL TERM [ ] ] FAIL [ & wrmn C ] ISBN Publisher Author(s) ' [B O O K # 2 ]I ALL TE:RM [ PALL [ J J Recannendedl 1~ired y N y N WINl'ER [ J ISBN Title IBO O K # 3 ] ALL TER:•J [ J l FALL [ . ,R~ired,Recamended Y N Y N . rPublisher Autror(s) wnl1'£R C ] ISEN Title Publisher Author(s) ,~ired,Recamended Y N Y N · 'IHERE IS ADDI'.r:UNU. S?.ACE FOR rwdy ritle, FORM Section Estimated Eru:ollm:nt for Session Covered Title I I ORDER Print ~ TEXIS W BACK ****************~******************************* recaimended)l Guide <u l'.lltllor, Publishex II L.U. PRINl' SflJP ~ Originals & Print Requisitions - to Bookstore I LabManual # of copies Revised/New/Not Revised Notes/Peripherals # of copies Revised/New/Not Revised NJI'E: "'Textbook is ~ t o o d to include only those books which all students taJc.ing the c ~ e should Pll¼chase. If there is a choice of books involved ( ie. an either/or option), please be sure to so indicate on this oroer foD11. *If there are other titles that you \llOUld like the Bookstore to stcck as reference, please list then on a separate sheet of pa~. *Inst::uctor.. should write to the ~1isheI:s ~ l l y for desk copies. *All book order are fi?:m end cannot be cancelled once the oroer has been placed. Depart:nents will be financially responsible for cancelled orders. -t~ ~ 'IHIS CRilER FORM IS "'1IHlRIZED BY: te Date : I llnate RE<:' di FL Entty ~ P u b l i s h e r Dept.Confitmation ~ I . = *****IF mI ARE P.EQ{F~ fwDRE 'IEREE 13 \ TDcrS, USE 'ffiE BACK OF 'IHIS FORM***** ~ I I I I I I I I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1994. Note that some text has been redacted to preserve personal privacy. 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 1994-07-01 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/b7eb28a6f15adc35ddf18fef0df25e53.pdf 6e55f8c175142a3a5f0fd9d67ea7001a PDF Text Text I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July 1993 Name: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ Address: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __ �Contents Introduction Administrative Faculty and Staff I. The Program Map of Native Language Families in Ontario Program Goals Native Language Teacher Certification Program 1. TheAlgonquian Courses 1.1 Native As A Second Language Diploma 2. Native AsA First Language Diploma 3. Native Language Summer Institute 4. NativeAsA Second Language (Algonquian) Pan I 5. n Rights and Responsibilities of Scssional Lecturers m. Dates for Summer Session IV. Cancelled Classes V. Schedule of Oasscs VI. Course Outline VII. Course Materials Printing IX. Academic Regulations X. Course Evaluation XI. Keys xn. Identification Cards Orientation for Faculty and Staff XIV. Registration and Orientation for Students XV. Staff Meetings XVI. Faculty Workroom Responsibilities XVII. Timetables XVIII. Accommodations and Meals Appendices Appendix A Language Course Descriptions AppendixB Education Course Descriptions vm. xm. i i 1 1 2 3 3 3 3 4 4 5 5 5 5 6 6 7 7 7 8 8 8 9 9 9 10 10 11 13 l I I :1 I I I I I I I I I I I I I �I Appendix C Timetables C.1 NLTC Algonquian Timetable C.2 Practicum 0190, 0290, 0390 Timetable C.3 Practicum 0190, 0290, 0390 Workshop Sessions C.4 NAFI../NASL Diploma Timetable C.5 Institute T1D1etable C.6 Faculty Workroom T1D1etable Appendix D Faculty and Staff Appendix E Calendars Important Numbers Personal Numbers Notes Lakehead University Map Book Order Form I I I I I I I I I s June 1993 T w T F l 6 3 10 17 24 4 s 11 20 27 18 2S 12 19 26 s Seotemb er 1993 M T w T F s s 12 19 26 • 2 9 16 23 30 s 7 14 21 28 13 I I I I I I M 8 1S 22 29 6 7 13 14 20 21 27 28 l 8 lS 22 29 2 9 16 23 30 3 10 17 24 ulv 1993 s M T 4 s 11 12 19 26 18 2S s M 4 11 18 2S 3 10 17 24 31 4 11 18 2S w T l 6 13 20 27 7 8 14 1S 21 22 28 29 F s 12 19 26 w 6 13 20 27 17 17 18 19 21 31 32 34 42 s 2 3 9 10 16 17 23 24 30 31 October 1993 T 15 15 16 F s l 21 8 1S 22 2 9 16 23 2A 2Q 3n T 7 14 s l 8 1S 22 29 AURUSt 1993 w T F 2 3 4 s 6 9 10 11 12 13 16 17 18 19 20 23 24 2S 26 27 30 31 M T November 1993 s M l 7 14 21 28 T w T F 3 10 17 24 4 s s 2 9 16 23 11 12 19 26 13 20 27 7 8 14 1S 21 22 28 29 3n Native Language Instructors• Program, School of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El © 1993 Telephone: (807) 343-8542 or (807) 343-8198 , ___ L _A_K_E_H_E_A_D_ s 18 2S 6 �I Introduction Lakehead is developing a much recognized national presence and academic reputation in Native Language Studies. I am very pleased that you are planning to accept our invitation to join our Summer Program. and in so doing. will contribute to our growth in many ways. In order to give you an even better understanding of some of the activities in the NLIP Program, and in the University as a whole, we prepared the Handbook for NUP Faculty and Staff. It provides a quick overview of our program and the scope of their activities. I wish you nmch success in the 1993 NLIP summer session. John O'Meara, Acting Coordinator Native Language Instructors• Program (NLIP) hofV'-~ I Administrative Faculty and Staff Dr. Alan Dowd David Bates John O'Meara Sonya Bruyere Judy Turrie Chris Kakegamic Gordon Bruyere Director, School of Education Chairman, Continuing Teacher Education Program Acting Coordinator, NLIP Secretaiy, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Native Student Support Program I I I I I I BL 1014 BL 1016A BL 1002A BL 1002C BL 1002 BL 1004 SC 0004A I I I I I I I I i I I I �I I I I I I I I I I I I I I I I I I The Program Lakehead University. in the heanland of Oiibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every a~nNative and non-Native alike. While some students come to Lakehead especially to study in a Nanve guage program. others find that the study of Native Language complements their chosen programs in other fields. Canadian people have a rich heritage in the Native Languages of this country. Until recently this heritage has remained largely unappreciated. We at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native Language study and teaching. 1 �I I Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opponunities 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 introductcry and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language Summer Institute Nanve Language S ecialist attve Language Elective Courses Native As A mt Language Diploma Language Diploma NA Nanve Language Teacher Certification Lakehead University courses Ministry of Education Ministry of Colleges and Universities and Indian and Nonhern Affairs Canada 2 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher's Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students receive training in teaching Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 1. TheAlgonquian Courses (Refer toAppendicesA &B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1 21 2 Al1 232 Al 221 3 Ed1571 Ed157 2 Ed1573 Ed1 351 Ed1 35 2 Ed1 35 3 Ed 01 90 Ed 0290 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfon and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to train candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education1598 and Education1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer toAppendixA &B for course descriptions) Year One Year Two Year Three Year Four Al1 21 2 Al1 232 Al 221 3 Al 2233 Ed1571 Ed 157 2 Ed157 3 Ed1574 Ed1 351 Ed1 35 2 Ed1598 Ed1 35 3 Ed1599 Ed1 354 3. Native As A First Language Diploma This is a four summer program. It provides training in Native language enrichment and literacy skills. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer toAppendicesA &B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1 21 0 Al 1 230 Al 2211 Al 2231 Ed1451 Ed145 2 Ed1453 Ed1454 Ed1571 Ed157 2 Ed1573 Ed1574 Ed1598 Ed1599 I 4. Native Language Summer Institute These courses arc offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses arc for students that want to learn anAlgonquian language. Summer Courses (Refer toAppendicesA &B for course descriptions) First Language NL3511 NL3531 Second Language OJ 1 01 0 OJ 1 01 2 OJ 2011 OJ 3011 I I I 5. Native As A Second Language (Algonquian) Part I Course work (Refer to Appendices A &B for course descriptions) Prerequisite or co-requisites: AL 1 210 and 1 230 orAL1 21 2 and 1 23 2 and O.T.C. or Temporary Letter of Standing. An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum. I I I I I I I I I I I I I 4 I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.0 1 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23 .03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 .03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23 .03.04 A Scssional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' researeh, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Scssional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23 .03.07 A Sessional Lecturer shall attend Registtation if required and shall mange for the adequate supervision of his/her examinations. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July 5 and end on July 23, 1993 Diploma in Native AsA Second Language 3 weeks Courses start on July 5 and end on July 23, 1993 Institute Courses 3 weeks Courses start on July 5 and end on July 23, 1993 4 weeks Native Language Teacher Certification Courses start on July 5 and end on July 30, 1993 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. 5 �VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A &B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (t) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. H for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. H the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. Courses thus affected: AL 1 21 2 - Chuck Fiero and Reta Sands AL 1 232 - Chuck Fiero and Lena White AL 2213 - John O'Meara and Lena White For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED O190, ED 0290, or ED 0390). Vll. Course Materials H you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. H you have written, or plan to write your own text material, send a camera-ready copy by May 15 . It will be printed and placed in the L.U.Book Shop for your students. 6 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I VIIl. Printing The School of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed. Handouts such as journal articles or book chapters will not Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. One venda card is provided for your personal use during the course. IX. Academic Regulations Reference should be made to Section m of the Calendar. These are the academic regulations under which all courses operate and contain information of marking, re•appraisal, attendance, and withdrawal. Each sessional lecturer will be required to complete a class mark sheet for the students enrolled, at the end of the course. The forms will be provided during the latter part of the course. The Mark Sheet must be in the Native Language Instructors' Program by Friday, July 23 , 1993 for NASU NAFUinstitute courses and, Friday, July 30, 1993 for NLTC courses. To assist you in this task. the University's grading system is as follows: A+ 90· 100% A 80·89% B+ 7 0•7 9% C 60·69% D 5 0 -5 9% E 40 -49% Supplemental examinations allowed F 0 1• 3 9% Failure F 0% Academic dishonesty • Fmal marks ending in the numeral 9 are to be avoided. I While the university does not mandate evaluation procedures to be used, it is anticipated that faculty members will utili7.e an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Mark distribution should reflect the range of natural abilities found in classes. The value of quality education should not be eroded. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Keys Keys for classrooms, theBora LaskinBuilding, and the RyanBuilding arc available through Sonya Bruyere inBL1002C. XIl. Identification Cards Photo equipment and staff from records will be available to process identification cards on July 2, 1993 in the Agora. The card must be taken to the library to be bar coded. This is required before faculty have library privileges. XIII. Orientation for Faculty and Staff Date: Time: Location: July 2, 1993 10:00 a.m. - 2:30 p.m. BL 2009 Agenda 10:00 a.m. - 11:00 1. 2. 3. 4. Welcome Introductions Review of NLTC Faculty Handbook Chairperson of each discipline meeting will provide general comments regarding the afternoon session. 11:00 a.m. - 12:00 p.m. Discipline Team Meetings Purpose: to share and discuss course outlines to ensure continuity from year to year. Materials required: bring course outlines for each of your courses Language (BL2009) Foundations (BL2005) Methods (BL2008) Ctarles Fiero Reta Sands John O'Meara* Lena White Randy Valentine TomBeardy Ctris Kakegamic ErnestineBuswa Gary Hannam• Dawna LcBlanc Steve Ctase Isadore Toulouse Lynn Crookham Jeanne Grubin Violet Shawanda Brian Maznevski* Jean Shawana Angela Moore Barl>Elwen • denotes chairperson for the meeting. 12:00 - 1:00 p.m. Lunch. 1:00 p.m. - 1:45 p.m. Student Group Team Meetings Pwpose: To share and discuss objectives, assignments, evaluation, and course outlines. 8 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I NLTC Year One BL 2005 NLTC Year Three BL 2008 Jeanne Grubin Gary Hannam• Chuck Fiero Reta Sands Steve Chase Barb Elwert John O'Meara• Lena White Isadore Toulouse NLTC Year Two BL 2005 NAFIJNASL BL 2008 Lynn Crookham Chuck Fiero Brian Mamevski• Lena White John O'Meara* Angela Moore Randy Valentine Isadore Toulouse Barb Elwert 1:45 p.m. - 2:00 p.m. Practicum �tes (BL 2009) Purpose: To review Practicum Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. Gary Hannam Ernestine Buswa Jean Shawana Chris Kakegamic• Violet Shawanda • denotes chair of the meeting. 2:00 p.m. - 4:30 p.m. Free planning Tune Date: Time: July 3, 1993 4:30 p.m. - 10:00 p.m. 4:30 p.m. - 5:00 p.m. Introduction or Faculty to Student Body Will be held prior to the Welcome Feast at Lake Tamblyn. 5:00 p.m. Welcome Feast (tickets: adults $10.00, child $5.00) XIV. Registration and Orientation of Students Registration for all NLIP students is from 10:00 a.m. to 2:00 p.m. on Friday, July 2, 1993 and 12:00 noon to 3:00 p.m. on Saturday, July 3, 1993 in the Agora. Orientation sessions will be provided on Friday, July 2, 1993. This will include tours, video presentations of student teaching, etc. More specific details will be available shortly. XV. Staff Meetings Monday, July 26, 1992 4:45 p.m. - 6:00 p.m. place to be announced XVI. Faculty Workroom Responsibilities BL 2009 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer school. Please refer to Appendix C6. Your cooperation in assisting the students is appreciated. 9 �XVII. Timetables Timetables are provided in Appendices C l - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern and Cree students, Section AB will include Central and Eastern Ojibwe. Tapes of each student's speech arc available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity with the approval of John O'Meara. XVIll. Accommodations and Meals Townhouses are available in the Lakehead University Residence complex for faculty and staff. Ensure that your choice of accommodation is reserved by calling Sonya at (807) 343-8542 or Judy at (807) 3438198. 10 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I. I I I I I I I I I APPENDICES �I I I I I I I I I I I I I I I I I APPENDIX A Language Course Descriptions �I I I I I I I I I I I I I Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 221 1 - Written Algonquian Structure Part m Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratoiy 2 hours Algonquian 2213 - Oral Algonquian Part m Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text Lectures 3 hours, Laboratoiy 2 hours. Algonquian 2231 - Written Algonquian Structure Part N Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summaiy of considerations in standardizing an orthography. Guided individual transcription project Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part N Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. I I I I 11 �Ojibwe 1 0 10 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (Fll'St Term) Ojibwe 10 12 - Introduction to Ojibwe Il Prerequisite Ojibwe 1 0 10 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 201 1 - Field Study Special project to be pursued as a practicum on location. Lectures 3 hours, Laboratory 2 hours Ojibwe 3011 - Ojibwe Immersion Development of all language skills on location. Lectures 3 hours, Laboratory 2 hours NL 3511 - Literature: The Oral Tradition Prerequisite: One of Ojibwe 223 1 or 3001,Algonquian 223 1 Problems and methods of collection and analysis. Research and guided projects in oral literature. Seminar 3 hours NL 35 31 - Composition Expository and creative writing, research and guided project. 12 I I I I I I I I I I I I I I I I I �I I I I I I I I I APPENDIX B Education Course Descriptions I I I I I �I I I I I I I I I Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Sttuctunl and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part ll A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria. in the preparation of teaching units. m Education 1353 - NASL Methods, Part Consolidation and extension of the principles and techniques presented in Parts I and ll with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opponunity to teach a class at a level other than the one taught in Part Ill. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part ll Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. m I I I I I I I I Education 1453 - NAFL Methods Part Building a Native Language arts program through the grades: goals, strategies, and content Attention will be given to the relationship of Native Language to the total school cumculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part m. 13 �Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare cwriculum material suitable for one of the models. Education 0 190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - Each student will teach a minimum of four times during the first thlee weeks of classes. This includes a pre-conference, evaluation, and post-conference with an advisor. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the fourth week of classes. Students choose two workshops to participate in. The workshops are 3 hours duration for a total of fifteen hours. Topics include: Native Arts and Crafts, Ma.king Support Materials, Research Skills in NSL, Planning Units, Developing Cultural Materials For The NSL Class. I I I I I I I I I I I I I I I I I I 14 I �I I I 'I I I I I I I I I I I APPENDIX C Timetables �I I C.l Native Language Teacher Certification (Algonquian) Timetable July 1993 estem RB-3024 ED 1351 AA 1. Grubin RB-3024 ED 1351 AA J.Grubin RB-30'25 ED 1571 AB G.Haruwn RB-30'25 ED 1571 AB G. Hannam 10:30-11:30 ED0190 ED0190 11 :30-12:30 RB-3024 ED 1571 AA G.Haruwn RB-3024 ED 1571 AA G. Haruwn RB-3024 Al 1212AA C.Fiero RB-3024 Al 1212AA C.Ficro 8:30-9:30 9:30-10:30 I I ' . 1:30-2:30 2:30-3:30 3:30-4:30 LToulcmse RB-3049 ED 1573AB S.Chase ED0390 ED0390 RB-3044 AL 1232AB RB-3046 ED 1353AA L While L Toulouse RB-3046 ED 1573AA S.Chase RB-3049 ED 1573 AB S.Chase RB-3049 ED1353AB B.Elwert RB-3046 AL2213 AA 1. O'Meara RB-3046 AL2213 AA J.O'Meara RB-3046 ED1573 AA S.Chase RB-3049 AL2213AB L While RB-3049 AL2213AB L While RB-3049 ED 1353AB B.Elwat RB-3026 ED1572AA RB-3044 ED 1352AB B. Maznevslci RB-3044 ED 1352AB LOoaUwn B.Mlzncvsld RB3026 Al 1232AA C.Fiero RB-3025 AL1212AB R. Sands ED0290 ED0290 RB-3025 AL 1212AB R. Sands RB-3025 ED 1351 AB J.Grubin RB-30'25 ED 1351 AB J.Grubin RB-3026 AL1232AA C. Fiero RB-3026 ED1352AA B.~vski RB-3026 ED1352AA B.Maznevslci 12:30-1·30 RB-3026 ED1572AA LOoaUwn RB-3 ED 1353AA LUNCH RB-3044 AL 1232AB L. While RB-3044 ED 1572AB L.Crookham RB-3044 ED1572AB L.Crookham C.2 Practicum 0190, 0290, 0390 Student Teaching • I vasors am. BL 1030 BL 1033 BL1036 BL2001 BL2()()«) Western Ojibwe A Western Ojibwe B Ce~Ojibwe Cree p ear I I I I oom a.m. BLl0~ BL 1033 BL 1036 BL2001 BL2()()«) Westem Ojibwe A Westem Ojibwe B Centl"al/Eutem Ojibwe Oee p ear ,o - : a.m. - a.m. BL 1030 BL 1033 BL 1036 BL2001 BL 20()«) West.em Ojibwe A Westem Ojibwe B Central/Eastem Ojibwe Oee p ncum assignments entauon 15 �. LDI.• ll:30a.m. .. a.m. -1:00 p.m. .. p.m.- 4:00p.m. Native AIU& Crafts F.M:Donald Ac Herbal Medicine Medicine Wheel Art&Drama in Media Drum Bookmaking E. J. Sha:wana B.Mamevski V.hwanda J. Grubin lineskum The R.De L u N C H Native Arts & HClbal Medi:inc Medicine Wheel Art&Drama in Media The Drum Bookmaking J.Shawana B.Mamevski V. Shawanda J. Grubin Crafts F.McDonald Ac E. ineskum R.De Wcrksbop IA and 1B Native Arts and Crafts ·, Instructor: Freda McDonald This workshop introduces the student to various ttaditional ans and aaf'tts. The students will prepare materials and make crafts. Students will listen to stories and anecdotes from the past. Teaching ideas will be shared, specifically, various strategies for integrating Native ans andcraf1ts into the Native Language curriculum. Workshop 2A and 2B Herbal Medicine Instructor: Elabeth Achneepineskum This \\Olkshop will take students into the woods to collect samples of herbal medicines. The procedures for storing and the various uses d. the herbs will be shartd. Students will develop unit and lesson plans integrating the information on herbal medicine in a Native Language classroom. Workshop 3A and 3B Curriculum Da-elopment: Teachinp of the Medicine Wheel Instructor: Jean Shawana This workshop introduces students to strategies for developing curriculum material based upon the teachings of the Medicine Wheel Students will develop plans which they can use for their own teaching situation. The emphasis will be on the pranotion of Native Language education through the teachings of the Medicine Wheel. Workshop 4A and 4B Art and Drama in Media lnstrucb': Brian Mama-ski This workshop will introduce students to the use of an and drama in media for Native Language Teaching. Students will have hands-on experience and participate in group activities. Students will develop several materials for the Native Language classroom. Workshop SA and SB The Drum Instructors: Violet Shawanda and R~ll DePerry The students will each construct a ttaditional hoop hand-drum. The workshop will include the origin of how the drum came to the Ojibwe, its traditional teachings, and ideas that can be incorporated into the study units in a Native Language classroom. Maximum Number of Participants: 16 Workshop 6A and 6B Bookmal.d-.,'Adapting Eusting Material Instructor: Jeanne Grubin Students will learn how to adapt existing materials for Native Language teaching. They will also learn techniques for the pn:paration of various types of booklets which can be used for teaching. Students will develop material for the Native Language classroom. 16 I I I I I I I I I I I �I I C.4 Native As A First/Second Language Diploma Timetable July 1993 8:30-9:30 9:30-10:30 I I 10:30-11:30 11 :30-12:30 NAFLll NAFLlV NA:iLN RB-3051 AL1230AA RB-3051 AL2231AA J. O'Meant J.O'Meant RB-3051 AL1230AA RB-3051 AL2231AA J.O'Meant J.O•Meana RB-3051 ED14S2AA A.Moore RB-3051 ED1S71 AA G.Hannam RB-3051 ED14S4AA A.M~ BL-2006 ED1S74AA I. Toulouse BL--2006 AL2233AA R.Valendne BL-2006 AL2233AA R. Valendne BL--2006 ED 13S4AA B.Elwert BL-2006 ED1S74AA I. Toulouse RB-3024 ED1S71AA G.Hannam RB-3024 ED14S2AA A. Moore BL--2006 ED 1S74AA L Toolouse RB-3051 ED14S4AA A. Moon: 12:30-1:30 1:30-2:30 I I I I I I 2:30-3:30 3:30-4:30 C.5 Institute Timetable July 1993 10:30 - 12:30 Jul 5-23 RB- 0 NL3531 T.B.A. 1:30- 3:30 Jul 5-23 6:00-9:00 Jul 5-16 6:00-9:00 I 19-30 I I I I 6:00- 9:00 Jul 5 -16 6:00-9:00 Jul 19- 30 013011 T. Beard 17 BL--2006 ED 1S74AA IT • BL-2006 ED 13S4AA B.Elwert �C.6 Native Language Instructors' Program Faculty Workroom Timetable July 1992 8 L.OockbMD S.Cbase R. Sands R. Valentine V. Shawanda E.Buswa L Toulouse B. M.azneyskj B.Elwen J.O'Meant L While 1 J. Shawana S.Cbase C.Fiero G. Hannam 22 R. Sands A.Mooae J. Shawana J.Grubin L While R.Valemine B. Maznevski * BL2009 7:00 p.m. - 9:00 p.m. Key available from NLIP Secretary in room BL 1002 18 C.Faero L Toulouse E. Buswa I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I APPENDIX D Faculty and Staff �I I I I I I I I I 1993 NLIP Faculty and Staff I I I I I 19 �Brian Maznevski Violet Shawanda John O'Meara School of Education, Lakehead University Thunder Bay, Ontario P7B 5El (807) 343-8054 I I I I I I I I I I I I I I I I Dave Peleschak I 20 �I I I I I I I ,~ I I I I I I I I APPENDIX E Calendars and Notes �I Week One I I I I I I I I I WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30..(;:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: I I I I 21 �Week Two WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 22 I I I I I I I I I I I I I I I I I I �I Week Three I I I I I I I I I WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: I I I I I 23 �Week Four WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 I I I I I I I I I I I I I I I 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 24 I I �I I I I I I I I JUIlY 1993 Mon Tue Wed Thur - 1 I I I I I I Fri - 2 Sat - 3 S un - 4 I 25 �1U1lY 1993 Mon-5 Tue-6 Wed-7 Thur-8 Fri-9 Sat- 10 Sun- 1 1 I I I I I I I I I I I I I I I I I 26 �I I I I I I I I I I JUly I 1993 Mon- 12 Tue- 13 Wed- 1 4 Thur- 15 I I I Fri- 1 6 I Sat- 17 Sun-1 8 27 �I JUIlV 1993 I I I I I I Mon- 19 Tue-20 Wed-21 I I Thur-22 Fri-23 Sat-24 Sun-25 28 I I I I I I I �I I I I I I I I I July, I /August 1993 Mon-26 Tue-27 Wed-28 Thur-29 I Fri-30 I I I Sat-3 1 I I Sun- 1 29 �Au�st 1 993 Mon-2 Tue-3 Wed-4 Thur-5 Fri-6 Sat-7 .Sun-8 30 I I I I I I I I I I I I I I I I I I �I I I I I I I I Important Numbers Native Support Services (807) 343-8085 Lakehead University (so,) 343-8110 Counselling (807) 343-8018 Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( ( Police Ambulance Poison Control ( ( ( ( ( ( ( ( ( ( ( I I I I I I I 31 )911 )911 )911 )911 ) ) ) ) ) ) ) ) ) ) ) �I I I I I I I I I I I I I I I I I 32 �IIDIEii~([))NAJL IIDIHHD>NJE Il))lIIU(C'lr([))lR?Jf' I I I I I I I I I I 33 �N(Q)U§ 34 I I I I I I I I I I I I I I I I I I �I I I I I I N(())'JrlE§ I I I I I I 35 �N(())'IrJE§ 36 I I I I I I I I I I I I I I I I I I �I I I I I I I N(())'lrIE§ I I I 37 �N(())'lrIE§ I I I I I I I I I I I I I I I I I 38 �N(Q)'IrIE§ I I I I I I I I I I 39 �N(())ft§ I I I I I I I I I I I I I I I I 40 I �I I I. I I I I I I I I I I I I N(())'IrIE§ I . - - ' ' I I I - I I ' ' - I I I - _J 41 �p Music and Vlsual Arts Cente J Bora Lasldn B~kl~ K Cenlre for Northern orest a Residence Townhouses Ecosystem Research L Reglonal Centre and Slucfenl Centre M Residence Townhouses N Health Sdences Resource Cenlre ........... Te....._., PRETTIE RESIDENCE I Sioux Lookout 2 T1mt181y BARTLEY RESIDENCE I Kenor1 3 Allkolrln 4 Dryden 5 Ew FIiis I Fort Francu 9 Long Lie 10 M1111llon 11 ,.plgon 7 Gtr■ldton 12 Rllny Rlvw ~rpo!I t I lnlOffllal!Ofl klos~ lparldno permlls) _ O Meh Enhnc• P!rr"n -' •_ _ _ _ _..,, I I ~:;:r-, c..,.., -..-.,-~ I I Rom..... Lakehead University Campus �I I I L. U. A L U M N :I Bkst. use u II ALL TERM [ FALL [ ] (B O O R # 2 ] Section Estimated Enrollment for Session Covered WINID [ ] ]I ALL TERM [ ] FJl.LL r 1 r~ired,Reccmnended Y N Y N wmrER [ ] ISBN Title I I . jPublisher Author(s) IB O O R I ,,ss, I Publisher Author(s) I I & RR (B O O R # 1 ,I Course Number Term Departrrent Name tue I # 3 ]I ALL ~ I [ ] ~[ ] .. ~ired Recarrnended y N y N ~[ ] ISEN Title !Publisher IAuthor(s) ,R~~ed,~ndedl '!HERE IS ADDI'l'ICNAL SP.ACE FOR MJRE 'l'EX'.IS 00 BACK C ************************************************ rtmy GUide ( if reo:m,endel)] itle, Author, Publisher I L.U. PRINl' Sfat C C I I I FORM Pl•••• P~int N I ORDER B O O R S T O R E ~ i Originals & Print Requisitions - to Bookstore Lab Mawa.l. # of copies Revised/New/Not Revised Notes/Peripherals # of copies Revised/New/Not Revised Kn'E: *Textbook is understood to include only those books \owhich all stud.3lts t.aki.ng the course should pu;-chase. If thera is a choice of books involved (ie. an either/or option), please t:e sure to so indicate on this enter foJ:JTL *If there are other titles that you \l.'0uld like the Bookstore to stcck as reference, please list tr.an on a secara.te sheet of ~ . *Inst..~ should write to th!! pill)!lishers ~onally-for desk copies. 11rA11 .book o:roer are fi.:i:.n and cannot be cancelled once the order has been nlaced. Depart:JJents will be financially xespor.sihle for cancelled orders. • L ~rNS'l1U:"Im-----Da'mIS CRDER FORM IS Al11HlRIZED BY: te S a l t ~ lln:ite Rec'd! FL *****IF m,J ARE P..mJ;SI'lNG i -~ Oate Dept. Confinration ~RE~~ (3) rn, II USE '1HE BACK OF 'IEIS FORM***** �L. U. A L U MN I B O O K S T O R E TEXTBOOK ORDER FORM Please Prial: Department Name Bkst. Use N u Course Numt:er Tem & RR I II IB O O K # tiUe 1 II ALL TERM [ ] I IB OOK # 2 II ALL TZRM [ ] y Wnm:R[ ] F~.LL [ ] ISBN .I IAuthor(s) rn.L [ ] N y N . 1~~,~~1 Publisher ALL Tm•l [ I ~ e d Reccmnended jPublisher Title I I I I I wmn:R [ j ] IAuthor(s) '!HERE IS ADDI'l'Iom.L SP.ACE RN ~ E T.E>crS CN IW:l< **~*************~******************************* Study Gui.de ( if recarmended) Title, Author, Publisher I I I I I ] wm.lD [ 11S!!N 1Author(s) I ] FALL [ Section Estimated Enrollment for session Covered L. u. PRINI' SRlP ~ ISBN Originals & Print Requisitions - to Bcx>kstore I.ab ~ f of copies Revised/Ne.w/Not Revised Notes/Peripherals f of copies Revised/Ne.w/Not Revised ~ : ..-.rextbook is umerst:ood to include only those books which all stud!!nts taking the cour..e should pufchase. If there is a choice of books .involved ( ie. an either/or option), please be sure to so indicate on this mder foDn. *If there are other titles that you \iliOuld like the Bookstore to stock as reference, please list tr.an on a separate sheet of_pa~. •Inst...-ructoxs should write to the ~lishers personally for desk copies. *All book order are fizm ald cannot be cancelled once the oroer has been olaced. De_parbtents will be financially resoor.sible for cancelled orders. • - r.ll'Q.a.. 'IHIS CJIDER FORM IS AlfflilRIZED BY: :~te Sen:. --T'Cl\m·· ·.-.n-m. jjoate Rec'd! II I FL I I 21):.11\:)' ,., Ent.ty Catpiterl • rate -,,.; -- Course Publisher Dept.Conf.izrration I *****IF YtlJ ARE P ~ KJ~ 'lF..3\N 'IEREE f~) ~ - USE THE BPO< OF 'JF.T~ FnR"'***** �I -.:: . . .~ " ; ; .' I I I I I I I · To: From: .' '' . ,. .. .. . : ' . N··ou • ~ •• J-,. ~,. ('' Alt Famty and Staff School cl Education John Bonoflgllo Audio/Visual Services Subject: AucHoOO,ual se,vrces A new Audio/Visual Office has been set ~ In BL-2004B. As an lnstructor/coorclnator, In order that you may have access to this room, a key wOI be avanable from the Library and from the main office. The Audio/Visual storage room located on the main floor BL-1023 has been re-arranged. Half of the room wll be utllzed as an audio/visual storage area and the rest wlU remain as regular storage. Booking sheets wl be posted In each of the rooms. Please take the time to sign the appropriate sheet, lnclcatlng ycu name, the time of usage and the room number where the equipment will be used. If you recpre assistance with your audio/visual demand, please flU out an Audlo/Vlsual Service Request Form. available In the mall room or leave a note In my m~ box which Is located outside my offk:e In BL20048, or In the mallroorn. Students wishing to obtain Audio/Visual equipment or services wll be re(JJi'ed to procure a signed authorization from their Instructor prior to having access to the e(JJlpmenL The AudloJVlaual Technician'• Hours Will Be: • Monday to Friday 8:30 ■.m. • 12:00 p.m. e Technician wftl also prcwlde services such as: I I FlrnjVldeo orderlng'and purchase Tape dupllcatlon, (Audio and Video) Purchase of Audio/Visual &Oftware and hardware Se~ and retrieval of equipment In classrooms. , Assistance wll also be prowled for the plamlng of Audio/Visual aids relating to lecture preparatloos, research projects and meetings. I Please feel free to communicate any concerns or rdeas that you may have. I am avaiable at #8857 betweek 8:30 and 12:00 or at #0021/8267 during the remainder of the day. - ~ /,I ~~ -: jc>iroFl~O C:\wP.51\DA.ILY\Amfu.VLMl!M .. � 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 NLIP Faculty & Staff Handbook 1993 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1993. Note that some text has been redacted to preserve personal privacy. 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 1993-07-01 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/cebabf0d12e4a594c352adc68c3bf15f.pdf 43307bc6837336b760f3e670214cb13f PDF Text Text I I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July 1992 Name: Address: �I I Contents I. Introduction i Administrative Faculty and Staff i The Program 1 Map of Native Langµage Families in Ontario 1 2 Program Goals 1. n. III. 2. 3. 4. 5. Native Language Teacher Certification Program 3 1.1 1.2 3 1be Algonquian Courses The Iroquoian Comscs 3 Native As A Second Language Diploma 3 Native As A First Language Diploma 4 Native Language Summer Institute 4 4 5 5 5 Native As A Second Language (Algonquian) Part I Rights and Responsibilities of Scssional Lecnirers Dates for Summer Session IV. Cancelled Classes V. Schedule of Classes VI. VIL VIII. IX. Course Outline s XI. :,m. Keys 6 6 7 7 7 8 Identification Cards 8 XIII. Orientation for Faculty and Staff 8 XIV. Registration and Orien�tion for Students 10 10 10 10 10 X. xv. Course Materials Printing Academic Regulations Course Evaluation Staff Meetings XVI. Faculty Workroom Responsibilities XVII. Timetables XVIII. Accommodations and Meals Appendices Appendix A Language Course Descriptions AppendixB Education Course Descriptions 11 13 I I I I I I I I I I �I I I I I I I I I I I I I I I I Appendix C Timetables C. l NLTC Algonquian Timetable C.2 NLTC Iroquoian Timetable C.3 Practicum 0190, 0290, 0390 Timetable C.4 Practicum O190, 0290, 0390 Workshop Sessions C.5 NAFL/NASL Diploma Timetable C.6 Institute Timetable C.7 Faculty Workroom Timetable Appendix D Faculty and Staff Appendix E Calendars Important Numbers Personal Numbers Notes Lakehead University Map Book Order Form 7 14 21 28 Tune 1992 M T w T 2 1 3 4 9 10 11 8 15 16 17 18 22 23 24 2S 29 30 s M s 6 13 20 27 F s 5 12 19 26 6 13 20 27 seotember 1992 T w T F s 1 2 9 7 8 14 15 16 21 22 23 28 29 30 3 10 17 24 4 5 11 12 18 19 25 26 s M 5 6 12 13 19 20 26 27 uly 1992 T w T 2 7 9 8 14 15 16 21 22 23 28 29 30 1 F 3 10 17 24 31 October 1992 s M T w T F 4 11 18 25 1 15 15 16 16 18 18 19 20 22 32 33 35 -43 s 4 11 18 25 s 2 3 9 10 7 5 6 8 12 13 14 15 16 17 19 20 21 22 23 24 26 27 28 29 30 31 Au2ust 1992 s M T w T F 2 9 16 23 30 4 3 10 11 17 18 24 25 31 5 12 19 26 7 8 14 15 21 22 28 29 November 1992 M T w T F 2 1 4 3 5 6 9 10 11 12 13 8 15 16 17 18 19 20 22 23 24 25 26 27 29 30 s Native Language Instructors' Program, School of Education, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El © 1992 Telephone: (807) 343-8542 or (807) 343-8198 LAKEHEAD 6 13 20 27 l' NIVERSITY s 1 s 7 14 21 28 �I I Introduction Lakehead is developing a much recognized national presence and academic reputation in Native Language Studies. I am very pleased that you are planning to accept our invitation to join our Summer Program, and in so doing, will contribute to our growth in many ways. In order to give you an even better understanding of some of the activities in the NLIP Program. and in the University as a whole, we prepare d the Handbook/or NUP Faculty and Staff. It provides a quick overview of our program and the scope of their activities. I wish you much success in the 1992 NLIP summer session. Barbara Toye-Welsh, Coordinator Native Language Instructors' Program (NLIP) Administrative Faculty and Staff Dr. Alan Bowd David Bates Barbara Toye-Welsh John O'Meara Sonya Bruyere Doreen Drake Chris Kakegamic Gordon Bruyere Gilda Dolruchie Director, School of Education Chairman, Continuing Teacher Education Program Coordinator, NLIP Linguist, NLIP Secretary, NLIP Receptionist, NLIP Principal, NLIP Summer School Coordinator, Native Student Support Program Counsellor, NLIP i BL 1014 BL 1016A BL 1032D BL 1032C BL 1032E BL 1032E BL 1032B SC 0004A SC 0004A I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I The Program Lakehead University. in the heartland of Ojibwe country, <;>ffers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age. Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. Canadian people have a rich heritage in the Native Languages of this country. Until recently this heritage has remained largely unappreciated. We at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native Language study and teaching. 1 �I 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. NATIVE LANGUAGE INS1RUCTORS' PROGRAM Nanve Language S ecialist Nanve Language Elective Courses * RAM Nanve Language*** Teacher Certification Nanve As A First Language Diploma Nanve As A econd* Language Diploma Lakehead University courses Ministry of Education Ministry of Colleges and Universities and Indian and Northern Affairs Canada 2 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I. Native Language Teacher Certification Program The purpose of the Native LanguageTeacher's Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students receive training in teaching Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One YearTwo Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension. and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 1.2 The Iroquoian Courses (Refer to Appendices A & B for course descriptions). Courses in the Iroquoian Series are for fluent speakers of Mohawk, Oneida, Cayuga and Onandaga. Native Language Teacher Certification Program (NLTC) Iroquoian Year One YearTwo YearThree Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed0190 Ed0290 Ed0390 2. Native As A Second Language Diploma This is a four summer program to train candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for NativeTeacher Certification Program except for the Practicum. Education 1598 and Education 159 9 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One YearTwo Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 159 9 F.d 1354 3 �3. Native As A First Language Diploma This is a four summer program. It provides training in Native language enrichment and literacy skills. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) Year One Year Two Year Three Year Four Al1210 Al1230 Al2211 Al2231 Ed1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed1572 Ed1573 Ed1574 Ed1598 Ed1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL3711 NL3531 Second Language OJ1010 OJ1012 OJ 2011 OJ 3011 5. Native As A Second Language (Algonquian) Part I Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL1210 and1230 or AL1212 and1232 and O.T.C. or Temporary Letter of Standing. An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum 4 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I IL Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements. assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise. when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session 3 weeks Diploma in Native As A First Language Courses start on July 6 and end on July 24, 1992 Diploma in Native As A Second Language 3 weeks Courses start on July 6 and end on July 24, 1992 Institute Courses 3 weeks Courses start on July 6 and end on July 31, 1992 4 weeks Native Language Teacher Certification Courses start on July 6 and end on July 31, 1992 IV. Cancelled Classes I I Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. 5 �VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the UDiversity policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. Courses thus affected: AL 1212- Chuck Fiero and Reta Sands AL 1232- Chuck Fiero and Reta Sands AL 2213 - John O'Meara and Lena White For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form (refer to Appendix F) with all possible information included and return iL If you have written, or plan to write your own text material, send a camera-ready copy by May 15. It will be printed and placed in the L.U. Book Shop for your students. 6 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I VIII. Printing The School of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed. Handouts such as journal articles or book chapters will not Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. One venda card is provided for your personal use during the course. IX. Academic Regulations Reference should be made to Section m of the Calendar. These are the academic regulations under which all courses operate and contain information of marking, re-appraisal, attendance, and withdrawal. Each sessional lecturer will be required to complete a class mark sheet for the students enrolled, at the end of the course. The forms will be provided during the latter part of the course. The Mark Sheet must be in the Native Language Instructors' Program by Friday, July 24, 1992 for NASI.JNAFL/lnstitute courses and, Friday, July 31, 1992 for NLTC courses. To assist you in this task, the University's grading system is as follows: A+ 90-100% A 80-89% B+ 70-79% C 60-69% D 50-59% E 40- 49% Supplemental examinations allowed F 01-39% Failure F 0% Academic dishonesty • Final marks ending in the numeral 9 are to be avoided. While the university does not mandate evaluation procedures to be used, it is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Mark distribution should reflect the range of natural abilities found in classes. The value of quality education should not be eroded. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Keys Keys for classrooms, the Bora Laskin Building, and the Ryan Building are available through Sonya Bruyere in BL 1032E. XII. Identification Cards Photo equipment and staff from records will be available to process identification cards on July 2, 1992 in the Agora. The card must be taken to the library to be bar coded. This is required before faculty have library privileges. XIII. Orientation for Faculty and Staff Day One Date: Time: Location: July 2, 1992 10:00 a.m. -2:30 p.m. BL2009 Agenda 10:00 a.m. - 12:00 12:00 - 1 :00 p.m. 1. Traditional Opening Ceremony 2. Welcome 3 . Introductions 4. Review of NLTC Faculty Handbook 5. Chairperson of each discipline meeting will provide general comments regarding the afternoon session. Lunch will be provided 1 :00 p.m. -2: 15 p.m. Discipline Team Meetings to share and discuss course outlines to ensure continuity from year to year. Materials required: bring course outlines for each of your courses Purpose: Language Foundations Methods (BL2008) Charles Fiero Reta Sands John O'Meara* Lena White Carrie Dyck Tom Beardy Chris Kakegamic Ernestine Buswa Laura James Gary Hannam* Dawna LeBlanc Sonny Mikeare Isadore Toulouse Jeanne Grubbin Josephine Mikeare Brian Maznevski* Florrie Sutherland Angela Moore Jean Shawana Bernice Greene Violet Shawanda Rama Kant Agnihotri (BL2009) 2: 15 p.m. -2:30 (BL2005) * denotes chairperson for the meeting. Sharing session information Purpose: Each chairperson will share the highlights of the session 8 I I I I I I I I I I I I I I I I I �Day Two I I I I I I I I I Date: Time: Location: July 3, 1992 8:30 a.m. - 1 :30 p.m. BL 2009 Agenda 8:30 a.m. - 9:30 a.m. Student Group Team Meetings Purpose: To share and discuss objectives, assignments, evaluation, and course outlines. NLTC Year One BL 2005 NLTC Year Three BL 2008 Jeanne Grubin Gary Hannam* Chuck Fiero Reta Sands Sonny Mik:eare Josephine Mik:eara John O'Meara* Lena White NLTC Year Two BL 2005 NAFL/NASL Dawna LeBlanc Chuck Fiero Brian Meznevski* Reta Sands John O'Meara* Angela Moore Rama Kant Agnihotri Isadore Toulouse Lena White 9:30 a.m. - 10:30 a.m. BL 2008 10:30 a.m. - 1 1:00 a.m. Coffee and muffins will be provided. 1 1:00 a.m. - 1 1 :50 a.m I I I I I I Practicum Associates (BL 2009) Purpose: To review Practicum Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. Gary Hannam Rama Kant Agnihotri Chris Kakegamic* Jean Shawana Violet Shawanda Bernice Greene Ernestine Buswa Florrie Sutherland * denotes chair of the meeting. 1 1 :50 a.m. - 12:00 Staff question and answer session 12:00 - 1 :00 p.m. Lunch.will be provided. 1:00 p.m. - 1 :30 p.m. Introduction of Faculty to Student Body Will be held in the Bora Laskin Auditorium 1 :30 p.m. - 5:00 p.m. Free planning Time 5:00 p.m. Welcome Feast (tickets: adults $11.00, child $6.00 are available from the NLIP office) 9 �XIV. Registration and Orientation of Students Registration for all NLIP students is from 10:00 a.m. to 2:00 p.m. on Thursday, July 2, 1992 in the Agora. Orientation sessions will be provided on Friday, July 3, 1992. This will include tours, video presentations of student teaching, introduction to faculty and staff, and a Welcome Feast More specific details will be available shortly. XV. Staff Meetings Thursday, July 9, 1992 Thursday, July 16, 1992 Wednesday, July 22, 1992 Monday, JulY. 27, 1992 Thursday, July 30, 1992 UC 1029 F UC 1029 F UC 1029 F UC 1029 F UC 1029 F 4:45 p.m. - 6:00 p.m. 4:45 p.m. - 6:00 p.m. 4:45 p.m. - 6:00 p.m. 4:45 p.m. - 6:00 p.m. 4:45 p.m. - 6:00 p.m. •• A light dinner will be provided. XVI. Faculty Workroom Responsibilities BL 2009 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer school. Please refer to Appendix C6. Your cooperation in assisting the students is appreciated. XVII. Timetables Timetables are provided in Appenclice Cl - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe and miscellaneous, Section AB will include Central and Eastern Ojibwe. Section AC will include Mohawk and Cayuga. Tapes of each student's speech are available from Dr. John O'Mcara. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for pwposes of homogeneity with the approval of Dr. O'Meara. XVIII. Accommodations and Meals Townhouses are available in the Lakehead University Residence complex for faculty and staff. Ensure that your choice of accommodation is reserved by calling Sonya at (807) 343-8198. 10 I I I I I I I I I I I I I I I I �I I I I APPENDICES I I �I I I I I I I I I I I I APPENDIX A Language Course Descriptions �I I I I I I I I I I I I I Algonquian1 210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures3 hours, Laboratory 2 hours Algonquian1 21 2 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures3 hours, Laboratory 2 hours Algonquian1 23 2 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part m Prerequisite: Algonquian1 210 &1 230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures3 hours, Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part ID Prerequisite: Algonquian1 21 2 &1 23 2 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian1 210 &1 230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project Lectures3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian1 21 2 &1 23 2 Guided individual or small group work on selected algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures3 hours, Laboratory 2 hours. 11 �Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Tenn) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 201 1 - Field Study Special project to be pursued as a practicum on location. Lectures 3 hours, Laboratory 2 hours Ojibwe 301 1 - Ojibwe Immersion Development of all language skills on location. Lectures 3 hours, Laboratory 2 hours NL 2713 - Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. Lectures 3 hours, Seminar 2 hours NL 351 1 - Literature: The Oral Tradition Prerequisite: One of Ojibwe 2231 or 3001, Cree 3001, Iroquian 2233, Algonquian 2231 Problems and methods of collection and analysis. Research and guided projects in oral literature. Seminar 3 hours 12 I I I I I I I I I I I I I I I I I I �I I I I I I I APPENDIX B Education Course Descriptions I I I I �I I I I I I I I I I I Education1 351 - NASL Methods, Pan I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Strucrural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching �ethods under study. Education1 352 - NASL Methods, Pan II A continuation of the topics of Pan I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education1 35 3 - NASL Methods, Pan m Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education1 354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education145 3 - NAFL Methods Pan m Building a Native Language arts program through the grades: goals, sttategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, ttanslation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ID. 13 �Education 1571- Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573- Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574- Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 4743-NASL Algonquian Part I Prerequisite or co-requisites: AL 1210 & AL 1230 or AL 1212 & 1232 or equivalent or O.T.C. or Temporary Letter of Standing An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum. Education O190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - Each student will teach a minimum of four times during the first three weeks of classes. This includes a pre-conference, evaluation, and post-conference with an advisor. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the fourth week of classes. Students choose two workshops to participate in. The workshops are 3 hours duration for a total of fifteen hours. Topics include: Native Arts and Crafts, Making Suppon Materials, Research Skills in NSL, Planning Units, Developing Cultural Materials For The NSL Class. 14 I I I I I I I I I I I I I I I I �I I I I APPENDIX C Timetables I I �I I I I I I I I I I I I I I I I I I I C.1 Native Language Teacher Certification (Algonquian) Timetable July 1992 8:30-9:30 9:30-10:30 NLTC (Al l) NLTC (Al 1) (Western) (Cent/East) RB-3024 RB-3025 ED 1351 AA ED 1571 AB J. Grubin G. Hannam RB-3024 RB-3025 ED 1351 AA ED 1571 AB J. Grubin G. Hannam 10:30-11:30 ED 0190 ED 0190 11:30-12:30 RB-3024 ED 1571 AA G. Hannam RB-3025 AL 1212 AB R. Sands RB-3024 ED 1571 AA G. Hannam RB-3024 Al 1212 AA C. Fiero RB-3024 Al 1212 AA C. Fiero RB-3025 AL 1212 AB R. Sands RB-3025 ED 1351 AB J. Grubin RB-3025 ED 1351 AB J. Grubin . 12:30-1·30 1:30-2:30 2:30-3:30 3:30-4:30 NLTC Al ll RB-3026 ED 1572 AA D. LeBJanc RB-3026 ED 1572 AA D. LeBJanc RB 3026 Al 1232 AA C. Fiero NLTC AI ll (Cent/East) RB-3044 ED 1352 AB B. Maznevski RB-3044 ED 1352 AB B. Maznevski RB-3044 AL 1232AB R. Sands ED 0290 ED 0290 LUNCH RB-3026 AL 1232 AA C. Fiero RB-3026 ED 1352 AA B. Maznevslci RB-3026 ED 1352AA B. Maznevski RB-3044 AL 1232 AB R. Sands RB-3044 ED 1572 AB D. LeBJanc RB-3044 ED 1572 AB D. LeBJanc (Western) NLTt; Al ill NLTC Al ill (Western) (Cent/East) RB-3046 RB-3049 ED 1353 AA ED 1573 AB J. Mikaere S. Mikaere ED 0390 ED 0390 RB-3046 ED 1353 AA J. Mikaere RB-3046 ED 1573 AA S. Mikaere RB-3049 ED 1573 AB S. Mikaere RB-3049 ED 1353 AB J. Mikaere RB-3046 AL 2213 AA J. O'Meara RB-3046 AL 2213 AA 1. O'Meara RB-3046 ED 1573 AA S. Mikare RB-3049 AL 2213 AB L. White RB-3049 AL 2213 AB L. White RB-3049 ED 1353 AB J. Mikaere C. 2 Native Language Teacher Certification (Iroquoian) Timetable July 1992 9:30-10:30 NLTC (lr l) RB-3025 ED 1571 AB G. Hannam RB-3025 ED 1571 AB 10:30-11:30 Ed 0190 11:30-12:30 RB-3047 AL 1212 AC C. Dvck 8:30-9:30 12:30-1:30 1:30-2:30 2:30-3:30 3:30-4:30 NLTC (lr ll) RB-3044 ED 1352AB B. Maznevski RB-3044 ED 1352AB B. Maznevslci RD-3047 AL 1232 AC C. Dvck G. Hannam RB-3047 AL 1212 AC C. Dyck RB-3025 ED 1351 AB J. Grubin RB-3025 ED 1351 AB J. Grubin Ed 0290 LUNCH RD-3047 AL 1232 AC C. Dvck RB-3044 ED 1572AB D. LeBlanc RB-3044 ED 1572 AB D. LeBJanc 15 NLTC (Ir III) RB-3049 ED 1573 AB S. Mikaere Ed0390 RB-3049 ED 1573 AB S. Mikaere RB-3049 ED 1353 AB J. Mikaere RB-3047 AL 2213 AC C. Dyck RB-3047 AL 2213 AC C. Dvck RB-3049 ED 1353 AB J. Mikaere �C.3 Practicum 0190, 0290, 0390 Student Teaching * oom dVISOrs a.m. Westen Ojibwe A Western Ojibwe B Central/Eastern Ojibwe Cree Mohawk a.m. Westen Ojibwe A Western Ojibwe B Central/EaStern Ojibwe Cree Mohawk ear wo - : a.m. - a.m. Bernice Green Jean Shawana Violet Shawanda Florrie Sutherland Ernestine Buswa Brian Maznevski/R. A • otri Bernice Green Jean Shawana Violet Shawanda Florrie Sutherland Ernestine Buswa Brian Maznevski/G. Hannam Westen Ojibwe A Bernice Green Western Ojibwe B Jean Shawana Centra]JEastern Ojibwe Violet Shawanda Cree Florrie Sutherland Mohawk Ernestine Buswa Plannin Brian Maznevskj/R. A Pracacum will be available dunng BL 1030 BL 1033 BL 1036 BL 2001 BL 2019 BL 2009 BL 1030 BL 1033 BL 1036 BL2001 BL 2019 BL 2009 BL 1030 BL 1033 BL 1036 BL2001 BL 2019 BL 2009 C.4 Practicum 0190, 0290, 0390 Workshop Sessions 8: a.m. 11:30 a.m. .. a.m. 1:00 p.m. . p.m. 4:00 p.m. A A Native Arts and Crafts Herbal Medicine F. McDonald E. Buswa L u 8 2 Native Arts and Crafts Herl>al Medicine F. McDonald E. Buswa l A ParentaJ/ Community Involvement J. Shawana N Parental/ Community Involvement J. Shawana 16 B. BL 2 9 6A Native Studies Mamevski V. Shawanda R DePe C H 4 Media The Drum Native Studies V. Shawanda R DePe G. Hannam B. Mamevski 8 G. Hannam 68 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I 1992 NLTC Workshops Workshop IA and 1B Native Arts and Crafts Instructor: Freda McDonald This workshop introduces the student to various traditional ans and crafts. The students will collect materials from the woods. prepare the materials, and make the craft. The students will listen to stories and anecdotes from the past. Teaching ideas will be shared, specifically. various strategies for integrating Native arts and crafts into the Native Language cmriculum. Workshop 2A and 2B Introduction to Media Instructor: Brian Maznevski This workshop introduces the students to the various media available to the classroom teacher. This will include the overhead projector, the slide projector, the film projector, the camcorder, the photocopy machine and bulletin boards. Students will have hands-on experience and participate in group activities. Students will develop several materials for the Native Language classroom. Workshop 3A and 3B The Drum Instructors: Violet Shawanda and Russel DePerry The students will each construct a traditional hoop hand-drum. The workshop will include the origin of how the drum came to the Ojibwe, its traditional teachings, and ideas that can be incorporated into the study units in a Native Language classroom. Maximum Number of Participants: 16 Workshop 4A and 48 Parental and Community Involvement Instructor: Jean Shawana introduces the students to various strategies for initiating parental and community involvement. Students will develop a plan for his/her particular community. The advantages and disadvantages of each strategy will be discussed. The emphasis will be on the promotion of Native Language education through parental and community involvement. This workshop Workshop SA and SB Herbal Medicine Instructor: Ernestine Buswa workshop will take students into the woods to collect samples of herbal medicines. The procedures for storing and the various uses of the herbs will be shared. Students will develop unit and lesson plans integrating the information on herbal medicine in a Native Language classroom. This Workshop 6A and 6B Native Studies Instructor: Gary Hannam This workshop will involve a review of the Native Studies Guideline: Intermediate Level. Students will develop a unit plan on a chosen them implementing the process of inquiry. Emphasis will be on active learning. involving the child in his/her learning and the evaluation process. Students will have the opportunity to share units at the end of the workshop. 17 �C.5 Native As A First/Second Language Diploma Timetable July 1992 8:30-9:30 9:30-10:30 10:30-11:30 11:30-12:30 12:30-1:30 1:30-2:30 NAFL IV RB-30S1 AL 1210/ 2211 AA J. O'Meara RB-3051 AL 1210/221 lAA J. O'Meara RB-3051 ED 1451/1453 AA A. Moore RB-3051 ED 1571 AA RB-30S1 AL2231 AA J. O'Meara RB-3051 AL2231 AA J. O'Meara RB-30S1 ED 1454 AA A. Moore BL-2006 ED 1574 AA I. Toulouse BL-2006 AL2233AA L. White BL-2006 AL 2233 AA L White BL-2006 ED 1354 AA R. Aimihotri BL-2006 ED 1574 AA I. Toulouse BL-2006 ED 1574 AA I. Toulouse RB-3051 ED 1454 AA A. Moore BL-2006 ED 1599 I. Toulouse BL-2006 ED 1574 AA I. Toulouse BL-2006 ED 1354 AA R. Amihotri BL-2006 ED 1S99 I. Toulouse G. Hannam RB-302A ED 1571 AA G. Hannam 2:30-3:30 RB-302A ED 14S1/14S3 AA A. Moore 3:30-4:30 C.6 Institute Timetable July 1992 8:30 - 12:30 1:30 - 2:30 July 6 - July 24 9:30 - 12:30 1:30 - 3:30 July 6 - 24 6:00 - 9:00 July 6 - 17 6:00 - 9:00 July 20 - 31 6:00 - 9:00 July 6 - 17 6:00 - 9:00 July 20 - 31 NASL IV NAFL I RB 1046 ED 4743 T.B.A. RB-2032 NL 2713 J. O'Meara RB ZlJjZ NL 351 1 E. Buswa RB 3024 OJ 1010 T. Beardy RB 3024 OJ 1012 T. Beardv RB 3047 OJ 201 1 C. Kake2amic RB 3047 OJ 3011 C. Kakegamic 18 I I I I I I I I I I I I I I I I I I I �I I I I I I I I C.7 Native Language Instructors' Program Faculty Workroom Timetable July 1992 I I I I I 6 5 12 G. Hannam B.T.W. 19 G. Hannam B.T.W. J. Mikaere S. Milcaere 26 Friday Wednesday Thursday 2 1 Tuesday Monday Sunday 13 J. Shawana B. Greene C. Fiero R. Sands A. Moore J. Shawana 20 7 G. Hannam B. Greene R. Sands 14 V. Shawanda E. Buswa G. Hannam 21 J. Grubin L. White R. Agnihotri 27 8 D. LeBlanc F. Sutherland J. Mikaere 15 9 R. Agnihotri J. O'Meara L. White 16 F. Suthesland L. James J. Grubin I. Toulouse B. Maznevski J. o•MeJlra 3 C. Dyck A. Moore I. Toulouse ro 17 R. Agnihotri V. Shawanda S. Milcaere 23 22 D. LeBlanc C. Fiero C. Dyck L Toulouse B. Maznevski E. Buswa 24 30 31 29 28 * BL200 9 7 :00 p.m. - 9:00 p.m. Key available from Sonya Bruyere, NLIP Secretary in room BL1032 E 19 Saturday 4 11 B. Maznevski B.T.W. J. Milcaere S. Mikaere 18 B. Maznevski B.T.W. G. Hannam 25 �I I I I I I I I I I I I I I I I I I I �I I I I I I I I I APPENDIX D Faculty and Staff �1992 NLIP Faculty and Staff Rama Kant Agnihotri Dept. of Linguistics University of Delhi Delhi 1 10007 India Bernice Greene #309 - 199 Academy Drive Thunder Bay. Ontario P7B 5W2 (807) Tom Beardy #47 - 132 Archibald Street Thunder Bay, Ontario P7C 3X8 (807) 345 - 0419 Jeanne Grubin P.O. Box 51 Wikwemikong, Ontario POP 2JO (705) 859-3904 Ernestine Buswa Pie Mobert Band School Mobert, Ontario POM 2JO (807) 566-0263 Gary Hannam Box 1065 Annapolis County Middleton, Nova Scotia BOS lPO (902) 825-6464 (902) 665-4487 Russell DePerry Box 131 Ohsweken, Ontario NOA lMO (519) 754-1809 Laura James 723 S. Marks Street Thunder Bay, Ontario P7E lNl (807) 623-2515 Gilda Dokuchie 413 Churchill Drive Thunder Bay, Ontario P7C 1V6 (807) 475-0087 Chris Kakegamic 156 Machar Avenue Thunder Bay, Ontario P7B 2Y8 (807) Carrie Dyck 649 Bathurst Street Toronto, Ontario M5S 2R2 (416) 531-4154 Dawna LeBlanc General Delivery Wikwemikong, Ontario POP 2JO (705) 859-39 1 1 Chuck Fiero 1 128 McKercher Drive, #173 Saskatoon, Saskatchewan S7H 4Y7 (306) 374 -2506 Freda McDonald 1252 John Street Thunder Bay, Ontario P7B 2A3 (807) 767-2059 I I I I I I I I I I I I I I I I I 20 �I I I I I I I Brian Maznevski 993 Thistledown Way London, Ontario N6G 4L6 (519) 472-2453 Violet Shawanda General Delivery Ohsweken, Ontario Angela Moore Constance Lake Reserve Calstock. Ontario POL lB0 (705) 463-4251 Flmrie Sutherland #13 - 1 1008 124 Street Edmonton, Alhena John O'Meara School of Education, Lakehead University Thunder Bay, Ontrio P7B 5El (807) 343-8054 Isadore Toulouse 981 Glencaim Avenue Toronto, Ontario Dave Peleschak: 36 Crawford Drive Ajax, Ontario LIS 3A8 (416) 427-3337 Lena White NOA lMO (519) 445-2879 T5M OJ3 M6B 2A8 (416) 781-1186 38S7 Velma Street Val Caron, Ontario POM3AO (705) 897-4814 Reta Sands R.R. #3 Wallaceburg, Ontario N8A 4K9 (519) 627-4593 Josephine Mikaere 6 Paterson Street Aramoho Wanganui New Zealand 011 646 343 9340 Jean Shawana P.O. Box 68 Cutler, Ontario POP lB0 (705) 844-2461 Sonny Mikaere 6 Paterson Street Aramoho Wanganui New Zealand 011 646 343 9340 I 21 �I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I APPENDIX E Calendars and Notes �Week One WEEKLY CALENDAR - 8:30-9:20 9:30-10:20 . 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 - 7:30-8:20 8:30-9:20 9:30-10:20 - Notes: 22 I I I I I I I I I I I I I I I I I I �I Week Two WEEKLY CALENDAR 8:30-9:20 I I I I I 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 I I I 7:30-8:20 8:30-9:20 9:30-10:20 Notes: I I I I 23 �Week Three WEEKLY CALENDAR 8:30-9:20 9:30-10:20 10:30-11:20 11:30-12:20 12:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-5:20 5:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 24 I -I I I I I I I I I I I I I I I I I �Week Four WEEKLY CALENDAR 8:30-9:20 I I I I I I I I I I I I I I 9:30-10:20 10:30-11:20 11:30-12:20 ll:30-1:20 1:30-2:20 2:30-3:20 3:30-4:20 4:30-S:20 S:30-6:20 6:30-7:20 7:30-8:20 8:30-9:20 9:30-10:20 Notes: 25 �1U1ly 1991 Mon I I I I I I I I Tue· Wed- 1 I Thur-2 Fri-3 Sat-4 Sun-5 I I J I I I I 26 I �JuI.y 1991 I I I I I I I I I I I I I I I Mon-6 Tue-7 Wed-8 . Thur-9 , Fri- 10 Sat- 1 1 Sun- 12 27 �1u1.y 1991 Mon- 1 3 Tue- 14 Wed- 15 Thur- 16 Fri- 17 Sat- 1 8 Sun- 19 28 I I I I I I I I I I I I J ·I I �JUly I 1991 I I Mon-20 I I I I I I I I I I I I I I Tue-2 1 Wed-22 Thur-23 Fri-24 Sat-25 Sun-26 29 �Ju1ly,/August 1991 Mon-27 Tue-28 Wed-29 Thur-30 Fri-3 1 Sat- 1 Sun-2 I I I I I I I I I I I I I I I I 30 �August 1 991 I I I I I I I I I I I I I I I I Mon-3 Tue-4 Wed-5 Thur-6 Fri-7 Sat-8 Sun-9 31 �Important Numbers Native Support Services (807) 343-8085 Lakehead University (807) 343-8110 Counselling (807) 343-8018 Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( ( ( ( ( ( ( ( ( Police Ambulance Poison Control ( ( ( ( 32 )911 )911 )911 )911 ) ) ) ) ) ) ) ) ) ) ) I I I J I I I I I I I I I I I I I �TIDIEil§(())NAIL TIDIHI(())NJE J.D)mJE<C'IT'(())IiW I I I I I I I I I I I I I I I I I 33 �IIDIEii§((J)NAIL IIDIHI((J)NIE ID)mJE(C'lf((J)Ii¥ I I I I I I I I I I I I I I I 34 I �I I I I I I I I I I I I I I I I N(())1IT&§ . - I 35 �N(Q)'II'E§ I I I I I I I I I I I I I I I I 36 I �N(())'II'IE§ I I I I I I I I I I I I I I 37 �N<O>'If'IE§ 38 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I N(())'IT'IE§ 39 �W'((D'Ir]E§ I I I I I I I I I I I I I I I I I 40 �I N(())ff§ I I I I I I I I I I I I I I 41 �N(Q)'ITIE§ I I I I I I I I I I I I I I I 42 �liiiil ---------------LEGEND � ,!·�-:c.:� ,.."'' (-j? .I �If 811/loolh ., / A B C D E F G H I J Univ.rally Centre Cenlennlal Building Braun Building Ryan Building Chanc:allor Paler■on Library Sanden Flaldhou1a School ol Nursing Power Plant RHldanc:a Bora La■kln Bulldlng -�� • K Cenlra lor Nor1harn Forasl Ecosyslem Research L Regional Education Canlra and Studanl Canlra M Ra1ldanc:1 Townhou1■1 l'll1t1 I N Cornwall C1mpu1 ', Residence Townhousts Ph1111 a s.pt. •11 ••-• ,...._ " p H-■llh Educatlonal � ,..,.., ..,_ Rasourca Cenlre - ,. ��-•0O II-� -,J;r,I ---=:r\:.:I �-� ., � o ��---; - ,( � 1/ � ,� . ·-tJ _:.:__ .· . � '<;::;' � \? Ii � f (JJ r·...•.... ti. ••• ·--....:(. . �-w { ,- • '/ � :'--( - . ..... �� · � � <� {.• _, ♦ \ � � ' ,'\ t Aloport � lnlolmallon Kla1k lpa,Wngp111N11) 1111n't.11..... 'Do.Ill ·1- �= Lakehead University Campus - PRETTIE RESIDENCE BARTLEY RESIDENCE I K•nota t Sioux Loo•oul 3 Allliokln 2 T1n1c• 81y 4 D,ydlln I Lor,g Lac 5 hr F.il1 10 Marethon I Foti FrancH 11 Nlplgon 12 Rainy River 7 lhrakllDfl ....,... t /J =: . -- ,,_.fllll,"'- •I Ceonw11:: :::.,1 --�--r -,. . ·- ' 1,;._ __ - c·, "' g..,/ /4,--..� -.; •-tt;-.:=i'•� -� - 1i -T l� ■....._..• c.-. ... ....... a....a I I ""� s:= --- r lJJ�r IQL.. t--4 n, � � � � t:t C: <n, t-'• en ...... "'1 q n s:: en � � � � �. . . .. .. .. . . ::·' ,. , . . s : c .ii o o·t I - E H E A l.)· U N ). V. �_: R·S I_T Y LA� . o F ·t D u -c A T .I o N. · · .- . , .: .__ .. I I To: From: Subject: All Faculty and Staff School of Education Date: March 12, 1992 John Bonofiglio Audio/Visual Department Audio/Visual Services Please be advised that effective March 23, 1992, all the Audio/Visual Equipment (T.Vs, V.C.R.'s, tape recorder, record players, films, etc.,) with the exception of micro-fiche readers, will no longer be stored in the Library. A new Audio/Visual Storage room has been set up in BL-2004B. In order that you may have access to this room, a key will be available from the Library and from the main office. the Audio/Visual Storage room located on the main floor BL-1023 has been re-arranged. Half of the room will be utilized as an audio visual storage area and the rest will remain as regular storage. Booking sheets will be posted in each of the rooms. Please take the time to sign the appropriate sheet, indicating your name, the time of usage and the room number where the equipment will be used. H you require assistance with your audio visual demand, please fill out an Audio/Visual Service Request Form, available from Karen Merkley, the Ll'brary, or leave a note in my box which is located outside my office in BL-2004B. Students wishing to obtain Audio/Visual equipment/services will be required to procure a signed authorization from their instructor prior to having access to the equipment. .Assistance will also be provided for the planning of Audio/Visual aids relating to lecture preparations, research projects and meetings. Please feel free to communicate any concerns or ideas that you may have. I may be reached at 8857 between 8:30 and 11:00 a.m. or at 8021/8267 during the remainder of the day. I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I L. U. A L U M N I N RR jB O O JC # 1 t1e r IAuthor(s) IB O O K # 2 it1e r IAuthor(s) jB O O K # 3 tle r II ALL TERM [ ORDER F O R M Course Number TelJl\ & Section Estimated Enrollment for Session Covered I ALL TERM [ II KIL 'I'Erutl [ FALL ( ] ] IISEW WINr.ER [ F�.LL [ ] ] WINI'ER [ FALL [ ] ] !'SEW I I ,�i�,��ed, 'Publisher ] I ,��rdedl l�i� /Publisher WINIER [ Publis� I IAuthor(s) II5al ,�i�,��ndedl 'lHERE IS ADDITICHU.a SPACE FOR MJRE TE>fIS � BACK ************************************************ !Study Guide (if recanr.ended) Tit1e, l\uthm:-, Publisher ISEW ! I I IL.U. PRmI' SHlP � Lab Manual Originals & Print Requisitions - to Bookstore # of copies Revised/New/Not Revised # of copies Revised/New/Not Revised Notes/Peripherals ml'E: �k is understood to include only those books which all students taking the course should pu;'Chase. If there is a choice of books involved (ie. an either/or option) , please be sure to so indicate on this omer foDn. *If there are other titles that you would like the Bookstore to stock as reference, please list them on a separate sheet of paper. *Instructors should write to the �lishers �onally- for desk copies . *All book order are firm and cannot be cancelled once the order has been placed. Deparbtents will be financially responsible for cancelled orders . 'IHIS CRDER FORM IS AUIHlRIZED BY: �T'l....,._ r<rnnrl -------Date Sent,-----..-am:mr-mN e---�. Dat� , l 1 I u Pleaee Prin� Department Name Bkst. Use TEXTBOOK B OOKS TORE =•�•� Date Rec 'd FL • l"J Entry Ca1p1ter -Course Publisher Dept.Confizmation *****IF YaJ ARE P� MJRE � 'niREE {3) TEXTSr USE '!HE BACK OF 'IHIS FORM***** 111 �Bkst. N u L. U. A L U M N I RR Title r O OK t l Author(s ) I IB O O R # e itl 2 Author(s) I II ALL TERM [ II ALL TERM [ t jB O O R # 3 e itl II ALL TERM [ t Author(s) I TEXTBOOK B O O lC S T O R E Department Name Use I I I 1 1 I I 'Publisher I I 11 I 1 SBN I !I 'Publisher ,��,��edl I I I I5m I I Originals Print Requisitions - to Bookstore II Revised I I ORDER FORM Course Number Tezrn & Section Estimated En:rollnent for session Covered FALL [ ] Fil.LL [ ] WINI'ER r ] WINI'ER [ SEN ] �� 11,�uwe11 WlNI'ER [ 'IHERE IS ADDITICHU. SPJI.CE FOR Km: TE>ttS CN BACK *****.._............................................... !'Study Guide ( if recam:iend<ad) TitJ.e , .Autllm:, Publisher I L.U. PRINl' S9JP � Lab MmlUal. Notes/Peripherals & # of copies Revised/New/Not I of copies Aevised/New/Not Revised KJI'E: "Textbook is understocxl to include only those books which all students taking the course should pi;chase. If there is a choice of books inwlved (ie. an either/or option) , please be sure to so indicate on this mder foDn. *If there are other titles that you would like the Bookstore to stock as reference, please list them on a separate sheet of paper. *Instructors should write to the publishers PerSonally- for desk copies . •All book order are fil:m em cannot be cance1led once the oxder has been placed. Departments will be financially resp:,nsible for cancelled orders . -------Ila'IHIS CRDER FORM IS AtmDUZED BY: Sent---.....----OiAIRMAN e----t: L Dat.e I�....�- =•�•� !Irate Rec'dl I FL I I ed, . Publisher 1 FALL [ SENI I ,��,�, te is er :!IAml h Entzy � I cept.eomimation II *****IF 'YaJ ARE P.ECX,JESTOO lwVR!: 'DmN 'mREE {3l TEX!IS, USE '!HE BACK OF 'IHIS FORM***** I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1992 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook , Faculty of Education, Lakehead University, Summer 1992 Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Publisher An entity responsible for making the resource available Faculty of Education, Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1992-07-01 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 Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/89f5e5665af81f7cdcc4e887a14c8e98.pdf 1342b865b9db21687ceadf089815009a PDF Text Text ummer .{981 �N .L.I.P. School Song ************* O]ibway and Micmac, Delaware and Cree East, West and Central, L and N, well, Gee Come, teach your language, be a trainee Come share in the studies at N.L.I.P. The only place to be •cause we've got a program, second to none, We learn to teach, nd read and write n our Native tongue --0-- we get so confused But, we've never refused to get our lessons done, N.L.I.P. is for me. .. (tune: Hey, Look Me Over) Special thanks to the many contributors Compiled by: Reta Sands and Lena White �1 A HISTORY OF N,L.I.P. NLTT (Native Language Teacher Training) began as an experimental program in Fort Frances, Ontario, in 1973. Within the next two years, it expanded and developed into what became I.A.8.'s - Ontario Regional NASL training program for Iroquoian and Algonquian second language teachers. In 1977, the first seven graduates received NLTT certification from the Minister of D.I.A.N.D. in Ottawa. In 1978, a second experimental program was undertaken in Thunder Bay, to pilot the training program for teachers of Native Language Arts for "first language" communities. In 1981, both programs (second language, and language arts) moved to Lakehead University, to become diploma programs of the Faculty of Education with the name changing to our present NLIP (Native Language Instructors' Program). The "Institute" began in 1980 as a directed studies program for NLTT/NLIP graduates, has also become part of University life, and "Institute" courses now are offered by Lakehead's Faculty of Arts. In July, 1984, the Ministry of Education for the Province of Ontario, announced its new policy regarding Native Language Education. Through the winter of '84 and '85, Ministry officials met with Lakehead University personnel to establish a Native Language Teachers' "Certification tt program leading to a letter of standing after 3 summers of work. In the surmier of 1985, the first "certification" program began, with the Algonquian group continuing at Lakehead, and the Iroquoian group relocating at the University of Western Ontario. July 1986 saw the first 23 students receive their pennanent letter of standing from the Ontario Ministry of Education as certificated'Algonquian Second language teachers. In July, 1987, the first AQ course (level one) in Algonquian Second Language teaching was held at Lakehead for holders of an Ontario Teaching Certificate, with 9 teachers taking part. By 1987, enrollment in the various NL! programs had soared to 121. NLIP, while now an established and well-regarded school, continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years. NLIP has come to enjoy a reputation for the quality of its training. Although designed and operated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language Education. It is our hope that both NLIP and the ttlnstitute"-will continue to grow and prosper and that they may become increasingly a source of practical assistance to Native Lang�age Education in Ontario and beyond. �'1f� Mary L. Mitchell. Coordinator Native Language Programs �2., I 1977 1978 1979 1980 1981 1982 1983 1984 1985 I NLTT/NLIP GRADUATES Elda Antone Nelson Crawford Mercy Sumers Doxtator Re9ina ld Henry Ruth Isaac Bessie Luore Georgina Nicholas Lauretta Sands Rubina Naogizic Veronica Waboose Lena Wht te Ralph Akiwenzi Beatrice Echu11 Christine Baxter Honllil FOK Frances froaao Angela Moore Violet Pftawanakwat Verna Shawkence Minnie Shutt Julianne Ominika Oneida Cayuga 111.TT/NLIP GRADUATES Oneid1 Cayuga 1986 Mohawk Mohawk Oneida Validation: Christine Baxter Philomet1e Chegahno Butrice Echla Marguet Gardner Ojfbwe Ojibwe Dj f bwe Oj ibloie Anita l<nott Genevieve McGinnis Ange la Moore Rose Nadji'llon Rubina Haogizic Verna Shawkence Minnie Shutt Veronica Waboose Ella Whetung Beverly Wilson Ojibwe Cree Ojibwe Ojibwa Cayuga Cree Ojibwe Ojib..e Cree Ojlbwe �largaret Gardner Nargaret La8illois Mildred Hilliea Aaos Chrisjohn Claudine John Anita Knott Rose Nedji'IIOn Philo11ene Chegallno May Roy Nary Jane 01:imaw Dorothy Friday Marge Henry Alvina Heekis Gladys llilliallS Anna Bella Solo.on Mary So 1 OlllOI\ Ojibwe Micmac Micmac Oneida OJibwe Ojlb'lle Ojibwe Ojibwe Genevieve NcGinnis Ka�par Solomon Ella Whetung Beverly Wi Ison tee i 1iI Sugart.ead Ojibwe Ojlbwe Ojibwe Ojibwe Ojfb'lle Doreen Hunter Nancy Jones Mary Jane King Barbara HeDonald Bertha Hetat C. Ojlbwe C. Oj1bwe (Cree) D. Mohawk 0. Ojibwe C. Ojibwe (Cree) C. Ojlbwe (Cree) C. Cree Cree Cayuga Ojibwe Ojibwe Cree Cree Three-Year Progr-: D. Margaret Gardner Modina Nchy Elizabeth Francis Margaret Norris Mary McKay Sara Jane Kektga�ic Odawa First Grads to receive Penaanent Letter of Standing (i.e. teacher certification) in Native uinguage teaching: Jue Moo,.. Susan Sandau Leonard Skye Kalvio Otterta'i 1 0. 0. Convocation 1987: D. o. AIIIOs Keeesh 0. Donna Fiddler Mary Mcl(ay Evelyn Buter Maney Jones Susa11 Sandau D. C. C. C. C. C. C. 0. 0. 0. o. D. Cree Ojibwe Ojibwe Ojibwe Ojibwe Ojlbwe Ojibwe Ojibwe Cree Cree Oj1bwe Ojibwe Ojibwe c. c. c. c. C. c. c. c. C. C. C. c. c. C. C. c. c. c. c. C. C. c. C. NI.IP Graduates fr0111 Fall 1986 and Spring 1987. Those attending convocation ceremonies aarked (•) 0. 0. C. C. OJlbloie Ojibloie Cree Ojibwt Ojibwe Ojibwt Cree Ojibwe Ojibwe Ojib1te -- NAFL * NASL NAfl • NAFL * NASL NASL (Spring) (Sprfog l (Spring) (Fa 11) (Fa\1) (Fall} - -- -- --- .--- ---- --� .-- ---- --- --- --DEAN'S 11£DAL - Evelyn Baxter Once again this year, we welcoae students from outside the Province of Ontar mcHAC Language: Jane SI.on, New Brunswick t1ary Ann Levi, New Brunswick CRH Language: Emily tlirdock, fisher River, Manitoba Martha Tuesday, Winnipeg, Manitoba �FAVOURITE SAYINGS OF THE FACULTY & STAFF Michelle Stevens: "Okay?..... No, it isn't O.K.! 11 Jackie Daigle: "I have so much to do!" Donna Starks: "Well, Mary said ••••the boilerplate isn't in yet. " Ann Guthmann: "Mary won I t be in." Mary Mitchell: "Don't worry!" Lorraine McRae: "Wenen iw? Irene. 11 Reta Sands: "Mary has some AIDS. 11 Marva Moilala: "Is that a stretch or is that a question?" Randy Valentine: Lisa Valentine: Dawn Hill: 1 1 Here's something for you'zgimes'•••you're always dropping vowels." "How can you mark the monolinguals??" "If I only had my own key·for the materials room." Judy Rice: "Need some help?" Peter Baumgarten: "Have a good day!" Shirley Taylor: John Nichols: Steve Chase: 11 11 ! met this naabese•.••• I have his phone number too!" Try this out••••you have it in your heads!" "I don't think you need a Principal •••••" Lena White: "Oh yeh, that's right! I've heard that one before." Stephanie Inglis: "It's not so hard after all! It's fun!" Dan Klassen: "Tell me about yourself!" Donna Fiddler: "I hope they find my papers. Delores Wawia: 0 "Here's one to begin the day! 'What's the difference between a white man's ghost and an Indian's ghost?' 'The white man's ghost says"Boo!" and the Indian's ghost says 1 1 B00! ... E•. e•.e ••e••eh!" Visiting Lecturer: 1 Rubina Naogizic: 1 I 1 1l tel1 them to put a11 the vowels back in." Peter Seyffert: "Would you like an industrial strength napkin?" "It's better the body goes than the mind." Karen Merkley: "These questionnaires will only take a couple minutes." �Class Representative: Isadore Toulouse & Elvis Comegan FAVOURITE SAYINGS OF THE "FIRST YEAR" Evelyn Roy: "N�a-ni-shkitoon go ! 11 Robert Stoneypoint: "Mii go ji-nangagaadeseyaanh!11 Annabe 11 e Kewaquom: 11 I can't find it! 11 Isadore Toulouse: "I have an "!!!," in 'mkojiishkodaadiwag• Alex Fox: "Aaniish ge-doodaa�oowaambaa giishpin siidaanwiyaanh?" Clyde Peters: "My assignments always get rejected. 11 Beatrice Jones: 11 Nga-ni-9i iwe gnabaj, zaam znagad. 11 Ellen Migwans: "Yard Sale paa-ndawaabndandaa!" Peter Beaucage: "We need some he1 p! 11 Mary Beaver: "Onh: 11 "Oh, that's right!" Eli Lorny Bob: "Back at home, we say it this way•.•" Gordon Sunday: Barbara Peltier: "Let's go to my bed." Christine Mandamin: "Oh, I'm so tired!" Dawna LeBlanc: "I have a problem with 1 zh 1 and 'sh sounds. 11 Jennifer Fox: "I've gotta buy a new dress." Dorothy Jones: "It's raining again. 11 Shirley Mishibinijima: 11 1 could use this, this will help me." Joan Noganosh: "That's right!" Mary Otakwadjiwan: Georgina Thompson: Shirley Taylor: "Going over now?" "We11 ••••1 1 "I have it all in pieces." �* ,.;. FAVOURITE SAYINGS OF THE "FIRST YEAR" Dorothy Creighton: Pat Green: t * * (cont'd) "I'm so tired!" "I'm right, you're right, everybody thinks they're right!" Mary Ann Levi: "I don't know•••••" Edna Morrison: "I've got so much homework!" "I don't think I'll get my jingle dress done." lrene Scott: "Is this word Cree or Ojibwe?" Marvina Ward: '":e don't say it thl\t way. 11 Fred Kelly: 11 1 sttlnd corrected!11 Margaret Sig Geor�e Stevens: Judy Bird: "Not in the men! •• among the rnen!" "So that• s it! 1 1 Janet Bruyere: "I think I got it!" Elvis Comegan: 11 0oes anyone else want to sign up for the banquet? Donald Kelly: �I forgot!" Rose Moses: "It's time to go! 11 "This is fun! 11 E 1 i zabeth Roundhead: Martha Tuesday: "Oh, no! 11 Mary Annie l�ayash: 11 1 knew I was wrong. 1 1 Douglas Redsky: "I'm expecting a phone cal 1 . 11 Alex McKay: "Mamask"3c Eleanor McLeod: "iiinh" Susan Solomon: "Bingo!" Isabel Duke: "You look at that going down the street. 11 Helen Ferris: "Friday, time to go home." Perhal)5 I can explain! Don·t let this di${:raction lam Or. Joseph Cloud dew- our transaction! from the Univer$ity... Could be worse! A band of marauding Indians! �Class Representative: Shirley Williams FAVOURITE SAYINGS OF THE "SECOND YEAR" Nora Atlookan: "Zhaabdiis, am I on the right track?" "We have to do a lesson plan." Sharon Boissoneau: Joan Cameron: "Giiyaabi tiii-zhibiige! 11 Rubin Cantin: "Homework? ••• What homework?" Mary Endanawas: Bernice Green: Nora Hiller: 11 11 0id you do yours ?1 1 "Let's 'moodal' out of here!" Eleanor Mcleod: Esau Mitchell: 0h! I'll come back for my fourth year. 11 "Have to add that to my activity cards." "Where are the pictures for body parts?" Rita Root: "teacher says, spell " shkimod", She says, shki-mout! Wrong!" Fred Saggashi: 11 'I , (Smile) 11 'Q • Elizabeth Schuchert: Yvonne Smith: "Oh! "Sh•• sh •• a •• r •• in, my head! aaniish ediming 'aspirations'? Where's the bingo?" Pauline l�il1iams: "I thought I knew my language until Zhaabdiis came along. Now I'm not sure if I know my own language. 1 1 Duncan Angeconeb: "My daughter misses me." Clara Beardy: "Where's my sister?" "What did you do for .• • ?" Nellie Beardy: "Oh, am I going?" Shir1 ey W il1 i ams: "Where I s the pow-wow? 1 1 Cruiseship M.V. WELCOME "Now stay calm ... Let's hear what they said to John" "&d:aa ... Nii•noond"'0.4� �- ncio.wood 'I.1..actbc:lii son u �Class Repre�entative: 7 Rhonda Doxtator FAVOURITE SAYINGS OF THE "THIRD YEAR" Ste11 a Mcleod: "Waasaa! Agnes Hunter: "BINGO:!" Irene Snache: "Gbimaadgaasii, ndoodoo. " Shirley Shilling: Doris Fisher: Lorraine McRae: "Eeeyaanh!" "Gee, I hope my Mom sends me some money." "Geget na?11 Dorothy Kennedy: Rhonda Doxtator: Diane Snake: "Yeah! So, what's going on? 11 11 1 don't mean to be a bother, but..." "I sti 11 haven I t heard from the airport! 11 Caroline Comegan: Linda King: "It's 31C in London! "Did I do that right?" "E-sa naan!" Theresa Ritchie: "Miina?••• I just got married you know." Virginia Jackpine: "Oh, shucks!" Teresa Memegos: "Oh, well.•.." "WAKE UP, DORIS!" Lorraine Oebassige: Nancy Oebassige: Darren Eshkakogan: Kalvin Ottertail: Tom White: "Ooonh!" "It's time for a smoke break. " "Nabagaabi k. " "I have teacher Aids." "How do you say this?" Jane Simon: "I'm having trouble here." --·----·' Virgina Jackpine and Theresa Memegos - team teaching et Chapleau Public School �Class Representative: Chris Kakegamic FAVOURITE SAYINGS OF THE ADVANCED 11INSTITUTE 11 Darren Eshkawkogan: 1 1 You didn't tell me I had to� my file." Chris Kakegamic: "Why did I make my story so long ••• it's going to forever to type into the fOmputer. 11 Genevieve Kamenawatamin: "Is somebody going to be at the computer lab so I can open my file?" Mary McKay: Modina McKay: "Tee hee! 11 11 I 'm sorry to ca 11 you at home, but something happened to my file..•" Cornelius Neshinapaise: "I've got it, NO PROBLEM!" "Shift ..• shift .•• shift ••• (Lisa: Are you saying what I1 think you're saying? 1 I said SHIFT.") Reta Sands: "Is the transcription to be on paper or on the McIntosh?" Elsie Stoney: "Did you forget (tape) again? 11 (disk} Richard Jourdain: "What do I do now?" "Where did my file go?" "Next time, ['11 do something in my dialect." Lisa Valentine: "You can do as MUCH as you want." "Don't kill yourselves thOugh." wr·-;,·... Valentine q .. .• . . i • l ,, , ..... ---·· --· j ► Can you break that down into moons? �'I Class Representative: Alex Fox: Violet Rosa Pitawanakwat FAVOURITE SAYINGS OF THE "AQ C OURSE "Sly waagshenh sa ngii-baa-zhichigekaaz. " Jeanne Grubin: Joyce Esquimaux: "Mary, can we get out early today?" "Mini-dramas? Oh boy!" Sandra Peltier: "Are we having fu� yet?" "Aapji go naa wewiib ngii-babidiiyegwaashkon. 1 1 Rosa {Violet) Pitawanakwat: "It looked so good, I hate myself0 "I don't need to learn Indian. I'm not going to Pakistan." Ronnie Odjig: Reta Sands: 11 Aapj i go naa nmaamii kwendam. 11 C ecile Shonias: Mary Mitchell: Ruby Anderson: Steven C hase: 0 What's IFU?" Kina Kidwag: "Impli cations for Utterance" ••we missed you this morning." "Well, my alarm clock isn't as dedicated as I am." "You missed ERNIE.11 FAVOURITE SAYINGS OF THE 11 NAFL11 Madeline Hookimaw (3) ow? 11 11 H Linda Nishinapaise (3) "He's a good looking guy." Christine Panacheese (3) qnL Jezebel Beardy (4) �fl'" Bill Jacob {4) Daisy Loon {4) ('p '7.<l.J '"':,C, �, f::Sl• 7 0..- a.... C <l' 'Q P ) o.. a- -<:J•, (No.hke) ( N o.h ke) �1.D 11\IIUII /Ill UIIIVf.11511 Y l' i::.t<.: L i i:111n_Lvalli.tL.iv11 (tlLJ.I') 1961 L. l'ccpnre<lnes� (Lesson l'J;111) c.lc�r ,mo nvprop1•.i ule ol>j ectlvt• - i; c,pJencc o [ J e r.son ·- a p p r.op r.iat<.! m,1 Lerla l s -· w r lt t1=u form.ll: 2. Pacinr, and PresentuLiou 11se o f vo i c<' ,1�c o f: mate1�1.tls e f fect.iv,, ,1uest.i o11 i.u1� 11., ,'. ; 11 r. 11 r 1 <isi,on - · mnL i va L i una.1. l ,.c:l111i <J1H':; CREE TEACHERS Agnes Hunter Stella Mcleod Elea nor McLeod Isabel Dube Helen Ferris Susan Solomon Emily Murdock CREE STUDENTS David Diane Reya Claire J. Uutcom•� of Lc.>sson ev.;i lunt ion ,: 0 1 1 t:u: 1·. w i t h l )ll[l i .ls f J t: x j l, iJ.j L)' Tim Irene Jeanne l·,v:1 l.11a lo1· 1 s t:,11111111� 1 1 1 !, : WESTERN OJ IBWE CENTRAL OJ IBWE EASTERN OJ IBWE Associ ate: Donna Fi ddler David Nanceki vell Sanna Haukilahti Sandra Law Pauline Storozuk Associate: Reta Sands Derek Zaccole 11 Associate: Lorraine McRae Bette Ann Elliotson Wilma Nederend Pat Driver Barb Matousek Beverly Eyjolfson Judy Bri mblecombe Telli Kahara Anita Nieminen Adele Kory Dennis Mah Jan Mah Tara Nunan Janis McI ntyre leacher's Conilncu t s : r)ain LOtiis (t0Hov1:.: Cot: 11(.'X l. Dawn Driver 8 Lynn Ori ver 11 Richard Jourdain 10 che1 1 e Jourdai n 9 Ben Pitawanakwat 9 Monnie Pitawanakwat Alex 1 u:, i:1111 :Mi Cheryl Fox Craig Fox Christopher Endanawas M a i:k.i.11�: 1: - Cood (1l(• L tP1· 1:lia11 mut,; l: s t 11<len t s ) S - S a U i;f.,c I p r.y (,\cceptol,le for the sL11dent ' � leve.l. i11 LI•� prol!, n1111) N J - MC?.cds l m pro�cmcnt (l->ometliing to woi:k on f o r next: t:i111<> ) �11 HAPPY B IRTHDAY! DIB ISHKAA-GIIZHG AO J uly 3 EDI B ISHKAAJ IG Ju ly 14 J u ly 16 July 18 Aug. 1 Aug. 7 Aug. 11 Aug . 1 1 Aug . 16 Aug. 18 Aug. 22 Au g. 23 Au g. 23 Au g. 29 1 1 Man y thanks t o all the pe ople who ma de my birt hda y a very happ y one . • •especia lly: Pauline Williams, Donald Wayne, J udy Rice and Dorothy J ones . " -from Anna bell e WEDDI NG C ONGRAT ULAT IONS! - to Theresa Root Ritchie, who married Steven Ri tchie on Dec . 3 1 , 1986. - to Dorothy Wa ssegij ig-Kennedy, who marrie d David Kennedy on July 6 , 1985. B ABY CONGRAT ULAT I ONS! - to Sharon B oissoneau who had an 8-lb bab y girl, Bri gitte J ocelyn on Dec. 7 , 1986. - to Ja ck Wic ksey, whi le on t he c ourse at LU, his ne w son arrived a t Si oux Lookou t , on J uly 8 t h. - to Dorothy Ken nedy who had a lit tle gir l la st summer on July 7 , 1986 a n d na me d her Kara. SYMPAT HY : - to T om White on the recent dea th of hi s br other a t Whitef i s h Bay. �/2 :" �--------- ......... MUNCH ! n 'htQA.\<A GOBBLE ! St..uR EATERIES Casey• s Blue Parrot Hoito Husky The Prospector Mother Tucker's Doodles Mr. Chinese Burger King El ephant and Cast l e Harvey's Kel sey's •;<f'" �/3 NATIVE LANGUAGE EDUCATION AVAILABLE RESOURCES NichOl s, John, and Nyholm, Earl, eds. w!nan: An O ibwe Wor 1nneso a re aeo og1ca • St. Paul, i\:>stract: This Ojibwe (Chippewa) language word resource book has J,500 or so entries. Included are colm10n words occurring fteQuently In conversations and stories. This book has three parts: Part I is an Ojibwe-English Index with a section on Dependent Nouns which glves three lists; body parts, members of the family (kin terms), and other dependent steais. P�rt II i s an £nglish-Ojibwe Index. Part Ill's Appendices Includes an article about the Ojibwe language, the writing system and a 1 1 st of books the speakers or learners of the Ojibwe language may find useful. Order fT'OIII: Pub I !cations Indian Studies Program Semidji State College Bemidj i, Minnesota 56601 ALGONQUIAN ANO JROQUIAN LINGUISTICS. a quarterly newsletter of new technical linguistic and reference fflater1al on laogua�s. SS.00 per year from: Algonquian and Iroquoian Linguistic$, c/o John Nichols, Department of Native Studies. University of Manitoba, Winnipeg, Manitoba R3T 2N2. NOOKOMIS GAA-INAAJIMOTAWID. by Haude Kegg, a book of historital stories in Ojibwe and English fro• UinnesoLl, from the address . . . Indian Studies Publici,tions, Indian Stu,Jies Program, Seiaidji State University, Bemidj i , Minnesota 56601, U.S.A. SPOKEN CREE. by Doug las C. Ellis, R-:-vlscd ed. 1962. Ed1110nton: The Pica Pica Press (Textbook Division of the University of Alberta Press). Hl:ET CREE: by Christoph H. Wolfart and Janet r. Carroll. A Guide to the Cree Language. Eooionton: The University of Alberta Press, 1981. SLIDES AllD TAPES. Stories In r�icruc (one set}. and Stories in Ojibwe (2 sets) Western dialect. These are available � at your request fn>111 the Lakehead University, Faculty of Education Library. NATIVE LAtlGUAGE EDUCATION AVAILABLE RESOURCES CURRICULUM OUTLIIIES Indian and Northern Aff.tirs Canada. Teaching a�nkic1n ld119u.i.9e as a Second Language: A Core Program for lrindergarten. Ottawa : IndI a� rs Canada, 1918. Teaching an A!gonkldn Ldnguage as a Second Langua e: A Core Program for Grade One. Ottawa: Indian and Rorthern Affairs �anada, 1978. Teaching an A onklan Language as a Second Langua2e: A Core Program for Grade lwo. Ot'{awa: Indian and Rorthero Affa irs lanada, 1980. Order fror11: Indian and Northern Affairs Canada Public EnQuiries & Response Division Convnunlcatlons Branch OTTAWA, Ontario KIA 0H4 Tel. (819) 997-0380 Toll free 1-800-567-9604 CURRICULUM RESOURCES Indian and Northern Affdirs Canada. A NotebOok for Native Lan uage Teacriers With Special Reference to the Algonk,an Languages ofon ar,o. Ottawa : Indian and llorthern Affairs Canada, \978. 1 RESOURCE BOOkS Sawyer, Randy, ed. Enwey.ing A llipissing Area Ojibwe Thematic Resource Book. Rorlh Bay Indian Friendship Centre, 1986. Abstract: This book is the result of resource personnel training workshops and regular monthly language gatherings. This "first- edition is a start at documenting and record ing some of the thpissing area language. word l ists In this book are organized under themes arising out of the language workshops. Order fr0111: Native Language Service and Resource Program llorth Bay 10<:llc,n Friendship Centre ,980 Cassells Street tlORTH BAY. Ontario PlB 4A6 Tel. (705) 472-28 1 1 Cost: S7.SO each, plus $1.75 postage �ALGONQUIAN AND IROQUOIAN LINGUISTICS, 'I I READERS AI-.JD STUDY GUIDES EASTEllN OJIBWA - CUlPrEWA - OTTAWA OlCTIONARY A epeclal discount price for this dictionary is available only to membe rs of the Society for the Study of the Indigenous Languages of the Americas (SSILA) . J f you are not alr�aJy a �e�ber, he re is how to order the dictionary: (or $'I tu: SSlL/1. l'hh l.s the annual L N.iki; uul a clw1:k ln US rumls 111embership {ee. You will receive a newsletter in the 111ail. 2. Make out a check in US funds for $27 to: Mouton Publisher■• If you want to receive the clicti1>nary quicker, make it out for $32. 75 US. The dictionary then will be sent airmail. Otherwise, e.xpec t it to take two months to reach you. 3. Fill out the forlD belo" indicating how auch the check to Mouton Publishers is for. 4. Send the fom and � checks to: Victor Colla (Summer addreu : SSlLA Dept. of Anthropology Ceorge Washington University W.ashington, D.C. 20052 1476 Greenwood Terrace Berkeley, CA. 95708 USA) USA ,. ,1 f 1 Review Etercises in Basic Cree. Ken Paupanckis. 193-t iii, 10 $ 1.50 2 Review Etercise for � Cree Phrase Book'. Ken Paupanckis. 1984 [ii), 21 S 2.50 3 Stories ofAndrew !vied/erfrom Bloomfield's Eastem Ojih:rn. E<litc<l by John D. Nichols. 19S5 vi, 39 $ 3.50 4 kiskinah amawiikan-licinwwinisa. Wriuen by Cree-Speaking Students, Edited and with a Glossary by Freda Ahcnakcw. [iii], 29, (iiJ, 32 1985 $ 6.00 /NB: for tire bili11g11al edition, sec Memoir 2) TRACING YOUR ORDER lf you do not receive the dictionary within thr•a months, you •ay want to trace your order. Send a letter statina when you order ed the dictionary and include if possible, a copy of the cancelled check. or · a copy of the bank check. Send to: Maria-Louise Lteba-Karkort Mouton-De Cruyter Conthinec Strasse 13 0-1000 Bulin )0 WEST GERMANY ••••••••••••• Ple11.3e 6elld me _____ wpiea or £utan 0Ji6wa-C4ipptuia•Ollawo Dicti.na,, by Richard Rhodes I enclo3e & check paym.ble lo Mouton Publishc� (or ____ ___ All orders must be prepl'id. Plea.x add $2.00 US for postage and handling, or $7.16 US £or &irm-.il postage. This order fotm 9hould be sent ,lircdly to Prof. Victor Goll&, Editor SSILA, �parLmu,t of Antltropoloc:y, C.:orgc W&S�i ngton Univel':lity, W&ShingLon, DC 20062. 5 Stories of Sam Osawamick from the Odmva Language Projeer {1971]. Edited by Glyne L. Piggott. 1985 [vJ, 19 6 Three Stories from the Odawa La11guage Project [1973]. Edited by Glyne L. Piggott. 1985 [v), 19 $ 2.50 $ 2.50 7 pisiskiwak ka-pikiskwecik, Told by L. Beardy. E<lited and with a Glossary by H.C. Wolfart. 1985 [iii], 69 $ 6.00 8 The Stories ofAlice King of Parry lslwrd. Jcan H. Rogers, Et.liLed by John D. Nichols. 1985 [v], 30 $ 3.50 9 Anishi11aabewibii'igewi11: Ojibwe Writingfor language Teachers. John D. Nichols. 1986 (vi], 25 Dept. of Native Studies, Fl etcher Argue Bldg. Uni versity of Man itoba, Winnipeg, Ma�. R3T. 2N2 $ 2.50 �r JS' Horse Horse • • 11istadim b c d e f & h i CClffllllun1ty 20 BH BT CH CO CT DL £J' EM KL HU OC 0G PC PE RL RR SL s.'! liB \11! 7 EA FIi C� OS PI RO SB 1 AO U U! LL HO PP III • • • • • • ■itadia bebezh1googazbii bebezh1ngoowazhii bezhigoogazhii beihgoonzhii bebezh,gooshkwe • bel>ezhisoosashl:ve • pe.thooshlvo 4 4 3 3 2 11.-\ AR CL LS AH HI CC NB RP BI AJ4 Aaos. PQ AO Arol•nd, Ont AR Ar111strong, Ont 8A Betchawana Bay, Ont BH Brokenhead, Han 81 Bhcotasin , Ont 8T 8t9 Trout zaka, Ont cc C•p• Croker. Ont Chagonus, Curve lake. nt co C«:htn Sask CT Cote, !tsk DL Our l.tke, Ont EA Ea9le lake, Ont H Ebb&Flow, M.n [M £,,o, Ont Golden Ltlt. Ont Gr11sy lurn,w,, Ont Kl Ki ngfisher lk, Ont LA lac I• Croix, Ont lH Lah Kalen, Ont LL long lake. Ont LS lac Siroon. PQ HA Mu1walt1, PQ Kl H,ssissaugo, Ont HO Pie Mobert. Ont MO Huscowp1tun9, Sask PH RB SA \IP RA TE 2 CL HA ConsolLdat ton:, Var. f� (A) ab 27; (8) cdef 18; (C) &h• 7 s31� I� Cl • • II • Ill. • 58 b 01 . Cl • IIJ . PC • Pl b 511 • II( • u. 1111 • "8 • • $1. • Bt1 . II> b CN b Ob OS b Mt fH b NB North Bay, Ont oc O'ch11u, Alb 00 Ogaki, Ont OS Osnaburgh, Ont PC Pine Cruk, Kon PE Peguis, Man � Ptc Heron, Ont Pl Ptlr.ant kum. Ont pp Pays let. Ont RA llaaa,Ont RB Rock Bay, Ont Rl Red {1h, Mfon RO Red lake, Ont RP Rafld lake, PQ RR Ro ltng River, Min SA Saugeen Ont S8 Su.,er Beaver, Ont S..111 Lah, Man ldt St H.rt1n, M.n TE TH191•l, Ont 1111 Whtt1bur, Snk Whitefish S.y Ont Ill Wikw�ikong, Or,t WP W1lpol1 Is, Ont oc • ,t) C LL C "' " 118 d I.H c:' l5 9 1 1 11 M d 1� tE 9 Ml � � WI :c)r e llA t )' 5A . .... • 0.. t h C e d •h •• •f •• a b •a t b • C C C 9, d C a • b •a f 4 d b C f d •b 9 •• b •• 9 •• C e � Varhnt(s) babezhi9009ashkwe bebezh19009uh1 i bezh,g009ozh1 i -g bebezhi090owa zhi t ■httdi11 -o� babuhi9009shkwa at stad,11 -009 bezhi 009zhii -g 11ish�111 -oog bezhgoonzhI I -g ■ntad\11 -009 ■htadi11 - oo g 11,shdt,. - oog ••t•di,. •oog auhtadio, -009 aistad,,. -009 pezhocshkwa •• tad 1,. -oag •iHadim bebezhigooganzhll -g bebezhlgoongzht I bezhi ooguhi t bebeihy tooshkv1) � ezhosh we) bebazhcjoowanzhli -9 beberh1900119uhi i 111istadt11 (G+) -cog ,ho 111Hns "a big dog") ·i b1z� zhii a,iu i■ -009 11isbtodia -oog altldi., -oog ■1 shhdi■ -oog ■istad\111 -00',I bebeihigoanzhi i adotim -oog bebezhfgoo �azht t -9 bezhgoonzh1 -9 bebezhigoonzh\1 aishud111 •oog ■i tad 1111 •oog (bebezh1gooshkwe) ■ist.dio, -oo bezhigoogazh�I -g at tadfm ■ishtad111 •009 •lsudta �we -g bebezhfgoosh 111sttdt11 -OO<J atshtad1■ -009 bezhigooguhi t buhgoo9ll1t1 -g ' F rom the Oj i b wa Di alect Su rvey , pa rtial ly fu nded by the Na ti ona l Museum of Ma n, whi ch sh ould be c omp leted thi s fa ll . T he survey will i nc lude hu ndred s of words ma p ped out i n t he same way . Thanks t o a l l of y ou here at NLIP who h ave he lped on the su rvey! Ra ndy Valenti ne �Find it in Thu n d e r Bay 0 [O YOU KNOW? - That the new Native Language Programs Office has a new phone system. - call direct i no need to go through swi tchboard ; Ann: (807) 343-8198 Mary: (807) 343-8542 University: Swi tchboard: (807) 34�-8 1 1 0 - That the Seyffert Memorial Prize has been established by Native Language Programs. It honours the late Dr. Henriette Seyffert who pioneered the Programs at LU. Receipts for i ncome tax will be given to contri butors to this endowment. Write: Office of University Advancement, Lakehead University. Prize to be awarded annually to the person who has completed a minimum of 3 full course equivalents in Native languages at Lakehead and who has the highest average mark in a l l Native l anguage courses completed. - That the Department of Languages at Lakehead Uni versity i s in the process of i n i ti ating a "minor" program in Native languages. To receive a B.A. degree with a mi nor i n Native Languages , a student must have a minimum of three full course equivalents beyond the fi rst year level , with an overall average in the courses of at least 60%. • That the Dean has an important announcement about Native languages at LU and plans to make it next week. (Something good!) Listen for it! - That the Native Language Programs consist of the following: "" NLTC 4 weeks for 3 years practicum i n July NLIP NAF� SL � _ ----v 3 weeks for 4 years practicum i n winter - That the visi tors to the course were: Keith Lickers, Education Officer for the M i nistry of Education; Robert Sheri dan , Teacher Education Secti on , Mini stry of Colleges and Uni versities; Si ster Tekakwi tha, visiting Scholar; Ken Papanokis from Mani toba's Frontier School Division. - That the Manitoul i n Secondary School has three Native staff: Melvina Corbiere, Grace Fox and Ronnie Odji g. - That Mr. & Mrs. Wayne Trudeau vi sited Mom, Evelyn Roy, on their way to British Columbia. Wayne i s a self-taught artist. - That the Ministry of Education has i n their employ three Native Language Consultants who are: Rubina Naogiz i c located at Thunder Bay Ministry office ; Lena White located at Sudbury office and Ruth Isaac located at Toronto office. The Consultants are on contract from Sept. - June, and will resume their duties September 1987. - That the students from WAWATAY are doing the NAFL program and they want to improve their writing ski lls i n syllabics. They complain because they get too many education courses and not enough syllabi cs. WAWATAY students are: Jules Spence , Allan Rae, Nonnan Naveau , Chris Metat , Arnold Cheechoo , Andrew Poonae, Jacob Ostaman and Stanley McKay. �11 DID YOU KNOW? (cont'd) - That NLIP thanks the following Manitoulin people for their invo1 vement in Ojibwe Native language programs in their adopted communities: Dorothy Wassegij ig-Kennedy (Muncey, near London) ; Isadore Toulouse (Toronto) ; Shirley Williams ( Trent University, Peterborough ) ; Jennifer Fox and Rhonda Doxtator (New Credit Reserve , near Hamilton ) ; Frances Kaboni-Dowdall (North Bay) ; 01 ive McGregor (Birch Is land) ; Beatrice Jones (Sault Ste Marie ) ; Sharon Boissoneau (Garden River > near Sault ) ; Mary Otakwadjiwan and Elizabeth Schuchert {Rankin Reserve. near Sault) ; Dawna LeBlanc , Jeanne Grubin and Evelyn Roy (Sudbury) ; Yvonne Smith (Britt) ; Shir1ey Mishibinijima (Thunder Bay ) ; Bernadine Restoule (Ookis Bay , near North Bay) ; and Lena White {formerly Walpole Island, now Sudbury at Laurentian University). Did we miss anyone? - That plans are being made for a Native Languages Conference to be held in the Fall. The conference will be coordinated by the Woodland Indian Cultural Educational Centre of Brantford. For further information, contact Amos Key. Mailing address is P. 0. Box 1506, 184 Mohawk St•• Brantford , Ontario N3T 5V6. - That Al1en Angeconeb's art titled "Ahneesheenahpay Still Life is on display at the Confederation College. J:. l? ft) That the following attended the Faculty dinner at Cumberland Restaurant, Monday , July 20 : Peter Seyffert, Mary Mitchell, David Nancekjve1 1. Michelle Stevens, Manny Mocci, ·Beth Clarkson , Steve Chase , Dawn Hill, Delores Wawia, Donna Starks, Stephanie Inglis, John Nichols , Lena White and Reta Sands. - That the Ford William Reserve Catholic Church is having a bazaar on Saturday, July 25th. Last year, several NLIPers attended and bought a birthday pie for Fred Wheatley. - That the Elders Conference happens at the end of July at Manitoulin , and on the 4th, 5th, 6th and 7th at Parry Island. - That the Pow-wow Trail is: Sarnia {June 27, 28) ; Kettle Point (July 11, 12) ; Walpole Island and Seine River (July 18, 19) ; Wikwemikong (Aug. 1, 2 , 3 ) ; and Saugeen , Sagamok and Whitefish Bay (Aug. 8, 9) . IT'S POW-WOW TIME!! - That Ronnie and Esau give stiff competition to each other on the golf greens. - That Esau Mitchell held Fellowship Meetings at Ear Falls House Sunday mornings at 10:30 a.m . - That a barbecue was held Saturday, July 18 at 4:00 p.m. at the Red Lake Lounge. Isadore was manning the coals. - That cold plates ($6.95) or hot chicken ($10.lS)was a choice given to students for the NLIP dinner. - That a Drama produced during Practicum Week will be done July 29 and slides of Native language classes in progress will be viewed. - That Donna Starks has a new address: 303-475 Castlegrove Blvd . , London , Ontario N6G 3R9 �Church accejJts o.ffer from Indian Centre Uy JEf'F IIIJRST Orwc..ioim,alSlail lnspileo!oublicopposilion.lhe'Thull• der OAy lndlan Fmndshlp Centre has had their second offtt on IlleSyndicate AvemieBaplul Olurdl a.c�p(td. However, Ille sale of I.he property al the corner of Finbyson Strfft and Syn• dicale AveAue to I.he f'rientbhlp �ntre is still strongly objected by area resi­ dents IM!cause ot incrused pedestri4n a.nd vehicle lrafflc, decline ill P,Ol)fTIY value and lbe concern lhal large num­ ben of young people W¢1.1kl end up in the atta when lhe facility was closed eacb nlifll, According to lhe Syndic3te Avenue Cilitens' Group, opposed to Ille sale, of• ficlals ol the Friendship Centre a11• no� earlier tha<,"fa� with wide­ spre11d 11rassroots opposition, Ibey wol.lld nol be buying the property in question." But in an inll!tview wllh Marlene rierre. necutive director of the Fmndship Centre, she said lhe cnlttt m�ller lies been blown out ol proportioo and lhe c,Uuns· group are acliJ\g on lllelr own prejudice, "I mean can'I somoone change I.heir damn mindl, said PietTe According lo Pierre. Can-Car Rail Int, alsb made an offer on the church and wueplanning to use the property as 1 community club �in< alcohol. Pietff s.iid her orgnnir.alion has al• re;idy Invested nearly SI0.000 on ar• ch.ittett,ul worlc and tlte auang price of flMOO has been ��pted "Why should we be giving away sa. ooe lo SIO.OOt ol. our money just lo suil Uieu­ own ftffds." saidPitl'Tt � als4said thal m�mbers olIlle cili• tens' group have made lhre�tenin� phone calls lo her tt.il estate agent stat· , ing "you do•' l know WM you at♦dealing with " Bill Madge, commitltt rntmbtr for Ute Synd.ic31e Avenue Ciliuns· Group, said that Pierre staled lour dillettlll TIieC•n■clian Press Human bones from an llldlan bu.rial ground h..e washed up "'like dr1fl• wood" on \lie shoreof a N�m Onta• rlo lake, and cefllna ltan been �n­ nrt.llec:t, says the diid of lite Islington bind, who blames Oablrto IIJdrO IOC' the mishap. ·•Bones and teeth llne theshoreline tor about 200 feet near the gravesile,·• Tony ltenry said Friday from his ollice at Ille Wb1ledog resttVe near the Manllol>a border. "Some are covered in moss, some are parliallrbuM<I.'' The bonu and AbeUI 1$ cofllllS be­ came Yiliblc w!M!n the level of One .llwi Lah recently dropped nearly a metre. Henry. 45, says the remains are evi• �nee Ontario Hydro failed lo keep promise it madewll<!n it mo"fd lhecem· etery lo higher grGl.llld b<!fore ll flooded Ille areuboul 30 yearsago. "They claimed tbty� all the �ves that cooJd be cow:� In waler. Uut a lot ol the elders Jll.Spe<:led they ha<h'I removed I.hem all." Heltl")''S grandparents, two sistersand a brother were buried in I.he cemetery, Ille only reminder of an illdian viU,ge ll!it has bttn under water since twohy­ <lro-tlectric dams wett built on !lie En• glish and WiMipeg Rivers in 1951. "All of my ancestors are there - my great-grandparents - are buried IMl'e," said Jo-sephine Maodamin, who Jivu on the ne�rby rese...-e aoolll ro kl• lometn:snorthol Ki>noca. Pt.ACE SACRED "To us. ii's •ery disgraceful.'' $aid lon:ner chief Roy McDonald. '"We hold lheresUngplaceverysacred .. Ontario Hydro spokesman P.at o·srien said Friday the corpora11on wouJd look into the problem and It)' to solveil. Henry, chief the past l'.'t ynrs, madt' lhe discovery last w�. He ret11tt1ed to llieislar.d gravt$1te Thursday nightwith lrlend ChesterDraper. • first I saw 3 tooth," said Draper, • non-native who works will! the b3nd on SOC-31 ptQgrams. "It was st.a�erinl! <11 me. Then righl CITIZENS' GROUP MEMBERS BILL MADGE AND BRUCE SUTTON OUTSIDE CHURCH -Objed to sale times that lhe Friendship Centre would nol be purdl:ising the property. "I can' t undcrsta.nd why Oil a< least lour public OC<:a$10ll.\ she now is going against what s� said,·· stated Madge. Accordin1 lo tlleciliicns' group -m• ber, the area is :oned as neighborhood inslilutlonal whiell would nol allow the Friendship�ntre tolake occupancy. "We will oppose aay changes" lO I.be qufrements, o;,posillon would h4ve to be ZOIILn� said ibdge. de.ill with in o:ourt. Dan Manahlln. city planner ;f\d chiel The city ••wm ttSJ.'Ond toanyone who­ building olricial for Thunder &y. said req11e5l$"' changes to a zoning bylaw,"' the term neillhborbood instiluliOMI al• HldMa<lgt lows for the focallon ol. a publk: rec,-e,. The church property is :i.1ng sold be­ at,on facility. a da.ycare nwury, an ed· cai:se tM congregation want$ another ucalionalinstitulion or park II the loeatioo, previously 5taled by church fnendship Centre $ati/ies t.�e1Qlling re- PastorRobert SfWes►.i. • a ' ... .,••• ,., ... ' YES MOVED BONES FOUND ON LAKE BOTTOM AT WHITEDOG PROVE NOT ALL !,� -l11dlans claim lheJ.were misl�d at my feet wu a jawbone gaping at ma before IllelloodinJ. the Um« of c,:,ristruction tllat all ot lhe "I filled one of them 111d saw lhe � dea<I were not accounted for on a reloca­ w,111 a (ullut ol leet.b." He also saw Ille sole of a boot ill I.he maiml or a skeletoa. Wt didn' I take pie• Uon lisl. lUreS becat1.Se I (ell un.»m(ortabJt dis· dned-outlake boll.Orn. "The older people, especially mv "'They never buried an,one without turbing ii. It's not ourltadilion." crandlalher,an eld<!rthen, tried to poinl lhelr boots bec3use they always had lo Before the flooding, O'Brien said. Hy• out SOlllt! graves were missed."" said Mc• walk to where they wenl, the happy dro dug up lhe graves with lhe help of Oonald,◄9. hwil:ng growld included," band members and lhe company joined "I have bolh my �rer.t.s !here Mv ANOTHER PLASET in a laler reburial ceremony. paren.s were never 1dtntiJied as �111g Heru;' said I.hevisit "was almoil like Hydro agrffd in 198S to give the b3nd moved." being on anotMr planet, seeili!I lhe re­ St.� million compenution lor the flood. Henry said he want.s "the graves relo­ mains ol a prev1<>11s people. You feel 1111 The money is expeclfd to be deliv­ cated lo a dry area wllhc)ut a flnancial you're going <oa placedevast.aU!dbyan ered llus fall, O"Brien said from his ol• burden 10 the ban<!. IC some of these atomic bomb - with L"ie rffllain.s $c.ll• r,ceInTh1111der Bay, guys thl made the decisionto Oood Ille ltted au o,-er. J fell like M intruder." area coukl go there and sort out the hu• NOTONLIST He said he e�am!ne<llhe gravt$1le lo McDonald, Islington bal\d dlief for 10 man remalM. pick them off the s11e, prove to himself -and Ontario H>·dro - 1·urs. says some b3nd rntmbel'$ com• f)'rhap.s they woll!d have some sen.,itiv• fh:it <.Mnft rnffiM hAtl nnt � r11mn\rfWt .._t,;,...,... ti\ . ... I"_,_,..,.,_._......... ...__.., itv tt\m••llthffl 0 �!'1 Edutatlon Faculty: Ruby Anderson L�nguistit Faculty: Lorra ine McRae �Shirley Hishlblnljlma Barbara Pel tier I .. . h· • f . ... 011n McGregor Emily Murdock Bill Jacob �'Andrew andSarah, Duke & Duchess of York, visit Thunder Bay Thursday, July JG Susan Solomon Uu Yellowhead Evelyn Roy !■a ••· t.• • (ll tabeth Schuchert Cecilti Shonlas Annabelle pra ctice -teaching. ��La.keh.ea.d. Univ-ersity M E M O RA N D U M THERE WILL B E A LOT OF MEMORIES . • • IT ' S B E E N WONDERFUL THIS SUMMER HOW STUDENTS HELPED EACH OTHER, AND TEACHERS AND STUDENTS H E L PING ONE ANOTH E R . YEH TEAM ! " B AAMAAPII MIINWAA KA-WAABMIN" �NL I P Nal1ve Language lnslruclors Programme 1 9 8 7 B anq uet �Native Lquaae Instructor's Pr:PKcamme Banquet Opening Ceremonies -·o Canada" SUD8 by Violet Pltawanakwat Guest Speaker and Prayer; AJe1 Fo1 Dinner - 5:00 p.m. lO 6:00 p.m. Guest Speaker • Elvis Comeaan Guest Speaker - Slutley Williams Live Bnterlainment by the "Mornillg Star Band· Jim, [en, Rob, and Frank. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1987 Description An account of the resource Yearbook for the 1987 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1987 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/5c40b566634d0f791faabf7bfc9bf533.pdf 94c65083496148f965fbe3505161b004 PDF Text Text Native Lan9uo9e lnstructor.s" Pro9ram 1986 Lakehead Unf11ersfhj, 7hunder Bay, Ontario,, �Page 1 A SHORT HISTORY OF N.L.I.P. *************************** NLTT (Native Language Teacher Training) began as an experimental program in Fort Frances, Ontario, in 1973. Within the next two years, it expanded and developed into what became I.A.B.'s - Ontario Regional NASL training program for Iroquoian and Algonkian second language teachers. In 1977, the first seven graduates received their NLTT certification from the Minister of D.I.A.N.O. in Ottawa. In 1978, a second experimental program was undertaken in Thunder Bay, to pilot the training program for teachers of Native Language Arts for "first language" communities. In 1981, both programs (second language, and language arts) moved to Lakehead University, to become diploma programs of the Faculty of Education with the name changing to our present NLIP {Native language Instructors' Program). "The Institute 11 began in 1980 as a directed studies program for NLTT/NLIP graduates, has also become part of University life, and Institute courses now are offered by Lakehead's Faculty of Arts. In July, 1984, the Ministry of Education for the Province of Ontario, announced its new policy regarding Native Language Education. Through the winter of /84 - /85 Ministry Officials met with Lakehead University personnel to establish a Hative Language Teachers' "Certification" program leading to a letter of standing after 3 summers of work. In the summer of 1985, the first "certification" program began, with the Algonkian group continuing at lakehead, and the Iroquoian group relocating at the University of Western Ontario. NLIP, while now an established and well-regarded school, continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, NLIP has come to enjoy a reputation for the quality of its training. Although designed and operated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language Education. It continue to a source of Ontario and is our hope that both NLIP and the Institute will grow and prosper and that they may become increasingly practical assistance to Native Language Education in beyond. Maryl. Mitchell, Coordinator Native Language Programs �Page 2· NLTT/t,LIP GRADUATES 1977 Elda Antone Ne 1son Crawford Mercy Sumners Doxtator Reginald Henry Ruth Isaac Bessie Lazore Georgina Nicholas Oneida Cayuga Oneida Cayuga Mohawk Mohawk Oneida 1978 Lauretta Sands Ojibwe 1979 Rubina Naogi zi c Veronica Waboose Lena White Oji bwe Ojibwe Ojibwe 1980 Ra 1ph Aldwenzi Beatrice Echum Ojibwe Cree 1981 Christine Baxter Monna Fox Frances Froman Wilma Johnson Angela Moore Violet Pitawanakwat Verna Shawkence Ojibwe Ojibwe Cayuga Cayuga Cree Ojibwe Ojibwe 1982 Minnie Shutt Julianne Ominika Cree Ojibwe 1983 Margaret Gardner Modina McKay Elizabeth Francis Margaret Norrf s Mary McKay Sara Jane Kakegamic C. Ojibwe Ojibwe (Cree) D. Mohawk D. C. Oj ibwe Ojibwe (Cree) C. Ojibwe (Cree) C. 1984 Margaret Gardner Margaret LaBillois Mildred Milliea Amos Chri stjohn Claudine John Anita Knott Rose Nadjiwon Philomeno Chegahno May Roy Mary Jane Okimaw Dorothy Friday Marge Henry Alvina Meekis Gladys Williams Anna Bella Solomon Mary Solomon Ojibwe Micmac Micmac Oneida Ojibwe Ojibwe Ojibwe Ojibwe Odawa Cree Cree Cayuga Ojibwe Ojibwe Cree Cree D. Diploma at Spring Convocation LU NLTT c. Certificate - practicum 1, O.T.C. 1985 Genevieve McGinnis Kaspar Solomon Ella Whetunc Beverly Wilson Cecilia Su�arhead Ojibwc Oj ibwe Ojibwe OjilJwe Ojibwe 0. C. D. D. D. D. D. o. 0. 0. C. C. C. C. C. C. C. c. o. o. D. D. D. �Page 3 iwwm•M�MM«M4M&tMM4M4444WM4WWWWWW�W!Mf i W11y111111e1111awang !Jmaadziwi1t � ::c§ g � -=::$ � � -=:::sl � :g g � � � :_g � � � � � � (Cltt $11aal eirdt) Wa:r6misl, 1t1111M iJH1111 6i-Kallllllf'6iytJJZJf/. 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Qr11lfll/11llttrs. � ..:::::sa � 2 � � � �� � � � � � � � � � � � � $:::-- � �- � � � � � � � � � � � � � � � 6:::::- --:::? -� -..::9 -..::9 � � 6'::::,- ..:::::!) � � . ·KMpat SddJN(!JI J:mt/lUII( tldtr � � � � � lmmmmmmmmmmmmmmmmmmmmmml NLIP/NLTC expresses sympathy to: - the family of the late Kaspar Solomon, Cape Croker, Ontario. He was a 1985 graduate. lie taught at the Wandering Spirit Survival School, Toronto, Ontario. He was a beloved language elder. �Page 4 SCHOOL SONG N,L,I,P. Ojibway and Saulteau, Odawa and Cree East, West & Central, L and N, well, Gee-­ Come, teach your tanguace, be a trainee Come share in the studies at N.L.I.P. The only place to be 'Cause we've got a program, second to none, We learn to teach and read and write In our Native tongue --0-- we get so confused But, we've never refused to get our lessons done, N.L.I.P. is for me. (tune: Hey, Look Me Over) JULY BIRTHDAYS July July 4 July lS July 18 NLTT/NLl P 12 yenrs old �I Once punished for 'pagan'. language, r-� 82' THE SAULT STAR 'FRIDAY. MAY 2. 1986 '-. LU�� J she's proud to teach Ojibwa= 13y JOANNE THOMPSON lake English and transl.ilC! It In his haad into lndion to bo ohlc ihe Sault Siar A shy. frightened six-year• to understand." Similarly, old Indian girl. who once h e r yo u n g vowed never to use her native lani<u.:igc a g ain. now takes stu.donts ot St. Hubert pridP. in teaching children how O.C. and to $pllak Ojibwa. :\!' a small child. Rubcna Thorp !lcpn­ Nuog1;i;ic learned the Ojibwa rat� schools l:rn�unge in a small nalive arc impres­ comr.\Unity north of Sioux sed that tho 1.,ookcut and was unaware of animals In the talc of Thr. other languages. until she Three Boors can speak Ojibwa. Ojibwa hes been listed in the . reached school ago, when she was taken from her home and Guinness Book of World Ro• · enrolled in a residential school. cords as the most complex lan­ "Chiitlren wore punished for guage in the world. But "the using that 'pugan· language. It children 'don't know that it's took :no more than a year to complex so they just go ahead 'fjgure out why l was being pu­ and learn it," says Mrs. Nnogiz·nished so often. When I did re• lc. Despite tho diHfculty. about alize what was happening I swore I woulon't use the In- 70 students of the only surviv• . d!an IJ11 6uog� and I swore f Ing Ojibwa language classes in ,woulun·t looc:h my children ci­ elementary and secondary schools in the city do w�ll. she th�r." she says. . Sh<.> remembers her first en- says. Native students, who may counter with a doJ' trained in , tho English langu:!gc. "1 take either Frcnch-languo�e or thought ho was so smart be• Ojibwa language classes. find a c.iuse ·.he could unde,stond . personal pride and dignity in English. ·I· though he had lo learning their native tongue. _. U�ing 1hr. J::01!lish al:1hal,ot lo phon<?licolly writtt and s<mnd the Ojibwa word!!. Mrs. Naop,iz­ ic 1Ntches students to $penk, read .incl �vrito Ihe l,1n gua3c. In the r.rimc1ry grades, most or the wrnk is done or:illv. But hy the end of Cr.:dc 3 1h·� stu­ dents are bcginnins to read and write the language as well. she say:<. Mrs. Nao�i1.ic has spnnt -the past several summers in Sud­ bury and Thunder na;-, teach­ ing others to teach the Ian• guagc. Tharc·s a decided lack of re• sources in Ojibwa nnd the On­ tario Ministry of Education has no · curriculum guidelines so ' "cnch teacher in 11ach commu­ nity pretty well does what she · wanls with whatever resources she can pul together." Uut thnt's about lo change,' she sny�. Mrs. Naogizic and rcprcsen­ tativeii of other native lon3u• 11gcs in the province spent one vcar puttl:tK logcthnr n curricu­ lum document which nwuits approval by tht.: province for ◄ �Page 6 �Page 7 FAVOURITE SAYINGS OF THE FACULTY "heh heh heh ••• " Larry Beardy: "I have to go meet someone..." Steve Chase: Jackie Daigle: Doug Ellis: "Oh my ....." "hello fair lady", "Thank you kind lady". "Your•re dead right". "You'll soon get the hang of it. " Rubina Naogizic: "Okey-dokey" John O'Meara: "Lets go to the dictionary and see.•. ," "Oh, please do" Paul Proulx: Lena White: "That's your dialect..." "I'll go ask Reta ... " "l don't know where my money goes." Donna Starks: Roland Melanese:"What're yofrying to do, put me on the table?" "What am I going to do with all this money?" "You can read the Draft at your leisure •• ,tonight." Sara Peltier: Anita Knott: "What?" Genny McGinnis: "Oh, heck, it's only for 15 minutes •• " Reta Sands: "May I see your lesson plan?" Bertha Metat: Dave Bates: "Oh, gees" "Maybe we should go over that again." Bette Ross: "Don't say Beau-ti-ful, "Let's boog� - -- it's Beautiful" Michelle Stevens: "Absolutely no English" "Hi, You're not gettin me." Ann Cuthmann: "I have something for you...... Mary Mitchell: "make one for file" Grant Stephenson: Dr. Dan Klassen: "AV equipment is set up to go." "I can lend you my motor bike," TElEPHONE 345 2121 AlllA COO[ f/1)7 � Lakehea.d Untver-st1;y fltUl!OiR SAT, OIIIARIO CANADA. POSIAI COO! Pia m FACUtTY OF fOVCATION EXT no �Page 8 Class Representative: M. Pauline Williams FAVOURITE SAYINCS OF THE "FIRST YEAR" Elizabeth Schuchert: "Oh, shucks:" Olive McGregor: "What Assignment?" Joan Cameron: Jimmy Fox: 0 Ajii!" "Nziingkaagbii." "What did I do now?" Shirley Williams: Rita Root: "Aaniish naa?" Maryanne Endanawas: "Aambe!" Dorothy Pangowish: "Bingo" Joyce Esquimaux: "Zhoonyaa" Eliza Henry: "Shtaataahaa!" Yvonne Smith: "Shkenaa!" Francis Dowdall: "Kaawgego" Pauline Williams: "Is that animate or inanimate?" Lana Crawbarger: Susan Bebonong: "Live, laugh "Enh!" "Now, what do we have to do?" Sharon Boissoneau: Clara Beardy: and love" "Ill do it tomorrow" Nellie Beardy: "I'm going to STUDY" Morley Meekis: "l<wewag" Eleanor McLeod: �Oh no: syllabics test again" Clara Sutherland: "Ahhhhh!.....• Duncan Angeconeb: "Not to worry" Juliette Blackhawk: * Sandra Peltier: "Don't know the answer." "Nishio, I should go home." Randy Trudeau: "Aabdeg sa go!" Bill Jacob: "Cab or bus?" �rage :, Class Representative: Shirley Shilling FAVOURITE SAYINGS OF THE "SECOND YEAR" "Ndinsaanis" Lorraine McRae: Irene Snache: "Bibaa-oodetoodaa:" Lorraine Debassige: "Aanii giiyenh" Mary Ann Trudeau: "Nwii-giiwe." Nancy De bassige: .$ Ron Kelly: "tomorrow is Friday." "Let's go STUDY" "Let• s go to the Bingo." 'f' Cecile Shonias: Linda King: "Gegwa" "Oh!this is a powerful language." Shirley Shilling: Virginia Jackpine: "Gee whiz:" Theresa Memegos: "Cute, eh?" Caroline Comegan: "Oh, wa" Tom White: "dimooyenh" Theresa Root: "Aaniish ezhikidoyan iw?" Florrie Sutherland: "Ah, gee!" Harriet Shabaquay: "Let's go." Stella McLeod: "I don't know what to say." Temius Nate: "Victoriaville?" Linda Neshinapaise: "I can't think of anything," Lias Yellowhead: "6:30 for ball?" Class Representative: Daisy Loon FAVOURITE SAYINGS OF THE "THIRD YEAR" Susan Sandau: "Ki sha staw ta pew Arnold Ingersoll: "miiknoodensan ozaawaandegin" Barbara McDonald: "BBBboong" Kalvin Ottertail: "Everything O.K.?" Jezebel Beardy: "Crafts foqsale" Doreen Hunter: "Puss, puss" Jane Moore: Roy LacSeul: "Does anybody know what we're doing today?" "Daw, Daw, I don't know." �Page 10 gaawii wiya iidig k i dwag Class Repres entative : \c, FAVOURITE SAYINGS OF THE "FOURTH YEAR" Mary Jane King: "Oh, alright . " Kalina Quill: "Do you have a cigarette" Bertha Metat: "Aah gee . . . . . that Roland. " Elsie Stoney : "Got � a help Mary" Evelyn Baxter: "Ra 1n, again ? " Our Leadin!!fharacter: r, rcn C .J o- o- ..,<j ()"'/_ > ) :,-pv.,� 1:; u ' I Nubina Naogizic FAVOURITE SAYINGS OF THE "INSTITUTE" Advanced studies - NL353l - s t ructure of Anishinaabemowin/ Anihshininiimowin John Nichols: "If you come across any more words like that, write them down and see how many you can come up with. " "Baahpi - aspiration - it has a "pp" sound ( I didn ' t set that one up : � ) Larry Beardy: "You'll have to s i t down and think about that one . " Peter Kelly: "Try this one! " "Ishtaa:" Alvina Meekis: " I ' m the smartest one in this class . • . . appointment?" "Gwenj oos" Rubina Naogizic: "Johnish, keeps s aying '-lrite some more • • • Nishaa gdikid." Lena White: "fve heard it said like that, too.•· Reta Sand s : "Well, John, what doer this mean then? Cornelius Nishnabe: Engwenii" "Rubina, give me a cigarette . " "gii-kidogbaniig" {jf'daqshin Nookmis]) 9r«t"tQt'$•n$ 1986 ��----81RTH �Page 1 1 THE VALIDATION GROUP Fourteen grads of our program (NLTT and NLIP) are back with us this summer to validate their certificates and diplomas for Ontario Native Language teacher certification. They meet with Professor Dave Bates from 8 : 30 to 12:30 each day. Their work is to review the material they covered with us in their student days, and to study and evaluate the Draft of the new Native Langage Curriculum Guideline. There may be another validation year offered in 1988, if circumstances demand it. Grads include: Christine Baxter '81 Rose Nadjiwon '84 Philomene Chegahno '84 Rubina Naogizic '79 Verna Shawkence '81 Beatrice Echum '80 Margaret Gardner '82 Minnie Shutt '82 Anita Knott '84 Veronica Waboose • 7 9 Genevieve McGinnis '85 Ella Whetung '85 Angela Moore '81 Beverly Wilson '85 Class Representative: Verna Shawkence FAVOURITE SAYINGS OF THE "VALIDATION" Christine Baxter: "It must be my hair." "Got to get this done." Veronica Waboose: Margaret Gardner: "Back home, I do it Anita Bubbles Knott: like this. " "More repetition." "Kawenga sostam - Nishaa go naa (I'm saying that for fun. ) Elva Whetung: Angela Moore: "Thats good. agreeable) Rose Nadj iwan: Yeah, yes, okay. .. . Yeah, Yeah (she's so "Do I ever do anything right?" "Our English language is driving me crazy." Philomene Chegahno : "Aambe oodetoodaa. "Let's go somewhere and eat a good meal. " Genny McGinnis: "We do it this way, Bev. " Beverly Wilson: "Oh gosh : " Beatrice Echum: "I'm going to bed. Minnie Shutt: I'm sleepy." "This draft is driving me crazy." Verna Shawkence: "Kwezensat;, This is how I would do it - emphasis on the "i". Rubina Naogizic: "This is my understanding. " CLASS: David, will you come over here. David, I need you over here. David, He need your help over here. �Page 12 ' : �Page 13 R E S O UR C E S OJIBWE, CREE AND MICMAC PLAY AND GAMES in Eng l i sh & vernacular at L.Ov Bookstore. Ma i l Order: to Lakehead University , Bookstore, Thunder Bay, Ontario P7B 5E1 ALGONQUIAN ANO IROQUOIAN LINGU ISTICS. a quarterly �letter -of new techn i ca1 l inguistic and reference material .on 19nguages, $ 4.00 per year from: Algonquian and I roquoian Linguistics, c/o J. Nichol s , Dept. of Native Studies, Uni versity of Manitoba, Winnipeg, Manitoba R3T 2N2. OJIBWEWI-IKIDOWINAN: AN OJIBWE WORD RESOURCE BOOK, a vocabul ary of Minnesota 03 1bwe, (to Canada $14.95 1n U.S. do l lars only} from: Indian Studies Pub l ications, Indian Stud ies Program, Bemidj i State University, Bemidj i , Minnesota, 56601 , U.S.A. NOOKOMI S GAA INAAJIMOTAWI D by Maude Kegg, a book of hi storical stories 1n OJ 16we and Engl ish from Minnesota, from the address above (Bemidji State University) for $ 1 1 .00 in U.S. money only. Profits from the sale of these two books are held by Bemidj i State for the production of future language materials. HERITAGE LANGUAGE EDUCATION: ISSUES ANO DIRECTIONS, proceedings of a Conference Organized by the Mult1cultural1sm Di rectorate of the Department of the Secretary of State, Saskatoon, June, 1981 , edited by Jim Cummins, Ontario Institute for Studies in Education. SPOKEN CREE, by Douglas C. E l l i s , Revi sed ed. 1962. Edmonton : The Pica Pica Press (Textbook Divis ion of The Uni versity of Alberta Press) �.SZLOO MEET CREE, by Chri stoph H. Wolfart and Janet F. Carro l l . A Guide to the Cree Language. Edmonton: The University of Al berta Press, 198 1 . SLIDES AND TAPES . Stories in Mi cmac (one set ) , and Stories 1n Oj ibwe (2 sets) western dialect. These are available (on loan at your reQuest from the Lakehead University, Faculty of Education Library. �"5 � �..... 6 1, t __......._ � c-� ....;:::- . ...__, ... ..... "-· ,:::::,--::;.�� -<"" s -"' .. ."'.. Itei'I.J> ·'-" ...__ ... -' .,• c.. t. � ......,. , , _ . ...... �--.... .... '-uo9 , l •o,;_ _. -. '""' -.t.. .-ic:. U-.J•11�u-"f �-:. TTl,olb£R 8A '1 , � - c)..),-,. � , u �MOCCASIN COMPEtlTION8Y BATA: Page 14 CONTEST AIMS TO REVIVE NATIVE CRAFT :,,eRl!,vVA.S:. W,i. Native Canadian John Kim Bell and shoe COll'4)8ny director Sonja Bate teamed up recently to sponsor an international c�tition among North American Indian 1 craftsmen to produce authentic Indian footwear. For a total of $6,0IXJ in prizes, Indians will be invited to 5".)end the next ntAe months creating auth­ entic footwear in their tribal styles. The proMts will likely be exhibited, and the winners may be contracted by 8ata Industries to make additional pairs to supply tNJseuns around the world. 8ata•s family shoe fortune was made in mass-production --you won't likely see Navajo catus kickers" or moosehair-tufted lll.Jkluks in the windows of their shoe stores. But Sonja Bata eKhibited her knowledge of the ancient Indian craft with samples•-including some expertly crafted moccasins 1110re than 200 years old--from the Bata shoe lll.JSeulll, located at the cornpany•s head office on Wynford Drive. 11 ART FORM Bell, part-time director of the Toronto Sytl1:)hony, who founded the Native Arts roundatlon two years ago, said the coq>etitloo ls an attempt to preserve a cultural art form that is in danger of being lost. 8.Jt the 11ar1<et for such work is small, and often natives are in no POSition to spend the many hours it takes to make them by hand. -... � 0 0 Cl) '­ c .t:. C C <t_ The competition was staged in conjunction with the Native 0us1ness Sunvnit conference held at the Metro Convention Centre last week. Persons wishing to enter into Bata•s Decorated Moccas1r ' Competitionand Exhibition, the deadline date for entry ls March 1987. . • Juclging April '87 with the Exhibition slated for neKt si.mner '87, There are 4 categories: Soft Sole Moccasin; Hard Sole Native Shoe; Child's 1110c­ casln and Special Occasion Moccasin. The Jury will award cash prizes totalling $6,000 for the above as well as for Best Quillwork; Best Beadwork ; Best Moosehair tufting and Embroidery and Best thread eml:>roidery. ENTER, you may winl (Editor' s Note: This article was takeo from the Toronto Star , saturday, June 21, 1986) - Wedding gifts OTTAWA (CP> - While traditional wedding gifts consist of toasters and towels Canada will send Prince Andrew and his bride-to-be Sarah Fer guson a pair of parkas and create the Prince and Princess Andrew Prize in Photography, Prime Minister Brian Mulroney said Friday. The couple will marry July 23. "These gifts will express the sincere best wishes of the people of Canada and bear witness to lhe af• fection that canadians have for the Royal Fam• Uy." Mulroneysaidin a statement. The photography award, an annual scholarship, will be administered by the Canada Qiuncil. ll will be awarded to a Canadian photographer tofurther his or her work in the field or to enable the wiMer to pursue personal creative photographic work. The parkas are manufactured in Spence Bay, l\ln,-fhWP<:t1',.rr-ilnri� �Page 15 DID YOU ICNOW'! - That Teresa Altiman, artist, received an honourary Fellowship award i n June from the Toronto Art School she attended. - That Richard Rhodes accepted a position in Linguistics, a t the University of California in Berkeley starting September '86 - In 1974, N,L.T.T. (Native Language Teacher Ti:aining) started with five students and today eighty-nine are registered. - That the visitors t o the course were: Marianna Couchie, Keith Lickers and Hae Hall from the Ministry of Education; Hil lie Hubbert, Evaluator; Helen Hunter, Lisa McMartin from Winniway via Laforce, Quebec, Box 11, JOZ 2JO; Kalvin Ottertail ' s drummers and singers; David White, Fred Wheatley . - The following a ttended the Faculty dinner at Neebing Restaurant, Thursday , July 1 7 : John Nichols, Donna Starks , Lena White, Sara Peltier, Roland Milanese, John O'Meara , Ann Cuthmann, Millie Hubbert, Beth Clarkson, Stephen Chase, Carol and Alsin Nabarra, Mary Mitchell , Dan Klassen, Jackie Daigle, Larry Beardy, David Bates, Bette Ross, Peter Kelly, Emanuel Mocci, Michelle Stevens, Verna Shawkence, Anita Knott , Rubina Naogizic and Reta Sands. - The Lakehead University Nishinabek Student Association held a successful fund­ raising event - chicken barbecue beside lake Tamblyn ; the purpose to promote Native Language Revival. the event took place on July 19, a t 6 p.m. (Executive:- President: Mae Katt, Secretary: June Herne, Treasurer: Steve McGraw) - The talent night featured our very own talented friends namely: Arnold Ingersoll, and Ron Kelly, the guitarists, with accompaniment by Frances Dowdall who got everyone singing. That the first NLIP/ NLTC Mini-Pow-wow was held on Monday, July 21st at the Faculty of Education ground s . - Practice teaching for adults and teens follow Boilerplate Ojibwe Text; the children follow the Core Program . - That 6 : 30 - 7 p . m. weeknight ball players were: A Team - Theresa Root, Bernice Green, Norma Powassin, Mary Ann Endenawas, Lana Grawbarger, Stella McLeod, Lias Yellowhead, Pauline Williams, James Fox, Barb McDonal d ; B Team - Liza Henry, Juliette Blackhawk, Lorraine Debassige, Eleanor McLeod, Clara Sutherland , Jane Moore, Duncan Angeconeb, Betsy Ann Towedo, Nicky Harper, Roland Helanese, Florrie Sutherland. BASEBALL - That Bette Ross formed a choir practicing at noon hours and Sunday nights for Graduation ( NLIP song, Blossoms are B looming, etc.) - That the first NLIP /NLTC shirts were designed and sold by Randy Trudeau. - That Certificate of Attendance w i l l be Given u, the oral students of Ojibwe: s�ndr�, Delore s , Judy, Bernice, Leo, Hay, Ann, Qavid, David, frank, Gina, Geraldine, MaryA�n, Charlene & others . Teens were � Sands and A2.ti.}. ; Walter Soroko in the Cree class. �T[� m��r1 m �=to l!Jl!)!llll � � ? ot� N>tt Wuli<1r,,G.i..-ns �Page 16 DID YOU KNOW? (cont ' d) - That the second NLIP/NLTC Door and Lounge decorating contest produced: Atikokan Room 309 winners : Lorraine McRae and Irene Snache: Room 207; Kalina Quill and Daisy Loon (best teaching cards - Margaret Gardner and Yvonne Smith) and Room 104; Philomene Chagahno ( Footsteps: Shirley Williams). Best Lounge - first floor - theme: "We " re not in this alone - Giioawiod gdj ­ brnjbezbj&nsjjm)n." Honourable mention and a box of chocolates went to Dryden" s f irst floor; Endaayaang. Best Don door - "LaDonna" Bette Ross. - That Thunder Bay Indan Art Centre (Confederation College) held a showing of Indian Masks and Sculpture. - That Jackie Daigle had a baby girl January 9, 1986, Kristin Celia. On the same date, grandmother Angela Moore had a major operation - a hip replacemen1 - That May Roy had a baby girl, saturday, June 28, 1986. - That clara Sutherland became a July grandmother. - That Reta was in a daze after the Charley Pride Concert. - That John O ' Heara lent us his typewriter for the compiling of the Yearbook. Thank you very much, John. - That Doreen Atitees, out¥>ecretary Ands assistant did the typing of adddresses . - That the Pow-wow Trail this summer is: Six Nations and Cape Croker (July 26 & 2 7 ) ; the following weekend is Wikwemikong, Manitoulin I sland (August 2 and 3 ) ; the following weekend is Saugeen (August 9 an 10) and then Muncey, then Moraviantown (Labour Day weekend) ; Grand daddy of them all will be held September at Bismark, United States. POLTERGEIST That Will Sampson is a medicine man in Poltergeist II. JI./ . - That a Doctor who says to substitute "n" where there is "Hulkamania" to "Hunkamania" �CAN '(OU FIND '{OUR FA.IENdS Rl:SERVE ? Page 17 0 Sev&ro O 1,er�ns 0 'Bord.er I.Ake, • No.""'e� o.- e. .tC>r te.cl\11 i e,Q.\ P"'" post. !S • t'r\4'1 be. CAlle4 by St.llU o.l o-\-h(.r no.""' by \oeAl inho.l,i+o.,\t (�. S«-wc.rf\ , , J....+.i CAlled. "Cre• • or t#Oj i · C.re.e : If so, ' -}h e. \ (l\"&ck. on -W,,s �e.,, ,,_�+e. 11'\tlf o., lr,:. �o.y ke coll e, .. No.·t ivc. Co,.,. m�l'\a•i at by lC).�t;/"-"'�e/d,o.\ec't 1',/ /. 7:f �/os' ··�•-rY lree.") ��� 18 _ _ _ _ _ _ _ _ _ _ _ _ _ _ . I l I I I I I 1 ludson �ay I , . I I 1 I ( t,J�ti.--..,) 0 l.ec 9•ochol (No11Mand1I 08•oc�•· (8m•,.LtMal So,,. I�� t (."� /1,t. k.-f.{f...J( ) ' ) 1, �·� � /' 7 / / / ••• V ., / \,, ·1 - I �f / I I f, d ( ..� Sh41m•l'-twa J_;..?.' . _·1.,;' I � ()God• A,.., J..·.J,J3 f,;,­ fn"T �� ."' 1.,,....,--t � ,� lh,11;'1 (. ( CL . . s(IM.,,._ t. �i(.....,_, I:(-< t .) /4..- (1� fv1a n1toba M:n.,.s,,._ 0·� � · \,o.,·,a4,on cl ll\\l•f" (\•"'d (ONl�t.,t\t\t•S (o,rn ,,_,�•· \c,�nA) e t,y All \•/e.alh8f Hc.-.J �"': tw l'l,, t :.." o ••· ,11,·, tnece.,>1,t>tt by All \".'otll•,u ('l: J . '('I • 0,, ,..,,. • • • • • .. • • ,, ,. . ..... . . .... .... 0 !'la.,,.. :;.,:rut '\\' htA 0-rl•••l\t J_,otn C�"""".." r4•""- Sok I · � 000 000 20 0 100 1(,1....,uu QlfE:: --3 C ::l E3 :3:::JE3 1:3 a students from: ir F sf s !?�� t:k� d St. Theresa Point Cross lake Redsucker La 1'e Wasatauiacl �Page 19 NLIP/NLTC 1986 �Page 20 NLIP/NLTC 1986 �NLIP/NLTC 1986 �Page 22 NLIP/NLTC 1986 �Page 23 NLIP/ NJ,TC STAFF 1986 Dave Bates • • Donna Starks t• • John O' Meara !I • tt JJ • I • • Dr. Paul Proulx Or. Doug E 1 1 i s Anita Knott Dan Klassen Carol tlabarra Lena White Genevieve McGinnis �Page 24 NISHNAABE DININC (Thanks to Shirley Williams and others) Doodles - Keskus Mall downtown - closed 9:00 p . m., closed Sunday Hoito Restaurant - 3 1 4 Bay St. (between Algoma & Secord) large servings Mr. Chinese - Arthur S t . , quiet restaurant - licensed New China Tavern - HightSt. at Memorial Ave . , l block from T . B . Community Auditorium - licensed - Lunch Buffet - dress: casual Pizza Delight - 863 Red River Rd. & EuclidAve. - all you can eat for $3 . 99 Burger King - 1085 Memorial Ave./2840 E. Arthur S t . at Edward - dress: native jeans Caseys 450 Memocial Ave. next to Venturl! Inn Complt.!X - dress: casual Elephant and Castle - Intercity Shopping Mall Garikaldi Italian Restaurant - Intercity Shopping mall Harveys - at Memorial Ave. near Intercity Beefeater Restaurant - Highway 1 1 & 17 (family restaurant) Baileys lounge Kelsey's - North Red River Road (Hwy 102) and Junot Ave. - Reasonable McDonald ' s Restaurant - 201 Arthur St, Sleeping Giant Motor Hotel - 439 Memorial Ave. - very good food Swiss Chalet - Memorial Ave. Valhalla Inn - 1 Valha lla Inn Road - near airport - Good food Kangas - 3 7 9 Oliver Rd. - walking distance t o University ( Sauna after fine food or Sauna before fine Finnish food) Blue Parrot - 376 Lisgar St., specializing in Greek food Stan's Pizzeria - 80 Cumberland St. N . ( fine food - fast delivery) Cumberland Restaura� - 45 Cumberland S t . S. - Chinese & Canadian food llusky - 1120 Alloy Dr . - walking distance - open 24 hours Prospector - 27 Cumberland St. S.(Roast Hect - Prime Rib Steaks) Papa Joes Pizzeria - 737 Red River Road, - Italian cuisine l � K9) flr@ RESTAURANT LTD. ,,'�co (l_) � > • 't---4 ·� �---··-····· - -- �r�akfos.f 1:�0-i : �D <lm Where we ate • • • "C u nc.h P, n,..,oy- 1·----- . Gaa-zh i-wi isni yaang . • • • 12Pm• I j)f'TI � - "- PrY'\ I Where we joked • • • • • • . • . . . • Gaa-zhi-gi ibaastaagoz iiyaang. Som�day r,n be a go od 'WOh"\Or, . . . Rubina �M A RATHON MARYVERY DAY, NO MATTER OW BUSY YOU ARE, YOU iOULD SET ASIDE SO'.ME lAE JUST TO RELAX AND NWIND . . . Page 26 I �IJ ... TilVlE'S UPI I I � fj ;: \ff// -:;\·i:: a: C 0 =- w EVONA .e; 800AC IOUS ,.EEN M!! BAL.Bb,A., Mf:' Tfi!AVE'­ MONTttS' �NG F lf'JP OGEAN. M r>vc:..04.JP/!>4f:P. $AVVY? Su� - - ­ U'NG jl "'1f: No Sf=-A. � ·-·-· r...,..v�J 7.., I IJ �Page 21 ooswinan • I �Page 27 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1986 Description An account of the resource Yearbook for the 1986 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1986 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