739 10 13630 https://digitalcollections.lakeheadu.ca/files/original/bee5a5d5a9787a259e05ed279e126f8b.pdf f2ae2720880a8ec71e35c4143bfc98c1 PDF Text Text I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1999 Name: Address: ------------- ____ ________ ..;....__ �Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. I I I I I I I I I I I I I I Good luck in the 1'99 NLIP summer session! cxfl.'1J Wanda White Coordinator. NLIP a� {; _, ,5<,"tl4,•?-4\J ope Fannell Administrative Faculty and Staff A<:tins Dean, Faculty of Education Dr. Coordinator, NLIP Wanda White Senya Matson� �4.. Secretary, NLIP John O'Meara Principal, NLIP Summer School Florrie Sutherland Lila Tabachak Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-10070 BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* I Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada I I I I I I I I I I I I I I I I I �I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) I I I I I I I I I I I I I Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al2213 Ed1571 Ed1572 Ed1573 Ed 1351 Ed 1352 Ed 1353 Ed 01 90 Ed 02 90 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 15 98 and Education1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al1210 Al1230 Al2211 Al2231 Ed1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed1572 Ed1573 Ed1574 Ed1598 Ed1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL�3!tl NLm!- 9%13 Second Language OJ 1010 OJ 1012 CR1010 CR1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. ill. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July �and end on July J.G,,1'999..J 1D �¥ ·;;u1v o Institute Courses 3 weeks Courses start on July 1"2--and end on July� I-99Et,, .;>j ;;;fUlu ID 6 weeks Ojibwe/Cree Courses Courses start on July'S-and end on August 16, �,,) 4- ;;;:J,£'1/V 4 weeks Native Language Teacher Certification Courses start on July '5. and end on July 30, [999.. 'f IV. Cancelled Classes ;;).'j'?CA� Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class. please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline. in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time. it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor wilJ submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. I I I I I I I I I I I I I I I I �VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations I 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39.49,5 9, 69, 79,89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. I 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. I I I I I I I I A+ A B C D E F F 90 -1 00% 80-89% 70-79% 60 -69% 5 0 -5 9% 40 -49% Failed O 1 -39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XID. Registration and Orientation of Students ���'f 10:00 a.m. - 2:00 p.m. s Registration Location: Agora .lAJE!), ·FYeSaay, July"610:00 a.m. - 12:00 p.m. Orientation Wednesday, July 'b Thum:l_ay, July'8 J/(t!£J '7 NLTC Workshf>Ps -fF l Friday, July"9- �/ Assembly - Bora Laskin Auditorium 10:00 a.m. - 11:00 a.m. c::� .3flf �July'1-& S�y. July W,.Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4?00 p.fii.'" t--�) c� XIV. Orientation for Faculty and Staff q .--01.1 - I : l'1J Date: Time: Location: , �tJV?J friday, July"9; m9 8:30 a.m. - I 0:00 a.m. BL 1024 Agenda 8:30 - 9:00 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 9:00 - 10:00 a,m, Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language BL 1024 Foundations BL 1024 Methods BL 1024 Randy Valentine LeuaW1tite­ Angela Moore John O'Meara Tom Beardy Gary Hannam Helen Wassegijig Isadore Toulouse Rubina Naogizic O,lores Wawia .s«weChase­ Susan Sandau Donna Fiddler V-ielet-Shawanda­ Reta Sands 'Feey MoQuilter 8 I I I I I I I I I I I I I I I I �I I I I I I I NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland. Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings ffll 99 \ 4:45 p.m. Thursday, July 2f01: 4:45 p.m. Tuesday, July Wednesday, July 28-, 1� 4:45 p.m. ,;;,f:; 'c).)1111> BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session . During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. on Saturday and 7 to 9 p.m. on Sunday evenings. I I I I I I I XVII. Timetables Timetables are provided in Appendices C 1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 • Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours. Laboratory2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 12 10 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 12 10 & 12 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 12 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 12 10 & 12 30 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory2 hours Algonquian 2233 • Oral Algonquian Part IV Prerequisite: Algonquian 12 12 & 12 32 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory2 hours. 10 I I I I I I I I I I I I I I I I I �I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II (Severn Dialect) Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree1 010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) �1 ) f'iL J.� � NL tiJ.J - Algo11qoian-binguisti�s A·studyofdrtrlaDgllages of rbe l:\lgoaqwaR-ftuniiy-wtltlf'pm'tttnlar...... emptrasis-on-Qjibwe--and-Gr-ee.�'(/ � ,.,-.-, NL 3251 - T-ranslation S,f/c.cr l1L TJrf1 c....- JL-­ SpecifiG-prt,ble111s of trans]adorr. .Sf�-1.;IJL . I I I I I I 1I �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 · NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 • NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 · NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I �Education 1571 - Introduction to Teaching A survey of teacher ethics. classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. I I I I I I Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable July 1999 NLTC (Cree) RB-3027 8:30- AL1 232 AC 9:20 A. Moore NLTC YK I (Western) RB-3046 ED 15 71 AA G. Hannam J C YK 2 (Ccu� tern} NLI NLTC YR 2 (Cent/East) RB-3026 RB-3044 RB-3024 AL 121 2 AB AL 1232 AA AL1 232 AB R. Sands T. Beardy L. White NLTC YR 3 (Western} RB-2044 ED1 35 3 I. Toulouse I NLTC YR 3 (Cent/East) RB-2044 ED 1 353 I. Toulouse RB-3027 RB-3046 RB-3026 RB-3044 RB-3024 RB-2044 RB-2044 9:30- AL1 232 AC ED15 71 AA AL 1 212 AB AL1 232 AA AL1 232 AB ED 0390 ED 0390 1 0 :20 A. Moore G. Hannam R. Sands T. Beardy L. White T. McQuilter T. McQuilter 10:30 - 11 :20 11 :30 - 1 2:20 1 2:30 -1 :30 1 :302:20 RB-3046 RB-3046 RB-3044 ED 01 90 ED 0190 ED1 35 2 T. McQuilter T. McQuilter R. Sands RB-3044 ED1 35 2 R. Sands RB-2044 ED15 73 H. Wassegijig RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 ED1 351 AA ED15 71 AB ED 0290 ED 0290 ED15 73 S. Chase G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED15 73 H. Wassegijig RB-2044 ED15 73 H. Wassegijig LUNCH RB-3046 RB-3026 RB-3044 ED1 351 AA ED15 71 AB ED1 35 2 S. Chase G. Hannam R. Sands RB-3027 RB-3046 RB-3026 RB-3044 2:30- AL1 212 AC AL1 212 AA ED1 35 1 AB ED15 72 3:20 A. Moore T. Beardy S. Chase D. Wawia RB-3044 ED1 35 2 R. Sands RB-2044 RB-2042 AL 221 3 AA AL 221 3 AB J. O'Meara L. White RB-3044 ED15 72 D. Wawia RB-2044 RB-2042 AL 221 3 AA AL 2213 AB J. O'Meara L. White RB-3027 RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 3:30- AL1 21 2 AC AL 121 2 AA ED 1351 AB ED 15 72 AA ED15 72 AB ED1 35 3 4:20 A. Moore T. Beardy S. Chase D. Wawia D. Wawia I. Toulouse C.2 Practicum 0190, 0290 0390 Student Teachin * Class ear hree - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin ear ne - 10: a.m. - 1 1 : 0 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Associate Teachers Violet Shawanda Susan Sandau Bonna Fiddler J.ld.u. Rrii .(U,(,IJ..l t'....., ,. Room BL 2032..., BL 2027 BL 2039 ...,. BL 2030 Susan-Bebonan��1.1< D_ ,. .'�'41'1'$ T-0ny-Meeutlter ' tfhv1 RB 3044 14 I I I I I I I RB-2044 ED1 353 I. Toulouse I I I I �I I I I I I I I I I I I I I Year Two - 1 1 : 0 a.m. - 12:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Central/Eastern Ojibwe: �"'"'"'..., !,f(,f.lA\.r-., 11 ,/• . IL,. V.ialehShawanda 1) s .. �� � )J,,,,.. . «j � �. .......... � "W"' Susan Bebcnang 'l/l J I.J,Jn, Tony..McQuilter · . BL 2032 BL 2027 BL 2039 BL 2030 RB 3046 C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July�di This year, only one set of workshops will be held. A limit of 25 students per worksh� based on a first come first choice basis. Room numbers and class lists will be available on July '1-.. .?> Workshop 1 - Introduction to Double Vowel Syllabic Writing System - BL 2039 In the Anishinaabemowin, there are different writing systems involved because of the different dialects. The syllabic writing system is mainly used in Cree, Oji-Cree and Northwestern Ojibwe dialects. This workshop will asist the participants to make that first step to learning system. The participants are asked to bring their own writing paper and pencil/pen. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2031 Working with Birch Bark, Porcupine Quills and Sweet Grass is a rydelicate task. There are certain things that the students need to know and understand before actual process of making a particular object. The time of the Birch Bark picking is very impo t plus acquiring the porcupine quills during a particular time of the season and the sacredness o e Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items tha ey will be taking back to their classrooms and in tum be able to teach their own students what they ve learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - The Ontario Curriculum, Grades 9 & 10 Native Language 199 - Violet Shawanda - BL 2027 This is an introduction to the new Ontario Curriculum Do , rades 9 and 10, Native Languages 1999. It will be implemented in Ontario seconduo�nools starting in September 1999 for students in Grade 9 and in September 2000 for stude · Grade 1O. "This document replaces the sectio ·n The Common Curriculum: Policies and Outcomes, Grades 1 - 9, ages, and the parts of the curriculum guideline entitled Native 1995 that relate to Native L Languages, Part A: P ·eyand Program Considerations, Primary, Junior, Intennediate, and Senior Divisions 1987 relate to Grade 10. This document is designed for use in conjunction with its companionJ.i· ce, The Ontario Curriculum, Grade 9 and 10: Program Planning and Assessment, 1999, which contains infonnation relevant to all disciplines represented in the curriculum." Note: The main focus will be the place of Native Languages in the Curriculum. Workshop 4 - Developing Native Curriculum - BL 2030 This workshop will be conducted in two languages, Anihshininiimowin/Oji-Cree and English. The team will describe how they are developing curriculum with the help and assistance of elders, parents and community members. The presentation will explain the process required to develop community based outcomes in addition to planning units and how111aterials can be produced by students and staff. A variety of activities and strategies will be presented to be used for teaching reading, writing and oral and visual communications in both languages<All activities will be based on topics in the Languages Together (Shibogama Education) currfc'ulum and expectations from the new Ontario Curriculum. A video of some program highlights will be shown and there will be time for an exchange of ideas and discussion. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1999 NASL IV 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30- 12:20 BL-!640 AL 2233 R. Valentine Bt::2040AL 2233 R. Valentine Bl::·l04£L ED 1574 I. Toulouse t6 o<o of I I I I I Bb2040 I Db-2040 ED 1354 R. Naol!izic Bb»18 ED 1 354 R. Naol!izic I ED 1 574 I. Toulouse 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1999 OJIBWE ('111?.ll' OJ 1010 CR 1010 July S - 22 5:00 • 7:30 p.m. Monday to Thursday RB 305 1 July 5 - 22 1 1 :00 a.m. • 1 :30 p.m. Monday to Thursday RB 3027 July 26 - Aug 16 5:00 - 7:30 p.m. Monday to Thursday RB 3051 July 26 - Aug 16 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 OJ 1012 CR 1012 I I I I I I I 16 I �I I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1999 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30-12:20 sa iee:1 NL tH-3 3-5 J I J. O'Meara BB !!007 NLffii- ?1f?/ / J. O'Meara 12:30-1 :30 1 :30-2:20 2:30-3:20 BB•200'1 N� 33)3 R. Valentine 88 ;;!GER NL m+ 3b/3 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1999 8:00-9:20 RB-3051 ED 4743 9:30- 10:20 RB-305 1 ED 4743 I 0:30- 1 1 :20 RB-305 1 ED 4743 1 1 :30-1 2:20 RB-3051 ED 4743 1 2:30-1 :30 1 :30-2:20 RB-3051 ED 4743 2:30-3:20 RB-3051 ED 4743 3:30-4:20 RB-3051 ED 4743 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday 9 a.m. - 11 a.m. Sunday 7 p.m. - 9 p.m. July 1999 Sunday ROOM BL 2031 5 4 Wednesday Thursday Tuesday Monday 6 7 Friday 8 2. Saturday 31 9 10 W. White 12 11 J. O'Meara F. Sutherland A�� 14 13 I. Toulouse R. Valentine T. McQuilrer fl. \llawia P- � 15 F. Sutherland H. Wassegijig � 17 fit:. Naegitle W. White 19 24 23 20 2 1 4 /?UmiJ. R. Valentine f!?tinthcdand T. Beardy $ McQuilla A. Moore S. Chase J. O'Meara F. Sutherland T. Beardy e:=Wfffle D. Wawia W. White 18 {) ,- ..... J )) WtWJ{,0 '� 11,, 26 28 / ' 29 27 hitiI. Toulouse Sit€fitm"" le:fl,tt� .,jg, Iii 11 J. O'Meara i S-1he1hmd -- R Sr.mets .,,- B f!SiW•wt= 25 T_ t •-- - � - 30 - �if.,:� ,_l,1 ,_,,, ,!JY. .�-0 �-�?- �«-1t. �V'N� NOTE: The Associal� Teac�ers, ��-=-- - �:-... 1 ,., �let l:townndtt, 31.1:,un _ _ ,� ,6 and Susan Sandau w11J be involved wtth conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7 :00 - 9 :00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7 :00 - 9:00 p.m. 18 31 I I I I I I I \I I I I I I I I I I �I I N<OYirIE§ I I I I I I I I I I I I I 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1999 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1999 Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1999-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/99bbf50d0f136e2a4eb47a36818ce296.pdf 1df87f6ac9464f973b18727b752f8291 PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM PROFILES FACULTY AND STAFF SUMMER 1994 �Native Language Instructors' Program Profiles of Faculty and Staff Summer 1994 Angela Moore AL1210: Written Algonquian Part I - NAFL Cree Language Consultant Angela's home is Constance Lake First Nation. Her career goal in Native language education makes her an asset to our NLIP program. Along with her many years of teaching experience from 1971 to 1990 for the Hearst Board of Education, Angela has been involved in development of Cree curriculum, translation, and as a Sessional Lecturer and Consultant at NLIP. Angela possesses a Certificate in teaching Native language and a Teacher Assistant Certificate. She has served as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre> Hearst Board of Education and the Ontario Government AL1212AA: Oral Algonquian Part I (Western) Joanne LaBelle Joanne is from Longlac #77 First Nation. She is a graduate of the Native Language Instructors' Program earning her Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separate School Board as a Native Language Teacher. Joanne teaches at St. Patrick High School, St. Jude School> and Our Lady of Charity, teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK- Grade 8 for the Geraldton Roman Catholic Separate School Board. Joanne has been involved in community service in Thunder Bay and in her home community, and one of these activities was her role as President for the Local Chapter of the Ontario Native Women Association. Her special interests and goals are learning more about our culture and customs, styles of traditional dancing and regalia, and languages spoken. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta is a member of Walpole Island First Nation located in southwestern Ontario. Reta received her Ontario Teaching Certificate from London Teachers College. Her career as a teacher began in Woodstock, Ontario in 1963. The following year, she began teaching in her home community at Walpole Island First Nation and has taught there since. In 1988, Reta received her Bachelor of Arts Degree from Lakehead University. Reta continued her studies and eventually received her Bachelor of Education Degree in 1990. Reta has been on NLIP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses, and is now teaching Oral Algonquian courses. Through the summers, she has taken Advanced "Institute" courses in Native languages. Reta is an avid volunteer in her home community serving on several committees, some of which focus on Native language retention. AL1232AA: Oral Algonquian Part II (Western) Rubina Naogizic In 1976, Rubina began to pursue her studies in Native language education. At the University of Western Ontario, she completed four summers of the Native Language Teacher Training in 1979. In 1986, she received her Permanent Letter of Standing for Teaching Algonquian in Ontario. Rubina continued to pursue her studies at Algoma University and Lakehead. In 1991, Rubina received her Ontario Teaching Certificate from Nipissing University. Since 1975 to the present, Rubina has been employed by the Sault Ste Marie Disnict Roman Catholic Separate School Board as a Native Language Teacher. During 1987-89, she was seconded to the Ministry of Education as Native Language Consultant for the Northwestern Ontario Region. Rubina participated in Writing and Design Committees for P.0.N.A. documents and Native language curriculum resources. She keeps busy giving various education and curriculum development workshops for NSL teachers. �Profiles p. 2 AL2213AA: Oral Algonquian Part m (Western) AL2213AB: Oral Algonquian Part III (Central/Eastern) We are pleased to have Chuck join us again this summer. A graduate from Hamline University in SL Paul, and his subsequent programs in Summer Institute of Linguistics, and other various college programs, and his recent studies at the Centre for Second Language Instruction at the University of Saskatchewan, he brings with him much linguistic knowledge to share with us. Chuck's experiences include positions as Linguist/franslator and Consultant for Native language teachers in the past few years. Early in his career, Chuck began to work on Indian publications, literature and translation. Chuck's achievements include publications such as, to mention a few, "Anami'e Nagamonan (Chippewa Hymns), "Moons of Winter. Collection of Northern Ojibwa stories by Nonnan Quill", and "Tales of the Ojibwa" Ojibwe texts and inductive grammar studies. Charles Fiero Randy Valentine AL2233: Oral Algonquian Part IV NL3551: Literature Since the summer of 1982, Randy has been on our NLIP faculty team. His interest, involvement, and commitment to Algonquian linguistics makes him a valuable resource and a Sessional Lecturer in our program. In 1991, he attained a doctorate degree, Ph.D. in Linguistics from the University of Texas at Austin. Other professional experiences include being a Computer Consultant, Instructor, and Research Assistant for various workshops and projects. He has done some work as co-editor and author of some Ojibwe publications which are being used by our structure and orthography courses. Alice Olsen Williams NL3251: Translation: Old and Contemporary Expression Alice is a well-known artist, and has had exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992. Alice is a holder of an 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 language courses in research offered by the Native Language Instructors' Program. Alice believes that making quilts is one way of learning and expressing ourselves and our culture. The art, designs, motifs and the images all have significant meanings and encompass the teachings of the Anishnaabeg and expresses for us the gifts of the Creator. Gary Hannam ED1S71AA: Introduction to Teaching (Western) ED1571AB: Introduction to Teaching (Central/Eastern) ED0190: Practicum ED0290: Practicum In 1989, Gary joined our NLIP faculty team and has returned every summer to teach. Gary comes from Nova Scotia where he keeps busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at St. Mary's University. His academic qualifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from Nova Scotia. He is a recipient of an Excellence in Education Award from the Province of Nova Scotia. His career teaching and program development focused on literature-based language arts, and supervision and development of a holistic teaching model for P-6. �Profiles p. 3 Jeanne Grubin ED1351AA: NASL Methods Part I (Western) (ED14S1 combined with ED1351AA) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop IA and 1B: "Adapting Existing Materials Innovative Approaches" A busy educator, Jeanne brings with her many years of teaching experience. She received her Ontario Teaching Certificate in 1967. Jeanne completed the Specialist Certificate AQ program in Native As a Second Language at Lakehead University in 1991. Her other qualifications include Special Education and Guidance Specialist taken at Nipissing University. Jeanne worked as a Native Language Consultant for the Ministry of Education in 1989 - 90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 - 92. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. She keeps busy as instructor for local community and college programs, and as presenter/facilitator for education workshops. Jeanne comes from Wikwemikong First Nation, Manitoulin Island. Sllirley Williams ED1572AA: Development of the Child (Western) ED1572AB: Development of the Child (Central/Eastern) Presently a candidate for a Master in Environmental Studies Degree at York U Diversity, Shirley has found time to join our NLIP faculty team. Shirley received her Bachelor of Arts Degree from Trent University in 1983. Pursing her studies in Native language education, Shirley attained her Diploma in Native As a Second Language at Lakehead in 1989. She attended University of Oklahoma in 1991 receiving a certificate in curriculum writing. Serving on many committees, and being involved in community service, she keeps busy giving various cultural and language workshops. Shirley has published some Native language books and articles to be used as curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. located at Woodland Cultural Centre in Brantford. Shirley's home community is Wikwemikong First Nation, Manitoulin Island. Stephen Chase ED1573AA (Western) / ED1573AB (Central/Eastern) Current Issues in Native Language Education Stephen's home is Armstrong, Ontario where he has been teaching Grades 9 - 10 since 1991. He received his Master in Education Degree in 1985. He completed Part I of the Principals' Qualification Program at Lakehead University. His academic and professional appointments include positions as Assistant Professor and Sessional Lecturer at Lakehead during 1985-91. Stephen joined our NLIP faculty team in 1987 and has returned every summer except in 1992 to teach courses. Stephen is much involved in community service work and as presenter for various workshops on bilingual and bicultural education. Brian Maznevski ED1352AA: NASL Methods Part II (Western) ED1352AB: NASL Methods Part II (Central/Eastern) ED0190, ED0290, ED0390: Practicum Workshop SA and SB: "Music and Drama... " Brian has taught for NLIP for many summers and returns again for another busy session. His teaching career as an elementary school teacher began in 1977, and since 1988 has been teaching at Northbrae Public School in London, Ontario. Brian's special interest is in Music and Computers. His academic achievements include a Specialist in Special Education, Bachelor of Education. and Bachelor of Science from the University of Toronto. �Profiles Virginia Henry p.4 ED1353AB: NASL Methods Part III (Central/Eastern) ED1354: NASL Methods Part IV Virginia is from Saugeen First Nation. In May 1994 Convocation, she graduated with First Class Standing receiving a Diploma in Native As a Second Language. Virginia is also the recipient of the Dr. Henriette Seyffert Memorial Prize Award for attaining the highest average in Native Language Studies. She firmly believes in implementing and incorporating Native methods in teaching. Her knowledge and experience in Native traditions and customs will be an asset to our program. She is employed by the Lambton County Board teaching at Lansdowne School and at S.C.I.T.S. (High School), and also teaches an Adult Continuing Education Program. Virginia is a member of the Cuniculum Writing Team for Lambton County Board. Her contributions to NLIP has been as President for the NLIP Student Council and as an Elder. She keeps busy serving as an Elder, Spiritual Leader and Translator for the Anishnaabe Kendaaswin Publishing Project in Muncey. Isadore Toulouse ED1353AA NASL Methods Part III (Western) ED1574: Approaches to Bilingual Education Presently residing in Toronto, Isadore is a member of the Wikwemikong First Nation. He is a candidate for a Bachelor of Arts Degree from Trent University expecting to graduate this year. In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. This is his fourth year with the York Region Board of Education teaching Grades 1 - 12 at Sutton schools. He is busy establishing a First Nations Study Centre at the Sutton District High School. Isadore's other teaching assignment is with the Toronto Board of Education teaching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. His special interests and hobbies focus on arts and crafts, and following the Pow-wow trail. Ernestine Buswa ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 7A and 7B: "Herbal Medicine" Ernestine is Ojibwe-Odawa from the North Shore of Georgian Bay. Her classroom teaching career spans 26 years working for and with both Native and non-Native educators. She has been involved in all levels of education; local, provincial, and national for a total of 35 years. Ernestine earned her Ontario Teacher's Certificate at North Bay Teachers College. Her other academic achievements include a Primary Education Certificate from the Ministry of Education, a Bachelor of Arts Degree from Laurentian University, a Permanent Elementary School Teacher's Certificate, Standard 4, and is a candidate for a Degree in Master of Education. Along with her career in teaching, Ernestine has been involved in curriculum development and cultural education, herbal medicine, coordinating conferences, and being an Elder for our First Nations people. Jean Shawana ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 3A and 3B: "Curriculum & Medicine Wheel Jean joined our NLIP faculty a few years ago and returns this summer to share her knowledge and experience in teaching and traditional values. Jean earned her Ontario Elementary Teaching Certificate at Hamilton Teacher's College in 1975. She graduated with a Diploma in Social Services from Cambrian College in 1972. Jean's work in education and social services included positions such as Teacher/Principal, Administrator, Researcher, Advisor, and Economic Development Officer. Jean comes from Serpent River First Nation where she is kept busy with local government responsibilities. She is also busy giving workshops and doing consultant work in Native education. �p.5 Profiles Violet Shawanda ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 6A and 6B: "Teaching NSL to Adult Classes" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. Violet's career objective is in the revitalization of our Native languages. She earned her "Teaching An Algonquian Language as a Second Language11 Specialist Certificate at the Native Language Instructors' Program in 1991. Other additional qualifications include Language Arts, Media I, Special Education Specialist, and Visual Arts Specialist Violet is a holder of the Ontario Teaching Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersville Secondary School, Mohawk College, Hamilton Native Friendship Centre and New Credit First Nation School. Violet worked as Native Implementor for the PONA documents for the Ministry of Education. Along with her teaching duties, Violet has been involved in curriculum and program development designing Ojibwe language programs for all levels from day care to adult Susan Sandau ED0190, ED0290, ED0390: Practicum, Associate Teacher Susan has been involved in Native language education since 1973. In the last twenty-one years, she has been employed by the Hearst Board of Education teaching Native language to grades one to eight She provided assistance in introducing and implementing a Native Language Program for the Primary Level at the Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987 at NLIP. Her professional activities include curriculum development, teaching Special Education in remedial classes and computer math at Primary and Junior levels. She is presently serving as Vice-President for the Ontario Native Women's Association in Hearst/Constance Lake. Ronald Kelly ED0190, ED0290, ED0390: Practicum, Associate Teacher Ronald is from Onigaming First Nation. From September 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher teaching all grades, Primary, Junior and Intermediate. He earned his Ontario Teachers Certificate, and the Diploma in Native Teacher Education at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991 at NLIP. This is the third summer Ronald will be with NLIP as Associate Teacher for the Practicum courses. Elizabeth Achneepineskum Workshop IA and 1B: "Native Arts and Crafts Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogoki Post.. She taught the Practicum Workshop "Native Arts and Crafts" last summer and is returning again to teach the same workshop. �p.6 Profiles Kathleen Greene Workshop 2A and 2B: "The Role of Traditional Teachings in the Home & School Kathleen of the Golden Eagle Clan is from Iskutewisakaygun #39 Independent First Nation (Shoal Lake, Ontario). She attained her Registered Nurse Certificate at St. Boniface Hospital in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her duties as Elder and Consultant for the Anishnaabeg people. She gives workshops on Traditional Teachings, Counselling and Healing. Florrie Sutherland Principal: NASL for Children Program For three summers 1990-92, Florrie was Associate Teacher for NLIP. She returns to join our faculty as Principal. She attained her Native Language Teacher Certification at NLIP in 1989. Last September, Florrie returned to Lakehead as a full-time student in a program offered by the Department of Indigenous Learning. She is a member of the Constance Lake First Nation, and taught the Native Language Program at the Constance Lake Day School during the period 19831988. Previous to that for four years, she worked with emotionally-disturbed children, ages 4 to 17, at Browndale Native Program at Thunder Bay Florrie keeps busy doing volunteer work with various Native awareness programs and activities. Tom Beardy OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II A recent graduate of the Native Language Instructors' Program, receiving his Diploma in Native As a Second Language, Tom has been busy as a Teacher and Translator in Ojibwe and/or Oji-Cree. Since 1989, he has been teaching Ojibwe courses during Fall/Winter sessions, and is a faculty member for NLIP during the summer. Tom has done an enormous amount of work translating legal terminology, for a project sponsored by the Nishnawbe-Aski Legal Services Corporation. A number of publications are now available for use by court interpreters and other personnel involved in the Euro-Canadian legal system. He is kept busy providing translation services for various programs and agencies. Laura James OJ2011: OJ3011: Field Study Ojibwe Immersion Laura attained her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. That summer, she attended University of British Columbia as a candidate for a Master of Education Degree. Laura has taken advanced courses in Native languages offered by NLIP. Last year, she taught the Native Language Program at Pelican Falls First Nation High School, and previous to that, taught at St. Patrick High School in Thunder Bay. She has worked as a Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University • During Mental Health workshops held at Confederation College, Laura participated as a Translator. �Profiles p. 7 Video Specialist Keith Clarke Keith's career goal is in broadcasting. In 1991 after completing high school with an Honours Ontario Secondary School Graduation Diploma, he enrolled in the Broadcasting: Radio and Television Program at Confederation College and he is in his graduating year 1994. He just completed his placement at Thunder Bay Television. He has taken courses in WordPerfect 5.1 and Photography. In 1991 from January to December working as a volunteer for Pickering Cable, he received a Pickering Cable Service Award for Outstanding Service. Keith's experiences include working as Theatre Technician for North Bay Arts Centre in 1989. Student Counsellor: NLIP Max Dokuchie This will be the second summer Max will be with us as Student Counsellor. Max enjoys working with people and as his future career goal, he will continue helping people. In 1992, Max graduated from the University of Manitoba, and went on to continue his studies in law at the University of Windsor. He is a candidate for L.L.B. in May 1995. His involvement in community activities include community legal aid work, assisting Native students with library research, group activities at Nanibijou Family and Cultural Centre, Manitoba Wheelchair Sports Association and development of a summer swim program for Esso Swim Canada. In 1989-92, he competed at. both National and International Competitions for the University of Manitoba Swim Team. George Rusnak Residence Assistant: NLIP George has completed the first year of the Native Family Worker Program at Confederation College where he made the Dean's List for academic achievement. This past year, George did his placement as Recreation Assistant at the Nanabijou Family and Cultural Centre providing assistance and planning activities. In 1992, he attained his Secondary School Graduation Diploma at St Patrick Secondary School. George has a St. John's Ambulance First Aid Certificate and a Hockey Coaching Level 1 Certificate. His special interest area is in sports; baseball and hockey. Coordinator: Odaminowin Day Camp Program Karina Skov A young ambitious individual, Karina looks forward to working as Coordinator once again. This will be her third summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forward to an exciting summer which offers a blend of cultural, educational and recreational experiences. Karina is currently enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She is a three time recipient of the Dean's List Certificate. Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. She likes to volunteer working with youth groups and team sports. Camp Counsellor: Odaminowin Carrie Atatise In September 1992, Carrie enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She did her field placement at Nanabijou Family and Cultural Centre. In June 1992, she attained her Ontario Secondary School Graduation Diploma at Geraldton Composite High School. Since 1988, her summer employment in various settings include working at the Longlac #58 Day Care Centre, and at Lac La Croix First Nation working as a Community Development Worker, Band Administrative Assistant, Receptionist and Recreation Worker. Carrie's related training include Crisis Intervention, Word Perfect 5.1, and has a Standard First Aid - St John Ambulance. Carrie is a fluent speaker of Ojibwe. �Profiles p. 8 Camp Counsellor: Odaminowin Tracy Kennedy Currently a student at Confederation College in the Child and Youth Worker Program, Tracy brings with her, skills and abilities in programming for children. She is a three time recipient of the Dean's List Certificate and expects to graduate in May 1995. She attained her Ontario Secondary School Graduation Diploma at Quinte Secondary School in 1990. Her related experiences include working as Program Coordinator for the Thunder Bay Boys and Girls Club (Jan.-Apr. 93), as Supply Teacher for Hastings Board of Education, and as Teacher's Assistant at Quinte Secondary School. Tracy holds Certificates in Basic Rescuer and CPR, Total Quality Improvement, Crisis Prevention and Intervention, Standard First Aid and Self Defense. Tracy volunteered as Camp Counsellor for Odaminowin during the summers of 1993 and 1992. Lila Tabachak Camp Counsellor: Odaminowin Last summer, Lila enrolled in the Child and Youth Worker Program at Confederation College. She did her field placement at Faye Peterson Transition House (Jan. 94 - May 94). Lila attained her Ontario Secondary School Graduation Diploma from Lakehead Board of Education Continuing Education Program. She has a Certificate in First Aid and CPR, and attended workshops on "Sexual Aggression: Treatment, Assessment and Policy", and "Children Who Witness Abuse: Treatment and Assessment Lila volunteered at Ogden Community Centre assisting children in recreation and ans and crafts. She also volunteered at Dawson Court and was involved in the "Adopt a Grandparent" program, which is visiting an Elder once a week for three months. Carmen Collings Camp Counsellor: Odaminowin Currently a student at Confederation College, Cannen finished her second year in the Child and Youth Worker Program. She attained her Ontario Secondary School Graduation Diploma at Stratford Central Collegiate High School. Cannen did her field experiences at Bruce J. McKitrick Centre, Creighton Youth Services, and at Vance Chapman School working with children and youth. She also worked at Shakespeare Public School in Stratford assisting in language arts and supervision. Her related experience includes working as Camp Counsellor for Optimism Place Phase II during the summer of 1991, and as a Child Care Worker in 1989-92. The Certificates she has are, CPI - National Crisis Prevention Institute Certification and St. John's Ambulance First Aid Carmen has attended some workshops on behaviour and child abuse. Camp Counsellor: Odaminowin Linda Gibbons Linda is presently completing the second year of the Child and Youth Worker Program at Confederation College. Linda is able to understand and speak some basic Ojibwe. In 1991, she received her Ontario Secondary School Graduation Diploma, and went on to complete her 6 Ontario Academic Credits in June 1992 at Rainy River High School. She did her field placements at Bruce J. McKitrick Centre and at Meno Bimahdizewin Child and Family Services. Her other experiences include working as a Resident Assistant for Sibley Hall Residence at Confederation College. Related courses taken are "Resident Assistant to Resident Manager" which includes counselling and intervention skills, and a credit course for "Non-Violent Crisis Intervention Training and Restraint Holds". Linda holds a Certificate, St. John's Ambulance Standard First Aid. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Profiles Faculty and Staff 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Profiles of Faculty and Staff 1994 with courses taught Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/60c059080aa1170176ab2f5c44860f20.pdf 44f3a9382b824511ae2c35be8b63787f PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM l?ROFlLES FACULTY AND STAFF SUMMER 1995 I • 1, , �• Native Language Instructors' Program Profiles of Faculty and Staff Summer 1995 Angela Moore AL1212AC: Oral Algonquian Part I (Cree) AL1232AC: Oral Alaonquian Part n (Cree) AL1210AA: Written Algonquian Part I • NAFL Ange1a's home is Cons1ance Lake Fll'St Nation. Along wilh her nineteen years of teaching experience for the Hearst Board of Education, Angela has been involved in development of Cree curriculwn, eranslation. and as a Sessional Lecturer and Consullant 81 NLIP. Ange1a possesses a Certificate in teaching Nalive language and a Teacher Assistant Certificate. She has saved as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre, Hearst Board of Education and the Ontario Government Joanne LaBelle AL1212AA: Oral Algonquian Part I (Western) ED0190AA: Practicum Planning (Western) ED0290AA and ED0290AB: Practicum Planning Joanne is a NLIP graduate earning hf'Z Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separaie School Board as a Nalive Language Teacher. Joanne teaches 81 St Patrick High School. St Jude School. and Saaed Heart School. teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK - Grade 8 for lhe Gmtldton Roman Catholic Separale School Board. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta received her Ontario Tcacher•s Certificate from London Teachers College. Her career as a teachf'Z began in 1963 and has been teaching in her home community 81 Walpole Island Fust Nation. Reta continued her sbldies part-time, and eventually received her Bachelor of Arts Degree in 1988, and her Bachelor of Education Degree in 1990 from Lakehead University. Reta has been on NI.IP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses. and is now teaching Oral Algonquian coUJSCS. Tom Beardy AL1232AA: Oral Algonquian Part D (Western) AL2213AA: Oral Algonquian Part ID (Western) Tom received his Diploma in Nalive As a Second Language in 1993. Since 1989,he has taught Native language courses during the summer and fall/winter term 81 Lakehead University. Tom is presently involved in a Severn Ojibwe cmriculum project developing courses of swdy for the lnlroductory, lntennediate and Advanced Ojibwe courses. Tom has done an enonnous amount of work in consulting and ttansl81ion.projects. Several publications of his glossaries on "legal terms" are now available. AL2213AB: Oral Algonquian Part m (Central/Eastern) Lena is presently Coordina&or of the Native Language Instructors• Program. She auained her Master's Degree 81 York University in 1985. Hee area of concenttation focused on Nalive languages and culture. Lena has been on NLIP faculty team since the program •s implementation in 1981. Her past activities include roles as consultant. teacher and researcher. Lena Odjig White John O'Meara AL2233AA: NL2711: (biography not available 81 time of printing) Oral Algonquian Part IV • NASL Introduction to Native North American Linguistics �• Profiles p. 2 Jeanne Grubin ED1J51AA: NASL Methods Part I (Western) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop 4A and 4B: "Songs In the Classroomtt Jeanne received her Ontario Teacher's CertificaJe in 1967. Jeanne completed lhe Specialist Certificate - Additional Qualification program in Native As a Second Language at Lalcehead University in 1991. Her other qualifications include Special Education and Guidance Specialist 1aken at Nipissing Univmity. Jeanne worlced as a Native Language Consultant for the Ministry of Education in 1989/90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 -1992. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. Gary Hannam ED1571AA: Introduction to Teaching (Western) ED1571AB: lntroductio■ to Teacbin1 (Central/Eastern) ED0190AB: Practicum Planning (Central/Eastern) In 1989, Gary joined our NLIP faculty team. He comes from Nova Scotia where he kee� busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at SL Mary's University. His academic quaJifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from N. S. He is a recipient of an Excellence in Education Award from the Province of Nova Scolia. Shirley Williams ED1572AA: Development or the Child (Western) ED1572AB: Development or the Child (Central/Eastern) Shirley is a candidate for a Master in Environmental Studies Degree at Yode University. She received her Bachelor of Arts Degree from Trent Univmi.ty in 1983 and attained her Diploma in Native As a Second Language in 1989. She attended Univmi.ty of Oklahoma in 1991 receiving a certificaJe in curriculum writing. Shirley has published some Native language curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. She is a full-time faculty member at Trent University in Pererborough, Ontario. ED1352AA: NASL Methods Part Il (Western) Theresa Hoy ED1352AB: NASL Methods Part II (Central/Eastern) Nowquaibzhllcgoqual Ther� graduated in 1992 receiving her Diploma in Native As a Second Language. She earned her Bachelor of Education Degree at Lalcehead Universily and her Ontario Teacher•s Certificaie in 1992. Theresa earned her Bachelor of Arts Degree in Native Studies from Laurentian University in 1989. Her career experience as a Native language teacher has been with the Sudbury Board of Education, It.aching grades 1 10 8. Helen Wassegijig ED157JAA: Current Issues In Native Language Education (Western) ED1573AB: Current Issues iD Native Language Education (C/E) Helen is a recent graduate receiving her Diploma in Native As a Second Language. She is a1so a recipient of the William A. West Medal as a student with the highest ranking in the NLIP program. Helen earned her Bachelor of Fine Arts Degree and her Bachelor of Visual Arts Degree from the University of Ottawa. She continued her studies receiving her Master of Arts Degree from Carlcton Univcnity. Helen has five years experience teaching Ojibwe. She has aaught at Algonquin College, Odawa Native Friendship Cenare and the University of Montreal. Isadore Toulouse ED1353AA: NASL Methods Part III (Western) ED1574AA: Approaches to Bilingual Education In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. Isadore is a candidate for a Bachelor of Arts Degree from Trent University. This is his fifth year with the York Region Board of Education teaching Grades l - 12 at Sutton schools. Isadore's other teaching wignment is with the Toronto Board of Education It.aching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. �Profiles p. 3 Sandra Peltier ED1353AB: NASL Methods Part Ill (Central/Eastern) ED0390AA and ED0390AB Practicum Planning Workshop 6A and 68: "Resource Exchange and Development" Sandra just finished her tenn conrract as Anishinabeg Language Consultant for the Woodland Cultural Centte at Brantford. In 1991, Sandra graduated from Lakehead University receiving her Part 3 Specialist Certificate in Native As a Second Language. In 1983, she earned ha Ontario Teacher's Certificate at Lakehead. Last year, she received her Bachelor of Arts Degree also from Lakehead University. Sandra's experience includes various roles as a Native language teacher, as an education/social counsellor and as a consultant. Mary Lou lahtail ED13S4AA: NASL Methods Part IV ED4743: Native As a Second Language Specialist • A.Q. Part I Mary Lou graduated with an Ontario Teacher's Certificate at McMaster University in 1975. She received her 3·Part Specialist Certificate in Native As a Second Language in 1991 at Lakehead University. Currently. she is a candidate for a Degree in F.ducation and Law in Native SWdies 81 Laurentian University. Mary Lou has perfonned various roles, one of them as "District Officer" for 3 years for lhe Ombudsman of Ontario, Tunmins and James Bay area. She has experience as a Cree teacha, consultant, counsellor, and translator. In 1977, she was appointed and is still presently serving as Justice of the Peace on and for the Province of Ontario in Attawapislcat and Moosonee areas. Violet Shawanda ED0190, ED0290, ED0390: Practicum • Associate Teacher Workshop SA and SB: "Teaching a NSL Secondary Program" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. She earned her "Teaching An Algonquian Language as a Second Language" Specialist Certificate 81 Lakehead in 1991. Other additional qualifications include Language Ans, Media I, Special F.ducation Specialist, and Visual Ans SpecialisL Violet is a holder of the Ontario Teacher's Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersvilte Secondary School, Mohawk College, Hamilton Native Friendship Centte and New Credit Fust Nation School This past year, Violet taught Ojibwe courses at McMaster University. Susan Sandau ED0190, ED0290, ED0390: Practicum • Associate Teacher CR1010: Introduction to Cree • Part I CR1012: Introduction to Cree - Part II For 21 years, Susan was employed by the Hearst Board of Education teaching Native language to grades one to eighL She assisted in introducing and implementing a Native Language Program for the Primary Level 81 lhe Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987. Her experience include curriculum development, teaching Special F.ducation in remedial classes and computer math • Primary and Junior. ED0190, ED0290, ED0390: Practicum . Associate Teacher Ronald Kelly Ronald is from Onegaming First Nation. From Sepicmber 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher reaching all grades, Primary, JW1ior and lntennediale. He earned his Ontario Teacher's Certificate, and the Diploma in Native Teacher F.ducation at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991. Dona Fiddler ED0190, ED0290, ED0390: Practicum • Associate Teacher In 1987, Dona graduated with a Diploma in Native As a Second Language. She is a recipient of a Certificate of Appreciation from Program Council West for recognition in her work on a team to improve curriculum development and implementation. Dona is presently employed by the Lalcehead District Separate School Board, 1eaehing Native language programs at Our Lady of Charity School and Bishop Gallagher School. �Profates p.4 Workshop 1A and 1B: "Native Arts and Crartsu Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogolci PosL Elizabeth Achneepineskum Workshop 3A and 3B: "Medicine Wheel Circle or Liren Doris will be completing her Diploma program in Native As a Second Language this summer. She has been teaching Ojibwe at Sault College, and has been extensively busy working on computer-assisted programming on Native language. Because she also has been gaining knowledge and has presented several workshops on the Medicine Wheel, she agreed to do the practicum workshop on this topic for the NLTC students. Doris Boissoneau OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II Laura earned her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. She has taught Native Language Programs at Pelican Falls Fust Nation High School, and at St Patrick High School in Thunder Bay. Laura worked as Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University . This past year, she taught Ojibwe courses during the falVwinter tenn at the Faculty of Education. Laura James NL3531: Composition OJ2001: Intermediate Ojibwe {biography not available at time of printing) Elsie Stoney NLIP Counsellor Elder-in-Residence Workshop 2A and 2B: "The Role or Traditional Teachings in the Home & SchooP' Kathleen of the Golden Eagle Clan is from lskutewisalcaygun #39 Independent Fust Nation (Shoal Lake, Onlario). She atlained her Registered Nurse Certificate at SL Boniface Hospilal in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her various roles as Elder, Counsellor, Traditional Teacher and Consultant for the Anishnaabeg people. Katl,/een Greene Florrie Sutherland Principal: Student Teaching and NASL ror Children Program Florrie atlained her Native Language Teacher Certification in 1989 and is presently a full-time student in a B.A. degree program offered by the Department of Indigenous Leaming. Florrie was Associate Teacher for NLIP in 1990-92. She !aught the Native Language Program at the Constance Lake Day School during the period 1983-1988. Previous to that for 4 years, she worked with emotionally-disturbed children, ages 4 to 17, at BrowndaJe Native Program at Thunder Bay. Coordinator: NASL for Children and Odaminowin This will be Karina's fourth summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forwanJ to another exciting summer. Karina just graduated in May 1995 receiving her Diploma in Native Family Worker Program at Confederation College. During her years of study, she achieved and maintained her academic status on the Dean's List Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. Karina Skov � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Profiles Faculty and Staff 1995 Description An account of the resource Native Language Instructor Program Profiles Faculty and Staff 1995 and courses taught Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1995-07-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/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 ➔ ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC. REQUIRE A PURCHASE ORDER NUMBER FOR INVOICING. ➔ ALL PERSONAL ORDERS MUST BE C.0.D. ➔ P.S.T. & G.S.T. WILL BE APPLIED WHERE APPLICABLE ➔ 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 30 �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:,________..,_. INVOJCE TO:,.__________ 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. R>R JNVOlCNG. • 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 31 �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: * Please note that any error made by the customer will have a 15% restocking charge applied. If the Ojibwe Cultural Foundation made error, include postage cost receipt for sending item back, and we will credit amount. • 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. * Please report damaged parcels immediately, and sign for as Damaged. 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 $32.95 $24.95 $27.00 $26.95 $ 17.00 $21.00 $3 1.20 $18.95 $52. 1 5 $21.75 $ 4.45 $16.70 $ 4.75 $ 3.05 $ 7.00 $ 7.95 $14.00 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 .j... I Ii �· r: !i H;; H � \, ;1 ,, I' ;; ,.i i p ;, 1!,: � � ,, I: "' 1, 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 .' :/7 '/'/" I·/ , i>1i- � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (3) November 2001 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2001-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 This issue and beyond... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma. issued by Lakehead niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL AVAILABLE DELAWARE-ENGLISH/ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll Free 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (2), February 2000. Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2000-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 This issue and beyond ... More teachers are beginning to contribute to Native Language :Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat:e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for ED 1599 Winter Practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �NOW AVAILABLE DELAWARE-ENGLISH / ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple forms, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes all Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Title: Midewiwin Language Camp, Vol. 1 Ship to:_____________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 12 (1), April 1999. Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1999-04-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2bdb3048be048ff20b60cd5c7bc30d83.pdf 3705eb693fe2e73cfaf268b42fa1c5c0 PDF Text Text 1 l NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lcrSa...VJ.6· ) pp..o<l Ln-6.•brb N.L.I.P. 1 Vc,Iume 10, No. January 1996 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 10, Number 4 January,1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................. ./1 NLIP Summer Courses 1996................................................./2 Elders...................................................................................../4 A Message From Sally Atchitawens-Roy............................../5 The Pow Wow: The Heartbeat of the Indian Movement.. .... ./6 Conference Info...................................................................../8 Publications/Rewsources...................................................... ./10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Native Lan&ua&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead Ur iversity, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Acting Co-ordinator's Message Many of you know by now that Lena Odjig White has resigned as Co-ordinator of the Native Language Instructors' Program. Lena is currently living in Manitoba, where she continues to funher the develop­ ment of Native Languages by offering consulting services in her many areas of expertise. I know that you will all wish to join me in wishing her well in her new endeavours. We are happy to say that she will be returning t<, Lakehead this summer to teach some courses for us! The search for a nt w Co-ordinator is currently underway. We are including a copy of the job advertise­ ment in this issue < .f the Newsletter. If you think you might be interested in this position, or know of someone who might be, please be certain to read the advertisement carefully and think about submitting an application. In th.! meantime, Sonya and I are preparing for the summer 1996 version of the Native Language In•• structors' Program. H you are intending to come back this summer we'll be very glad to see you, and encourage you to submit your application as soon as you can. The application packages are currently being prepared. You can get in touch with me at 807-343-8054 or Sonya at 807-343-8198 if you have any questions. For students who are returning for the second and third years of the Native Language Teacher Cenifica­ tion Program please be certain to have your practice teaching forms filled in and signed by the appropri­ ate school official and send the form into the NLIP office. Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. This is a valuable way to round out your training and also to meet up with your classmates and share your teaching experiences. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1996 Convocation you need to get the assign­ ments into the office and marked. Thanks! We also offer 'Institute• courses for students who have completed the diploma and who wish to take further University courses in Native Languages. This summer we will be offering two such courses, with one to be taught by myself, and the other by Randy Valentine. This is a great opponunity to learn more about advanced topics in native languages and to add to your knowledge. This summer we are also offering Part II of the Additional Qualifications course for Native As A Second Language. Teachers with an Ontario Teaching Certificate (OTC) who have already taken Part I are eligible to take Part II. This is a great opportunity for certified teachers to upgrade their qualifications. I'm looking forward to seeing all of you this summer. NLIP is a success because of the great faculty, staff and students who come together to learn about, promote and teach Native Languages. Everyone of us has an important contribution to make, and your help is greatly appreciated by everyone who cares about Native Languages. -John O'Meara Native Language in Ontario Vol. 10, No. 4 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1996 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 4. 26) This program is for students wishing to teach an Algonquian language as a second language in the prov­ ince of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Pennanent Letter of Standing upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 8- 26) This program is for students wishing to teach Native as a second language. This is a four summer pro­ gram leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 8-July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4744 ADDITIONAL QUALIFICATION · SPECIALIST CERTIFICATE IN NASL PART II (July 8-July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetic�, grammar, and conversation. (July 3 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe n (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 17 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduc1ion to reading materials. (July 3 - July 31 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2713 Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. (July 8 - July 26 Monday to Friday 1:00 p.m. - 3:30 p.m.) NL 3511 Literature: The O ral Tradition (Pre-requisite: One of Ojibwe 2001 or 3001, Cree 3001, or Algonquian 2231) Problems and methods of collection analysis. Research and guided proj< cts in oral literature. (July 8 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) Page 2 r Native Language in Ontario Vol. 10, No. 4 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1996 Application Packages are now available. If you have not received your package or you would like additional packages, please contact Sonya Matson at (807) 343-8542 CAREER OPPORTUNITY The Faculty of Education at Lakehead University invites applications for the contract position of Co, ordinator, Native Language Instructors' Program. The Native Language Instructors' Program is a teacher training program for Native language teachers of Ojibwe and Cree requiring three or four summer sessions and supplementary student teaching in schools. Students in the program are drawn from Ontario and other parts of Canada. Candidates should hold as a minimum,, Masters degree in a relevant discipline, be fluent in an Algonquian language, especially Ojibwe or Cree, have qua ifications and experience in second language education, hold a teaching certificate, and be sensitive to the cultne of Native peoples. This initial appointment, to March 31, 1997, and any subsequent renewals are all contingent upon targeted government funding. Duties will include an appropriate combination of administration, student teaching supervision and schol;,rship. Salary will commensurate with qualifii ations and experience. Applicants should submit a curriculm v tae and the names and addresses (with telephone and/or fax numbers) of three references to: Professor D. Bates Dean, Faculty of Education Lakehead Univerity 955 Oliver Rd. Thunder Bay, Ontario This position will be filled early in 1996. Applications will be accepted until the position is filled. AN EQUAL OPPORTUNITY EMPLOYER 1'."ative Language in Ontario Vol. 10, No. 4 Page3 �The history, laws, and customs ofIndian people were handed down by the elders of the tribe when they told stories. It has always been the role ofIndian elders to be the "keepers" of culture. They ·ve kept traditions alive and passed on all the small things that help people remember the old ways. ELDER.S What do you think of when you hear the word "elder"? Do you think of an old person sitting in a wheelchair? Do you see an old man shuffling down the street? Is he all bent over and talking to himself? Do you think of "old people's home" when you hear the word "elder"? Well, some of those things are true in tod Ly's society. Many elders today are forgotten people. They are not considered important because they seem to have nothing to do in our busy world. It hasn't alway� been that way. Elders have been the center ofNative American cultures. They were the people who passed on impor­ tant traditions and knowledge. Without their wisdom and long memories, the people would not have sur­ vived. Grandmothers told stories that wove the gen­ erations together like a huge quilt.Grandfathers told stories that kept the old ways fresh and alive in the minds of their people. In Indian tribes, old age meant a person was full of experience and had grown wise. Elders were treated with great respect. And thy kept very busy. Elders did whatever jobs they could. Just "growing old" was out of the question for a woman who had worked hard all her life. She wanted to be useful to those around her. She wanted to continue to be a helpful member of the family for as long as she could. The same was true of elder men. Older women took care of babies and children. That gave the young mothers time to work in the fields, pick berries, or hunt game. Grandmothers taught traditional values through stories. They taught the children of the tribe the right way to live. In the Gros Ventre tribe, grandmothers took over the teaching and training of their granddaughters when the girls were about seven years old.This lasted until the granddaughters married. The girls made life easier for their grandmothers by bringing water, ch :>p- ping wood and helping with other difficult chores Among the Papago, grandmothers were the leaders of the family. An elder woman would direct all the work of her daughters-in-law. She made many of the decisions for the family. She took care of the children when their mothers were busy doing something else. In many fanning tribes, elders spent much of their time guarding the crops from hungry birds. The Hopi people built brush shelters around their fields. These shelters provided shade for the elders while they protected the crops. Even though some elders were too weak to do hard work, they could still be of use to the tribe. When it was time to harvest, some Hopi families invited old women to help shuck com and dry peaches. These women had no sons to support them, so the family would pay the elders by giving them food in return for their work. Mandan people believed that if you neglected the old people, you would not live very long. They believt d that sacred beings were sent to earth pretending to be poor or old people. These sacred beings wanted to find out which families were being unkind. If a family was mistreating an elder, the members of the family were punished by the sacred being. The Kiowa believed that parents must treat their children well and gibe them the best training in all ways. They didn't believe children should be Native Language in Ontario Vol. 10. No.4 �overworked. Everything possible was done to see that nothing bad happened to them. Grandparents would say. "Our children are dear to us; but when we have grandchildren, they seem to be more dear than our children were." Grandmothers played a very important role in teaching children the skiHs they needed as adults. They showed the children how to make things and watched them practice for lon g hours. Even a young child was soon able to weave a warn rug or make a basket that didn't leak. Grandfathers taught young boys to track an hunt animals. They taught the young boys the values they would need to become useful members of the tribe. They showed the boys how to strengthen their bodies so they could run long distances or move quietly upon an enemy. They taught young children how to handle the bow and arrow. They made stick horses for little boys and then taught them to ride real horses when they were old enough. They told stories that reminded the children of who they were, where they came from, and \\-here they were going. At night the elde1 s told -.tories to the children. Some stories were funny and others were sad. The stories told many things about how people should act towards one another and what would happen if they didn't. Sometimes children would pretend to be asleep. They would close their eyes and listen. Even when they fell asleep, the children still heard the words. The stories and legends slipped into the child's memory and stayed there forever. As they grew. they would remember the lessons they had learned. If we are lucky enough to still have grandpar­ ents, we should hug them and say "thank you". We should listen to what the elders have to tell us. We should try very hard to hear the lessons our elders have to teach. One day, they will be gone. Some day, we will be grandparents. We will want our children and grandchildren to remember our lessons and feel our love. IF THE VERY OLD WILL REMEMBER, THE VERY YOUNG WILL LISTEN. Article taken from: Daybreak Star ''the herb of under­ standing", January 1989 - pgs. 3 - S To all NLIP Students: Aanii, boozhoo! Aaniish naa? Miigo aanwi genii! Kwezens sa ngii-disig 8 pounds, 4 ounces gii­ piitnoogzi. Mnidoo Mnising Health Centre gii-jindaadzi, Mnoomni-Giizis 4, 1995 at 10:09 gaa•kizhebaagang pii �ii-daadzi; Vanessa Nicole Ursula zhinkaaza. Naano-giizhgadoon mnik aakizii-g 1mgong gii- yaami zaam jaundice; mii dash go aanwi gii mna-yaad. gchi miigwech kwewag ndinaag kina binoojiins shower gaa toojig miinwaa gaa miigwejig wiikwejiipnigaansan. Aapijigo ndoo mno waabijitoonan. Thanks to all. Aapijigo ndoo-gchi-nendam! Yours Sincerely Sally Atchitawens-Roy Native Lang11age in Ontario Vol. 10, No.4 Page5 �The Pow Wow: The Heartbeat of the Indian Movement The pow wow has become the heart beat of our Indian movement. Every weekend throughout the summer, the pulsing te npo of drum groups reverberates across North America. Men, women and children gather in reserves across the continent, in intense celebration of what it means to be one of us • to be Indian. What is a pow wow? The word itself comes from the old Algonquian word for "medicine man" "Pauwow'', "he dreams". And a pow wow is still a ceremony that sets a man to dreaming . ..of the old ways, but most of all, of the future. A pow wow calls up the tempo of times past. In the summer, tents and tipis converge on one campground. And for two to four days and nights, the pow wow gains momentum, just as it did in the old days. Like the ceremonies performed by the ancient medicine men, the pow wow is a healing, unifying ritual. It is a time of singing and dancing, sharing and laughing, crying and teaching, learning and loving.And by remembering the past, we celebrate our future thus not losing our sense of identity! We celebrate with dancing and singing, the singers singing songs passed down through generations, songs about nature, dreams healing or of experiences worthy of sharing with all. The dancers, of many different s1 yles and tribes such as men and women traditional, grass dancers,jingledressdancers, fancy bustle and fancy shawl, all share the dancing circle. They dance as individuals and they say not two outfits are the same. The dancing is an expression of individuality and a part of a Nation that respects individual ; as well. The pow wow begins with the dancers gathering in full regalia. The singers then sing a Grand Entry, a Flag Song, and a Veterans Song. Each song has a specific purpose. A prayer is said by a respected Elder and then the Intertribal chanting and singing begins. The pow wow has become a Pan•lndian Festival where not very much difference between the Tribes is sometimes hard to notice.This resulted from the important concept of sharing and adopting ideas from others as a gesture of respect. - _, .=-_ ,., ,/ !'l� s� � :� Lcokfor more segments to the Pow wow including The Grand Entry, The Singers, The Dancers, and The Drum infollowing issues ofNazive Language i1t Onrorio Newsleuer. Page 6 Native lang uage in Ontario Vol. 10, No. 4 �NEW PUBLICATON Available in late February in the Lakehead Uni 1ersity Bookstore: This textbook will be used to teach Ojibwe to University level students, and can also be used for high-school students. The book is a revision of the Introductory Ojibwe book which was written by Mary Mitchell in 1 987. The new text comes with a set of 6 audio cassettes. It will be available in the Lakehead University Bookstore by late February. For further information or to place an order, contact (807) 343-8335. The Native Language Instructors' Program would like to congratulate Tom Beardy on his latest accomplishment with this project. Be on the lookout for his next textbook, Intermediate Ojibwe. Native �anguage in Ontario Vol. 10, No. 4 Page 7 �ANISHINAABEMOWIN CONFERENCE MARCH 28, 29, 30, 1996 WA fER TOWER INN, SAULT STE. MARIE, ONTARIO The second annual Anishinaabemowin Conference, a conference on the anishinaabe Language, will be held at the Water Tower Inn in Sault Ste.Marie, Ontario, Canada. The Conference will feature a play done by a Native theatre group, in the language after the banquet on Thursday evening. At the General Assembly on Thursday morning, Mr. Ovide Mercredi will give an address. Mr. Merg-edi is the National Chief of the Assembly of First Nations. Some of the sessions will cover topics such as, Curriculum issues Writing systems and problems How a non-speaker learned to speak the language Teaching the Adult Leamer Role of the Elders Curriculum Development-Elementary Grades Story Telling Language Structure Dialects Computers and Language Confirmed Speakers: Mr. Basil Jonhston Dr. B. Ramirez-Shkwegnaabi Ms. Pat Ningwance Mrs. Violet McGregor Mrs. Barbara Nolan Mrs. Doris Boissoneau Ms. Nancy Debassige Mr. Howard Webkamigad We are awaiting confirmation from several other speakers. T 1e Conference was well attended last year. There were over two hundred participants at the conference la ;t year. REGISTRATION FEES: INDJ VIDUAL: $150.00 plus 7% GST ::$160.50 GROUP RATE: $125.00 plus 7% GST =$133.75 * ELDERS/STUDENTS: $50.00 plus 7% GST =$ 53.50 ** *The Group Rate is for Organizations, First Nations, etc. **Students are those whc are considered full time students by their institutions. Native Language in Ontario Vol. 10, No. 4 �"Listening to Our Grandparents' Voices" 15th International Native American Language Institute April 4 - 6, 1996 Mille Lacs Ojibwe Reservation, Onamia, Minnesota The Native American Language Institute (NALi) is pleased to announce it 15th International Native American Language Institute. The conference, recognired internationally as one of the premier symposiums dedicated to Indigenous languages, travels this year to the Great Lakes region. The three day event will focus on the protection, preservation, and promotion of the right to use, practice, and develop Native American languages. The 1996 Insitute will be held ont he Mille Lacs 0jibwe reservation, located in north central Minnesota along Lake Mille Lacs. About the NALi Insitute The Native American Languge lnsitute is a non-profit organization established in 1980 which examines Native language and cultural concerns, provides a recogni2 ed forum for the exchange of ideas, and advances the C< mtinual development, education, and research of Native languages and cultural issues in the Americas. NALI's annual institutes bring together traditional language practitioners and language professionals to explore the relationship between traditionalways of teaching the richness of the indigenous languages and cultures with modem approaches to education. NALI's membership is composed primarily ofNonh American Indian people and is governed by a Board of Directors. This Year's Conference People from all walksoflife from across the United States, Canada, and the world will gather to participate in this year's Institute which focuses on strengthening the satus of 'lative languages through listening to the voices of our ancestors. The 1996 conference is co-hosted by the St. Cloud University American Indian Center and the Mille Lacs Band of 0j ibwc Indians. The conference will begin with an opening ceremony at 5:00 p.m. on Thursday, April 4, and will conclude at 3:00 p.m. on Saturday, April 6. Presemations at this year's Institute will focus on such imponant topics as current and pending legislation affecting Indigenous languages, curriculum development, teaching methods and American Indian languages, successful approaches 10 language preservation, producing teaching tools, and incorpo­ rating technology into language learning. Registration The following registration fees include: all assemblies and workshops, exhibits, cultural events, receptions (except the Friday banquest), most meals, and administrative cost. Lodging in not included. Early registration must be postmarked by March 15, 1996. General Elder (65 or older) Student (I.D. required) Early Registration $175.00 $100.00 $100.00 After March 15, 1996 $200.00 $100.00 $100.00 There is an additional fee of $25.00 for the NALi banquet held Friday evening. The cost of the banquet covers food, entertainment and a copy of the conferencejproceedings. Registration materials will be mailed early February. Full registration refunds will be granted to requests received in writing by March 15, 1996. After March 15, administrative costs will be assessed. For registration forms and further infonnation, please phone the SCSU American Indian Center at (612) 654-5449 Native Lang Jage in Ontario Vol. 10, No. 4 Page 9 �NATIVE VISION PRODUCTIC•NS PRESENTS: AANII: An Introduction to the Central Ojibwe Language Videotapes AAND: AN INTRODUCTION TO THE CENTRAL OJIBWE LANGUAGE VIDEO SERIES was produced with the assistance of Native language consultants familiar with the Ontario Native as a Second Language (NSL) program. These videotapes take you step-by-step through the Ojibwe language as it is used in everyday situations. You can easily learn as you listen and repeat the dialogues of the Ojibwe speakers. We follow Helen as she visits her friend, Cecile, with various simple conversations and vocabulary exercises. Some ofthe scenes were shot on the Wikwemikong Uneeded Reserve with the assistance oflocal language teachers, and many adults and children who participated on-camera. We visit such places as the grocery store, the senior's quilting group, and on Georgian Bay with fishermen from the community. - See and hear simple conversations - Ojibwe and English subtitles for each phrase - A pause allows you to repeat and learn - Additional vocabulary applies phrases to new dialogues - Includes booklet with dialogue script Parts 1 & 2 --25 minutes each Individuals $34.95 each or $59.99 for both tapes Institutions $59.95 each or $99.99 for both tapes For further information contact: Native Vision Productions 8-7058 Notre Drune Street Orleans, Ontario KlC 1H9 Ph: (613) 834-3410 Fax (613) 834-7691 Page 10 Native Lan�uage in Ontario Vol. 10. No. 4 �New From Anishinaabe Kendaaswin Publishing: Newly Published Books Teaching Wigwams Author: Ron Common and Lorraine Frost A0027 Teaching Wigwams is a comprehensive and informative book for those interested in issues surrounding First Nations education. Governance, student's needs, curriculum, special education, and counselling issues are addressed. Much of the research and data included in this book was obtained from the Anishinabek First Nations. $35.00 339 pp . The Caregiver Mdimooyenb Ngaa-Zbaadaayaang by Rhonda Fox Artwork by Frank King and Daanis A0025 (English) A0028 (Ojibwe) This inspiring new book g<:ared for all levels of learning is written in both Ojibwe and English languages. It tells an adventurous story ofyoung children that plan to outwit their caregiver in a playful scheme that reveals a variety of emotions. An Elder, such as the Caregiver, demonstrates the devotion and responsibility to other peoples' children while in her care. The love displayed by the Caregiver made it much easier not to be lonesome while mom and dad were away. 13 pp . $6.98 The Creators Gift Debenjiged Gaashi-Miigwed by Rhonda Fox Artwork by Daanis c,rr THE,CWTOR'S . - A0026 (English) A0029 (Ojibwe) The Creator· s Gift provides the reader with an understanding of some of the Anishinaabe teachings. A woman receives a gift from the Creator, brought from the ezgle, a messenger. This gift enables the woman to conceive and the life cycle begins. Gratitude is shown as the key element in receiving such a g ft. This book is available in both English and Ojibwe languages. 19pp. $9.98 Na:tive Language in Ontario Vol. 10, No.4 Page 1 1 �Upcoming Publications Our First Family Circle is a delightful story for all ages. Set on Christian Island, it tells about the first family gathering of a family from the Otter Clan. The author shares some of the teachings involved in the preparation, carrying out, and experiences of a Clan gathering. The Clan system is an important part of the Anishinaabek culture as it provide!. unity, harmony, and security among the Anishinaabek. Each clan is characteristic of different traits and gives identity to it's people. The reader experiences a variety of emotions and images as Our First Family Circle unfolds. A Teacher's Guide is available to complement Our First Family Circle. It is a unique guide that takes a holistic approach in working with children. It accounts for the mental, physical, emotional, and spiritual needs of the child and conveys Anishinaabek values, teachings, and a great deal more about the Anishinaabek culture. The Guide will assist the teacher, who may not be fully aware of some of the Anishinaabek culture, by providing a closer look at the cultural concepts introduced in the book. The Clan System, Oral Storytelling, the Circle, and Thunderstorms are among many of the concepts explored. Miijim Mazinigan is an Ojibwe language resource book on various foods. Ziigwan, which is an Ojibwe story, has two young girls exploring the signs of spring. A third upcoming publication, Understanding Treaties, provides the reader with a basic understanding of treaties including their historical origin, the rights originating from them, and the m isunderstandings that arise from them. A simple and informative book to read. Teacher's Resource Material Classroom materials that promote everyday usage o f the Ojibwe language art! available in sets or individually. Three different styles of bookmarkers, nine different ink stamps, eg., Miigwech, Chi-nokii, Aapji-nishin/Really Great, etc., and three different Ojibwe greetings on red, whitt!, or yellow pencils that would make excellent gifts ih the classroom. The 1995 Calendar; a hands-on teaching tool unique in it's circular and colourful design, can assist the teacher when discussing the four seasons, the four directions, the four stages of life, etc. Page 1 2 Native Language i n Ontario Vol. 1 0. No 4 �aANISHINMBE !Y'I KENDMSWIN �PUBllSHNC MATERIALS ORDER FORM QUANTITY CODE A0027 A0025 A0028 A0026 A0029 DOOi RO l O RO I i RO l2 R0 1 3 R0 l 4 R0 l 5 R0 l 6 R0 l 7 R018 R0 l 9 R030 R040 R04 1 R042 Ro43 ROSO R05 1 R052 R053 BOOKS & MATERl,U Teaching Wigwams The Caregiver Mdimooyenh Ngaa-Zl aadaagyaang The Creator's Gift Debenjiged Gaashi-M gwed 1995 English/Ojibwe < alcndar STAMPS & PADS Miigwech Miigwech/Thank you Aapji-nishin! Aapji-nishin!/Really G ·eat! Chi-Nokii Chi-�okii/Hard Worker! Mii-Yiw! Mii-Yiw(That's It! Aahaaw Set of Nine (one of each above) Ink Pads in red, blue, green, purple, and black PENCILS with Ojibwe greetings Gchi-\1iigwech! (in red) Aaniish na Gegiin? (in white) Gchi-nendam Dbishkaayin! (in yellow) Set of all three (one of each above) BOOKMARKERS in Ojibwe & English Shkenaa! Gindaasan Giizhoozi Gizis Giizhooyaa Ki Miinwaa Gigiin Gdo-giizhoo Bmaadiz Miigwech! Ntaa Gindaas na? Set of 1 5 Book.markers Allow 2-5 weeks for delh·ery All prices subject to chilnge without notice. PRICE $35.00ea. $6.98ea. $6.98ea. $9.98ea. $9.98ea. $3.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $6.00ea. $40.00set $3 .00ea. .50ea. .50ea. .50ea. $ 1 .00set TOTAL I .50ea. .50ea. .50ea. $5.00set Total Please make Cheque or vloney Order payable to Anishinaabe Kenda:l!m rn Publishing Please add 6% to lhi: tot.ii cost of yo, r order to �-o,•cr shipping & handling charges for On1ano residents only, outside or Ontario sh pping charges may vary. Total ______________ Add 6% shi pp in g charges+ Total Amount Due ________ Call, Fax, or Mail your Order to: Your Name: ____________ Organization: ____________ Address: _____________ Postal Code: ____________ Tel.: _______________ Fax.: _______________ PUBLISHING R.R.#1 , Jubillre Road, Side Road 4, Muncey, Ontario "I0L I YO, Tel.(519) 289-2421 Fax.(519) 289-5200 Native Language in Ontario Vol. 10, No. 4 Page 13 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (4), Jan 1996 Subject The topic of the resource Universities Description An account of the resource ​Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. ​ Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f2a13603d0d7364e59bdc060fd7af8b3.pdf 9efc839a0847fc657957e243c119e8ab PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <lo-Sa..VJ�·' pp..o<l ln�•br' N.L.I.P. Volume 10, No. 3 February 1995 �Volume 10, Number February, 1995 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Sharing Section by Virginia Henry......................................../2 Inventing New Words by Lena Odjig-White ........................./6 Feature Profile - Shirley Williams-Pheasant ..........................n Resources .............................................................................../8 Conference Info...................................................................../10 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an anicle *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any oflhcsc, pleasccall citherLenaOdjigWhitc at(807)343-8003orSonyaBruycrc at (807) 343-8542. Native L&o&uaee in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February 1995 �Coordinator's Message Aanii I Boozhoo! How is everyone doing lately? As for us at NLIP, the momentum is building up as we begin organizing and planning for the summer session July 1995. Mailing of NLIP 1995 application packages has started. If you know of anyone who is interested in teaching a Native language. please give them our telephone number 807-343-8542 for further information. Also anyone who is presently teaching and holds an Ontario Teaching Certificate (O.T.C.) and is fluent in a Native language, will have the opportunity to take an Additional Qualification course ED 4743 Native as a Second Language (Algonquian) - Part I. As I mentioned in the last newsletter, dates for the NLIP 1995 session is from July 4 to August 2, 1995. Registration Day is on Tuesday. July 4th, Orientation and Assembly is on Wednesday, July 5th. Students will have time to prepare, shop for school supplies, ID sessions, obtain parking permits and attend to other needs. Classes begin on Thursday. July 6th at 8:30 a.m. Periodically we get calls from our colleagues, student teachers who need to find a place to do their teaching experience , graduates looking for a teaching position, regarding Native language programs that are being offered. Presently, we do not have any data as to how many Native language programs are being offered in Ontario and elsewhere, or where they are being offered. It is with this kind of repeated requests we get from our educators that gave us impetus to start gathering information on Native language program offerings. This is being done in a two-page questionnaire format that is being sent to all Native language students, graduates, teachers, school boards and First Nations communities. If you have not received this questionnaire, please let us know and we will send you a copy. Your participation and cooperation in gathering this statistical data would be much appreciated. Once again, we were able to get some information on upcoming conferences and available resource materials which are included in this newsletter. If you know of any resources that would be very useful for a Native language teacher, or for students' use, whether they be puppets, games, experience charts, posters. big books, picture cards, songs, tapes, plays, board games, etc., please let us know so we can inform the Native language teachers through our newsletter. We wish everyone a pleasant and enjoyable winter season as we all look forward to the activities for spring and summer. In the Spirit of the our Native Languages! Le11a Odjig White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 10, No. 3 Page I �SI/ARING SECTION The following is one of ED 1599 Practicum Assignments submitted by Virginia Henry last winter 1994 and is being shared with you as a teaching activity. This panicular one is Assignment #2: "Project Plan". Introduction This "Project Plan" will benefit and enhance the beauty of a language that was almost extinct in a Native Community. Students will be given the opportunity of observing the process of growth, and will be­ come aware of the importance of looking after a plant and watch it grow. The Native language will become more alive and stimulating by using this approach. THEME: SUB-THEME: UNIT: TIME: DIVISION: Nature Outcome of Seed Planting "I Am a Little Seed" One Week Primary Objectives Students will: - learn the language through sight, sound, smell and feeling; - learn to have respect for Nature and the Native language. Content Lan�ua� patterns - nouns and verbs - diminutives - prenouns/preverbs - singular and plural - demonstrative pronouns vocabulacy - planting - seed, little/big seed - apple/ apples - apple tree - plants/ fruit - earth/ water / stones - root - body parts (reinforcement) Communicative Concepts - identification and description - respect Page2 Native Language in Ontario Vol. 10, No. 3 � �"I Am a Little Seed" (p. 2 of 4) Lan�ua�e Functions - giving and receiving information - directions - planning - explaining how to do something Aspects of Culture - promote respect for nature - promote respect for the elements that make plants grow including the sun. Jeacbim: Activities Activity #1 - Day 1 Students have a choice of what they wish to plant. l)The teacher will draw a big seed on the blackboard. She will explain and tell the students what it is used for and why as little children they are like little seeds and can grow to be big beautiful plants. Just like what they are going to see. 2)She gives the word for seed, then she allows the students to take turns in saying the word as they point to it. 3)The teacher will have apples on hand and she will gather the students around a table. There she will sit down on a chair by the table and cut the apple in half. The students will see a real seed. The teacher will explain how the seed got into the ground to form a tree so that we could have apples. 4)If time permits, then she will draw an apple tree on the blackboard with coloured chalk, making it look inviting and scrumptious. The teacher will ask the students to bring an apple to school for the next day. If someone forgets, the teacher will have apples on hand. Asking the students to bring apples will enhance the concept of empowerment and will have a variety of shapes, sizes and colour. Activity #2 - Day 2: 1)The teacher will have on the blackboard a big red apple, an apple cut in half with seeds showing and also a drawing of the apple tree with many red apples. 2)Review vocabulary associated with seed, apple and apple tree. 3)Then sing or chant a short song, such as; Niin maaba mitgoons Niin maaba omiinkaan Niin maaba mshiimin Niin omiinkaan. As they sing, one student will be pointing to the words while the rest point to themselves. 4)Before they leave, cut everyone's apple in half and place the seeds on a napkin to dry and store them away on a shelf with labels of students' names. They eat the apple. Native Language in Ontario Vol. 10, No. 3 Page 3 �"I Am a Little Seed" (p. 3 of 4) Activity #3 - Day 3: l)Review words and sing a song. Students check the seeds. 2)The teacher will ask the students what other plants, fruit and vegetables have seeds. 3)The teacher will have seeds of different sizes. She will have soil and water on a table covered with newspaper. The students will learn the vocabulary associated with earth and water. 4)The students feel and smell the soil. They taste the water which is in a clean container. They will each use a spoon to do this. The teacher explains and tells why it is necessary to have these elements. 5)1 lave the students bring a can to class so that they can plant. If students forget,the teacher should have some on hand. Activity #4 - Day 4: 1)The teacher will add another picture on the blackboard and that is a root. She explains that hair begins to grow on the seed after it is put in the earth/soil. Students learn the word for root. 2)Explain the procedure of planting. 3)Prepare the cans for planting and decorate them with eyes, nose, mouth, and earswhich they will glue on after the cans are wrapped with colourful constructionpaper. 4)The teacher will have a variety of pre-cut ears, eyes, nose and mouth. Students will make a selection. As they do this, it will reinforce the words for body parts which they have already learned. Activity #5 - Day 5: l)Review vocabulary as they prepare for this lesson. 2)For planting, new vocabulary on stones is learned. Stones are needed to drain thesoil when it is watered for moisture. It reinforces the need to have waler with earth and we place the finished product near the window then we know the sun - Giizis is also needed for growth. 3)This project is on-going until school is out in June. The classroom will be filled new plants. Evaluation Assessment will be measured on students' growth in knowledge and skills in thecontext of the stated objectives. Ongoing day-to-day assessment will be done whether remedial or enrichment activi­ ties are necessary. (see "Note" below re Assignment #6 - comments on evaluation of this project.) Materials and Resources - apples, knife, earth, water, stones, cans, - construction paper, scissors - prints of facial parts, glue - seeds, grass, flowers - beans, pumpkin and apple seed - blackboard and chalk - napkins, newspaper - water container and spoon - flash cards Page4 Native Language in Ontario Vol. 10, No. 3 �"I Am a Little Seed" (p. 4 of 4) Note: Assignment #6 is the Evaluatiun of Assignment #2. The following arc comments from the Practicum Course Supervisor... "Your evaluation of the project summarized everything in good order. Your language learning goals were achieved. Your positive outcome indicated that your students learned more than the Native language. They learned the values pertaining to environment, plants, science, appreciation and awareness of gifts of the Creation and much more. The negative aspects was a lesson children learned - acceptance of "time" and understanding that resources are sometimes minimal and must work with what we have available. Your overall evaluation indicated that this teaching unit was worthwhile and an exciting project for everyone. This project gave the parents a chance to visit the classroom because they went to the school to pick up the plant. A great way to invite the parents to visit. A job well done by everyone involved." A SAMPLE OF WHAT THE PROJECT WILL LOOK LIKE Native Language in Ontario Vol. 10, No. 3 Page 5 �Inventing New Words Have you coined a new word? How do you say it? What does it mean? Some new words as shared by various speakers of Ojibwe: naagodoowe 'chigan ekinootamoomagak - tape recorder - tape recorder kinawaajbii 'igan mzinaakshkojigan - photocopier - photocopier waasmoobizigan - microwave oven mzinaazgan mzinaazwin - camera - photograph mzinaatesijigan - video recorder giigdooyaabiignigan giigdobiiwaabkoons - telephone - telephone giziibiiginigemkak bengwaasjigan - washer - dryer aazhiwe-daabaan bimizhiwe-daabaan - bus - bus - apartment building maamwigegamig bimisgaag - apartment floor (dbishko: eko-niizhing bimisgaag as in: 2nd floor) shiibaawsag - hall/ hallway tractor - bemboodenh Mdwewechigan: Musical Instrument Page6 Violin: Mdweyaabiigi 'gan Naazhaabiigigan Zheyaabiigigan Madweweyaabiigigan Word used in this community: - Walpole Island - Wikwemikong - Georgina Island - Curve lake Guitar Madweweyaabiigibijigan Kamidewaabigmijigaadeg -Curve Lake -Eagle Lake Native Language in Ontario Vol. 10, No. 3 �FEATURE PROFILE - SHIRLEY WILLIAMS-PHEASANT Shirley Williams-Pheasant is a member of the Bird Clan. She is a descendant of the Odawa and Ojibwa First Nations. She was born and raised in South Bay, known as part of the rural area of Wikwemikong, Manitoulin Island. She attended St. Joseph's Residential School, in Spanish, Ontario. She considers herself as a drop out but later returned to finish her education. She at­ tended Trent University and received her Bachelor of Ans in Native Studies and later went on to graduate in the Native Language Instructors' Program, receiving her Diploma, at Lakehead Uni­ versity. She also has Life Skills Coach certificate from George Brown College. She teaches at Trent University, after doing program development at Niagara College and Fort Erie area, and taught Life Skills at a Native Women's hostel in Toronto. She is now an Associate Professor at Trent University, teaching Ojibwa Languages and related courses. In her busy schedule, she sits as an Elder and consultant to Sweetgrass First Nations Language Council at the Woodland Cultural Centre in Brantford, Ontario. She has been very active in doing workshops about language issues and culture around Ontario and Canada. She has published several articles about language issues and women's issues. She published a book called Aandeg, meaning "The Crow" for those who are learning the language. For the past three years, Shirley has been doing research on Ojibwa and Odawa words, and putting them into a dictionary form for students and teachers for the future, as part of her Master's thesis. She is not only doing nouns but adding the word format as to how the word changes from prefixes to suffixes, from plurals to preterits. She has been writing and doing the research since she started at Trent. When she started, there was a lack of materials for her and students to use in her courses. In fact, there was nothing at the time. She got her incentive from knowing that there was a lack of materials for teacher a to use, and students to learn from. Shirley will be defending her Master's thesis next term if everything turns out well in her life. Native Language in Ontario Vol. JO, No. 3 Page? �CREE RESOURCES Available from DUVAL HOUSE PUBLISHING 18228 - 102 Avenue Edmonton, Alberta T5S 1S7 Telephone (403) 488-1390 Fax: (403) 482-72 13 Cree Language Cultural Linguistic Unit MY IM MEDIATE FAMILY Co-Publisher: Lesser Slave Lake Indian Regional Council Unit contains: Dialogues, Echo-Acting, Activities & Games, Flashcards, Teacher's Guide, Audio Tape. $49.95 This Cultural Linguistic Unit has been designed as a teaching unit of Cree language instruction. Designed and developed by elders from the Lesser Slave Lake Regional Indian Council. The unit is made up of dialogues and echo-acting routines, flashcards and playing cards and contains exercises and activities for the teacher. Of special interest is the game "My Immediate Family" that accompanies the unit complete with a full-colour gameboard. The unit has been beautifully illustrated by Cree artist David Kakeesim. Cree Language Learning Series: Level 1 By: Julia Cardinal Illustrations by: David Kakeesim Co-Publisher: Saddle Lake First Nation This level contains: Student book 1 (5 copies), Student book 2 (5 copies), Book of Old Stories (5 copies), 200 flashcards, I - 240 page Unit Plan Guide, 2 Audio Tapes Authorized as a basic resource by Alberta Education $325.00 per level If a child can once again be brought up speaking and understanding their own tongue, the beliefs and values system of the old people will be transmitted to the young and the system will survive. This language learning series has been developed by the Saddle Lake First Nation for use in schools. The series may be used in school program and by various groups interested in learning the Cree language. This level is the first of 3 levels being developed with Saddle Lake. Level 2 will be available in February, 1995 and Level 3 will be available in April, 1995. Level 1 contains a wealth of activities for the teacher and over 200 original illustrations by Cree artist David Kakeesim. Individual Price List: Student Book l Student Book 2 Flash Cards Unit Plan Book Legends Audiocassettes Page 8 $9.95 $9.95 $39.95 $79.95 $ 19.95 each $5.00 each Native Language in Ontario Vol. 10, No. 3 �N.S.L. RESOURCES AVAILABLE FROM SIMCOE COUNTY BOARD OF EDUCATION Three Audio Tapes & Teacher Guides a) Ojibwe Language Through Song - Primary Division b) Ojibwe Language Through Song - Junior Division c) Ojibwe Language Through Song - Grade 7/8 Each tape contains different songs with accompanying ideas for teachers. Cost: $60.00 for the set of tapes & teacher resource. Three curriculum binders. Each binder contains a year long curriculum organized by monthly themes. Each theme unit contains: - objectives - knowledge, skills and values to be taught in the unit . teaching strategies . evaluation ideas - resources needed to teach the unit i) Curriculum Binder #1 - Level I & Level 2 ii) Curriculum Binder #2 - Level 3 & Level 4 iii) Curriculum Binder #3 - Level 5 & Level 6 Note: Each level represents a year of N.S.L. instruction i.e., Level 1 is for students with no N.S.L. experience. Level 6 is for students who have five years of N.S.L. instruction. Cost: $50.00 per binder. Copies can be obtained by calling: Sue Kuikman Telephone (705) 728-7570 Ext. 3 18 NEW RELEASE NISHNAABE BIMAADZIWIN KINOMAADWINAN Teachings of the Medicine Wheel - Junior Sponsored by: Ojibwe Cultural Foundation and Kenjgewin Teg Cost: $25.00 To order, call: Ojibwe Cultural Foundation (705) 377-4902 P.O. Box 278 Manitoulin Island, Ontario POP IGO Native Language in Ontario Vol. 10, No. 3 Page 9 �CONFERENCES ANISHINAABEMOWIN A Conference on lhe Anishinaabe Language March 30, 3 1 and April 1, 1995 Ramada Inn Sault Ste. Marie, Ontario Hosted by the anishinaabe people Algoma University Sault College Ministry of Educaton and Training Pre-registration $ 100.00 For further information contact: Howard Webkamigad Telephone: (705) 949-2301 Ext. 2 15 AWASIS CONFERENCE '95 CALL FOR PRESENTERS AWASIS, the Saskatchewan Teachers' Federation Special Subject Council for Indian and Metis Education, will be hosting an educational confer­ ence on March 30 & 31, l 995 (registration the evening of March 29). The conference theme is: MAKING THE SPIRIT DANCE WITHIN The conference will offer the majority of its sessions as half day or whole day workshops, with a limited number of shorter sessions. ICC LIAISON CALENDAR "AFN - National Conference on Education" From March 28, 1995 until March 31, 1995 Place: Convention Centre, Winnipeg, Manitoba Host: Assembly of First Nations 55 Murray Street Ottawa, Ontario Phone: (613) 241-6789 MATAWA FIRST NATIONS is presenting Professional Development Conference for Educators February 2 1 - 23, 1995 Airlane Hotel Thunder Bay, Ontario The conference will include: A full day session for Native Language Teachers, workshops for Education Authority Members, Chiefs and Councillors, plus 12 other workshops, classroom management, special education, student retention and retrieval and parental involvement in the schools. For more information, contact: Frances Wesley Matawa First Nations Development (807) 344-4575 For further information and details contact: AWASIS '95 c/o Kevin Pilon 9 19 Broadway Avenue Saskatoon, Saskatchewan S7N 1B8 Phone: (306) 668-7490 Fax: (306) 668-7488 Page 10 Native Language in Ontario Vol. 10, No. 3 �CONFERENCES Visions and Realities: Preparing First Nations for the Next Millennium March 7 & 8, 199 5 Ramada Hotel Regina, Saskatchewan A Training Session for Professionals Concerned with Preparing First Nations for the Future Presented by the Saskatchewan Indian Federated College And Industry Canada Registration: $225 .00/person Limited to200 participants For further information & registration forms contact: VISIONS OF THE FUTURE TAKING THE CHALLENGE; FACING TOMORROW February20-23, 199 5 Regina Inn Hotel Regina, Saskatchewan Host: Saskatchewan Indian Federated College Students' Association Registration Fee: $100.00 OBJECTIVES The needs of today's First Nations society are changing and student's need the knowledge and tools to stay aligned with these changes. It is with this idea that the conference is based on. Myrna LaPlante, Coordinator Saskatchewan Indian Federated College 1 1 8 College West University of Regina Regina, Saskatchewan S4S OA2 Telephone: (306) 779 -6300 Fax: (306) 5 85 -1289 The "Visions of the Future" conference is geared towards post-secondary students by students to address the issues that affect First Nations people today. Our goal is to seek new ideas and implement changes in our legal, educational and health care systems. ABORIGINAL TRAINING EVENT "ACQUISITION AND DEVELOP­ MENT OF LANGUAGE: LITERACY IN ABORIGINAL CANADA" First Nation students are connected to their communities and are not divorced from the issues that affect them. They bring these concerns with them to the classrooms and are able to expand on them. This conference will give First Nation students a forum to poise these concerns at a national level. For further information, contact: Kelowna, B.C. June 8 - 1 1, 199 5 Call for Conference Papers and Workshop Proposals The 199 5 Aboriginal Literacy Event is co-spon­ �ored by the K'noowenchoot Centre for Aboriginal Adult Education Resources of Okanagan College, and the Prince George Native Friendship Centre with support from the Association of Aboriginal Post Secondary Institutes (AAPSI) of British Columbia. Arlene Cote, Conference Assistant Curtis Standing, Public Relations Danielle Woodward, Chair, Conference Committee Telephone: (306) 779 -6206 Fax: (306) 5 85 -0047 • •• • • • • • • • • • • • • • • • • • • • • • • • • Native Language in Ontario Vol. 10, No. 3 - - Page 1 1 �LAKEHEAD UNIVERSITY NATIVE STUDENTS ASSOCIATION 4� ANNUAL ELDERS CONFERENCE MARCH 3 - 5 , 1995 at the Agora and Regional Centre Lakehead University Sunrise Ceremony: 7:00 a.m. (Sat. & Sun.) Keynote Speakers: 7:00 p.m. (Fri.) Workshops: Sat., March 4th, 9:00 a.m. - 4:30 p.m. Sun., March 5th, 9:00 a.m. - 12 :00 noon Social Gathering: Fri., March 3rd 7:00 p.m. - 12:00 p.m. Sat., March 4th, 7:00 p.m. - 12:00 p.m. Sun., March 5th, 1 :00 p.m. - 6:00 p.m. Traditional Feast: Sat., March 4th, 5 :00 p.m. For information, call 807-343-8085 807-346-7708 Page 12 NativeLanguagein Ontario Vol. 10, No. 3 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference Taking CJrarge of CJ1a11ge - is designed to support First Nations in effective educational governance, resource management and programming. The journey toward5 taking control of First Nations education can be a $truggle.At th is conference both the benefits and limitations of strategies will be presented by people who are struggling every day to make excellence in First Nations education a reality. A case­ study approach will be followed when appropriate. Personal stories; personal journeys wil explore the link between quality education and the health of the community. TAKING CHARGE OI' OURSELVES MANA<l1NO OvR RESOURCES WISELY Pu.NNING FOR Tl<E FIJTURE HEu>INO EACH 0n<ER POOVIOINO SEFMCt SEI.Fl.ESSI.v � Educational Governanc£ For those per5ons involved in educational governance the conference will provide infonn.ition that will assist in: • detennining community expectations, needs, resources, • setting direction and policy; • fommlating short and loni; range plans; • evaluating progress; • communicating with the school and community; • infonnalion management; • interacting with second level service agencies and other educational organizations; • financial management � Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance of peaceful relations between its members. This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing, • healing the healers. PLAN NOW TO ATTEND Taking Charge o�f Change A Conference on First Nations Education March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent to you in the next few months. 77ris conference is open to all organizations dedicated to quality in Nalive Education <e.g. First Nations Community Scl1ools, Provincial School Bonrds, Conmumity Colleges, U11iversilies.) Mark your calendar and check your budget! � Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of sludenli;; • effocth·e leaching in communication, the arts and i;cience/ mathematic"/ technology; • developing problem·soh·ing skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taki11g Charge of Change. c/o 65 Mcridcne Cres., Lc11don, ON, NSX 2M2 Convtnu Romain,• llombcrry, Srecial l:duc,lion <:o-ordin•tor (ITtircdl Six Nations Rcscr"c Advlton Grorgc: Huntrr. l!r1ucation Dirt'C'lor, Wttnu�\. Firs1 Nation, Fran T11N>bondung, Curri(olum Co-ordin,1tor. Parry l.�l.\nd fi"I N.uior, Jam� Cu1!«1. lntcr1:ovcrnmcnt,11l /\,t..1n Orne-er. ,NAC. 5tou.11 t..ookoul Oi�1rkl M.-r,:Mcl Angcconcb, l\�(1ct.-nl Oircclor. Wind go F.ciuc.11ton Authorit) Vcr.1 �tyres. Rrgi.ur-11r, Gr.ind Rwtr Polytrchn1(c\l ln!U . � , Nahon.c Rt!liC-1vc, RCttc J0hni. Chairr('f�n. Wat po,r f!,l.,nd n"1 NJ1l1()r'l l1nMd n( fduc.1rion� l:.d Cunnc,r�. r;\ychl\lor,•!IC I {(',11th CtnlrC'. (.hirf'"(w.11� nr R.-m,"I R('$('n't Transforming Vision into Reality for First Nation Education For more informa t ion ca l l : S t eve Manlow ( 5 1 9 ) 642- 1 9 1 5 �PUBLIC SERVICE ANNOUNCEMENT JANUARY 27, 1 995 The 1 995 National Aboriginal Achievement Awards Secretariat is pleased to announce the creation of a new category - the Youth Award. This award will be bestowed to one young person of Inuit, Metis, or First Nations ancestry (including non-status), to honour their outstanding achievements. The recipient will be awarded a $5000.00 educational scholarship by the Minis­ ter of Canadian Heritage at the National Aboriginal Achievement Awards gala ceremony on March 3 1 , 1 995 at the Queen Elizabeth Theatre in Vancouver. This event will be televised by the CBC as a national television special on April 6, 1 995. Any Aboriginal or Canadian is invited to nominate an Aboriginal Youth, be­ tween the ages of 1 5 and 2 1 , for their outstanding achievements in any of the following categories: Arts and Culture, Academics/Education, Business, Com­ munity Development/Public Service, Environment/Land Management, Healt/ Medicine, Heritage and Spirituality, Law, Media and Communications, Sci­ ence/fechnology and Sports. To nominate a youth achiever, please write a 2 to 3 page letter strongly articu­ lating the specific achievements of the youth nominee. The letter should clearly illustrate the creativity, innovations, dedication and diligence which has enabled the nominee to successfully carry out and attain their goals, along with the nominee's name, address, telephone number, date of birth, and Aboriginal affiliation (Inuit, Metis, First Nations). Mail, FAX or courier the nomination to : National Aboriginal Achievement Awards - Youth Award Suite 508, 77 Mowat Avenue Toronto, Ontario M6K 3E3 or FAX (416) 588-9198 Nominations must be received by Wednesday, February 22, 1995 For further information, please call Cheryl L'Hirondelle at the National Abo­ riginal Acheivement Awards Secretariat at: (416) 588-3941 Page 14 Native Language in Ontario Vol. 10, No. 3 �JOB OPPORTUNITY NATIVE LANGUAGE CONSULTANTS Ojibway and Cree Cultural Centre requires (3) Native Language Consultants in the following dialects: 1 Cree, 1 North Western Ontario Ojibway and 1 Oji-Cree. The candidate should possess the following: - Ontario Teacher's Certificate or a Provincial Pennanent Letter of Standing or equivalent - Must be fluent in one of the following: Cree, Ojibway, or Oji-Cree - Must have thorough knowledge of different Syllabic Writing Systems - Must have classroom experience - Must have organizing, planning and research skills in curriculum development - Excellent written and oral English communications skills - Ability to take initiative and work independently - Some computer skills required • Must be willing to travel - Salary to commensurate with qualification and experience - Starting date to be determined - Location to be detennined - Deadline for application: Friday, February 17, 1995 Fax or mail your resume to the following address: Ms. Esther Wesley or Ms. Kim Piche Ojibway and Cree Cultural Centre 43 Balsam Street South Timmins, Ontario P4N 2C7 Telephone: (705) 267-79 11 Fax: (705) 267-4988 TRENT UNIVERSITY 12th Annual Elders and Traditional Peoples Conference Theme: "Family Growth Through Our Elders" February 1 7, 1 8, and 1 9, 1 995 Opening & Closing Ceremonies/Social at Memorial Centre Workshops at Trent University For further information, contact: Kathy Fife at (705) 748- 1 443 Native Language in Ontario Vol. 1 0, No. 3 Page 15 �TORONTO INTERNATIONAL POW WOW MAY 6th and 7th, 1995 The Toronto International Pow Wow to be held at Toronto's spectacular Sky Dome stadium will be one of the most exciting First Nations events in Canada during 1995. The Pow Wow will offer Indian dances and drummers more than $75,000 in prize money. Admission: One day pass: Adults • $11.50 Children under 1 2 - $7.00 Two day pass: Adults - $19.50 Children under 1 2 - $ 12.50 For tickets please call: 1-416-870-8000 Host Drum - White Tail Singers M.C. - Thurman Bear Co. M.C. - Allan Manitowabi Head Dancers - Youth Representatives Head Judge - Amos Key Jr. Drum Judge - John Snake Arena Director - Alan Manitowabi Coordinator - Ron Robert Administrator - Catherine Cornelius Grand Entries are scheduled for 1 p.m. and 7:30 p.m. Saturday, and 1 2 noon Sunday. All dancers must participate. Points awarded on each Grand Entry. Limited number of chairs available. Please bring your own lawn chairs. Other elements include Arts and Crafts/Market area and Food Booths. ..,,- ,. ,.,. . j. -f t � tf./�� " �f.f- • ' _✓,.tf,f-:1 , _,,.-......_ For more information contact: Indian Art-I-Crafts 10 Woodway Trail Brantford, Ont. Tele: (519) 751-0040 Fax: (5 19) 751-2790 .,. .;� '� �- ­ \�: �� � ;.�• .:::l Page 16 Native Language in Ontario Vol. 10, No. 3 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (3) February 1995 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1995-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/55786c1e5d6c04d14b194747443f7d41.pdf c36d0daea2db1448f75ff37aff8fc907 PDF Text Text ��Order your examination copy today! A Concise Dictionary of Minnesota Ojibwe John D. Nichols and Earl Nyholm The most up-co-date resource for those interested in the linguistic and cultural heritage of the Anishinaabe, A Concise Dictionary of Minnesota Ojibwe contains more than 7,000 of the most frequently used Ojibwe words. Presented in Ojibwe­ English and English-Ojibwe sections, this dictionary spells words to reflect their actual pronunciation with a direct match between the letters used and the speech sounds of Ojibwe. It contains many ancient words and meanings as well as language added in the twentieth century. This book is an expansion and complete revision of Ojibwewi-lkidowinan: An Ojibwe Word Re.source Book published in 1979. Most entries give several sample inflected forms such as the plural, diminutive, and locative forms of nouns and first person and participle forms of verbs. The basic patterns of Ojibwe word structure and the organization of the dictionary entries are clearly explained in the introduction. The most widely used modem standard writing system for Ojibwe Is used throughout, and some of the key objects of Ojibwe life are authentically illustrated by coauthor and artist Earl Nyholm. Acknowledged as one of the three most widely spoken Native Amerlcan languages, Ojibwe appears in many local varieties in the Upper Midwest and across Central and Eastern Canada. Minnesota Ojibwe is spoken in Central and Northern Minnesota, and is very similar to the Ojibwe spoken in the Ontario-Minnesota border region, Wisconsin, and Michigan's Upper Peninsula. A Concise Dictionary of Minnesota Ojibwe is an essential reference for all students of Ojibwe culture, history, language, and literature. PAPER $9.95 ffl CLaTII $19.95 320 PAGES 23 LINE DRAWINGS At bookstores or from University of Minnesota Press 111 Third Ave. South, Suite 290 Minneapolis, MN 55401,2520 Toorder, call Please send books to: To examine for classroom adoption: Please fill out this fonn or send your request on departmental letterhead to the above address. Paperback books are avail­ able for a $7.00 processing fee per copy (that includes shipping and handling). Payment must accompany request (credit cards not accepted for examination copies; no phone orders, please). Only paperback copies of the Concise Dictionary are available for examination. 1.-800.-388.-3863 Name______________________ Address ____________________ City _________State ____ Zit-------- Nichols/ N-yholm Concise Dictionary paper (2428-3)@$9.95• ___ __ Nichols/ N-yholm Concise Dictionary cloth (2427-5)@$19.95 = --Subtotal ___ MN residents add 6.5% sales tax: Mpls. 7% ___ Canadian residents add 7% OST ___ Shipping: $3 first book, 50¢ each add'tl book ___ Shipping outside US: $4 first book, 50¢ each add'tl book ___ TOTAL ___ All pc,ym,n, -« b. in U.S. dollars 0 Check or money order enclosed Course Name __________ Enrollment ___________ Date offered ___________ Code: 474/378 Printed on recycled txiPer D Mastercard/VISA (please circle) No.----------------------Exo. Date----Si1mature------------- ·. �OJIBWEMOWIN Ojibwe Language Publishing 6205 114th Place North Champlin, MN 55316 612-427-3777 fax: 612-427-3988 ORDER FORM (All prices are in U.S. Funds) PRICE Text (series one) $45.00 Workbooks (3) $45.00 Student Activity Tapes (3) $25.50 QUANTITY SUB-TOTAL $25.50 Student Package flashcards (3 sets of 7 categories) $45.00 Teacher Package flashcardsNAI verb rule/teacher manual/student activities/cultural content information/VAI bingo/ animal bingo/number bingo/animal cards TOTAL term: net 30 days upon delivery Name: __________________________ Address: _________________________ Organization: _______________________ Date: _______ Purchase Order#__________ Money Order enclosed (U.S. funds) Amount _________ Special instructions: -------------------------�- Native Language in Ontario Vol. 10. No. 2 Page 19 �NEW RELEASE from Ojibwe Language Publishing OJIBWEMOWIN Ojibwemowin is a highly functional study series designed to develop Ojibwe language skills. This program combines text, workbook, and oral studies for an extensive learning expenence. Features of the program include: - A focus on culture with language study. - A chapter by chapter building block approach to learning the Ojibwe language. - Charts, maps, illustrations, and photographs that help link culture, history, and language together. - Activities, exercises, and review in each ell.apter. - Activity and audio tapes reinforcing oral skills. - A supplemental CD ROM interactive computer software package. OJIBWEMOWIN teacher package The following are included in the teacher package. Flashcards: Flashcards are separated by the following colours; VAi (cherry), NA (canary), NAO (green), VII (blue), NI (salmon), NID (white), PC (grey). Student flashcards are divided into three sets; chapters 16, chapters 7-12, chapters 13-18. Animal Cards: Consist of 40 drawings of animals, birds, and fish. VAi Verb Rule: 1 master transparency and 106 verb sheets. Verb sheets may be made into transparencies. If transparencies of verb sheets are made, they may be laid on top of the master sheet. This shows students how the verb is used in 1st, 2nd, and 3rd person singular/plural form. It also shows verb use with tense markers. Verb rule may be used as an overhead. Verbs may be written on the master instead of making individual transparencies. Teacher Manual: Included are cuts of the from and back cover of the textbook. They may be inserted in the plastic (front and back) of the teacher manual. Inserts on brown pages include cultural content and classroom exercises. They are found throughout the teacher manual. Bineo Cards: There are 3 sets of bingo cards. One set is delivered with each student workbook, The 3 categories of bingo are: VAI, animal, and number. Teacher should use coloured flashcards as bingo call cards. Cherry flashcard- VAI, canary flashcard- animal. Additional bingo call cards will be delivered with their respected bingo packages. Page 18 Native Language in Ontario Vol. 10, No. 2 �ANNOUNCEMENT The Native Language Instructors' Program is pleased to announce that the 1995 Application Packages will be available in January. If you do not receive your package by January 31, 1995 or you would like additional packages, please contact Sonya Bruyere at (807) 343-8542 RESOURCES Manitoba Association for Native Languages, Inc. (MANL) 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Telephone #204-943-3703 Fax #204-947-6564 The following is a list of some materials available from the Native Language Development Centre. To acquire a complete resource list, please contact MANL. Anishinaabernodaa, Becoming a Successful OJIBWE Eavesdropper, with tape. $16.05 Ininimotan, B ecoming a Successful CREE Eavesdropper, with tape. $16.05 Syllabic Book Markers $ 2.72 Ojibwe Christmas Songs, by Lawrence "Teddy Boy" Houle. Tape, $16.05 K.I.M. Aboriginal Language Materials Kit (make cheque payable to KJ.M. Aboriginal Language Maicrials, Inc.) $330.00 Other materials available are Kindergarten and Grade One Workbooks (Cree and English), Grad� Two Readers (Cree and English), Grade Two Workbooks (English), Grade Three (Cree and English), Science (Cree and English), Social Studies for Grade 4 (Native Education Material ... For more information on these books, please call MANL. Native Language in Ontario Vol. 10, No. 2 Page 17 �Taking Charge of Change A Conference on First Nations Education March 7, 8 & 9, 1995 London Ontario First Nations are taking responsibility for providing quality community education. Steps toward self­ governance are guided by a vision of education which shows respect for the relationship between the individual, the community and the environment. This Journey toward self-determination requires planning, a commitment to service and wise resource management. This conference - Taking Charge of Change - is designed to support First Nations in effective educational governance, resource management and programming. The journey towards taking control of First N,,tions education can be a struggle At this conference both the benefits and limilat1ons of strategies will be presented by peci;,le who are struggling every day to make excellence in Frrst Nations education a reality. A case· study approach will be followed when appropriate. Personal stones; personal journeys will explore the link between quality education and the he;ilth of the community. T..1(11'() CHAAOE a OuRSn'IES MAHI.GlNO OuR RESOURCES WISELY Pv.NNINO FQn THE Fun.me Hu.P1HO EACH OrtteR PAOVlDING SERVICE Sfl.FlESSl.v -<?- Educational Governance For those pet30ns involved in educational governance the conference will provide information that will assist in: • determining community expectations, needs, resources; • setting direction and poUcy; • formulating short and long range plans; • evaluating progress; • communicating with the school and community; • information management; • interacting with second level service agencies and other educational organizations; • financial management -<?- -<?- Ecological Healing Excellence in education is achievable when the community is healthy, when the community is able to maintain a balance o( peaceful relations between its members . This concept of ecological healing is a major concern of the conference. Healing strategies will include the following: • conflict resolution strategies; • interpersonal skills development; • the healing of Mother Earth as an aspect of healing the individual and the community; • community healing; • healing the healers. PLAN NOW TO ATTEND Taking Charge of Change A Conference on First Nations Educatio,i March 7, 8 & 9, 1995 • London Ontario Details on Specific Workshops and Seminars and Registration Information will be sent lo you in the next few months. 17iis conference is optn to all orgrtnizatio11s dtdicated lo quality in Nativt £d1m1lion (e.g. First Nations Community Schools, Provincial School Bonrds, Comnumity Colleges, Universities.) Mark your calendar and check your budget{ Programming For those persons given the responsibility of program delivery, support and supervision, the conference will provide information that will assist in: • curriculum development and evaluation; • designing Native Language/Cultural programs; • staff supervision and development; • meeting the special learning needs and strengths of students; • effecth·e teaching in communication, the arts and science/mathematics/technology; • developing problem-solving skills; • recognizing and dealing with stereotypes in the classroom and in the media EARLY BIRD PRE-REGISTRATION • Daily rate of $100 per day • 30% off regular rate of $300 for three days For further information, direct correspondence to: Steering Committee, Taking Clrarge of Clrange, c/o 65 Mtridcne Cres., Lo11don. ON, N5X 2M2 Convtntr Romain,: Bombcrry, Special Educ.iion Co,onlina1or (n:timl) Six Nations Rc:serve Advlso., Gc<lrgc Hunter, Education Din:cror. Wccnusk Fir,1 Nation, Fran Tabobondung. Curriculum Co,ordin,tor, Parry l•l•nd Fir,! Nation, J•mcs Cutrc,:I, lntcriovemmtnt•I /I IIairs OlfiCt'r, IN/IC, Stou, lookout IJi,tri<l, Morxorcl i\ngmincb, i\ssislanl Dirttlor, Windigo Educorion i\utholity, Vera Styrts, Registrar. Gnr11$ River Polytcchnic,d tn,1.. Si,; Nations Rcscrvc, Ro>c John, Ch•lrptr$0n. Walpnlc t,land rirst N•tion &.rd ol r;duca�on, F.d Conno,., rsycholo�i,1, I lea hh Centre. Chirrcw•• or Rama Reserve Transfonning Vision into Reality for First Nation Education �We received a "Thank You" card from Rose Nadjiwon. Cape Croker, Ontario with a note dated September 22, 1994. Her message says, "Staffand NL.I.P. Facuity and Fellow Students Once again I would like to thank Lena White, Virginia Henry, Randy Valentine, Isadore Toulouse and to all the N.L.I.P. student body, and my student neighbours on Isl and 2ndfloor of Terrace Bay and Sioux Lookout.for your comforting words and donations of money, at the loss of our dear brother. Your kindness will never beforgotten. Ifthere are others I may have not included, you know who you are, I also "Thank You" . Your support is very much appreciated. May the Creator God bestow on all ofyou His many Blessings. All Our Love, from Rose Nadjiwon & All Our Families" Gchi-Miigwech sa!" This article was taken fonn Anishinabek News, November, 1994 New Treaty Research Coordinator Introduced Aaniin. Ernie Sandy ndish nekaaz. The purpose of this brief letter is to introduce myself as the Treaty Research Coordinator for the Union of Ontario Indians. Some of my duties and responsibilities include consultation with First Nations, coordination of services, advice and technical support, assisting in the development and submission of claims, sharing knowledge on federal policies and the application of them towards the advancement of claims and aboriginal rights. In short, to keep you as up-to-date on the latest treaty developments as possible. A quick note on my background. I was born and raised on Beausoleil First Nation and currently reside with my wife and four children at Chippewas of �-------------------. Rama First Nation. I am a graduate of the University of Western Ontario in Canadian History and Politi­ cal Science. I have been incolved with Native issues and concerns for over ten years. I will be visiting with First Nations who are interested in pursuing treaty issues. My goal is to spend more time amongst our people to allow for personal interaction. Miigwetch! Ernie Sandy Note: Some ofyou may recognize Ernie from our Program. He has helped many of our students get into our Program and has been here himself. The Native Language/nstructors'Program wouldlike to congratulate Ernie on his success. Native Language in Ontario Vol. 10, No. 2 Page 15 �l v � � -....,,,-- � T T h e Earth lore Wood l an d F i rst L a n g u age Learn i n g Se ri es'"' ? Classroom Kit PROMOTES LEARNING Sl<I LLS AND ENTERTAINS STUDENTS - IN YOUR LANGUAGE. > \ ( }. - - � - • • • • 1 0 Schoolbooks of your choice 20 Name Cards 20 Body Chart Handouts 1 Classroom Body Chart / ., ,.:.;µ-. l"' � I'....,,,,\ ......,.... ..._........... EAATHLC>RE WOODCAND CULTURAL CENTRE l ---,j I .. --� \\ Y,J/ -�,. '� •�Y:.,,_ . �y � . )' J-'15- ...; , � t � 1s:.:-'9';1 ]b.; , """"'"· ........., "'-""' - ,,. � � ..._ -- ,' \. ; C ·\ , ' - / is: ,· . .. t- I \ ...� - _, J . ;::.°',:) J• '<.0,_; TIIE LITnE - - SONG BOOK '""'°"' o,.,rlo Woodland Cultural Centre, 1 84 Mo�; �, 06 ; _se;:� �-��:��:11B PS � I ;' ��•.•.;; ...- i ...,;, /t,_ , 't _ . n_ · / 1:/f.(, '•'.\ L �, �.J. 'f" .� .':'f.$,=', �'.. ---..-. . �7fJ0:f ' ;. ,, , ; N i! '"'l:.f'f..lQ. ( ·- /, ,1 • ..� .... -� OUR NEW HOUSE . . '�, II,,,_ � ...'\,.. , U1\ . ,'\: •.•,.._ ..,;; 'l 20 Pocket Syllabary Charts 1 Classroom Syllabary Chart 1 Set of Numbers Flash Cards l Tee Shirt for the Teacher ----,,...........�•- .....-----.;:;.�'c,/- �- NUMBERS, NUMBERS � • • • • For information on costs and ordering please call: Additional story books may be ordered separately, minimum quantity 20. . (�w·) » p� Each EarthLore Woodland Teacher's kit contains: NUMBERS, } �---0 he EarthLore Classroom kit contains 7 professionally designed and illustrated teaching aids which promote, imaginative, fun and constructive learning in the classroom . Each kit contains easy to use, student friendly, teaching aids for learning essential life skills - such as comprehension, number recognition, vocabulary and reading. Your classroom kit also includes, a choice of 3 story book titles from the EarthLore Story Teller Series or the popular Book of Songs. - TIIE WANOERIN PEOPLE .. -J NJT 5V6 Tel : (519) 759-2650 Fax: (5 1 9) 7S9-89 1 2 Tel : (61 3) 596-6SB6 fax: (61 .l) 59 •0.,, _. .... .,. , - - �This article was taken from Daily Miner and News, Kenora, Ontario September 27, 1994 By Jacqueline Louie, Miner and News Staff Parents key to education, says speaker In 1 5 years of teaching. Sherry Peden has found there's nothing better for children than to know their parents are interested in what they do in school. Their parents' interest shows youngsters that education is worthwhile and important, according to Peden, keynote speaker Monday at Bimose Tribal Council's third annual education conference in Kenora. Her dream for education is that schools will become the heans of their community, with everyone working together to achieve that goal. "If we want our kids to do good, we have to pitch in," she told the audience of 1 50 people, from First Nations across Ontario and Manitoba. "When parents and the community are involved with schools, everybody wins." Peden is centre coordinator for Brandon University Northern Teacher Education Project in Norway House, Man. Her topic during Monday morning's session at the Lakeside Inn dealt with building pannerships. "Research shows when parents and the community support each other, children have higher grades and test scores and a positive attitude about themselves - 'I can do it.• Schools with high community and parental involvement are generally more successful, and a greater degree of parental involvement leads to a greater degree of success in students, according to Peden. "Parents are their children's first and most important teachers," she said. She defines a pannership as a relationship in which people share, work together and support each other, where there's mutual respect, appreciation and caring, full commitment to make the pannership work, and honest and open communication. In any partnership, people also need to be able to say, Tm sorry, I was wrong, forgive me,' she told the audience. "We have to be able as human beings to say, 'Let's try again.• That's what we in education must set up so our children will succeed." In her grandparents' time there was no formal school. Instead, children learned within their surroundings, with learning taking place everywhere: on the trapline, fishing, berry picking and in the home. Everyone was a panner in education because everyone contributed. "Ask what happened when you got in trouble. It wasn't one person giving you heck, everybody gave you heck," Peden said with a smile. That community partnership changed when the government opened residential schools. Some native children as young as six had to leave their reserve in order to attend school, and parents became silent bystanders, she said. But now reserves have their own schools, and communities can once again be equal partners in education, according to Peden. Native Language in Ontario Vol. IO, No. 2 Page 1 3 �This article appeared in Wawatay News, November 3, 1994 Elders share rich vocabularies for Native dictionary project by Bryan Phelan A Native language development project in the Sioux Lookout District is trying to capture the rich vocabularies of First Nations elders in dictionaries and grammar books before they are lost forever. A project report released last spring warned that once the current generation of elders is gone, the remaining adults won't be speaking their Native languages consistently enough to create the environment necessary for younger generations to learn the languages. Pat Ningewance, who wrote the report based on a 1992-93 language study of the 23 First Nations involved in the project, notes that sadly, there have been several deaths of district elders in recent months. "It makes (this project) that much more urgent," she says. "We should have done it 20 years ago, but betternow than never." Ningewance, of Lac Seul First Nation, has worked on native language development projects for the past 20 years and is one of three linguists who have been travelling to First Nations in the Sioux Lookout District since July, to srudy and record tenninology and fonns of grammar. The infonnalion gathered by the I inguists will be the basis for Ojibway, Oji-Cree and Cree dictionaries and grammar books, expected to be ready for publication by the end of December and distributed to First Nation schools in 1995. Ningewance is the project field worker assigned to the district's Ojibway First Nations. It's an experience she has found rewarding. "Personally, it's been a very educational experience even though I've grown up with parents who were fluent (in Ojibway) and knowledgeable," she says. In her first community visit to Mishkeegogamang (Osnaburgh), Ningewancc met with about 10 elders. "Being exposed to these elders was just amazing," she says. "I found that once I explained what I was doing and what the material was going to be used for, they were extremely helpful and enthusiastic to share information." While in Mishkcegogamang, Ningewance collected a range of Ojibway tenns, ranging from modem tools and appliances to constellations. Sometimes she uses posters, illustrated books and picture dictionaries to encourage elders to identify words. But in Mishkeegogamang, her research also took her to the bush, where elders named the surrounding grasses, shrubs and plants. As an added benefit, Ningcwancc learned a few recipes from 90-ycar-old cider James Masakcyash. "he told me how to cook with mushrooms... how they can be added to moose stew or dried fish flakes," she says. Mishkecgogamang elders also named 65 different types of birds and ducks. "A lot of these names are very specific, describing either the bird's appearance, sound or characteristics," explains Ningewance. "For example, one bird with a very repetitive tweet has a name that means 'the one who makes you lazy.• "A lot of these birds don't exist because of hydro flooding 30 years ago," she continues, adding that Lac Seul was similarly affected. "Maybe half of these varieties have gone, but elders like James remember them from a long time ago." Ningewance adds that the ciders often related stories to go with the different species of birds they were identifying. "I hope we can include extra infonnation (like recipes and stories) in the dictionaries," she says. "I want them to be interesting reference materials, not just a bunch of words." Some of the words included in the planned Ojibway dictionary will include references not found in any English dictionary, including tenns of respect, kinship and clan membership specific to Ojibway people. To record all of these words, Ningewance uses a tape recorder, but also truces notes in Ojibway, using an English alphabet system. All of the infonnation is then stored in the laptop computer that accompanies her on her travels. It wasn't until Ningewancetravelled to Pikangikum that she discovered an Ojibway word forcomputer, one of her favorite terms among the thousands she's collected - "Mamaandaawaabik" or "magic rock" as they say in Pik. Page 12 Native Language in Ontario Vol. 10, No. 2 �This article appeared in Wawatay News, November 3, 1994 Native language dictionaries developed for Sioux Lookout District by Bryan Phelan Native language dictionaries and grammar books are being prepared for use in Sioux Lookout District First Nation schools by next year. Plans call for the reference books to be ready for publication in Ojibway, Oji-Cree and Cree by the end of December, as part of a Native language development project for the district The project is managed by a steering committee including representatives from the district's four First Nations councils, Northern Nishnawbe Education Council, Sandy Lake First Nation, Slate Falls area school board, and the Ministry of Education and Training. Now in its second phase, the project first produced a repon called Dreaming in a Strange Language, based on a 1992-93 survey of 23 of the First Nations involved in the project The repon warned that ifcurrent trends continue, "Once the elders are gone, Ojibway and Oji-Cree will no longer be spoken languages in our North." But project participants hope that producing Native language dictionaries for elementary and high school teachers and students will help prevent that from happening. The dictionary and grammar book project is being funded by the provincial Ministry ofEducation and Training, and Indian and Northern Affairs Canada. Randy Valentine, who learned to speak Oji-Cree while living in Kingfisher Lake during the 1980s, is the linguist who coordinates the dictionary and grammar phase of the project, which began in July. He has spent the past l O summers as a teacher at Lakehead University's Native language instructors program. Valentine is joined by three other linguists who are serving as field workers. They include Lac Seul's Pat Ningewance (Ojibway), John Nichols (Oji-Cree) of the University of Manitoba, and Marguerite MacKenzie (Cree). The field workers are in the process of visiting the First Nations in their language groups to study and record tenninology and forms of grammar. "For the Sioux Lookout district, I see this as the basis for Native language for the coming years...(so) there's pressure to do a good job," says Ningewance. She hopes the Ojibway dictionaries will include not only the thousands of words and meanings she's collecting, but also footnotes ofstories, recipes and humor to go with them. "I want the kids to enjoy the books as much as possible...(and) to be proud of their language." Valentine notes that most of the resources now used in First Nation language classes are locally produced. "That puts a huge burden on the teachers, who must not only teach but continually develop their own materials." Pikangikum elders, students, and school staffhave successfully shared that burden, working together to produce about I 00 of their own Ojibway syllabics books. An elderJames Strang, who works full-time at Pikangikum 's Eenchokay Birchstick school, sometimes brainstorms with a local Ojibway language commiuec to come up with vocabulary lists. Still, "There's a limit to how much one group, in one school, in one community can do," says Ewa Or;,echowsa, the curriculwn coordinator at Eenchokay Birchstick. She calls the planned dictionaries and grammar books "a wonderful idea," especially since the Dictionary of the Ojibway Language now used in Pikangikum was first published way back in 1853. Elsie Sakalcecsic, a language project commiucc member and chair of the Slate Falls area school boan1, says the new resources will not only help students, but also young adults who already speak the language but often mispronounce words. "There's been a gradual loss of the language," says Sa1ca1cecsic, 39. "The Ojibway l speak is different from the Ojibway my I IJ-year-old niece spcaks... My kids don't speak the language." Valentine doesn't expect the dictionaries and grammar books to have all the answers for those trying to develop their language skills. "We're limited by our budget and by the time we have available," he explained. "There will probably be things that we miss ...(but) these can be pointed out, and later editions of the dictionaries can include them." When the dictionaries and grammar books are finished, the next step for the Native Language Development Project is to develop a Native language policy and curriculum guidelines for First Nation schools in the Sioux: Lookout District. "If we look at successful First Nation language programs in other places, we find that generalized and standardized curricula and materials are central to the programs," says Valentine. For him, the best example of such a program is one being carried out by the East Cree in Quebec. Valentine says the foundation for the East Cree program was the development of a dictionary and grammar. "We arc seeking to provide the same foundation for northern schools in Ontario," he says. Native Language in Ontario Vol. 10, No. 2 Page 1 1 �Anishinaabeg Onkwehon:we Language Consultants of Southern Ontario Woodland Cultural Centre Brantford, Ontario BACKGROUND In 1987 the Consultants Program was initially established by the Department of Indian Affairs in cooperation with the Ministry of Education. The program offers and provides assistance and support in the implementation of the Ministry of Education's Native as a Second Language Program policy. The Consultants Program has since been transferred to First Nations Cultural Education Centres in Ontario. MISSION STATEMENT The Language Consultant Programs' mission is to assist with the preservation, revitalization, and maintenance of all First Nations Languages. PROGRAM DELIVERY • implements usage of the Ministry of Education 1987 NSL Guideline, its philosophy, content and elements. • Provides and assists with the development of sample courses of study which include themes and units, in consultation with B oards of Education, Federal and Band operated education authorities. • Provides a listing of language resources available for the language groups served. • Provides and organizes in-service training. • Encourages the use of current teaching methods in the classroom. • Assists with and encourages language resource material development. ASSISTANCE TO THE NSL TEACHER Includes: • Classroom program observation • Consultation and demonstration • Identification of resource materials • Establishment of networks among schools offering NSL programs and colleagues who teach NSL. ACCESSED BY • Directors of B oards of Education, and principals of Provincial and First Nations Schools • Simply contact the appropriate Anishinaabeg or Onkwehon:we Consultant. FEE FOR SERVICE As this is a First Nations Program there is no fee to First Nations schools on reserve. Consultants fees to other agencies are at the rate of $ 150.00 per day or $75.00 per half day or any part thereof, plus travel, accommodation and meals. For more information Contact: Language Consultants Program Phone: (519) 759-2650 Fax: (519) 759-8912 Anishinaabeg Consultant Ext: 229 Onkwehon:we Consultant Ext: 236 or write to: Woodland Cultural Centre Consultants Program P. 0. Box 1 506 184 Mohawk Street Brantford, Ontario Pal!e 10 Native Lan_gua_ge in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat" - (p. 4 of 4) Lesson 4: Focus on ant and wheat. Read the story in Ojibwe. Seat three children behind a divider with one of each animal. As you read the story the animal comes up. The child holds up the animal after the story is finished. Teacher pulls out bag with the plastic ant hidden inside. Each child may peek to see what the ant looks like. Music; "Ants in Your Pants" and dance. Use egg cartons, cut in halves. Use three sections. Colour black. Paste legs and antenna. Have rice pudding with raisins (ants) for snack. Lesson 5: Review the story. - children sit in a circle; - read story in Ojibwe with children helping with words; - use flash cards to help them. Evaluation Assessment of students' progress in meeting the objectives of the unit. - understanding and use of the language taught; what kind of responses students are able to make; - observation and listening to students during group activity; - participation; - discussion with students. Materials and Resources Flash Cards: 1. rabbit looking at wheat 2. mouse looking at wheat, rabbit and mouse 3. duck looking at wheat 4. rabbit, mouse and duck laughing and seeing tiny ant 5. tiny ants, rabbit, mouse and duck laughing 6. army of ants carrying one grain of wheat each; rabbit, mouse and duck surprised 7. one ant Puppets: rabbit, mouse, duck, ant Other: wheat (grain - 1 bag) wheat flour salt milk measuring cup mouse in jar yarn string rice baking powder sugar pan paper plates wheat crackers felt board felt cutouts with glue raisins flour oil spoons ant farm display music water colours To Make Wheat Pile: - cut out bottom of margarine tub and slit to the rim all around - tape together to make pointed form - use masking tape with sticky side out all over - dunk the whole thing in wheat bag; wheat will stick - wheat will look like pointed pile. Native Language in Ontario Vol. 10, No. 2 Page 9 �"The Little Pile of Wheat" - (p. 3 of 4) waabooz - rabbit waabgonoojiinh - mouse zhiishiib - duck enigoons - ant mzimncns - wheat kwasing- pile waanzhing- burrow zasaan - nest miishkoonsing- pond / marsh endaayaan - my home maajiidoon - he/she is tiling there giinwinendamoog - they wonder (what to do) bi-dgoshing - he/she arrives niizhoobiwag - two sitting together nisobiwag- three sitting together zaagewed - someone showing up ganaajiwan - it is nice naadmaage - he/she is helping gchi-baabaapwag- they have a big laugh gaachiinyi - tiny wiijkiwenyan - his/her friends bagamawnidwaad - they come marching waabshki-waabooz - white rabbit zhiibinga-waabgonoojiinh - gray mouse zaawi-zhiishiib - yellow duck mkade-enigoons - black ant Teachin2 Activities Lesson 1: Focus on rabbit and wheat. Have students sit in a circle. Introduce the story. Have the children get excited for this new story they never heard before. and tell them they will learn many new Ojibwe words from it. - read in Ojibwe; - use flash cards as each animal is inttoduced; - repeat the word showing the card; - play rabbit hop with the children. Precut paper rabbit. Paste white fur pieces on it. Paste wheat on paper plate. Make pile. Colour yellow. Put in a big jar with little soil to sprout wheat, so children can keep an eye and make sure the seeds are on the sides, add water to dampen the soil. Lesson 2: Focus on mouse and wheat. - students sit in a circle; - read story in Ojibwe; - use puppets; - "Hickory Dickory Dock" recited in English and Ojibwe; - have everybody "squeak" like a mouse. Create paperplate mouse faces. Make mouse using play dough. Make wheat flour scone. Lesson 3: Focus on duck and wheat. - students sit in a circle. - read story in Ojibwe; - with animal cutouts and felt wheat. have each child put them on the felt board; - each child has one yellow grain and each will make a pile; - do the "duck walk" and quack. To make paper plate duck bill. cut half of paper plate. Glue together cut side. String approximately 6 inches each side so the child wears the beak. Colour yellow or orange. Have wheat crackers for a snack. Page 8 Native Language in Ontario Vol. 10, No. 2 �"The Little Pile of Wheat'' - (p. 2 of 4) "The Little Pile of Wheat" by John Ca/am In a big red barn there was a little pile of wheat. One day, a white rabbit came along • hop, hop, hop. He saw the wheat. "Oh, how I want this /iule pile ofwheat," he said. "But how can I take it home to my burrow?" And he sat and looked at the little pile of wheat. Soon, a gray mouse ran up • squeak, squeak, squeak • and he saw the wheat too. "Oh, how can I take it home to my nest?" And he sat by the white rabbit, and they looked at the little pile of wheat together. Then a big yellow duck came • quack, quack, quack. He saw the wheat, and he saw the white rabbit and the gray mouse. "Oh, how I want this little pile of wheat," he said. "But how can I take it home to my pond?" And he sat by the white rabbit and the gray mouse, and they looked at the little pile of wheat together. Then a wee black ant ran into the big red barn. "Oh, what afine pile of wheat," said the wee black ant. "I will help to take it home to our hill." When the rabbit and the mouse and the duck saw the wee black ant, they laughed. "Look at the wee black ant," they laughed. "He thinks he can take the little pile of wheat home to his hill. He is so little. Why does he think he can do something that we cannot do?" But the wee black ant ran away to find all his friendsfrom the hill. All hisfriends came back with him to help. Each black ant pulled and pushed his grain ofwhat along the road to 1he ant hill. The wee black ant came last with the last grain of wheat on his way home to the hill. The rabbit looked at the mouse and the mouse looked at the duck and the duck looked at the rabbit. "Why did we not think of working together?" they asked with surprise. InIroductioo This story is suitable for day care children, first grade and up to first time adult beginners. This unit has five lessons, with approximately twenty (20) minutes for each lesson. Moral ofthe Story: - to learn to help one another and accept differences. Obiectjye Students will develop listening and speaking skills, recognizing colours, wild animals and emotions. Content Vocabulary: giitaabig- sit in a circle bizindmoog • listen bekaa nmadbig- sit still gnawaamdaan - looking at something gnawaamdaanaawaa - all looking at something miswendaan • he/she likes it nmadbi • he/she is sitting Native Language in Ontario Vol. 10, No. 2 Page 7 �"THE LITTLE PILE OF WHEAT" The following is one of the ED 1599 Practicum Assignments submitted by Mary Assinewe last winter 1994 which is being shared with you as one of teaching ideas in using a story. This particular story which Mary translated into Ojibwe is called "The Little Pile of Wheat" by John Calam, as follows: Acknowledgements (by Mary Assinewe) I would like to acknowledge the writer of the "The Little Pile of Wheat" by John Calam. Also, my family and friends who took the time to support my efforts in becoming a proficient teacher. I would also like to acknowledge all the young children that I have had the honour to spend time with, teach and learn from. Miigwech. Translated into Ojibwe by Mary Assinewe (you can adapt and translate to your dialect) "Mzimnens Kwasing" Ngoding giizhgak waabshki-waabooz gii-bi-kaakaashkwani - hop, hop, hop. Mii gii-waabandang mzimnens kwasing. "Oh, Oh, Aabdeg go nga-giiwewdoon ndoo-waanzhing," kida waabooz. Gii-waamdaan kwasing mzimnens. "Aaniish iidog waa-zhi-giiwedooyaan." Wiiba go mii gewiin waabgonoojiinh gii-bagambatood - siik, siik, siik - bi-kida. Aapji go miswendaan mzimnens, nmadbi maa. Ganwaamdaan yiw mzimnens kwasing. "Nga-maajiidoon ndoo-zasaaning." kida. Gii-wiidibindwag waaboozoon miinwaa waabgonoojiinyan. Giinwinendamoog waa-zhichigewaad. Mii gewiin gchi-zhiishiib gii-bi-dgoshing- quack, quack, quack, kida. "Aaniish iidog waa-zhi-maajiidooyaan oodi ndo-miishkoonsing," kida gewiin zhiishiib. Mii sa gii-niso-biwaad dash ganwaamdamwaad kwasing mzimnens giinwinendamoog. Waabshki-waabooz, shiibinga-waabgonoojiinh miinwaa zaawi-zhiishiib. Mii gewiin mkade-enigoons gii-zaagewed. "Geget sa naa ganaajiwan mzimnens kwasing," kida gewiin. "Nga-naadmaage ji-giiwedooyaan endaayaan." Gchi-baabaapwag. Waabooz, waabgonoojiinh miinwaa zhiishiib. Gchi-gaachiinyi mkade-enigoons. "Aaniish wiin ooshme ge-zhi-gshkitoodji-maajiidood yiw eniginod?" Enigoons gii-maajaad, gii-naanaan wiijkiwenyan wii-naadmaagwad. Mii gii-gchi-bagamawnidwaad enigoonsag, gii-bi-naadwaad kina mzimnens. Gchi-gnawaamdiwag miinwaa maamkaadendamoog. Waabooz, waabgonoojiinh miinwaa zhiishiib. "Aaniishji-gii-mkwendmangji-gii-naadmaadiying gegiinwin." kidwag. Pa�e 6 Native Language in Ontario Vol. 10, No. 2 �SHARING SECTION The following information and ideas have been submitted as part of the ED1599 Practicum Assignments done by students who were registered in this course in 1993-94 school year. These were taken from the "Sharing Section" of the assignments. Thanks to the students who willingly shared their ideas and experiences. We cannot include all the ones submitted but here are a few selections. by Brid1:et Stevens; a) The students I teach like finishing shape books that I start for them after a theme has been finished. I do a lot of the preparation in putting the books together so that the emphasis of students' work will be more in the reading and recognizing words. For example, using a computer, I print out pages with text that we used in the theme. I cut out the pages into shapes. I include the vocabulary (for the student's parents), the credits and copyrights. Then the students match, cut and paste the pictures which I have photocopied for them. They are very proud of these books which they can read in the Native language and they are very glad to take them home right away after a theme is finished. I found this to be a good motivator for reading at school and the students also read the books at home as well. b) Some students with behaviour problems have told me that they think Native language is fun ... At the present time I am trying out contracts with them. They tell me why they misbehave and then we discuss it. Then I tell them what I expect from them for leaming the Native language, and ask them how they can be more aware of their behaviour to help make Native language learning better. I write down their suggestions and we agree on their being reminded of them in the next classes. by Sonya Geon:e; Situation: Grade One - Noisy and Restless/Not Paying Attention. "Marble Jar" - designed to prevent above. Use 2 jars, one bag of marbles, and one chart (weekly) laminated for re-use. Mark one as the "Oo-oo" Jar, and the other as the "Mmm" Jar. All th� marbles start in the "Mmm" Jar. Each time a student disrupts teaching time, a marble is put very simply into the "Oo-oo" Jar. The student docs not need to be told or reminded. A quick and easy way to keep the children disciplined without intcrfcring with lesson, unnecessarily. Each day, the "Oo-oo" marbles arc recorded on the chart and totalled on Friday. If on Friday there are more "Oo-oo marbles than "Mmm , the students must use the amount of time wasted to sit and slowly count the "Oo-oo" marbles back into the "Mmm" Jar instead of some fun or special activity. If the students do well and there are more "Mmm" marbles, they use the class time to work in a fun or special activity, e.g. painting, centres, game, bingo, etc. Note: Teacher can use variations and comparisons to challenge any Grade level, or raise success rate. by Marv Assiuewe Always walk into the classroom enthusiastically, and tell the class that you have an exciting lesson, story to tell, song or activity to do. The eyes and ears will sharpen! • Feltboard Teaching: Allow each child to touch, feel and position the felt piece on the feltboard. • Allow a child to teach with you, e.g. when using flashcards, each has a tum to show the card to others. This promotes concentration and great cooperation, besides learning fairplay. I always praise the children how they will be good teachers someday, then everyone wants to teach. • The children enjoy taping their participation and learning on a tape recorder, especially at week's end or during review time. Also a sticker is presented for great listening, and cooperation. • When teaching colours, focus the colours of the children's clothing. They are eager to find the colours and show appreciation of learning the colour words. Native Language in Ontario Vol. 10, No. 2 Page 5 �5'Lcceptance " J'lcceptance is the answer to a{{ my pro6{ems. fi _ ; 'When I am clistur6ecl it is because Ifincl some . person; pCace1 tfiing or situation - some fact of my {ife - unaccepta6{e to me, ancl I can fincl no serenity unti{ I accept that person1 p[ace1 tfiing or situation as 6eing e;r_,act{y the way it is supposecl to 6e at this moment. g{pthing, a6so{ute{y notfiing happens in (jocl's wor{d 6y mistakf,. CUn{ess I accept {ife comp{ete[y on {ife's terms1 I cannot 6e fiappy. I neecl to concentrate1 not so mucfi on what needs to 6e changecl in the wor{cl as on what n.eeds to 6e changed in me and in my attitudes. �·�; �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 1995 READ THIS INFORMATION CAREFULLY BEFORE COMPLETING APPLICATION FORM NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 6 - August 2) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 6 - July 26) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. ADDITIONAL QUALIFICATION - SPECIALIST CERTIFICATE IN NASL PART I (July 6 - July 26) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJ 1010 Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 1012 Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 2001 Intermediate Ojibwe (Pre-requisite: OJ 1010 and OJ 1012) Development of basic skills. Introduction to reading materials. (July 6 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) NL 2711 Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. (July 6 - July 26 Monday to Friday 10:30 a.m. - 12:30 p.m.) NL 3531 Composition Expository and creative writing, research and guided project. (July 6 - July 26 Monday to Friday 1 :30 p.m. - 3:30 p.m.) CREE 1010 Introduction to Cree I Introduction to basic Cree phonetics, grammar, and conversation. (July 6 - July 19 Monday to Friday 6:00 p.m. - 9:00 p.m.) CREE 1012 Introduction to Cree II (Pre-requisite: CREE 1010) Development of conversational skills and practice in writing. (July 20 - August 2 Monday to Friday 6:00 p.m. - 9:00 p.m.) Native Language in Ontario Vol. 10, No. 2 Page 3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLW 1994 NLTC-Year One Provisional Letterq[Standini Beardy, Lucy Benson, Monica Bouchard, Charlie Bouchard, Stella Bourgeois, Lilly Brunton, Donna Commanda, Jeannette Corbiere, Corella Dokis, Katherine Dokis, Mary Enriquez, Laura Eshkawkogan, Bernadette Eshkawkogan, Bonita Henry, Jennifer Kakegamic, Joan Kimewon, Daniel King, Jackson Kwandibens, Josie Lavallee, Joan McCue, Irving (Hap) Mishibinijima, Dorothy Moonias, Eli Morgan, Dianne Morin, Mary Nadjiwon, Hilda Nahwegahbow, Monica Parenteau, Dorothy Peltier, Genevieve Poile, Myrna Proulx, Ernestine Recollet, Frederick Recollet, Viola Roy, John Sakanee, Mary Shawanda, Teresa Shawnoo, Dorothy St. Pierre, Helen Swain, Ina Turner, Monica Wabasse, Barbara Wassegijig, Frank NLTC-Year Two Provisional Letter ofStanding Jacob, Kathleen Johnston, Archie Keogh, Carrie King, Ada King, Donna Lawson, Margaret Louttit, Gloria Mamakwa, Rachel Mason, Joanne Matthews, Phyllis McKay, Marlene McLeod, Marie Michano, Myra Millette, Isabel Anderson, Sheila Belmore, Irene Marie Boyce, Elaine Brant, Elaine Buswa, Kathleen Cada, Gene Cada, Isabel Cameron, Dorothy Edwards, Micheline Fiddler, Ida Gelinas, Martha Gilbert, Mary Jane Gonawabi, Sara Hardwick, Verna Moses, Rose Neganegijig, Thecla Nestrovich, Ruth Odjick, Suzanne Oshag, Victoria Pangowish, Theresa Paul, Vernon Peltier, Stephanie Ritch, Caroline Roundhead, Viola Shawinimash, Lydia Wawia, Ange Whitehead, Sammy NLTC-Year Two Provisional Letter ofStandini Angees, Mary Atchitawens-Roy, Sally Baldwin, Ernestine Bois, Martha Boissoneau, Doris Bombay, Mary Cockerham, Hilda Hardy, Agnes Hookimaw, Miriam Page 2 Hyacinthe, Deanna Iserhoff, Nancy Jamieson, Myrtle Knott, Robert Koostachin, Adelaide Logan, Rose McCue, Beatrice McCue, Eldon Moose, Donald Norton, Emily Nummelin, Alice Osawamick, Elizabeth Oskineegish, Annie Peters, Dean Roy, C. Helen Shawanda, Gordon Walser, Nancy Winter, Fanny Native Language in Ontario Vol. 10, No. 2 �Coordinator's Message Aanii I Boozhoo! Aaniish naa kina wiya? Gdoo-gchi-nokiim na go. Aapji go naa pane ndamtaam kinoomaageng Anishnaabemwin. Znagaangzhem go memdige go naa nongo naangodnong wii-bzindmowaad binoojiinyag. Aapji dash wii go nishin enokiiyeg naadmawdwaa wii-gkendizwaad yaaw'waad wii-mno­ bmaadziwaad. How is everyone? I am sure you are all very busy. It is challenging teaching the Native language, especially today it seems. It's hard to motivate the children to learn the language when there are other distractions and interests. But it is a good thing because our Native children need to know their identity, have self-esteem, so they can become healthy individuals. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavours. A reminder to the students who need to do their "teaching experience" and practicum ED 1599, if you have not yet made arrangements with a school, you should start seeking for an opportunity soon. If you have any questions concerning your practicum, do not hesitate to call. Our planning is underway once again for the summer session 1995. It is a bit more challenging this year as we look at scheduling because the Bora Laskin Building is going through a major renovation. The plan is that all the portables, where we had practicum sessions, will be removed which means that we will have to schedule some classes across campus. We will do what we can so that the schedule is manageable for everyone. Dates for the 1 995 NLIP session are July 6th to August 2nd. Monday, July 3rd will be considered "Travel Day"; Tuesday, July 4th will be Registration Day; and July 5th will be "Assembly and Orienta­ tion Day". Classes begin Thursday, July 6th at 8:30 a.m. We are back to the old schedule which is nice. Everyone will have adequate time to prepare, get oriented, meet other requirements (l.D., health fonns, parking pennits, etc.), do shopping for school supplies, L.U. bookstore visit, and residence needs. Stu­ dent evaluation of the program conducted in July 1994 indicated that students really needed to have more time for preparation. We are able to do that this coming session. Last year, we had no choice due to the Civic Holiday weekend falling at the end of July. Some preliminary information about courses and programs for summer 1995 is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year. Gdinmikaagoom! (Seasons Greetings!) ---;P T �� Lena Odjig White Native Language in Ontario Vol. 10, No. 2 Page 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (2), November 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/15d8564ecb65bbdd863bf013caaf2b89.pdf a30ccdad81dd8999f9cb5ee5817f9435 PDF Text Text NATIVE LANGUA GE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <l cr SCLVJ�· ) pp..o<l Ln�•br b N.L.I.P. Volume 9, No. 4 May1994 �Volutne 9, Number 4 May, 1994 General Editor: Lena Odjig White Copy :Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Graduation 1994...................................................................../2 Ken-Ta-Soo-Win: Native Language Database......................./4 Announcements..................................................................... ./4 Kids From Kanata................................................................../5 Cree Lesson in Store For Saskatchewan Police...................../6 Conference Info..................................................................... .n Equay-wuk Graduates............................................................/8 Mokakit Conference Papers.................................................../9 On The Pow-Wow Trail......................................................../10 Announcement Annie Loon ............................................... ./10 More Conference lnfo.........................................................../11 Ministry of Education Policy ............................................... ./12 Helpful Hints for Students '94..............................................JB Native Authors....................................................................../15 NSL for Children................................................................../16 Puzzle................................................................................... ./17 Questionnaire......................................................................../19 This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference.Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343-8542. Native Lan�a&e in Ontario is published four times a year by the Native Language Instructors• Program. Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5E 1 May 1994 �Coordinator's Message Aanii I Boozhoo: Mii sa zhigo wii-maawnjidiying miinwaa. Giinwaa waa-bi-zhaajig "First Year" aapji ngii-gchi-nendaami wii-bi-skoonwiyeg. It is almost that time of year again to get together for the NLIP session. For those students who are coming for their First Year, it will be a pleasure to have you here. Planning for the 1994 summer session requires a lot of administrative work and communication between NLIP and the students. Sonya will be mailing out a package which will contain announcements, reminders, and other pertinent information that you should know before you leave, so you will not forget anything important When you get this package, make sure you review the package, read the contents and make a checklist ofwhatyour needs are. Make note of some changes that have occurred since last summer. This may affect your planning and financial needs, for example, the Prettie Residence is not allowing "cooking" in the rooms due to fire regulations which are being enforced by the University. Only the townhouses will have cooking facilities. Also no pets are allowed at the residences. Timetabling for the classes posed a problem this year because of the way the Holiday weekends fall within the month of July. Canada Day celebration falls on the weekend of July 1, 2nd and 3rd. (Friday is Canada Day). That is why we have scheduled Registration for Sunday so that students can travel Saturday or Sunday morning. Following our four weeks of classes, the next Holiday weekend "Civic Holiday" falls on July 30th, 31st and August 1st. This is the reason for planning 4th week workshops to end on July 28th so that students can be home for this holiday weekend. Because of this tight schedule, I am sure we will experience some pressure and frustration at times. Please be patient with us at these times, and one way of dealing with this to help one another and support one another. The staff of NLIP have worked hard to plan and do as much as they can as always. NLIP staff and faculty who will be returning are: Gary Hannam, Jeanne Grubin, Reta Sands, Brian Maznevski, Steven Chase, Chuck Fiero, Isadore Toulouse, Angela Moore, and Randy Valentine. Returning faculty after being away for awhile are: Shirley Williams, Muriel Sawyer and Florrie Sutherland. New faculty are: Joanne LaBelle and Alice Williams. Practicum Workshop instructors (4th week) are: Elizabeth Achneepineskum, Kathleen Greene (new faculty), Jean Shawana, Jeanne Grubin, Brian Maznevski, Violet Shawanda and Ernestine Buswa. Practicum Associates are: Violet Shawanda, Jean Shawana, Susan Sandau (new faculty), Ernestine Buswa and Ron Kelly. Our Principal is Florrie Sutherland. Ojibwe courses will be taught by Tom Beardy, and Laura James (new faculty). Returning is Karina Skov, our Children• s Program Coordinator. We look forward to seeing you all. Thanks to your dedication, commitment and the knowledge that you will be sharing with us. It will be another great summer. John O'Meara, a long-time member of the NLIP faculty team will not be joining us this summer. He will be on sabbatical for one year starting on July 1, 1994. A note to John: Gchi-miigwech for the assistance and support you have given us. We wish you all the best in your endeavours during your sabbatical. I hope the information above is helpful in your plans. If you have any questions about NLIP this summer, we would like to hear from you. Our numbers are: (Lena) 807-343-8003; (Sonya) 807-343-8542 or (Judy) 807-343-8198. Wishing you all happiness and good health! ✓ -. -JZ-,,.__IJ./ Native Language in Ontario Vol. 9, No. 4 Page 1 �(jraduation 1994 Congratufations to tlie '}..[LIP (jraduates! May 28, 1994 is the date set for the Convocation 1994. A social for the graduating class is planned right after the graduation ceremony. This gathering will take place at the Bora Laskin Building in Room BL1024 from 4:00 p.m to 6:00 p.m. Snacks and refreshments will be served. Don Abel was chosen by the graduating class to be the Master of Ceremonies. A special guest Elder wilt be present to do an opening ceremony. There will be guest speakers and presentation of awards. 5twaras: Henriette Seyffert Native Language Memorial Prize. Virginia Henry will be the recipient of this award which is for a student with the highest average in Native language courses. Virginia's average is 85%. Cl� Valedictorian. Virginia Henry has attained the highest average of 83% in the NLIP Diploma Program, and therefore will be the Class Valedictorian. Best/ Hardest Worker: to be announced at the social (chosen by graduating class) Best Sense of Humour: to be announced at the social (chosen by graduating class) Graduation Poem On this, My Graduation, May I say Thank You... for the Challenge to Grow, for the Encouragement to Succeed, for the Enthusiasm to Live, for the Desire to Understand, for the Wisdom to Laugh, for the Ability to Love, for the Eagerness to Share, for the Opportunity to Learn. Page 2 Native Language in Ontario Vol. 9, No. 4 ��,�� f����- ; . 'i�i;;j,' ,'11, C y. .:_____ . ·t,:. { �- •.Jf.. � ·r . rf i_; t: Sonja George -· 'i l ; J i·1 -= -. 0 � §. < � � ;... Donald Abel V,b o. < 0 - �••;'·' '· . . 1$.ri: . i' ��;� , �' ), Emma Oskineegish --◄ ,.,:-·· . {,11· ,. Mary Assinewe i :•:: i . ._4. f f" .... '(v ••.;:� , :...· ,·;, J.: ....... Alma Ottertail •, Native Language lnstructors·Program Lakehead University 1993 .. \. . :I� t. . ..:__:......,_.. /� � .:3 • '' Norman Beaver Hannah Sutherland i: \-- -�· .- . . ·..� ' '-:-=�·. ��:-�... Rita Rose . . ,, _J_(J•-� '. ,I ,_._,,..·. ·. ·.. ll f:f'.!t� 7 ')�,-17 Loretta Wabasse t vJ �. Tom Beardy . · 1!i. I\ ).·.1· ,. � �· '-; / � � ;;? j -;;-- \I"' Virginia Henry V Robina Yellowhead �-- ,,�r� , --·�Jt. Alice Thomas �NEW PUBLICATION SURVIVAL OJIBWE Leaming Conversational Ojibwe in Thirty Les.sons by Patricia Ningewance printed by Mazinaate Press 1993 Winnipeg, Manitoba ISBN No. 0-9697826-0-8 Price $29.95 Available at Sweet Thursday Bookshop, Thunder Bay. Ontario Tel. #807-344-2866 or call Patricia at 204-774-8007 Note: Dialect of Ojibwe is from Lac Seul near Sioux Lookout, northwestern Ontario ANNOUNCJEMJENT Arts and Crafts Fair Sponsored by the NLIP Student Council Thurs. July 14, 1994 at Lakehead University TheAgora Set up 6:30 - 7:00 p.m. Fairs starts 7:00 - 9:00 p.m. NLIP students: Bring yourArts & Crafts with you when you come. Page 4 KEN-TA-S00-WIN: Native Language Materials Database April 1994 The Ken-Ta-Soo-Win project is building a collec­ tion of information on existing Native language teaching materials in the province. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native lan­ guage families, dialects, grade and proficiency lev­ els. Two hundred copies of the information we have registered so far are being produced as a directory­ type binder with tabs to divide the information by language family. The binders will be distributed to the Band operated schools, the Federal and Provincial schools which offer Native language classes, the Universities and Colleges which offer certification of Native lan­ guage teachers, and the Cultural Centres who par­ ticipated in the project. People receiving a copy are asked to complete a questionnaire by the end of June to provide ideas on how to make this service more effective and input for the direction this database will take in the future. It is our hope that this project will create a broader awareness within the communities of our determi­ nation to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. For information or to register classroom materials, contact: Ms. Jameson C. Brant, Database Coordina­ tor, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, Ontario, P4N 2C7 Native Language in Ontario Vol. 9, No. 4 �KIDS FROM KANATA Excerpts takenfrom their Poster Text 1993-94 Project Overview: KIDS FROM KANATA is a national project that involves students in classrooms throughout Canada using a computer network to discuss critical issues facing all Canadians today. Participating sites are organized into triads with partners from distant locations in Canada. Each triad has one member site representing Canada's Aboriginal peoples. Uoder headings of Environment, Health, Politics, Economics, Language and Culture, classes use the network to interactively investigate and discover how different it is to live in Canada from the perspective of their peers in the niad in other pans of the country. As well as their electronic exchanges, students in each class also prepare K.ANATA Exchange Boxes to exchange personal and local community items with their "buddy" sites. Project Objectives: KIDS FROM KANATA is all about discovering how computer networking technology can empower young Canadians to become more involved in their own development and in the future of Canada. We believe that the project has had and will continue to have far-reaching effects on the schools and communities involved. • Classes will explore the connections between personal, family, community and national identity. • Participants will develop a shared and enhanced view of the many ways of being Canadian and a deeper understanding of the wide range of issues facing the First Nations peoples of Canada. • Participants will further refine their research, critical thinking, and problem solving skills and have opportunities to put their learning into action. • Classes will be encouraged to take initiatives to publiciz.e their projects in the local or national media and to seek support from various organizations. • Teachers will also have an electronic forum for their own discussions on a variety of topics. Some Highlights with KIDS FROM KANATA Project: "Students were delighted to receive a personal message from National Chief Ovide Mercredi and were able to send him their replies." (11 Nov.92) "Christmas cards were exchanged electronically." (15 Dec. 92) A message from Buffy Sainte-Marie. (8 Dec. 93) A message from National Chief Ovide Mercredi. (3 Dec. 93) "Curriculum Connection - writing, composing, editing, keyboarding, geography. creative and critical thinking skills, ... to name just a few. There are a lot of connectives in this project and many more can be made. It allows the classroom teacher to make some relevance to the "outside world" about what is being done in the classroom." (from Larry, 3 Jan. 93) If you are interested in joining this network, or for more information, contact: John Orr Project Director KIDS FROM KANATA 339 Wellesley St. E. Toronto, Ontario M4X 1H2 Tel. #416-922-7001 Fax: 416-921-5180 Native Language in Ontario Vol. 9, No. 4 Page5 �Cree lessons in store for Saskatchewan police taken from Regional Windspe.aker. April 25 - May 8, 1994 issue page R7 written by Dave Leaderhouse PRINCE ALBERT, Sask. A northern Saskatchewan police department is going trilingual. The Prince Albert Police Department will start classes in conversational Cree for its officers in May, following recommendations in a report into the shooting death of an Aboriginal trapper by an avowed white supremacist. In January 1991, Cree trapper Leo LaChance was shot in the back by Camey Nerland, outside Nerland's pawn shop. The self-proclaimed head of Saskatchewan's Church of Jesus Christ Aryan Na­ tions was later convicted of manslaughter. A further inquiry into the affair resulted in the Hughes Report, a critical study into the police �an­ dling of the shooting. Among the recommendanons there be a police officer fluent in Cree on duty at all shifts. "Cree was the language of Leo LaChance, and if an officer fluent in that had travelled with people in the ambulance to Saskatoon, it is possible that more could have been learned from him about what happened in the gun shop earlier that evening/' stated the report. The five-member Prince Albert police com­ mission moved quickly in adopting this recommen­ dation and beginning in early May, conversational Cree classes will be offered to the66 officers and 22 civilian employees at the police department. "We are trying to improve the quality of police services delivered to the citizens of Prince Albert," said councillor Maria Lynn Freeland, who also sits on the police commission. "We are working within the circumstances we have. We are interested in educating and training (our officers) about cultural differences." The program, which is voluntary, will run for 18 weeks with on-hour sessions each day Monday to Friday. The content of the program will be geared Page6 for conversational skills required by police offic­ ers and department employees while at work. Freeland expects approximately one-third of the police force to enroll in the program initially with the hope of more signing on once the benefits of having the knowledge have materialized. Police Chief Greg McCullagh indicated that although this is the result of the Hughes Report, other programs were offered previously. "Prior to the inquiry, classes were offered, but the instruction wasn't adequate and wasn't meaningful for street policemen/' said McCullagh. "The intention of the course is to provide conver­ sational Cree that is best suited for policing. When asked why doesn't the department simply hire more Cree-speaking Aboriginals, Freeland indicated of the 66 members, nine are Aboriginal and plans for that number to increase are already in place. "That's been our goal for a number of years," said McCullagh. "We are continuing to look for female and minority officers. The dilemma is that there aren't many vacancies. Economically there isn't room to expand." "But we are trying to acquire Aboriginal summer students," he said. "We have been doing that for the past three years and it has been very successful. We give them Special Constable status and we feel it benefits the individual and exposes them to policing. It helps build bridges. It benefits our members as much as the summer students. It has been really well accepted." Although it is a small step in closing the gap between the Native and non-Native communities of Prince Alben, response to the proposed project has been favorable , according to a local barrister. "I appreciate the fact that they are ta1cing some initiative to deal with it," said Gerald Morin, a Prince Albert lawyer who represented the LaChance family at the Hughes inquiry. "How they maintain it on an individual basis will be important. If they are taking it for the sake of having a certificate on the wall then they are missing the boat. But the process for which they are enhancing relations (with the Aboriginal com­ munity) is commendable on their part." Native Language in Ontario Vol. 9, No. 4 �RETRIEVING AND PRESERVING FIRST NATIONS' LANGUAGES AND CULTURES 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Date: November 3, 4 & 5, 1994 Location: the Ontario Institute for Studies in Education (OISE) 252 Bloor Street West, Toronto, Ontario This conference will be ofparticular interest to anyone involved in the provision of education to First Nations' Students Keynote Speaker: ELIJAH HARPER Planning Team Joanna Bedard, Director, Woodland Cultural Centre, Brantford Bryan LaForme, Director of Education, Mississaugas of the New Credit First Nation Randy Sault, Executive Director, Mississaugas of the New Credit First Nation More than 300 delegates participated in the highly successful 1st Annual Conference on Critical Issues in First Nations' Education held in Toronto this past November. The format includes plenary and keynote speakers facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. A no cost, optional pre-conference is being planned for Thursday, November 3, to be held at the Brantford Woodland Cultural Centre; transportation, luncheon, museum tour and program included. First Nations' arts and crafts displays will be ongoing throughout the conference. I/you wish to participate in the displays, please contact OCLEAfor details Registration Fee: $250.00 + 17.50 GST = Total Registration Fee (conference only) $267 .50 Special Group Rate: 3 for $625.00 + $43.75 GST = Total Group of 3/$668.75 (each additional person $222 .90) If you wish to be on the mailing list to receive further information as it becomes available, please contact the administrators of the conference, listed below: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor Street West, Suite 12- 1 15 Toronto, Ontario M5S 1 V5 Telephone: (416) 944-2652 Fax: (416) 944-3822 Native Language in Ontario Vol. 9, No. 4 Page ? �Equay-wuk graduates second class of Native interpreters and translators taken from Wawatay News April 21, 1994 Vol. 21, No. 8 by Dana Milne SIOUX LOOKOUT-Arc you looking for a Native language interpreter or transla­ tor? There are six more to choose from since Equay-wuk's ttaining program wrapped up. James Begg, Ernest Begg, Irene Binguis, Myra Quequish, Lizabelle Spade and Anna McKay received their certificates as syllabics translators and Native language interpreters April 14, during a graduation ceremony held at Equay-wuk in Sioux Lookout. "I am very proud of my Native language, and I cherish the gifts that my parents and my reserve have given me," said graduate Anna McKay, who will head back to Big Trout Lake now that the 30 week course is over. "I would like to see other young people keep our language. It is a gift that we have to use for the future," she added, looking at her certificate proudly. McKay was part of the second group to graduate from Equay-wuk's Syllabics Translator/Interpreter program, which was offered once before with the funding help of the Sioux Lookout Area Management Board. The program's instructor, Emily Mitchell, explained the classes involved 18 weeks of classroom instruction and 12 weeks of on-the-job training. Training sites included the Sioux Lookout Zone Hospital, Tikinagan Child and Family Services, Equay-wuk, Independent First Nations Alliance, Northern Nishnawbe Education Council and Wawatay Native Communications Society. It was a challenge, and it takes time," James Begg laughed, recalling the painfully slow process of mastering the different sounds and symbols that are incorporated into syllabics writing. To register in the course, students had to speak either Ojibway, Oji-Cree or Cree, but after the classes, Mitchell added, they can now basically interpret for any of the languages. The students don't have full-time jobs lined up so far, but Mitchell says there is an open market for freelancing and temporary conttacts. "I, myself, get a lot of requests to do ttanslations for different bands," she said adding the judicial system and the hospitals are always asking for interpreters. and more and more business groups and government departments are publishing docu­ ments in English and syllabics. Even if the graduates don't find work right away, Mitchell emphasized, they have learned something that can never be taken away from them. "Speaking the language everyday and learning how to write it helps to reinforce our culture." Page 8 Native Language in Ontario Vol. 9, No. 4 �SELECTED PAPERS FROM THE 1988 AND 1990 MOKAKIT CONFERENCES 1988 - "Regenerating Our Languages" & 1990 - "Empowerment Through Theory & Practice" "A Community-wed Immersion of the Okanagan Language" - Jeannette C. Armstrong "Learn to Listen, Listen to Le.am" - Cynthia Chambers "Language Education for Native Children of Northern Ontario" - Emily J. Faries "Beyond Pidgeonholing: Communicating Less Prejudice in the Classroom Toward Native People" - Richard Fiordo "Sernilingualism" - Betty Harnum "'The Transfonnation of Practitioners" - Yvonne M. Hebert "French Immersion Programs" - WR. McEachern "Lesson from Language Acquisition: Reports on a Study of Oji-Cree First Language Leaming in the Home" - Mary Upper "Cree Text as a Source of Cultural and Linguistic Knowledge" - Freda Ahenakew "Coyote's Story about Orality and Literacy" - Jo-ann Archibald "The Box and the Circle: Two Systems of Life - A Model for Understanding Native/Non-Native Issues" - Jann De"ick. "Aboriginal Teachers as Organic Intellectuals: A Report on the Teaching of a Course Focusing on Anti Racist Education and Critical Pedagogy" - Rick Hesch "Children's Books Without Bias on Contemporary North American Indian Life" - Elspeth Ross "First Nations Freedom: A Curriculum of Choice" - Lynne Jorgesen The above selected papers are available for $20.00 each from: Mokakit Education Research Association First Nations Longhouse, U.B.C. 1985 West Mall Vancouver B.C. V6T 1Z2 Phone: (604) 822-5023 Fax: (604) 822-8944 A Note from the Native Language Instructors' Program If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, please contact the NLIP office at (807) 343-8198. Native Language in Ontario Vol. 9, No. 4 Page 9 �ON THE POW-WOW TRAIL............. 1994 1. Long Lake #58 Pow-wow June 10 - 11 - 12, 1994 For More Information Contact: Shirley at (807) 876-2962 or (807) 876-4255 or Patrick at (807) 876-4269 2. Whitesand Traditional June 17 - 18 - 19, 1994 Armstrong, Ontario For More Information Contact: Gary (807) 583-2177 Fort William First Nation - Mount McKay July 1 - 2 - 3, 1994 For More Information Contact: The Band Office at (807) 623-9543 3. Pie 50 Heron Bay First Nation - Hwy #17 July 8 - 9 - 10, 1994 For More Information Contact: The Band Office at (807) 229-1749 4. Red Rock/Lake Helen First Nation - Nipigon July 15 - 16 - 17, 1994 For More Information Contact: Dolores at (807) 887-2414 7. Pie Moben Pow-wow - Hwy #17 July 29 - 30 - 31, 1994 For More Information contact: The Band Office at (807) 882-2134 8. Pays Plat First Nation - Hwy #17 August 5 - 6- 7, 1994 For More Information contact: The Band Office at (807) 824-2541 9. Rocky Bay First Nation - Macdinnid August 12 - 13 - 14, 1994 For More Information contact: The Band Office at (807) 885-340 l 10. ..David Charles Days" 1 week long event August 15 to 21, 1994 Contact Ginoogaming First Nation (Long Lake #77) (807) 876-2242 Whitefish Bay Pow-wow $40,000 prize money available July 8 - 9- 10, 1994 For More Information Contact: Andy White at (807) 226-1155 5. 6. • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •• • • •• • •• •• •• C01{(j1(.9L'T'UL.91.'TI09\[S 'TO: 51n n ie £oon :/{£IP (jraduate !May, 1993 •• •• •• • •• • •• •• •• • •• •• �cipien t tlie 1992 - 93 • •• •• 'Dr. :Jlenriette Seyffert !Memoria£ Prize •• in •• •• :J{ative Lang uage Stuaies • •••••••••••••••••••••••••••••••••••••••••••••••••••••••• of Page 10 Native Language in Ontario Vol. 9, No. 4 �The Department of Indigenous Leaming & The Indigenous Leaming Centre Announce the First Annual Biennial ABORIGINAL PEOPLES' CONFERENCE ON October 14, 15, and 16, 1994 Theme: Indigenous Leming Place: Lakehead University Thunder Bay, Ontario CALL FOR PAPERS & PRESENTATIONS All proposals will be considered Suggested areas include, but are not limited to: • Exonomic development • Treaties and land claims • Legal issues and strategies • Education • Non-status issues • Survival of native languages • History, Anthropology, Archaeology • Literature • Indigenous Philosophy • Science and Technology • Cultural Traditions • Indigenous Art Selected papers and abstracts of all presentations will be published in a Proceedings. Submission Guidelines: Prospective presenters are invited to submit abstracts for papers in subject areas of Indigenous Learn­ ing. Proposals for complete sessions or panels on particular topics will be considered as well as propos­ als for individual papers. Each proposal must contain the following: • Abstract of paper (150 words) • Title of presentation • Name and titles of author(s) • Biographical note (50 words or less) • Name, address, telephone, fax numbers of person to be contacted • Special requirements for presentation Submit proposals to: Dr. Douglas A. West Department of Political Studies Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5K7 Telephone (807) 343-8304 Fax (807) 346-7831 Deadline for submission is June 1, 1994 Native Lan,rnage in Ontario Vol. 9. No. 4 Pae:e 1 1 �INTERRELATIONSHIP OF NATIVE-AS-A-SECOND-LANGUAGE (NSL) AND FRENCH-AS-A-SECOND-LANGUAGE (FSL) PROGRAMS Policy Memorandum 110 from the Ministry of Education of Ontario In the context of NSL implementation, this memo­ randum clarifies the relationship between NSL programs and FSL programs offered by school boards to students in elementary and secondary schools. School boards are encouraged to offer the NSL program if fifteen or more students want NSL instruction and a qualified NSL teacher is avail­ able. School boards may offer the program for fewer than fifteen students, after considering the feasibility and cost of the program. The NSL program must be based on the curricu­ lum guidelines Native Lan�ua�es, Part A: Policy and Pmwun Considerations. 1987, which pro­ vides direction for the organization of courses of study for a Native language in the Primary, Junior, Intermediate, and Senior Divisions. It is recom­ mended that school boards design their NSL pro­ gram in such a way that students may enter it at one of four entry points - the beginning of the Primary Division, the beginning of the Junior Division, Grade 7, or Grade 9. Instruction in the Native language is to be offered during the school day. Students must receive French instruction in every year from Grades 4 to 8 and must accumulate a minimum of 600 hours of French instruction by the end of Grade 8, as outlined in Policy/Program Page 12 Memorandum No. 58. However, students are to be exempted from FSL if their parents or guardians feel, after consultation with the principal, that it is in their best interests not to take FSL. If parents or guardians want their children to take the NSL pro­ gram and to seek exemption from FSL, exemption is to be granted. In elementary schools where the parents or guard­ ians want their children to participate in both NSL and FSL, school boards will have to make arrange­ ments to accommodate both language programs. Case studies drawn from schools that are currently offering both NSL and FSL instruction are de­ scribed in the newsletter NativeLaoKYaiSfsMonitor that accompanies this memorandum. Once an instructional sequence in NSL has begun, NSL must be offered to students through to the end of secondary school. Two credits are to be offered in each of the Intermediate and Senior Divisions. Those students who chose to take only NSL in elementary school and who do not wish to take FSL in secondary school may be permitted by their principal to substitute a compulsory credit course for the compulsory credit in FSL, as stipulated in OSIS (section 4.10), but who chose to take only NSL in elementary school, principals are encouraged to offer credit courses in Introductory French, as out­ lined in Policy/Program Memorandum No. 86. Native Language in Ontario Vol. 9, No. 4 �HELPFUL HINTS FOR STUDENTS Coming to L. U. for NLIP 1994 When packing for your stay in Residence, it is important to be organized. Space in your room will be limited. CLOTHING: Besides the clothing you will need for classes, it is necessary to consider other activities you will be involved with. You may find yourself in a dress-up situation for a night out or at a Pow-wow. Do not forget appropriate clothing for "Student Teaching". SPORTS EQUIPMENT: For the sports-minded, bring all of your racquets, a baseball glove and bat, and a frisbee. If you bring a bicycle, bring a chain and lock also. STOVE AND FRIDGE: Both are available In theTownhouses only. If you are staying in a townhouse, please bring your own dishes, cooking utensils, pots, pans etc. Cooking will not be allowed in the Prettie Residence due to Fire Regulations. People in these residences must purchase the meal plan from the University. To make your stay during the Summer School comfortable, you may want to bring some of these items with you: SUGGESTED ESSENTIALS extra blanket clothes hangers extension cord laundry detergent soap shampoo towels dish towels needle and thread drinking glass OTHER USEFUL ITEMS extra table lamp iron kettle toaster radio hair blow dryer fan COURSEWORK MATERIALS colored markers pencil sharpener paper punch pens notebooks scissors scotch tape masking tape glue stick stapler Samples of Work: lesson plans, audio visual materials, games, puzzles, children's work, tape recordings of music, stories or lessons. and lastly...... * Residence fees must be prepaid or paid upon arrival, failure to do so will result in lockout • Be prepared to pay your tuition upon arrival unless you have mailed a sponsor's declaration form stating otherwise. " NO PETS WILL BE ALLOWED (807)343-8198 For more information, call the N.L.I.P. Secretary at: Native Language in Ontario Vol. 9, No. 4 Page 13 �NLIP SUMMER '94 ANNOUNCEMENTS FOR RETURNING AND NEW STUDENTS BORA LASKIN FOOD SERVICE SUMMER SERVICES (NLIP) HOURS OF OPERATION MONDAY TO FRIDAY 8:15 a.m. - 1 :30 p.m. MENU Assorted Packaged Sandwiches Packaged Salads Pizza Snack Foods Coffee, Juice, Can Beverages Weekly BBQ's (outdoor seating) PURCHASE A DECLINING BALANCE MEAL PLAN AND AVOID TAXES ON ALL YOUR FOOD PURCHASES - A 15% SAVINOS Versa is pleased to be able to provide this service to the Native Language Instructors' Program. Operation will begin on Sunday July 3, 1994 from 1:00 to 4:00 p.m. IS PL'E!itS'E'lJ 'TO M{'J,£O'W{CE Tllf4.'ISO'll'VE9{/'E�'T-S!J{I�'IS, Tl{.9l'VE.L M'll(jS, !Jf.91.'IS, S'WEJit'IS!J{I� M{'lJ J.9lCXJ:,'IS 'WILL 'lJ'E .9l'V.9lIL5t':BL'E, � f4.(jf4.I9{ 'WIT.JlTJ{'E, !){'£LP O:f MfULO'J{S C0$:!>01(f4.PE IM!Pl{.'ESSIO'J{.S. :furtfur infonnation wi[(fo{fow in yourfinal mailout in June. Page 14 Native Language in Ontario Vol. 9, No. 4 �Native Authors • • • Ferguson Plain Author of EAGLE FEATHER LITTLE WHITE CABIN AMIKOONSE Ferguson Plain is an Ojibwa artist from the Samia Indian Reserve in Samia. Ontario. Ferguson is self­ taught and all his works are based on Ojibwa culture. He combines elements of realism and mysticism in his drawings and paintings and uses various mediums including acrylic. graphite pen and ink. Fergusons's artwork is seen in many art galleries around the London area. Ferguson received his teaching certificate from the North Bay Nipissing University. He is a teacher of Native Education and resides in London, Ontario. In 1993, Ferguson was awarded the Commemorative Medal for his significant contribution to Canada. Below are brief descriptions of his books: EAGLE FEATHER - A young Ojibwa boy grows up with his grandfather's teachings and learns the values of lifethrough the lessons of history, culture and the natural environment. His willingness to learn these important life-values gives an additional sense of accomplishment to his grandfather's life and, in return, the grandfather gives his Eagle Feather to the young boy. This act of giving is an honour among the Native people who revere the all-seeing messenger of the Creator, the eagle. ISBN: 0-921827-12-1; 48 pp. 9x8, b/w illus., $6.95 LITTLE WHITE CABIN - is a touching account of a young boy's acquaintance with an ELDER. This story tells of how the friendship develops, flourishes and ends ... or does it? Through this story we know of the imponance of learning from our Elders and how sharing keeps our culture and beliefs alive. ISBN: 0-921827-26-1; 48 pp, 9x8, b/w illus., $6.95 AMIKOONSE - Amikoonse has never known his true place in the world. He must discover his identity, spiritually and physically, in order to achieve his destination in life. With help from ol' owl. Amikoonse takes a journey through the woods to find himself. ISBN: 0-921827-34-2; 32pp, 9x8, colour illus., $9.95 Native Language in Ontario Vol. 9, No. 4 Page 15 �NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 4 - JULY 22, 1994 SPONSORED BY: Native Language Instructors• Program Lakehead University These classes are for children wishing to study Native As A Second Language. The classes are designed to develop and enhance a student's awareness of Native Culture and to develop communication skills in a Native language. The classes will comprise of class time, outdoor activities and field nips. Children aged five years to founeen are invited to participate. COURSE INFORMATION LOCATION: DATES: TIME: FEE: Presents Indian Faces �,I; Bora Laskin Building, School of Education July 4 - July 22, 1994 8:30 a.m. - 12:30 a.m. Free <la-J'a..V with host Cllarlolle Childs " Broadcast at 2:05 Friday Afternoons b.o<A•<I Cl (•'IJ'bo-f>J'b' o-~fl<tib-..!r' l1"·b<IACI'J'b' OC•<IU �<lo-J'..,V ...C·b.n.r<I' ,.) Ao-' VPXl,o-•<I'. V<ICA,r-4' ro.. V<i!,,r l>.•C r•l>.n.-' l)>\,13,l,.,l <lrJ'LV' A weekly Cre&'Ojibway language program featuring music:, legends and inlerviews by lhe Indian People or Nonhem Ontario Page 16 CBC. ciii•• Thunder Bay Native Language in Ontario Vol. 9, No. 4 �A N I SHNAABE ZH I B I I GEW I N \ I ..." "'� r .,.­ , I " .s. Y.. r-r--------t--l� ,,__.....,... ?._, 5. JS: lo 11. ll.. ,+.�-&; ,. r--r-r-r--r-_...,,--r--1 ..to.,._+-..__L-.....,L....L,.._,L--,,,1 :z..s.: ACROSS 1. 2. 4. 6. 8. 9. 11. 12. 14. 16. 20. 21. 23. 26. DOWN once cat h e re bear wr i t i ng they bumped i nto each other water Nat i ve peop l e ch i l d map l e s y rup s h e sees h i m bags m i ce hel lo - --PANE S A B AA B MKWA ---- B E ZH I G B T A A K S H K A DAAOWAG B I NOOJ I I NH M S H K I M DAN WAABGONOOJ I I N YAG ZHI ISHI I BENH JAAJ ( Answer Key: see over) ...-. - 1. 3. 5. 6. 7. 8. 10. 13. 15. 17. 18. 19. 20. 22. 24. 25. l i tt l e star if woma n book ha l f duck t h ree c ottonta i l rabb {t George you thank you egg swan one a l ways rope -----------------WAA B Z I I NGOO I N G M I I GW E C H N B I I SH KWE WAABMAAN NANGOONS AABTA NSW I GI IN ZH I B I I GEW I N GAAZHAG WAAWAN A N I S H NAAB E G Z I I WAAGM I D E BOOZHOO G I I SH P I N M Z I N I GA N MZ H I W E N S MAAMP I I B y : "An i shnaabe Zh i i b i i gew i n " Proj ect : W a l p o l e I s l and �A N I S ri N A A B E Z �i l o f I G c W I N Why Puzzles in Language Teaching? Puzzles and games can be characterized in terms of three general instructional objectives: • knowledge of specifics • knowledge of entire messages, and • development of communication skills Here is a summary with six main points: 1. They are learning enhancers. 2. They are motivational stimuli . 3. They can be easily constructed and keyed to instructional objectives. ...classroom experiences of many teachers suggest that puzzles and games are beneficial to language learning. ... game-playing fosters a positive attitude towards the language being learned. ...the teacher can select the appropriate puzzle or game to accomplish a learning task once it has been determined. They are useful primarily as recall and reinforcement devices. 4. They must be synchronized to the learners' age and level of competence. S. They should be used carefully. 6. They should involve the students as much as possible. ... the activity should not be beyond the students' capabilities. ... they should never be employed as "time-fillers." The learners should be made to understand that they are part of the curriculum. The teacher should also keep in mind that too much use of puzzles and games is not desirable . .. .the puzzles and games can be constructed by the students themselves. This will shift the focus from language teaching to language learning. Soun:e: Danesi. Marcel. AGuidetoPuzzles and Games in Second Language Pedagogy. Toronto: The Ontario Institute for Studies iil Education, 1985. Page 18 Native Language in Ontario Vol. 9, No. 4 �Lakehead Anishinaabemowin Educators Last fall, a group of Native language educators living in Thunder Bay began to organize for the purpose of networking and communication, a forum where teachers and other interested Native language educa­ tors can share their ideas, suggestions and concerns and support each other in their work. This group also supports NLIP with information and plans. Monthly meetings have been held and the group needs to establish goals and objectives which would focus on Native language education. At the last meeting held on May 4, 1994, it was decided by the group that we ask for input from you. We need your help. Any information you provide will be used to establish these objectives. Please complete the form and mail to the NLIP office, Attn: Lena Odjig White, or you may fax this form to 807-346-7746. Deadline is June 17, 1994. If you need further information, please give Lena a call at 807-343-8003. Please complete both sections, A and B. Questionnaire SECTION A: (gives objectives commonly expressed by Native language teachers) Select your choices. __ 1. Need salary grid for Native language teachers __ 2. Development of curriculum and resource materials __ 3. Professional Development workshops __ 4. Strategies for community involvement __ 5. Language Research __ 6. To educate school boards and general public on Native language issues __ 7. Elders' involvement __ 8. To utilize available technology in language development __ 9. Need for training program for translators/interpreters 10. ............................................................................ . SECTION B: List your ideas on what Lakehead Anishinaabemowin Educators should consider: 2. 3. 4. 5. 6. 7. 8. Native Language in Ontario Vol. 9, No. 4 Page 19 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 9 (4), May 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-05-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text