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NATIVE LANGUA GE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<la-Sa..vJ�·' PP..o<l LnA•br b
N.L.I.P.
Volume 9, No. 3
February 1994
�Volume 9, Number 3
February, 1994
General Editor:
Lena Odjig White
Copy Editing:
Sonya Bruyere
Native Language Education in Ontario
Table of Contents
Message From the Coordinator ............................................../1
President's Message................................................................/1
The Four Language Teaching Methods
By Lena Odjig White.........................................../3
Teachings of the Seven Grandfathers
By Lena Odjig White.........................................../6
Survey of Fluent Native Speakers
By Sweetgrass First Nations Language Council........./9
:NI.- 3251 Seminar ................................................................ Jl2
Announcement: Julia Ann Rivers........................................./12
Natives Fight to Save Language .......................................... J13
Salute to Elders....................................................................J14
Ojibwe Play by Rose Nadjiwon............................................/15
Natives must keep language ................................................./16
Call for Submissions ............................................................/16
Conference News ................................................................Jl7
Pow Wow lnformation ........................................................ /18
This issue and beyond . . .
More teachers are beginning to
contribute to Native Language
Education in Ontario. 'They are
highly motivated and deeply in
volved in the maintenance and re
vitalization of Native Language.
lbeir enthusiasm gives me much
hope that together, we can make a
difference. Thanks to those people
who wrote articles and reviews.
We all know that it isn't easy trying
to write an article within an already
busy schedule! Help! Would you
like to:
•review a resource
*write an article
•provide teaching suggestions
*share information about a con
ference?
If the answer is yes to any of these,
please call the either Lena Odjig
White at (807) 343-8003 or Sonya
Bruyere at (807) 343-8542.
NativeJ:iJOfUA�in Ontario is published four times a year by the Native
Language Instructors' Program, Lakehead University, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B 5E 1
February 1994
�Coordinator's Message
Aanii I Boozhoo!
Kina enchiyeg gmikwenmigoom. Nishin go maanda wiindmaading ezhchigeng, ldnoomaading miinwaa
aasgaabwitaading pane. We are thinking of you, and it is good that we share what's going on, infonnation
on current activities, thoughts and ideas, and supporting one another in our endeavours.
Plans for the Native Language Instructors' Program (NLIP) for 1994 is underway. The Native Language
Teachers' Certification (NLTC) and the Native as a First/Second Language Diploma (NAFUNASL)
Programs will be offered. Credit courses in Languages and Education will also be offered which are courses
for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads, and students who
meet the admission requirements. One of the institute courses, NL3251 is innovative and is described in this
newsletter.
The Practicum Workshops for the fourth week of classes will again include Arts and Crafts, Herbal Medicine,
Medicine Wheel Teachings and Adapting Existing Materials. New workshop topics this year include Adult
Education, Music in the Classroom (tentative), and History and Traditions.
The dates for the NLIP 1994 are: Monday, July 4 - July 28 (NLTC); July 4 - July 22 (Diploma Programs).
Registration will be on Sunday and Monday morning. You will be notified of the specific times and other
details in the next Newsletter.
The NLIP Student Council elected last summer decided at one of their meetings that the Council should
remain active throughout the year so that plans for the next NLIP session begin early. This is an excellent
idea. It will provide continuity and communication. Virginia Henry, President of the NLIP Student Council,
has a message for us which is included in this Newsletter. Gchi-miigwech, Virginia, for those encouraging,
enlightening and beautiful words of love, caring and support.
We encourage you to share any information you may have on Native language education. It can be an article,
a teaching idea, a game, a song, a book, or any resource or reference material that you find useful, please
submit to us and we can include it in our next Newsletter.
Application packages were sent in January. The packages include all the forms that need to be filled out,
and include information on residences and meal plans. The deadline for applications is April 30. 1994.
Applications after this date will be considered only if there are spaces available. To avoid disappointment,
send in your application as soon as possible.
In the last few years, much has been done in the retrieval of our Native teachings and traditions. I, myself,
have learned a lot from these teachings. and have shared what knowledge and understanding I have of the
Medicine Wheel (the circle of life), and the Seven Gifts of the Seven Grandfathers. The two articles that I
share in this issue are The Seven Gifts and the Four Teaching Methods in language teaching as seen from
a wholistic perspective.
Mii wi mnik waa-lddyaanh. Aapji go naa nishin miinwaa maanda dbaajmo-mzinigan niindaagooyeg.
Baamaa pii miinwaa. This is all we have for now. It's a pleasure to keep you updated on NLIP plans, and
to share the news of other relevant activities.
In the Spirit of our Native Languages!
�
Lena Odjig White, Coordinator of NLIP
Native Language in Ontario Vol. 9, No. 3
Page 1
�President's Message
Aanii! Boozhoo!
Mkwa-Giizis Goojin
Bezhig Nsagnagzi
1994 Nsabboongad.
Kina eknoomaagejig ge nwiijkiwenyag. ngichi-nendam zhaazhi miinwaa ngoding gii-bkinaadmang ngo
giizis eyiw shki-bboon. Aapji nmaanuikwendam ezhi-jaanmibdeg maanda dbagan "Time .. ezhnikaadeg.
Gnimaash ge mii maanda ezhwebzigwen ow eniziikzid zhaazhi eniziigzhed. Chi-baapin! Mii go naa mnik
ge kidyaan. Aambe nga-zhaagnaashiim. Bangii gwa geniin ngishtoon wii-zhichigeyaan yiw.
I would like to extend to one and all a very successful year whether you•re teaching or thinking about a
teaching career. We are a Successful People! As a teacher. in my fifth year, I find the work rewarding as
I hear the people speaking their own language. There have been tiresome times because of different levels
of learning and age groups. Everyday I teach at the elementary and secondary level with kindergarten being
the youngest. I also have two adult night classes each week. It can get busy but the surge of pride in hearing
the language being spoken by our people is what keeps me going. As the season for classes begins again at
Lakehead, I hope that the enrollment is satisfactory. We must keep rekindling and adding in order to keep
the fire burning for the language of our people.
On behalf of the Student Council members for the Language Program. I say to you "Keep Smiling.. and let•s
work together for the betterment of our people. As I say this, I can almost hear "Nmishoomis" say "Gegwa
wiikaaonendt)genmaandaNishnaabe nwewin. Mii yiwwaa-bmaadziimgakpiiseif-governmentbiindigemgak.
I have pondered on these words and the only conclusion I have reached is that the words and the deep meaning
they have is what will keep us alive and going. The language itself will ignite and keep the fire burning in
all areas of our life.
In closing, I wrote a little poem for Valentine•s Day but it is also good for every day. I hope you like it and
I have some for sale so if you would like one. write to me. They're actually very nice with colour. I guess
I'm still the President until the new class beings so until I write or see you I remain,
GiinPane!
Virginia Hemy
President
NLIP Student Council
Address:
Virginia Hemy
1731 Murphy Rd.
Samia, Ontario
N7S2Z6
Tel. #519-541-0410
(P.S. On all the poems, songs, or stories I write, you will see my name as Virginia
Henry Ritchie, but it doesn't mean I'm re-married. It's my maiden name.)
"Naasaab"
Naasaab Ow memengwaans
Ezhl-}aanmibzanid
NiwNangwiigaansan
MU Genii
Naasaab Ezhi-jaanmibdeg
EyiwNDEH
Pii Waabminaanl
Gaa-zhibiiyang:
Page2
Virginia Henry Ritchie
Sarnia First Nation 1994
Native Language in Ontario Vol. 9, No. 3
�The Four Language Teaching Methods: An Overview
• Grammar • Translation
Students generally learn the grammatical rules of the language and then write out translations in order
to become fluent.
Features:
- emphasis on grammatical rules
- allows comparison between languages
- emphasis on reading and writing skills
- it is an abstract fonn of learning
• Audio-Lingual
Students learn to speak phrases and sentences by repeating oral exercises. They will learn the underly
ing grammar not by being taught, but unconsciously by repeating and memorizing examples of gram
matical structures.
Features:
- learning is based on dialogues and oral drills
(repetition drills, substitution drills, transfonnation drills, etc.)
- emphasis is on listening and speaking
- there is a great deal of speaking practice
- promotes good pronunciation.
• Situational
Students learn to speak by acting out "real situations" (e.g. at the store, in the school) and learning
typical dialogues used in everyday speech.
Features:
- teaches vocabulary and language patterns in context
- realistic communication is practiced
- listening and speaking is emphasized.
• Communicative
The emphasis is on the use of the language in the classroom. The purpose is to teach language as it is
used every day. Students learn to use the language in discussions centering on issues and themes rel
evant to students' interests, such as family, friends, social and cultural events.
Features:
- emphasis on the four skills; listening, speaking. reading and writing
- demands understanding in order to express feelings, needs, opinions, etc.
- engages student in creative and meaningful communication
- highlights structural, conversational, and social aspects of language
Native Language in Ontario Vol. 9, No.3
Page3
�TEACHING AND LEARNING THE NATIVE LANGUAGE
THE WHOLISTIC APPROACH
Communicative
• four language skills
• meaningful communication
Spiritual
• fulfillment
•cultural
•values
Grammar-TranslaJion
•focus on grammar
rules
• reading/writing
FOUR
METHODS
Audio-Lingual
• stresses fluency
• oral language
listening/speaking
•
Physical
• beautiful speech
• retrieval (recall)
Mental
•rule conscious
• reflection
Situational
• realistic communication
•practice language in context
• listening/speaking
Emotional
• sensitivity to the feelings of others
• place of the bean (love)
L. Odjig White Feb./1)4
Page 4
Native Language in Ontario Vol. 9. No. 3
�COMMUNICATIVE COMPETENCE
Communicative Competence is actually the combination of competence in four areas
(grammar-translation)
( 1) grammatical
(audio-lingual)
(2) discourse (dialogues)
(situational)
(3) sociolinguistic
(communicative)
(4) strategic
These four areas provide the following features:
- process is the primary focus of planning and instruction;
- infonnation of interest;
- interaction between people who have something to share;
- negotiate meaning in real-life situations;
- appropriateness (how it should be said and when in different social situations)
"In a holistic integrated approach to second language learning, reading and writing activities do not take
place in a separate companment, but flow out of listening and speaking activities."
(Lan&YA&e and Children - Makioi theMatch. by Anderson & Pesola. p. 137)
The holistic approach gives you the freedom to write, describe, reflect and indicate how you reacted and
experienced in different learning situations.
"The quality of writing the students produced reflected the quality of the writing they experienced. The
exact process cannot be prescribed. It is different for every piece of writing and between writers. It is
affected by ...experience, function and purpose, personality and situation."
(Research Paper by Linda Cameron, U of T., 1989)
ANISHINABE (OJIBWAY) HISTORY
PLACE YOUR ORDER TODAY
These informative booklets would be an excellent addition to Native Education Programs.
The set includes:
Order a set of 9 Booklets for only $24.00
Anishinabe Clan System Functions
Loon Clan & Crane Clan
Fish Clan
Bear Clan
Marten Clan
Bird Clan
Deer Clan
Visions of Sitting Eagle
Ogitchita Society
Send order to:
Golden Eagle Clan Development
General Delivery
Rosa, Manitoba
ROA lN0
Please send certified cheque or money order to
the above address. Please allow six weeks for
shipping and delivery.
Native Language in Ontario Vol. 9, No. 3
Page5
�OJmWAY TRADITIONAL VALUES
TEACHINGS OF THE SEVEN GRANDFATHERS
The Seven Gifts
1.
Nbwaakaawin
To cherish knowledge is to know WISDOM.
2.
Zaagidwin
To know LOVE is to know peace.
3.
Mnaadendiwin
To honour all of the Creation is to have RESPECT.
4.
Aakde'win
BRAVERY is to face the foe with integrity.
5.
Gwekwaadziwin
HONESTY in facing a situation is to be brave.
6.
Dbasendizwin
HUMILITY is to know yourself as a sacred part of the Creation.
7.
Debwewin
TRUTH is to know all of these things.
These are the teachings that were given to the Anishnaabe Nation. Remember that the other Nations were
given teachings that are slightly different from these. But in all the teachings of the different Nations there
are commonalities. This sameness refers to the basic Truth that interweaves all natural ways of living.
(Benton-Banai, 1988)
The Medicine Wheel is an ancient symbol used to express and represent the meaning of the four Sacred
Directions which encompass all of the teachings of the Seven Grandfathers, so that we can live in harmony
with all of the Creation.
Page6
Native Language in Ontario Vol. 9, No. 3
�VALVES AND COMPETENCY CRITERIA
The Seven Teachings that were given to the Anishnaabe Nation function as the competency criteria in
personal, program, and community development. This includes language. culture, human services,
counselling, prevention, administration, planning, policy making, and self government The Medicine
Wheel and the Anishnaabe Teachings will facilitate the process in defining goals and objectives to meet
the needs of individuals, families, communities and Nations.
Nbwaakaawin
To cherish knowledge is to know WISDOM
•
•
•
•
•
•
•
•
to earn wisdom by taking time to reflect on everything we experience;
to acknowledge the opportunity of every lesson learned;
to learn a high degree of knowledge - the cumulative culture of the human race;
to .know and practice the values and ethics of my chosen occupation;
to communicate understanding;
to seek guidance from our Elders;
to consistently seek to extend knowledge and improve skills.
to promote excellence in educational development.
Zaagidwin
To know WVE is to know peace
•
•
•
•
•
•
•
•
•
to know how to get along with others and work with people;
to have the capacity for caring;
to recogni:re the value of sharing;
to have things in a state of order and harmony;
to show kindness and cooperation;
to know and understand your program or project's mandate, goals and objectives;
to apply practice values of acceptance and empowerment;
to demonstrate capacity to offer hope and effective support;
to work towards harmony and well-being in interpersonal relations.
Mnaadendiwin
To honour all of the Creation is to have RESPECT.
•
•
•
•
•
•
•
•
to encourage respect for the diversity of cultures which constitute society;
to accept cross-cultural differences;
to have a strong sense of what is right;
to maintain high standards of conduct;
to safeguard people's dignity, individuality and rights;
to respect the integrity of oneself and others;
to fonn a meaningful relationship with the community;
to act to effect social change for the overall benefit of the community.
Native Language in Ontario Vol. 9, No. 3
Page7
�Aakde'win
BRAVERY is to face thefoe with integrity.
•
•
•
•
•
•
•
to have courage and face difficult situations;
to acknowledge the ability to go deeper into self•awareness;
to be strong and achieve completeness in our personal development;
to maintain strength of character,
to have self.assurance;
to identify personal and professional development needs and undertake to meet them;
to demonstrate awareness and understanding of own attitudes and values in the
helping process;
• to fulfill obligations and responsibilities with integrity.
Gwekwaadziwin
HONESTY in facing a situation is to be brave.
•
•
•
•
•
•
to have personal qualities in truthfulness, sincerity and fairness;
to have respect for other's and for one's own personal integrity;
to know our obligations of maintaining confidentiality;
to know how to manage confidential information;
to respect the inner workings and difficulties of a workplace setting;
to know how to communicate or receive feedback appropriately.
Dbasendizwin
HUMILITY is to know yoiuself as a sacred part of the Creation.
•
•
•
•
•
to be modest in our actions especially in the context of helping;
to have sensitivity toward others;
to be respectful of others' preferred ways of doing things;
to develop self•awareness on personal strengths and limitations;
to know that I have the capacity for growth and change; take initiative in
self-development and self.evaluation;
• to use self-disclosure appropriately,
• to develop listening and observation skills;
• to allow people self-determination; mutually document needs;
Debwewin
TRUTH is to know all of these things.
•
•
•
•
•
the state or character of being ttue in relation to being, knowledge or speech;
to be real and natural and have a genuine interest in your work;
to be loyal in our human relationships;
to learn and adhere to local community and family protocol;
to know and understand human growth and development as it pertains to all of
the Seven Teachings.
Prepared by: L. Odjig Whi&e. Jan/94
Page8
Native Language in Ontario Vol. 9, No. 3
�SURVEY OF FLUENT NATNE SPEAKERS
As of December 7, 1993
The following statistics and graphs were compiled by the Sweetgrass First Nations Language Council Inc.,
a not-for-profit organization, headquartered out of Brantford, Ontario and was shared by Amos Key, Speaker
for the Council.
Herc you will find the latest Aboriginal First Nations language retention ra tes for those communities in
southern Ontario in which we serve.
These retention rates are based on researching the people who speak fluently an aboriginal language other
than English in these southern Ontario First Nations communities. In short, these people are functionally
bilingual.
The Council asked members of the Council to list in 10 year age groupings names of fluent speakers in their
communities. Because the numbers were so small, actual names were submitted!
The total First Nations population figures were acquired from the Indian and Northern Affairs office in
Brantfonl. These figures include total numbers of people registered to a First Nation, whether they reside
on or off the reserve.
24 First Nations Communities in Southern Ontario
'W
Canada
C'l1i1)11cw:1� of Cicnr�iuJ
Scu�u�
(:J
Toronto
Lake Ont.
United States
Lake Erie
Native Language in Ontario Vol. 9, No. 3
Page 9
�FLUENT NATIVE SPEAKER INVENTORY
24 First Nations Communities In Southern Ontario
as of December 7, 1 993
BAND
Population as
of June30/93
# of Fluent
Speakers
Alderville
Beausoleil • Christian Island
Caldwell
Chippewas of Georginia
Chippewas of Kettle & Stoney Point
Chippewas of Rama
Chippewas of Sarnia
Chippewas of Saugeen
Chippewas of Nawash • Cape Croker
Chippewas of the Thames
Curve Lake
Golden Lake
Hiawatha
Mississaugas of the Credit
Mohawks of Gibson
Mohawks of the Bay of Quinte
Moose Deer Point
Moravian of the Thames
Muncey of the Thames • Oeleware
Onyota'a:ka:
Parry Island
Scugog
Six Nations of the Grand River
Walpole Island
787
1 ,237
1 90
515
1 ,572
996
1 ,477
1 ,230
1 ,708
1 ,774
1 ,425
1 ,282
372
1 ,228
540
5,595
298
842
384
3,920
806
116
1 7,397
3,041
0
1 51
1
60
57
81
13
88
1 16
4
1 23
8
0
1
43
17
17
13
0
213
53
2
271
295
Reported Summary Totals
48,732
1 6 27
% of Pop. that
are Fluent
*Note: The Akwesasne Mohawk Nation did not participate in the survey.
50000
45000
40000
35000
30000
.9
� 25000
ga. 20000
1 5000
1 0000
5000
0
Population
as of June
30. 1993
Page 10
English
Speakers
Native Language in Ontario Vol. 9, No.3
# of Fluent
Native
Speakers
0.00
1 2.21
0.52
1 1 .65
3.63
8.13
0.88
7.15
6.79
0.23
8.63
0.62
0.00
0.81
7.96
0.30
5.70
1 .54
0.00
5.43
6.58
1 .72
1 .56
9.70
3 .35%
�FLUENT NATIVE SPEAKERS
24 First Nations Communities In Southern Ontario
as of December 7, 1993
BAND
Age GrOUP-S
-=
7��-----,,
o�.-�
1=
s�
1-6
�0:--..-�6�1_
=--,-�3�1�-�
- 2�0:-.-�2�1-�
1 ---=
ve
r_,
0
30
0-.J-- 4 1 .s o •
0�
4=
Alderville
Beausoleil • Chrislian Island
Caldwell
Chippewas of Georginia
Chippewas of Kellte & Stony Point
Chippewas of Rama
Chippewas of Sarnia
Chippewas ol Saugeen
Chippewas of Nawash • Cape Croker
Chippewa of the Thames
Curve lake
Golden Lake
Hiawatha
Misslssaugas of the Credit
Mohawks of Gibson
Mohawks of the Bay of Quinta
Tyendinaga
Moose Deer Point
Moravian of the Thames (Delaware}
Muncey of the Thames
Onyota'a:ka:
Parry Island
Scugog
Six Nalions of the Grand River
Walpole Island
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
11
0
0
0
0
0
0
2
0
1
0
0
0
1
0
6
0
0
46
0
12
0
11
0
5
2
0
e
1
0
1
1
2
1
0
0
2
2
0
6
14
0
53
0
16
5
11
4
24
13
0
30
1
0
0
23
0
12
12
31
3
12
34
0
45
2
0
0
9
0
0
4
1
4
0
11
2
1
0
48
0
21
59
1
73
93
1
14
14
0
20
0
16
21
16
1
36
40
0
19
1
0
0
e
3
5
5
0
31
14
1
76
84
0
9
1
5
19
11
5
0
12
0
21
3
0
0
14
11
4
6
0
36
8
0
8946
1 14
Totals!
22
o
272
3 9c.....:...
7 -1.__.;c.."--"---'
4 1 S -.L---=-..:
JOO
�---�---�---�---�----'---
s o o _.l_1 1 . 8 9 4 _._
3=-6 _,
6-'-'
3-=
0-=
2-=0_�_
0_
4-'-7_...._--'-7-'-.....
27
2__._
_
7=/4 of Totals repo rtedl.._
. 1:...;1:.::e'--....
I....:1:.::9:.:.·.:..
J -=
1 '-.4
_
___
o__
• 0_
c...c......
'"'""'"""'.a...:...... I =;....;•:.::
0
Percentage of Fluent Native Speakers by Age Group
24 First Nations Communities in Southern Ontario
30
25
20
% of
Fluent
Speakers
15
10
5
l0-20
21 -30
31 -40
41 -50
51 -60
61 -70
Over 71
Age Groups
Native Language in Ontario Vol. 9, No. 3
Page 1 1
�NL 32S1 Seminar - Translation: Old and Contemporary Expression
(July 4 - July 22 Monday to Friday 10:30 a.m. - 12:30 p.m.)
Here's some exciting news about this course. This seminar course is going to be innovative, a real
Anishnaabe way of learning, with a project that will elicit as much as possible old and new vocabulary
and expressions which will be documented. This seminar will be done in an immersion format, and will
involve research into the Native language, at the same time students will learn quilting. Quilting is one
way of learning and expressing our ourselves and our culture. The art, the designs, the motifs, and the
images all have symbolic meanings which will be valuable to the research. This form of an. quilting,
encompasses the teachings of the Anishnaabe culture and serve as a constant reminder of all that the
Creator has given us ... (Pimaatisiwin, 1992). Students who wish to take this course should be able to
sew. Students who arc taking this course are also encouraged to bring their own sewing machine if
possible.
Alice Williams will be the instructor for this course. Alice is a well-known artist, and has had
exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992 where some of our NLIP
students had the opportunity of viewing her artwork. Alice is a holder ofan Ontario Teaching Certificate
from Lakehead University. She also has a Bachelor of Arts Degree in Sociology and Native Studies
from Trent University. In 1993, Alice took Advanced seminar courses in research offered by the Native
Language Instructors' Program.
ANNOUNCEMENT:
JULIA ANN RIVERS RECEIVES BROADCASTER OF THE FUTURE:
ABORIGINAL PEOPLES' INTERNSIDP AWARD
taken from Global News Newsletters
The award, which is co-sponsored and co-funded by the Canadian Council for Native Business, is a
$21,000 internship program which Rivers will fulfill at the Global Television Network.
Rivers, who is in her last year at Algoma University where she is majoring in sociology and
anthropology, founded and continues to host and produce a Native television program on cable
television in the area.
The Biidaajmaad (meaning "bring news about") program is now in its fifth season and has featured
Native role models such as Ted Nolan, Steve Beaupre and Roberta Jamieson. Part of the mission of
Biidaajmaad, a non-profit organization, has been to enter the field of broadcasting.
Julia believes that, by improving her own knowledge and slcills through this internship, she will be able
to help teach other Natives who work on the program.
Following six weeks in Media Relations, Julia moves on to Programming, Traffic, Marketing,
Canvideo, On-Air Promotions, News, the Ottawa Bureau, Transmitters, Engineering, Accounting,
Production, and Operations. Her final 1 3 weeks will be spent in the area of her choice.
Page 1 2
Native Language in Ontario Vol. 9, No. 3
�NEED SUPPORT Allhough the Ojibwa language was in danger offading away 10 years ago a, the Pie River First Nation, it is
now being taught to 93 students al the Pie D<6J School. Without such support, many aboriginal languages thalpreserve the culture
of native peopleface extinction in two generations, say officials.
Natives fight to save language
Article taken from The Chronicle-Joumal/iunes News, Saturday, December 4, 1993
By David Kuxhaus
Rose Moses carefully sets her props on the ledge of the blackboard at the front of the classroom.
Just a few simple things you'd normally find around the kitchen - a small metal frying pan, salt shaker, plastic plate
and fork.
As she turns around, the laughter and joking among the 25 Grade 1 and 2 students at Pie Day School fades.
"Biidoon abwenin,'' she asks one child.
The little boy slowly rises to his feet, walks to the front of the room, and brings her the frying pan.
"Abwenin," says Moses, pointing to the frying pan.
The class repeats the word in unison and another small step is taken along the road to rediscovery.
A journey for the Pie River First Nation that begins with their language - Ojibwa.
"The most imponant gift we can give our children in school is Ojibwa," says education director Cindy Fisher.
"It'11 give them a strong base. . . a balance so they can go anywhere and survive. Without it, it's like sending a kid
out camping without a sleeping bag."
Fisher describes Ojibwa as a living language, one that becomes a part of you and tells you who you are.
"When you're introduced in Ojibwa," she explains, "you're introduced as, 'The son of . . . , or the nephew of . . .
or the grandson of . . . • Part of your background comes with you.
About 10 years ago, the language - and culture it embodies - was on the verge of slipping away in this community
of about 350 located about 300 kilometres east of Thunder Bay.
According to the Assembly of First Nations, at least two-thirds of its communities are experiencing the gradual
loss of their language.
And only three of Canada's aboriginal languages - Cree, Ojibwa, and Inuktiwt- are considered reasonably assured
of survival.
But without the commitment and support of the community, they say, these languages will disappear in two
generations.
"It's always been a concern," says Fisher. "But once it started to go, I think it began to hit home how important
it is."
Now that it's taught daily to the 93 students at Pie Day School, there•s talk of translating street names like Beaver
Crescent and Rabbit Drive into Ojibway, and one storekeeper is working on labelling his items in the language.
More importantly, anewly-fonned language committee is developing a strategy that will make the circle complete.
As Fisher says: "My ultimate dream is to have Ojibwa as the first language of the school, the hallways, the
playground and the community."
But she emphasires children here will always have a choice in expressing themselves, unlike the days of residential
schools where native languages were smothered.
"Nothing ever comes out of force," she says.
While a recent survey in the community shows that fluency in Ojibwa is for the most part confined to those more
than 50 years old, there is overwhelming support (close to 100 percent) among younger adults to learn the language and
have their children do the same.
Fisher anticipates it could take five years before Ojibwa is used in everyday conversation.
To accomplish that, the language committee will be looking at such things as immersion programs, and possibly
a two-week language camp during the summer that would bring youngsters and elders together.
Closer at hand is a community cuniculum writing workshop in February, headed up by a member ofthe University
of Oklahoma's American Indian Institute.
It's designed to take native themes, such as rabbit snaring, and work them into various subjects.
For example, math problems could involve how many rabbits were trapped and how many miles travelled.
Art classes would teach students how to make rabbit blankets, and the sciences would explain the ecosystem as
it relates to the animal.
Native Language in Ontario
Vol. 9, No. 3
Page 13
�Salute to Elders
Speaking language crucial to knowing own culture
Taken from Regional Windspeaker. Page R6, January 17 - January 31, 1994
By Tina Crouse
BIG COVE, N .B.
Pauline Sock, of the Big Cove Micmac re
serve in northern New Brunswick, is an Elder with
an interest in healing the problems on her reserve
through the traditional practices. She is trained as
social worker, but does not fill that role fonnally on
the reserve. She is simply a friend to all in need.
"My home is open to everybody," she said.
People, particularly teenagers, come to her to
discuss problems infonnally. one-on-one, or for
mally, in a talking circle. The teens express their
concerns to her, and also a desire to learn aspects of
their culture.
To Sock, one of the surest roads to healing
involves learning the culture of the Micmacs. In
1993, Big Cove suffered through a rash of suicides,
mostly teenage boys. In March, the reserve held a
mourning and healing week, during which tradi
tional values were emphasized and alcohol was
banned from the reserve.
"Kids don't get a lot of cultural education in
the schools," Sock said. "During the healing week
they were exposed to drumming, dancing and the
talking circle. It was good for them to see and
participate in the ceremonies."
What the children of the reserve don't learn in
school, they can find out from her. If she doesn't
have the expertise, she will find someone to teach
them what they want to know.
Sock believes knowing the language is the
most crucial step to returning to traditional values.
"Some of the teenagers speak English and
Micmac, but when they're at my house, they speak
Micmac."
It is also important for teenagers to learn the
"old ways", like drumming, dancing and ceremo-
Page 14
nies. Sock's own request for knowledge about her
culture began just a few years ago. She said she
always knew how to speak Micmac, but in her youth
there were no other ways to learn the Micmac culture
on the reserve.
"In the past four years, there have been a lot of
gatherings. I had three, myself, last year. When I
was a teenager, though, there was nothing there for
me."
"I guess there weren't enough people inter
ested. But now 40-45 percent of the community is
,,
interested in our traditional ways.
Some non-participating members on the re
serve she feels have trouble reconciling their belief
in a Christian God with the Micmac ceremonies.
''They're scared ofleaving the church, so they
back away from our rites. But I go to church and go
to ceremonies. If they find that balance, they will be
okay."
In the past four years, Sock has visited other
nations; the Sioux, Ojibwa, Cree, and Maliseet, and
said she had to respect their tribal ways in order to fit
in.
''They have more strict rules than our Micmac
Nation, especially the ceremonies."
She said she would like to see that son ofthing
become part of the Micmac Nation.
"I think it will have to start from respect. The
people who don't believe in our ways, at least they
should show respect."
Last year, Sock and 1 1 other members of the
Big Cove reserve extended their brand of healing to
France, when a group of children suffering from
cancer requested they come and dance.
"It was their last wish to see Native dancers,"
she said. "We spent 15 days with them. They were
very sick, yet spiritual. They had hope and were
detennined to live. It was a good experience for us."
Native Language in Ontario Vol. 9, No. 3
�OJIBWE PLAY
Scene: Background (Autumn scene)
Props: Rolled up newspaper to resemble wood. May be painted brown or gray.
Caps with beaks to resemble duck bills. Duck feet to resemble charred duck feet
Nenbozh dressed in Anishinaabe garb of long ago (skins. hides, feathers, drums & sticks)
Nenbozh Miinwaanh Zhiishiibag
One beautiful fall day, Nenbozh awakens feeling very hungry.
Nenbozh: Geget sa naa nbakde.
Suddenly he hears ducks u they land in the water nearby.
Nenbozh: Zhiishiibag nzhiwendaagos sa niin.
Nenbozh: Niijkiwenyag, maajaag maampii.
Wenesh waa-yaaman?
Zhiishiibag:
Nenbozh: Gwii-kinoomoonim shki-dnakmigziwin.
Zhiishiibag:
Ahaaw, nga-bi-zhaamin sa go.
Ducks go to Nenbozh.
Nenbozh: Shkode niimin zhinkaade waa-zhichigeying
Ahaaw.
Zhiishiibag:
Nenbozh: Maamginsagweg!
Ducks gather wood and Nenbozh builds a fire, then he starts to drwn.
Nenbozh: Ahaaw! mbe niimdaa, aabdeg geye gga-bzangwaabim.
Ahaaw.
Zhiishiibag:
Nenbozh: Gego gnige dooskaabkegwan.
Ahaaw!
Zhiishiibag:
Nenbozh: Wegwen dash entaa-niimgwen, ndewegan nga-miinaa.
Ahaaw.
Zhiishiibag:
As the ducks dance around, Nenbozh grabs one each time they dance by him and rings lheir necks, each one
goes Quack! u he grabs them.
Nenbozh: Mii go enwek, nshiimedag gnitaa-niimim.
One duck swts to get suspicious and takes a peek. He sees a pile of his dead friends and quickly warns the
remaining ducks.
Zhiishiib: Gnisgonaan gsha nii Nenbozh, gjibiweg!
The remaining ducks run away. In his anger, Nenbozh seizes the peeping duck and kicks him in the rear,
and sends him flying.
Nenbozh: Gaa-wnji-dooskaabyin! Nji go iw gii-dooskaabyin da-mskwaanoon
gsbkiingoon biinish go shkwaa-kiiwang.
Nenbozh lhen puts the ducks that he had caught into the burning hot coals, turns around and yawns.
Nenbozh: Ngiikiimgosh nga-kawe-nbaa.
Nenbozh: (Addressing his back end by patting it.)
Kawaabam giw nzhiishiibmag, majishin pii mnozwaad.
After a while Nenbozh awakes to a burning smell. He quickly jumps up and checks his ducks. He pulls on one of the
feet sticking out of the fire and pulls out a charred duck leg. Tosses it away. He saomps angrily off the scene.
Mii iw ekoo7.id. (The End.)
This play was pUI together with Grades 5 and 6 at Cape Croker School.
Rose Nadjiwon sent this in to share with the Native language teachers. Gchi-miigwech, Rose
Native Language in Ontario Vol. 9, No.3
Page 15
�The following article was taken from the Sarnia
Observer in 1993.
. .
0ur QplQIOQ
Natives must keep language
It's encouraging to see adults, as will as chil
dren in the local native community receiving in
struction in the Ojibway language.
There's no way local natives should allow
their traditional language, which has been spoken by
their ancestors for many generations, to die.
The Ojibway language is one of the most
tangible ways for young native people to understand
and hold on to their past. Teaching these young
people their ancestral language helps instil a pride in
their heritage.
Virginia Henry teaches Ojibway to 54 el
ementary students at Lansdowne School in Sarnia.
and every Monday night she has classes for 25 adults
living on the Samia Chippewa Reserve.
The adult Ojibway course is new this year and
has attracted people like Pat Redmond, a researcher
for the Chippewas of Sarnia. He pushed to get the
course started on the reserve after seeing the results
of a survey last year that clearly showed Ojibway is
a fading language.
Of the 1,400 Chippewas of Samia, only 19
were identified in the survey as being fluent in
Ojibway, and all of those were elders. And the
situation wasn't much better elsewhere in Southern
Ontario. Statistics were collected by the Sweetgrass
Native Language Council in Brantford that showed
only 1,000 of the 24,000 people living in the 24 First
Nations across Southern Ontario are fluent in their
Native languages.
Considering the small percentage of Native
people who are fluent in their own language, it will
take years of instruction among the young and adults
alike to bring the number up to an acceptable level.
But at least this program and others through
out Southern Ontario will begin to turn things around,
so Native languages will no longer be on the decline
heading toward extinction.
Page 16
THEYTUS BOOKS LTD.
CALL FOR SUBMISSIONS
Theytus Books Ltd. is calling for submissions
for the fall of 1994, the first in an annual collec
tion of novellas by First Nations Writers.
The tentative title of this publication is to be:
DEPARTURES
REQUIREMENTS:
All manuscripts welcomed; manuscripts must be
accompanied by Word Perfect of ASCHII 3.5" or
5>25" disks.
Length of stories must be from 7,500 to 20,000
words in length.
Priority in the first publication will be given to
original stories which deal with the future of First
Nations people, the themes of empowerment and
affirmation, and to stories which contain humourous
perspectives on life.
Please include a brief biography and a self-ad
dressed envelope.
DEADLINE: APRIL 29, 1994
Send submissions to:
Beth Cuthand or Gerry William
En'owkin Centre
257 Brunswick Street
Penticton, 8.C.
V2A 5P9
Phone: (604) 493-7181
Fax: (604) 493-5302
Native Language in Ontario Vol. 9, No. 3
�CONFERENCE
EFFECTIVE STRATEGIES
Native Children:
Empowerment/Self-Determination
8th International Native Education Conference
Sheraton Winnipeg
May 5 - 6, 1994
The conference features a wide variety of workshops, just to mention a few. they are:
• Celebrating Diversity: Co-operative Learning and Strategies for Inclusion (K-12)
• Working with Aboriginal Survivors of Sexual Abuse
•
•
•
•
•
•
•
•
•
•
•
•
Historical Tradition in Saulteaux Society
Anger Management for Young Children
Self-Esteem: Teaching Children to Believe in Themselves
Developing a First Nations Education System
Native Education from a Traditional Perspective
Learned Helplessness
Parenting from an Aboriginal Perspective
Counselling Native Students
Vision Quest
Give Your P reschoolers a HEADSTART: Parents, Culture and Needs
Methods for Teaching Native Students
Effective Administration/First Nations Schools
Conference/Workshop Fees:
(OST included)
A. Two days
B. One day
Pre-Reii,stration On-Site
$130.00
$ 80.00
$200.00
$ 1 00.00
SAVE TIME AND MONEY BY PRE-REGISTRATION BY APRIL 25, 1994.
Pre-registrations postmarked after April 25 will not be accepted. On-site registration will be available on
a space available basis beginning at 7:30 a.m. on Thursday, May 5 in the conference registration area of
the Sheraton Winnipeg.
For more information and registration forms, contact:
R. S. Phillips & Associates
517 Bower Blvd.
Winnipeg. Manitoba
R3P 0L7
Phone/Fax (204)896-3449
Native Language in Ontario Vol. 9, No. 3
Page 17
�TORONTO INTERNATIONAL POW WOW
APRIL 1st and 2nd, 1994
The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one
of the most exciting First Nations events in Canada during 1994.
The Pow Wow will offer Indian dances and drummers more than $60,000 in pri:ze money.
The Pow Wow will be held during the Easter week-end in Toronto, Ontario, Canada, April 1 and 2,
1994.
Host Drum • WhitefJSh Bay
M.C. • David White
Co. M.C. - Ben Bearskin Sr.
Head Male Dancer - Amos Key
Head Female Dancer - Gloria Snow
(Miss Indian World 1993)
Head Judge - Mark Lavallee
Drum Judge • john Snake
Arena Director - Alan Manitowabi
Coordinator - Ron Robert
Administrator - Catherine ComeUus
Other elements include Arts and Crafts/Market area and Food Booths.
For more information contact:
Indian Art-I-Crafts
10 Woodway Trail
Brantford, OnL
Tele: (519) 75 1-0040
Fax: (519) 751-2790
Page 18
Native Language in Ontario Vol. 9, No. 3
�
Dublin Core
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Title
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Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
An entity primarily responsible for making the resource
Faculty of Education, Native Language Instructors Program
Dublin Core
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Title
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (3), February 1994
Subject
The topic of the resource
Universities
Description
An account of the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
Creator
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Native Language Instructor Program
Faculty of Education
Lakehead University
Date
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1994-02-01
Rights
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Faculty of Education, Lakehead University
Format
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PDF
Language
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English
Type
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Text
-
https://digitalcollections.lakeheadu.ca/files/original/15d8564ecb65bbdd863bf013caaf2b89.pdf
a30ccdad81dd8999f9cb5ee5817f9435
PDF Text
Text
NATIVE LANGUA GE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<l cr SCLVJ�· ) pp..o<l Ln�•br b
N.L.I.P.
Volume 9, No. 4
May1994
�Volutne 9, Number 4
May, 1994
General Editor:
Lena Odjig White
Copy :Editing:
Sonya Bruyere
Native Language Education in Ontario
Table of Contents
Message From the Coordinator............................................../1
Graduation 1994...................................................................../2
Ken-Ta-Soo-Win: Native Language Database......................./4
Announcements..................................................................... ./4
Kids From Kanata................................................................../5
Cree Lesson in Store For Saskatchewan Police...................../6
Conference Info..................................................................... .n
Equay-wuk Graduates............................................................/8
Mokakit Conference Papers.................................................../9
On The Pow-Wow Trail......................................................../10
Announcement Annie Loon ............................................... ./10
More Conference lnfo.........................................................../11
Ministry of Education Policy ............................................... ./12
Helpful Hints for Students '94..............................................JB
Native Authors....................................................................../15
NSL for Children................................................................../16
Puzzle................................................................................... ./17
Questionnaire......................................................................../19
This issue and beyond ...
More teachers are beginning to
contribute to Native Language
Education in Ontario. They are
highly motivated and deeply in
volved in the maintenance and re
vitalization of Native Language.
Their enthusiasm gives me much
hope that together, we can make a
difference.Thanks to those people
who wrote articles and reviews.
We all know that it isn't easy trying
to write an article within an already
busy schedule! Help! Would you
like to:
*review a resource
*write an article
*provide teaching suggestions
*share infonnation about a con
ference?
If the answer is yes to any of these,
please call the either Lena Odjig
White at (807) 343-8003 or Sonya
Bruyere at (807) 343-8542.
Native Lan�a&e in Ontario is published four times a year by the Native
Language Instructors• Program. Lakehead University, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B 5E 1
May 1994
�Coordinator's Message
Aanii I Boozhoo:
Mii sa zhigo wii-maawnjidiying miinwaa. Giinwaa waa-bi-zhaajig "First Year" aapji ngii-gchi-nendaami
wii-bi-skoonwiyeg. It is almost that time of year again to get together for the NLIP session. For those students
who are coming for their First Year, it will be a pleasure to have you here.
Planning for the 1994 summer session requires a lot of administrative work and communication between
NLIP and the students. Sonya will be mailing out a package which will contain announcements, reminders,
and other pertinent information that you should know before you leave, so you will not forget anything
important When you get this package, make sure you review the package, read the contents and make
a checklist ofwhatyour needs are. Make note of some changes that have occurred since last summer. This
may affect your planning and financial needs, for example, the Prettie Residence is not allowing "cooking"
in the rooms due to fire regulations which are being enforced by the University. Only the townhouses will
have cooking facilities. Also no pets are allowed at the residences.
Timetabling for the classes posed a problem this year because of the way the Holiday weekends fall within
the month of July. Canada Day celebration falls on the weekend of July 1, 2nd and 3rd. (Friday is Canada
Day). That is why we have scheduled Registration for Sunday so that students can travel Saturday or Sunday
morning. Following our four weeks of classes, the next Holiday weekend "Civic Holiday" falls on July 30th,
31st and August 1st. This is the reason for planning 4th week workshops to end on July 28th so that students
can be home for this holiday weekend. Because of this tight schedule, I am sure we will experience some
pressure and frustration at times. Please be patient with us at these times, and one way of dealing with this
to help one another and support one another. The staff of NLIP have worked hard to plan and do as much
as they can as always.
NLIP staff and faculty who will be returning are: Gary Hannam, Jeanne Grubin, Reta Sands, Brian
Maznevski, Steven Chase, Chuck Fiero, Isadore Toulouse, Angela Moore, and Randy Valentine. Returning
faculty after being away for awhile are: Shirley Williams, Muriel Sawyer and Florrie Sutherland. New
faculty are: Joanne LaBelle and Alice Williams. Practicum Workshop instructors (4th week) are: Elizabeth
Achneepineskum, Kathleen Greene (new faculty), Jean Shawana, Jeanne Grubin, Brian Maznevski, Violet
Shawanda and Ernestine Buswa. Practicum Associates are: Violet Shawanda, Jean Shawana, Susan Sandau
(new faculty), Ernestine Buswa and Ron Kelly. Our Principal is Florrie Sutherland. Ojibwe courses will
be taught by Tom Beardy, and Laura James (new faculty). Returning is Karina Skov, our Children• s Program
Coordinator. We look forward to seeing you all. Thanks to your dedication, commitment and the knowledge
that you will be sharing with us. It will be another great summer.
John O'Meara, a long-time member of the NLIP faculty team will not be joining us this summer. He will
be on sabbatical for one year starting on July 1, 1994. A note to John: Gchi-miigwech for the assistance
and support you have given us. We wish you all the best in your endeavours during your sabbatical.
I hope the information above is helpful in your plans. If you have any questions about NLIP this summer,
we would like to hear from you. Our numbers are: (Lena) 807-343-8003; (Sonya) 807-343-8542 or (Judy)
807-343-8198.
Wishing you all happiness and good health!
✓
-.
-JZ-,,.__IJ./
Native Language in Ontario Vol. 9, No. 4
Page 1
�(jraduation 1994
Congratufations to tlie '}..[LIP (jraduates!
May 28, 1994 is the date set for the Convocation 1994. A social for the graduating class is planned right
after the graduation ceremony. This gathering will take place at the Bora Laskin Building in Room
BL1024 from 4:00 p.m to 6:00 p.m. Snacks and refreshments will be served. Don Abel was chosen by
the graduating class to be the Master of Ceremonies. A special guest Elder wilt be present to do an
opening ceremony. There will be guest speakers and presentation of awards.
5twaras:
Henriette Seyffert Native Language Memorial Prize. Virginia Henry will be the recipient of this
award which is for a student with the highest average in Native language courses. Virginia's average is
85%.
Cl� Valedictorian. Virginia Henry has attained the highest average of 83% in the NLIP Diploma
Program, and therefore will be the Class Valedictorian.
Best/ Hardest Worker: to be announced at the social (chosen by graduating class)
Best Sense of Humour: to be announced at the social (chosen by graduating class)
Graduation Poem
On this, My Graduation,
May I say Thank You...
for the Challenge to Grow,
for the Encouragement to Succeed,
for the Enthusiasm to Live,
for the Desire to Understand,
for the Wisdom to Laugh,
for the Ability to Love,
for the Eagerness to Share,
for the Opportunity to Learn.
Page 2
Native Language in Ontario Vol. 9, No. 4
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Lakehead University 1993
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�NEW PUBLICATION
SURVIVAL OJIBWE
Leaming Conversational Ojibwe in Thirty
Les.sons
by Patricia Ningewance
printed by Mazinaate Press 1993
Winnipeg, Manitoba
ISBN No. 0-9697826-0-8
Price $29.95
Available at Sweet Thursday Bookshop,
Thunder Bay. Ontario
Tel. #807-344-2866
or call Patricia at 204-774-8007
Note: Dialect of Ojibwe is from Lac Seul near
Sioux Lookout, northwestern Ontario
ANNOUNCJEMJENT
Arts and Crafts Fair
Sponsored by the NLIP Student Council
Thurs. July 14, 1994
at
Lakehead University
TheAgora
Set up 6:30 - 7:00 p.m.
Fairs starts 7:00 - 9:00 p.m.
NLIP students:
Bring yourArts & Crafts with
you when you come.
Page 4
KEN-TA-S00-WIN:
Native Language
Materials Database
April 1994
The Ken-Ta-Soo-Win project is building a collec
tion of information on existing Native language
teaching materials in the province. It was developed
to speed up the location of these resources for people
teaching, working, or studying in the field of Native
languages. The information covers all Native lan
guage families, dialects, grade and proficiency lev
els. Two hundred copies of the information we have
registered so far are being produced as a directory
type binder with tabs to divide the information by
language family.
The binders will be distributed to the Band operated
schools, the Federal and Provincial schools which
offer Native language classes, the Universities and
Colleges which offer certification of Native lan
guage teachers, and the Cultural Centres who par
ticipated in the project. People receiving a copy are
asked to complete a questionnaire by the end of June
to provide ideas on how to make this service more
effective and input for the direction this database
will take in the future.
It is our hope that this project will create a broader
awareness within the communities of our determi
nation to preserve the Native languages. If you have
Native language teaching materials that you would
like to see registered in Ken-Ta-Soo-Win, please
write or call. These entries will be included in our
updates.
For information or to register classroom materials,
contact: Ms. Jameson C. Brant, Database Coordina
tor, Ojibway and Cree Cultural Centre, 43 Balsam
Street South, Timmins, Ontario, P4N 2C7
Native Language in Ontario Vol. 9, No. 4
�KIDS FROM KANATA
Excerpts takenfrom their Poster Text 1993-94
Project Overview:
KIDS FROM KANATA is a national project that involves students in classrooms throughout Canada using
a computer network to discuss critical issues facing all Canadians today. Participating sites are organized
into triads with partners from distant locations in Canada. Each triad has one member site representing
Canada's Aboriginal peoples. Uoder headings of Environment, Health, Politics, Economics, Language and
Culture, classes use the network to interactively investigate and discover how different it is to live in Canada
from the perspective of their peers in the niad in other pans of the country. As well as their electronic
exchanges, students in each class also prepare K.ANATA Exchange Boxes to exchange personal and local
community items with their "buddy" sites.
Project Objectives:
KIDS FROM KANATA is all about discovering how computer networking technology can empower young
Canadians to become more involved in their own development and in the future of Canada. We believe that
the project has had and will continue to have far-reaching effects on the schools and communities involved.
•
Classes will explore the connections between personal, family, community and
national identity.
•
Participants will develop a shared and enhanced view of the many ways of being
Canadian and a deeper understanding of the wide range of issues facing the First
Nations peoples of Canada.
•
Participants will further refine their research, critical thinking, and problem solving
skills and have opportunities to put their learning into action.
•
Classes will be encouraged to take initiatives to publiciz.e their projects in the local
or national media and to seek support from various organizations.
•
Teachers will also have an electronic forum for their own discussions on a variety
of topics.
Some Highlights with KIDS FROM KANATA Project:
"Students were delighted to receive a personal message from National Chief Ovide
Mercredi and were able to send him their replies." (11 Nov.92)
"Christmas cards were exchanged electronically." (15 Dec. 92)
A message from Buffy Sainte-Marie. (8 Dec. 93)
A message from National Chief Ovide Mercredi. (3 Dec. 93)
"Curriculum Connection - writing, composing, editing, keyboarding, geography.
creative and critical thinking skills, ... to name just a few. There are a lot of
connectives in this project and many more can be made. It allows the classroom
teacher to make some relevance to the "outside world" about what is being done in
the classroom." (from Larry, 3 Jan. 93)
If you are interested in joining this network, or for more information, contact:
John Orr
Project Director
KIDS FROM KANATA
339 Wellesley St. E.
Toronto, Ontario
M4X 1H2
Tel. #416-922-7001
Fax: 416-921-5180
Native Language in Ontario Vol. 9, No. 4
Page5
�Cree lessons in store for
Saskatchewan police
taken from Regional Windspe.aker.
April 25 - May 8, 1994 issue page R7
written by Dave Leaderhouse
PRINCE ALBERT, Sask.
A northern Saskatchewan police department
is going trilingual.
The Prince Albert Police Department will
start classes in conversational Cree for its officers in
May, following recommendations in a report into
the shooting death of an Aboriginal trapper by an
avowed white supremacist.
In January 1991, Cree trapper Leo LaChance
was shot in the back by Camey Nerland, outside
Nerland's pawn shop. The self-proclaimed head of
Saskatchewan's Church of Jesus Christ Aryan Na
tions was later convicted of manslaughter.
A further inquiry into the affair resulted in the
Hughes Report, a critical study into the police �an
dling of the shooting. Among the recommendanons
there be a police officer fluent in Cree on duty at all
shifts.
"Cree was the language of Leo LaChance, and
if an officer fluent in that had travelled with people
in the ambulance to Saskatoon, it is possible that
more could have been learned from him about what
happened in the gun shop earlier that evening/'
stated the report.
The five-member Prince Albert police com
mission moved quickly in adopting this recommen
dation and beginning in early May, conversational
Cree classes will be offered to the66 officers and 22
civilian employees at the police department.
"We are trying to improve the quality of police
services delivered to the citizens of Prince Albert,"
said councillor Maria Lynn Freeland, who also sits
on the police commission. "We are working within
the circumstances we have. We are interested in
educating and training (our officers) about cultural
differences."
The program, which is voluntary, will run for
18 weeks with on-hour sessions each day Monday to
Friday. The content of the program will be geared
Page6
for conversational skills required by police offic
ers and department employees while at work.
Freeland expects approximately one-third
of the police force to enroll in the program initially
with the hope of more signing on once the benefits
of having the knowledge have materialized.
Police Chief Greg McCullagh indicated that
although this is the result of the Hughes Report,
other programs were offered previously.
"Prior to the inquiry, classes were offered,
but the instruction wasn't adequate and wasn't
meaningful for street policemen/' said McCullagh.
"The intention of the course is to provide conver
sational Cree that is best suited for policing.
When asked why doesn't the department
simply hire more Cree-speaking Aboriginals,
Freeland indicated of the 66 members, nine are
Aboriginal and plans for that number to increase
are already in place.
"That's been our goal for a number of years,"
said McCullagh. "We are continuing to look for
female and minority officers. The dilemma is that
there aren't many vacancies. Economically there
isn't room to expand."
"But we are trying to acquire Aboriginal
summer students," he said. "We have been doing
that for the past three years and it has been very
successful. We give them Special Constable status
and we feel it benefits the individual and exposes
them to policing. It helps build bridges. It benefits
our members as much as the summer students. It
has been really well accepted."
Although it is a small step in closing the gap
between the Native and non-Native communities
of Prince Alben, response to the proposed project
has been favorable , according to a local barrister.
"I appreciate the fact that they are ta1cing
some initiative to deal with it," said Gerald Morin,
a Prince Albert lawyer who represented the
LaChance family at the Hughes inquiry. "How
they maintain it on an individual basis will be
important. If they are taking it for the sake of
having a certificate on the wall then they are
missing the boat. But the process for which they
are enhancing relations (with the Aboriginal com
munity) is commendable on their part."
Native Language in Ontario Vol. 9, No. 4
�RETRIEVING AND PRESERVING FIRST NATIONS'
LANGUAGES AND CULTURES
2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS'
EDUCATION CONFERENCE
Date: November 3, 4 & 5, 1994
Location: the Ontario Institute for Studies in Education (OISE)
252 Bloor Street West, Toronto, Ontario
This conference will be ofparticular interest to anyone involved in the provision of education to First
Nations' Students
Keynote Speaker: ELIJAH HARPER
Planning Team
Joanna Bedard, Director, Woodland Cultural Centre, Brantford
Bryan LaForme, Director of Education, Mississaugas of the New Credit First Nation
Randy Sault, Executive Director, Mississaugas of the New Credit First Nation
More than 300 delegates participated in the highly successful 1st Annual Conference on Critical Issues
in First Nations' Education held in Toronto this past November. The format includes plenary and
keynote speakers facilitated discussion groups, and concurrent sessions on various First Nations'
languages and cultures.
A no cost, optional pre-conference is being planned for Thursday, November 3, to be held at the
Brantford Woodland Cultural Centre; transportation, luncheon, museum tour and program included.
First Nations' arts and crafts displays will be ongoing throughout the conference.
I/you wish to participate in the displays, please contact OCLEAfor details
Registration Fee: $250.00 + 17.50 GST = Total Registration Fee (conference only) $267 .50
Special Group Rate: 3 for $625.00 + $43.75 GST = Total Group of 3/$668.75
(each additional person $222 .90)
If you wish to be on the mailing list to receive further information as it becomes available, please
contact the administrators of the conference, listed below:
The Ontario Council for Leadership in Educational Administration (OCLEA)
252 Bloor Street West, Suite 12- 1 15
Toronto, Ontario M5S 1 V5
Telephone: (416) 944-2652
Fax: (416) 944-3822
Native Language in Ontario Vol. 9, No. 4
Page ?
�Equay-wuk graduates second class of Native
interpreters and translators
taken from Wawatay News April 21, 1994 Vol. 21, No. 8 by Dana Milne
SIOUX LOOKOUT-Arc you looking for a Native language interpreter or transla
tor? There are six more to choose from since Equay-wuk's ttaining program
wrapped up.
James Begg, Ernest Begg, Irene Binguis, Myra Quequish, Lizabelle Spade
and Anna McKay received their certificates as syllabics translators and Native
language interpreters April 14, during a graduation ceremony held at Equay-wuk in
Sioux Lookout.
"I am very proud of my Native language, and I cherish the gifts that my
parents and my reserve have given me," said graduate Anna McKay, who will head
back to Big Trout Lake now that the 30 week course is over.
"I would like to see other young people keep our language. It is a gift that we
have to use for the future," she added, looking at her certificate proudly.
McKay was part of the second group to graduate from Equay-wuk's Syllabics
Translator/Interpreter program, which was offered once before with the funding
help of the Sioux Lookout Area Management Board.
The program's instructor, Emily Mitchell, explained the classes involved 18
weeks of classroom instruction and 12 weeks of on-the-job training. Training sites
included the Sioux Lookout Zone Hospital, Tikinagan Child and Family Services,
Equay-wuk, Independent First Nations Alliance, Northern Nishnawbe Education
Council and Wawatay Native Communications Society.
It was a challenge, and it takes time," James Begg laughed, recalling the
painfully slow process of mastering the different sounds and symbols that are
incorporated into syllabics writing.
To register in the course, students had to speak either Ojibway, Oji-Cree or
Cree, but after the classes, Mitchell added, they can now basically interpret for any
of the languages.
The students don't have full-time jobs lined up so far, but Mitchell says there
is an open market for freelancing and temporary conttacts.
"I, myself, get a lot of requests to do ttanslations for different bands," she said
adding the judicial system and the hospitals are always asking for interpreters. and
more and more business groups and government departments are publishing docu
ments in English and syllabics.
Even if the graduates don't find work right away, Mitchell emphasized, they
have learned something that can never be taken away from them. "Speaking the
language everyday and learning how to write it helps to reinforce our culture."
Page 8
Native Language in Ontario Vol. 9, No. 4
�SELECTED PAPERS FROM THE 1988 AND 1990 MOKAKIT
CONFERENCES
1988 - "Regenerating Our Languages" &
1990 - "Empowerment Through Theory & Practice"
"A Community-wed Immersion of the Okanagan Language" - Jeannette C. Armstrong
"Learn to Listen, Listen to Le.am" - Cynthia Chambers
"Language Education for Native Children of Northern Ontario" - Emily J. Faries
"Beyond Pidgeonholing: Communicating Less Prejudice in the Classroom Toward Native People" - Richard Fiordo
"Sernilingualism" - Betty Harnum
"'The Transfonnation of Practitioners" - Yvonne M. Hebert
"French Immersion Programs" - WR. McEachern
"Lesson from Language Acquisition: Reports on a Study of Oji-Cree First Language Leaming in the Home" - Mary Upper
"Cree Text as a Source of Cultural and Linguistic Knowledge" - Freda Ahenakew
"Coyote's Story about Orality and Literacy" - Jo-ann Archibald
"The Box and the Circle: Two Systems of Life - A Model for Understanding Native/Non-Native Issues" - Jann De"ick.
"Aboriginal Teachers as Organic Intellectuals: A Report on the Teaching of a Course Focusing on Anti Racist Education and
Critical Pedagogy" - Rick Hesch
"Children's Books Without Bias on Contemporary North American Indian Life" - Elspeth Ross
"First Nations Freedom: A Curriculum of Choice" - Lynne Jorgesen
The above selected papers are available for $20.00 each from:
Mokakit Education Research Association
First Nations Longhouse, U.B.C.
1985 West Mall
Vancouver B.C.
V6T 1Z2
Phone: (604) 822-5023
Fax: (604) 822-8944
A Note from the Native Language Instructors' Program
If you are a recent NLIP Graduate and you would like to
remain on our Newsletter mailing list, or you know someone
who would like to receive this valuable resource,
please contact the NLIP office at (807) 343-8198.
Native Language in Ontario Vol. 9, No. 4
Page 9
�ON THE POW-WOW TRAIL............. 1994
1.
Long Lake #58 Pow-wow
June 10 - 11 - 12, 1994
For More Information Contact:
Shirley at (807) 876-2962 or (807) 876-4255
or Patrick at (807) 876-4269
2.
Whitesand Traditional
June 17 - 18 - 19, 1994
Armstrong, Ontario
For More Information Contact:
Gary (807) 583-2177
Fort William First Nation - Mount McKay
July 1 - 2 - 3, 1994
For More Information Contact:
The Band Office at (807) 623-9543
3.
Pie 50 Heron Bay First Nation - Hwy #17
July 8 - 9 - 10, 1994
For More Information Contact:
The Band Office at (807) 229-1749
4.
Red Rock/Lake Helen First Nation - Nipigon
July 15 - 16 - 17, 1994
For More Information Contact:
Dolores at (807) 887-2414
7.
Pie Moben Pow-wow - Hwy #17
July 29 - 30 - 31, 1994
For More Information contact:
The Band Office at (807) 882-2134
8.
Pays Plat First Nation - Hwy #17
August 5 - 6- 7, 1994
For More Information contact:
The Band Office at (807) 824-2541
9.
Rocky Bay First Nation - Macdinnid
August 12 - 13 - 14, 1994
For More Information contact:
The Band Office at (807) 885-340 l
10. ..David Charles Days" 1 week long event
August 15 to 21, 1994
Contact Ginoogaming First Nation
(Long Lake #77)
(807) 876-2242
Whitefish Bay Pow-wow
$40,000 prize money available
July 8 - 9- 10, 1994
For More Information Contact:
Andy White at (807) 226-1155
5.
6.
• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • ••
•
•
••
•
••
••
••
C01{(j1(.9L'T'UL.91.'TI09\[S 'TO:
51n n ie £oon
:/{£IP (jraduate !May, 1993
••
••
••
•
••
•
••
••
••
•
••
••
�cipien t tlie 1992 - 93
•
••
••
'Dr. :Jlenriette Seyffert !Memoria£ Prize
••
in
••
••
:J{ative Lang uage Stuaies
•
••••••••••••••••••••••••••••••••••••••••••••••••••••••••
of
Page 10
Native Language in Ontario Vol. 9, No. 4
�The Department of Indigenous Leaming & The Indigenous Leaming
Centre Announce the First Annual Biennial
ABORIGINAL PEOPLES' CONFERENCE
ON
October 14, 15, and 16, 1994
Theme: Indigenous Leming
Place: Lakehead University
Thunder Bay, Ontario
CALL FOR PAPERS & PRESENTATIONS
All proposals will be considered
Suggested areas include, but are not limited to:
• Exonomic development
• Treaties and land claims
• Legal issues and strategies
• Education
• Non-status issues
• Survival of native languages
• History, Anthropology, Archaeology • Literature
• Indigenous Philosophy
• Science and Technology
• Cultural Traditions
• Indigenous Art
Selected papers and abstracts of all presentations will be published in a Proceedings.
Submission Guidelines:
Prospective presenters are invited to submit abstracts for papers in subject areas of Indigenous Learn
ing. Proposals for complete sessions or panels on particular topics will be considered as well as propos
als for individual papers.
Each proposal must contain the following:
• Abstract of paper (150 words)
• Title of presentation
• Name and titles of author(s)
• Biographical note (50 words or less)
• Name, address, telephone, fax numbers of person to be contacted
• Special requirements for presentation
Submit proposals to:
Dr. Douglas A. West
Department of Political Studies
Lakehead University
955 Oliver Rd.
Thunder Bay, Ontario
P7B 5K7
Telephone (807) 343-8304
Fax (807) 346-7831
Deadline for submission is June 1, 1994
Native Lan,rnage in Ontario Vol. 9. No. 4
Pae:e 1 1
�INTERRELATIONSHIP OF
NATIVE-AS-A-SECOND-LANGUAGE (NSL) AND
FRENCH-AS-A-SECOND-LANGUAGE (FSL) PROGRAMS
Policy Memorandum 110 from the Ministry of Education of Ontario
In the context of NSL implementation, this memo
randum clarifies the relationship between NSL
programs and FSL programs offered by school
boards to students in elementary and secondary
schools.
School boards are encouraged to offer the NSL
program if fifteen or more students want NSL
instruction and a qualified NSL teacher is avail
able. School boards may offer the program for
fewer than fifteen students, after considering the
feasibility and cost of the program.
The NSL program must be based on the curricu
lum guidelines Native Lan�ua�es, Part A: Policy
and Pmwun Considerations. 1987, which pro
vides direction for the organization of courses of
study for a Native language in the Primary, Junior,
Intermediate, and Senior Divisions. It is recom
mended that school boards design their NSL pro
gram in such a way that students may enter it at one
of four entry points - the beginning of the Primary
Division, the beginning of the Junior Division,
Grade 7, or Grade 9. Instruction in the Native
language is to be offered during the school day.
Students must receive French instruction in every
year from Grades 4 to 8 and must accumulate a
minimum of 600 hours of French instruction by the
end of Grade 8, as outlined in Policy/Program
Page 12
Memorandum No. 58. However, students are to be
exempted from FSL if their parents or guardians
feel, after consultation with the principal, that it is in
their best interests not to take FSL. If parents or
guardians want their children to take the NSL pro
gram and to seek exemption from FSL, exemption is
to be granted.
In elementary schools where the parents or guard
ians want their children to participate in both NSL
and FSL, school boards will have to make arrange
ments to accommodate both language programs.
Case studies drawn from schools that are currently
offering both NSL and FSL instruction are de
scribed in the newsletter NativeLaoKYaiSfsMonitor
that accompanies this memorandum.
Once an instructional sequence in NSL has begun,
NSL must be offered to students through to the end
of secondary school. Two credits are to be offered
in each of the Intermediate and Senior Divisions.
Those students who chose to take only NSL in
elementary school and who do not wish to take FSL
in secondary school may be permitted by their
principal to substitute a compulsory credit course
for the compulsory credit in FSL, as stipulated in
OSIS (section 4.10), but who chose to take only NSL
in elementary school, principals are encouraged to
offer credit courses in Introductory French, as out
lined in Policy/Program Memorandum No. 86.
Native Language in Ontario Vol. 9, No. 4
�HELPFUL HINTS FOR STUDENTS
Coming to L. U. for NLIP 1994
When packing for your stay in Residence, it is important to be organized. Space in your
room will be limited.
CLOTHING: Besides the clothing you will need for classes, it is necessary to consider
other activities you will be involved with. You may find yourself in a dress-up situation for a
night out or at a Pow-wow. Do not forget appropriate clothing for "Student Teaching".
SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball
glove and bat, and a frisbee. If you bring a bicycle, bring a chain and lock also.
STOVE AND FRIDGE: Both are available In theTownhouses only. If you are staying in
a townhouse, please bring your own dishes, cooking utensils, pots, pans etc. Cooking will not
be allowed in the Prettie Residence due to Fire Regulations. People in these residences must
purchase the meal plan from the University.
To make your stay during the Summer School comfortable, you may want to bring some of
these items with you:
SUGGESTED ESSENTIALS
extra blanket
clothes hangers
extension cord
laundry detergent
soap
shampoo
towels
dish towels
needle and thread
drinking glass
OTHER USEFUL ITEMS
extra table lamp
iron
kettle
toaster
radio
hair blow dryer
fan
COURSEWORK MATERIALS
colored markers
pencil sharpener
paper punch
pens
notebooks
scissors
scotch tape
masking tape
glue stick
stapler
Samples of Work:
lesson plans, audio visual materials, games, puzzles,
children's work, tape recordings of music, stories or lessons.
and lastly......
* Residence fees must be prepaid or paid upon arrival, failure to do so will result in lockout
• Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's
declaration form stating otherwise.
" NO PETS WILL BE ALLOWED
(807)343-8198
For more information, call the N.L.I.P. Secretary at:
Native Language in Ontario Vol. 9, No. 4
Page 13
�NLIP SUMMER '94 ANNOUNCEMENTS
FOR RETURNING AND NEW STUDENTS
BORA LASKIN FOOD SERVICE
SUMMER SERVICES (NLIP)
HOURS OF OPERATION
MONDAY TO FRIDAY 8:15 a.m. - 1 :30 p.m.
MENU
Assorted Packaged Sandwiches
Packaged Salads
Pizza
Snack Foods
Coffee, Juice, Can Beverages
Weekly BBQ's
(outdoor seating)
PURCHASE A DECLINING BALANCE MEAL PLAN AND AVOID TAXES ON ALL YOUR
FOOD PURCHASES - A 15% SAVINOS
Versa is pleased to be able to provide this service to the Native Language Instructors' Program.
Operation will begin on Sunday July 3, 1994 from 1:00 to 4:00 p.m.
IS PL'E!itS'E'lJ 'TO M{'J,£O'W{CE Tllf4.'ISO'll'VE9{/'E�'T-S!J{I�'IS,
Tl{.9l'VE.L M'll(jS, !Jf.91.'IS, S'WEJit'IS!J{I� M{'lJ J.9lCXJ:,'IS 'WILL
'lJ'E .9l'V.9lIL5t':BL'E, � f4.(jf4.I9{ 'WIT.JlTJ{'E, !){'£LP O:f
MfULO'J{S C0$:!>01(f4.PE IM!Pl{.'ESSIO'J{.S.
:furtfur infonnation wi[(fo{fow in yourfinal mailout in June.
Page 14
Native Language in Ontario Vol. 9, No. 4
�Native Authors
•
• •
Ferguson Plain
Author of
EAGLE FEATHER
LITTLE WHITE CABIN
AMIKOONSE
Ferguson Plain is an Ojibwa artist from the Samia Indian Reserve in Samia. Ontario. Ferguson is self
taught and all his works are based on Ojibwa culture. He combines elements of realism and mysticism
in his drawings and paintings and uses various mediums including acrylic. graphite pen and ink.
Fergusons's artwork is seen in many art galleries around the London area.
Ferguson received his teaching certificate from the North Bay Nipissing University. He is a teacher of
Native Education and resides in London, Ontario.
In 1993, Ferguson was awarded the Commemorative Medal for his significant contribution to Canada.
Below are brief descriptions of his books:
EAGLE FEATHER - A young Ojibwa boy grows up with his grandfather's teachings and learns the
values of lifethrough the lessons of history, culture and the natural environment. His willingness to
learn these important life-values gives an additional sense of accomplishment to his grandfather's life
and, in return, the grandfather gives his Eagle Feather to the young boy. This act of giving is an honour
among the Native people who revere the all-seeing messenger of the Creator, the eagle.
ISBN: 0-921827-12-1; 48 pp. 9x8, b/w illus., $6.95
LITTLE WHITE CABIN - is a touching account of a young boy's acquaintance with an ELDER.
This story tells of how the friendship develops, flourishes and ends ... or does it?
Through this story we know of the imponance of learning from our Elders and how sharing keeps our
culture and beliefs alive.
ISBN: 0-921827-26-1; 48 pp, 9x8, b/w illus., $6.95
AMIKOONSE - Amikoonse has never known his true place in the world. He must discover his
identity, spiritually and physically, in order to achieve his destination in life. With help from ol' owl.
Amikoonse takes a journey through the woods to find himself.
ISBN: 0-921827-34-2; 32pp, 9x8, colour illus., $9.95
Native Language in Ontario Vol. 9, No. 4
Page 15
�NATIVE AS A SECOND LANGUAGE FOR CHILDREN
JULY 4 - JULY 22, 1994
SPONSORED BY: Native Language Instructors• Program
Lakehead University
These classes are for children wishing to study Native As A Second Language. The classes
are designed to develop and enhance a student's awareness of Native Culture and to develop
communication skills in a Native language. The classes will comprise of class time, outdoor
activities and field nips. Children aged five years to founeen are invited to participate.
COURSE INFORMATION
LOCATION:
DATES:
TIME:
FEE:
Presents
Indian Faces
�,I;
Bora Laskin Building, School of Education
July 4 - July 22, 1994
8:30 a.m. - 12:30 a.m.
Free
<la-J'a..V
with host Cllarlolle Childs
"
Broadcast at 2:05
Friday Afternoons
b.o<A•<I Cl (•'IJ'bo-f>J'b'
o-~fl<tib-..!r' l1"·b<IACI'J'b'
OC•<IU
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V<ICA,r-4' ro..
V<i!,,r l>.•C
r•l>.n.-'
l)>\,13,l,.,l <lrJ'LV'
A weekly Cre&'Ojibway
language program
featuring
music:,
legends and inlerviews
by lhe Indian People or
Nonhem Ontario
Page 16
CBC. ciii•• Thunder Bay
Native Language in Ontario Vol. 9, No. 4
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BOOZHOO
G I I SH P I N
M Z I N I GA N
MZ H I W E N S
MAAMP I I
B y : "An i shnaabe Zh i i b i i gew i n " Proj ect : W a l p o l e I s l and
�A N I S ri N A A B E Z �i l o f I G c W I N
Why Puzzles in Language Teaching?
Puzzles and games can be characterized in terms of three general instructional objectives:
• knowledge of specifics
• knowledge of entire messages, and
• development of communication skills
Here is a summary with six main points:
1.
They are learning enhancers.
2.
They are motivational stimuli .
3.
They can be easily constructed and keyed to instructional objectives.
...classroom experiences of many teachers suggest that puzzles and games are
beneficial to language learning.
... game-playing fosters a positive attitude towards the language being learned.
...the teacher can select the appropriate puzzle or game to accomplish a learning
task once it has been determined. They are useful primarily as recall and
reinforcement devices.
4.
They must be synchronized to the learners' age and level of competence.
S.
They should be used carefully.
6.
They should involve the students as much as possible.
... the activity should not be beyond the students' capabilities.
... they should never be employed as "time-fillers." The learners should be
made to understand that they are part of the curriculum. The teacher should also
keep in mind that too much use of puzzles and games is not desirable .
.. .the puzzles and games can be constructed by the students themselves. This
will shift the focus from language teaching to language learning.
Soun:e: Danesi. Marcel. AGuidetoPuzzles and Games in Second Language Pedagogy.
Toronto: The Ontario Institute for Studies iil Education, 1985.
Page 18
Native Language in Ontario Vol. 9, No. 4
�Lakehead Anishinaabemowin Educators
Last fall, a group of Native language educators living in Thunder Bay began to organize for the purpose
of networking and communication, a forum where teachers and other interested Native language educa
tors can share their ideas, suggestions and concerns and support each other in their work. This group
also supports NLIP with information and plans. Monthly meetings have been held and the group needs
to establish goals and objectives which would focus on Native language education. At the last meeting
held on May 4, 1994, it was decided by the group that we ask for input from you. We need your help.
Any information you provide will be used to establish these objectives. Please complete the form and
mail to the NLIP office, Attn: Lena Odjig White, or you may fax this form to 807-346-7746. Deadline
is June 17, 1994. If you need further information, please give Lena a call at 807-343-8003.
Please complete both sections, A and B.
Questionnaire
SECTION A: (gives objectives commonly expressed by Native language teachers)
Select your choices.
__ 1. Need salary grid for Native language teachers
__ 2. Development of curriculum and resource materials
__ 3. Professional Development workshops
__ 4. Strategies for community involvement
__ 5. Language Research
__ 6. To educate school boards and general public on Native language issues
__ 7. Elders' involvement
__ 8. To utilize available technology in language development
__ 9. Need for training program for translators/interpreters
10. ............................................................................ .
SECTION B:
List your ideas on what Lakehead Anishinaabemowin Educators should consider:
2.
3.
4.
5.
6.
7.
8.
Native Language in Ontario Vol. 9, No. 4
Page 19
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (4), May 1994
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Universities
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1994-05-01
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Faculty of Education, Lakehead University
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��Order your examination copy today!
A Concise Dictionary of Minnesota Ojibwe
John D. Nichols and Earl Nyholm
The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise
Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe
English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match
between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language
added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word
Re.source Book published in 1979.
Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person
and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are
clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout,
and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm.
Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties
in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern
Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's
Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history,
language, and literature.
PAPER $9.95
ffl
CLaTII $19.95
320 PAGES
23 LINE DRAWINGS
At bookstores or from
University of Minnesota Press
111 Third Ave. South, Suite 290
Minneapolis, MN 55401,2520
Toorder, call
Please send books to:
To examine for classroom adoption:
Please fill out this fonn or send your
request on departmental letterhead to the
above address. Paperback books are avail
able for a $7.00 processing fee per copy
(that includes shipping and handling).
Payment must accompany request (credit
cards not accepted for examination
copies; no phone orders, please). Only
paperback copies of the Concise
Dictionary are available for examination.
1.-800.-388.-3863
Name______________________
Address ____________________
City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___
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�OJIBWEMOWIN
Ojibwe Language Publishing
6205 114th Place North
Champlin, MN 55316
612-427-3777
fax: 612-427-3988
ORDER FORM (All prices are in U.S. Funds)
PRICE
Text (series one)
$45.00
Workbooks (3)
$45.00
Student Activity Tapes (3)
$25.50
QUANTITY
SUB-TOTAL
$25.50
Student Package
flashcards (3 sets of 7 categories)
$45.00
Teacher Package
flashcardsNAI verb rule/teacher
manual/student activities/cultural
content information/VAI bingo/
animal bingo/number bingo/animal cards
TOTAL
term: net 30 days upon delivery
Name: __________________________
Address: _________________________
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Date: _______
Purchase Order#__________
Money Order enclosed (U.S. funds) Amount _________
Special instructions: -------------------------�-
Native Language in Ontario Vol. 10. No. 2
Page 19
�NEW RELEASE
from Ojibwe Language Publishing
OJIBWEMOWIN
Ojibwemowin is a highly functional study series designed to
develop Ojibwe language skills. This program combines
text, workbook, and oral studies for an extensive learning
expenence.
Features of the program include:
- A focus on culture with language study.
- A chapter by chapter building block approach to
learning the Ojibwe language.
- Charts, maps, illustrations, and photographs that help
link culture, history, and language together.
- Activities, exercises, and review in each ell.apter.
- Activity and audio tapes reinforcing oral skills.
- A supplemental CD ROM interactive computer
software package.
OJIBWEMOWIN
teacher package
The following are included in the teacher package.
Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green),
VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18.
Animal Cards: Consist of 40 drawings of animals, birds, and fish.
VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies.
If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students
how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense
markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making
individual transparencies.
Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the
plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom
exercises. They are found throughout the teacher manual.
Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3
categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call
cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with
their respected bingo packages.
Page 18
Native Language in Ontario Vol. 10, No. 2
�ANNOUNCEMENT
The Native Language Instructors' Program is pleased to
announce
that the 1995 Application Packages
will be available in January.
If you do not receive your package by January 31, 1995
or you would like additional packages,
please contact
Sonya Bruyere
at
(807) 343-8542
RESOURCES
Manitoba Association for Native Languages, Inc. (MANL)
119 Sutherland Avenue
Winnipeg, Manitoba R2W 3C9
Telephone #204-943-3703 Fax #204-947-6564
The following is a list of some materials available from the Native Language Development Centre.
To acquire a complete resource list, please contact MANL.
Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05
Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape.
$16.05
Syllabic Book Markers
$ 2.72
Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape,
$16.05
K.I.M. Aboriginal Language Materials Kit
(make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.)
$330.00
Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two
Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science
(Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on
these books, please call MANL.
Native Language in Ontario Vol. 10, No. 2
Page 17
�Taking Charge
of Change
A Conference on
First Nations Education
March 7, 8 & 9, 1995
London Ontario
First Nations are taking
responsibility for
providing quality
community education.
Steps toward self
governance are guided
by a vision of education
which shows respect for
the relationship
between the individual,
the community and the
environment.
This Journey toward
self-determination
requires planning, a
commitment to service
and wise resource
management.
This conference -
Taking Charge of
Change - is designed to
support First Nations in
effective educational
governance, resource
management and
programming.
The journey towards taking control of First N,,tions education can be a struggle At this
conference both the benefits and limilat1ons of strategies will be presented by peci;,le who
are struggling every day to make excellence in Frrst Nations education a reality. A case·
study approach will be followed when appropriate. Personal stones; personal journeys will
explore the link between quality education and the he;ilth of the community.
T..1(11'() CHAAOE a OuRSn'IES
MAHI.GlNO
OuR
RESOURCES
WISELY
Pv.NNINO
FQn THE
Fun.me
Hu.P1HO EACH OrtteR
PAOVlDING SERVICE Sfl.FlESSl.v
-<?- Educational Governance
For those pet30ns involved in educational governance the
conference will provide information that will assist in:
• determining community expectations, needs, resources;
• setting direction and poUcy;
• formulating short and long range plans;
• evaluating progress;
• communicating with the school and community;
• information management;
• interacting with second level service agencies and other
educational organizations;
• financial management
-<?-
-<?-
Ecological Healing
Excellence in education is achievable when the community is healthy, when the
community is able to maintain a balance o( peaceful relations between its members . This
concept of ecological healing is a major concern of the conference. Healing strategies will
include the following:
• conflict resolution strategies;
• interpersonal skills development;
• the healing of Mother Earth as an aspect of healing the individual and the community;
• community healing;
• healing the healers.
PLAN NOW TO ATTEND
Taking Charge of Change
A Conference on First Nations Educatio,i
March 7, 8 & 9, 1995 • London Ontario
Details on Specific Workshops and Seminars and Registration Information
will be sent lo you in the next few months.
17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First
Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.)
Mark your calendar and check your budget{
Programming
For those persons given the responsibility of program
delivery, support and supervision, the conference will
provide information that will assist in:
• curriculum development and evaluation;
• designing Native Language/Cultural programs;
• staff supervision and development;
• meeting the special learning needs and strengths of
students;
• effecth·e teaching in communication, the arts and
science/mathematics/technology;
• developing problem-solving skills;
• recognizing and dealing with stereotypes in the
classroom and in the media
EARLY BIRD PRE-REGISTRATION
• Daily rate of $100 per day
• 30% off regular rate of $300 for three days
For further information, direct correspondence to:
Steering Committee, Taking Clrarge of Clrange,
c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2
Convtntr
Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve
Advlso.,
Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation,
Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation,
J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l,
Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity,
Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc,
Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on,
F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve
Transfonning Vision into Reality for First Nation Education
�We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario
with a note dated September 22, 1994. Her message says,
"Staffand NL.I.P. Facuity and Fellow Students
Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to
all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux
Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your
kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I
also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou
His many Blessings.
All Our Love,
from Rose Nadjiwon
& All Our Families"
Gchi-Miigwech sa!"
This article was taken fonn Anishinabek News, November, 1994
New Treaty Research Coordinator Introduced
Aaniin. Ernie Sandy ndish nekaaz.
The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union
of Ontario Indians.
Some of my duties and responsibilities include consultation with First Nations, coordination of services,
advice and technical support, assisting in the development and submission of claims, sharing knowledge on
federal policies and the application of them towards the advancement of claims and aboriginal rights. In short,
to keep you as up-to-date on the latest treaty developments as possible.
A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside
with my wife and four children at Chippewas of �-------------------.
Rama First Nation. I am a graduate of the University
of Western Ontario in Canadian History and Politi
cal Science. I have been incolved with Native issues
and concerns for over ten years.
I will be visiting with First Nations who are
interested in pursuing treaty issues. My goal is to
spend more time amongst our people to allow for
personal interaction.
Miigwetch!
Ernie Sandy
Note: Some ofyou may recognize Ernie from our
Program. He has helped many of our students get
into our Program and has been here himself. The
Native Language/nstructors'Program wouldlike to
congratulate Ernie on his success.
Native Language in Ontario Vol. 10, No. 2
Page 15
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Wood l an d
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20 Body Chart Handouts
1 Classroom Body Chart
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For information on costs and ordering please call:
Additional story books may be ordered separately,
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Each EarthLore Woodland Teacher's kit contains:
NUMBERS,
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he EarthLore Classroom kit contains 7 professionally
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�This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994
By Jacqueline Louie, Miner and News Staff
Parents key to education, says speaker
In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their
parents are interested in what they do in school. Their parents' interest shows youngsters that education is
worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third
annual education conference in Kenora.
Her dream for education is that schools will become the heans of their community, with everyone
working together to achieve that goal.
"If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First
Nations across Ontario and Manitoba. "When parents and the community are involved with schools,
everybody wins."
Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway
House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building
pannerships.
"Research shows when parents and the community support each other, children have higher grades and
test scores and a positive attitude about themselves - 'I can do it.•
Schools with high community and parental involvement are generally more successful, and a greater
degree of parental involvement leads to a greater degree of success in students, according to Peden.
"Parents are their children's first and most important teachers," she said.
She defines a pannership as a relationship in which people share, work together and support each other,
where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and
honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was
wrong, forgive me,' she told the audience.
"We have to be able as human beings to say, 'Let's try again.• That's what we in education must set
up so our children will succeed."
In her grandparents' time there was no formal school. Instead, children learned within their
surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home.
Everyone was a panner in education because everyone contributed.
"Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave
you heck," Peden said with a smile.
That community partnership changed when the government opened residential schools. Some native
children as young as six had to leave their reserve in order to attend school, and parents became silent
bystanders, she said.
But now reserves have their own schools, and communities can once again be equal partners in
education, according to Peden.
Native Language in Ontario Vol. IO, No. 2
Page 1 3
�This article appeared in Wawatay News, November 3, 1994
Elders share rich vocabularies for
Native dictionary project
by Bryan Phelan
A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First
Nations elders in dictionaries and grammar books before they are lost forever.
A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't
be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the
languages.
Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project,
notes that sadly, there have been several deaths of district elders in recent months.
"It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never."
Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is
one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record
tenninology and fonns of grammar.
The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books,
expected to be ready for publication by the end of December and distributed to First Nation schools in 1995.
Ningewance is the project field worker assigned to the district's Ojibway First Nations.
It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown
up with parents who were fluent (in Ojibway) and knowledgeable," she says.
In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders.
"Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the
material was going to be used for, they were extremely helpful and enthusiastic to share information."
While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances
to constellations.
Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words.
But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and
plants.
As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to
cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says.
Mishkecgogamang elders also named 65 different types of birds and ducks.
"A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains
Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.•
"A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly
affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago."
Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying.
"I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be
interesting reference materials, not just a bunch of words."
Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary,
including tenns of respect, kinship and clan membership specific to Ojibway people.
To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet
system.
All of the infonnation is then stored in the laptop computer that accompanies her on her travels.
It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite
terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik.
Page 12
Native Language in Ontario Vol. 10, No. 2
�This article appeared in Wawatay News, November 3, 1994
Native language dictionaries developed for
Sioux Lookout District
by Bryan Phelan
Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools
by next year.
Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as
part of a Native language development project for the district
The project is managed by a steering committee including representatives from the district's four First Nations councils,
Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education
and Training.
Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93
survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are
gone, Ojibway and Oji-Cree will no longer be spoken languages in our North."
But project participants hope that producing Native language dictionaries for elementary and high school teachers and
students will help prevent that from happening.
The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian
and Northern Affairs Canada.
Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who
coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher
at Lakehead University's Native language instructors program.
Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance
(Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree).
The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology
and forms of grammar.
"For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to
do a good job," says Ningewance.
She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also
footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud
of their language."
Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a
huge burden on the teachers, who must not only teach but continually develop their own materials."
Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00
of their own Ojibway syllabics books.
An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with
a local Ojibway language commiuec to come up with vocabulary lists.
Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the
curriculwn coordinator at Eenchokay Birchstick.
She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway
Language now used in Pikangikum was first published way back in 1853.
Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new
resources will not only help students, but also young adults who already speak the language but often mispronounce words.
"There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway
my I IJ-year-old niece spcaks... My kids don't speak the language."
Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their
language skills.
"We're limited by our budget and by the time we have available," he explained. "There will probably be things that we
miss ...(but) these can be pointed out, and later editions of the dictionaries can include them."
When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to
develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District.
"If we look at successful First Nation language programs in other places, we find that generalized and standardized
curricula and materials are central to the programs," says Valentine.
For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the
foundation for the East Cree program was the development of a dictionary and grammar.
"We arc seeking to provide the same foundation for northern schools in Ontario," he says.
Native Language in Ontario Vol. 10, No. 2
Page 1 1
�Anishinaabeg Onkwehon:we Language Consultants
of Southern Ontario
Woodland Cultural Centre
Brantford, Ontario
BACKGROUND
In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation
with the Ministry of Education. The program offers and provides assistance and support in the implementation
of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has
since been transferred to First Nations Cultural Education Centres in Ontario.
MISSION STATEMENT
The Language Consultant Programs' mission is to assist with the preservation, revitalization, and
maintenance of all First Nations Languages.
PROGRAM DELIVERY
• implements usage of the Ministry of Education 1987 NSL Guideline,
its philosophy, content and elements.
• Provides and assists with the development of sample courses of study which
include themes and units, in consultation with B oards of Education,
Federal and Band operated education authorities.
• Provides a listing of language resources available for the language groups served.
• Provides and organizes in-service training.
• Encourages the use of current teaching methods in the classroom.
• Assists with and encourages language resource material development.
ASSISTANCE TO THE NSL TEACHER
Includes:
• Classroom program observation
• Consultation and demonstration
• Identification of resource materials
• Establishment of networks among schools offering
NSL programs and colleagues who teach NSL.
ACCESSED BY
• Directors of B oards of Education, and principals of Provincial and First Nations Schools
• Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant.
FEE FOR SERVICE
As this is a First Nations Program there is no fee to First Nations schools on reserve.
Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00
per half day or any part thereof, plus travel, accommodation and meals.
For more information Contact:
Language Consultants Program
Phone: (519) 759-2650
Fax: (519) 759-8912
Anishinaabeg Consultant Ext: 229
Onkwehon:we Consultant Ext: 236
or write to:
Woodland Cultural Centre
Consultants Program
P. 0. Box 1 506
184 Mohawk Street
Brantford, Ontario
Pal!e 10
Native Lan_gua_ge in Ontario Vol. 10, No. 2
�"The Little Pile of Wheat" - (p. 4 of 4)
Lesson 4:
Focus on ant and wheat.
Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the
story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out
bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants
in Your Pants" and dance.
Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna.
Have rice pudding with raisins (ants) for snack.
Lesson 5:
Review the story.
- children sit in a circle;
- read story in Ojibwe with children helping with words;
- use flash cards to help them.
Evaluation
Assessment of students' progress in meeting the objectives of the unit.
- understanding and use of the language taught; what kind of responses
students are able to make;
- observation and listening to students during group activity;
- participation;
- discussion with students.
Materials and Resources
Flash Cards:
1.
rabbit looking at wheat
2. mouse looking at wheat, rabbit and mouse
3. duck looking at wheat
4. rabbit, mouse and duck laughing and seeing tiny ant
5. tiny ants, rabbit, mouse and duck laughing
6. army of ants carrying one grain of wheat each;
rabbit, mouse and duck surprised
7. one ant
Puppets:
rabbit, mouse, duck, ant
Other:
wheat (grain - 1 bag)
wheat flour
salt
milk
measuring cup
mouse in jar
yarn
string
rice
baking powder
sugar
pan
paper plates
wheat crackers
felt board
felt cutouts with glue
raisins
flour
oil
spoons
ant farm display
music
water colours
To Make Wheat Pile:
- cut out bottom of margarine tub and slit to the rim all around
- tape together to make pointed form
- use masking tape with sticky side out all over
- dunk the whole thing in wheat bag; wheat will stick
- wheat will look like pointed pile.
Native Language in Ontario Vol. 10, No. 2
Page 9
�"The Little Pile of Wheat" - (p. 3 of 4)
waabooz - rabbit
waabgonoojiinh - mouse
zhiishiib - duck
enigoons - ant
mzimncns - wheat
kwasing- pile
waanzhing- burrow
zasaan - nest
miishkoonsing- pond / marsh
endaayaan - my home
maajiidoon - he/she is tiling there
giinwinendamoog - they wonder (what to do)
bi-dgoshing - he/she arrives
niizhoobiwag - two sitting together
nisobiwag- three sitting together
zaagewed - someone showing up
ganaajiwan - it is nice
naadmaage - he/she is helping
gchi-baabaapwag- they have a big laugh
gaachiinyi - tiny
wiijkiwenyan - his/her friends
bagamawnidwaad - they come marching
waabshki-waabooz - white rabbit
zhiibinga-waabgonoojiinh - gray mouse
zaawi-zhiishiib - yellow duck
mkade-enigoons - black ant
Teachin2 Activities
Lesson 1:
Focus on rabbit and wheat.
Have students sit in a circle. Introduce the story. Have the children get excited for this new story they
never heard before. and tell them they will learn many new Ojibwe words from it.
- read in Ojibwe;
- use flash cards as each animal is inttoduced;
- repeat the word showing the card;
- play rabbit hop with the children.
Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow.
Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on
the sides, add water to dampen the soil.
Lesson 2:
Focus on mouse and wheat.
- students sit in a circle;
- read story in Ojibwe;
- use puppets;
- "Hickory Dickory Dock" recited in English and Ojibwe;
- have everybody "squeak" like a mouse.
Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone.
Lesson 3:
Focus on duck and wheat.
- students sit in a circle.
- read story in Ojibwe;
- with animal cutouts and felt wheat. have each child put them on the felt board;
- each child has one yellow grain and each will make a pile;
- do the "duck walk" and quack.
To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6
inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack.
Page 8
Native Language in Ontario Vol. 10, No. 2
�"The Little Pile of Wheat'' - (p. 2 of 4)
"The Little Pile of Wheat"
by John Ca/am
In a big red barn there was a little pile of wheat.
One day, a white rabbit came along • hop, hop, hop. He saw the wheat.
"Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat
and looked at the little pile of wheat.
Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too.
"Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile
of wheat together.
Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the
gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?"
And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together.
Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I
will help to take it home to our hill."
When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black
ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does
he think he can do something that we cannot do?"
But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to
help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant
came last with the last grain of wheat on his way home to the hill.
The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why
did we not think of working together?" they asked with surprise.
InIroductioo
This story is suitable for day care children, first grade and up to first time adult beginners. This unit has
five lessons, with approximately twenty (20) minutes for each lesson.
Moral ofthe Story:
- to learn to help one another and accept differences.
Obiectjye
Students will develop listening and speaking skills, recognizing colours, wild animals and emotions.
Content
Vocabulary:
giitaabig- sit in a circle
bizindmoog • listen
bekaa nmadbig- sit still
gnawaamdaan - looking at something
gnawaamdaanaawaa - all looking at something
miswendaan • he/she likes it
nmadbi • he/she is sitting
Native Language in Ontario Vol. 10, No. 2
Page 7
�"THE LITTLE PILE OF WHEAT"
The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter
1994 which is being shared with you as one of teaching ideas in using a story.
This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John
Calam, as follows:
Acknowledgements (by Mary Assinewe)
I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam.
Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I
would also like to acknowledge all the young children that I have had the honour to spend time with,
teach and learn from. Miigwech.
Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect)
"Mzimnens Kwasing"
Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii
gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida
waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog
waa-zhi-giiwedooyaan."
Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan
mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing.
"Nga-maajiidoon ndoo-zasaaning." kida.
Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog
waa-zhichigewaad.
Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog
waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa
gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog.
Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib.
Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin.
"Nga-naadmaage ji-giiwedooyaan endaayaan."
Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons.
"Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?"
Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad.
Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens.
Gchi-gnawaamdiwag miinwaa maamkaadendamoog.
Waabooz, waabgonoojiinh miinwaa zhiishiib.
"Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag.
Pa�e 6
Native Language in Ontario Vol. 10, No. 2
�SHARING SECTION
The following information and ideas have been submitted as part of the ED1599 Practicum Assignments
done by students who were registered in this course in 1993-94 school year. These were taken from the
"Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and
experiences. We cannot include all the ones submitted but here are a few selections.
by Brid1:et Stevens;
a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do
a lot of the preparation in putting the books together so that the emphasis of students' work will be more in
the reading and recognizing words. For example, using a computer, I print out pages with text that we used
in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits
and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They
are very proud of these books which they can read in the Native language and they are very glad to take them
home right away after a theme is finished. I found this to be a good motivator for reading at school and the
students also read the books at home as well.
b) Some students with behaviour problems have told me that they think Native language is fun ... At the
present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it.
Then I tell them what I expect from them for leaming the Native language, and ask them how they can be
more aware of their behaviour to help make Native language learning better. I write down their suggestions
and we agree on their being reminded of them in the next classes.
by Sonya Geon:e;
Situation: Grade One - Noisy and Restless/Not Paying Attention.
"Marble Jar" - designed to prevent above.
Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use.
Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar.
All th� marbles start in the "Mmm" Jar.
Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student
docs not need to be told or reminded. A quick and easy way to keep the children disciplined without
intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled
on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of
time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or
special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work
in a fun or special activity, e.g. painting, centres, game, bingo, etc.
Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate.
by Marv Assiuewe
Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to
tell, song or activity to do. The eyes and ears will sharpen!
• Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard.
• Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This
promotes concentration and great cooperation, besides learning fairplay. I always praise the children how
they will be good teachers someday, then everyone wants to teach.
• The children enjoy taping their participation and learning on a tape recorder, especially at week's end or
during review time. Also a sticker is presented for great listening, and cooperation.
• When teaching colours, focus the colours of the children's clothing. They are eager to find the colours
and show appreciation of learning the colour words.
Native Language in Ontario Vol. 10, No. 2
Page 5
�5'Lcceptance
" J'lcceptance is the answer to a{{ my pro6{ems.
fi _ ; 'When I am clistur6ecl it is because Ifincl some
.
person; pCace1 tfiing or situation - some fact
of my {ife - unaccepta6{e to me,
ancl I can fincl no serenity unti{ I accept
that person1 p[ace1 tfiing or situation as
6eing e;r_,act{y the way it is supposecl to 6e
at this moment. g{pthing, a6so{ute{y notfiing
happens in (jocl's wor{d 6y mistakf,. CUn{ess
I accept {ife comp{ete[y on {ife's terms1
I cannot 6e fiappy. I neecl to concentrate1
not so mucfi on what needs to 6e changecl
in the wor{cl as on what n.eeds to 6e
changed in me and in my attitudes.
�·�;
�NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY
SUMMER 1995
READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM
NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2)
This program is for students wishing to teach an Algonquian language as a second language in the province
of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian
language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon
successful completion of the program.
NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26)
This program is for students wishing to teach Native as a second language. This is a four summer program
leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for
students concentrating in teaching Native as a second language. Out-of-province second language instructors
usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling
the NLIP practicum requirement.
NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26)
This program is for students wishing to teach Native as a first language. This is a four summer program leading
to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students
concentrating on syllabic literacy and Native language arts.
ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26)
SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION
OJ 1010
Introduction to Ojibwe I
Introduction to basic Ojibwe phonetics, grammar, and conversation.
(July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.)
OJ 1012
Introduction to Ojibwe II (Pre-requisite: OJ 1010)
Development of conversational skills and practice in writing.
(July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.)
OJ 2001
Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012)
Development of basic skills. Introduction to reading materials.
(July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.)
NL 2711
Linguistics - Introduction to Native North American Linguistics
The basic principles of descriptive and historical linguistics will be introduced.
(July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.)
NL 3531
Composition
Expository and creative writing, research and guided project.
(July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.)
CREE 1010
Introduction to Cree I
Introduction to basic Cree phonetics, grammar, and conversation.
(July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.)
CREE 1012
Introduction to Cree II (Pre-requisite: CREE 1010)
Development of conversational skills and practice in writing.
(July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.)
Native Language in Ontario Vol. 10, No. 2
Page 3
�CONGRATULATIONS TO SUCCESSFUL
CANDIDATES OF NLW 1994
NLTC-Year One Provisional Letterq[Standini
Beardy, Lucy
Benson, Monica
Bouchard, Charlie
Bouchard, Stella
Bourgeois, Lilly
Brunton, Donna
Commanda, Jeannette
Corbiere, Corella
Dokis, Katherine
Dokis, Mary
Enriquez, Laura
Eshkawkogan, Bernadette
Eshkawkogan, Bonita
Henry, Jennifer
Kakegamic, Joan
Kimewon, Daniel
King, Jackson
Kwandibens, Josie
Lavallee, Joan
McCue, Irving (Hap)
Mishibinijima, Dorothy
Moonias, Eli
Morgan, Dianne
Morin, Mary
Nadjiwon, Hilda
Nahwegahbow, Monica
Parenteau, Dorothy
Peltier, Genevieve
Poile, Myrna
Proulx, Ernestine
Recollet, Frederick
Recollet, Viola
Roy, John
Sakanee, Mary
Shawanda, Teresa
Shawnoo, Dorothy
St. Pierre, Helen
Swain, Ina
Turner, Monica
Wabasse, Barbara
Wassegijig, Frank
NLTC-Year Two Provisional Letter ofStanding
Jacob, Kathleen
Johnston, Archie
Keogh, Carrie
King, Ada
King, Donna
Lawson, Margaret
Louttit, Gloria
Mamakwa, Rachel
Mason, Joanne
Matthews, Phyllis
McKay, Marlene
McLeod, Marie
Michano, Myra
Millette, Isabel
Anderson, Sheila
Belmore, Irene Marie
Boyce, Elaine
Brant, Elaine
Buswa, Kathleen
Cada, Gene
Cada, Isabel
Cameron, Dorothy
Edwards, Micheline
Fiddler, Ida
Gelinas, Martha
Gilbert, Mary Jane
Gonawabi, Sara
Hardwick, Verna
Moses, Rose
Neganegijig, Thecla
Nestrovich, Ruth
Odjick, Suzanne
Oshag, Victoria
Pangowish, Theresa
Paul, Vernon
Peltier, Stephanie
Ritch, Caroline
Roundhead, Viola
Shawinimash, Lydia
Wawia, Ange
Whitehead, Sammy
NLTC-Year Two Provisional Letter ofStandini
Angees, Mary
Atchitawens-Roy, Sally
Baldwin, Ernestine
Bois, Martha
Boissoneau, Doris
Bombay, Mary
Cockerham, Hilda
Hardy, Agnes
Hookimaw, Miriam
Page 2
Hyacinthe, Deanna
Iserhoff, Nancy
Jamieson, Myrtle
Knott, Robert
Koostachin, Adelaide
Logan, Rose
McCue, Beatrice
McCue, Eldon
Moose, Donald
Norton, Emily
Nummelin, Alice
Osawamick, Elizabeth
Oskineegish, Annie
Peters, Dean
Roy, C. Helen
Shawanda, Gordon
Walser, Nancy
Winter, Fanny
Native Language in Ontario Vol. 10, No. 2
�Coordinator's Message
Aanii I Boozhoo!
Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng
Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad
binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno
bmaadziwaad.
How is everyone? I am sure you are all very busy. It is challenging teaching the Native language,
especially today it seems. It's hard to motivate the children to learn the language when there are other
distractions and interests. But it is a good thing because our Native children need to know their identity,
have self-esteem, so they can become healthy individuals.
We wish to extend our congratulations to all the students who successfully completed their program this
past summer. Best wishes in your endeavours.
A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you
have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you
have any questions concerning your practicum, do not hesitate to call.
Our planning is underway once again for the summer session 1995. It is a bit more challenging this year
as we look at scheduling because the Bora Laskin Building is going through a major renovation. The
plan is that all the portables, where we had practicum sessions, will be removed which means that we
will have to schedule some classes across campus. We will do what we can so that the schedule is
manageable for everyone.
Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered
"Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta
tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice.
Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns,
parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu
dent evaluation of the program conducted in July 1994 indicated that students really needed to have
more time for preparation. We are able to do that this coming session. Last year, we had no choice due
to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses
and programs for summer 1995 is included in this newsletter.
We wish everyone a pleasant holiday during Christmas and the New Year.
Gdinmikaagoom! (Seasons Greetings!)
---;P
T ��
Lena Odjig White
Native Language in Ontario Vol. 10, No. 2
Page 1
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (2), November 1994
Subject
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Universities
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1994-11-01
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Faculty of Education, Lakehead University
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English
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9efc839a0847fc657957e243c119e8ab
PDF Text
Text
NATIVE LANGUA GE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<lo-Sa..VJ�·' pp..o<l ln�•br'
N.L.I.P.
Volume 10, No. 3
February 1995
�Volume 10, Number
February, 1995
General Editor:
Lena Odjig White
Copy Editing:
Sonya Bruyere
Native Language Education in Ontario
Table of Contents
Message From the Coordinator............................................../1
Sharing Section by Virginia Henry......................................../2
Inventing New Words by Lena Odjig-White ........................./6
Feature Profile - Shirley Williams-Pheasant ..........................n
Resources .............................................................................../8
Conference Info...................................................................../10
This issue and beyond ...
More teachers are beginning to
contribute to Native Language
Education in Ontario. They are
highly motivated and deeply in
volved in the maintenance and re
vitalization of Native Language.
Their enthusiasm gives me much
hope that together, we can make a
difference.Thanks to those people
who wrote articles and reviews.
We all know that it isn't easy trying
to write an article within an already
busy schedule! Help! Would you
like to:
*review a resource
*write an anicle
*provide teaching suggestions
*share information about a con
ference?
If the answer is yes to any oflhcsc,
pleasccall citherLenaOdjigWhitc
at(807)343-8003orSonyaBruycrc
at (807) 343-8542.
Native L&o&uaee in Ontario is published four times a year by the Native
Language Instructors' Program, Lakehead University, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B 5El
February 1995
�Coordinator's Message
Aanii I Boozhoo!
How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and
planning for the summer session July 1995.
Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching
a Native language. please give them our telephone number 807-343-8542 for further information. Also
anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native
language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second
Language (Algonquian) - Part I.
As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995.
Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students
will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other
needs. Classes begin on Thursday. July 6th at 8:30 a.m.
Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching
experience , graduates looking for a teaching position, regarding Native language programs that are being
offered. Presently, we do not have any data as to how many Native language programs are being offered in
Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from
our educators that gave us impetus to start gathering information on Native language program offerings. This
is being done in a two-page questionnaire format that is being sent to all Native language students, graduates,
teachers, school boards and First Nations communities. If you have not received this questionnaire, please
let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data
would be much appreciated.
Once again, we were able to get some information on upcoming conferences and available resource materials
which are included in this newsletter. If you know of any resources that would be very useful for a Native
language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books,
picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language
teachers through our newsletter.
We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring
and summer.
In the Spirit of the our Native Languages!
Le11a Odjig White
Coordinator
Native Language Instructors' Program
Native Language in Ontario Vol. 10, No. 3
Page I
�SI/ARING SECTION
The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994
and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project
Plan".
Introduction
This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native
Community. Students will be given the opportunity of observing the process of growth, and will be
come aware of the importance of looking after a plant and watch it grow. The Native language will
become more alive and stimulating by using this approach.
THEME:
SUB-THEME:
UNIT:
TIME:
DIVISION:
Nature
Outcome of Seed Planting
"I Am a Little Seed"
One Week
Primary
Objectives
Students will:
- learn the language through sight, sound, smell and feeling;
- learn to have respect for Nature and the Native language.
Content
Lan�ua� patterns
- nouns and verbs
- diminutives
- prenouns/preverbs
- singular and plural
- demonstrative pronouns
vocabulacy
- planting
- seed, little/big seed
- apple/ apples
- apple tree
- plants/ fruit
- earth/ water / stones
- root
- body parts (reinforcement)
Communicative Concepts
- identification and description
- respect
Page2
Native Language in Ontario Vol. 10, No. 3
�
�"I Am
a Little Seed"
(p. 2 of 4)
Lan�ua�e Functions
- giving and receiving information
- directions
- planning
- explaining how to do something
Aspects of Culture
- promote respect for nature
- promote respect for the elements that make plants grow including the sun.
Jeacbim: Activities
Activity #1 - Day 1
Students have a choice of what they wish to plant.
l)The teacher will draw a big seed on the blackboard. She will explain and tell the
students what it is used for and why as little children they are like little seeds and
can grow to be big beautiful plants. Just like what they are going to see.
2)She gives the word for seed, then she allows the students to take turns in saying
the word as they point to it.
3)The teacher will have apples on hand and she will gather the students around a
table. There she will sit down on a chair by the table and cut the apple in half. The
students will see a real seed. The teacher will explain how the seed got into the
ground to form a tree so that we could have apples.
4)If time permits, then she will draw an apple tree on the blackboard with coloured
chalk, making it look inviting and scrumptious. The teacher will ask the students
to bring an apple to school for the next day. If someone forgets, the teacher will
have apples on hand.
Asking the students to bring apples will enhance the concept of empowerment and
will have a variety of shapes, sizes and colour.
Activity #2 - Day 2:
1)The teacher will have on the blackboard a big red apple, an apple cut in half with
seeds showing and also a drawing of the apple tree with many red apples.
2)Review vocabulary associated with seed, apple and apple tree.
3)Then sing or chant a short song, such as;
Niin maaba mitgoons
Niin maaba omiinkaan
Niin maaba mshiimin
Niin omiinkaan.
As they sing, one student will be pointing to the words while the rest point to
themselves.
4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to
dry and store them away on a shelf with labels of students' names. They eat the
apple.
Native Language in Ontario Vol. 10, No. 3
Page 3
�"I Am a Little Seed" (p. 3 of 4)
Activity #3 - Day 3:
l)Review words and sing a song. Students check the seeds.
2)The teacher will ask the students what other plants, fruit and vegetables have seeds.
3)The teacher will have seeds of different sizes. She will have soil and water on a table covered
with newspaper. The students will learn the vocabulary associated with earth and water.
4)The students feel and smell the soil. They taste the water which is in a clean container. They will
each use a spoon to do this. The teacher explains and tells why it is necessary to have these
elements.
5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should
have some on hand.
Activity #4 - Day 4:
1)The teacher will add another picture on the blackboard and that is a root. She explains that hair
begins to grow on the seed after it is put in the earth/soil. Students learn the word for root.
2)Explain the procedure of planting.
3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will
glue on after the cans are wrapped with colourful constructionpaper.
4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a
selection. As they do this, it will reinforce the words for body parts which they have already
learned.
Activity #5 - Day 5:
l)Review vocabulary as they prepare for this lesson.
2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is
watered for moisture. It reinforces the need to have waler with earth and we place the finished
product near the window then we know the sun - Giizis is also needed for growth.
3)This project is on-going until school is out in June. The classroom will be filled new plants.
Evaluation
Assessment will be measured on students' growth in knowledge and skills in thecontext of the
stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi
ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.)
Materials and Resources
- apples, knife, earth, water, stones, cans,
- construction paper, scissors
- prints of facial parts, glue
- seeds, grass, flowers
- beans, pumpkin and apple seed
- blackboard and chalk
- napkins, newspaper
- water container and spoon
- flash cards
Page4
Native Language in Ontario Vol. 10, No. 3
�"I Am a Little Seed" (p. 4 of 4)
Note:
Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum
Course Supervisor...
"Your evaluation of the project summarized everything in good order. Your
language learning goals were achieved. Your positive outcome indicated that
your students learned more than the Native language. They learned the values
pertaining to environment, plants, science, appreciation and awareness of gifts
of the Creation and much more. The negative aspects was a lesson children
learned - acceptance of "time" and understanding that resources are sometimes
minimal and must work with what we have available.
Your overall evaluation indicated that this teaching unit was worthwhile and an
exciting project for everyone. This project gave the parents a chance to visit the
classroom because they went to the school to pick up the plant. A great way to
invite the parents to visit. A job well done by everyone involved."
A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE
Native Language in Ontario Vol. 10, No. 3
Page 5
�Inventing New Words
Have you coined a new word?
How do you say it?
What does it mean?
Some new words as shared by various speakers of Ojibwe:
naagodoowe 'chigan
ekinootamoomagak
- tape recorder
- tape recorder
kinawaajbii 'igan
mzinaakshkojigan
- photocopier
- photocopier
waasmoobizigan
- microwave oven
mzinaazgan
mzinaazwin
- camera
- photograph
mzinaatesijigan
- video recorder
giigdooyaabiignigan
giigdobiiwaabkoons
- telephone
- telephone
giziibiiginigemkak
bengwaasjigan
- washer
- dryer
aazhiwe-daabaan
bimizhiwe-daabaan
- bus
- bus
- apartment building
maamwigegamig
bimisgaag
- apartment floor
(dbishko: eko-niizhing bimisgaag
as in: 2nd floor)
shiibaawsag
- hall/ hallway
tractor
- bemboodenh
Mdwewechigan: Musical Instrument
Page6
Violin:
Mdweyaabiigi 'gan
Naazhaabiigigan
Zheyaabiigigan
Madweweyaabiigigan
Word used in this community:
- Walpole Island
- Wikwemikong
- Georgina Island
- Curve lake
Guitar
Madweweyaabiigibijigan
Kamidewaabigmijigaadeg
-Curve Lake
-Eagle Lake
Native Language in Ontario Vol. 10, No. 3
�FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT
Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and
Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of
Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish,
Ontario. She considers herself as a drop out but later returned to finish her education. She at
tended Trent University and received her Bachelor of Ans in Native Studies and later went on to
graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni
versity.
She also has Life Skills Coach certificate from George Brown College. She teaches at Trent
University, after doing program development at Niagara College and Fort Erie area, and taught
Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent
University, teaching Ojibwa Languages and related courses.
In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language
Council at the Woodland Cultural Centre in Brantford, Ontario.
She has been very active in doing workshops about language issues and culture around Ontario
and Canada. She has published several articles about language issues and women's issues. She
published a book called Aandeg, meaning "The Crow" for those who are learning the language.
For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting
them into a dictionary form for students and teachers for the future, as part of her Master's thesis.
She is not only doing nouns but adding the word format as to how the word changes from prefixes
to suffixes, from plurals to preterits. She has been writing and doing the research since she started
at Trent. When she started, there was a lack of materials for her and students to use in her courses.
In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of
materials for teacher a to use, and students to learn from. Shirley will be defending her Master's
thesis next term if everything turns out well in her life.
Native Language in Ontario Vol. JO, No. 3
Page?
�CREE RESOURCES
Available from
DUVAL HOUSE PUBLISHING
18228 - 102 Avenue
Edmonton, Alberta
T5S 1S7
Telephone (403) 488-1390
Fax: (403) 482-72 13
Cree Language Cultural Linguistic Unit
MY IM MEDIATE FAMILY
Co-Publisher: Lesser Slave Lake Indian Regional Council
Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape.
$49.95
This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed
and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of
dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the
teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with
a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim.
Cree Language Learning Series: Level 1
By: Julia Cardinal
Illustrations by: David Kakeesim
Co-Publisher: Saddle Lake First Nation
This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies),
200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes
Authorized as a basic resource by Alberta Education
$325.00 per level
If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values
system of the old people will be transmitted to the young and the system will survive. This language learning
series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school
program and by various groups interested in learning the Cree language.
This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February,
1995 and Level 3 will be available in April, 1995.
Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David
Kakeesim.
Individual Price List:
Student Book l
Student Book 2
Flash Cards
Unit Plan Book
Legends
Audiocassettes
Page 8
$9.95
$9.95
$39.95
$79.95
$ 19.95 each
$5.00 each
Native Language in Ontario Vol. 10, No. 3
�N.S.L. RESOURCES AVAILABLE FROM
SIMCOE COUNTY BOARD OF EDUCATION
Three Audio Tapes & Teacher Guides
a) Ojibwe Language Through Song - Primary Division
b) Ojibwe Language Through Song - Junior Division
c) Ojibwe Language Through Song - Grade 7/8
Each tape contains different songs with accompanying ideas for teachers.
Cost: $60.00 for the set of tapes & teacher resource.
Three curriculum binders.
Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains:
- objectives
- knowledge, skills and values to be taught in the unit
. teaching strategies
. evaluation ideas
- resources needed to teach the unit
i) Curriculum Binder #1 - Level I & Level 2
ii) Curriculum Binder #2 - Level 3 & Level 4
iii) Curriculum Binder #3 - Level 5 & Level 6
Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L.
experience. Level 6 is for students who have five years of N.S.L. instruction.
Cost: $50.00 per binder.
Copies can be obtained by calling:
Sue Kuikman
Telephone (705) 728-7570 Ext. 3 18
NEW RELEASE
NISHNAABE
BIMAADZIWIN
KINOMAADWINAN
Teachings of the Medicine Wheel - Junior
Sponsored by: Ojibwe Cultural Foundation and
Kenjgewin Teg
Cost: $25.00
To order, call:
Ojibwe Cultural Foundation (705) 377-4902
P.O. Box 278
Manitoulin Island, Ontario POP IGO
Native Language in Ontario Vol. 10, No. 3
Page 9
�CONFERENCES
ANISHINAABEMOWIN
A Conference on lhe Anishinaabe Language
March 30, 3 1 and April 1, 1995
Ramada Inn
Sault Ste. Marie, Ontario
Hosted by
the anishinaabe people
Algoma University
Sault College
Ministry of Educaton and Training
Pre-registration $ 100.00
For further information contact:
Howard Webkamigad
Telephone: (705) 949-2301 Ext. 2 15
AWASIS CONFERENCE '95
CALL FOR PRESENTERS
AWASIS, the Saskatchewan Teachers' Federation
Special Subject Council for Indian and Metis
Education, will be hosting an educational confer
ence on March 30 & 31, l 995 (registration the
evening of March 29).
The conference theme is:
MAKING THE SPIRIT DANCE WITHIN
The conference will offer the majority of its
sessions as half day or whole day workshops, with
a limited number of shorter sessions.
ICC LIAISON CALENDAR
"AFN - National Conference on Education"
From March 28, 1995 until March 31, 1995
Place: Convention Centre, Winnipeg, Manitoba
Host: Assembly of First Nations
55 Murray Street
Ottawa, Ontario
Phone: (613) 241-6789
MATAWA FIRST NATIONS
is presenting
Professional Development Conference for
Educators
February 2 1 - 23, 1995
Airlane Hotel
Thunder Bay, Ontario
The conference will include:
A full day session for Native Language Teachers,
workshops for Education Authority Members,
Chiefs and Councillors, plus 12 other workshops,
classroom management, special education, student
retention and retrieval and parental involvement
in the schools.
For more information, contact:
Frances Wesley
Matawa First Nations Development
(807) 344-4575
For further information and details contact:
AWASIS '95
c/o Kevin Pilon
9 19 Broadway Avenue
Saskatoon, Saskatchewan
S7N 1B8
Phone: (306) 668-7490
Fax: (306) 668-7488
Page 10
Native Language in Ontario Vol. 10, No. 3
�CONFERENCES
Visions and Realities: Preparing First
Nations for the Next Millennium
March 7 & 8, 199 5
Ramada Hotel
Regina, Saskatchewan
A Training Session for Professionals Concerned
with Preparing First Nations for the Future
Presented by the Saskatchewan Indian Federated
College And Industry Canada
Registration: $225 .00/person
Limited to200 participants
For further information & registration forms
contact:
VISIONS OF THE FUTURE
TAKING THE CHALLENGE; FACING
TOMORROW
February20-23, 199 5
Regina Inn Hotel
Regina, Saskatchewan
Host:
Saskatchewan Indian Federated College
Students' Association
Registration Fee: $100.00
OBJECTIVES
The needs of today's First Nations society are
changing and student's need the knowledge and
tools to stay aligned with these changes. It is with
this idea that the conference is based on.
Myrna LaPlante, Coordinator
Saskatchewan Indian Federated College
1 1 8 College West
University of Regina
Regina, Saskatchewan
S4S OA2
Telephone: (306) 779 -6300
Fax: (306) 5 85 -1289
The "Visions of the Future" conference is geared
towards post-secondary students by students to
address the issues that affect First Nations people
today. Our goal is to seek new ideas and implement
changes in our legal, educational and health care
systems.
ABORIGINAL TRAINING EVENT
"ACQUISITION AND DEVELOP
MENT OF LANGUAGE: LITERACY
IN ABORIGINAL CANADA"
First Nation students are connected to their communities and are not divorced from the issues that
affect them. They bring these concerns with them
to the classrooms and are able to expand on them.
This conference will give First Nation students a
forum to poise these concerns at a national level.
For further information, contact:
Kelowna, B.C.
June 8 - 1 1, 199 5
Call for Conference Papers
and Workshop Proposals
The 199 5 Aboriginal Literacy Event is co-spon
�ored by the K'noowenchoot Centre for Aboriginal
Adult Education Resources of Okanagan College,
and the Prince George Native Friendship Centre
with support from the Association of Aboriginal
Post Secondary Institutes (AAPSI) of British
Columbia.
Arlene Cote, Conference Assistant
Curtis Standing, Public Relations
Danielle Woodward, Chair, Conference Committee
Telephone: (306) 779 -6206
Fax: (306) 5 85 -0047
• •• • • • • • • • • • • • • • • • • • • • • • • • •
Native Language in Ontario Vol. 10, No. 3
-
-
Page 1 1
�LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION
4� ANNUAL ELDERS CONFERENCE
MARCH 3 - 5 , 1995
at the Agora and Regional Centre
Lakehead University
Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.)
Keynote Speakers: 7:00 p.m. (Fri.)
Workshops:
Sat., March 4th, 9:00 a.m. - 4:30 p.m.
Sun., March 5th, 9:00 a.m. - 12 :00 noon
Social Gathering:
Fri., March 3rd 7:00 p.m. - 12:00 p.m.
Sat., March 4th, 7:00 p.m. - 12:00 p.m.
Sun., March 5th, 1 :00 p.m. - 6:00 p.m.
Traditional Feast:
Sat., March 4th, 5 :00 p.m.
For information, call
807-343-8085
807-346-7708
Page 12
NativeLanguagein Ontario Vol. 10, No. 3
�Taking Charge
of Change
A Conference on
First Nations Education
March 7, 8 & 9, 1995
London Ontario
First Nations are taking
responsibility for
providing quality
community education.
Steps toward self
governance are guided
by a vision of education
which shows respect for
the relationship
between the individual,
the community and the
environment.
This Journey toward
self-determination
requires planning, a
commitment to service
and wise resource
management.
This conference Taking CJrarge of
CJ1a11ge - is designed to
support First Nations in
effective educational
governance, resource
management and
programming.
The journey toward5 taking control of First Nations education can be a $truggle.At th is
conference both the benefits and limitations of strategies will be presented by people who
are struggling every day to make excellence in First Nations education a reality. A case
study approach will be followed when appropriate. Personal stories; personal journeys wil
explore the link between quality education and the health of the community.
TAKING CHARGE OI' OURSELVES
MANA<l1NO
OvR
RESOURCES
WISELY
Pu.NNING
FOR Tl<E
FIJTURE
HEu>INO EACH 0n<ER
POOVIOINO SEFMCt SEI.Fl.ESSI.v
� Educational Governanc£
For those per5ons involved in educational governance the
conference will provide infonn.ition that will assist in:
• detennining community expectations, needs, resources,
• setting direction and policy;
• fommlating short and loni; range plans;
• evaluating progress;
• communicating with the school and community;
• infonnalion management;
• interacting with second level service agencies and other
educational organizations;
• financial management
� Ecological Healing
Excellence in education is achievable when the community is healthy, when the
community is able to maintain a balance of peaceful relations between its members. This
concept of ecological healing is a major concern of the conference. Healing strategies will
include the following:
• conflict resolution strategies;
• interpersonal skills development;
• the healing of Mother Earth as an aspect of healing the individual and the community;
• community healing,
• healing the healers.
PLAN NOW TO ATTEND
Taking Charge o�f Change
A Conference on First Nations Education
March 7, 8 & 9, 1995 • London Ontario
Details on Specific Workshops and Seminars and Registration Information
will be sent to you in the next few months.
77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First
Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.)
Mark your calendar and check your budget!
� Programming
For those persons given the responsibility of program
delivery, support and supervision, the conference will
provide information that will assist in:
• curriculum development and evaluation;
• designing Native Language/Cultural programs;
• staff supervision and development;
• meeting the special learning needs and strengths of
sludenli;;
• effocth·e leaching in communication, the arts and
i;cience/ mathematic"/ technology;
• developing problem·soh·ing skills;
• recognizing and dealing with stereotypes in the
classroom and in the media
EARLY BIRD PRE-REGISTRATION
• Daily rate of $100 per day
• 30% off regular rate of $300 for three days
For further information, direct correspondence to:
Steering Committee, Taki11g Charge of Change.
c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2
Convtnu
Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c
Advlton
Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation,
Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior,
Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl
M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit)
Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc,
RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion�
l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't
Transforming Vision into Reality for First Nation Education
For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5
�PUBLIC SERVICE ANNOUNCEMENT
JANUARY 27, 1 995
The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to
announce the creation of a new category - the Youth Award. This award will
be bestowed to one young person of Inuit, Metis, or First Nations ancestry
(including non-status), to honour their outstanding achievements.
The recipient will be awarded a $5000.00 educational scholarship by the Minis
ter of Canadian Heritage at the National Aboriginal Achievement Awards gala
ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver.
This event will be televised by the CBC as a national television special on April
6, 1 995.
Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be
tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the
following categories: Arts and Culture, Academics/Education, Business, Com
munity Development/Public Service, Environment/Land Management, Healt/
Medicine, Heritage and Spirituality, Law, Media and Communications, Sci
ence/fechnology and Sports.
To nominate a youth achiever, please write a 2 to 3 page letter strongly articu
lating the specific achievements of the youth nominee. The letter should
clearly illustrate the creativity, innovations, dedication and diligence which has
enabled the nominee to successfully carry out and attain their goals, along with
the nominee's name, address, telephone number, date of birth, and Aboriginal
affiliation (Inuit, Metis, First Nations).
Mail, FAX or courier the nomination to :
National Aboriginal Achievement Awards - Youth Award
Suite 508, 77 Mowat Avenue
Toronto, Ontario
M6K 3E3
or
FAX (416) 588-9198
Nominations must be received by Wednesday, February 22, 1995
For further information, please call Cheryl L'Hirondelle at the National Abo
riginal Acheivement Awards Secretariat at: (416) 588-3941
Page 14
Native Language in Ontario Vol. 10, No. 3
�JOB OPPORTUNITY
NATIVE LANGUAGE CONSULTANTS
Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects:
1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree.
The candidate should possess the following:
- Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent
- Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree
- Must have thorough knowledge of different Syllabic Writing Systems
- Must have classroom experience
- Must have organizing, planning and research skills in curriculum development
- Excellent written and oral English communications skills
- Ability to take initiative and work independently
- Some computer skills required
• Must be willing to travel
- Salary to commensurate with qualification and experience
- Starting date to be determined
- Location to be detennined
- Deadline for application: Friday, February 17, 1995
Fax or mail your resume to the following address:
Ms. Esther Wesley or Ms. Kim Piche
Ojibway and Cree Cultural Centre
43 Balsam Street South
Timmins, Ontario
P4N 2C7
Telephone: (705) 267-79 11
Fax: (705) 267-4988
TRENT UNIVERSITY
12th Annual Elders and Traditional Peoples Conference
Theme: "Family Growth Through Our Elders"
February 1 7, 1 8, and 1 9, 1 995
Opening & Closing Ceremonies/Social at Memorial Centre
Workshops at Trent University
For further information, contact:
Kathy Fife at (705) 748- 1 443
Native Language in Ontario Vol. 1 0, No. 3
Page 15
�TORONTO INTERNATIONAL POW WOW
MAY 6th and 7th, 1995
The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one
of the most exciting First Nations events in Canada during 1995.
The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money.
Admission:
One day pass: Adults • $11.50
Children under 1 2 - $7.00
Two day pass: Adults - $19.50
Children under 1 2 - $ 12.50
For tickets please call: 1-416-870-8000
Host Drum - White Tail Singers
M.C. - Thurman Bear
Co. M.C. - Allan Manitowabi
Head Dancers - Youth Representatives
Head Judge - Amos Key Jr.
Drum Judge - John Snake
Arena Director - Alan Manitowabi
Coordinator - Ron Robert
Administrator - Catherine Cornelius
Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday.
All dancers must participate. Points awarded on each Grand Entry.
Limited number of chairs available. Please bring your own lawn chairs.
Other elements include Arts and Crafts/Market area and Food Booths.
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j.
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tf./�� "
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For more information contact:
Indian Art-I-Crafts
10 Woodway Trail
Brantford, Ont.
Tele: (519) 751-0040
Fax: (5 19) 751-2790
.,.
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Page 16
Native Language in Ontario Vol. 10, No. 3
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
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Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (3) February 1995
Subject
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Universities
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An account of the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
Creator
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1995-02-01
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Faculty of Education, Lakehead University
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PDF
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English
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https://digitalcollections.lakeheadu.ca/files/original/2bdb3048be048ff20b60cd5c7bc30d83.pdf
3705eb693fe2e73cfaf268b42fa1c5c0
PDF Text
Text
1
l
NATIVE LANGUAGE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<lcrSa...VJ.6· ) pp..o<l Ln-6.•brb
N.L.I.P.
1
Vc,Iume 10, No.
January 1996
�PLEASE NOTE:
Native Language Education in Ontario will now
be published only two times a year.
Volume 10, Number 4
January,1996
General Editor:
John O'Meara
Copy Editing:
Sonya Matson
Native Language Education in Ontario
Table of Contents
Message From the Coordinator ............................................. ./1
NLIP Summer Courses 1996................................................./2
Elders...................................................................................../4
A Message From Sally Atchitawens-Roy............................../5
The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6
Conference Info...................................................................../8
Publications/Rewsources...................................................... ./10
This issue and beyond ...
More teachers are beginning to
contribute to Native Language
Education in Ontario. They are
highly motivated and deeply in
volved in the maintenance and re
vitalization of Native Language.
Their enthusiasm gives me much
hope that together, we can make a
difference. Thanks to those people
who wrote articles and reviews.
We all know that it isn't easy trying
to write an article within an already
busy schedule! Help! Would you
like to:
*review a resource
*write an article
*provide teaching suggestions
*share information about a con
ference?
If the answer is yes to any of these,
please call Sonya Matson at (807)
343-8542.
Native Lan&ua&e in Ontario is published two times a year by the Native
Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B 5El
February 1995
�Acting Co-ordinator's Message
Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language
Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop
ment of Native Languages by offering consulting services in her many areas of expertise. I know that
you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she
will be returning t<, Lakehead this summer to teach some courses for us!
The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise
ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of
someone who might be, please be certain to read the advertisement carefully and think about submitting
an application.
In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In••
structors' Program. H you are intending to come back this summer we'll be very glad to see you, and
encourage you to submit your application as soon as you can. The application packages are currently
being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have
any questions.
For students who are returning for the second and third years of the Native Language Teacher Cenifica
tion Program please be certain to have your practice teaching forms filled in and signed by the appropri
ate school official and send the form into the NLIP office. Your teaching contact days are an important
part of gaining professional experience and are part of the requirements for being awarded a Permanent
Letter of Standing.
We encourage all students who have been awarded the Permanent Letter of Standing to come back for
the fourth year so that they can obtain the Native As A Second Language Diploma. This is a valuable
way to round out your training and also to meet up with your classmates and share your teaching
experiences.
Students who have already taken Year 4 should be certain to complete the assignments for the Education
1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the
Native As A Second Language Diploma at the Spring 1996 Convocation you need to get the assign
ments into the office and marked. Thanks!
We also offer 'Institute• courses for students who have completed the diploma and who wish to take
further University courses in Native Languages. This summer we will be offering two such courses, with
one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more
about advanced topics in native languages and to add to your knowledge.
This summer we are also offering Part II of the Additional Qualifications course for Native As A Second
Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are
eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications.
I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty,
staff and students who come together to learn about, promote and teach Native Languages. Everyone of
us has an important contribution to make, and your help is greatly appreciated by everyone who cares
about Native Languages.
-John O'Meara
Native Language in Ontario Vol. 10, No. 4
Page 1
�NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY
SUMMER 1996
NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26)
This program is for students wishing to teach an Algonquian language as a second language in the prov
ince of Ontario. This is a three summer program leading to teacher certification in teaching an
Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of
Standing upon successful completion of the program. This program is four weeks in duration which
includes one week of workshops.
NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26)
This program is for students wishing to teach Native as a second language. This is a four summer pro
gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University,
is for students concentrating in teaching Native as a second language. Out-of-province second language
instructors usually choose this program. Graduates of NLTC may transfer into year four of this program
after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead
to Ministry Certification. (This program does not include the workshops from NLTC).
NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26)
This program is for students wishing to teach Native as a first language. This is a four summer program
leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for
students concentrating on syllabic literacy and Native language arts. This program is a three week
program and does not lead to Ministry Certification. (This program does not include the workshops from
NLTC).
ED 4744 ADDITIONAL QUALIFICATION ·
SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26)
SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION
OJ 1010
Introduction to Ojibwe I
Introduction to basic Ojibwe phonetic�, grammar, and conversation.
(July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.)
OJ 1012
Introduction to Ojibwe n (Pre-requisite: OJ 1010)
Development of conversational skills and practice in writing.
(July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.)
OJ 2001
Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012)
Development of basic skills. Introduc1ion to reading materials.
(July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.)
NL 2713 Algonquian Linguistics
A study of the languages of the Algonquian family with particular emphasis on Ojibwe and
Cree.
(July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.)
NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001,
or Algonquian 2231)
Problems and methods of collection analysis. Research and guided proj< cts in oral literature.
(July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.)
Page 2
r
Native Language in Ontario Vol. 10, No. 4
�ANNOUNCEMENT
The Native Language Instructors' Program is pleased to
announce
that the 1996 Application Packages
are now available.
If you have not received your package
or you would like additional packages,
please contact
Sonya Matson
at
(807) 343-8542
CAREER OPPORTUNITY
The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator,
Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program
for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student
teaching in schools. Students in the program are drawn from Ontario and other parts of Canada.
Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language,
especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching
certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any
subsequent renewals are all contingent upon targeted government funding.
Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship.
Salary will commensurate with qualifii ations and experience.
Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three
references to:
Professor D. Bates
Dean, Faculty of Education
Lakehead Univerity
955 Oliver Rd.
Thunder Bay, Ontario
This position will be filled early in 1996. Applications will be accepted until the position is filled.
AN EQUAL OPPORTUNITY EMPLOYER
1'."ative Language in Ontario Vol. 10, No. 4
Page3
�The history, laws, and customs ofIndian people were
handed down by the elders of the tribe when they told
stories. It has always been the role ofIndian elders to
be the "keepers" of culture. They ·ve kept traditions
alive and passed on all the small things that help
people remember the old ways.
ELDER.S
What do you think of when you hear the word
"elder"? Do you think of an old person sitting in a
wheelchair? Do you see an old man shuffling down
the street? Is he all bent over and talking to himself?
Do you think of "old people's home" when you hear
the word "elder"? Well, some of those things are true
in tod Ly's society. Many elders today are forgotten
people. They are not considered important because
they seem to have nothing to do in our busy world. It
hasn't alway� been that way.
Elders have been the center ofNative American
cultures. They were the people who passed on impor
tant traditions and knowledge. Without their wisdom
and long memories, the people would not have sur
vived. Grandmothers told stories that wove the gen
erations together like a huge quilt.Grandfathers told
stories that kept the old ways fresh and alive in the
minds of their people.
In Indian tribes, old age meant a person was full
of experience and had grown wise. Elders were
treated with great respect. And thy kept very busy.
Elders did whatever jobs they could. Just "growing
old" was out of the question for a woman who had
worked hard all her life. She wanted to be useful to
those around her. She wanted to continue to be a
helpful member of the family for as long as she could.
The same was true of elder men.
Older women took care of babies and children.
That gave the young mothers time to work in the
fields, pick berries, or hunt game. Grandmothers
taught traditional values through stories. They taught
the children of the tribe the right way to live.
In the Gros Ventre tribe, grandmothers took
over the teaching and training of their granddaughters
when the girls were about seven years old.This lasted
until the granddaughters married. The girls made life
easier for their grandmothers by bringing water, ch :>p-
ping wood and helping with other difficult chores
Among the Papago, grandmothers were the
leaders of the family. An elder woman would direct
all the work of her daughters-in-law. She made
many of the decisions for the family. She took care
of the children when their mothers were busy doing
something else.
In many fanning tribes, elders spent much of
their time guarding the crops from hungry birds.
The Hopi people built brush shelters around their
fields. These shelters provided shade for the elders
while they protected the crops. Even though some
elders were too weak to do hard work, they could
still be of use to the tribe. When it was time to
harvest, some Hopi families invited old women to
help shuck com and dry peaches. These women had
no sons to support them, so the family would pay the
elders by giving them food in return for their work.
Mandan people believed that if you neglected
the old people, you would not live very long. They
believt d that sacred beings were sent to earth
pretending to be poor or old people. These sacred
beings wanted to find out which families were being
unkind. If a family was mistreating an elder, the
members of the family were punished by the sacred
being.
The Kiowa believed that parents must treat
their children well and gibe them the best training in
all ways. They didn't believe children should be
Native Language in Ontario Vol. 10. No.4
�overworked. Everything possible was done to see
that nothing bad happened to them. Grandparents
would say. "Our children are dear to us; but when we
have grandchildren, they seem to be more dear than
our children were."
Grandmothers played a very important role in
teaching children the skiHs they needed as adults.
They showed the children how to make things and
watched them practice for lon g hours. Even a young
child was soon able to weave a warn rug or make a
basket that didn't leak.
Grandfathers taught young boys to track an
hunt animals. They taught the young boys the values
they would need to become useful members of the
tribe. They showed the boys how to strengthen their
bodies so they could run long distances or move
quietly upon an enemy. They taught young children
how to handle the bow and arrow. They made stick
horses for little boys and then taught them to ride
real horses when they were old enough. They told
stories that reminded the children of who they were,
where they came from, and \\-here they were going.
At night the elde1 s told -.tories to the children.
Some stories were funny and others were sad. The
stories told many things about how people should
act towards one another and what would happen if
they didn't. Sometimes children would pretend to
be asleep. They would close their eyes and listen.
Even when they fell asleep, the children still heard
the words. The stories and legends slipped into the
child's memory and stayed there forever. As they
grew. they would remember the lessons they had
learned.
If we are lucky enough to still have grandpar
ents, we should hug them and say "thank you". We
should listen to what the elders have to tell us. We
should try very hard to hear the lessons our elders
have to teach. One day, they will be gone. Some
day, we will be grandparents. We will want our
children and grandchildren to remember our lessons
and feel our love.
IF THE VERY OLD WILL REMEMBER,
THE VERY YOUNG WILL LISTEN.
Article taken from: Daybreak Star ''the herb of under
standing",
January 1989 - pgs. 3 - S
To all NLIP Students:
Aanii, boozhoo!
Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii
piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4,
1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza.
Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash
go aanwi gii mna-yaad.
gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa
miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to
all. Aapijigo ndoo-gchi-nendam!
Yours Sincerely
Sally Atchitawens-Roy
Native Lang11age in Ontario Vol. 10, No.4
Page5
�The Pow Wow:
The Heartbeat of the Indian Movement
The pow wow has become the heart beat of our Indian movement. Every weekend throughout the
summer, the pulsing te npo of drum groups reverberates across North America. Men, women and
children gather in reserves across the continent, in intense celebration of what it means to be one of us
• to be Indian.
What is a pow wow? The word itself comes from the old Algonquian word for "medicine man"
"Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old
ways, but most of all, of the future.
A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one
campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the
old days.
Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual.
It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And
by remembering the past, we celebrate our future thus not losing our sense of identity!
We celebrate with dancing and singing, the singers singing songs passed down through generations,
songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many
different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy
bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two
outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects
individual ; as well.
The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry,
a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected
Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian
Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted
from the important concept of sharing and adopting ideas from others as a gesture of respect.
-
_,
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s�
� :�
Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and
The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer.
Page 6
Native lang uage in Ontario Vol. 10, No. 4
�NEW PUBLICATON
Available in late February in the Lakehead Uni 1ersity Bookstore:
This textbook will be used to teach Ojibwe to University level students,
and can also be used for high-school students. The book is a revision of
the Introductory Ojibwe book which was written by Mary Mitchell in
1 987. The new text comes with a set of 6 audio cassettes. It will be
available in the Lakehead University Bookstore by late February.
For further information or to place an order, contact (807) 343-8335.
The Native Language Instructors' Program would like to congratulate
Tom Beardy on his latest accomplishment with this project. Be on the
lookout for his next textbook, Intermediate Ojibwe.
Native �anguage in Ontario Vol. 10, No. 4
Page 7
�ANISHINAABEMOWIN CONFERENCE
MARCH 28, 29, 30, 1996
WA fER TOWER INN, SAULT STE. MARIE, ONTARIO
The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be
held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play
done by a Native theatre group, in the language after the banquet on Thursday evening. At the General
Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National
Chief of the Assembly of First Nations.
Some of the sessions will cover topics such as,
Curriculum issues
Writing systems and problems
How a non-speaker learned to speak the language
Teaching the Adult Leamer
Role of the Elders
Curriculum Development-Elementary Grades
Story Telling
Language Structure
Dialects
Computers and Language
Confirmed Speakers:
Mr. Basil Jonhston
Dr. B. Ramirez-Shkwegnaabi
Ms. Pat Ningwance
Mrs. Violet McGregor
Mrs. Barbara Nolan
Mrs. Doris Boissoneau
Ms. Nancy Debassige
Mr. Howard Webkamigad
We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year.
There were over two hundred participants at the conference la ;t year.
REGISTRATION FEES:
INDJ VIDUAL: $150.00 plus 7% GST ::$160.50
GROUP RATE: $125.00 plus 7% GST =$133.75 *
ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 **
*The Group Rate is for Organizations, First Nations, etc.
**Students are those whc are considered full time students by their institutions.
Native Language in Ontario Vol. 10, No. 4
�"Listening to Our Grandparents' Voices"
15th International Native American Language Institute
April 4 - 6, 1996
Mille Lacs Ojibwe Reservation, Onamia, Minnesota
The Native American Language Institute (NALi) is pleased to announce it 15th International Native American
Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to
Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection,
preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute
will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs.
About the NALi Insitute
The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native
language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual
development, education, and research of Native languages and cultural issues in the Americas. NALI's annual
institutes bring together traditional language practitioners and language professionals to explore the relationship
between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches
to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board
of Directors.
This Year's Conference
People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's
Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors.
The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of
0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will
conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics
as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and
American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo
rating technology into language learning.
Registration
The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the
Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be
postmarked by March 15, 1996.
General
Elder (65 or older)
Student (I.D. required)
Early Registration
$175.00
$100.00
$100.00
After March 15, 1996
$200.00
$100.00
$100.00
There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food,
entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full
registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative
costs will be assessed.
For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449
Native Lang Jage in Ontario Vol. 10, No. 4
Page 9
�NATIVE VISION PRODUCTIC•NS
PRESENTS:
AANII:
An Introduction to the
Central Ojibwe Language
Videotapes
AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES
was produced with the assistance of Native language consultants familiar with the Ontario Native as a
Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language
as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe
speakers.
We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary
exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal
language teachers, and many adults and children who participated on-camera. We visit such places as the
grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community.
- See and hear simple conversations
- Ojibwe and English subtitles for each phrase
- A pause allows you to repeat and learn
- Additional vocabulary applies phrases to new dialogues
- Includes booklet with dialogue script
Parts 1 & 2 --25 minutes each
Individuals $34.95 each or $59.99 for both tapes
Institutions $59.95 each or $99.99 for both tapes
For further information contact:
Native Vision Productions
8-7058 Notre Drune Street
Orleans, Ontario
KlC 1H9
Ph: (613) 834-3410
Fax (613) 834-7691
Page 10
Native Lan�uage in Ontario Vol. 10. No. 4
�New From Anishinaabe Kendaaswin Publishing:
Newly Published Books
Teaching Wigwams
Author: Ron Common and Lorraine Frost
A0027
Teaching Wigwams is a comprehensive and informative book for those
interested in issues surrounding First Nations education. Governance,
student's needs, curriculum, special education, and counselling issues
are addressed. Much of the research and data included in this book was
obtained from the Anishinabek First Nations.
$35.00
339 pp .
The Caregiver
Mdimooyenb Ngaa-Zbaadaayaang
by Rhonda Fox
Artwork by Frank King and Daanis
A0025 (English)
A0028 (Ojibwe)
This inspiring new book g<:ared for all levels of learning is written in both
Ojibwe and English languages. It tells an adventurous story ofyoung children
that plan to outwit their caregiver in a playful scheme that reveals a variety
of emotions. An Elder, such as the Caregiver, demonstrates the devotion
and responsibility to other peoples' children while in her care. The love
displayed by the Caregiver made it much easier not to be lonesome while
mom and dad were away.
13 pp .
$6.98
The Creators Gift
Debenjiged Gaashi-Miigwed
by Rhonda Fox
Artwork by Daanis
c,rr
THE,CWTOR'S
.
-
A0026 (English)
A0029 (Ojibwe)
The Creator· s Gift provides the reader with an understanding of some of
the Anishinaabe teachings. A woman receives a gift from the Creator,
brought from the ezgle, a messenger. This gift enables the woman to
conceive and the life cycle begins. Gratitude is shown as the key element
in receiving such a g ft. This book is available in both English and Ojibwe
languages.
19pp.
$9.98
Na:tive Language in Ontario Vol. 10, No.4
Page 1 1
�Upcoming Publications
Our First Family Circle is a delightful story for all ages. Set on Christian
Island, it tells about the first family gathering of a family from the Otter
Clan. The author shares some of the teachings involved in the preparation,
carrying out, and experiences of a Clan gathering. The Clan system is an
important part of the Anishinaabek culture as it provide!. unity, harmony,
and security among the Anishinaabek. Each clan is characteristic of
different traits and gives identity to it's people. The reader experiences a
variety of emotions and images as Our First Family Circle unfolds.
A Teacher's Guide is available to complement Our First Family Circle. It
is a unique guide that takes a holistic approach in working with children.
It accounts for the mental, physical, emotional, and spiritual needs of the
child and conveys Anishinaabek values, teachings, and a great deal more
about the Anishinaabek culture. The Guide will assist the teacher, who
may not be fully aware of some of the Anishinaabek culture, by providing
a closer look at the cultural concepts introduced in the book. The Clan
System, Oral Storytelling, the Circle, and Thunderstorms are among many
of the concepts explored.
Miijim Mazinigan is an Ojibwe language resource book on
various foods. Ziigwan, which is an Ojibwe story, has two
young girls exploring the signs of spring. A third upcoming
publication, Understanding Treaties, provides the reader
with a basic understanding of treaties including their
historical origin, the rights originating from them, and the
m isunderstandings that arise from them. A simple and
informative book to read.
Teacher's
Resource Material
Classroom materials that promote everyday usage o f the Ojibwe
language art! available in sets or individually. Three different styles of
bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii,
Aapji-nishin/Really Great, etc., and three different Ojibwe greetings
on red, whitt!, or yellow pencils that would make excellent gifts ih the
classroom. The 1995 Calendar; a hands-on teaching tool unique in it's
circular and colourful design, can assist the teacher when discussing
the four seasons, the four directions, the four stages of life, etc.
Page 1 2
Native Language i n Ontario Vol. 1 0. No 4
�aANISHINMBE
!Y'I KENDMSWIN
�PUBllSHNC
MATERIALS ORDER FORM
QUANTITY
CODE
A0027
A0025
A0028
A0026
A0029
DOOi
RO l O
RO I i
RO l2
R0 1 3
R0 l 4
R0 l 5
R0 l 6
R0 l 7
R018
R0 l 9
R030
R040
R04 1
R042
Ro43
ROSO
R05 1
R052
R053
BOOKS & MATERl,U
Teaching Wigwams
The Caregiver
Mdimooyenh Ngaa-Zl aadaagyaang
The Creator's Gift
Debenjiged Gaashi-M gwed
1995 English/Ojibwe < alcndar
STAMPS & PADS
Miigwech
Miigwech/Thank you
Aapji-nishin!
Aapji-nishin!/Really G ·eat!
Chi-Nokii
Chi-�okii/Hard Worker!
Mii-Yiw!
Mii-Yiw(That's It!
Aahaaw
Set of Nine (one of each above)
Ink Pads in red, blue, green, purple, and black
PENCILS with Ojibwe greetings
Gchi-\1iigwech! (in red)
Aaniish na Gegiin? (in white)
Gchi-nendam Dbishkaayin! (in yellow)
Set of all three (one of each above)
BOOKMARKERS in Ojibwe & English
Shkenaa! Gindaasan
Giizhoozi Gizis Giizhooyaa Ki Miinwaa
Gigiin Gdo-giizhoo Bmaadiz Miigwech!
Ntaa Gindaas na?
Set of 1 5 Book.markers
Allow 2-5 weeks for delh·ery
All prices subject to chilnge without notice.
PRICE
$35.00ea.
$6.98ea.
$6.98ea.
$9.98ea.
$9.98ea.
$3.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$6.00ea.
$40.00set
$3 .00ea.
.50ea.
.50ea.
.50ea.
$ 1 .00set
TOTAL
I
.50ea.
.50ea.
.50ea.
$5.00set
Total
Please make Cheque or vloney Order payable to
Anishinaabe Kenda:l!m rn Publishing
Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano
residents only, outside or Ontario sh pping charges may vary.
Total ______________
Add 6% shi pp in g charges+
Total Amount Due ________
Call, Fax, or Mail your
Order to:
Your Name: ____________
Organization: ____________
Address: _____________
Postal Code: ____________
Tel.: _______________
Fax.: _______________
PUBLISHING
R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200
Native Language in Ontario Vol. 10, No. 4
Page 13
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
An entity primarily responsible for making the resource
Faculty of Education, Native Language Instructors Program
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (4), Jan 1996
Subject
The topic of the resource
Universities
Description
An account of the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
Creator
An entity primarily responsible for making the resource
Native Language Instructor Program
Faculty of Education
Source
A related resource from which the described resource is derived
Lakehead University
Date
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1996-01-01
Rights
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Faculty of Education, Lakehead University
Format
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PDF
Language
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English
Type
The nature or genre of the resource
Text
-
https://digitalcollections.lakeheadu.ca/files/original/6dd593476583e347760ed4c99a81087b.pdf
193161aeaa3e96b6562a9ad5f10ad5a2
PDF Text
Text
.I
NATIVE LANGUAGE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<la-Sa..VJ�·' PP.!><I LnA•br b
N.L.I.P.
'
I
I
1
Volume 12, No. 1
April, 1999
�PLEASE NOTE:
Native Language Education in Ontario will now
be published only two times a year.
Volume 12, Number 1
April, 1999
General :Editor:
Wanda White
Copy :Editing:
Sonya Matson
Native Language Education in Ontario
Table of Contents
Message From the Coordinator ............................................./1
Information for NLIP students............................................../2
Announcement & Conferences............................................./3
Publications................................................ ........................../6
Teaching Unit by Lena White ............................................../11
Cree Dictionary Clipping....................................................../13
Sharing Section...................................................................../14
This issue and beyond ...
More teachers are beginning to
contribute to Native Language
:Education in Ontario. They are
highly motivated and deeply in
volved in the maintenance and re•
vitalization of Native Language.
Their enthusiasm gives me much
hope that together, we can make a
difference.Thanks to those people
who wrote articles and reviews.
We all know that it isn't easy trying
to write an article within an already
busy schedule! Help! Would you
like to:
*review a resource
*write an article
*provide teaching suggestions
*share information about a confer
ence?
If the answer is yes to any of these,
please call Wanda White at (807)
343-8003.
Native Lant:uat:e in Ontario is published two times a year by the Native
Language Instructors' Program, Lakehead University, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B SE1
April, 1999
�Coordinator's Message
Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native
Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU
NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are
courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students
who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second
Language, Part I will be offered this summer.
The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July
30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held
Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999.
Application packages were sent out inJanuary. The packages include all the forms that need to be filled out
and include information on residences and meal plans. The deadline for applications is May 30, 1999.
Applications received after this date will be considered only if there are spaces available. To avoid
disappointment, send in your application as soon as possible to the NLIP office.
We encourage you to share any information you may have on Native Language Education. It can be an
article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find
useful. Please submit it to us and we can include it in our next Newsletter.
A reminder to the students who need to do their "teaching experience", if you have not made arrangements
with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms
filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP
office.
Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and
take the 4th year so that they can obtain the Native As A Second Language Diploma.
Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter
Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second
Language Diploma at the Spring 1999 Convocation exercises.
Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program.
I look forward to meeting all of you students again this summer.
Good luck in your future endeavours. Giga-waabimigoom miinawaa.
Wanda White, Coordinator
Native Language Instructors' Program
Native Language in Ontario Vol. 12, No. I
Page 1
�NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY
SUMMER1999
NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30)
This program is for students wishing to teach an Algonquian language as a second language in the province of
Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a
second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful
completion of the program. This program is four weeks in duration which includes one week of workshops.
NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30)
This program is for students wishing to teach Native as a second language. This is a four summer program leading
to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students
concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose
this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum
requirement. This program is a three week program and does not lead to Ministry Certification. (This program does
not include the workshops from NLTC).
NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30)
This program is for students wishing to teach Native as a first language. This is a four summer program leading to
a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students
concentrating on syllabic literacy and Native language arts. This program is a three week program and does not
lead to Ministry Certification. (This program does not include the workshops from NLTC).
ED 4743
ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30)
SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION
OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect)
Introduction to basic Ojibwe conversation, pronunciation, and grammar.
Time:
5:00- 7:30 p.m. Monday thru Thursday
Date:
July 5 - 22, 1999
OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect)
Development of conversational skills and practice in writing.
5:00 p.m. - 7:30 p.m. Monday thru Thursday
Time:
July 26- August 16, 1999
Date:
CREE 1010 - Introduction to Cree I
Introduction to basic Cree conversation, pronunciation, and grammar.
Time:
11 :00 a.m. - 1:30 p.m. Monday thru Thursday
Date:
July 5- 22, 1999
CREE 1012 - Introduction to Cree n
Development of conversational skills and practice in writing.
Time:
11:00 a.m. - 1 :30 p.m. Monday thru Thursday
Date:
July 26- August 16, 1999
NL 2713 • Algonquian Linguistics
A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree.
10:30 a.m.- 12:30 p.m.
Time:
July 12- July 30, 1999
Date:
NL 3251 - Tramlation
Specific problems of translation.
1:30 p.m. - 3:30 p.m.
Time:
Date:
July 12- July 30, 1999
Page2
Native Language in Ontario Vol. 12, No. 1
�A N N O U N C E ME N T
APPLICATIONS FOR THE
1999 SESSION OF THE
NATIVE
LANGUAGE
INSTRUCTORS' PROGRAM
AT
LAKEHEAD UNIVERSITY
ARE NOW
AVAILABLE FOR
NEW APPLICANTS
IF YOU REQUIRE MORE DETAILED
INFORMATION ABOUT
NATIVE LANGUAGE TEACHER
CERTIFICATION
OR WOULD LIKE TO
COMPARE OUR PROGRAM TO
SIMILAR PROGRAMS,
PLEASE CALL US AT (807) 343-8003
BEFORE REGISTERING IN A
SIMILAR PROGRAM.
LAKEHEAD UNIVERSITY IS THE
ONLY NATIVE LANGUAGE TEACHER
CERTIFICATION APPROVED BY THE
MINISTRY OF EDUCATION AND
TRAINING FOR CERTIFICATION IN
NATIVE AS A SECOND LANGUAGE IN
AN ALGONQUIAN LANGUAGE.
CERTIFICATION THROUGH THE
ONTARIO COLLEGE OF TEACHERS.
*Indigenous Peoples' Conference on Education
(Hilo, Hawaii, August 1-7)
Pleasejoin us for the 5th triennial World Indigenous
Peoples' Conference on Education (WIPCE
HAWAri), to be held in Hilo, Hawai'i, from
August 1 to 7, 1999. Na Po'e Hawai'i, the indig
enous people of Hawai'i, invite you to participate in
this unique assembly, dedicated to learning by tradi
tional methods and stimulating discussions.
Indigenous educators, artisans, political activists,
healers, and community members are invited to
propose presentations. Each presentation must have
a cultural base, show how the past is bridged into the
present, and have a proven impact on the presenter's
people. We ask presenters not to rehash the validity
of indigenous learning structures or philosophy.
Instead, we wish to focus on past, present and future
projects - ideas that strengthen beliefs and prac
tices and offer direction and guidance as we enter the
new millennium. Presenters are encouraged to de
liver their presentation in their native tongue (please
be ready to interpret). The deadline for proposals is
December 31.
The fee for participants who register before Decem
ber 31 will be $295.
After January I it will be $400, and no registrations
will be accepted
after April 30.
For further information visit the conference website:
http://wipcehawaii.org
Or contact WIPCE HAWAI'I by e-mail at
<Wipc@hawaii.edu>; by phone at:
808/934-7722; by fax at: 808/974-7692; or by
regular mail at P.O. Box
6159, Hilo, HI 96720-8923.
Native Language in Ontario Vol. 12, No. 1
Page 3
�Conference Announcement and
CaU for Papers
31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE
neld In Co,uunctlon With
The 9"' Annual Woodland JVatlonal nl5torg Conference
of the
Prophetstown Council for Preservation
of Great Lalce5 /Yatfue American Culture
October 28 to 31., 1.999
Vnwersfty Inn
Lafayette, Indiana
Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking
peoples lndudlng but not limited to language, history, art, archaeology,
ethnography, and anthropology ls Invited to do so. Papers may be delivered in
ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10
minutes for discussion. Papers must be presented In tngllsh or French. Please
Indicate any additional equipment needed for the presentation.
Contributors should aend tltleJ and one page abstracts
by September l., J.999 to:
IYk:how L. Clarlc, &ecutlN Director
7'lae ,......,,.. At Proplaetalolon, Inc.
22 IY. Second St.
Lafayette, lndlana •7901.
7&5-t23-t6J.7 - Ofc
765-423-U95 - Pax
nclarlc@prop11e1atou,n.org
(Registration materials will be available by August 1, 1999.)
Page4
Native Language in Ontario Vol. 12, No. 1
�Stabilizing Indigenous Languages (Tucson, AZ, June 3-5)
AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA
The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will
be held at the University of Arizona. Tucson, in conjunction with the
20th annual American Indian Language Development Institute (AILDI).
It will take place June 3-5, 1999, and is being co-sponsored by SSil..A.
The conference will produce strategies for heightening awareness of
the importance of indigenous languages, extending existing language
environments, and creating a new generation of speakers. The goal is
to inspire indigenous communities to continue to develop and expand
the circle of native language speakers.
Proposals are being accepted for workshops, panels, paper presentations,
roundtable discussions and policy planning groups promoting the theme
"One Voice. Many Voices: Recreating Indigenous Language Communities".
Possible topics include (but are not limited to):
l) Workshops/Panels/Presentations
-Model activities for reversing language shift
-Technology in language transmission
-Developing community- and family-based language teaching strategies
and materials
-Using multi-media language teaching techniques
-Teaching strategies
-Documentation of indigenous languages
-Indigenous literacies and literatures
2) Roundtables
-Creating and recreating language communities
-Orthography issues and development
-Curriculum and language materials development
-Language immersion programs
-Language planning and policy development
-Language variations
-Community-based programs
-Language surveys and assessments
-Grant proposal writing
For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by
e-mail at <Sll.C@u.arizona.edu>.
The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if
received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50.
More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto
(akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty
(tmccarty@mail.ed.arizona.edu).
Native Language in Ontario Vol. 12, No. 1
Page 5
�Announcing publication of "Teaching Indigenous Languages"
"Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz
ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay
1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three
hundred indigenous language experts. teachers. and community activists to share information on how
indigenous languages can best betaught at home and at school. The papers listed below represent
theexperiences and thoughts of indigenous language activists who are working in the United State�.
Canada. New Zealand. and Mexico.
Copies can be purchased from the Division of Educational Services, Center for Excellence in Education,
P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127.
Checks, money orders. and purchase orders should be made out to "Northern Arizona University."
Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00
within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available.
The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by
Dr. Gina Cantoni is also available from the same source at the same price per copy.
Teaching Indigenous Languages, edited by Jon Reyhner
Table of Contents:
Tribal and School Roles
1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni
2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V.
Trujillo
Teaching Students
3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning
4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter
5. "Leaming Ancestral Languages by Telephone" by Alice Taff
6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert
Francis
7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc,
Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan
8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater
Teacher Education
9. "School-Community-University Collaborations: The American Indian Language Development Insti
tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda
10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne
Curriculum and Materials Development
11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse
12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native
Speaker-University Collaboration" by Bernadette Adley-SantaMaria
13. "Science Explorers Translation Project" by Dolores Jacobs
14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily
Hawkins
15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett
Page 6
Native Language in Ontario Vol. 12, No. I
�Language Attitudes and Promotion
16. "Marketing the Maori Language" by Rangi Nicholson
17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson
18. ''The Wordpath Show" by Alice Anderton
19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn
20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder
& Sherry Markel
Summing Up
21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles
22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott
Palmer
23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair
24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby
25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes
••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
ANNOUNCEMENT:
VISIT THE NATIVE LANGUAGE
INS TRUC TORS' PROGRAM
AT OUR WORLD WIDE WEB PAGE.
THE UNIFORM RESOURCE LOCATOR
(URL) IS:
http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html
Check us out for information on our Program.
Native Language in Ontario Vol. 12, No. 1
Page 7
�NOW AVAILABLE
DELAWARE-ENGLISH /
ENGLISH-DELAWARE DICTIONARY
By John O'Meara, Lakehead University
This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The
Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam
ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The
Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system,
as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words
and example sentences found in the Delaware-English section.
Publisher:
University of Toronto Press
10 St. Mary Street, Suite 700
Toronto, ON M4Y 2W8
ISBN 0-8020-0670-1
xxiv+660 pages
Price: $7S.OO
To Order: Phone Toll-Free 1-800-565-9S23
OR 416-667-7791
Fax Toll-Free 1-800-221-9985
Or order through any bookstore
Page 8
Native Language in Ontario Vol. 12, No. l
�a-�C�I Ninoontaan / I Can Hear It
Ojibwe Stories from Lansdowne House
Written by Cecilia Sugarhead
Edited, translated and with a glossary by John O' Meara
This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne
House. Ontario. These stories are well-known to Ojibwe-speaking people in
northern Ontario.
These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay
were written in Ojibwe syllabics and are here presented both in their original syllabic form and the
standard roman orthography with the English translation on facing pages. This volume also provides a
detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words
which appear in the texts.
This is the first collection of narratives from a vast region where upriver Ojibwe communities border on
downriver Cree communities to the north and east.
The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell
about the mythical past. in the time before the earth and creatures on it were fully fonned. The
tipaacimowin ('stories') range from personal experiences to historical accounts.
This collection of stories will be of interest to students of Ojibwe language and literature, as well as to
educators seeking materials produced in and about the Ojibwe language.
******************************
Ordering Information
Available From:
Lakehead University Alumni Bookstore
Lakehead University
Thunder Bay, ON P78 5El
Canada
Phone: 807-343-8335
Fax: 807-343-8 158
E-mail: lori.fleming@lakeheadu.ca
Cost: $35.00 (includes applicable taxes plus shipping/handling)
Make cheques payable to ..Lakehead University Bookstore"
We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order
infonnation if paying by one of these methods.
Native Language in Ontario Vol. 12, No. 1
Page 9
�<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><
MIDEWIWIN LANGUAGE CAMP
of The Three Fires Society
Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1
The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts
who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on
August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn
ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur
ing the sessions. Also included are instructional expressions and other related vocabulary.
Teachlng Master:
Edward Benton Banai
Co-Teachers:
Charlie Nelson
Edna Manitowabi
Willie Trudeau
Lena Odjig White
Lily Bourgeois
The Midewiwin Language Camp Book was compiled and edited by Lena Odjig
White. The accompanying audio tapes were also produced by Lena.
Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani
toba.
Language Package consists of: 40-page book (including full colour cover)
two 60-minute audio tapes, and
a "see through" envelope
ORDER FORM
Title: Midewiwin Language Camp, Vol. 1
Ship to:_____________________________
(Name)
(Address)
Cost per book: $30.00 Canadian
$20.00 U.S.
MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian)
Add $3.00 per copy - shipping and handling (U.S.)
Please make cheque or money order payable to Lena White.
Lena White
Order from:
Box 242
Letellier, Manitoba
ROG lCO
OR: Phone 204-427-2800
Fax 204-427-2655
<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><
Native Language in Ontario Vol. 12, No. 1
�ENGODOOSIGIN KINOOMAAGEWNAN
TEACHING UNIT
1.
Inaakoni&ewin:
Introduction (Rationale)
Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok
waa-kinoomaageyan.
Introducing what you plan to teach and why it is important.
2.
Zhichiaewin:
Objective
Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad.
What you want the students to be able to achieve.
3.
Kinoomaa1ewnan:
Content
(a)
Ezhi-naabiisigin Kidwinan:
Language Patterns
- ezhi-kidong nooj gegoo kidwinan
how words are expressed in different ways
• ezhi-naabiisidoong kidwinan
how words are put together
(b)
Kidwinan:
Vocabulary
- waawiinjganan
nouns
• zhichigewnan
verbs
• aankobjigaansan
dbishko go: for example:
inflections (prefixes, suffixes)
- ziindaakojiigaansan
particles
(c)
Nsastamawkiiwin:
Language Concepts
- weweni nsastamawkiing kinoomaagewnan
ensuring students understand what you are teaching
(d)
Ezhi-naabdakikin Kidwinan:
Language Functions
- ezhi-naabjitoong kidwinan
how people use the language
Native Language in Ontario Vol. 12, No. 1
Page 1 1
�(e)
Anishnaabe'aadziwin:
Aspects of Culture
- Anishnaabe bmaadziwin
Anishnaabe way of life
- Anishnaabe kendaaswin
Anishnaabe knowledge
- Anishnaabe kinoomaadwinan
Anishnaabe teachings and values
4.
Waa-naakimi2zin2:
Teaching Activities
Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig
wii-nishnaabemwaad.
What students will learn through various activities.
Ekinoomaagaazjig weweni wii-kendmawaad...
bzindamawin
giigdowin
ginjgewin
zhibiigewin
The students will know well (the skills)... listening
speaking
reading
writing
5.
Nda-kenji2ewin:
Evaluation
Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik
gaa-zhi-shki'ewziwaad wii-anishnaabemwaad.
Tofind out how much students achieved in learning Anishnaabe language.
6.
Nakaazwinan miinwaa Aabjichi2anan:
Materials and Resources
Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan
A reminder of what to prepare and what you needfor your teaching.
- ka-zhibii'aanan
list them
by: Lena White
with assistance from co/leag11es,
Shirley Williams & Reta Sands
July. 1998
Page 12
Native Language in Ontario Vol. 12, No. l
�Cree dictionary aims to preserve
language
by Bob Weber
The Canadian Press
Edmonton - After 12 years, Earle Waugh finally has
an answer for the spirit of a feisty, Cree-speaking
nun from Hobbema, Alberta.
"It's done," says Waugh, a University of Al
berta professor who's just edited a new authoritive
dictionary of the Cree language that was begun by
the late Sister Nancy LeClaire back in the mid-'60s.
"She knew she was dying," says Waugh of
LeClair, whose name appears on the cover of the
newly published book from the University of Al
berta Press.
"She said to me, 'Dr. Waugh, you know you
have to finish this and I'll be looking over your
shoulder to make sure that you do."'
"The Cree concept of pawakan (spirit) is very
strong. She was there. there's no doubt."
The 577 page Alberta Elders' Cree Dictionary
is the most complete, up-to-date Cree-English re
source ever published, says Waugh, who worked on
the project for 22 years.
It includes different dialects and slang. There's
a whole section of words that would mystify the
language's original speakers - such as cashmere
(manitowekin, or God's cloth") and VLT (soniyaw
kasiwepayit, or the "machine that spits money").
Cree grammar makes it flexible enough to
welcome new words. As in German, words can be
combined to create neologisms.
"English likes to have a single word that
stands for a particular concept," says Waugh. "Cree
is quite happy to link several words together."
"What's neat about this is that it means that
Cree is adaptive. It's also very colourful and very
vivid."
The dictionary is a cultural document as well.
It defmes manito as "the basic mysterious
quality in the universe," rather than the usual defini
tion of "God".
It provides an oath for use in court that is
culturally meaningful, since Cree bas little concept
of guilt.
11
The work draws from sources diverse as the
Cree-French lexigon written by Father Albert
Lacombe in 1865, previous works on the language
and the living vocabulary of up to 100 native Cree
speakers from across the Prairies.
George Cardinal, who grew up in northern
Alberta with Cree as his first language, took over
from Sister LeClaire as principal author.
- reprinted from the Chronicle-Journal
Sunday, January 10, 1999
•••••••••••••••••••••••••••••••
NLIP Faculty, Staff and
Student updates:
Several NLIP faculty members gave papers at
the recent Thirtieth Algonquian Conference,
which was held in Burlington Massachusetts,
October 23-25, 1998.
John O'Meara (Lakehead University) gave a
paper entitled "Preliminary Observations on Some
Ojibwe Place Names in Northern Ontario."
Helen Wassegijig (Carleton University) gave a
paper entitled "What is Ojibwe Art and Lan
guage?"
J. Randolph Valentine (University of Wiscon
sin-Madison) gave a paper entitled "Aspects of
Style in Ojibwe Narrative."
Native Language in Ontario Vol. 12, No. 1
Page 13
�SHARING SECTION
NGD-WONMOOM NA EZHI-ZAAGl'NAAN
NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING?
NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO
WIINMOON.
NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII
JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO
WIINMOON.
NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING?
NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO
WIINMOON.
Written by: Virginia Henry
July 29, 1998
Tune is to the tune of "Have I told you Lately?"
•••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
AABDSH GE-YI-NDAAYAAN NIGDWEYAAN?
AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN
DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH
GE-YI-NDAAYAAN NI-GIIWEYAAN?
LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII
KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA
BI-BSKAA-BIIKEN'.
AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN
NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH
GE-YI-NDAAYAAN NI-GIIWEYAAN?
NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND
PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG.
AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN
NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH
GE-YI-NOAAYAAN NI-GIIWEYAAN?
To the tune of "Where am I Going to Live When I Get Home? R. Travis
Submited by Virginia Henry
Page 14
Native Language in Ontario Vol. 12, No. l
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (1), April 1999.
Subject
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Universities
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1999-04-01
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Faculty of Education, Lakehead University
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PDF
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English
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Text
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https://digitalcollections.lakeheadu.ca/files/original/bcb92cbf49768a488e058d7d37b33287.pdf
94f615cc4c06f3300538c1aac8a03af0
PDF Text
Text
NATIVE LANGUAGE
EDUCATION IN
ONTARIO
Anishinaabemowin gikinoo 'amaadiiwigamig
<Ja-Sa..VJ�· ) PP..o<JLn�•brb
N.L.I.P.
Volume 12, No. 2
February, 2000
�'
I
PLEASE NOTE:
Native Language Education in Ontario will now
be published only two times a year.
Volume 12, Number 2
February, 2000
General Editor:
Wanda White
Copy Editing
Diane Maybee
Native Language Education in Ontario
Table of Contents
Message From the Coordinator------------------------ /1
lnfonnation for NLIP students-------------------------/2
Announcements------------------------------------------ /3
Obituary - Lena White-----------------------------------/4
Publications--------------------------------------------- /6
Announcements------------------------------------------ /8
Conferences---------------------------------------------- /9
This issue and beyond...
More teachers are beginning to
contribute to Native Language
Education in Ontario. They are
highly motivated and deeply in
volved in the maintenance and re
vitalization of Native Language.
Their enthusiasm gives me much
hope that together, we can make
a difference. We all know that
it isn't easy trying to write an
article within an already busy
schedule! Help! Would you
like to:
*review a resource
*write an article
*provide teaching suggestions
*share information abour a
conference?
H the answer is yes to any of
these please call
Wanda White@ (807) 343-8003
Native Lan�ue inOntario is published two times a year by the Native
Language Instructors' Program, Lalcehead University, 955 Oliver Road,
Thunder Bay, Ontario, Canada. P7B 5El
February, 2000
�Coordinator's Message
Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native
Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma
(NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be
offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent
speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ)
ED 4743 Native As A Second Language, Part I will be offered this summer.
The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July
12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and
Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held
on Friday, July 7, 2000.
Application packages were sent out in January. The packages include all the forms that need to be
filled out and include information on residences and meal plans. The deadline for applications is May
30, 2000. Applications received after this date will be considered only if there a.re spaces available.
To avoid disappointment, send in your application as soon as possible to the NLIP office.
We encourage you to share any information you may have on Native Language Education. It can be
an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that
you find useful. Please submit it to us and we can include it in our next Newsletter.
A reminder to the students who need to do their "teaching experience", if you have not made
arrangements with a school, you should start seeking a placement now. Don't forget to get your
practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and
send the form in to the NLIP office.
Students who have received their Certificate of Qualification (Restricted) are encouraged to come back
and take the 4111 year so that they can obtain the Native As A Second Language Diploma.
Students who have already taken Year 4 should be certain to complete their assignments for ED 1599
Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the
Native As A Second Language Diploma at the Spring 2000 Convocation exercises.
Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting
together this newsletter.
It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had
been with the program since its inception in 1981. Lena will be missed by all who knew her.
I look forward to meeting all of you students again this summer.
Good luck in your future endeavors. Giga�waabimigoom miinawaa.
Wanda White, Coordinator
Native Language Instructors' Program
Native Language in Ontario Vol.12, No. 2
Page 1
�NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY
SUMMER 2000
NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28)
This program is for students wishing to teach an Algonquian language as a second l�nguage in the
province of Ontario. This is a three summer program leading to teacher certification in teaching an
Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of
Qualification (Restricted) upon successful completion of the program. This program is four weeks in
duration which includes one week of workshops.
NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28)
This program is for students wishing to teach Native as a second language. This is a four summer
program leading to a diploma for Native language instructors. The diploma. issued by Lakehead
University, is for students concentrating in teaching Native as a second language. Out-of-province
second language instructors usually choose this program. Graduates of NLTC may transfer into year
four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-;
program and does not lead to Ministry Certification. (This program does not include the workshops
from NLTC).
NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28)
This program is for students wishing to teach Native as a first language. This is a four summer
program leading to a diploma for Native language instructors. The diploma. issued by Lakehead
niversity, is for students concentrating on syllabic literacy and Native language arts. This program
is a three week program and does not lead to Ministry Certificate. (This program does not include
the workshops from NLTC).
ED 4743
ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28)
SUMMER CREDIT
COURSES IN LANGUAGES AND EDUCATION
OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect)
Introduciton to basic Ojibwe conversation, pronunciation. and grammar.
Time:
5:00 p.m. - 7:30 p.m. Monday thru Thursday
July 4 - 24, 2000
Date:
OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect)
Development of conversational skills and practice in writing.
Time:
5:00 p.m. - 7:30 p.m. Monday thru Thursday
July 26 - August 16, 2000
Date:
CREE 1010 - Introduction to Cree I
Introduction to basic Cree conversation, pronunciation. and grammar.
Time:
11 :00 a.m. - 1:30 p.m. Monday thru Thursday
July 4 - 24, 2000
Date:
CREE 1012 - Introduction to Cree II
Development of conversational skills and practice in writing.
Time:
11 :00 a.m. - I :30 p.m. Monday thru Thursday
July 26 - August 16, 2000
Date:
NL 3811 - Special Topic I
Prerequisite permission of the Department
10:30 a.m. - 12:30 p.m.
Time:
July 10 - 28, 2000
Date:
NL 3813 - Special Topic II
Prerequisite permission of the Depaitment
I :30 p.m. - 3:30 p.m.
Time:
July IO - 28, 2000
Date:
Page 2
Native Language in Ontario Vol. 12 No. 2
•
�ANNOUNCEMENT
APPLICATIONS FOR THE 2000 SESSION OF THE
NATIVE LANGUAGE INSTRUCTORS' PROGRAM
AT
LAKEHEAD UNIVERSITY
ARE NOW AVAILABLE FOR NEW APPLICANTS
IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT
NATIVE LANGUAGE TEACHER CERTIFICATON
OR WOULD LIKE TO COMPARE OUR PROGRAM TO
SIMILAR PROGRAMS,
PLEASE CALL US AT (807) 343-8003
BEFORE REGISTERING IN A SIMILAR PROGRAM.
LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE
TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF
EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS
A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE.
CERTIFICATION THROUGH THE
ONTARIO COLLEGE OF TEACHERS.
LAKEHEAD GRADUATES
FRANCES HARDING IS LOOKING FOR STORIES ABOUT
ABORIGINAL GRADUATES WHO ARE DOING
INTERESTING AND IMPORTANT WORK, AND WHO COULD
BE FEATURED IN UPCOMING ISSUES OF THE
NOR'WESTER.
IF YOU ARE A STUDENT WORKING IN:
1.
2.
3.
ON THE INTERNATIONAL SCENCE
IN NORTHWESTERN ONTARIO
IN CANADA
PLEASE FORWARD THOSE STORY IDEAS TO THE
NLIP OFFICE
OR CALL DIANE @ (807) 343-8542
Native Language in Ontario Vol. 12. No. 2
Puge 3
�LENA WHITE
(WAABI-OJIIG)
June I, I 940 - January 28, 2000
Peacefully, after a short battle with
cancer, Waabi-Ojiig walked into the spirit
world.
Lena grew up on Wikwemikong
Unceded First Nation on Manitoulin
Island, Ontario. She resided at Roseau
River Anishinabe First Nation since
1995. Lena was the daughter of the late
Dominic Odjig and Lucy Odjig. She was
the beloved wife of Charles Nelson of
Roseau River. Lena also leaves two sons
to treasure her memory, Stanford and
Shannon White, both of Walpole Island,
Ont., their father David White and
Charlie's children Zongidaya, Jodee,
Anna, Bawbee and Kirby of Roseau
River.
Also left to mourn her passing are
brothers, Frank, Wilfred (friend Denise),
Ronnie (Maiy Lynn), Gordie (friend
Annette) and Clayton (friend Maryann),
all of Wikwemikong: sister, Marcella
Clarkson (Chuck) of Millgrove, Rose
Marie Trudeau of Wikwemikong and
Page 4
Patricia of Toronto.
Lena wa1s
predeceased by her sisters. Rita and
Lorraine.
Lena was also a dear si1ster to Don
(Mary Agnes) of Wikwemikong. Stanley
Fisher (Boot:,; of Sault Ste. Marie,
Daphne Beauon (Chester) and Winnie
Christian (George) of British Columbia.
Glover, Margaret
In-laws, Larry
Jackson, Alanis King-Odjig as well as
many nieces, nephews, relatives.
godchildren and friends will miss Lena.
Lena's passing will be keenly felt
by the Nelson family and her sisters and
brothers of the Midewiwin Lodge. where
she was a First Degree Midewiwin-quay.
Lena never hesitated to stand up and do
the work that she had committed her life
to.
Lena was well known for her
work in the area of Native Language
Education and participated in the
development of the Native Human
Services Programme (Hons B.S.W.) at
Laurentian University. She was a teacher
of Native Language courses in the Native
Language Instructors· Program at
Lakehead University. Lena attained her
Masters Degree at York niversity in the
Canadian Relations Theme Area in the
Faculty of Environmental Studies
focusing on human environment and
relationships, culture and languages.
Lena was uncomplaining to the
end. She will be remembered for her
energetic and helpful nature.
She
generously shared her many gifts with
members of her community and Mide
Lodge.
A traditional community wake
took place on January 29 with Mide
Teacher, Lawrence Henry at the Roseau
River Anishinabe Community Hall. The
first water drum teachings in memory of
Waabi-Ojiig, as instructed by Mide Grand
Chief Eddie Bento Benai, began at sunset
on Sunday, January 30.
Final
preparations and teaching ceremonies
began at .sun.set on Monday. January 3 I
and the burial ceremony was held on
Tuesday. February I at 10:00 a.m.
followed by a feast at noon.
Megwetch, Lena. Until we meet
again in the spirit world.
Native Language in Ontario Vol. 12, No. 2
�,·
..
.i
SERENITY :PRAYER
•.
·. '.
0(}-bend:ji.ged · .•.•.
ant me
Gii bi--gid-na-maa,
Be-kaa-dend...mo
ccept the things
Gesh�toos.wanh
,, �-
�;_
\·�-
'.
Wii anch-too-wa '•\�
Ji m'shka-wend�
'/l
Ji gwek-si--donh
.· .;�:�·-
.,
-
. . �,·,.
Gesh-toon
j
Miin-waa 1?'i-b
�;;'}�'
�-'f
-•. iJ�i,�:
A-jig-kenct7fuaa·-.::·.....
•
·'. :-� . ·:_\i/j' ,..
.....� ••• ·�c
iiiti��'.)J
� :·/-;A.�, · ·'
i. •
han
the things
ow the differenee
/·
Native Language in Ontario Vol. 12. No. 2
Page 5
�STILL AVAILABLE
DELAWARE-ENGLISH/ENGLISH-DELAWARE
DICTIONARY
By John O'Meara, Lakehead University
This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The
Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam
ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The
Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system,
as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words
and example sentences found in the Delaware-English seciton.
Publisher:
University of Toronto Press
l O St. Mary Street, Suite 700
Toronto, ON M4Y 2W8
ISBN 0-8020-0670-1
xxiv+660 pages
Price: $75.00
To Order: Phone Toll Free 1-800-565-9623
OR 416-667-7791
Fax Toll Free l -800-221-9985
Or order through any bookstore
Page 6
Native Language in Ontario Vol.12, No. 2
'
•
�Ninoontaan / I Can Hear It
Ojibwe Stories from Lansdowne House
Written by Cecilia Sugarhead
Edited, translated and with a glossary by John O'Meara
This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne
House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario.
These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay
were written in Ojibwe syllabics and are here presented both in their original syllabic form and the
standard roman orthography with the English translation on facing pages. This volume also provides a
detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words
which appear in the texts.
This is the first collection of narratives from a vast region where upriver Ojibwe communities border on
downriver Cree communities to the north and east.
The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell
about the mythical past, in the time before the earth and creatures on it were fully formed. The
tipaacimowin ('stories') range from personal experiences to historical accounts.
The collection of stories will be of interest to students of Ojibwe language and literature, as well as to
educators seeking materials produced in and about the Ojibwe language.
**************************************
Ordering Information
Available From:
Lakehead University Alumni Bookstore
Lakehead University
Thunder Bay, ON P7B 5E l
Canada
Phone: 807-343-8335
Fax: 807-343-8158
E-mail: lori.fleming@lakeheadu.ca
Cost: $35.00 (includes applicable taxes plus shipping/handling)
Make cheques payable to "Lakehead University Bookstore"
We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order
information if paying by one of these methods.
Native Language in Ontario Vol.12, No. 2
Page 7
�ANNOUNCEMENT
VISIT THE NATIVE LANGUAGE
INSTRUCTORS' PROGRAM
AT OUR WORLD WIDE WEB PAGE
THE UNIFORM RESOURCE LOCATOR
(URL) IS:
http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html
Check us out for information on our Program
LAKEHEAD GRADUATES
AT TIMES WE RECEIVE PHONE CALLS
FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING
FOR NATIVE LANGUAGE GRADUATES FOR
POSSIBLE EMPLOYMENT
BECAUSE OF THE FREEDOM OF INFORMATION ACT
WE CANNOT RELEASE ANY NAMES
WHAT WE CAN DO THOUGH IS PASS THE INFORMATION
ON TO THE GRADUATE STUDENTS
IF YOU ARE INTERESTED IN RECEIVING INFORMATION
ABOUT THE VARIOUS POSITIONS
PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT
YOUR NAME AND ADDRESS
PHONE: (807) 343-8542 OR FAX: (807) 346-7746
Page 8
Native Language in Ontario Vol. 12, No. 2
�White Mountain Academy of the Arts
in collaboration with the
Anishinabek Educational Institute
is pleased to offer
Traditional Native Arts Summer School
for Elementary School Teachers
WHEN?
July 3 to 2 1 , 2000
WHERE?
White Mountain Academy of the Arts, Elliot Lake
COURSE CONTENT?
The content of this intensive 3-week course will
include working in a studio to produce a hand
drum, a birchbark quill basket, and beaded
moccasins. Participants will:
◊
◊
◊
learn skills which they can transfer to their
own classrooms
receive teachings and stories which accompany
the use of these materials, and
become familiar with resources and techniques
to complement their teaching
INSTRUCTORS?
This course will be taught by practitioners from
regional First Nations
ADMISSION
REQUIREMENTS
All certified elementary, secondary school teachers
and NSL teachers.
MORE
INFORMATION
If you would like information about cost, registration
etc. Please call White Mountain Academy of the Arts
at (705) 848-4347 or toll free at (800) 368-8655
�,
.i..
�Seventh Annual Stabilizing Indigenous Languages Conference
"Language Across the Community"
May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada
The Ontario Institute for Studies in Education of the University of Toronto
For six years now this conference has provided a unique opportunity for people world-wide to come
together to work on practical issues, problems, and solutions to the challenges facing all indigenous
languages. Elders, other community leaders, front-line workers, researchers, administrators, educators.
students, media specialists, and advocates are invited to come and meet fellow workers.and take part in
plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and
supports indigenous languages. There will be hands-on workshops, descriptions of educational projects
of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in
the field.
This year's theme is "Language Across the Community", which will emphasize the many ways in
which all community members can become involved in indigenous language activities. As always, it is
expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations
related to various roles that the indigenous language can play in the school, such as subject of instruction.
immersion programs, dual education and professional development. and materials and activities
development. Special issues of administration for schools in which an indigenous language plays a role
will come up. We expect to have a whole section of the program devoted to immersion programs.
COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers.
support teachers. involve parents, make materials, link language and culture. and so on) but also create
and celebrate real language use in all aspects of life. So. topics like language camps. language in sports
and other community recreation, language at work, language in religion and culture. language and the
media, and language in the community historical and cultural research can be discussed with examples.
Adult literacy in the indigenous language, for example, is a growing activity.
SUPPORT RESEARCH will be covered in workshops and talks by people who are making
dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to
language, planning policies and good administrative practices, and creating centers for language research
and promotion. Conference goers can make their own contacts with people they would like to learn more
from, and information will be available about organizations which help link people involved with
indigenous language work.
We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive
exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups.
Timetable
Thursday, May 1 1 . 2000 7 p.m.
Opening reception and plenary
Friday, May 1 2
8:30 a.m. - 5 p.m.
Plenaries, concurrent sessions, luncheon
Saturday, May 1 3
8:30 a.m. • 9 p.m.
Plenaries, concurrent sessions, banquet
Sunday, May 1 4
8:30 a.m. - I p.m.
Plenary, concurrent sessions. closing
Presentation Formats
- Presentations - 45 minute time block to present information about any issues related to the conference
topic, leaving about 1 0 minutes for audience questions
- Workshops - 90 minute time block to talk about some indigenous language related project with
activities to involve the audience in learning about or how to do the project
- Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on
a relevant topic
- Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about
their project and conference participants can circulate and ask questions individually.
�Registration Form
Seventh Annual Stabilizing Indigenous Languages Conference
May 1 1 - 1 4, 2000, The Toronto Colony Hotel
Ontario Institute for Studies in Education of the University of Toronto
Registration Rates:
$ 1 00 U.S.
before March 3 1 , 2000 $ 1 25 Canadian
after March 3 1 , 2000
$ 150 Canadian
$ 1 25 U.S.
Student rates (with proof of full-time enrolment)
$50 Canadian
$40 U.S.
Payment by cheque or money order payable to Stabilizing Indigenous Language Conference
- credit card _ Mastercard; __ Visa; card # __________; expiry date___
signature________________
Name:
First Nation/Tribal Affiliation:
Title:
Department:
Organization:
Address:
Province/State, Country, and Postal Code:
Phone:
Fax:
E-mail address:
Proposal for Presentation
Deadline for submission: March 3 1 , 2000
Please Submit: ( 1 ) a completed registration form (a-; above)
(2) title of presentation
(3) a 250 word abstract of the presentation for inclusion in conference program
(4) a 25 word summary for conference publicity
(5) a 50 word biographical sketch of (all) presenter(s)
(6) check one: presentation _; workshop _; roundtable _: poster session
(7) will this presentation be in a language other than English: yes _; no _
Submit All Forms to:
Barbara Burnaby, Modern Language Centre
OISE/UT
252 Bloor Street West
Toronto, Ontario, Canada
M5S 1 V6
Fax: (41 6) 926-4769
E-mail: silc@oise.utoronto,ca
Check our website http://www.oise.utoronto.ca/MLC/silc
�Anishinaabemowin-Teg
hosts its
Annual Language Conference
-------The m e -------
Bigiiyedodaa Gdinweni naa
(Let's bnng our language home)
March 30, 3 1 , April 1 and 2, 2000
at the
Kewadin Casinos Hotel
and Convention Centre
for Further Information and Registration
Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2
Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761
Isadore Toulouse - (905) 722-3281 Ext. 134
Mart na Osawamick ~ Vendor Information (705) 566-6357
Master of Ceremonies - Chief Glen Hare (West Bay)
Book your room early at 1-800·KEWADIN
. Sault Ste . Marie, Michigan
�I
...
ANISHINAABEMOWIN TEG INC. 'S
TH
6
ANNUAL ANISHINAABE LANGUAGE CONFERENCE
VEGAS KEWADIN HOTEL AND CONVENTION CENTER
MARCH 30T" - APRIL zN°, 2000
REGISTRATION FEES
EARLY REGISTRATION: March 1 st, 2000
Regular -
$ 1 75.00
Elders & Students -
$ 75.00
Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID
ACCOMODATIONS Draw for each night of the Conference. We will be holding
three (3) draws.
LATE REGISTRATION: AJi'TER MARCH l sT, 2000
Regular
$250.00
Elders & Students -
$ 75.00
Mail registration forms to:
Or fax to:
ATTN: Sam Senecal
Sault College
P.O. Box 60
443 Northern Avenue
Sault Ste. Marie, ON
Sam Senecal
Fax # 705 - 759 - 0 1 75
P6B 5L3
�SAULT STE. MARIE, ONTARIO
MOTELS/HOTELS
You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas
Kewadin Convention Centre. You must also reserve your room using a major credit card, unless
your Tribe or Band is paying.
PLACE
RATES
Ramada Inn
229 Great Northern Rd.
(705) 942 - 2500
$80.00 + taxes -Single
$80.00 + taxes - Double
Watertower Inn
360 Great Northern Rd.
I - 800 - 46 1 - 0800
$73.00 - Single
$89.00 - Double
Quality Inn
1 80 Bay St.
(705) 945 - 9264
$69.00 - Single
$69.00 - Double
Travelodge Suites
332 Bay St.
(705) 759 - 1 400
Continental Breakfast included
$79.00 - Single
$89.00 - Double
$99.00 - Triple
$1 09.00 - Quad
Days Inn
320 Bay St.
(705) 759 - 8200
Hot breakfast included for two
$59.00 - Single
$69.00 - Double
$69.00 - Triple
$69.00 - Quad
SAULT STE. MARIE, MICHIGAN
MOTELS/HOTELS
For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call:
1 - 800 • 799 - 7779
Vegas Kewadin Hotel and Convention Center
1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503)
$60.00 - Single
$60.00 - Double
�REGISTRATION FORM
nd
11
March 30 \ 3 J SI , April 1 SI , and 2 • 2000
Please print and Answer all Questions
Name:
-----------------------------Given names
Surname
Organization Represented: (First Nation, School Board, Education Authority, etc...)
Home Address:
Street or P.O. Box
City
Apt.#
Province/State
Telephone
Postal/Zip Code
Fax #
Will you be attending the Opening Ceremony, Thursday March 30, 2000?
---
Yes
---
No
Will you be attending the Closing Ceremony, Sunday April 2, 2000?
·
---
Yes
Please mail registration form to:
Or fax to: Sam Senecal
Fax # 705 - 759 - 0 1 75
---
No
Attn: Sam Senecal
Sault College
P.O. Box 60
443 Northern Ave.
Sault Ste. Marie, ON P6A 5L3
��R E G I S T R AT I O N
Please complete this registration
form and send along with your
registration fee to:
Vision Quest 2000
do Dakota Ojibway Community Futures
Lower Level 340 Assiniboine Ave.
Winnipeg, MB R3C OY1
2 0 0 0
REGISTRANT INFORMATION (please print)
Name(s):
------
..·····-·-·---- -------
For further information on the
conference, please contact:
Joy Dornian
Conference Coordinator
Stone Pine Management
224-22nd Street
Brandon, Manitoba R7B 1R7
Phone: 1-800-557-8242
Fax: (204) 728-0010
E- mail: dornianj@techplus.com
Dakota Ojibway
Community Futures
Lower Level, 340 Assiniboine Ave.
Winnipeg, Manitoba R3C OYl
Phone: (204) 988-5396
Fax: (204) 988-5365
E-mail: docfdc@docfdc.mb.ca
Website: www.vqconference.com
Hotel Accommodations
Special conference rates are available
at many downtown Winnipeg Hotels
Place Louis Riel All Suite Hotel is about
three blocks from the Convention Centre
at 190 Smith Street. Phone 1-800-665-0569.
If you mention that you are attending
Vision Quest, you will receive the special
conference rate of $90 plus taxes.
The Crowne Plaza is connected to the
Convention Centre via a walkway at 350
St. Mary. Phone (204) 942-0551. The con
vention rate is $109 plus taxes for Vision
Quest registrants.
The Charter House Hotel is just two
blocks from the Convention Centre at the
corner of York and Hargrave. Phone
(204) 942-0101 and mention that you are
attending Vision Quest and you will
receive a conference rate of $72 plus taxes.
.
Organization:
Address:
Phone:
Fax:
Email:
REGISTRATION FEE
0 Early Bird Rate - Payment must be received before
April 1 4, 2000: $280 + $19.60 GST = $299.60
$
$
0 Regular Rate - $315 + $22.05 GST = $337 .05
0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50
$
(25 and under; proof of age or copy of student card enclosed.)
Less: 5% Discount is available for organizations with
5· or more prepaid registrations
0
•$
I require __ Additional Banquet Tickets
at $37 .45 each ($35 :+- $2.45 GSTI
$
TOTAL (includes GST)
$
Registration includes attendance at all conference presentations; a
conference information package; an evening reception on Tuesday,
May 16; lunch on Wednesday, May 17; and an evening banquet with
entertainment on Thursday, May 18.
Cheques should be made payable to Vision Quest Conferences Inc.
C O N F E R E N C E
l♦I
-- ----··········------
S P O N S O R S
ECONOMIC
DEVELOPMENT
Indian and Northern
Affafrs Canada
Affaires indiennes
et du Nord Canada
MTS U.
W e s t e r n E c o n o m i c:
Oiversific.auo" Ca.nada
Winnipeg
Canada
ROYAL BANK
Aboriginal Business Canada
Entreprise /JUtochtone Canada
f
�The 21 st Annual
American
Indian
Language
Development
Institute
Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no"
The University of Arizona .. Tucson, Arizona
June 5 - 30, 2000
The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual
American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and
revltallzJng Indigenous languages In both the community and the school.
AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts,
teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree
programs and toward blllngual and ESL endorsements.
C
Course topics Include:
• Foundatk>ns.o[Blllnguat Education
• Creative Writing for Native American Communities
• Linguistics for Native American Communities
• Media, Reading end Language Arts for Native American Communities
• Blllngual.Methods.and.Meterfals
• Bilingual Education Practicum
• Hopi Language and Culture
• Linguistics Workshop
• Native American Language Immersion
• language and Culture In Indigenous Education
Approximate Costs and Housing Accommodations:
• Tuition = $730 for six credit hours
• Books and Supplies = S150
• Meals = on your own
• Housing • varies from $400-$700. Campus
residence halts and apartments with coolclng
facl/lf!es can be arranged.
Financial Assistance Is available, but limited. Earty
revlstratlon Is encouraged. To receive • registration
and ttnanclal aid eppllcatlon, please complete and
return the form below. Matertals wlll be malled
February 2000.
m
The Unlverstty ofArizona
An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer
ff£TllBNFQIM OflQW
AILDI
The University of Arizona
For additional lnfonnatlon, contact:
Karen Francis-Begay, Associate Director
(520) 621-1068
EMAIL: ldbegay@u.artzona.edu
College of Education, Room 517
P.O. Box 210069
Tucson, AZ 85721-0069
FAX: (520) 621-8174
01T ON DOTTID LINE
D e p a r tm e n t o f � a n g u a g e , R e a d i n g
and Cult,
•••••••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••
Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________
Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000
1be Un/vers/ty•!JfArizona
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
An entity primarily responsible for making the resource
Faculty of Education, Native Language Instructors Program
Dublin Core
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Title
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (2), February 2000.
Subject
The topic of the resource
Universities
Description
An account of the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
Creator
An entity primarily responsible for making the resource
Native Language Instructor Program
Faculty of Education
Lakehead University
Date
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2000-02-01
Rights
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Faculty of Education, Lakehead University
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PDF
Language
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English
Type
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Text
-
https://digitalcollections.lakeheadu.ca/files/original/2ae838f75f9aec9f3febf3e61a32d3e9.pdf
5998d0b65e660ac1c2c7b12563d4112b
PDF Text
Text
��Coordinator's Message
Aanii/Boozhoo!
Aaniish naa? Gdoo-gchi kinoomaagem na go aanwi? Mii go pane ndamtaang
kinoomaageng Anishnaabemowin. Znagaangzhem go memdige go naa nongo wii bmi
zhitoong waa nokaazang kinoomaageng Anishnaabemowin. Mii dash go naa bemi
piichtaaying gegii nwi.
How is everybody? I am sure you are all very busy teaching Anishnaabemowin? It is
challenging and hard today to teach Anishnaabemowin when there are so few curriculum
materials and resources out there for our native language classrooms. When we look
back we can see how far we've come and see the amount of work our Native Language
Instructors have produced! We just need to keep doing what we are doing with our
Native languages.
We wish to extend our congratulations to all the students who successfully completed
their program this past summer. Best wishes in your endeavors.
,,
A reminder to the students who need to do their ''teaching experience , if you have not
yet made arrangements with a school, you should start seeking a placement soon. Don't
forget to get your practice teaching forms filled in and signed by the appropriate school
official and send the form in to the NLIP office.
Students who have already taken Year 4 should be certain to register and complete their
assignments for ED 1599 Winter Practicum as soon as possible and send them in to the
NLIP office in order to receive the Native As A Second Language Diploma at the Spring
2002 Convocation exercises. If you have any questions concerning your practicum,
please to not hesitate to call.
Our planning is underway once again for the summer session 2002. Dates for the 2002
NLIP session are July 2 to July 26, 2002. Student evaluation of the program conducted in
July 2001 indicated that students requested names and addresses and phone numbers of
fellow NLIP students for sharing purposes. We are unable to provide these because of the
Freedom of Information Act, which prevents us from divulging such information in this
newsletter. Some preliminary infonnation about courses and programs for summer is
included in this newsletter.
We wish everyone a pleasant holiday during Christmas and the New Year!
Gdinmilcaagoom Miinwaa!
-- ... :..--<
'
.
�--/4�-
�
(Season's Greetings Once Again!)
.- , ,
"-.Jl' �/ I'
�, /
,.,
u� /
_ ,,Helen Wassegijig, Coordinator v/
_
Native Language Instructors' Program
Native Language in Ontario Vol. 12, No. 3
�NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY
SUMMER 2002
NLTC - NATIVE LAN6UA6E TEACHERS' CERTIFICATION PR06RAM (July 2 - 26)
This progrom is for students wishing to teC1Ch an Algonquian language as a second la nguage in the province of
Ontario. This is a three-summer program It.a.ding to teacher certification in tt.a.ching an Algonquian language GS a
second language. The Ontario Coll• of Teachers issues a Certificate of QualifiC4tions (Restricted) upon
successful completion of the program. This progra,n is four weeks in duration, which includes one week of
workshops.
NASL - NATIVE AS A SECOND LAN6UA6E DIPLOMA PROGRAM (July 8 - 26)
This program is for students wishing to teach Native as a second language. This is a four-summer program leading
to a diploma for Native la nguage instructors. The diploma, issued by Lakehead University, is for students
concentrating in teaching Native as a second la nguage. Out-of-province second language instructors usually choose
this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NI.IP practicum
requirement. This program is a three-week program and does not lead to Ministry Certification. (This program
does not include the workshops from NLTC).
NAFL - NATIVE AS A FIRST LAN6UA&E DIPLOMA PR06RAM (July 8 - 26)
This program is for students wishing to teach Native as a first language. This is a four-summer program leading to
a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students
concentrating on syllabic litel'ClC)' and Native language arts. This program is a three-week program and does not
lead to Ministry Certificate. (This program does not include the workshops from NLTC).
Et> ◄743 At>t>ITIONAL QUALIFICATION-SPECIALIST IN NASL PART I (July 2 - 26)
SUMMER CREDIT COURSES IN LANGUAGES ANt> Et>UCATION
OJIBWE 1010 Introduction to Ojlbwc I (Severn Dialect)
Introduction to basic Ojibwe conversation, pronunciation, and grammar.
Time:
5:00 - 7:30 p.m. Monday thru Thursday
Date:
July 2 - 22, 2002
OJIBWE 1012 Introduction to Ojibwe II (Severn Dialect)
Development of conversational skills and practice in writing.
5:00 - 7:30 p.m. Monday thru Thursday
Time:
Date:
July 24 - August 14, 2002
CREE 1010
Introduction to Cree I
Introduction to basic Cree conversation, pronunciation, and grammar.
11:00 o.m. - 1:30 p.m. Monday thru Thursday
Time:
Date:
July 2 - 22, 2002
CREE 1012
Introduction to Cree II
Development of conversational skills ond practice in writing.
11:00 a.m. - 1:30 p.m. Monday thru Thursday
Time:
Date:
July 24 - August 14, 2002
NL 2711
Introduction to Native American Unguistics
A survey of the native languages of North America
Time:
10:30 a.m. - 12:30 p.m.
Date:
July 8 - July 26, 2002
NL 3551
Children's Utcroturc
In response to issues of language teaching/learning pedagogy.
(as a language learning tool).
Time:
1:30 p.m. - 3:30 p.m.
Date:
July 8 - July 26, 2002
Native Language in Ontario Vol. 12, No. 3
2
�OBITUARIES
Biidowe'aanmido-Kwe
GIZAAGIGOO
MAA PII KA WAABMI60O
IN LOVING MEMORY
Lillian Roberta (Osawamick) Bourgeois
March 4, 1961 - March 01, 2001
Lilly (Osawamick)Bourgeois, 3rd Degree Midewiwin kwe of the Bear Clan, passed
away at Sunnybrook Health Science Centre, Toronto, on Thursday March 1, 2001
at the age of 39 years. Lilly was born in Little Current, daughter of John
Osawamick and the late Florence {Neganigwane) Osawamick. Lilly was a teacher of
the Ojibwe language in Peterborough for the past two years. She also enjoyed
teaching traditional customs such as jingle dress dancing, drum making and strived
for the wellness of all who knew her through health and fitness workshops. Lilly
was the Chief Jingle Dress Dancer of the Three Fires Midewiwin Lodge.
Beloved wife of Paul Bourgeois of Peterborough. Dear mother of James
{Giizhigaatemonidoinini), Alexander (Wassaygezik) and Marion (Pizhiiskwe),. Loving
sister of Barbara (Tom), Martina, Stan, Gert (Max), Bev (Louis), Pat, Ann-Marie
(Patrick), Joseph(Clara), Darlene (Randy), Elizabeth (Gerard), Predeceased by a
sister Jean and a brother Johnny, Dear niece of James (predeceased) wife Celina,
Lavina (predeceased) husband John Lewis, Eva Cywink (husband Nick Predeceased),
Jerome (predeceased) wife Theda, Agnes Webkamigad husband Henry, Shirley
Williams, Isadore wife Verna and Rosella Kinoshameg husband James all of
Wikwemikong, Christine Osawamick and great uncle Hector Shigwadja. Also
survived by many nieces and nephews. Friends were received at Wasse Abin High
School, Wikwemikong on March 3, 2001. Funeral Service was held on Monday
March 5, 2001 at Wasse Abin High School with Lee Staples officiating
Native Language in Ontario Vol. 12, No. 3
3
�IN LOVING MEMORY
Justin Thomas James Alexander Gunner
July 18, 1985 - October 03, 2000
Justin Gunner passed away at the Thunder Bay Regional Hospital, McKellar
site on Tuesday October 03, 2000 at the tender age of 15 years. Justin was
born and raised in Moose Factory, youngest son of N.L.I.P Administrative
Assistant Diane Maybee (Phillip Nakogee) and oldest son to William Gunner
(Sheila Wapachee) of Moose Factory. Justin relocated to Thunder Bay to
attend High School in September 1999. Justin was a very unique individual
who always had a heart for others and was not afraid to let people know how
much they meant to him. All that came to know him during his short time
with us sadly misses him.
Loving brother of Sean, Miranda and Dwayne, and stepbrothers Colin,
Stephen and Michael. Proud uncle of Trae and Teara. Predeceased by his
grandparents Alex and Clara Gunner. Also survived by his grandparents
Raymond and Marion Maybee and several Aunts, Uncles, cousins, and several
friends from Moose Factory and Thunder Bay.
Friends were received at Jenkins funeral home in Thunder Bay on
Wednesday October 4, 2000. Funeral was held at the St,. Thomas Anglican
Church in Moose Factory on Sunday October 8, 2000 with Wayne Macintosh
officiating.
Native Language in Ontario Vol. 12, No. 3
4
�REMEMBERING
Ellen (Cub-dee) Mathilda Migwans
nee Corbiere
November 16, 1941- September 20, 2001
0 Great Spirit
Whose breath gives life to the
world and whose
voice is h£ard in the soft breeze
We need your strength and wisdom
May we walk in Beauty
May our eyes ever behold the red
and purple sunset
Make us wise so that we may
understand what you have
hidden in every leaf and rock
Make us always ready to
come to you
with clean hands and straight eyes
so when life fades. as the fading
sunset our spirits
may come to you without shame.
IN LOVING MEMORY
Ellen (cub-dee) Mathilda Migwans
Predeceased by her parents Paul & Mabel Corbiere, husband Joseph
Migwans, infant son Michael. Dear Friend of bill Ferguson of M'Chigeeng.
Beloved mother of Fred (Leah), Sylvia (Bernard) Ense, Lealand, Russell
(Beatrice) all of M'Chigeeng. Clyde (Colleen) of Wikwemikong, Lorraine of
Sault Ste. Marie, Rhoda (Jeremy) Epp of Calgary, Joe (Marge) of
Whitehorse. Loving grandmother of Ryan, Sage, Wasnode, Adam, Vince,
Tashina, Marlon, Marshall, Nathan, Joseph, Jordan, Neil, Brooke and Russell
Jr. Sadly missed by brothers and sisters Archie (Hilda) Corbiere, Alvin
(Angeline) Corbiere, Veronica Corbiere, Shirley (Klaus) Kaiser, Nancy
Corbiere (Eric), all of M'Chigeeng. Rosalind (Andrew) Shigwadja of Orillia,
George Corbiere of Orillia, Sylvia Shawanda (Edward) of Birch Island,
Caroline Corbiere of Sudbury, Orien Corbiere of Thunder Bay. Remembered
by many nieces, nephews and friends.
Friends were received September 21, 2001 at M'Chigeeng Community
Complex. Funeral was held at the Immaculate Conception Catholic Church in
M'Chigeeng with Father Foliot officiating.
Native Language in Ontario Vol. 12, No. 3
5
�ANNOUNCEMENTS
APPLICATIONS FOR THE 2002 SESSION OF THE
NATIVE LANGUAGE INSTRUCTORS' PROGRAM
AT
LAKEHEAD UNIVERSITY
ARE NOW AVAILABLE FOR NEW APPLICANTS
IF YOU HAVE NOT RECEIVED YOUR PACK.AGE OR IF YOU
WOULD LIKE ADDITIONAL PACK.AGES,
PLEASE CONTACT
DIANE MAYBEE
AT
(807) 343-8542
LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE
TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF
EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS
A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE.
CERTIFICATION THROUGH THE ONTARIO COLLEGE OF
TEACHERS
NLT C GR A D U A TE S
AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SCHOOL
BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR
POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF
INFORMATION ACT WE CANNOT RELEASE ANY STUDENT NAMES
WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE
STUDENTS
IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE
VARIOUS POSITIONS
PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND
ADDRESS
Native Language in Ontario Vol. 12, No. 3
6
�A N OTE FROM T HE
N A TIVE LANGUA G E IN S TRU C TORS 'PROG RA M
If you are a recent NLIP Graduate and you would like to
remain on our Newsletter mailing list, or you know
someone who would like to receive this valuable resource,
Please contact Diane Maybee at the N.L.I.P. office
At (807) 343-8198
FU LLY FURNI S HE D A C A DE MY SU I TE S
Poli-Rentals
#12 - 144 Academy Drive
Thunder Bay, ON
P7B 5J2
Comfortable Furnished Accommodations At Affordable Prices
Ap�
Towntff,Qt#et'
Weekly $450.00
Weekly $500.00
Bi weekly 800.00
Bi weekly 800,00
Monthly 1,400.00
Monthly 1,400.00
Long Term - On request
For your convenience we offer: Clean, comfortable, spacious
units. Kitchen with fridge and stove, 4-piece bath, Utilities
included, Cable T.V., Parking, Weekly cleaning.
Apartments - large storage area, some have-balconies & walkups.
Townhouses - storage in basement area. And so much more...
Centrally located to: Lakehead University, Canada Games
Complex, Thunder Bay Community Auditorium, Thunder Bay
Charity Casino, Confederation College, Superstore, Intercity
Shopping Center.
For more information or for reservations
Call: 1-807-474-7472 or Fax: 1-807-345-6343
Native Language in Ontario Vol. 12, No. 3
7
�EMPLOYMEN T OPP ORT U NITY
N ATIVE LAN GUAGE I N STRUCTO R
AT
Awashaishuck
1296 Weston Road
Toronto, O N
M6M4R3
Phone: (416) 242-12 64
Fax: (416) 242-9929
Liz Hammond
Assistant Executive Director
Clo Anduhyaun Inc.
BOOK LAU N C HIN G
AT
WALPOLE ISLAND HERITAGE CENTRE
DECEMBER 20th , 2001
OF
NISHNAABEMOWIN REFERENCE
GRAMMAR
BY:
J. RAN D OLP H V ALEN T INE
UNIVERSiiY OF TORONTO PRESS
Native Language in Ontario Vol. 12, No. 3
8
�TO ALL NLIP/NLTC STUDENTS
THE OFFICE OF THE REGISTRAR WOULD LIKE THE NLIP
DEPARTMENT TO INFORM ALL OF OUR STUDENTS THAT
THEY WILL NO LONGER BE DISTRIBUTING ANY
OFFICIAL OR UNOFFICIAL TRANSCRIPTS
TO ANY STUDENTS UNTIL THEY
RECEIVE A FEE OF $8.00
EFFECTIVE IMMEDIATELY STUDENTS WILL BE
RESPONSIBLE FOR RETREIVING THEIR MARKS FROM
THE OFFICE OF THE REGISTRAR
THE CONTACT NUMBER FOR
THE ONTARIO COLLEGE OF TEACHERS
HAS CHANGE[) TO (416) 961-8800 EXT. 330
IF YOU NEED TO INQUIRE ABOUT YOUR RECORDS WITH
THE ONTARIO COLLEGE OF TEACHERS
ANY ADDITIONAL QUESTIONS IN REGARDS TO THE PROGRAM
YOU CAN CONTACT THE NLIP OFFICE
DIANE MAYBEE (807) 343-8542 - (dmoybee@mist.lokeheadu.co)
HELEN WASSEGIJIG (807) 343-8003 - (hwassegi@mercury.lakeheadu.ca)
Native Language in Ontario Vol. 12, No. 3
9
�Me"JJ cb;stmas aHJ HO/ll'JJ Nell' Year to all St11�11ts 1mJ su,lfof� Native LIIHg,tllffC .Pl'DpAffl.
11,,e, � � are,, r-etur� to- � Ncxt:"we,,
L� I n.m-uctor1 Pr�a,,m, CU'l.d,, lf yow are,, lf\l the,,
t� field., prepare,- yO'Uf"' � tnat"e.r� Yow
Ca..11 hr-�YO'Uf"' materla,w, i.te.nw, CU'\d,, objec.t},foy v�
� 1rli4,; w� yow haNe,, yOU¥ mater-£.a.4, read.:Y CU'l.d,,
� onfy to- bet wr-itt"et1.t o«t: for � year two- CU'l.d,,
three--�� wai be, �the,ir pr-act:u;,uwi,, waL
be, �to-�the,,year one,,�
If eteyone, ha¼- q�� or co-ncer� for n.e.-,a- yea,,- for
the,,� ofJ� yow 00-r\lco-n:ttu:t" �ate�
La]c,e,, SchcoL � p'h<m,e,, �
(705) 463 -4101
(lea.>ve- at � CU'l.d,, I waL calL yow back,, c,.fte.r work,,
at 3:30 p. mt. or�� (705) 463-4124.
w
florrie/ SutherlaruL
Ncxt:"we,- L� I n.m-uctor1 Pr�a,,m, Staff
Native Language in Ontario Vol. 12, No. 3
10
�UPDATE:
THE PROPOSED ONTARIO TEACHER QUALIFYING TEST
AND YOU
If you recall, last July we mentioned that the Ontario Government
wanted to pass legislation called the Quality in the Classroom Act
that would require all new teachers seeking certification from the
Ontario College of Teachers to take the " Ontario Teacher
Qualifying Test''. At that time we told you that we would update
you on the situation if and when we heard anything. While the
news is that there is no news, here is what we know so far.
According to Dr. Anthony Bartley, our Lokehead University Faculty
of Education representative to the Ministry of Education meetings
on Teacher Testing, there is not much to report because there has
been a news blackout on this issue until the legislation is passed
sometime in January of 2002. Dr. Bartley says, however, that
the focus of testing will probably be on teachers seeking regular
certification and not teachers applying for "restricted certificates"
such as the ones for teaching the Native languages as a second
language. But he goes on to warn that this is his opinion and that
nothing has been said directly or officially to support or refute it.
We have since learned from Lucy McCartney, an Ontario Ministry
of Education (OME) employee who sits on the Ontario Teaching
Testing Project Advisory Committee, that the bill is in its 3rd
reading and testing will definitely take place in Spring 2002.
McCartney also said that they have not yet defined which
categories of student teachers the legislation will affect.
When we consulted with Keith Lickers, an Education Officer in the
Curriculum and Assessment Policy Branch of the OME, he could not
say whether or not NLIP students will have to take the test, but
he did provide details on the test itself. Here is what he said:
Native Language in Ontario Vol. 12, No. 3
11
�ONTARIO TEACHER QUALIFYING TEST
IT'S PURPOSE:
It will test student teachers skills in classroom management, teacher
strategies, and problem solving.
WHAT IT WILL INVOLVE:
It is a 3-hour test comprising scenario and multiple-choice questions.
Test will be marked by Ontario teachers and faculty staff. The test is
not focused on specific subjects.
WHAT HAS HAPPENED SO FAR:
It was pilot tested in October 2001 and will be field-tested with
volunteers in December 2001 and January 2002. The first real tests
will be administered April 27, 2002.
FOR MORE INFORMATION:
A backgrounder on the legislation is available at the Web site:
http://mettowas21 . edu. gov. on. ca/eng/document/nr/01 . 1 0/bq1 0 1 5 . html
Native Language in Ontario Vol. 12, No. 3
12
�NATIVE LANGUAGE RESOURCES
Eshkintam Nishinaabemang Mzinagan
Introduction to Nishnaabemwin
Author:
Professor Shirley Ida Williams
2001/2002
Native Studies Department
Trent University
NEW
Weshki-Bmaadzijig Ji-Noondmowaad
(a series of short stories by Andrew Medler in Anishnaabemowin)
Edited and Annotated
'By: J. Ra+'ldolpJ-\/ v��
NISHNAABEMWIN REFERENCE GRAMMAR
'By;J. 'Ra+'\dolpJ-\/V��
University of Toronto Press
Will also be
at the Book Launching
Walpole Island Heritage Centre
December 20th , 2001
Native Language in Ontario Vol. 12, No. 3
13
�The Ontario Curriculum
Grades 1 -8
Native Languages
2001
This publication is available on the Ministry of Education website
at
http ; //www . edu . gov . on . ca
The Ministry of Education is developing three Native Language resource
guides on grammar for 1) Ojibwe and Cree Languages; 2) Delaware; and 3)
three Iroquoian languages - Cayuga, Mohawk and Oneida.
The first two are virtually complete and ready for printing. The third is
currently being developed. It is the intent of the Ministry to have them
printed and distributed this school year.
The resource guides are supplementary and complementary to the Native
Language policy documents for Grades 1 to 12 that have already been
released to schools.
The resource guides are an effort by linguists and fluent speakers of the
Native languages to produce a significant resource for language
development. The Native language program, as outlined in the curriculum
policy documents, focuses on the communicative aspect of language.
Effective communication depends on accuracy and clarity of expression.
Therefore, grammatical accuracy is emphasized which makes the new
resource guides an important support of the program.
This project has presented a real challenge in that no grammar publications
for any of the Native languages taught in Ontario are available - which
partly explains why the project has been so long in development.
The release of these resource guides will complete the Native Language
program as part of the new Ontario curriculum
Native Language in Ontario Vol. 12, No. 3
14
�IMMERSION PROGRAMS
Boozhoo aaniin, Sam Senecal ndiznikaaz, Bakting doonjibaa,
Ojibwe Cultural Foundation naakiiyan as the Anishinaabemowin
Program Director. I've spent the last six years employed by
Sault College of Applied Arts and Technology as the Ojibwe
Language Initiatives Coordinator.
My position is funded through INAC and is a partnership between
Anishinaabemowin Teg Inc. and the Ojibwe Cultural Foundation.
My job duties at the Ojibwe Cultural Foundation will be to
coordinate and implement Immersion programs for the OCF's 16
member First Nations. I will also be updating and implementing
the language component of the OCF website. The address is
www.ojibwe.on.ca but please be patient it's going to take a little
time. I will also be planning and coordinating the annual language
conference hosted by Anishinaabemowin Teg Inc. The tentative
dates for the conference are March 27 - April 1, 2002 and will
take place at the Vegas Kewadin Convention Center located in
Sault Ste. Marie, Michigan. So make plans and arrangements to
attend this conference.
I can be reached through email sam . senecal@onlink.net or
telephone (705) 3TT-4902 or fax (705) 377-5460.
Naahow, baa maa pii ga-gii-ginoomin miinwaa
Native Language in Ontario Vol. 12, No. 3
15
�IMMERSION WORKSHOPS
Approval to print from the Newletter of the Walpole Island Heritage Centre.
Anishinaabemowin Program Up-date
(�by: Mar�P�J-i C� Ve-velopmet1.t0{f(,ce,r)
The Tuesday night Anishinaabemowin Language Classes are doing well. Our
instructor Dorothy Cameron is receiving a warm welcome from the participants.
Classes run from 6:00 to 8:00 p.m. at the Walpole Island Elementary School
Library. Light refreshments are provided. Classes are FREE to all community
members. Our average number of participants each week is 25-30 community
members some parents are even bringing their children. Future plans are being
made to offer a 2nd class for beginners only. Watch for more information about
the •Beginners" class. Come join us!
Two Anishinaabemowin Immersion Workshops were. held on Saturday October 27
and Sunday November 18, 2001 at the United Church Hall. The. immersion
workshops involve the recruitment of various experts in the language and also
skilled artists, craftsmen, cooks, etc. leading the sessions. The Workshops provide
hands-on activities and learning the Ojibwe words associated with that activity.
October's topic was Halloween and November's topic was Quilting and
Remembrance Day. The December Immersion Workshop will take place on
Saturday December 15, 2001 with the topic of "Preparing Christmas Dinner".
Workshops are free to all community members.
The Aamjiwnaang (Sarnia) First Nation has invited our community members out to
their Anishinabe Language Class, which take place on Wednesday evenings from
6:30 to 8:30 p.m. at the Community Centre. Also, we are invited to their next
Immersion program on January 18-20, 2002 at the Community Centre.
If you have any questions about any of the above, give me a call at (519) 627-6072,
ext. 224 or email me at_petersmk@kent.net
Miigwech
Coming soon to a Walpole Island Heritage Centre near you!
THOUSANDS OF YEARS IN THE MAKING
J. Randolph Valentine's
NISHNAABEM WIN REFERENCE GRAMMAR
University of Toronto Press
Watch for more info at the book launch Dec. 20th , 2001
Native Language in Ontario Vol. 12, No. 3
16
�SHARING SECTION
Native Language in Ontario Vol. 12, No. 3
17
�MONTHS OF THE YEAR: GIIZISOOG
Words for these calendar expressions will differ according to a
geographical area as they relate to seasons and activities of that location.
There may be some variations in spelling. Write them that way they are
expressed in your dialect and community usage. Here are some:
Southwestern Ontario
Northwestern Ontario
JAN. Mnidoo-giizis
FEB. Mkwa-giizis
MAR. Naabdin-giizis
APR. Poopoogami-giizis
MAY Nmebne-giizis
JUNE Waabgonii-giizis
JULY Miini-giizis
AUG. Mnoomni-giizis
SEPT. Waababagaa-giizis
OCT. Bnaakwii-giizis
NOV. Baashkaakodin-giizis
DEC. Mnidoo-giizoons
Chi-biboon-giizis
Mkwa-giizis
Ziisbaakodike-giizis
Waawaaskone-giizis
Gtige-giizis
Ode'mini-giizis
Miini-giizis
Datkaagminani-giizis
Mdaamnike-giizis
Bnaakwii-giizis
Gshkadni-giizis
Shki-biboon-giizoons
Lake of the Woods
Biji-biboon
Migizi-giizis
Aandego-giizis
Maango-giizis
Gitigewi-giizis
Ode'imini-giizis
Aabita-niibini-giizis
Miini-giizis
Waatebagaawi-giizis
Binaakwewi-giizis
Kashkadino-giizis
Moojigiziwi-giizis
by: Anishnaabe language Teachers
of Manitoulin & North Shore
Source: Walpole Island
1978 Calendar
by: Irene Scott
Whitedog, Ontario
Manitoulin/Central Ontario
THE •TEN COMMANDMENTS" FOR NATIVE LANGUAGE TEACHERS
THESE ·coMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES
AND WE WOULD LIKE TO SHARE THEM WITH YOU:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Prepare your lessons well beforehand so you know exactly what to do and what to
take with you.
Keep a daily record of your lessons.
Call the Principal in plenty of time if you are going to be absent or late.
Cause respect to fall upon your program in everything you do.
t>on't waste class time in translating, or using English
Don't teach lists of words, teach whole ideas: sentences, paragraphs.
Don't concentrate on individual children while the rest of the class gets out of hand.
Don't gossip about any child, member of staff, or school policy.
Respect the principal, ask him or her for help and advice when you need it.
Teach your classes not only to know their language, but also to •1ove" it.
Native Language in Ontario Vol. 12, No. 3
18
�NATIVE CALENDAR ( Cree)
..
JANUARY
FEBRUARY -
HICKED··• HONTH
KISE P ES IN .
EAGLE MONTH
HIKISIW PESif1
HARCH
GOOSE MONTH
APRIL
FROG_ HONTH
NISKI PESIH
r
p r'
o
c,- np
j\ r'"
I\ ,.ic:..
AYEKI 0ESIH
LAYING MONTH
HAY
P INIWAWE PESIH
JUNE
HATCHING MONTH
PASKAWE PESIM
MOULTING MONTH
PUSKO P ES IH
AUGUST
FLYING MONTH
OHPAHOO PESIM
-0
.a,
,..
II-
SEPTEMBER .
OCTOBER
�i>,
• J:l
NOVEMBER
···················· ·· ···· ··
***••
11ATING HONTH
NOCHIHITOO PESIH
..or,�::, /\
�c.
FREEZING HONTH
KUSKUTINO- PES IH
..........•! ...... ��···�·······
FOGGY MONTH
-
-
-
YEKOP EW P ES IH
a,
DECEMBER
DRIFTING HONTH..
PAW.AS TUN PES IM
Native Language in Ontario Vol. 12, No. 3
19
�LANGUAGE ANV LEARNING REFLECTIONS
BY: Ar-n,ol.d;p. I�� August 1992
The following essay is a reflection on the nature of language and the nature of the learner.
In the process I collected on the experiences I have encountered throughout my lifetime
and what I have had the pleasure of discovering in my linguistics classes at Lake.head
University in the summer of 1992.
As an Ojivway from the Rama First Nation, I spent the first years of my life on an Indian
reserve along with my own nationality. I can remember those days as a child with my family
and community members speaking and playing in the native tongue. My grandmother would
always speak to my brother and I using the Ojibwe language. She would use it in everyday
life, with legends and stories during the winter months and before bedtime. To me, it was
the most beautiful and descriptive language I had ever heard. I am sure that my person
from another nationality would say the same thing about their language. Anyway, this would
not be hard to understand as it is my first language and the only other language I had to
compare it to was English, which I understand is a borrowed language.
It was not until the early sixties that I was ushered off to a non-native School and
environment in the nearby town of Orillia, Ontario, which at the time had a population of
about 13,000. I was not totally foreign to the new language, but now I was learning and
doing everything in English for the better part of every day. Suddenly things were
different, structured, not as much fun. Physical punishment was now the new way of doing
business and it was not uncommon to see the native youngsters lined up outside the
Principal's office waiting to get the strap for being ourselves. After a few years, I began to
realize that we were using less and less of the Native language. It was not up until 1984
that we as a community started to do something about the problem by sending people to
Lake.head University to receive some learning and training skills. I was the first person from
our community to take the course. Then the following year, another three came as well, all
of who are working with the language in some form or another today. There was and is a real
feeling of loss of identity and heritage within us. I was one of those people who was
genuinely concerned and who took a positive step to rejuvenate the language, not only by
increasing any knowledge of the language, but by encouraging others to speak and learn to
teach. Also, it was through my initiative that a language program was in the daycare center.
I believed the language had to be protected from the outside world; it had to be pure again.
I also knew that the words were different from how they m must have been in the time of
our forefathers. I felt those words had to be recaptured and preserved to rekindle our
identity and pride. I always believed there was a proper way of using words. I knew not the
evolutionary processes of languages. I did not want to share the language with other
nationalities for fear of further loss and bastardization. I also believed that if I wasn't
totally fluent with my first language, I would never be whole. I would feel awkward around
the Elders and people who were well versed in the language and had a tendency to withdraw
from a lengthy of full conversation. I knew there were other First Nations like the Cree,
Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lock
of its knowledge contributed to my feelings of inefficiency with the language. I used to
believe that the language was dying.
Native Language in Ontario Vol. 12, No. 3
20
�I feel very fortunate to have been able to attend Lakehead University this year,
predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M.
Agnihotri, has opened my eyes and renewed my hope and faith that we as native people
belong with our languages, will survive! Now I have a more positive and optimistic outlook for
the future. I have learned to appreciate the finer points of the language and learner
processes. Instead of isolating ourselves with the language from the outside world, I now
believe that languages and people grow, learn and flourish from exposure to each other. The
only things constant is •change". New languages are coming into being all the time because
of interaction. Our language will change but it will live on. I see now how languages are both
highly structured and variable, and how with time and patience, any language can be broken
down and understood. I have always heard that children can learn a new language faster
than adults. Now I learn that both can learn equally as well and fast in regards to the
structure and words, but when it comes to pronunciation, the children have a slight edge on
adults,. I am also aware of the influences that the geographical location and environment
con have on a language. For instance, in Native country, if you live near a river, body of
water or any Island, the language will have a lot of •shhh" sounds because of the water
washing up against the shore line. If the Tribe is in the extreme north, then the language
will be harsh like the weather. I used to think that linguistics knew several languages but
now I am aware that it is a study of the structure and not the language itself. It is these
kind of peoples that con preserve and enhance heritages. They can capture a language and
record it on paper for the benefit of future generations and cultures. Some suggestions to
ensure the continuity of the language was not to focus all our energies and efforts on the
day-to-day fights like the realization of a language facility in the community, but rather to
attack the Big Picture. Concentrate at the National level to have a Native language policy,
fight for more capital and operational dollars, fight for equality. Go to the grass roots level
- politicians, and have them lobby the governments for the community and its members.
Have them institutionalized the language in the workplace and service centers, encourage
them to use it in the Council and public meetings. We have also learned about the nature of
he learner and the learning process. For example, we find in the learner that it is perfectly
natural to make errors. In fact, this may ever be desirable as now there is a method of
comparison between right and wrong, good or better. It is not a negative aspect of learner
development it is what makes us human, approachable and unpredictable. Languages are what
separate us from animals. For the longest time it was believed, maybe even before the
manifestation of record keeping and language structure development, that the learner
received comprehension and retentions through the five senses. This is what we are putting
in, this is what will be learned. In fact, this theory holds true to this day. There have been
numerous studies conducted by countless professionals and human behaviorists about the
theories behind the learning process. Now we find out that the learner is at the center of
the learning process and that there are several factors which influence his learning and what
he learns. Society, for example, teaches in the language of the dominating majority, which,
in Canada, is the English language. Social and economic conditions are also prevalent and
contributing factors because not everyone can go to say Yale University, because of
unwritten restrictions imposed by society. Maybe there are sociably acceptable criteria for
entry or the restrictions may be confining because of financially embarrassing reasons. The
individual may also have factors such as age, attitudinal problems, motivational deficiencies,
linguistic sensitivities and attitudinal qualifications holding him back.
Native Language in Ontario Vol. 12, No. 3
21
�The teacher and the types of material used to teach also have a bearing on what the
individual learns. Does the tmcher hove the qualifications, what sort of attitude does she
display. is she linguistically sensitive, is she sensitive to cultural differences. Does she
present materials that are interesting, pleasant and contributing to the crmtive instincts of
the lmrner? What tmching style is being used in the classroom? Is it tmching style being
used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank
space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is
believed to be starting our knowing very little? Or is it through the General Cognitive
Structures theory.
It was not until fairly recently that a new theory was conceived whereby it was believed that
the child was born with the knowledge of a universal language, a sixth sense. They said that
the infants brain must be preprogrammed to a certain extent, it was not any empty basket
as previously assumed.
To my thinking this is the most logical of the theories. I cannot believe that the brain is
empty upon birth...I distinctly remember when my own son was born and how he rmcted to
his new environment. I could see the intelligence instantly. He felt the cold and reacted
appropriately, he could not see clearly but he was able to focus on the overhmd light. This
was the fist thing he sow in this life and for the longest time, for a period of about three
ymrs, he was still compelled by light and would look right into a burning light bulb. In my
mind, I could make him our as saying, • Where the heck om I, what's happening, what's that?•
I told his mother, he's a food one, Deb. I believe that a newborn is innate, meaning that
both parents genetically transferred the preprogramming previously mmtioned. It is quite
conceivable to me that the chromosomes of the parents carry not the characteristics of the
parents but also a kind of collective memory. This memory is then constantly developing in
the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is
developing. it hos the ability to comprehend the outside world through the five senses and
analyze with the sixth. It can hear noises such as language while still in the womb and
recognize the smell of its mother even when it is separated for periods of time. This is
memory at work, analytical thinking. Furthermore. studies have shown that the human brain
uses no more than 5 to 10 percent of its power. Why is this? It is protecting us from
ourselves? Will there come a time when we no longer require a shell, and will the next form
be energy matter? If the brain only used the 10 percatt that we can measure, then surely
the other 90 percent must be doing something. I refer to the unconscious of the sixth
sense. I believe there is more going on that meets the eye and I will refer to it as
"automatic learning• or self-preservation. Even during the silent years, from birth to soy
abo,µt three years. the individual is still lmrning and developing the confidence to try new
things. like speech. Remember, you can learn more by listening all the time than you can be
speaking all the time. Learning is more that a one way street, there are so many variables
associated with it that no two people see the some thing exactly the same way.
In conclusion. I would soy that any tmching professional that takes the time to understand
his subject, his pupils' individuality, the external factors and the theories and learning
techniques available to him, will do well in his or her chosen career.
Native Language in Ontario Vol. 12, No. 3
22
�WHAT IS EVALUATION
There have been many ideas shared and discussed, and methods developed on the
topic of •evaluationH. The Ministry documents, Native Languages Guideline and
Resource Guide - Support Document, provide detailed sections on evaluation. Still,
we get questions on what is the best way to apply a method you select?
Following is another contribution made by Adrian Peetoom. Here is some
information and citations made from his publication •RefleXionsH.
...you rely on what your own mind and heart - and the hearts and minds of your
students - tell you ... what's going on in our program, on your profession, in your own
professional life. Genuine evaluating is built right into classroom practice. The
trick is to recognize when and what and how you and your students are evaluating.
s��m-pcmder.
• Evaluation is first and foremost a celebration of what learners have
learned.
• Evaluation is a process, not a product.
• The purpose of evaluation is not to measure, but to foster.
• Evaluation depends on knowing the children and recognizing their
gifts, learning styles and interests.
• It is what people do together for the purpose of helping learning
along and building confidence in the learner.
The key to evaluation:
Students are totally involved in the process. There is only working with the
students (and their parents) to discover...
- what they already know,
- what they sti II need to know, and
- how they can be helped to know.
Like learning, evaluation happens every moment...The trick is to become more
specifically aware of and reflective about what you see, hear, feel, think, decide, so
that each bit you learn about your students' learning from them or from you own
observations, affects what you say and do next and builds towards your common
learning goals. Evaluation isn't something you do to students; it's something you do
with them on an ongoing basis.
Native Language in Ontario Vol. 12, No. 3
23
�Think of the on-going process as the "five R's":
•
Research:
What have we done?
... when you gather information about what both you and the students did.
You collect all kinds of data: about your instruction, the students'
interactions, the process of their learning (observable behaviors), pieces of
writing, completed tests, oral projects, drama, drawings, paintings,
constructed models, audio and video tapes etc.
• Reflection: What have we learned?
•what do we know?• - applies to you as well as the students. From the
research information and the materials you've collected, you arrive at some
tentative conclusions about the learning process; not only of what of
learning, but also the why, when, how, and with whom ...It's no longer simply
what you value in your students' learning that's important, but what they
value as well. Their own goals are what matter, and their recognition and
understanding of how and how much they're moving toward those goals.
• Response: Where will we go from here?
Each •evaluation" you and your students make as you reflect on the learning
they and you have done points to new goals that build on what has already
been learned.
• Reporting: What can we tell each other and others about our
learning?
-an ongoing sharing of thoughts and feelings about the process of learning
and what is being learned. Also important is periodic communication
between you and the parents - with the student - about what you saw, what
you thought, what you wondered, what you decided.
•
Recording: What learning can we record as completed?
If the first four •:steps" are in place and everyone has had an opportunity
to contribute, then official records of your students' work and learning will
be no big deal.
Thinking about learning:
Questions for evaluating yourself and your teaching ...
1. What did the students learn?
2. What did I learn about them
3. What did I learn about my teaching?
Source: •Reflections" by Adrian Peetoom, pp. 156-173
Publisher: Scholastic Canada Ltd., 1992
(Information and citations from •Reflections" prepared by Lena Odjig White
Native Language in Ontario Vol. 12, No. 3
24
�RESOURCES
0jibwe Cultural Foundation
P.O.Box 278
M"Chigeeng, Ontario
Manitoulin Island
Canada
POP 1GO
(705) 3n-4902
Fax (705) 3n-5460
NISHNAABEMWIN - NAADMAADWINAN
1.
RESOURCE BOOKS FOR TEACHERS
a)
b}
c)
d)
e)
f)
2.
A Core Program for Grade Three (NSL)
Nishnaabemdaa Pane - Let's Talk Indian
Anishnaabe Kinoomagewin
Teachings of the Medicine Wheel
(Nishnaabe Bimaadziwin Kinoomaadwinan)
Teachings of the Medicine Wheel (Junior)
(Nishnaabe Bimaadziwin Kinoomaadwinan)
Teaching of the Medicine Wheel
Seatwork Activities
$8.95
7.95
25.00
25.00
25.00
25.00
AUDIO CASSETTES
a)
b)
Nishnaabemdaa (Let's Talk Indian) and Booklet (per lesson)
Lessons 1 - 20
Lessons 21 - 40
9.00
Nishnaabe Songs with Words
3.
ANISHNAABE BIMADZIWIN
4.
STORIES :
a)
a)
b)
c}
d)
e)
The Indian Way - Booklet
10 Illustrations by: Leland Bell
1.00
5.95
OJIBWE/DAAWAA BOOKLETS
Aweseehnuk (Wesiinhik Medwewechgejik)
Ginwbeg (Gnebik Ezhi - Bmaadzit)
Migizeehns Matigwokeeng Gazhuwebzit
(Mgizeegns Migwaakiing Gaa Zhiwebzit)
Wabgunojeehns (Waabganoojiinhs)
Nimkiin
Native Language in Ontario Vol. 12, No. 3
25
�!S.
(1) LEGENDS : OJ'IBWE/DAAWAA BOOKLETS:
a)
b)
c)
d)
e)
f)
g)
h)
I)
6.
Mkwa-e-Nji-Bookwaanwet
Why the bear has a short tail
Naabaa - Chaa/Ice Monster
Nimosh MiinwaaJidmooh/The dog and Squirrel
Oodenawi Nozwinan Maanpi Mnidoo Mnising
(Some) Town Names on Manitoulin Island
The Woy It Was (English Only)
How the Bees Got Their Stingers (English Only)
Dbaajmowaahsan: Little Stories
Mooz Gaa - Nji - Debnaat Eshikanan
Why The Moose. Has Antlers
Ko - Ko - Ko/The Owl
$2.75
2.95
2.95
2.95
3.75
3.75
2.95
2.50
3.75
POSTERS:
1 -SEVEN GRANDFATHERS - SEVEN TRADITIONAL VALUES/TEACHING
by Leland Bell Set $50.00 or individual prices as listed (Full Color)
a)
b)
c)
d)
e)
f)
g)
Wisdom
Love
Hone.sty
Humility
Truth
Respect OUT OF STOCK
Bravery OUT OF STOCK
$10.00 (Poster) or 20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
2 - ENVIRONMENT SERIES - BY: IVAN SHAWANA
Per Set $40.00 or individual prices as listed
a)
b)
c)
d)
e)
f)
Medicine Wheel
$10.00 (Poster) or $20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
The Eighth Fire
Giving Thanks to Mother Earth 10.00 (Poster) or 20.00 (Matted)
Vision of the Blue Man
10.00 (Poster) or 20.00 (Matted)
10.00 (Poster) or 20.00 (Matted)
Keeper of the Land
10.00 (Poster) or 20.00 (Matted)
Seven Grandfathers
3 - MORE POSTERS:
a)
b)
c)
d)
e)
BY BLAKE DEBASSIGE
Accept One Another
Breath of Our Grandfathers
Respect for All Things In Life
Respect - Honor of Our Life
The Voice of the Land is in Our Language
Native Language in Ontario Vol. 12, No. 3
$6.00
6.00
6.00
6.00
6.00
26
�4 - POSTERS - INDIAN SAYING & PHILOSOPHY: KEN ENSE
a)
"Respect and Care For Your Elders"
6.00
6.00
"Be Kind To Your Fellow Man"
b)
c)
"Work Together in Harmony"
6.00
d)
"What You Are Born Into is What You Will Be"
6.00
"Take Time and Think Carefully"
e)
6.00
$25.00
TOTAL PACKAGE
5 - MORE POSTERS: BY: LELAND BELL
6.00
A Child Will Lead the Way
a)
The Anishnabe Child is Born Into A Circle of Cultural Heritage.
b)
The Circle Contains All Traditions, Laws, Duties and Hopes of a
People
Children of the Seventh Fires
c)
7.
OJIBVE/Ol)AWA LANGUAGE LEARNING PACKAGES
$3.00 EACH
a)
b)
C)
d)
e)
f)
g)
h)
I)
j)
k)
k)
8.
Action Words
Gwiwnan (clothing)
Ahmbe (Let's Go)
A Weewying (Body Parts)
Bnesshiinhag (Birds)
En Dahng (Home)
En Kum Gak (Geography)
Eshimiianc {Transportation)
Giigoohn (Fish)
Kinomagegumig (School)
Maanwang {Fruit)
Maanwang {Fruit)
I)
m)
n)
o)
p)
q)
r)
s)
t)
Meejim (Food)
Minidoshenhnsuk
(Insects)
Mtig (Trees)
Ne Tow Ging (Vegetable)
Nokaazwinun {Tools)
Okaanuk {Farm Animals)
Wesiinhag (Animals)
Ah Peesh Gauzhigehns
(Where is Kitty?)
N'do O Demuk
Nengswewan Giz Jik
{Family)
COLOURING BOOKS:
a)
b)
c)
d)
Gdoodemnaanik (Clan Symbols)
Don Ense Colouring Books
Blank Edition
English Edition
Ojibwe Edition
Mishibinijima Colouring Bood
Ojibwe/Odciwa Motif�
Native Language in Antario Vol. 12, No. 3
$2.95
2.50
2.50
2.50
27
�9.
OTHER RESOURCES :
a)
b)
c)
d)
e)
f)
Anishnaabe Artists and Their Art
Series 1
3.50
Series 2
4.75
Ojibwe/Odawa People- Yesterday & Today
Verb-0-Game
29 Language Flash Cards (per package)
11.25
8 page Talking Book-Aapiish Gaazhenhs-Where is Kitty? 10.00
Art of Mishibinijima (8 1/2" x tr Cards) (Package of 19)
10. EXTRAS
a)
b)
$1.75
Cook Books, Nishnaabe Delights
60
Miigwech
Cards
60
Assorted 'By: S. P�
N.E.G. Cards 'By: Ket'\lf�
1.50
Dream catcher 'By: Vcq:i� Od:fig,
3.00
Assorted Cards 'By: Lel,a,nd,'Bel.L � 3.00
- BOOKS THAT ARE AVAILABLE 1.
2.
3.
Touching the Serpent's Tail - 'By. Michae.L-R� 14.95
The Earth & Dancing Man - 'By: Michae.L-R�
Shingwauk's vision - A History of Native Residential Schools
4.
The Chippewas of Lake Superior - 'By: f�Je,{fer�
By: J.R. Mal.u-
V�, JY.
5.
As Long As This Land Shall Last - 'By: 'ReneJ fumcl.eaw, OMI 5.95
6.
First People/First Voices - Edited 'By. P� PetYone, 20.95
7.
The Ojibwe of Southern Ontario - 'By. P� S. S�
8.
The Mishomis Book (The Voice of the Ojibwa)
By. 'Ed.wCM"dt'B� - '8GU\.aV
30.00
9.
Black Elk's the Sacred Pipe
Re<:CYtiedt & fd..ii;ed;,'By: Jot,eph,Fpe.s-Broww
The Star-Man - By: 'B�J�
10.
Ontario History- 'By: 0�1i�Soclety
11.
Canada's First Nation - By: OliN�Pcu:r-(,c,la,Vlc1<4,on,
12.
13.
Eastern Ojibway Dictjpnary - 'By: Rlehat--dtA. 'Rhode.1t
Native Language in Ontario Vol. 12, No. 3
28
�14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
Making It Their Own- Severn Ojibwe Communicative Practices
'By: L�Philip� V�
Walking in the Sacred Manner
'By: 1',f(M"'/v St: PleYY� � Tilda, L� Soldie.,,,The Theft of the Spirit (A journey to Spiritual Healing)
'By: C(M"ltA. fla,wr,m.e,r� M.V.
History of the Ojibway People - 'By: W� W. \.tJ{M"Ye+'\I
The Sacred Pipe � 'By: JO$ep�'Epe4Y'BYOWY\I
Indian Oratory- 'By: W. C. Vandenc.,erth/W�'R- C(M"m.adc.,
Atlas of Great Lakes Indian History
'By: tlele+'lltlor�T�/Mildo1,, P�
Skyscrapers Hide The Heavens - A History of Indian-White Relations
in Canada - 'By; J.'R. Male.,,,Amerindian Rebirth - Reincarnation Belief Among North American
Indians & Inuit - 'fdae.<L by A � M ilM,, & 'Richard, Slobod.lw
Voices of the Land - Document of the life histories & philoshophies of
the Cree, Anishnabe & Iroquois Elders in Ontario/Ojibwe Cultural
Foundation
10.00
Also available from the
0jibwe Cultural Foundation
CASSETTE'S & BOOKLETS AVAILABLE
Anishinaabemowin Beginning Odawa #2
Anishinaabemowin Beginning Odawa #3
Anishinaabemowin Advanced Odawa #1
Anishinaabemowin Advanced Odawa #2
Anishinaabemowin Advanced Odawa #3
Anishinaabemowin Advanced Odawa #5
Anishinaabemowin Advanced Odawa #6
Gaagiigidodaa (Let's Make Conversation)
Anishinaabemowin Pow-Wow Talk "Jiingtamog"
Kidwenan
20.50
20.50
20.50
20.50
20.50
20.50
20.50
30.00
20.50
16.99
(An Ojibwe language book with vocabulary and short sentence structure)
Native Language in Ontario Vol. 12, No. 3
29
�OTHER BOOKS AVAILABLE
1.
2.
3.
4.
5.
NOTE:
Ojibway Language Course Outline for Beginners
'By: 'B�J�
Quillwork - A traveling exhibition
Or�'By: rhe,, 0.C.f. © �84
The Healing Tradition Cross-Cultural
Insight (A Report) August 16 - 18, 1994
Exploring Manitoulin
Third Edition By: ShelleyJ. pea,,-e,n,,
Wiigwaaskingaa (Land of Birch Trees)
Stories 'By: A�J. Mc.Gr-eg<w
10.00
10.00
10.00
22.95
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ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC.
REQUIRE A PURCHASE ORDER NUMBER FOR
INVOICING.
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WHERE APPLICABLE
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PRICES SUBJECT TO CHANGE WITHOUT NOTICE
➔
BOOK DISCOUNTS
10 - 25 COPIES
25 COPIES OR MORE
1 5%
20%
Native Language in Ontario Vol. 12, No. 3
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�Ojibwe Cultural Foundation
P.O. Box 278
M'Chigeeng, Ontario.
Canada POP IGO
(705) 377-4902 Fax: 3 77-5460
FAX#:.___________
PURCHASE ORDER t;,______
SHJP TO:,________..,_.
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NOTE: • AU. SCHOOlS, IN5lTIUJlONS, COMPANif.S,
ErC. lfQlnE A PUROIASE 01tDER NUMBEll
• ALL PD50NAL ORDERS MUSr IE chD�
• P.S.T. AND G.S.T. WllL IE APftlED WHERE
'
APPUCABLE.
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• PRICES ARESUBJECTTO CHANGE WITHOUT NOTICE •
•Mai� phont £r nx ordffS aN subject to sh lpph\g and handUn� and C.O.D. charps when applicable-
Native Language in Ontario Vol. 12, No. 3
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�RETURN POUCY:
Occasionally errors occur when orders are processed. If you have received
items in your shipment that you did not order, please follow the steps listed
below:
• All returns must include a copy of the invoice, for each item being returned.
• Items must be in their original packaging.
• Return must be made within 30 days of purchase.
• State your reason for return.
• All returns must be sent via Canada Post (C.O.D.'s not accepted).
*
Credit will be applied to customer account unless otherwise requested.
PLEASE REMEMBER:
*
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restocking charge applied. If the Ojibwe Cultural Foundation made
error, include postage cost receipt for sending item back, and we will
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•
Do not send any other correspondence with your return. For your
benefit, we suggest if value is over $100, have parcel insured. We
cannot compensate for parcels lost by Canada Post.
*
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With your cooperation, we can ensure that credits are issued and any
damaged items will be replaced. If you have further questions, please do not
hesitate to call.
OJIBWE CULTURAL FOUNDATION
P.O. Box 278
M'Chigeeng, Ontario
POP !GO
NOTE: WEST BAY HAS BEEN CHAN&ED TO M'CHI&EENG
Native Language in Ontario Vol. 12, No. 3
32
�Did you know...
That Wanda White, former Coordinator for the NLI program, is supply teaching at
Biinjitiwaabik Zaaging Anishnabek in MacDiarmid, ON POT 2B0. Wanda teaches
Jk - Grade 8 - Special Ed & SK - Grade 8 - Ojibwe Language.
Gilbert Deschamps, a former NLIP student in 1991 just graduated with his
Law Degree. Gilbert attended the University of British Columbia (UBC) in
Vancouver and completed his final year at the University of Ottawa. He has
yet to write his bar exam. CONGRATULATIONS GILBERT!!!
Mr. & Mrs. Brian Outinen who were united as ONE on November 17, 2001 in
Sault Ste. Marie. Congratulations Brian & Michelle. .
Gary Hannam is the Principal at Manawaki Woodland School in Manawaki,
Quebec.
The Education Libray in the Bora Laskin building donated 3 books in memory
of Diane Maybee's late son Justin Gunner.
Romfield guide to birds of Ontario
598.09713 H83
By: Janice M. Hughes
History of the Native People of Canada Volume I & II
971.00497 W94 v.1, 2.
By: J.V. Wright
The books will remain in the Education Library for future reference.
We would really like to know what all our students & staff are up to these
days. Drop us a line and let us know
Native Language in Ontario Vol. 12. No. 3
33
�C�ocat'LOYv M� 2001
Mona Cormiere
Native Language in Ontario Vol. 12, No. 3
34
�Helen Wassegijig, Orien Corbiere & Susan Bebonang
Orien & sisters Sylvia, Nancy & Shirley
Native Language in Ontario Vol. 12, No. 3
35
�NLl'P 2-002. 'Potential G.raduates
Native Language in Ontario Vol. 12, No. 3
36
�Year One
Year Two
Native Language in Ontario Vol. 12, No. 3
37
�Year Three
Institute
Native Language in Ontario Vol. 12, No. 3
38
�N.L.I.P Student Council
Tammy Noble & James Shawana
Native Language in Ontario Vol. 12, No. 3
39
�Native Language Publ ications
available through the
Lakehead U niversity Alumni Bookstore
Introductory Ojibwe
Intermediate Ojibwe
Advanced Ojibwe
Anishinaabemodaa
Kedwenan: An Ojibwe language book
Eastern Ojibwe-Chippewa-Ottawa
Concise Dictionary of Minnesota Ojibwe
From our eyes: Learning from Indigenous
Funny, You don't look like one
Further Adventures of Blue-eyed Ojibway
Our Voices
Little Voice
A Long and Terrible Shadow
Weesquachak
Aboriginal Education
First Nations and Schools
In the words of elders
The Mishomis Book
Decolonizing Methodologies
Teaching Wigwams
Keepers of the Earth
Keepers of the Night
First Nations: Race, class & gender
Children of the Dragonfly
One Dead Indian
A Feather not a Gavel: Aboriginal Justice
First Nations Second Thoughts
Ojibwa of Southern Ontario
Teachings from the Longhouse
Skyscrapers Hide the heavens
Aboriginal Ontario
Canada's First Nations
Citizens Plus
Imaginary Indian
Our home or Native Land?
Rediscovering the First Nations of Canada
Surviving as Indians
$54.95
$54.95
$59.95
$19.95
$19.95
$54.95
$16.95
$19.95
$ 14.95
$ 15.95
$29.95
$ 9.95
$19.95
$18.95
$29.95
$12.50
$30.00
$19.75
$29.95
$35.00
$19.00
$18.00
$24.95
$32.95
$34.95
$24.95
$24.95
$25.00
$17.95
$29.95
$30.00
$36.95
$39.95
$19.95
$ 19.95
$ 19.95
$20.95
Native Language in Ontario Vol. 12, No. 3
40
�Indian from the inside
Justice for Natives
Cree Language Structures
Spoken Cree
Teachings of the Medicine Wheel
Aandeg The Crow
Ojibwa Powwow World
Two-spirited People: Native am. Gender
Rediscovery Ancient Pathways
Wisdom's Daughters
Native Poetry in Canada
Native Stories of Sweet Grass Cree
That the People Might Live
Voices under one sky
Ad dressing our words
Notes on Ojibwa Dialects
Bilingual Dictionaries for Indigenous Lang.
Native Language Instructors Program
Ojibwe Syllabics
Ojibwe Dialogues & Riddles
Ojibwe Structure Reference Booklet
Explore Ojibwe
Let's Talk Indian
Writing the Circle: Native Women Wst Can.
$ 19.95
$27.95
$ 15.00
$45.00
$25.00
$ 6.95
$19.95
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$52. 1 5
$21.75
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$ 4.75
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Note: The Lakehead University Bookstore has many other
titles in stock that are not listed above.
Keep in mind there are other Native Language Publications
available that can be ordered in through our special orders service.
Native Language in Ontario Vol. 12, No. 3
41
�N EW AT TH E LA K EH EAD UNI VERS I TY B O O K STO RE
INTRODUCTORY OJIBWE
PART ONE AND TWO
IN
ANISHINAABEMOWIN
(WESTERN OJIBWE)
$34.95
Native Language in Ontario Vol. 12, No. 3
42
�NIN-DA-WAAB-JIG
WALPOLE ISLAND
HERITAGE CENTRE
Invites You to Our lath Annual
OPEN
HOUSE
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Thursday, Decem�er 20, 2001.
1 1:00AM - 4:00PM
* Re.(rQhm.en.ts * Door Prl.za
* Book Launch • Local Vendors * Shopping
• Food
• Broadband Intem.t Bmall .Demo�.stratf-,u
Our Theme this Year
"La.ngri.age and Communications"
Come and Meet the Staff
Everyone Welcome
For More Information Please Contact ths Herit.age Centre
519-627-1475
Native Language in Ontario Vol. 1 2, No. 3
43
�CD
$ 1 0.00
EACH
FUNDRAISER FOR
MICHi ANISHINAABEMOTA
PROJECT
(LtU��J
Contact: Ron Kelly Sr.
Onigam ing School
(807) 484-2510 work
Native Language in Ontario Vol. 12� No. 3
44
�/.
��JJ,-;:
4••-7
Wishing you
Peace, Love ana !Happiness
'Tlirougliout
tlie :J{o{iaay Seqson
J'rom tlie
g{fitive/Language Instructors '
Program
//JU ' t
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (3) November 2001
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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2001-11-01
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Faculty of Education, Lakehead University
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PDF
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English
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211fe80e063e188c3c21a0403881fec1
PDF Text
Text
Native Language
Instructors' Program
Yearbook
1994
�Zaagidwin
Everyone:
Mm....
zaagidwin, bemaadzijig
damnashkiwag, gii-debnamwaad
gaa-boontaasiiwag, shkwaa-debnamwaad,
Gbaataashin, bemaadzijig
anishinoog enendamoowaad,
zhoonyaawang, gza.agiwewin
noonj nishin, gego ngashke
jiimyan nga-mesnaan.
Boys:
Jiibaakens!
Boys:
Aanilsh enad gbazgim?
Girls:
BI-ZHAAJy MAAMPII
Boys:
Gilshpin dash bi-zhaasig?
Girls:
Nbazgim!
Boys:
Gilshpin dash giyaabi bi-zhaasig?
Girls:
Nayii sa ndikid!
Everyone:
Wa Nimldi? (girl)
Nbazgim, 0 nbazgim (2 x)
Biibilkaazo, Glin go wa. (2 x)
(Tune: "Love is Strange")
��Coordinator's Message ...
A,mii: I Boo:hoo:
Mii .m miimvaa ngoding gii-gshkilooyi11g wii-11011kiiying ezlli-11dawe11dma11g. Maanda go naa
A11islmaabemwi11 miiw:.iwin e11kii1ama11g. Mii maampii gaa-11ji-bi-zltaayi11g wii-11aadmaadyi11g, wii
ki11oomaad_yi11g. wii-aasgaabwi1aadyi11g. wii-ki11oomaagziyi11g. Pa11e go gdoo-bgose11daami wii
maaw11jidiyi11g. wii-wii11dmaadiyi11g. wii-dbaadjmo1aadiyi11g, waa-zhiclt.igeyi11g ki11a e11cl1iyi11g.
Nii:.aa11e11daagod wii-11aa jrooyi11g emveyirlg. Z11agad ge wii-kinoomaageying A11islmaabemowi11.
Aasgaabwiraadwi11 miimvaa 11aadmaadwi11 aabdeg wii-te. Gzhenmidoo kii-mii11go11aa gegiimvi
emveyi11g. Ka-msllkowe11damami wii-11okiitaadma11g maanda wii-mjim11ama11g emveying dbi go
iidig yaaying. Gaa go aabdeg "School Board" maage "University" wii-11okii11g, dbi go iidig
yaayi11g ka-11okiiraa11aa A11islmaabermvi11. Mii go genii, dbi go iidig yaa'aa,zh mii go pane ge-11i•
11011kii_ vaa11h. zliiseg go. Baamaa pii miimvaa ka-waabmi11im.
ll was good to gel together once again to work on our Anishnaabe languages and culture. It was
good to have student teachers, faculty and staff take the big challenge to be involved in the Native
Language Instructors· Program. his good to get together. to help each other, to teach each other, lo
support each other, and to learn from each other. It is always our wish to get together at a program
where we can share, talk to each other, and give ideas on what to do in our Native language pro
gramming. Our Native languages are in danger of dying. Let's not lose what our Creator gave us.
We must be strong in our minds and in our hearts what it means to be Anishnaabe. It does not
matter where we are. whether it is at home, at a school, at an college or university, in our commu
nity, or wherever we are, we will help, promote, develop resources, teach, or do research towards the
revitalization of our Anishnaabe languages. All the best in your endeavours.
In the Spirit of our Anishnaabe languages,
�
Lena Odjig White
�Grads of 1994 ...
�;!.=':'
1�--.;, -• . ,,
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-
Summer 1994 Graduates
Native As A First/Second Language Diploma Program
Aldrid Clara Baker
Irene Belmore
Jim Bobb
Melva George
Sarah Jane Cromany
Violet Aamand
Ruby Morris
Rose Nadjiwon
Doreen Chikane
Patricia Green
Lorraine Jacko
Terry Kane
Dorothy Nagotchi
Dorothy Pitawanakwat
Geraldine Restoule
Bridget Stevens
Mary Taylor
Helen Wassegijig
Mary Wesley
�Native Language Teacher Certification Program
Year One
�
�
----:--
::;=1r"
_.,,--
�'-· !..J..5Klff
iLDING
r
ft
Western
Central/Eastern
�Native Language Teacher Certification Program
Year Two
--·.
Western
Central/Eastern
_, ,.._c
�Native Language Teacher Certification Program
Year T hree
Western
Central/Eastern
�NLIP Student Council - President's Message ...
Hey you guys, you may have tears in your eyes now, but wait till year four, you will have water
flowing from your eyes with pride.
Jim Bobb, Fourth Year Grad and Student Council President
Aanii/Boozhoo!
On behalf of the student council, I would like to thank everyone who took pan in student activities
this past year. Beginning with the success of our pot luck feast and step dancing, our 50/50 draws,
our ans & crafts sale, various other activities and ending with our Graduation Dance and mini pow
wow on Saturday, July 23. Special thanks to Norman Beaver and his band Wigwam" for their
entenainment that evening.
0
I feel this year has come and gone so quickly, and all have experienced some loneliness, frustration,
tears and laughter, new friendships and not to mention those lesson plans. I look forward to seeing
you all again and hope to continue all year as Vice-President to help make next year's activities even
more successful.
Ngoding miinwaa
Kchi miigwech.
Elizabeth Osawamick, Vice President
NLIP Student Council, I 994.
�Native As A Second Language for Children
�Native As A Second Language for Children
�Principal's Message ...
It's been a very memorable summer for me. I express my gratitude to all the children that auended
the classes. we are an learning together. Kitchi Meegwetch, to all the student teachers that made it a
successful summer for the children and themselves. I really appreciate all the studeni teachers, their
time and effort that our Anishnawbe language is very imponant to each and everyone. I would like
to say Kitchi Meegwetch to all the Practicum Associates; Susan Sandau, Violet Shawanda, Jean
Shawana, Ernestine Buswa and Ron Kelly. Kitchi Meegwetch to our Coordinator Lena White and
two secretaries, Sonya Bruyere and Judy Turrie and the student placement Cecile Moore.
Congratulations to all the Children Graduates and the Student Graduates.
Have a safe journey home and have a successful teaching career.
In Respect to All
Florrie Sutherland
Children's Program Principal
Native Language Instructors' Program
�Odaminowin Coordinator's Message ...
Odaminowin Day Camp offered a variety of programming this year including traditional arts and crafts,
swimming excursions, nature waJks, Whiskey Jacks baseball games, drug and alcohol education. role
model programs and Elder visits.
As a result of the exceptionaJ efforts of Odaminowin staff, NLIP administration and members of
the community the children had the opponunity to panicipate in and share a variety of experiences. I
hope that all the laughs, smiles and energy which the participants shared with us this summer are as a
result of these effons.
On behalf of all the staff, I would like to thank all the volunteers and parents for the exceptional
commitment which they have shown to the children and the program.
As a final note, I would like to thank all the children. Without your motivation and suppon this
program wouldn't exist. I look forward to seeing you next year.
Gchi-miigwech!
Karina Skov, Coordinator
NLIP Odaminowin Day Camp, 1994
�SONGS
FOR
Waaboozoonsag
Tune to: Linle Bunnies Sleeping
Action Song
Waaboonzoonsag nibaa oog
Biinish naawkwe ni
Ngadaa gaasa aamaji'aadanig
Waaboonzoonsag
EVERYONE
Quietly
"Wcweni amaji'aadanig."
Suddenly: (clapping hands and hopping)
Goshkozig waaboonzoonsag
Goshkozig waaboonz.oonsag
Goshkoz.ig waaboonzoonsag
Gwaa Gwasbkonig. (hop around)
Little bunnies sleeping
'Til it's nearly noon
Come and let us wake them gently
With a merry tune.
Quietly
"Oh, how still, are they ill?"
Suddenly
Wake up hop little bunnies,
Wake up hop little bunnies,
Wa.kc up hop little bunnies,
Hop, Hop, Hop (hop around)
Translated by: Deanna Hyacinthe
Tune to: Joy to the World
Ngiikendaamin omaa ikiing
Gizhe Manidoo bi ayaad
baagi idinaa maaw
Omaa odakiing
Chorus:
Gaa odisigod Ogimaan
Gaa odisigod Ogimaan
Gaa odisigod Ogimaan
Galcina awiya
Ogizhewaadiziwin
Ogaa daawiitawaawaan
Zhigo gimaamanaan
Omaa odakiing
Chorus:
Gaa odisigod Ogimaan
Gaa odisigod Ogimaan
Gaa odisigod Ogimaan
Omaa a.kiing
Translated by:
Deanna Hyacinthe and Esther Lewis
�Mndimoyehn Ngii-kenmaa
(I Know an Old Lady)
Modimoyehn ngii-kenmaa, Gaa-negmaad ojiihnsan
Manjiidig gaanji-negmaagwenh
Maagnaa dan-nbwa!
Mndimoyehn ngii-kenmaa. Gaa-negmaad bneshiinhsan
Gii-negmaan bneshiihnsan wii-debnaad ojiihnsan
Manj ojiihnsan gaanji-negmaagwenh
Maagnaa dan-nbwa!
Mindimoyehn ngii-kenmaa, Gaa-negmaad gaazhgensan
Gii-negmaan gaazhgensan wii-debnaad bneshiihnsan
Wii-debnaad ojiihnsan
Manj ojiihnsan gaa-nji-negmaagwehn
Maagnaa dan-nbwa!
Mnimoyehn ngii-kenmaa, Gaa-negmaad onimshan
Gee-neg maan onimshan wii-debnaad gaazhgensan
Wii-debnaad bneshiihnsan, wii-debnaad ojiihnsan
Manj ojiihnsan gaa-nji-negmaagwehn
Maagnaa dan-nbwa!
Mndimoyehn ngii-kenmaa, Gaa-negmaad bizhikoon
Gii-negmaan bizhikoon will-debnaad onimsh an
Wii-debnaad gaazhgensan, wii-debnaad bneshiinsan
Wii-debnaad ojiihnsan
Manj ojiihnsan gaa-nji-negmaagwehn
Maagnaa dan-nbwal
Mndimoyehn ngii-kenmaa, Gaa-negmaad BEZHGOOGZH1IN!
-----.MIi DASH GII-NBW ADf!!!--------Translated by Barbara Nolan
Sung by Violet Shawanda 's Class
Ages 7 & 8
�Gii-Kendaanwaa na?
Submitted by the Year Four Class of Virginia Henry's
(a)
Biindgc-aate aawan "Shining through the window".
(b)
Zhilboa-aasge aawan "shining through the cloud" - wiigzhaate waabang.
(c)
Waakaabiige dbik giizis aawan "lines around the moon" - gaawiin nishisnoon.
(d)
Shkwaa-aasged - "fuJI moon is over" "Wiiniiskaadaad".
(c)
Naabdoosknc - aatc - "linking arms night" "FuJl moon".
Mooshkncngwc - "full moon.,
Mooshkncwaapkiza - "full moon".
"Koowaamdamaazan" - ..Wegdagwen Gwa Daazhoowcbad".
(f)
ziigoojin
nimaage
ziigwebnaan biish
Minjgwcnaan biish
nimaage
Mjimbii-goojin
(g)
Dibinooge giizis - "Sun dog" - Giizis dayan". "Puts up a shield".
Gaagiizhoozhewa - "Sun dog•• (Mary Assinewe)
(h)
Mooshkne-mskwozi or Mskwaabkiza - "Giizhoonaamde" - "humid".
(i)
Naapshe'oge dbik giizis - "lines around the moon.►'
(})
Ebimskwoasgc ir Nimskwaasge - "red horizon in the mominf' - High winds coming".
(k)
Zheboowe - "when the sun comes up in a southerly direction" - means "winter is coming".
(1) Nibimskoobi-gishmod - "Nanabush is giigchiikshige in the fire". "Fine day tomorrow".
(ishkodeng)
The other day we were sleeping in a "Wiigwaam" which had a "Skylight". So this lesson led to
defining and travelling to moons and suns of different shapes, sizes and colours. What a time we
had and maanoo gegiinwaa minwendaagzig.
To the Other Students.
Gegwa Boontaakegwan gaawiin gbiyiing da-aawzenoon. Gegiinwaa je-giizhiitaaycg.
�Giimoodaajmowin
Giimoodaajmowin, giimoodaajmowin, debendnan niin
giimoodaajmowin
Kaa wiikaa, kaa wiika.a
Kaa wiikaa, nii wiindmaagesii
Nii wiindmaagesii. Nii wiindmaagesii
Kaa wiikaa. nii wiindmaagesii
Gaa wiindmowid, giimoodaajmowin
Kaa wiikaa, nii wiindmaagesii.
Submitted by:
Dorothy Shawnoo, NLTC Year One
Kettle Point
Maanda Sa Ki
Maanda sa Ki gegiin gdibendaan
Maanda sa Ki geniin dibendaan
Gagiiw taashkaamin
Je waamdamang sa
Maanda O'Ki gaamiingooying
(h) Ga waabmaamin sa giiw bneshiinyag
(h) Ga waabmaamin sa giiw wesiiyag
Ga waabmaamin sa giiw mtigoog
Maanpii sa kiing eyindaayin
Gawaamdaamin sa niiw aazhbikoon
Gawaamdaarnin sa niiw biishan
Gawaarndaamin sa niiw miiknan
Maanpii sa kiing enjibaaying.
Song Dedicated to Year One Students
From Virginia Henry's Year Three Students
-
Tune: "Ten Little Indians"
Gegwa sa naa boontaaken (3x sing)
Aapjigo nishin maanpii
Kinoomoogeying Anishnaabemowin (3x)
Kchi piitendaagod maanda
Binoojiinyag mkwenmaadaanig (3x)
Maanoo di Anishnaabemowaad.
COMMENTS:
The hard work you do is worth the rewards in the end.
Gchi nokiin!
Ernestine Baldwin
To respect is to succeed in life, If you have that you are blessed.
Miigwech - Agnes Hardy
�Did You Know• • •
Submincd by Reta Sands
.•.that Thunder Bay street names have signs that are bigger and better?
..•that young Couchie is apprenticing a younger Couchie for the role of NLIP swdent counscllor7
... that NLIP mugs (white) are available at $5.00 each and NLIP t-shitrts for $10.00 and that jackets
were available from $30.00 and up.
I
--- - --
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Thank you for the lovely bouquet of flowers and card . • • You little beginners!
Love Reta
(Yes, Jeanette . . • whatever!)
•
Thank you Paul Indian for conducting the Sunrise Ceremonies every Monday at 6 a.m. of our NLlP
stay. (There were an average of 15 early risers each time!)
�Memories • · ·
�July 17 - Charter Fishing
Mary Taylor - Jim Bobb
Jim's driving the ,hiJ ! le knows where the fish are
--�-
.....:
r.
-
.
July 17 - Chaner Fishing
Laaarge Trout "It was bigger than what
it looks like in the picture".
�Memories • • •
�Boozhoo - Minwaa ga waabiminim.
Agnes Haardy
Miig-wech ndinak gawiij-gendoogwaa miinwa kina g-woya wiikdookwed miinwa ekonoomaag'ig
nsaastagge 'wad.
Bea McCue
To all my fellow teacher students and staff:
It's been great this year - I always enjoy seeing my classmates. Chi Miigwetch for all the
smiles & laughes.
Miigwetch
Doris Boissoncau
POPCORN . . .
During one morning break, Emma and Robina went to get a drink. As they were walking Robina
said, "I'm hungry". So Emma told her, "Let's get some popcorn". So she bought the popcorn and
Robina put it in the oven. After they thought it was done they got it out from the microwave. But
the popcorn didn't look popped so Robina put it back in the microwave. After seconds later, she got
it out again. So they sat at the table and Loretta came along to join them. As the three of them were
sitting helping themselves to popcorn, they didn't notice the smoke from the popcorn until Randy,
their instructor, came along and said ..What are you three doing? Having a popcorn smudge?"
Emma told him "I think is just burned a little". Then a lady came up to them and said "Is your
popcorn burning?" Emma told her "Oh, it's just the heat evaporating out of the popcorn". They
kept on helping themselves to it Until the security guard came and said "Somebody burning some
thing here?" The three of them just kept on talking without paying attention until the security guard
came up to them and said "Your popcorn!" That's when they started checking the popcomlt was
already half burning, then some lady comes up to them and said "Get the fire extinguisher!" The
three of them had an apple juice each so they just poured all of it on the popcorn. "Oh well", they
said, ••we do that in Summer Beaver, that's our tradition".
�From the Students . . .
Shta-ta-haa! Enwek-sanaa
mnendagwad Kinoomaageng
Aanishnaabcmwin. Aapjigo
nbishgendaan maanda
nankii'aanh.
Baama.ampii-miinwaa
Sally Atchitawens-Roy
Nso-bboon
Wikwemikong ndoonjiba
\
...- .
f
�
--
. ;C;
�<-
-�..iro
:i _
J!
Aapjigo nishin maampii
kinoomaagaazang (NLIP)
anishnaabe Kinoomaagewning.
Maawiinji-nishing dash nipskaabiing
kinoomondwaa binoojiinyag.
Miigwech
Helen Roy
Wikwemikong ndijibaa
Michigan nda-nji nokii
Gcget sa naa ndi kchi nendarn nii'yaap maa kina gii bi pskaabiiying LaJcehead. t,fniversity. Niibwa
gwa yaawak ngiw waani kinoomaagejig Nishnaabcmwin.
Nishin!
Nancy Walser
Ktaamgosdaa chi gnawendmang iw nishnaabemwin maane gdabnojiimnaan neyaab chi nta
giigdowaad wiikaa chi wnendjgodesnook nake!
E. Stewart McCue
Aabjik nde neyekos, thii go aanwe miinwaa gegaa mii giizhtooyaan maanda NLIP ezhnikaadak!
Ngii gchi mnendaan miinwaa gii waabmaagwaa nwiijkwenhyag.
Miigwetch
Myrtle
Nishin Assgaabwiitaadying.
Miigwech
Gordon Shawanda
Zginkendik Miigweech
Rose Logan
Aaniin Kiina wii yaa enweknagoo.
Miigwetch. Hilda
Boozhoo - Aabjii ndinyekos. go niin.
Roben
�Resources
Ojibwe Syllabics
(A handbook for readers and writers of Ojibwe)
By Chuck Fiero
This book was written for the person who always wanted to learn syllabics but is scared of the
syllabics chart The lessons go a lcner at a time, a word at a time, and you make your own chart as
you go.
It's also for the person who isn't sure of all those little finals and dots and where to put them, or
never could figure out which was shay, she, sho, or shah.
Or maybe you need graded word lists or ideas to help you teach syllabics to someone else. It· s for
you too. Try it and let us know how we can improve the book.
Short Story
Miinjisan
submitted by Thecla Neganegijig Year 2 Central/Eastern
Ngocling jibwaa baa'aanh gii kaaden'ge.
Naye dash gii bwaamaa gnebig bmooded nkweganang.
GH nwajbinaa dash goji wii pagnag, giigshkwas dash bezhig kaaden'gan giinjignaan.
One time before I went to sleep I braided my hair.
I dreamt of a snake crawling on my neck.
l grabbed the snake to throw it away, then I woke up, I was holding a braid.
�����Autographs
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
An entity primarily responsible for making the resource
Faculty of Education, Native Language Instructors Program
Dublin Core
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Title
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Native Language Instructors' Program - Yearbook 1994
Description
An account of the resource
Yearbook for the 1994 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
1994
Format
The file format, physical medium, or dimensions of the resource
PDF
Language
A language of the resource
English
Anishinaabemowin
Type
The nature or genre of the resource
Text
-
https://digitalcollections.lakeheadu.ca/files/original/451a873ea9d91ec06388e54cdb1865da.pdf
ca20addcd31afdf568dcda19de3dd239
PDF Text
Text
Native Language
Instructors'. Program
Yearbook
1993
��Zaagidwin
Everyone:
Mm....
zaagidwin, bemaadzijig
damnasb.kiwag, gii-debnamwaad
gaa-boontaasiiwag, shk.waa-debnamwaad,
Gbaataashin, bemaadzijig
anishinoog enendamoowaad,
zhoonyaawang, gzaagiwewin
noonj nishin, gego ngasb.ke
jiimyan nga-mesnaan.
Boys:
Jiibaakens!
Boys:
Aaniish enad gbazgim?
Girls:
BI-ZHAAN MAAMPII
Boys:
Giishpin dash bi-zbaasig?
Girls:
Nbazgim!
Boys:
Giishpin dash giyaabi bi-zhaasig?
Girls:
Nayii sa ndikidl
Everyone:
Wa Nimkii? (girl)
Nba.zgim, 0 nba.zgim (2 x)
Biibilk.aazo, Giin go wa. (2 x)
(Tune: "Love is Strange")
6,1rzhibi�d; {)crotbv Pit,nr,1n,1kv,1t
NI. If> - Yt-,1r �
�Acting Coordinator's Messa ge •••
The Native Language Instructors• Program for 1993 has come and gone. Being a pan of the program
has always been imponant to me, and rve always greatly enjoyed working with NLIP faculty. staff.
and especially students. As I look back upon my role as Acting Coordinator for the past year, rve
had a different perspective on NLIP. The last year has been an infonnative and challenging one for
me and I hope that the results of the preparation done over the last year have made NLn> 1993
enjoyable and wonhwhile for you. Despite some unexpected 'events' such as the sudden closing of
the Ryan Building, I hope that the summer was a successful and satisfying one for you.
The spirit of NLIP comes from the efforts of many people, in particular the srudents and our
excellent faculty members. Special thanks are due to Sonya Bruyere and Judy Turrie, the hard
working NLIP secretaries. Much of the success of the program this summer is because of their
energy and enthusiasm. Everyone connected with NLIP is in their debL
rm also looking forward to the future. I know that Lena White, the new Coordinator of NLIP will
be working bard to maintain the high quality of the program. and to make it even better. I'm looking
forward to working with her, and I'm sure that she will be contributing to NLIP in her new position,
much as she has already done as an instructor and as a student.
-John O'Meara
�Coordinator's Message ...
Aanii: I BooiJtoo:
As I begin my dutic.s as Coordinator, I feel excited and fortunate because I will be working in a program where lhe
faculty and staff and student teachers share common beliefs in the importance of revitalizing our Native languages.
The Native Language Instructors• Program is unique. While it offers programs (or t he preparation of leachers of Native
Language. it provides a great opportuni1y for our teachers in relearning and retrieving our traditions. Much sharing of
Native teachings takes place and these get incorporated in the lesron planning where appro priate, and in everyday life.
Swdents in various programs gain lhe knowledge, skills and values penincn t in a teaching environment. Along wilh this
lcaming. self-awarcn� in personal development is the key. Swdents develop self-<:onfidence and a strong sense of
responsibility in their roJe as a teacher. This also gives NLIP a sense of positive energy. Each year. lhe program gets
stronger. As our Native communities get stronger in their language development, we feel those energies comprised of
the knowledge and traditions that are being shared during the summer lhat makes our program very special and proud
because of its vision and accomplishments.
I feel honoured IO be part of this vision and growth at NLIP. and look forward IO working with you in our program and
IO give you support in your fuwre cndeavoW'S. Gchi-miigwech gii-bi-z�g. Bamnaa pii miinwaa gga-waabminim.
In the Spirit of NLIP,
Lena Odjig White
�Grads of 1993 ...
Summer 1993 Graduates
Native As A First/Second Language Diploma Program
Sonja George
Donald Abel
Mary Assinewc
Virginia Henry
Norman Beaver
Emma Oskineegish
TomBeardy
Glen Jacobs
Alma Ottenail
Rita Rose
Hannah Sutherland
Alice Thomas
Loretta Wabasse
Robina Yellowhead
�Native Language Teacher Certification Program
Year One
Western
Central/Eastern
�Native Language Teacher Certification Program
Year Two
Western
Central/Eastern
�Native Language Teacher Certification Program
Year T hree
Central/Eastern
... .
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�NLIP Student Council - President's Message •..
Mii Sa Minnwaa, Ngoding!
Mii sa miinwaa, ngoding gii-giishtoonying waa-gchi-naad-maagying.
Mii sa miinwaa ngocling gii-waamdaying
Mii sa miinwaa ngocling bedbik gii-nmadbiying. zhibiigeying
Mii sa miinwaa ngocilng gchi-baapying
There has been another year of laughter combined with fatigue, loneliness and frustration for some but
now all too soon, the day has come for us to pan again.
I've had a great time here! It•s been different every year but what I find most intriguing is the fact of
getting to know your fellow students, just a little better. The "Westerners" have played a very imponant
role this summer and it is one filled with emotion. love and honour. I hope you don'r mind my saying
"Westerners" but that's how we•ve been defined through NLIP, Western Ojibwe, Eastern and Central
Eastern - all because of dialect differences.
The Year 4 class has no boundaries of dialect, and many thanks to Randy Valentine, Instructor, for
teaching the way he did. He acknowledged us in his teaching method as "all being one" regardless of
who or where we are. A bond was always approached and defined through culture and language,
especially how we arrive at certain words. He strengthened the bond we felt for another.
We, people from down south, outspoken and silly in contrast to the people from up north who were
reserved and quiet all came forward full strength and showed everyone who they were and I love them
for it Throughout the years we have learnt and gained knowledge and ways oflife not to mention a pride
for each other. We were one in body, mind and spirit.
The man from up north who took us to a "lovely banquet" was one Roger Oskineegish and his wife,
Emma. Emma has been in class from the beginning and has been one of the most smiling, admired, and
richest people I have met (richness - not in the sense of money)- from the bottom of our hearts we thank
Roger for a time we will never for get. May he be blessed at an even greater measure in his business
and the work he is doing for his people back home. We love you both!
It's very hard for me to write a shon dialogue because my bean is bubbling with emotions and love for
my/our people and I find I easily get overwhelmed. because I see them for who they/we are and if we keep
moving ahead, the time will come when we will be the Head and not the Tail. It's on it's way!
The 50/50 draws were $156.00 for the first draw, a $60.00 picture donated by Stewart McCue for the
second draw and $52.00 for the third which was won by Christie Okimaw. There was yet another draw
at the NLIP Feast held at the Friendship Centre - Gary Hannam won $56.00, and $25.00 by Willy John.
There were others who won but I am unable to think of their names at the momenL I do know that they
were pleased they won.
Last weekend we had a "Fun Day" and we had such a great time that our sides were hutting from laughing
so hard. The races and "Gookoosh" was very comical to watch. People who didn't show up sure missed
a good time! It was there again that we got even more acquainted to new people and friends. The events
I am referring to were Saturday, July 17 and Sunday, July 18th. We took a break and served hot dogs
and pop. It was nice having all the young people in my room as we talked about school and education.
�The members of the Student Council have worked to better the environment and atmosphere on
University campus living. The Student Council also formed a bond and it went on to others like Norman
Beaver who helped set up equipment for entenainment at the "Feast". He approached me and said "Can
I help you?" I looked at him questioningly. He just smiledd and said "I'm volunteering to help you".
So I began to tell him about the Feast and that's when he volunteered to look after the entenainment
aspect - what a great guy! He tells me he has just made arrangements to have an album come out and
I hope each and every one of you will make an effon to buy it. I feet very strongly that he deserves the
recognition not to mention any profits.
All of the Instructors that ever taught us will be long remembered and the input they placed within us.
It will be a great benefit to us for years to come. GCHJ-MIIGWECH, TO All on behalf of the 1993
NLIP Student Council and fourth year students. Gchi-miigwech gii-bezhaayaang maanpii!
May all your wiigwams be filled with laughter
May your classrooms be filled with "cheer,.
May this day be long remembered
As you journey far and near!
Maanoo miinwaa ngoding, nga-nkweshkdaadmin!
Virginia Henry. President
NLIP Student Council 1993
P.S. Gchi-miigwech for the delicious Miijim!
1-!0W'IIOIIT'A
1£AL'IW MC1T'
MADE FROM IOO
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�Native As A Second Language for Children
Ernestine Buswa
4 • 6 Year Olds
Jean Shawana
12 -17 Year Olds
Violet Shawanda
7 - 8 Year Olds
Ron Kelly
9 • 11 Year Olds
�Principal's Message ...
Once again the time has come to say miina Kawaapamin!, see you again. The beauty of our
language is that there is no word for "Good-bye".
Again. it was a pleasure to serve as your Principal for NLIP Summer School. 1993.
The children were wonderful, they are to be congratulated for coming to the NSL Children's
class and making it a success. This summer we had 85 children registered ranging from 4 years old
to 17 years old.
They all did very well in their presentations at Graduation and I just want to say to them all
..Happy Graduation0. I would like to say Miihkwehc to all the the Associate Teachers namely, Jean
Shawana, Violet Shawanda, Ernestine Buswa and Ron Kelly. They did a fme job with the number
of studentS they had in each class.
Thank you also to John O'Meara, Lena White and our two secretaries Sonya Bruyere and Judy
Tonie.
Congratulations to all the Graduates this year and to alJ the NLTC srudents new and returning
- you have made the children's learning experience a memorable one. You have completed another
year and now can go home and enrich the students in your own schools with what you have learnt.
Happy teaching!! Miihkwehc to everyone for your time, patience and cooperation. I look forward to
a time I will see you all again.
Chris Ka.kagamic, Principal
N.A.SL. Children's Program
Native Language Instructors' Program
�Odaminowin Coordinator's Message •••
Odaminowin Day Camp offered a variety of programming this year including traditional ans
and crafts, swimming excursions, nature walks, spans, drug and alcohol education, role model
programs, and a mini Pow-wow.
As a result of the effons of Odaminowin staff, NLIP Adminisa-ation and members of the
Community, the program has been declared a resounding success. I hope that all the laughs, smiles
and energy which the participants shared with us this summer are as a result of these effons.
On behalf of all the staff, I would like to thank all the volunteers and parentS for the excep
tional commitment which they have shown to the children and the program.
As a final note, I would like to thank all the children. Without your motivation and suppon
this program wouldn't exist. I look forward to seeing you next year!
Meegwetcht
Karina Skov, Coordinator
Odaminowin Day Camp 1993
Native Language Instructors' Program
Odarninowin Staff' are:
Karina Skov
Karen Halford
John Bannatyne
Valerie Voss
�Odaminowin Camp Participants
�Melva George submitted this wild
sage she found while up on the
Mountain - in case you might want
to go hunting!
�Conjugation
Bczhig giiwenh ShJcinwc College bjiinag gii-binjibaa. mii giiwenh go eta zhaagnaashiimad. Gii
maamkaadziikaazo go naa. Aanwi giiwenh Nishnaabe-gnoonind, mii go eta zhaagnaashii
nkwetang. Geget giiwenh aazhgo maaba bezhig nini zhiingtawaadgenan. Ngoji aandwi wii
nmadbid mii go gewiin shkweyaang bi-dniznid. Aazhwisag iidog gegpii gii-zhaad. Nbaagaanzhish
ge maa te, mii maa ndawaaj gil-wenbid, mii go gii-bi-wiidbimgwad. Mil iidog gii-gwejmigwad.
"What is the meaning of Conjugation?" Gchi naanaagdawendmikaazod iidog, piichin go
gzhiibdibed, k.idod ge, "Conjugation . . m. .m ..m.. Conjugarion . . . Gmaapii sa giiwenh
ganwaabmaan. Mii dash iidog maanda gaa-zhi-nkwentwaad. "Mii sa go naa gnamaa dbishko wiya
gii-gchi-gaanjdiyeshing." Mii sa gii-booniikaagwad, gaa miinwaanh gegoo gii-gwejmigsiin.
Neyaashiinigmiing (Cape Croker) maanda gii-zhiwebad.
Submitted by: Rose Nadjiwon: 3rd-Year
Special Thanks Goes Out To:
Roger Oskineegish who donated roast beef dinner to his wife (Emma's) 4th year Graduating class
and her instructors. The dinner was held at the Ramada Inn. Through all their trials and tribula
tions, happiness beholds this couple as they begin another chapter in their lives. Roger keeps busy
attending school during the summer, and has his own log-house building company in Summer
Beaver. Best Wishes Emma and Roger.
�Events • • .
On Thursday, July 15, Native Crafts Night was held on the second floor of Rainy River Lounge.
Among items presented and sold were keychains, polar bear tooth neclaces, moccasins, birchbark
picture frames, song tapes, native designed materials, dream catchers, sweetgrass baskets, and
earrings. All the items were made by our students or instructors. It turned out to be a great success.
The NLIP Pot Luck was held at the Thunder Bay Indian Friendship Centre on Thursday, July 22.
Food and bannock was brought and a Karioki provided lots of entertainment for all. The friendship
centre facilities were very good and the NLJP group was very comfortable. The festivities wound
up around midnight In all, fun was had by all!
The total NLIP enrollment figures for 1993 is 147 students, down from last year. One reason for
this is that the Iroquian students are now studying at Brock University near St. Catherines, Ontario.
Townhouses for the handicapped (near Balmoral Street) were completed prior to July.
Visual Arts Building was completed between the campuses.
Alan Bowd, Director of Education has resigned from his position as Director and will go back to
teaching. Good Luck Alan!
David Bates became the new Director of the School of Education effective July 30, 1993
Delores Wawia accepted a new position at McMastcr and will be leaving Lakchcad - Good Luck
Delores!
Ruby Farrell becomes the Acting Coordinator for the N1EP program.
NLIP office has a new home! Now we have office space inside the School of Education and we say
farewell to the BL 1032 Portable.
John O'Meara resumes his linguistic endeavors and retires his Acting Coodinator position. Thanks
to John for commandeering the NLIP program through its transition.
Lena White becomes NLIP Coordinator. Welcome to the Native Language Instructors' Program
Lena and best of luck in your new home and career direction.
Judy Tunie will be leaving the NLIP program in August but only for a short time. We are counting
on having her back next year. Thanks for all your help Judy, we'll miss you!
Did you know that Sonya. the NLIP Secretary, has an admirer who sends flowers from Edmonton?
Maybe there are wedding bells in the making?
�Sonya and Judy selected the Grey and Burgundy colour for NLIP 1993. The 1992 Graduating class
were the first ones exposed to the color theme as they received dreamcatchers in the grey and bur
gundy which Sonya made for the Grads. During the month of July, T-shirts displaying the colours
were available at $17.00, children's T-shirts were $12.50, mugs were $5.00 and NLJP lapel pins
were also available for $5.00.
A new twist, Mallon's Corporate lmpr�ions. helped Sonya provide satin and nylon jackets,
sweatshirts and caps as well as the t-shins, mugs, pens, badges and lapel pins. These were special
order items which could be personalized. The response to this service was favourable and we hope
to make it a regular service through our office.
...
Dr. Randy Valentine, congratulations on yourrecent appointment!
MYIIRAIN
Ot£f1Ga:F
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�Faces We'll Always Remember
��Memories . • .
��Resources
Author:
Title:
Document Type:
Publisher:
Year:
Abstract:
Benton-Banai, F.dward.
Ibe Mjshomjs Book
The Voice ofthe Ojibway
Textbook (114 pages)
The Red School House
643 Virginia Street
Saint Paul, Minnesota 55103
1988
Edward comments "I firmly believe it is time for Indian people to come
forward with teachings, prophecies and insight. It is time to talk with
our Brothers and Sisters of other nations, color and beliefs..."
Designed as a children's book, adults can also gain so much from the
teachings of the Ojibway culture, history and philosophy.
Chapters in this book that contain teachings of the Four Directions are
noted below: Other chapters also make reference to these teachings.
Chapter
I:
Chapter
Chapter
2:
4:
Chapter
8:
Chapter
12:
·'The Ojibway Creation Story" makes reference to the
Four Sacred Directions and the Four Sacred Elements.
- makes reference to the Four Seasons. (pp. 5 - 7)
- describes the meaning oflife in each of the Four
Directions. (pp. 24 - 26)
The teachings of the Seven Grandfathers are described
here, and tells how knowledge ofthe Four Directions
arc encompassed in these teachings. (pp. 60 - 66)
- explains the structure and meaning of the
Four Doorways of the Sweat Lodge. (pp. 83 - 88)
About the Author:
F.dward Benton-Banai is an Honour graduate of the University of
Minnesota with a Bachelor of Science in Education, 1979; and holds
a Masters Degree, California Western University, 1981.
Edward is a full-blooded Wisconsin Ojibway of the Fish Clan, and
a Spiritual Teacher of the Lac Court Orielles Band of the Ojibway
Tribe. Eddie is one of the original founders of The Red School
House, an Indian-controlled, Indian-oriented (non-public)
alternative school serving K-12 students, located at St. Paul, Minn.
Availability:
Order from:
Cost:
$12.50 (in U.S. funds)
Notes:
This book has a total of 15 Chapters.
Copyright, July 1988, by The Red School House
LC 80-138057
Indian Country Communications, Inc.
Rt. 2, Box 2900-A
Hayward, Wisconsin 5484
Tel. #715-634-5226
�Authors:
Four Worlds Development Project
Produced collaboratively by: Judie Bopp
Michael Bopp
Lee Brown
Phil Lane
Project Coordinator: Phil Lane, Jr.
Title:
Ibe Sacred Icee
Document Type:
Textbook (82 pages)
Publisher:
Four Worlds Development Press
Four Worlds Development Project
The University of Lethbridge
4401 University Drive
Lcthbridge, Alhena TlK 3M4
Year:
1984
Abstract:
The gifts ofthe Four Directions and the principles of the Medicine
Wheel arc explained with descriptive and visual illustrations. It gives
meaning to our life's journey and how we can live our life to its full
potential.
Availability:
Four Worlds Development Project
(same address as publisher)
Cambrian College Bookstore, 1400 Barrydowne Road, Sudbury
Tel. #705-566-8108
Cost:
$11.90
Notes:
Funding provided by:
National Native Alcohol and Drug Abuse Program of Health and
Welfare Canada
Illustrations by: Patricia Lucas
Copyright 1984 (second edition 1985)
�Contributors:
Toulouse, Margaret Sault College
Toulouse, Georgina. Beedaban School, Sagamok
Trudeau, Mary Ann. Beedaban School, Sagamok
Migwans. Ellen. West Bay First Nation
Cada, Blaine. Mississauga First Nation
Buswa, Ernestine. Ojibwe Cultural Foundation
Editors:
Buswa, Ernestine and Shawana, Jean
Title:
Nishnaabe Bimaadziwin Kinoomaadwinan
TeacbioesoftheMedicineWheel
Document Type:
Text}?ook with Cerlox binding (128 pages)
Publisher:
Ojibwe Cultural Foundation, West Bay, Ontario
and
Nda-Gkcnjge Gamig, Wikwemikong, Ontario
Abstract:
The Anishnaabe language teachers have shared in this learning package
many ideas on how to develop language lessons with the use of the
Medicine Wheel teachings. Examples of unit plans and lessons with
the Medicine Wheel charts given.
Avaitability:
Order from:
Ojibwe Cultural Foundation
Excelsior P. 0.
West Bay, Ontario
POP lGO
T<el. #705-377-4902
Cost:
$25.00
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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 1993
Description
An account of the resource
Yearbook for the 1993 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants.
Creator
An entity primarily responsible for making the resource
Lakehead University
Faculty of Education
Date
A point or period of time associated with an event in the lifecycle of the resource
1993
Format
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PDF
Language
A language of the resource
English
Type
The nature or genre of the resource
Text