743 10 13630 https://digitalcollections.lakeheadu.ca/files/original/19d3546f730dc785184ac04adcb0f3ae.pdf 0c0c46114c312b9ef0370b3991731f1b PDF Text Text .­ ·... .. Volume One, Number Four - March 1986 NATIVE LANGUAGE EDUCATION in ONTARIO March, 19R6 Dear Friends, I don't know whether to call this a February or a March 1etter so I wi11 ca 11 it a Spring letter . Anyway , greetings from Moose Factory! I have decided to relocate for a bit so am spend­ ing Spring in the North. It certainly is not Spring as yet , but it is coming! I am writing as your roving editor and I hope that the blahs have not attacked you yet. This will be an interesting issue as Ann and Mary are pu t ting together information from t~eir end and I am sending information their ways as we l l. Mary has been travell i ng quite a bit this past month or so and some of you wil l have seen her either in the classroom or in a hurried ' flying · vi sit. Congratulations to those of you with successful practicums and best of luck to the others who have not been 'seen' yet. J wish I could see you all working in your classrooms, I wou ld learn a lot! I have been back in the classroom as well, supplying fo r Min1stik school and I really enjoy it! I have missed not being in the classroom . Anyway, soon it will be Soring Break and you will have a chance to rest or holiday to get ready for the pus h to the end of school . Take care, As ever, Bette Thursdcry. November l.C, 198$ Th• Chopleou Sentinel Vtrg1nio Jocltp1ne. ThereJo Mernego• ond Bene Broornheod wort.. on No11ve lon9vog• !curriculum ot Choploou Public School Native langua ge instruction begins a t Chapleau Public School Mondoy. November l ltn, inuruction 1n the Native longuoge. This woy, the Nati•• student$ wiJI be lonqvog• Ojibwoy begon ,l1arnin9 Native language for h o1h 1tahu ond no n· rhrough Nohve studl•s. Bene ttohH Not;we •tudeflh. jlroomhead ho1 been Vir g ; n~o Jac lr. pin e on d wotlung with Mrs. Memeoos 1 Ther"io Me meoos w ill be th e o0nd Mrs . Jockpine on ins•r1. ::'ors. Both these Notive developing the cvr ricu'u m lo.Ji,' went to lakeh•od the post few weekt. The two u ,,•v ~ni t y losr 1ou mrn•r to Noti¥e ladte1 oJso went to toke the No liv• l o ng uoge Soult Ste Marie lo obs•"'• fnuruc.tors course . In Notive longvoge instruction teac ~..ng Motive longuoge. toking ploce in a uhaol these ladies will use Native there. cuhur• hi.Tory. food. or1 ond ln1trvction will tok• place oom s, etc to teo<ft th• fror11 8·30 o.m. • 8:55 om. for J.I(. ond grodes .S. 6, 7 & 8 while S.I(. ond grodet l, 2, 3 ond A wtll receive in1truc.. tion f<om 3:3.S p.m. • .C:OO p m Should ony people of Nattve heritage be inter· ••led in ho•ing their children tokino Native longuoge •n1ttuction please calf Mr. 8o•loy ot the school for detoUs. NLIP Coordinator Visits NL Classrooms From Feb. 17 to 28, Mary Mitchell "hit the road", visiting as many ~lative Language Classrooms as possible. Despite bad weather, cancelled flights and other minor misfortunes, the completed schedule took in the following: Monday - Moose Factory: Stella Mcleod Tuesday - Moosonee: Jane Moore Wednesday - Dok is: Bernie Restau le Monday - Chapleau: Virginia Jackpine, Theresa Hemegos Wednesday - West Ray: Nancy Oebassige, Priscilla Wassegijig, Lorraine Debassige Thursday - A planned trip to Parry Island was cancelled when the school was closed because of illness. This brings to nine the number of classrooms visited this year, including the quick trip made to New Credit to see Rhonda Doxtator's classes on January 27. If time permits, a few more classrooms will be visited in the spring. If Mary missed your school this year, she hopes to include it in next year's "tour". Observations from the trip: - Rhonda ha~ planned to cover the same content (at different levels) through all the qrades, ln order that all the students will have a cOITlllOn core of things they can talk to each other about outside of class. - Classroom discipline seems to be a c0111110n difficulty with many tlative Language classes. Mary has requested that next surrmer's NLIP teachers provide as much help as possible in this area. Theresa and Virginia are "team teaching" in classes before and after regular school hours (8:30-9 and 3:30-4). They are using the Core K book for everyone because i t's a new program in the school this year. The children obviously enjoy their classes, and have learned a ~ of language in the few short months the program has been in effect. - Jane Moore is work i nq ha rd to rep 1ace tla ti ve Lanquage materials lost when there .was a fire in the school this past year. Priscilla and Lorraine are working at the Day Care Centre across the road from the school. They zoom across the road to teach their native lanquage classes in the school and then zoom back to day care a~ain. Good track training, ladies! �,. Look to this day ---­ For yesterday is but a dream And tomorrow only a vision But today well lived makes every yesterday a dream of happiness and every tomorrow a vision of hope. from the sanskrit IDEAS! By: BRANT JOSEPH MARACLE The Seasons The ~asons . oh how beautiful to behold! Mo1her Eu1h begins to stir, The blanl.et of snow having warmly ca.ressed her slcer. Watch. our Mo1her is awakening, Soon the first green shoots will appear, Spring 1s fi nally here Our elder brother the sun, Lench forth his smile, Our liule brothers the animals running wild, Crops. vegetation. greenery, The warm spring days have turned Into the he:u of the summer sun. Now the nigh1s grow cooler, And the dan are bright and crisp. The l""''es ne turning red and gold. The pines stand dark against th.: :iutumnal The frost is on the ground. The pumpkin is on the vine. Fall, oh. how beautiful she is. skie~. The d:in grow shorter. rhe nights longer. The weather 1s turning cold. I look into the sky. The snow as tl\'inkling stars, Falling to cover :'lfother Earth. The fores! stands icy and quiet. Fall h:is given way to winter. Did I not sa\, "The Seasons are bcauuful to beholcl?" RA~IHIOE SHIELDS Reference: The Native Americans - p. 372 Indian Arts - p. 78 Other ethnographies of the Plains Indians Content: It should be emphasized that warfare among the Plains Indians was intensified only after the acquisition of the horse, which gradually.moved northward from the Spanish­ settled areas. The horse may have arrived before the European, in a given area, but it did come from the European culture. The period of horses and battles on the plains then, is spectacular, but somewhat brief. The children should note that it is a small era of the ongoing culture of the plains . - what were shields made of? how were they used? why did they have designs on them? where did these designs come from? Practical Application: "life-sized" circles could be cut from corrugated cardboard cartons, to be used as a base. Several layers of paper towelling and cold water paste can build up the rawhide appearance on the front of the shield. When this is thoroughly dried, the shield may be painted with tempera colour. Junior School Indian Day Towards the end of the school year, an Indian Day could be held. This would consist of an afternoon when the school is released from classes to browse through the displays set up by the grades in the junior division. Each junior class, from the beginning of the year would have been assigned one special tribe or cultural family for special study, and the results of this study would form the basis for each class's display; 1. Diorama - A large cardboard carton could fonn the stage into which is built a model of the village of a particular tribe. Some tribes may require several boxes or scenes, to depict various areas of their life, e.g. Plains culture : a cutaway of the ins i de of ti pi the meetinq of the bands for the sun dance a plains camp in winter the buffa 1o hunt Page 2 �... Pl ans for NLI P - Summer /86 During the past 2 weeks, packages have been mailed out to all NLIP students and NLIP/~lLTT grads containing information and application forms for summer 1986. If you have not received yours, please let us know. Staffing is almost complete for the summer, and we're proud to be able to introduce our staff to you, as follows: Linguists: Lena White, Paul Proulx, John O'Meara, Donna Starks and Doug Ellis. Second Language Methods: Carol Nabarra, Michelle Stevens, Roland Milanese First Language Me t hods: Jackie Daigle, Larry Beardy. Pedagogy: Steve Chase, Bette Ross, Dan Klassen*, Rubina Naogizic Associate Teachers: Genevieve McGinnis, Anita Knott, Claudine John. Validation Course for NLIP/NLTT grads: Others TBA Dave Bates* * Lakehead Faculty of Education Validation promises an exciting year of renewing acquaintance with former grads who will be returning to validate their diplomas for Ontario Certification. Another exciting aspect of this surrnner's session will be the inter-relatedness of two separate courses on campus with our NL! Program: Dr. C. Douglas Ellis, from McGill University, will be teaching a course in Introductory Cree (for non-speakers), as well as one of the Algonquian courses in our program. And Bill Marshall, from Ottawa, will teach a course for Ontario Teachers in Teaching English as a Second Language, Part I", with an emphasis on ESL in Northern Native Classrooms. 11 It's going to be a great summer and we look forward to having you be a part of it. REISSUE IN INDIAN STUDIES The Minnesota Archaeological Society and the Indian Studies Program at Bemidji State University are pleased to announce the publication of: Oll I B~JEl-.!I-I KI DOW IMAN An Oj ibwe Word Resource Book Contributors: ~~aude Kegg, Selam Ross, Earl Nyholm Editors: John Nichols, Earl Nyholm Ojibwewi-Ikidowinan is a revised and augmented edition of Ojibwe-Ikidowinan, a word list published in a limited edition by Bemidji State University in 1973. In the current edition the core vocabulary reflects the speech norms of the Mille Lacs area of central Minnesota with additional words from the Upper Peninsula of Michigan. SEND ORDERS TO: Indian Studies Publications Indian Studies Program Bemidji State University Bemidji, MN 56601 Make Cheques or Money Orders Payable to: or Indian Studies Publications Minnesota Archaeological Society Building No. 27, Fort Snelling St. Paul, Minnesota 55111 Indian Studies Publications Page 3 �Lake head University Library --·-...,on-.,,,. WMeskle, Don. Aborlglnal people: • Mlected blbllograplly concemln11 Can-·• llret people (Ed. Lb· Ref. 016.971 W46. Main U» Rel. Z 1209.2 C2W451 Finding r.1ut about... NATIVE EDUCATION TM ~odt lisls SOU<cesol inlolmallonon NATIVE EDUCATION. Mal9rlal on ndYe ecM:mllon Ii avallable al !ht E~lion Libtary in 111• Bora Uslcin 8uildlng and The Chlnoelat PlleROl'I lbrf. For lurlhtr asslSlance ask at the Cin:ulalion Desk In the Ecb:allon lblly «Ille lnlonnaliM Delk• The~ CURRICULUM GUIDES Canada. Oepartmenl ol Indian Alfairs and Nortllem 0.vetopment. A notebook lor native lulguagt leacllera, with apeclal reference lo 11\e Algonktan lan11u•11• of Ontario. (Ed. Lib: Ref, 497.3 C211 Fot IO-ol c:l>ild<on ~to_.... read, -wrile In !heir.-. ia..ou-- Pa1erson Library Ontarlo. Ministry ol Education. People of native ancettry: currlculum guldellne for the Mnl• division. (Ed. Lb· Rat 016.9701 05931 ; Maln lb: COOOC CA20N DE81P21 } BOOKS Ontario Mintstty of EducatlOll People of nallve ancutry: a raaoutce gullM for tlla Intermediate dtvlalon. (Ed. LI>: Ref. 016.9701 0592; Main lib: COOOC CA20N DE 77P241 The liblary catalogues list books on native education. Check In the ~ec:I Mellon ol the CARO CATAl.OGVE. and lo< the most raant ~ties. In the~ ..alono'1he GENERAL MICROCATAl.OGUE under subftdl headings such as Onlario. Mlnislry of Education People ol native aneeetry: • "'aoutce guide tor Ill• primary and junior dlvlalona. (Ed. Lib Rel 016.9701 0592; Main lib: COOOC CA20N OE 7SP251 Vern.II, Cathetlne. Canadian AMOCtallon In Suppol1 of Ill• Native Peoplaa reaource/ reading 1181. (Ed. Lib: Rel. 016.97041 V36) INOIANS OF NORTH AMERICA- CANADA- EDUCATION INOIANS Of NORTH AMERICA-ONTARIO- EDUCATION INOIANS Of NORTH AMERICA-EDUCATION DICTIONARIES PERIODICAL ARTICLES I RESEARCH DOCUMENTS Tile following INDEXES and ABSTRACTS list periodic:al ll1iclef and otlw lletalUfe on ndYe ecM:allon. Nicholl, John. An 01~ word ruource book. (Ed. lib: Rtf. 497.3 041 Pigged, G. l. td. An Ojibwa lexlcon. (Ed. Lib· Rel. 497.3 041 C.nadl1n educ1llon Index. (Ed. Lib: Inda• 1111: Main lib: Ref. Z 5813 C21) Current ln<M1 to jourl\lla In *Clucalfon (CIJE). (Ed lib: Index Avllilabl• 1or oo"'l)UI•• Johnston, Baslt Ollbw&V 1anou•a• le•lcon for b&glnnert. (Ed. Lib· Rel. 497.3 J7S. Main Lib: COOOC CAI IA 185 78045) II~ 19~) tN!d>in9. Education Index. (Ed. Lib: Index area. Main Lib: Rtl. Z 5813 E24) MICROFORMS ONTERIS: printed Index. (Ed. Lib. AV IOOtn) C.nadlan Aaaoctallon In Suppol1 of Iha Native Peoplea (CASNPI Verltcal FUea (M9in Ui: Mlc:follche MB 1) Av~iloble lor Cl>fllp<Jl•r •Nrc:hing. moaojodlo. Tho~ l.baly hM ..OHTVllS ,.....,,. _ _ on Colr4MC• ~ol d111e ~- • ._i.,_.,.......c_,.,..,., P'- ••lo-•.....,,.,.,,.. ond P'- c:lpplngo ol 111• CASNP b"'Y- C:OV-lhe P"rlOd 1~1979. ReaourcH In educallon (RIEi. (Ed. Lib; Incle• UH) Avoj- lot oompAOI """""""'· REPORTS BIBLIOGRAPHIES Maclean. Hope. A rr1law of lndlan aducallon In Nottb Ametlc• Rev. ed. !Ed. Ub: Rel. 371 975 Mt6) Brooks. I. R. Nath•• education In c.....ia ancl the Una.cl States: • blbllog111plly. (Ed. Lib: Rel. 0\6.37\9707\ 87; Maln l.1>: Rel. Z 1209 876) Canada. Department of tl'ldian Alfaln and Notlhern 0.Wlopnent. AboUI Indiana;• llellna of book•. ~lh ed. tEd. Lib: Rel. 016.9701 C36; Main Ub: "-I. Z 1209.2 H67C3&3) Green, Howard Th• NESA bibliography annotated for natl.,. 81udl11. (Ed. Lii: Rel. 016. 97000497 (i7) RolOUluo tho! Ila•• been uHd ouccM&fulll'- ....... _ , . . , Onlario. Ministry ot Educalion. People ol native •-try: junior dlvl•lon•. (Ed. lib: Ref. 9701 0592) COMPUTERIZED SEARCH SERVICES ~12. NtOUrce Ontario. Task Fo11:e on the Educ:a1ional Netda of NetIva Ptopltl. Summary repol1 (Ed. Lib: Rel. 371 97970713 OS: Main lib· COOOC CA20N Z 3 76501) The library has access IO appruxlmalaly 250 ~er dalabasea. Compol1eriied literatur. sealthes on NATIVE EDUCATION can be petlotmed using Iha loloMtlg dalabases: Hal tor 11\e primary and ERIC NORTHERN & REGIONAL STUDIES ONTEfllS Ruoff. A . Lavonne Brown. Am.rlcan lndlan lteraturea In the United States: a bulc: blbllography for teachers. (Ed lib: Ref. 016.897 Re 19831 Note : The following will be of interest to Ojibwe speakers from what our NLIP school calls the "Central and Eastern dialect areas. The $25 special price is available .2.!!11. to individuals who have paid their $7 membership fee in the Society. For non-members or for libraries, the price is rou~hly 3 times more. Serious students of Ojibwe will likely want to own this dictionary, which is, in this writer's view, the most comprehensive and accurate one available for these dialect areas. M.l.M . 11 11 11 EASTERN OJIBWA-CHIPPEWA-OTTAWA DICTIONARY Special Offer Mouton Publishers has set a special price for individual members of the Society for the Study of the Indigenous Languages of the Americcis to purchase the Eastern Ojibwa-Chippewa-Ottawa Dictionary: Rhodes, Richard: Eastern Ojibwa-Chippewa-Ottawa Dictionary, Trends in Linguistics, Documen­ tation 3. 1985. liv + 626 pages. Clothbound. $25 US. ISBN 3-11-010203-X. To take advantage of this offer you must join the SSJLA by sending a check for $7 US payable to the SS/LA to Victor Golla, Secretary-Treasurer, SSILA, at the address below. Both the membership and the book order may be included in the same envelope. The books are shipped by seamail which takes about two months. Airmail shipping, which takes about two or three weeks, may be requested for a higher handling fee. ************* Please send me - - - -- copies of Eastern Ojibwa-Chippewa-Ottawa Dictionary by Richard Rhodes I enclose a check payable to Mouton Publishers for - - - - - - ­ All orders must be prepaid. Please add $2.00 US for postage and handling, or $7.75 US for airmail postage. This order form should be sent directly to Prof. Victor Golla, Editor SSILA, Department of Anthropology, George Washington University, Washington, DC 20052. Page 4 � 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 1 (4), March 1986 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 1986-03-01 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/14e967ae6712276d20b3b984cadbb8de.pdf 9d292f326b8dcde4563578f5bb6e6c3e PDF Text Text .. Volume One, Number One - November 1985 NATIVE LANGUAGE EDUCATION in ONTARIO Profile on Genevieve McGinnis October 28, lg55 Jici.""" . . ... Genny Oear Friends, radiz.hiniKQcts. Greetings f POm Lakehead, and I hope you are having a creative and busy Fall. Mary has told you that I am working uith her to put out this Newsletter and from time to time, I will LlT'ite you or put in something of (better known as Genny) intsrest for you the Native Language Teachers! I came across thie description in one ()f my Genevieve fs an Ojfbway from the Treaty varied readings for coursee this yea:r ". ! • a man Three area. Married for 36 years, her and digging knee-deep, in a muddy ditch, i.n:th banke husband Harold have 5 children and 13 grand­ eo high as tc shut out the landscape, i.n a hot children. Genny has resided on the ~1anfto~ sun and a BtJarm of blackflies around his head is Rapids reserve near Emo, Ontario all ~er 11fe. a good description of the life of many a Her education comprises resident1al school deserving teachel'. " The man who wrote that was days, up-grading at Confederation College and EG>al'd Thri.ng about a hundred years ago, and w her recent (1g55) achievement as a graduand of certainly hope that you CI1'en 1 t in Ml'. Thring's the Native Language Instn.ictors' Program at rubber boote! I chuckled when I read it Lakehead University. because I remember certain times when in t~ Prior to 1970, Genny was a contented ctassl'OOll1, I felt as though I flti.ght have a housewife raising her family . She then ventured 8IJa1'rn of bl.ackflies <U'Ou:nd me! out into the world, first as a sa~ill labourer, However, besides entertaining you, I really then as a store clerk, a Native teacher's aide do have a purpose for this letter. I uas for­ for 7 years, then advancing to her present tunate enouah to catch Bill McCallwn for a few career as Ojibway language teacher for the Fort fltinutes in his busy day. We were discussing the Frances-Rainy River Board of Education. She idea that he and some of you had this BU/1f11er, of started teaching with no curriculum or materials. o~anizing a gl"<:lup for the Native Language Today, after 5 years of hard ~rk Genny and her Instructors out of Lakehead lJYliversity. Let me daughter Bev who is also an OJibway language refresh your memories and introduce you to the teacher have worked to build up curriculum for idea if you have not yet heard of it. K-4. She also works once a month with other You as a gl"<:lup found that a Native Language teachers, developing Native curriculum on Instructors' O~anization needed to be o~aniaed different subjects, (like wfld rice, birch bark, and a name chosen for purposes of group identity. pottery, etc.} so teachers can use materials All Native Language Instructors r.>ould be able to in their classrooms. talk about a cormron area, and standardise e:z:­ Genny likes square dancing, pizza, rabbit pectations they have. and strawberry shortcake. For relaxation she l>is.:ussion did take place uith Bill this reconnends BHIGO; she says ft stimulates her past July and some elemente of a proposal were 11ind. discussed. Her goals: To wear that black cap and l. Who would be eligible? gown from Lakehead University. To hold a great Requirements - Native Language Instructor grandchild. - Native ancestry Her advice to young native people is to - fluency in at least ons learn your language and complete your education, Native language "Go for ft." - qualified instructor or student in NLIP and could be e:::tended to NLTC 2. This or-ganization must have some purpose Update on Hfnf stry Courses in meeting. J . Objectives - To find out what r.>e stand On Tuesday, October 22, 1g55, a meeting f or . was held at Lakehead University to review last su11111er' s Ministry "cert fff cation" programs in Now the questi on i s "Are you ezcited about Native Language. Present were: Robert this ?". Would you join and support this new Sheridan (Teacher Certification Branch, M.C.U.} born idea? If you do, i t could mean a strcng Keith Lfckers and Hae Hall (Ministry of Educa­ o~ani zat ion of Nati ve Language Teachers who tion), Del Wolsey (Iroquoian NLTC, University have an i dentity and speak uith ona voice. The of Western Ontario), Dean Mcleod and Hary first o~aniaational meet ing !Jill take place Mitchell (lakehead University) . when NLIP swmier session begins. In the mean­ A full day of discussion covered many time i f you L10uld like to s tart a core group issues relating to the Iroquoian programs. in your area and ge,t some sugges~ions togetlulr, lwong the items were : (1) Admissibility to please do and l et me hear about i.t. the program of Delaware and Onondaga teachers Hope to hear from you, Bette Ross PS You will f ind a form to fi.il out and re turn to me regal'di ng your thoughts about t his i dea on page 3. (hopeful of a positive decision} . (2) Procedures for fluencr testing of appli ­ cants to the programs (3) Possibility of offering year 3 of the program next sunmer as well as "validation" year for grads of NLTI/ NLIP (seems to be a good possibflfty), and (4) Specification of the winter experience requirement for ad'nission to the next part of the program. On this last issue, work still needs to be done, and a follow-up meeting 1s planned for November 18 fn Toronto . �Teaching or Tunnoil? Relationship Organization - Teachers have a unique relationship with students - not a buddy or a pal - Respect - indispensable - Effect rapport - be sensiti ve to feelings - Attitudes - you enjoy teaching them and expect the best - you think they are capable of doinq the work - you like and respect each one as an individual - Be sincere - Firmness - Understandin~ - courtesy to students - helpful - flexible - good humored - Recognition to appreciate students' efforts Preparation - knowing what to do, when to do it and having supplies on hand Plan Book - have it done - proper supplies - seating charts - keep them up-to-date - emergency lesson plans - keep a resource box - dittoed quizzes - puzzles - extra ideas - magazine pictures - your own neat ideas Routine - not time wasting - keep grading lists up-to-date - it will help when report card time rolls around - keep extra copies of handouts - if you already have 3 holes punched - kids can out them in notebook bulletin board - keep it contemporary - new - let students help - class folders are good - keep in same place so students can locate them • one can pass them out Lesson Pl ans variety - have other activities - Zl'l questions - Trivia game based on your subject - audio-visual - creative designing - student teaching - drama, simulations - controlled movement (making circles) moving to game formation ' Discipline - order - students like order - sense of security - can see clearly the rules learning and sense of accomplishment is a joy - begin strictly - enforce consistently - punishment - inmediate - impartial - suitable - impersonal Don't - make extravagant threats - give ultimatums you can't back up - humiliate a student in front of others - indul9e in mass punishment Brierley, Ruth 0., Teachfn~ or Turmoil, A Practical Handbook on C assroom Control, Silver Burdett Co . , Morrestown, N.J. 1982 . 5rACJ itJNe'O FOR '. l<\ODIE. 1MC1'TER_. .1 ~ · r· ~ :. . -' from lime 10 lime. - How Can I Evaluate· Results? may wish to ftnd out how wefl lh• studttnts h•t1• lttarnttd. Better yet. we m•y wish to find out how wttll wit h•v• t.:iu!1ht. In what ways can we make these assessments 7 1. Questions on Uinguago Master cards. Pupils must record their enswers. Remember you r goals as you evaluate your 2. Distribute sheets of pictures illustr•ting pupils. or your program. or your leeching. full phrases (for 011ample. lho cat is The number of native words a pupil can say drinking, three red flowers. etc.). The doesn't really show how well he is learni ng teacher says the phrases by number ­ the language . Consider these points: the pupils must wri te the correct number 1. Attitude: Does he enjoy the native lan­ guage and is he proud to speak it 7 2. Use: Does he use the native language on each picture. whenever he can (schoolyard. home. etc.) and not just in class whon he has to 7 3 . Comprehension: Ooo~ he untforstand the native languago when spoken tn. not just by his teacher. but by other speakers 4. 3. Keep a class list in front of you while you are te•ching. for each good answer. put a checkmerk beside the pupil's name. Tolal lhese checkpoints once a week. 4. Give an oral •est. privately. one pupil at "'tune. 5. Have the children listen to a story re· (e.g. 1opes, fihns etc ) as well? corded on tape. and then paint Expression. Can he express hlmsolf cor· illustrating the story. They may ei1plain 11 picture rectly In complete thoughts 7 Can he their painting to you in the native Ian· make up hes own ei1prcssions correctly gu;ige (advanced) or in English when he needs to? Are hrs accent and (beginners). i ntonation good? •Native Language Teacher's Handbook Page 2 �.. How Can I Give Homework? If you wish to give homework, while avoiding written work and/or translation work, try some of the following. 1. Assign a telephone call. Each student rnust phone a friend and speak only in the native language while on the phone.• 2. Ask the class to go through one entire LETTER FROM AN EXCITED NATIVE LANGUAGE TEACHER! meal, using only the native language to ask for food.• 3. Verna Shawkanee of Kettle Point Reserve sent along a letter to Mary telling of her creative year that she's been having. Verna graduated in 1981 from the NLIP program. She had an exciting year last year when she con­ ceived the idea of fanning an Ojibwe choir. She got pennission from the Native Advisory Committee and her principal and she fonned a choir made up of 18 Grade 3 &4 girls. Verna did this during noon hours 12:30 to 1:00 p.m. when she wasn't on lunch duty. They learned six songs and gave performances in Kettle Point, Sarnia Reserve and at a Lambton County Board of Ed . meeting in Sarnia. They were received with standing ovations and great enthusiasm. As well, the choir has been singing in non-native schools in the area and they do this to create an awareness of Native Culture through Language. To date, the choir and Verna are looking forward to going into other schools and the choir itself has expanded to 25 girls. They have native dresses that they sing in and Verna also wears native dress . Verna sent a picture of the group and they are just beautiful. Verna also teaches Native Culture as well as Native Language in her school .... she is using crafts, legends, language, Native art, Native dancing and writing and possibly cook­ ing as part of her program . Verna says that she feels her teaching has been good and she wants to share her ideas with other teachers. It is great to hear about teachers that are using the Language and their ideas to excite the students and parents by using Native Culture and Language in the schools. Megwech Verna for sharing this with us and we hope to hear from you again. Bette Ross Send a language game home to be played. The game should be returned the next day . Games are explained in section C of this Notebook. and include battleship, dominoes. etc. 4 . Send home cassette language learning tapes for at-home practice. This may interest and instruct tho family as well (for interm ediates>. Ask the children to collect and bring to 5 class certain articles with their native names. They may have to research this with the older members of the commu­ nity. For example. five types of weeds or three types of shells. or four types of insects . etc. 6 . Assign three- or four-line "plays" for the children to prepare at home for presenta­ tion to the class. 7. Send home tiny pictures of household vocabulary already learned. Ask the children to put these in the appropriate places around their houses (e.g. a mirror in the mirror frame). These will serve as reminders to use the language wherever possible. Th is type of homework can be fun and should help children to practice and remember what they are learning in school. It will likely have the added advantage of getting their famili es to be more interested in using the language also . ~ ·· ---- · r ~anl<.s to Reb<icca Whi te . St. Regis Reserve. detach here and send to Bette Ross Graduate Studies Faculty of Education Lakehead University Thunder Bay, Ontario P7B SEl D Yes , I really think we need to organize as Native Language Teachers . I would like to be an Active Member . D Yes, it's a great idea and I would like to be a part of core group and help organize next July. Address Thanks for your support. Page 3 �* How Can I Get the Community Involved? It is very important to the NASL program that 11. Visits to the school by the elders of the the whole community be interested and in­ community as native language resource volved in the native language. Children cannot people. IP.am ,1// their tangua9e in school; the more 12. An education11I goal: to teach honour and they use it outside of school, the better they respect for the community elders and the will learn and remember it. nati ve language by precept and example. This invol ves the entire school staff. Some Ideas for Getting the Community Involved 13. "Password" admission requirements at community activiti es . A new word or sentence to be mastered each time . 1. Plays in the native language, to which 2. Community production of tapes or video the whole community is invited . tapes for educational use in the school. 3. 4. Collection and community use of bilin­ schools, recrea tion programs. 16. Material sent home with children after it has been mastered at school (e .g . picture and becomes a fad). books, game cards. etc.). Some of the Open house days, when people may more elaborate material might be given visit the native language classrooms as as Christrnas presents . 5 . Adult education classes for adults who wish to learn the native language. 6. Home and school meetings where NASL is the topic. If you need teaching mate­ 17. A talented teenager commissioned to write a folksong (with your help , if necessary ) in the native language, with a singalong chorus . 18. Dub films on tape in the native language r ials for your class. you might have a and show the films with soundtrack meeting where everybody makes some· turned off, and tape turned on, at com· thing for the program. This will be fun. munity shows. and will get folks involved and interested . 19. Pictures of " our honour speakers of the School yells (for inter-school games, etc. ) month " posted on bulletin board. in the native language. 8. Community sing-songs in the native 9. neighbouring reserve, as newsletters . 15. Native language picnics, camps, summer gual jokes (this often catches on quickly observers. 7. 14. Tapes made by students and mailed to a 20. Continued investigati on of the mass media for inclusion of material in the lanuuage. native language (e.g. local TV or radio Some kind of honour roll or reward stati on). system, planned and administered by the *Native Language Teacher s Handbook 1 elders of the communit'/, to recognize levels of competence in each child 's use of the language. 10. Continued investigation of ways to recognize the native language as a high school credit. Page 4 � 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 1 (1), November 1985 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 1985-11-01 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/a91cc7a534d4771085af59b465b566d1.pdf e2bd96592fc08aa408abde3a138d3a93 PDF Text Text Volume III, Number 5 - June 1988 NATIVE LANGUAGE EDUCATION in ONTARIO Two NATIVE lANGUAGE AP101NTMENTS The Native Language Office is pleased to announce the appointment of two new faculty melllbers in Native Language Studies at Lakehead University. Barbara Toye-Welsh, Coordinator, Native Language Progr<1111S, Faculty of Education Barbara is presently a lecturer of English Language Arts in Teacher Education at the College of the Bahamas. She has taught in England, Alberta, Ontario and Quebec. She holds a BA in Linguistics and a BEd in Native Education fro~ the University of Saskatchewan, as well as an HA from Dalhousie University in Curriculum Development. She has also studied ESL at the Master's level and has a PhD in Progress in Multicultural Literature . Barbara has 2 children, a boy and a girl, around 8 and 9 years of age . She has taught Inuit children, studied Cree linguistics, taught and administered a number of education programs and written several significant papers in the Second Language teaching area. Barbara will join the Lakehead staff around the middle of July, and will thus have an opportunity to work with Mary in our NLIP /88 school, before Mary leaves the university at the end of July. We welcome Barbara warmly to the "NLIP family" and look forward to 111eeting her soon. John D.W . O'Keara, Algonquian Linquistics, Department of Language•, Faculty of Art• ' sciences and Native Prograaa, Faculty of Education John is no stranger to the NLIP school. He taught Algonquian courses in our school during the summers of 1985 and 1986. He is currently completing the PhD dissertation for his doctorate in Linguistics from McGill University. His dissertation title is Delaware Stem Morphology, and Delaware language teachers have come to know hi m well through his frequent visits to Sout hwestern Ontario while working on the Delaware language. Even during his busy university years, John has done much to support Algonquian language st udies. In 1985, he co-organized the Seventeenth Annual Algonquian Conference, held in Montreal. He has also wri tten a Delaware suppliment to the Native Language Guideline put out by the Ministry of Education. John will be teaching in NLIP this summer as f ollows: Al 12328 (Year 2, NASL/NLTC) and NL 2113 (Algonquian Linguistics), an "Institute• course. We're delighted to have •an old friend• coming to strengthen the Native Language program within our Languages Department, on a full-time basis . Welcome John; it will be good to have you here. 'PR12.I: WINNER ANNOUNCED Congratulations to Larry Beardy, whose name has just been announced as the first winner of the (annual) Henriette Seyffert Me~orial Pri ze in Native Language Studies. To date, Mr. Beardy has completed six half courses in Native Langu­ age studies with an overall high A average. He has also taught Oj 1010-1012 in Lakehead's Department of Languages, and taught a methods course in NLIP's Native-as-a-first-language program. We wish him well as he continues his studies toward a BA degree. lROQ.UOlS Coun.ses To '?>G 'DROPPED In Volume III, Nwnber 3 of this newsletter, a call went out to Iroquois language personnel to respond to the idea of removing the Iroquois courses from the Lakehead University calendar. Since NO response has been received to date, we believe that there is no longer any demand for these courses at Lakehead and have therefore begun the process of striking these courses from the language department listings. We have many happy memories of Iroquois language students on this campus, and will continue to remember you all, and wish you well. Please keep in touch! NL·· A .. TEAtHA8LG SUBJECT .. Plans are going forward under regulation 269 to add "Native Language" to schedule A, in order to make it a "teachable subject" for purposes of entry into the Intermediate/Senior panel of pre­ service studies in Faculties of Education in Ontario. He applaud the Ministry for this initi­ ative, and see it as an important step forward in regularizing the study of Native Languages in Ontario's School Curriculum. Deadline for Applications for NLIP /88 is June 10th! Don't Delay!!! !NTE'RNATloN~L TcACttETt /as JOINS NLIP STAFF Students in the NAFL major this summer will be privileged to study with Professor Seth Agbo. Mr. Agbo, a citizen of GHANA, has for the past four years been a senior lecturer at the teacher's college in Sierra Leone, and has had experience in the preparation of teachers of minority language groups to teach reading and language arts skills in villages. He brings to the task personal teaching experience in all l evels of education, and i s presently in Canada furtheri ng his studies i n educati onal administration . We l ook forward to having him on the teaching team thi s sWM1er, and to sharing his ideas in the area of minority language arts education. NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newsletter, published by the Native language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and mailed without charge to students re9istered in the Native Language Ins tructors' Program at L. U. �NATIVE LANGUAGE MATERU\\S DEVELOPMENT Four materials development projects have recently been completed or are nearing completion: Syllabic Template Under the supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.25 each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay, Ontario, P7B SEl., and requesting a "syllabic template". It is reconunended that the appropriate technical pen also he ordered at the same time. This pen will cost approximately $14. Algonquian Verb C&rd A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 is now in the bookstore. It is a companion to the Algonquian noun card developed three years ago. It is a buff coloured card, sold in 100 card packages at $2.25 (plus tax) per package. It looks like this: 0 code D 1 2 3 Illustrated is one set of p1cturu from the Core Ill Program, used to teach the Preterit of unrealiied intentions. The script runs as follows: I 1 I I I I was was was was was was going going going 90lng going going to to to to to to wash clothes, but the wringer Isn't working. wash dishes, but there Is no soap. iron curtains, but I can't find the iron. paint the shed, but I spilled the paint. plant the garden, but it's rainin~. carry water, but the pail is leaking. 1+3 s 2+1 pl 2+2 3+3 h Verbo Game The plates for the reprinting of the Algonquian game "VERB-0" have been delivered to Keith Lickers. We are encouraged by this step-in­ the-right-direction, and hope that Keith will have good news for us soon. Core III (Algonquian) The fourth teachers' guide in the series "Teaching an Algonkian Language as a Second Language" is in it's final editing process and should be on its way to the printer soon. The book is a Core Program for grade three, and ~ontains two interesting appendices: Appendix A is a physical education program for grade III, to be taught IN the Native Language. It was written by John Delaney, a highly regarded physical education instructor and educator of Native children and youth. Appendix B contains a plan for the beginning of Native reading instruction to Na~ ive-as-a - second-language students, and is written by Mary Kitchell. Ernestine Buswa, of the Ojibwe Cultural F?undation, is in charge of this project, and we wish her well as she prepares the manuscript to go to press! Sample of Script Produced from Portion of Syllabic Template (see above article) � 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 3 (5), June, 1988 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 1988-06-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/00ca9ed7e61505bfa4db9fe060bfd4fe.pdf 6a8a1c2a70f7a53b1f3d40189a3b0a92 PDF Text Text Page 1 of 4 Volume Two, Number Four, March l 98i . NATIVE LANGUAGE i,n ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Gouchie for the latest word . Unfortunately, she doesn't know as yet, when the guideline will be released. Let's all keep hoping for the best! Consultants - Three NliT/ NLIP grads have been appo1nted as consultants to assist in the implementation of the guideline. Ruth Isaac will be working with Iroquoian programs and Rubina Naogizic and Lena White with Algonquian programs out of the Thunder Bay and Sudbury offices respectively. Congratulations, and best wishes to all three of you! NLIP Registrations - 19B7 To date, we've received a total of 40 applica­ tions for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Cert i fication program. There are a total of 30 places available for first year; so if you know of someone who is planning to apply, but has not yet done so, do urge them to get their application in the mail as soon as possible. Coordinator Visits Schools Mary Mitch~ll spent the week of March 2 - 6 visiting schools in Sault Ste Marie and Chapleau. From these visits, the following notes may be of interest; Sault Ste Marie - Elizabeth Schuchert has been teaching Ojibwe at East View Public School since December. Next week, she'll turn the work over to Sharon Boissoneau who is return­ ing after maternity leave. (Congratulations, Sharon!) One of the classes Elizabeth is teaching has been working on the formation of sentences that include: a bug: snake, frog. mosquito, butterfly, bee, etc. a season: spring, fall, winter, summer a verb: spin-a-web, slither, fly, walk, etc. a locative: through the grass, on the window, etc. a colour: yellow, black, red, etc. For example: "The ye 11 ow snake s l ithers th rough the grass in the spring." The class has some interest­ ing bulletin board displays depicting these bugs and colours on the wall in their little Ojibwe language classroom, and seem to be having lots of fun with the program. Marva Moilala accompanied Mary Mitchell on her visit to Elizabeth. Marva will be teaching NASL, parts one and three this surruner, and wanted to get an orientation into Ojibwe L2 education. Marva fitted right into the activities, learned a little Ojibwe, and shared a couple of excellent suggestions. We're looking forward to working with her in July. Chapleau - Unfortunately, because of bad fly­ ing weather, Mary didn't get to Chapleau when she was supposed to. By the time she did arrive, Theresa Memegos had already left for a syllabic conference in Timmins. (We'll hope to hear more of this in a future news­ letter. ) However, Mary did visit Virginia Jackpine, who was continuing the classes alone while her team-teaching partner was away. Mary was impressed with the amount of Ojibwe the children had learned in one year: they knew a number of songs off by heart, and were able to do the complete dialogue of Ravenlocks and the Three Bears (see Core Book /#K). Junior ( K-2) and Senior (3-7) classes meet daily for 25 minutes each in the Chapleau Public School. On Fridays, Virginia and Theresa have art (or craft) lessons with the children, in which they use all the Ojibwe they can (colours, numbers, simple instruc­ tions). For example Mary observed one boy counting the pages he had completed for a project in good Ojibwe. Last week's art project was painting on rocks which Virginia had saved in her basement through the winter. The teachers tied this in with the ancient Ojibwe rock paintings found in many Northern Ontario locations. Mary hopes to visit more Native Language classrooms before the end of the year. UPCOMING EVENTS AND CONFERENCES ORDINATION of Native Deacon in Thunder Bay Diocese. The first Native Deacon for the Thunder Bay Diocese will be ordained in Nipigon, in the Church of the Annunciation of the Blessed Virgin Mary, Sunday, 29th of March, 1987, at 10:00 a.m. Tim Hardy is also a graduate of the Native Teache~s: course at Lakehead University, Faculty of Education. Tim Hardy and Gerald Rhodes of Nipigon will both be ordained on the same day. Bishop John O'Hara will preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be held betwee n the summer terms (July 23-26). Papers workshops, and other activities will be presented by institute faculty and other distinguished language education professionals. Hail inquiries to: B. Barclav TESL Centre Concordia Universitv 1455 de Maisonneuve Blvd. W Montreal~ Quebec HJG l MS Telephone:(514)848-2449 0 �. ..~,ao- ... • ­ ~ NATIVE AMERICAN STUDIES CONFERENCE October 16 and 17, 1987 YOU are invited to submit two copies of a 250-500 word progra ~ proposal. Half-hour individual and one hour group presentations or workshops available. A varie ty of presentation formats-including pe rtinen t displays- over a broad ra nge of t o pics. Possible areas include, but are not limited to: • • • • • • • • • • Native American Poetry - historic/modern Native American in literature Literature by Native Americans Role of education for N11tive Americi!lns Issues in Ni!!tive American Hei!l llh Role or women - matrilineal tri!ldillons Derinition of ill Native American Religion/role of mythology lntermixture of art, religion and mythology Natj v~. !.-merican f_!l~ y.:J_t_~~a~ging nature Selected papers and abstracts of all presentations will be published in a Proceedings. SUBMIT PROPOSALS TO: Jack Kibble, Director Native American Centre Lake Superior State College Sault Ste. Marie MI 49783 Phone: 906-635-2223 PROGRAM PROPOSAL DEADLINE;APRIL 15, 1987 7th Annual Native American Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan 1. The learning ma terials to be develooed mu~t be f ree of discrimina t ion and b ias ~ especially with regard to re l igion, sex and age. 2. Projects must be linked to the curriculum -. guideline •Native Languages• . 3. Pr oje cts must involve Ca nadian authorship and manufacture. 4. Funds made available from the Ministry of Education may not be applied towards the purchase of major items of equipment . s. When appropriate, the proposal should describe plans for field-testing sampl es of the learning materials to be developed . 6. Upon completion of the project, the Ministry of Education shall receive two copies of each publication, in the case of print materials, and/or one sample of the finished product, in the case of non-pri nt materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in ' instalments. B. No acknowledgment is to be made in the funded learning materials of the Ministry of Education, or its officials. 9. Projects are to be completed within two years. 10. Upon completion of the project, t he author/producer will be required to complete certain forms. The information provided will be added to the Learning Materials data base. (LEMA) The costs that may be included in the budget of a proposal are: secretarial services and editing 3rd Annual Native Curriculum Conference of the First Nations Education Council May S,6,7, 1987 Maria, Quebec. physical materials duplication rough artwork for field-testing purposes travel and living expenses, if incurred honorarium or salary to writer(s) (the maximum per diem allowance is not to exceed $100.00). If an individual is applying, an honorarium or salary is not permitted. Each submission should include: LEARNING MATERIALS . The Curriculum Branch in the Ministry of Education is providing a special fund f or the development of learning materials in support of the Native as a Second Language program. The criteria for this funding is similar to that for the Learning Materials Oevelopment Plan. The term "learning materials" means any materials designed to facilitate learning, including books (whether textbooks or books of a more general nature ) and non-printed materials. Work­ books are not eligible . The materials to be developed should not duplicate Native Language mat~rials 3lready produced by Cultural-Education Centres. All applications for funding will be considered on a competitive basis. Once a project has been accepted for funding, an agreement, drawn up between the Ministry of Education and the applicant, will specify the commitments and under­ standings of each party. There are a number of general rules around this funding: a summary explaining the scope of the project and the need that it fills and outlining the time schedule for its development. a resume of the qualifications a nd experience of each individual who will be significantly i nvolved in t he project . where applicable, a description of any plans for field-testing the learning materials to be developed. Each submi s sion s hould be addressed to the undersigned . N.K. Lickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen 's Park To ronto, Ontario M7A 1L2 Phone: (416) 965-9672 �.. Page 3 of 4 ABSTRACTS "The Perception of Ambiguity in a Second Language." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p1S7-69 May 1986 In order to show the problem second language learners face when . confronted with ambiguity, this article explores the linguistics and meta­ linguistic stategies used by adult Dutch learners of English. These learners possess the cognitive maturity and metalinguistic skil~s of native speakers but resemble-in knowledge of English- children acquiring their first language. ~ I• "Implications of Research and Theory Concerning the Influence of Choice and Control on the Effectiveness of CALL." Stevens, Vance CALICO Journal; v2 nl p28-33 Sept. 1984. Describes a project that tested two computer-assist ed language lessons, one designed to emulate drill and practice, and the other to ut i lize concepts of cl a rifying education a l environments, microworlds, games and autotelic environ­ ment s . The project su ~ gests that allowing students control over their learning and some choice in procedures enhances learning. - - - - - --- ·­ 0 " 'Information Gap' Tasks: Do they Facilitate Second Language Acquisition?" Doughty, Catherine; Pica, Teresa TESL Quarterly; v20 n2 p305-25 Jun e 1986 Describes a study conducted to determine the effects of task type and participation pattern on language classroom interaction. Evidence suggests that tasks which require information exchange are crucial to conversational modification of classroom interaction and that group and d~ad inter­ action patterns produce more modification than teacher-fronted situations. "Computer-Assisted ESL Research,"Dalgish, Gerard M. CALICO Journal; v2 n2 p32-37 Dec. 1984. Describes a computer-assisted research project into the writing errors of English as a second language college students. Sentences with error types and first languages of students were entered into a database and analyzed for the most common errors of all students and the most prevelent patterns within each language group. -----·· -- - --·. "Positively Yours." Maron, Stephen TESL Talk; v16 nl p22-25 1986. Discusses ways in which classroom communication can be stimulated by encouraging students to talk about their positive emotions and points out the danger of encouraging students to voice negative emotions. De s cr i bes two class­ room activities that e ncourages positive emotions. "Computer Assisted Foreign Language Materials: Advantages and Limitations." Ariew, Robert CALICO Journal; v2 nl p43-47 Sept. 1984. Explores the decision making process that went into making the Blossom Computer assisted instruction (CAI) materials for French instruction at Pennsylvania State University. Some of the attributes, limita­ tions, and questions concerning the user, validity and usefulness of Cai mat~rials are also discussed. "GENERATE: A Natural Language Sentence Generator," Hackenburg, Robert G. CALICO Journal; v2 n2 pS-8 Dec. 1984. Discus~es GENERATE, p7ogr~m ~esigned to help a computer the beginning 11ngu1st1cs student understand the rules and pr ocesses of tran s formational gene7a~i~e.gra~mar. Many problems and pos~1b1l1t1es involving the program and TG interface ( the ~lgorithm) are pointed out. "Transition From Multimedia Materials to Interactive Videotape in Teaching Russian Culture and Language," Norkeliunas, Casimir J. CALICO Journal; v2 n2 p19-22 Dec. 1984. Describes a course at Marist College, Poughkeepsie, New York, in which multi­ media and computer-assisted instruction are used to teach Russian culture. The use of this approach to meet individual student needs in large classes is discussed. "Developing Listening Fluency in l2: Theoretical Principles and Pedagogical Considerations." Dunkel, Patricia A. Modern Language Journal; v70 n2 p99-106 Su1M1er 198 . Examines the listening process and delineates some of the strategies used by listeners to extract meaning from spoken input. The importance of listening comprehension development in second language acquisition is discussed, as are types of activities and listening materials which can be used to foster development of listening comprehension. • �Paga l. More Abstracts "Design and Evaluation Issues on CAL Materials," England, Elaine CALICO Journal; v2 nl pll-13 Sept. 1984. Suggests that insights from othe r disciplines be considered when evaluating . computer-assisted language instruction · materials. Issues which need to be considered when evaluating these materials include: design issues, user-machine interfacing, support documentation, screen layout, color and animation, and restricted visual display capacity. "Cultur es in Contact: Using Cl assroom Microcomputers for Cultural Interchange and Reinfo rcement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput e r s may be used in classrooms, both to enhance academic skills and to allow students to interact directly with students in other cultures. Examines the transmission and the interactional pedagogical models in terms of using computers for teaching writing and instituting cultural exchange networks. "Foreign Language Software: The State of The Art, or Pick a Card, Any (flash) Card~ Baker, Robert L. CALICO Journal; v2 nl p6-10 Sept. 1984 Reports on the state of the art in software development for computer-assisted language instruction, with some emphasis on Russian, and describes 10 areas in which much current software is deficient. It suggests that our best teachers be given time to work in teams to develop good software. "Interactive Video for Language Learning: The Autotutor Project~ Little, David; Davis, Eugene System; v14 nl p29-34 1986. Describes interactive video, compares disc- and tape-based systems, and summarizes the considerations that led to th e d evelopment of the "Autotutor',' an interactive video system for language learners. The process of creating inter­ active video learning materials is explained and its advantages to the learner are discussed. ~ --- - · ·· ----- ~ "Diga! Telephone Protocols and Stratesies in the Intermediate Spanish Conversation Course." Brown, Joan Lipman Hispania; v69 n2 p413-17 May 1986. Presents a technique devised to help intermediate Spanish students master the art of communication over the telephone and outlines the specific learning and testing activities and pedagogical rationale behind them. The technique can also be used to test oral competence and aural proficiency. "Interactive Language Simulation Systems: Technology for a National Language Base." Rowe, A. Allen CALICO Journal; v2 n3 p44-47 March, 1985. Discusses the efforts of the Defence Language Institute Foreign Language Centre to make interactive video an integral part of foreign language instruction. Interacti ve video is seen as a method which would pro­ foundly alter the old classroom model of language instruction. "A Model of a Course For the Training of Teachers o f English as a Foreign Language," Newland, Michael. Rassegna Italiana di Linguistica Applicata; vlS nl p. 97-116 Jan-April 1986. Discusses the problems encountered in training foreign language teachers, in particular the lack of behavioral objectives. f actors in setting up a teacher training course are considered. These include s tudent s ' ch~racteristics, the instructional team, reference room materials, classroom environment, course procedures and evaluation, and classroom language. "Computer-Assisted Instruction in Beginning College German: An Experiment." Teichert, Herman U. CALICO Journal; v2 n3 p18-24 Mar. 1985 Reviews several German computer assisted instruction (CAI) programs and describes an experiment in CAI to discover if immediate reinforcement in self pacing would enable the students to perform better on the final examina­ tion. The experiment was carried out with two homogeneous sections of second­ semester students of German in High school. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (4), March 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1987-03-01 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/06f9853ae9c0118a2ffa7d8f41b6d904.pdf 17f153bda4b82c699fa4d96140b08425 PDF Text Text Page 1 of 4 Volume Two, Number Three, Jan. 1987. NATIVE LANGUAGE EDUCATION in ONTARIO A Note from the Coordinator With this copy of the newsletter, you will find enclosed your copy of the application form for next summer's Native Language school. As men­ tioned in the last newsletter, we are anticipat­ ing more applications than we can handle this sul!'lller, and we recoanend that you return your completed form as early as possible. Please take care to fill in all pertinent information; failure to do so will""Cause unnecessary delay in processing your application. Upon receipt of your completed form. copies of the necessary back-up forms will be mailed to you. Your local Indian Affairs office and your local Ministry of Education office have additional copies of the application form. If you know of anyone interested in applying for the first year of the program, please advise them to pick up a form from one of these offices as soon dS possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialist" A.Q. program for certificated teachers to begin this su11111er. In the event that this is announced, the Faculty of Education at Lakehead University would like to offer part one in the surrmer of 1987. In order to do so, however, we would need a minimum of 15 applications from holders of the regular Ontario Teaching Certificate. If you are an OTC and would like more infonnation on this program, please drop us a line as soon as possible indicating your interest. ANNOUNCING-­ 7th Annual Native American Languages Issues Institute Saskatoon Inn Saskatoon, Saskatchewan, Can. May 19-22, 1987 Hosted by: Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indigenous language concerns, exchange ideas, and provide direction for continual developmentand research on indigenous languages. There will be an art and photography show and sale, tribal dances, workshop presentation, and display of teaching materials. ~ Autumn Grads Congratulations are in order tor 247 students who graduated at the end of the lell lerm. The Fell Convocetion is not as big a celebration as the spring event: instead of a ceremony, lhe graduates are given approval by the Sana1e. Bui all tall grads are aenl an invitation to auend thecerem­ ony in May. The number ol tall graduates has remained lairty constant. There are usu­ ally between 200 end 275 each year, so this year's figure is just slightly above average. Congratulations to all 247 graduetes for your academic achievementsl "Ontario's NSL Program" Teaching and Learning a Native Language as a Second Language, Ministry of Education. Language carries with it the spirit, culture, history and philosophy of a people. It is the principal means by which culture is preserved and transmitted from one generation to another. An NSL program will enable students to receive instruction in a N~tive language from Kindergarten to Grade 12 . School boards will be expected to provide an NSL program in the school year 1987-88 wherever : fifteen students have requested instruction in a Native language; and a qualified Native language teacher is available. Where a school board can organize a program with fewer than fifteen students, it may do so. Native languages have a l~gitimate place in the curriculum of Ontario Schools; Native languages will therefore, be taught during the regular school day. Grants and other financial incentives will be provided to assist school boards in the implimentation of the NSL program. Parents and other members of Native communities who wish local schools to offer an NSL program should contact their local school board. Additional information on NSL programs m;iy be obtained from th•: following sources: Regional Offices ofthe Ministry ofEducation Minisiry of Education Central Omario Rcgitm H.:ron's Hill Building Deadline- April 30, 1987 Sui1c3201 Please Contact: 2025 Sheppard NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonea~ 6306) 934-4444 \ A venue East Willowdale, On1ario M2J IW4 Phone: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcriv ale Road, 41h Floor Onawa, Oncario K2G 4B5 Phone:: (613) 225-9210 Continued �... Page 2 of 4 • • Ministry of Education Midnorthern Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E 5P9 Phone: (705) 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay. Omario PlB 8K7 Phone: (705) 474-7210 Ministry ofEducadon Northwestern Ontario Region 435 James Street South Dox SWO Thunder llay, Ontario P7C 5G6 Phone: (844) 475-1571 Ministry of Education Western On1ario Region 759 Hyde Park Road London, Oniario N6H 3S6 Phone: (519) 472-1440 Indian and Northern Affairs, Canada, Ontario Region Indian and Northern Affairs, Canada 25 St. Cfair Avenue East Toronto, Ontario M4T !M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. InterAmerican Research Associated., Rosslyn, Va. Report No. ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual Education, 1300 Wilson Boulevard, Suite B211, Arlington, VA 22209. The fact thdt some people learn a second language more easily than others has prompted nunerous studies designed to link one factor or another with successful language learning. This work examines a large nunber of these studies to assess the importance of various factors involved in language learning. The influenc­ ing factors suggested are grouped into three categor­ ies; personal, situational and linguistic factors. Considered first is the particular set of personal characteristics each individual brings to the task of learning a second language. These include general intelligence, language aptitude, attitude and moti­ vation, Psychological traits, age, socioeconomic status, and sex. The variety of learning situations is then discussed. Situational factors include the set­ ting in which the language is learned and the amount and distribution of time devoted to it. In addition, if the language is learned formally, _ the~ l!Et.liaj used and the characteristics of the teacher must be considered. Finally linguistic factors are examined. These include both the differences between both the first and second languages and the characteristics of the second language itself. f·or tcacho.:rs of Algon4uian: Faculty of Educacion Lakd1cad University Thunder Bay, Ontario 1'7USEI For teachers oflroquoian: !'acuity of Education The University of Western Ontario London, Ontario N6G !G7 Cultural Education Centres Woodland lmhan Cultural and Education Centre Box 1506 Brantford. Ontario N3TSV6 OJ ibway-C rcc: Cultural Centre 252 Third Avenue Timnrn1s, Ontano P4N IE3 "Research on a Humanistic Language Teac;-hing Model." Knibbeler, Wil Journal of Applied Linguistics; nl p34-4S 1985. Defines and discusses the operating principles of the Explorative-Crea~ive ~ay of language teaching, an approach in which the teacher encourages the students to investigate the target langu~ge and to ~ap the linguistic resources available to tgem in order to produce a maximum number of new meaningful utterances. .. ~ LJkc of the Woods Ojibway Cultural Centre Box 1720 Kcnora, Ontario P9N3X7 Oiibwe Cultural Foundacion E~cclsior P.O. West llay. Ontario POP \GO North Amcrk~n Indian Travdling Colk g..: R.R . #3 Cornwall, Ontario K6H Sil? "Ghosts Demons and Chicken Bones: Dramatic Writing in the ESL Classroom." Peters, Bradley. TESL Talk, v16 nl p26-33 1986. Describes an experimental project implimented in a language school in Northern Italy in which students, using a poem as a basis created a caste of characters and expanded the poem's story line to cr~ate a world in which the characters could interact, Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer 1n the Acquisition of Idioms in a Second L<i nguage."Irujo, Suzanne, TESOL Quarterly. v20 n2 p287-304 June 1986. "The Problem With Grammar: What Kind can the Language Learner Use"? Garret, Nina Modern Language Journal; v 70 n2 p 133-49 Summer Describes an investigation into whether second language learners use knowledge of their first language to comprehend and ~roduce idioms in the second language: Results s howed id en Lical idioms ·were the easiest to c o ~ prehend, similar idioms we7e_comprehended almost as we ll, and different 1d1oms were the most difficult to comprehend and produce. This article (1) discusses the relationship between grammatical and communicative' competence~ (2) examines aspects of grammar theory; (3) discusses pedagogicalproblems inherent in traditional notions of grammar; and (4) summarizes the pedagogical and research implications of a new perspective on the role of grammar in f orQign language acquisition. 1986. �... ... ' Page 3 of 4 "Inuit Youth at lkpik: Heritage and Hope for the Future", Northline, v6 n4 pS October 86. "Heritage Research Centre at Waterloo," Northline, v6 n4 pS, October 1986. For the second year, a gr ~up of young Inuit from across Canada, Greenland and Alaska gathered for two weeks this summerat a small isolated camp of stone houses and tents by the shore of Ikpik Bay on Baffin Island's west coast. This camp was established and funded by the Inuit Tapirisat of Canada as part of their Youth Council's program. The 35 young men and women who attended the camp ate lots of caribou and char, listened to stories told by elders, listened to talks about how things were back in the so's and 60's, and discussed problems that they as young people face today. Daily workshops and group discussions focu~don topics such as living in a two culture world, family life, education, employment and unemployment, depression, drugs and alcohol and the factors eroding the use of traditional language. There were four Inuit elders at the camp, as well as ITC president Rhonda Innuksuk and David Owingayak, director of Cultural and Traditional Affairs at the Inuit Cultural Institute. (ITC has offices in Ottawa and Frobisher Bay; ICI is in Eskimo Point.) Traditional activities and learning about the past were a major part af the two weeks at the camp. Elders showed the youth how to build a kayak, how to make traditional seal oil lamps, how to play string games and how to skin and butcher caribou. As well, the youths hunted caribou and seal, and prepared traditional foods. For many of those at the camp, it was their first opportunity to meet young people from other Arctic countries. They soon found out that they had more in common than they realized. Markoosie Onalik of Frobisher Bay said he was surprised to learn that he and an Alaskan youth even shar~d ~ the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among other things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w 11 Approaches to Northern Research an~ E~ucat~on , by ITC special consultant Robert H1gg1ns w1ll be included in the Proceedings of the Yellow­ knife meetings. . An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of Igloolik, appeared in ~he Fall 1985 issue (No •. 61) of Inuktitut magazine, published by Indian and Northern Affairs. Readers interested or involved in heritage research and preservation (natural and cultural) should be aware of the Heritage Research Centre at the University of Waterloo. This centre is designed to encourage heritage resources research, education and the exchange of informa­ tion among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occasional paper series, and programs of research and applied work conducted on a team and individual basis. ~Psearch is funded by Parks Canada, which has beeh a co-sponsor of the Centre since 1983, and by the Social Sciences and Humanities Research Council and other agencies. Areas of focus have included marine parks and conservation, climate change and heritage, natural science research in national parks, environmental assessment, and many aspects of park management as well as numerous other subjects. Student Heritage Internships also are awarded annually, with support from the University of Waterloo, Parks Canada and grant or contract funding. For more information on any of the above, please contact: Heritage Resources Centre, Environmental Studies 1, Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-1211 (ext. 2072, 3066). JESUS 0 BIMADISIWIN For some native language students the name Baraga is a household name. A fresh reprint of a precious long-lost book by Frederic Baraga is making its way to the desks of such students. The original book was printed in Paris, France in 1837. Through the persevering efforts of a former Jesuit missionary of Northern Ontario and the very effective collaboration of a number of Anishinabeg of Thunder Bay Region, a short run of 1000 copies came off the printing press last spring in Penetanguishene, Ontario. . It is a lovely book in BxlO format of some seventy pages in a maroon flexi-cover embossed with a simple cross and the name Jesus. The full title of the book is Jesus 0 Bimadisiwin Oma Aking (Jesus' Life on Earth). and contains a superb collection of Gospel readings in Ojibway. Distribution has been undertaken by the editor Fr. A. Schretlen on a hand to hand basis. Fr. Schretlen is willing to demons trate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ "Testing in Language Teaching". Ponterotto, Diane Rassegna ltaliana di Linguistica Applicata; vlS nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of aural­ oral skills within a modern methodological context. The use of pictures paragraphs, and dialogutto test listening skills a nd of pictures and micro-dialogs to test speaking •kill• i• de•cribed.~ "A Case for Case Studies." Long, Donna Reseigh Foreign Language Annals; v.19 n3 p225-29 May 86 , Asserts that many aspects of the second language l earning and teaching process are not amenable to experimentation at the present time and that case studies, that is studies of the individual learner, teacher or classroom are valuable as precursor s to experimentation. "MLJ Computer Corner". Brink , Dan . Modern Language Journal, v20 n2 p149-52 Summer 86. Discusses the question of whether one must know how to program in order to make the mos t effective use of the computer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programm1n9: Basic, assembler, high level languages, and authoring systems. �.. -..., ... Page 4 ) > Language ~ Education .. ·in·canada: First Term Courses:'July 2"uly 22, 1987 Second Tenn Courses: July 27·Aug. 14, 1987 TESL Canad.a Summer Forum: July 23..July 26, 1987 Courses A variety of three-credit courses will be offered to students at the undergraduate and gradual& levels. Students may earn a maximum of six credits in each term. The undergraduate courses may be applied to Concordia's TESL Certificate or B.Ed. (TESL), and the graduate courses to the M.A. in Applied linguistics, provided that registrants have been admitted to the appropriate program. Students from other universities should confirm that course credit can be transferred to their program.. • I I t , • .,. • ~r ~ ,••~ .', . -,. ~~...-:. .. . ·Language Education In. canada.ifi:; Exploring Common Ground ... · ,_:;:~ • Both credit and non-credit courses in'ESL are also avattable for students whose native language is not English. t • I • • -~I . ~ - - Space in Concordia University' residences ,.,. (Loyola campus) or McGlU University residences is avattable for earty registrants of theTESL Canada Summer Institute. .• Registration Form. ··. > :. . .· TESL-~ Canada Summer Institute ···· .; .·· 1~ ··~~t :·. •'!.. -. . .. ·>...... ~·- ·7. ~::· . :~i ·.' ... .. Name:_-:-----------..,,.-.....:.----------------------~ Street: _ _ _ _ _ _-..: .--.--.-..-..-. _ _ _ _ _ _ ___ _ _ _ _ _ _ _ _ Apt.,# _ _ _ __ ,City: _ _..___ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _ _ _ _ _ _ _ _ __ ..... . .· .,.·.. .. . . ~ ~ .-·: ~ ,, ".. ~ r '· · Postal Code: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ C o u n t r y : - - - - - - - - - - - ­ : • • • If you would like to receive an application ~ · for admission to a TESL Centre program, please check the appropriate space be/ON: 0 Bachelor of Education (TESL) 0 TESL Certificate 0 M.A. inApphed Linguistics linguistic input to children is adapled lo their level of compre­ hension-that ir, if no one is looking. (Reprinted courtesy of Universal Press Syndicate.) ·.,· .. Accommodation _... :'­ • •.• ..'· • ·· Languages · • . .• . · .,,·;~ ; : -Demonstrations of listening Jldivities for •,' ,j, .• Language Learners ~·. ,, ,, ., . ' ~~ ~ -Short Sessions in Grammar and · : ·· 't<'1 J> , Communication, Classroom Interaction, ··!{ . ' Multiculturalism ,_.. . · ~ J • • · ' ·..., ·.: -Displays of Publisher$• Materials :,; Plus a variety of social and cultural activities.' ;., · If )'OU wouldlike to receive a registration package for the · · TESL Canada Summer Institute, please complete the coupon below: .• : ... ·, ·. ....... : :.;t '_ Workshops and Other Activities~. :.·-Mini-courses in Heritage and Native'. ., • '.~ .. • . · The theme otthe institute rs an . :... '\. _, :' 1'',·:' ackna.Yledgement that teachers of heritage;~~· -; languages, Native languages and ESL have a~-; • common concern with language learning and /: · language teaching. The institute provides an~·:i~ opportunity for language teachers to share ·. · their experience and to learn from one another. . ..... ; ;·:.­ Fdrum Modern Engflsh Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno1ugy tor TESL ., Testing and Evaluation Biiinguai Education ' " Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ol English -.­ Sociolinguistics and ESUEFL ·: · Classroom-centered Research in Second · .. Languages Languages in Native Education .. : : . intensive Second Language Courses inSchools . .. . Heritage Language Programs'· :: :·~ · , "·' ..... . ... ?,·-. . '' • Summer Forum ~· ::·:.:!'.;~ ·:·· · . · The TESL Canada Sum,,:.~~ is a' .....:-_;) four-day conference which will be held _between the summer terms (July 23·26). 1 ·;~ : Papers, workshops, and other activities· ·ff: " "".ill~ presented by Institute faculty and other: distinguished language education .. ' professionals. •. ,, . .., . , .. · ,. :. ·.: Courses Include I' \ .-. • I •• ' •' •• ·.. , Mall to: B. Barclay ·. . TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1 M8 Canada Telephone: (514) 848-2449 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (3), January 1987 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1987-01-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/bf9c68ad3bd52092a7d2df878eda8a79.pdf 3449f4576c0c9de40b129fb613efd8be PDF Text Text Native Language Instructors' Progran1 News Boosho, Aani, Tansi, Greetings Can you believe it, NLIP 2008 has come and gone. It was an exciting and challenging summerfor all of us and WE OVERCOMED all things. Hats offto everyone!!! Kichi Miigwech to all NLIP faculty and staff Your loyalty to NLIP is SO appreciated KichilCh-Miigwech! Again. .The dates for Summer 2009 are listed on page four so check it out and we shall see you next summer. I've enjoyed working with and for you this summer. Feelfree to email Diane and myselfthroughout the year (check our email addresses on Lakehead website). We are available to meet your needs while away from campus. Jfyou want to contribute any teaching ideas, resources or a lesson plan, yourfavourite recipe, upcoming conferences send it to us via email. We would like to print at least two newsletters per year and your contributions will be appreciated. This last paragraph was in our last issue sent to you in February, we would like to keep a list of NLIP students who are looking for employment in the city of Thunder Bay or elsewhere in Ontario or Manitoba. Our office receives telephone calls from school boards looking for Native Language teachers. Leave your name and contact number with Diane@ 807-343-8542 or myself@ 807343-8003. May the Guidance of the Creator be with you as you forge on teaching the Native Languages. ��vy Charlotte Neckoway, Coordinator, NLIP P.S. All the best from Diane andfrom Charlotte's angels:) Inside this Issue: Message from your Coordinator 1 NLIP 2008 collage 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Technology-websites and search engines 5 �Out and About- Summer 2008 Native Language Instructors' Program Page2 �Spinach-rice casserole Amount ., by D. Wolfman Ingredients 1 Cup Serves 6 Milk 4 Eggs 1 tbsp Workhorse Sauce 1/4 C Yeast l/4c Chopped Green Pepper 1 lb Grated Cheese ( Cheddar, Jack, Swiss) Blend Liquids. Stir in remaining ingredients except seeds and 4c Cooked Brown Rice nuts. Pour into oiled casserole. Top with seeds and nuts. Bake at 10 oz Chopped spinach, steamed 1/2 to 1 c Seeds and Nuts Preparation Method 375 degrees for 35 minutes. ·································································································································· Blueberry Peach Upside down Cake Amount Topping 1/4 Cup 1/2 Cup 1/2 tsp 2 Cake Ingredients 1/2 Cup Butter (Melted) Lightly Packed Brown Sugar each cinnamon and ground ginger Ontario Peaches, peeled, pitted and cut into 1/2 inch wedges Ontario Blueberries 1 1/2 Cups 2 tsp 1/4 tsp 1/2 cup 2/3 cup 2 1 tsp 1/2 cup All purpose flour Baking powder Salt Butter at room Granulated Suga Eggs Vanilla Milk Topping In small bowl, stir together butter, brown sugar, cinnamon and ginger; spread over base of pan. Top with circles of peach wedges, leaving a little space between peaches. Sprinkle blueberries be­ tween peach slices. Cake In small bowl, stir together flour, baking powder and salt until well combined. In large bowl and using an electric mixer, beat butter with sugar and lemon rind until light and creamy. Add eggs one at a time, beating well after each addition. Beat in vanilla. Gradually beat in flour mixture with milk until well blended. Spoon batter over fruit, spreading to edges. Bake in centre of 350 ° F (180 °C) oven 55 to 60 minutes. Cool on rack 15 minutes. Run knife around edge of cake, then carefully invert onto platter. Spoon any juices on platter back onto cake. ·································································································································· Pot Roasted Partridge with Cabbage and Chesnutt's by Rick Stein from Food Heroes Serves 4 Ingredients 1 tbsp olive oil 4 small or 2 large prepared partridges 150g/5oz smoked streaky bacon lardons 25g/1oz butter 16 small shallots, peeled and left whole 2 carrots, cut into batons 2 bay leaves 150ml/5ft oz good quality chicken stock 1 Savoy cabbage, outer leaves removed, then cut through the core into 8 wedges 200g/7oz cooked, peeled chestnuts salt freshly ground black pepper boiled or mashed potatoes to serve Method 1. Preheat the oven to 160C/325F/Gas 3. 2. Heat the oil in a flameproof casserole, add the partridges and brown them lightly all over. 3. Lift the partridges onto a plate, add the bacon lardons to the pan and cook until lightly golden. 4. Add the butter, shallofs, garlic, carrots and bay leaves and cook over a medium heat until lightly coloured. 5. Return the partridges to the casserole with the stock, one teaspoon of salt and plenty of black pepper. Cover with a well­ fitting lid, transfer to the oven and cook for 20-30 minutes, depending on the size of the birds. 6. Meanwhile, drop the wedges of cabbage into a pan of boiling salted water and blanch for 2-3 minutes. Drain, refresh under cold running water and drain again. Set to one side. 7. Remove the casserole from the oven, take out the par­ tridges, cover and leave to rest in a warm place. 8. Add the cabbage and chestnuts to the casserole and turn them over once or twice in the cooking juices. Simmer on the stove for five minutes until the cabbage is cooked. 9. Divide the cabbage, chestnuts and braised vegetables be­ tween four warmed plates and palce the birds on top. 10. Serve with boiled or mashed potatoes. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Page3 �Job hunting hmmmmmm? Maybe this can help ........ Fantastic teaching resources incorporating Native language can be hard to find. I have come across a couple of really helpful sites for classroom resources. Try the following sites: Various teaching positions may be found online. Elementary Teacher- Native Language Program (Ojibway) www.tdsb.on.ca www.chiefs-of-ontario.org Or contact www.7generations.org or Kathy Ranney@ ranneyk@rainbowschools.ca http://www.uleth.ca/edu/currlab/handouts/aboriginaI.html ative Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 North American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 lnstitute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6 - 23, 2009 CR 1012 Part II July 27 - August 13, 2009 Language Resources in stock at the Bookstore The following is a price list of the language resources that can be found at the Lakehead Bookstore, Intro to Ojibwe Pt.I ISBN: 8800000826 Author: Tom Beardy On Hand: 5 On order: I 00 Price: $69.95 Literature ISBN: 0887551599 Author: Ellis, Douglas On hand: 10 on Order: 0 Price: $75.00 Oral Algonquian Structure pt.I ISBN: 88800000420 Author: Fiero, C.E On Hand: 31 Price: $21.95 Intro to Cree Native Languages ISBN: 0919143423 ISBN: 88800002124 Author: Ahenakwan, Freda Author: NLIP On hand: 5 On Order: 0 On hand: 0 on Order:0 Price: $13.95 Please visit the Lakehead Bookstore website for more information at: http://bookstore.lakeheadu.ca Page 4 �Teaching Our Nation Through the Use of Technological Equipment A Primary Tool During the School Year and Everyday Life As technology advances, it is incorporated more and more into our learning strategies as a time saving device for accessing the information we need. Professors and students alike make use of electronic mail for saving and sending our work. We need to be familiar with a few of the most commonly used programs and services in order to meet the demands of our professors and strengthen our skills for our future careers. Some programs and services include Microsoft Word, Microsoft Outlook, Microsoft Paint, Hotmail, Internet Explorer, Moxilla Firefox, APA formatting, search engines, and various upload tools/add-ons (Java, Adobe, etc.). Some beneficial sites include: http://www.bcschools.net/staff/MicrosoftOffice.htm Microsoft virtual tours http://www.google.ca & http://www.yahoo.ca & http://www.askjeeves.com Search engine http://www.hotmail.com & http://www.yahoo.ca & http://www.knet.ca Electronic mail http://www.microsoft.com/windows/ie/ie7/tour/fre/default.mspx Internet Explorer tour http://www.apastyle.org/ & http://www.library.mun.ca/guides/howto/apa.php Some sites to avoid include: APA examples http://www.wikipedia.org/ This site allows input from any computer user and is an illegitimate source. Page 5 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 2 Summer Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/973d526294bbf5c14d5799409088726f.pdf 8f006bbafa4697368ff13e88b2c0b6e0 PDF Text Text Native Language Instructors' Program News Boosho, Aa11i, Tansi, Greeti11gs I trust that everyo11e is doi11g well. Hopefully everyo11e had a cha11ce to get some rest after the program. Dia11e a11d I are well o,i our way in making pla11s for the summer of 2009. We want to say how muchf1111 it was working with all of you this summer. We appreciate all of the staff who were i11volved with NLIP and for you coming to NLIP. It's challe11ging to be here but after all when it is all said and done, I know everyone feels successful a11d more competent for the upcoming school year as 11ew skills and ideas that have been gained from the summer classes a11d from each other are applied. If you would like to contribute any teachi11g ideas, resources or a lesson plan, eve11 your favorite recipe(s). upcoming conferences that you are aware of, Please send them to us via postal service or email Charlotte Neckoway, Coordinator, NLIP Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, Ontario P7B 5El IA Message from tl1e Principal As the principal and teacher ofNLIP, I have seen many rewards from the students. The children of the program enjoyed themselves dearly. I love teaching students and children. The co­ ordinator, CharloneNeckoway and Administrative Assistant, Diane Maybee of theNative Lan­ guage Instructors' Program are always hard at work when students and children come every sum­ mer in July. I really enjoyed my time working with these two. They kept me on my toes. I would like to say Kitchi Meegwetch to both of them and also to the teachers ofNLIP. I would like to say Meegwetch to the summer camp and the residence staff. Kitchi Meegwetch to the Elders that helped us. Kitchi Meegwetch to theNative Language students for keeping our FirstNations' Lan­ guages ALIVE! I appreciate your time and listening to your First Nation's language. "Speak your Native Language; It's music to our ears, and love every second and minute of it!" Respectfully, Florrie Sutherland,NASL principal Inside this issue: Message from your Coordinator and Principal 1 A History of NLIP 2 Recipes 3 Job Hunting?, 2009 Spring and Summer Courses, Language books 4 Native Crafts-Dream Catcher and Mini Native Headdress Pin 5 Joke Page and Happy Holiday greeting 6 �A History of NLIP Nlll (Native Language Teacher Training) began as an experimental program in Fort Francis Ontario in 1973. Within the next two years It expanded and developed into what became I.A.B's- On­ tario Regional NA<>L training program for Iroquoian and Algonquian second language teachers. In 1977, the first seven graduates received NLTT certification from the Minister of D.I.A.N.D. in Ottawa. In 1978 a second experimental program was undertaken In Thunder Bay to pilot the training program for teachers of Native Language Arts for "First Language" communities. In 1981 both programs (second language and language arts) moved to Lakehead University to become diploma programs of the faculty of education with the name changing to our present NLIP (Native Language Instructors' Program). The institute began in 1980 as a directed studies program for NLTT/NLIP graduates, has become a part of University life, and institute courses are now offered by Lakehead's Faculty of Education. In July 1984 the Ministry of Education for the province of Ontario announced Its new policy re­ garding Native Language Education. Through the winter of 1984 and 1985 Ministry officials met with Lakehead University personnel to establish a Native Teachers Certification program leading to a letter of standing after three summers of work. In the summer of 1985, the first "certification· program began with the Algonquian group continuing at Lakehead. The Iroquoian group joined Lakehead In 1991. July 1986 saw the first 23 students receive their permanent letter of standing from the Ontario Ministry of Education as certified Algonquian Second Language Teachers. In July 1991 the first graduat­ ing class of the AQ Program for the holders of an Ontario Teaching certificate consisted of 9 teachers. By 1991 enrollment in the various NLIP programs has soared to 227. NLIP, while now an established and well regarded school continues to grow in quality as each year the best suggestions of student body and faculty continue to shape the curriculum. Over the years, NLIP has come to enjoy a reputation for the quality of its training. Although designed and oper­ ated for Ontario's Native people, students from other parts of Canada and from the United States have come to us for training. We have appreciated the contribution they have made to our broadening understanding of Native Language education. It is our hope that both NLIP and the Institute will continue to grow and prosper and that they may become Increasingly a source of practical assistance to Native Language Education in Ontario and beyond. Native Language Instructors' Program Newsletter �' <f1e.om t/,,e C/(Jtcken. to t/,,e tal,le ... ....................•......................•...••...•.............................•••••••••••........................•• , Wild Rice and Turkey Patties I cup cooked wild rice. cooled Served with a lime mayonnaise I lb turkey meat. ground 3 med eggs Directions 1/2 cup rainbow peppers. diced fine In a bowl, mix turkey, wild rice, eggs, and fresh herbs. Mix well, add pep­ pers, onions, salt and pepper with bread crumbs, blend well. Form into six even size patties. In a saute pan heat oil and brown patties on both side, place on a baking sheet and bake in a preheated oven of 350° F for12 minutes. Mix Mayo, dill and zest of lime, serve with patties l /2 bunch green onions, diced fine I sprig fresh rosemary, chopped fine I sprig fresh thyme Salt and pepper to taste 1/2 cup bread crumbs 2 tbsp olive oil 1/2 cup low fat mayonnaise hllp://www.cookingwiththewolfman.com Apple Crumble Bannock Bannock (see below for filling) Ingredient -- Preparation Method Amount 7 1/2 cups cake flour 2 cups vegetable shortening 2 cups water 1 Tbsp. salt 2 1/2 Tbsp. brown sugar Mix flour and shortening and rub until mealy or pea size nuggets Mix in cold water, and blend, let rest dust with hard flour Roll out dough and let rest before filling Once filled bake at 4oo*F until brown 2 tsp fresh dill chopped Apple filling for Crumble Amount Ingredient 8 1/2 cups 2 Tsp. 3/4 cup 3/4 cup 1 teaspoon 1/3 cup 2 1/2 Tbsp. 1/2 cup 1/3 cup 2 medium apples -- spy lemon juice brown sugar sugar cinnamon butter brown sugar oat flakes cornstarch eggs -- for eggwash Peel and slice apples add lemon. Blend sugar starch and cinnamon add to apple mixture. Fill shell and mix butter oats and brown sugar, top. Fold over edges and bake with an egg wash at 4oo*F or until golden brown . •••••••••• Buffalo Egg Rolls Ingredient cooked Buffalo meat 1/4 lb 2 garlic cloves, chopped 1 tsp Soya sauce 1 med onion, chopped fine 1 can sliced water chesnutts bean sprouts 1/4 lb flour 2 tbsp 1/4 cup water 1 sprinkle chili flakes 10 egg roll wrappers 4 oz vegetable oil Salt and pepper to taste Directions http://www.cookingwiththewolfman.com In a saute pan, cook onions and garlic in1 oz of vegetable oil, add chestnuts, cooked buffalo meat, bean sprouts, soya sauce and chilies, cook for1-2 minutes, add salt and pepper. Prepare a slurry with the flour and water. Place the filling in the center of the wrap, fold over using slurry to bind the edges. Pan fry until golden brown with the remaining vegetable oil and serve with your favorite sauce. (e.g.. Plum) Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.rlnn.cqrn/gjihws;mowin.ht ml http://www.,mi)-hina;1hc111d:1a.com/ hnp:1/w,, w. n:ui,c.:.la11gu;1!'.!\!�.org/ojihwc.htm h11p://www.njihwc111owin.com/ Native Language Institute courses offered for summer term 2009 Institute courses for 2009 NL 3251 Translation NL 3711 Nonh American Applied Linguistics Native Language Teacher Certification (NLTC) 2009 July 2 - 24, 2009 Institute/Year 4 July 6 - 24, 2009 Ojibwe OJI 1013 Part I July 6 - 23, 2009 OJI 1015 Part II July 27 - August 13, 2009 Cree CR 1010 Part I July 6- 23, 2009 CR 1012 Pan II July 27 - August 13, 2009 Language Resources Anishinaabewibii'igewin Ojibwe Writing For Language Teacher ISBN: 88800002765 Author: Nichols Price: $4.00 Spoken Cree: Level One ISBN: 0888643470 Author: Ellis, C. Douglas Price: $56.25 Ojibwe Syllabics ISBN: 88800000420 Author: Fiero, C.E. Price: $21.95 Ojibwe Structure Reference Booklet ISBN: 88800000303 Author: White, Lena Price: $4.00 Alberta Elders' Cree Dictionary ISBN: 0888642849 Author: LeCiaire, Nancy et al Price: $62.44 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page4 �To keep busy on those cold winter days! Di-earn Catcher h11p://www.1eachcrsfirs1.com/summer/dreamcmcher.htm# Materials: Thin, round, basket-weaving reed string or twine. beads, feathers. and yarn. Directions: Step 1: Take a length of reed (26 inches), form into a circle and secure by overlapping and bending the two loose ends around the edge of the circle. The circle width should be 5 to 5 1/2 inches. To strengthen the circle and prevent it from coming undone, you may tightly wrap the entire circle with a length of colorful yarn. Step 2: For the "web," tie one end of the twine to the circle you have formed in step one. Tie 9 "hitch knots" around the ring, spacing them approx. 2 inches apart. Keep the string snug when going from one knot to the next.. See diagram to the right: Step 3: The next row of the web- begin tying hitch knots in the middle of the string already attached. Continue tying hitches in the same way until the opening in the center is the desired size. To end the web, tie a double knot in the twine and cut off any excess. See diagram to the right: . ''!ti.,,:.. •�-i - ' _j;;!#f:-;/ . �-1,.I .- :_:;;.· � f• I,,. , Mini Native Headdress Pin Finished Product = 2" big. hup://makingfriends.com/na/swap_headdress.hlm Materials: Safety pins (size 2), red and turquoise pony beads, spaghetti beads, feather charms, 5mm silver round beads, metallic silver pipe cleaner, and scissors. Directions: Open up 9 safety pins. Slide on a spaghetti bead then a turquoise pony bead. Close the pin. Cut two 5" pieces of pipe cleaner. String one small 4mm silver bead on one piece of pipe cleaner. Bend the end to keep it in place. String on a red pony bead, then on go through the head of a beaded safety pin, then a red pony bead, then through the head of a beaded safety pin. Continue until you have strung on ten red pony beads and all nine beaded safety pins. Make sure all the pins face the same way. Finish with a small 4mm round bead. Twist pipe cleaner to secure in place and trim. Using the other 5" pipe cleaner piece, string on a small 4mm round bead, then go through the coiled loop at the end of the first beaded safety pin. Continue alternating small 4mm round beads with the beaded pins pushing the whole group to the middle of the pipe cleaner. String a feather charm on each side and a final 4mm small round bead on each side. Bend pipe cleaner in a small loop at each to secure. Trim If making a pin, carefully open the middle pin in your headdress and slide on an empty safety pin (through it's coil). Close the beaded pin. Page 5 �i Bo!PPY B 8 L iN«yS A little boy returned from the grocery store with his mom. While she put away the groceries, he opened his box of animal crackers and spread them all over the kitchen table. "What are you doing?" asked his mom. "The box says not to eat them if the seal is broken," replied the young lad. "I'm looking for the seal." You might be a Redskin ... If you use your bingo dabber as lipstick, blush and eyeshadow so you won't have to bring your makeup bag with you to bingo nights. Robin Cambell (April, 2008 winner for Redskin Joke Contest on www.donburnstick.com) Dry Bones STQANGE WHITE I/EN IN AJM.JY CLOTHES Pl.ANTING CROPS?.' TIE Ae5T THAM<SGIVING i You're Drinking Too Much Coffee When ... You get a speeding ticket when you're parked. You answer the door before people knock. You grind your coffee beans in your mouth. You sleep with your eyes open. You have to watch videos in fast-forward. You haven't blinked since the last lunar eclipse. You spend every vacation visiting "Maxwell House." You chew other people's fingernails. The nurse needs a scientific calculator to take your pulse. You've worn the finish off your coffee table. Starbucks own the mortgage on your house. Your life's goal is to amount to a hill of beans. You go to sleep just so you can wake up and smell the cof­ fee. You introduce your spouse as your Coffeemate. Instant coffee takes too long. You don't sweat; you percolate. You might be a Redskin.. . If your personalized license plate reads "NOTEVEN." Lynn Martel (October, 2007 winner for Redskin Joke Contest on www.donburnstick.com) The Lone Ranger and Tonto Go Camping The Lone Ranger and Tonto went camping in the desert. After they got their tent all set up, both men fell sound asleep. Some hours later, Tonto wakes the Lone Ranger and says, "Kemo Sabe, look towards sky, what you see?" The Lone Ranger replies, "I see millions of stars." "What that tell you?" asked Tonto. The Lone Ranger ponders for a minute then says, "Astronomically speaking, it tells me there are millions of galaxies and potentially bil­ lions of planets. Astrologically, it tells me that Saturn is in Leo. Time wise, it appears to be approximately a quarter past three in the morning. Theologically, it's evident the Lord is all-powerful and we are small and insignificant. Meteorologically, it seems we will have a beautiful day tomorrow. What's it tell you, Tonto?" Tonto is silent for a moment, then says, "Kemo Sabe, you dumber then buffalo chip. Someone has stolen tent." Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 3 Winter Issue 2008 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future) and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2008-12-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/ca2bcd66767a1ce16f18208ea0513f1c.pdf 87ad867402422a245bf621df5d9218fd PDF Text Text ..:, Volume 4 Fall Issue September 2009 Native Language Instructors' Program News Boozhoo Well folks! Another summer has come and gone. What a busy summer it was and enjoyable. I trust that everyone is off to a great start for the school year. I have full confidence that you will do AWE­ SOME in whatever it is you set to do this year at work, community and home. Be sure to apply what you have learn this summer and BE SUCCESSFUL. --=�����=---E l! ea. Cl l! A u 0 •- 2 • C Cl Cl :::, Cl C !I •z ·-i This year planning for the 25th NLTC celebration was worth it. The events of the day on July 10th were successful. Kichi Miigwech to Helen Roy for her wonderful Ojibwe tunes and John Fletcher and friends who had us square dancing. Miigwech to the guys who carried the boxes into the ATAC building and got the giveaways organized on the table and my Miigwech goes out to the faculty lecturers who facili­ lated the workshops and to everyone else who was involved. Kichi Miigwech to the student support workers, student council representatives, associate teachers, fac­ ulty and to all who contributed to the graduation dinner and dance fundraising. This year was the most we've fundraised for the event and we have some money remaining to make a deposit for the NLIP 2010 hall rental. BRAVO!!! In closing, I want to acknowledge my honouring ceremony at the graduation dinner. It was a surprise and it's been my pleasure working for NLIP and to have worked with/for the staff/faculty and students. God bless you as you endeavor to save the Native Languages and may our paths cross someday. Again I ask if you would like to contribute any teaching ideas, resources or a lesson plan, even your fa­ vorite recipe(s) or NLIP memory, upcoming conferences that you are aware of, Please send them to the NLIP office via postal service or email to dmaybee@lakeheadu.ca. Sincerely, Charlotte Neckoway, Coordinator, NLIP IA Message from the Principal It has been awesome and rewarding for the Faulty to see students and our children graduate from NLIP. It was so beautiful to see many students stay behind to receive their certificates. I have asked the Year 1 students to listen and write down five expressions example: what'z up, cool, right on, high five, as if , etc that they hear from students in school or in their community. Write down the expression in English and translate in the Native Language. When they return to Lakehead University, we will write them and have a discussion about the expressions. I would like the Year 2 students to do the same. I will do the same here in my school and community . Students that are not employed with the school and want to do their 20 hours, please contact the school and show them the paper of your 20 hour contact days. The copy of the 20 hour contact days are in the blue student handbook. Students that may have any questions may contact me through my work email: florrie.sutherland@clfn.on.ca Have a wonderful summer and winter. I had a wonderful time teaching the students. Taking one step at a time in my grieving of my Dad and I thank everyone for their support in my time of need. Kitchi Meegwetch, Florrie Sutherland Inside this issue: Message from the NLIP Coordinator and Principal 1 NLIP's gratitude to the organizations that contributed to the 25th celebration 2 Recipes 3 Job Hunting?, 2010 Summer Courses, Language books 4 Native Crafts-Pinch Pots and Clay Beads 5 Joke Page/2009 NLIP Photos and Class Photos 6/7 �The Native Language Instructors' Program would like to thank the following organizations for their generous contributions to the 25th Year Celebration. I. Northern Nishnawbe Education Council 2. Matawa 3. Aboriginal Culture Support Services 4. LUNSA-Lakehead University Native Student Association 5. Alumni Board of Directors 6. Seven Generations 7. Aboriginal Initiatives 8. Anishnabek Employment and Training Services Kichi Mligwech Native �J ,.. Cook me up a VeciPe! � ........•...•........................ .........••........•.......•.•••••••.•.••...•.•••..•••.•••••.....•....•••....••....•........•.. Ingredients - 1 Can Chickpeas -­ - 1 drained Cup Bulgur -- soaked for mmutes 2Medium Onion -- finely chopped - 4 Cloves Garlic -- finely chopped 1/4 Cup Cilantro -- finely chopped - 1 Teaspoon Baking Pow­ der - 1 Teaspoon Baking Soda 1/2 Teaspoon Cumin 1/2 Teaspoon Allspice 1 Pinch Cayenne - Salt And Pepper -- to taste 1 Cup Flour s 14 Minute Maple Fudge Directions Ingredients 1.Starting cold, cook maple syrup, cream and butter together at a gentle boil for 9 minutes after boiling point is reached. - 4 cups maple syrup - 1 cup whipping cream - 1/4 cup butter - 1 cup chopped nut meats - 1 tsp lemon extract Directions 1.Place all ingredients but flour and oil in food processor. 2. Blend until thoroughly ground. 3. Transfer to mixing bowl. 4. Add flour and mix well. 5. Form into walnut sized balls then flatten into patties about 1/4 inch thick. 6.Heat oil in frying pan, fry patties until they turn a golden brown on both sides about 10 minutes per side. 2. Remove from heat, add nut meats and lemon, stir vigorously with wooden spoon for 5 minutes. 3. Pour into buttered pans. 4. When cool cut in squares . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Wajapi Directions Ingredients - 1 Bag (5 ib) frozen berries 8 cups of Water 2 cups of Sugar - Cornstarch 1. To a 5 quart pot add all the berries and smash them use a food processor. Stop short of puree, you want fine pieces throughout. 2. Add the water and sugar. Boil this mixture lightly until everything is cooked. (Approximately 15 to 20 mins) Thicken to desired thickness with corn­ starch that has been dissolved in cold water. Serve warm and eat with lndian Fry Bread. P!ige 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help ...... .. Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Na­ tions may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://www.native-languages.org/ http://www.knet.ca/dictionary.html http://www.onionlake.ca/Language-Keepers/Introduction /Introduction.html Native Language courses offered for summer term 2010 Institute courses for 2010 NL 3813 Special Topics II NL 2713 Algonquin Linguistics Native Language Teacher Certification (NLTC)- 2010 July5 -30, 2010 Institute/Year 4 - 2010 July 12- 30, 2010 Ojibwe OJI 1013 Part I July 5 - 22, 2010 OJI 1015 Part ll July26-August 13,2010 Cree CR 1010 Part I July S - 22,2010 Language Resources Explore Ojibwe ISBN: 88800000540 Author: White, Lena Price: $11.45 Cree Legends & Narratives From West Coat ISBN: 0887551599 Author: Ellis, C. Douglas Moons of Winter & Other Stories Concise Dictionary Of Minne­ sota Ojibwe ISBN: 08 I 6624283 0816624283 Author: Nichols, John ISBN: 88800005789 Author: Quill,Norman l __ 1 Price: $7 .50 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Price: $56.25 Please visit the Lakehead Bookstore website for information about the books theyhave in stock,at http://bookstore.lakeheadu.ca Page4 �Pinch Pots Materials: • self-drying clay (no firing or baking needed) • a small container of water for each students • butcher paper to cover tables • damp paper towels for each students • assorted shells, sticks, stones, etc., for etching designs in the pots. Directions: 1. Take a small handful of clay and shape into a round ball. 2. While holding the ball in the palm of one hand, take the thumb of the other hand and make an indentation in the center of the ball. Keep turning the ball of clay and pressing down with the thumb to within 1/2 inch of the bottom. 3. When the pot is the desired depth, rotate while pinching the sides with the thumb (inside} and fingers (outside). 4. Work from the bottom up until you have achieved the desired shape. As the clay dries it may begin to crack. Keep dipping your fingers in the small container of water and wipe the surface of the pot frequently with damp pa­ per towels. 5. When the pot is finished, used small objects that would normally be found in nature, to etch designs in the pot. Make sure each students etches their initials in the bottom. 6. Allow several days to completely dry. Caution: These pots will break if not treated gently and they are not water resistant. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Clay Beads Materials: • Clay • Paint • Yarn Directions: I. Make many sizes and shapes of beads. 2. Use a toothpick or straw to make a whole in the bead for stringing. 3. Paint them, and use yam or string to make fashionable jewelry. Page 5 �An eccentric philosophy professor gave a one question final exam after a semester dealing with a broad array of top­ ics. \. 'l \ The class was already seated and ready to go when the pro­ fessor picked up his chair, plopped it on his desk and wrote on the board: "Using everything we have learned this semes­ ter, prove that this chair does not exist." Fingers flew, erasers erased, notebooks were filled in furious fashion. Some students wrote over 30 pages in one hour at­ tempting to refute the existence of the chair. One member of the class however, was up and finished in less than a minute. Weeks later when the grades were posted, the rest of the group wondered how he could have gotten an A when he had barely written anything at all. His answer consisted of two words: "What chair?" www.ebaumsworld.com/j okes/read/5 195 You might be a Redskin lfyou know how to filet bologna www.donburnstick.com 'to) E,<� � l 7 r / I (. :t' y I II\ \l,, (0-. .tr'o -=- (o,. + =� ({>\ '1 "' ') b}V) \:, � L vi 'b ') e,,k_ ..... You might be a Redskin ... If you use your son's hockey bag for a bingo bag www.donburnstick.com 2009 Summer Photos Page 6 �Year One Year Three Year Two Year Four Institute Page 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 4 Fall Issue September 2009 Subject The topic of the resource Universities Description An account of the resource The Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 2009-09-01 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/3e37d66ea2ef94f7247b2b9f29a8d1f2.pdf 0f119cb53f0e214bb5fdf701eef07ec8 PDF Text Text _.,, -Volume 5 Spring Issue March 2010 Greetings Everyone, I am so thrilled that at this coming spring convocation (May 2010) we shall see a record number of possibly 47 NASL Diploma graduates. Isn't this exciting news! I want to encourage each potential graduate to complete all assignments by April 1, 2010. Call our office or email Diane or myself if you need assistance. The registration forms for all years are coming in quite quickly now, so please send in yours if you have not. We still want to use paper registration so our office has access to number of students so we can decide how many classes we are going to schedule. You are able to start registering online now from home or work, if you required assistance phone me at 807-343-8003 or Diane at 807-3438542. To check the dates for the summer courses for 2010, see page 4. The N.L.I.P. faculty lecturers are returning and so are the elders, Ron and Gloria. If you would like to contribute any information to the next newsletter, email Diane at dmayee@lakeheadu.ca or call her. Gidaa miigwechiwendam ekashkitooyan chi anishinaabemoyan (Be thankful you can speak your Native Language) Kichi Miigwech, Charlotte Neckoway Native Language Instructors' Program Lakehead University, 955 Oliver Road Thunder Bay, ON P7B 5E1 IA Message from tbe Principal Good Day to all Teachers, Don't forget to bring your lessons and visual aids that you have already done in your classroom, for those that are not teaching to begin writing their lesson plans and making visual aids. July is coming around and before we know it we are all meeting and having to do what we do best; teaching and speaking our Native languages. Also please don't forget to start asking your students what are the main slang words/sayings. E.g. cool man, high five and so on. Write them out in your Native language and we will share them in our classes in July See you all there in July, Meegwetch, Florrie Inside this Issue: Message from your Coordinator and Principal 1 Upcoming Conferences 2 Recipes 3 2010 Spring and Summer Courses, Language books 4 Native Crafts-Hoop Drums and Arrowhead Necklace 5 Joke Page 6 �I C t! .!C Antshinnnbomowtn An ond Ortuno Anlsh1naobo�n Ro?Ourco Oovak>pmont Amshlnn.nbomowfn Storie� on<I Musk: AddJo ond Stop Oonce Nl!)hl Sc.holarthrp Award.sand Bnnquot OorfUc Storlighl. Puppor En1orto1nor Anrshloaat>omowfn BlllQO Fun Night P,ooorv;-iUon l1111L,ttvoG Ch11drnn's Activttlos Fonst ond Socml Cmlt WOfkahops Country and Wostom MurJc Youth WorkShops ones Evening Socials l:cJucnlkm and t loallh Work.a.hops Roolstor for tho Conforonco .:md hoar Anlshlnnabomowln for 4 doysl 0 (.) ·E- D) C 8a. :, The web site for the 17th Annual Stabilizing Indigenous Languages Sympo­ sium "Indigenous Languages Across the Generations - "Language and Place" to be held June 25-27, 2010 at University of Oregon - Eugene, Oregon, USA is now accessible at http://www.uoregon.edu/~nwili/SILS/SILS.html The 6th Giving the Gift of Language Symposium and Workshop on Native Lan­ guage Instruction and Acquisition held on April 17-19, 2010, is now accessi­ ble at http://www.nsilc.org/private/GTOL1.htm Native Language Instructors' Program Newsletter Page 2 �_... Cook me up a VeciPe! ........................................................................................•..••••..................................... ...._,, ' Ingredients Directions Calabacitas (Skillet Squash} 5 cubed small summer squash 1 diced large onion 2 roasted peeled green pep­ pers or 1 small can diced green pep­ pers 1 tablespoon shortening or oil 3/4 cup shredded longhorn cheese Saute onion in shortening or oil until soft. Add squash and stir until almost tender. Add peppers; simmer briefly. Sprinkle on cheese and stir until melted. From: Dove Yield: 5 servings 7. Drain and eat like hamburgers. Chicken and Ramps with Sweet Potatoes Ingredients 2 tbsp olive oil 2 tsp chopped fresh sage 2 tbsp Dijon mustard 2 tsp grated lemon rind 2 tsp chili powder 4 boneless, skinless, chicken breasts salt and freshly ground pepper 2 sweet potatoes cut into I inch cubes 4 ramps or 2 leeks, white and light green part only, sliced I cup chicken stock 2 tbsp balsamic vinegar Directions Preheat oven to 400F Combine I tbsp olive oil, sage, mustard, lemon rind, and chili. Reserve I tbsp of mixture, and brush the rest over the chicken breasts. Season with salt and pepper. Heat remaining I tbsp oil in a large oven proof skillet over medium heat. Add chicken breasts, and cook 2 minutes per side or until browned. Remove from skillet and toss in sweet pota­ toes. Saute for I minute, add ramps or leeks and saute for 2 minutes. Add stock, reserved mustard mixture and balsamic vinegar and bring to a boil. Reduce heat, return chicken breasts to skillet and place over vegetables. Cover skillet. Place in oven and bake for 15 to 20 minutes, or until chicken juices run clear. Slice chicken breasts and serve over vegetables. Drizzle over the pan liquid . •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Grilled: Lemon, Butter, \Vorcester­ shire Planked Salmon Ingredients 4 salmon 6-8 oz fillets, about I inch thick, skin-on I cedar plank, soaked under water for at least I hour Lemon-Pepper dry seasoning I /3 cup melted butter or margarine 1/3 cup fresh lemon juice I /3 cup Worcestershire sauce 24 drops Tabasco sauce Basting Sauce: Melt butter in a sauce pan on low heat, add lemon juice1 Worcestershire sauce, and Tabasco ana heat through. Seasoning: Sprinkle fillets on all sides with lemon­ pepper dry seasoning pressing the season- i�fo the nesh and place in the refrigerator for 30 minutes. Directions Preheat grill to medium low heat, about 350 degrees, place soaked plank on grill rack, close lid, and heat for 3 minutes. Using tongs, nip plank and place salmon skin side down on heated side of plank. Baste fillets with prepared sauce. Close lid and grill for 12-15 minutes until done and salmon is opaque in the center and nakes easily with a fork. Baste a few times with basting sauce during cooking. Remove plank and salmon from the grill and serve. Garnish with lemon wedges, and goes well with sides of broccoli and parsley boiled new potatoes. Page 3 •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• �Job hunting hmmmmmm? Maybe this can help........ Various teaching positions may be found online. Those who are looking for positions in language and for those who are interested in teaching in First Nations may want to check out the following link. www.jobsineducation.com or www.educationcanada.com Fantastic teaching resources incorporating Native language can be found at these sites: http://snow.utoronto.ca/index.php?option=com-content&task =v1ew&id=24&Itemid=33 http://www.native-languages.org/ojibwe_animals.htm http://www.nativetech.org/games/index.php Native Language Institute courses offered for summer term 2010 r------------------------------------------------· Institute courses for 2010 NL 2713 - Algonquian Linguistics NL 3813 - Special Topics II Native Language Teacher Certification (NLTC) 2010 July 5-30, 2010 lnstitute/Y ear 4 July 12-30, 2010 Ojibwe OJI 1013 Pan I July 5-22, 2010 OJI 1015 Part II July 26 - August 12, 2010 Cree Language Resources Intermediate Ojibwe Advance Ojibwe Introductory Ojibway (Severn) ISBN: 88800002873 Publisher: Lu Printer ISBN: 88800003687 Author: Beardy ISBN: 88800000826 Author: Beardy, Tom Price: $69.95 Price: $69.95 Price: $69.95 Cree Legends & Narratives From West Coat ISBN: 0887 5 51599 Author: Ellis, C. Douglas Price: $56.25 Ninootaan I can Hear It ISBN: 0921064144 Author: O'Meara Price: $34.95 Please visit the Lakehead Bookstore website for information about the books they have in stock, at http://bookstore.lakeheadu.ca Page 4 �_.. e Materials: Hoop Di-um • A round metal cookie tin • A can opener • Self-sticking shelf paper • Scissors, a pencil and ruler • A piece of leather large enough to fit over the top of the cookie tin • A knife • 2.5 meters (8 ft.) of leather lace Directions: Have an adult remove the bottom of the cookie tin with the can opener. f Cut a piece of shelf paper the same circumference and width as the tin. Peel of the backing and stick the paper on the tin. Trace a circle about 2.5 cm ( I -inch) bigger than the tin. Cut out the circle. Mark 12 evenly spaced dots around the edge of the rough side of the leather, about 2.5 cm (I -inch) in from the edge. Use the knife to carefully poke holes in the leather at these dots. Cut the leather lace into six equal pieces. Soak the laces and the leather circle in warm water for about 15 minutes, until they soften. Take the laces and leather out of the water and pat them dry. Thread a lace through one of the holes in the leather. Double knot the lace, leaving a length hanging. Place the cookie tin on the center of the leather on the rough side. Stretch the lace across the bot1om of the drnm and thread it up through the hole that is across from where the lace is tied. Pull it tight and double knot it. Thread and tie the next three laces the same way, pulling the leather tight but being careful not to tear it. As you pull the last two laces across the bottom of the drum, wrap them around the other laces where they cross in the center. Tie the laces tightly. Set the drum in a wann place to dry for a few days. As the leather dries, it will shrink and tighten. •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• An-owheac\ Necklace Use actual stone arrowheads to make a Native American necklace. You need: • • • Stone Arrowhead 30" Suede Cord Pony Beads Instructions: Wrap a 30" piece of suede around the arrowhead cross crossing as shown in the photo. Tie in the back. Push both ends of the cord through a pony bead. You'll need to cut the ends to a point to get them to fit through. Push the bead down to the arrowhead. Slide three more pony beads on each side. Tie ends together. Trim. Page 5 �COLD\\ INTER! The Blackfeet asked their Chief in autumn, if the winter was going to be cold or not. Not really knowing the an­ swer, the chief replies that the winter was going to be cold and that the members of the village were to collect wood to be prepared. Being a good leader, he then went to the nearest phone booth and called the National Weather Service and asked, "Is this winter to be cold?" The man on the phone responded, "This winter was going to be quite cold indeed." So the Chief went back to speed up his people to collect even more wood to be prepared. A week later he called the National Weather Service again, "Is it going to be a very cold winter?" "Yes," the man re­ plied, "its going to be a very cold winter." So the Chief goes back to his people and orders them to go and find every scrap of wood they can find. Two weeks later he calls the National Weather Service again and asks "Are you absolutely sure, that the winter is going to be very cold?" "Absolutely" the man replies, "the Blackfeet are collecting wood like crazy!" Dry Bones STRANGE WHITE I/EN TN AN./Y CLOTHES Pl.ANTING CROPS?! TIE ARST THAM<SGMNG "Youj11.�t sl,o,v 11p here i/legt1f�r t111d expect m to tell you 11bo11t com?" DON BURNSTICK JOKES YOU MIGHT BE A REDSKIN IF YOU> you have blankets for curtains ... your dogs look like their going on a hunger strike... you have more than 5 cars and only one of them works ... and that's only in the summer, because in the winter, its too cold for II to start up you use ketchup and water to fill your bingo dabber... you use a close hanger for a car antenna... your cars only alarm is the sound of it opening up a mile away and the hunger struck dog inside.... you can fit 16 Indians in a ford pickup or a Honda... you go swimming in your underwear .. . you go to AA meetings just for coffee... you hide your money in your sock, don't hide it in your bra, it'll be found anyway you go to KFC to celebrate thanksgiving you use your sons hockey bag for a bingo bag you bank at the money mart you ever skinned road kill.... "oh look at that deer...oh.... uh ... we'll come back when its dark you ever shot a deer or a moose inside your house "hey .... what is that... ... honey, bring me my .22!!!" the most confusing day in your community is fathers day ... you can properly execute the red river gig with rubber boots on .... if you carry a five gallon jug and a cut up garden hose in the trunk of your car... if you try to make dry meat out of baloney... if your pocket knife has ever been display as "exhibit A your honor" you use your probation officer as a reference... if your screen door has no screen on it... if people can hear your car long before they can see it... you been kicked out of several rehab centers for snagging... you met your current spouse in a AA rehab... your toolbox consists of duck tape and a butter knife... Page 6 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter Vol 5 (Spring Issue) March 2010 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty of Education Lakehead University Creator An entity primarily responsible for making the resource Native Language Instructor Program Date A point or period of time associated with an event in the lifecycle of the resource 2009-03-01 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/e3c61b41a70507fde9996cd617f8254c.pdf 5c6ea3ce1c186fe3f505a7f6cb70f3e2 PDF Text Text January 2012 Newsletter Message from the NLIP Coordinator Bruce K. Beardy Booshoo, Waachiye, Aniin to all of you. Welcome to the latest issue of the NLIP newsletter. We are doing our best to offer two issues of the NLIP newsletter annually that will be submitted to you, NLIP students, electronically. In each issue, you will find information pertaining to Native Languages and Native Language Education. Feel free to pass it on to others. The past 2011 NLIP Summer School was a success and it was great to see many people achieve their goals. In the fall of 2011, I have been busy attending conferences and doing some research for Native Languages Immersion programming. I participated in an Indigenous Languages Institute symposium entitled "Immersion for all Environments" in Albuquerque, NM. It was a two day conference discussing the Native language immersion programs and its successes across Canada and the United States. A lot of networking resulted from this gathering. I also had an opportunity to visit an Immersion school in the state of Arizona while I was in the area. The Tse'hootsooi Dine' Bi'olta' is a Navajo immersion school located in Fort Defiance, Arizona. I felt very welcomed by the administration and staff of the school. I observed in classrooms and briefly spoke to teaching staff. It was so wonderful to see and hear the children speak in their Native language and many of them wearing their traditional Navajo clothing. More recently, I visited the Niigaane Ojibwe Immersion School at Leech Lake Indian Reservation in Minnesota. This visit was to do some research and get an idea how the immersion school operates and its' function, the role of the teachers and the community. I also attended the "Circle of Light - Learning Together for Student Success" conference in Toronto. This is a First Nation, Metis and Inuit Education conference put on jointly by Aboriginal Affairs and Northern Development and Ministry of Education. Approximately 1000 participants attended this conference. While at this conference, the Chair of the Aboriginal Education Department and I met with Ontario College of Teachers representatives to discuss some of the issues NLIP students have told us about. It was a very positive and productive meeting and we hope this will alleviate some obstacles that you are facing. We will continue to work with OCT and resolve the issues that we experience. .....Continues on page 2 ' · 'Ii • { A 'IP". � _.,1 ........., �...continued from page 1 Lakehead University, Aboriginal Education Department also co­ hosted with the Ontario College of Teachers a "Conversation Circles to Support the Development of Additional Qualification Guidelines for Teaching First Nations Students". There were approximately 30 participants of Ojibwe and Oji-Cree speakers at this gathering. Out of this conversations, teaching immersion Native languages was a big topic. The Cree speakers held their own conversations in their territory with OCT. We are hoping to offer a course Teaching Native Language Immersion to our NLIP students for 2012 summer. This course will fall under the NLIP Summer Institute program and is designed for Native Language teachers who have completed the NLTC or the NASL Diploma programs. For more information, you can call me directly at 1-807-343-8003 or e­ mail: bbeardy@lakeheadu.ca. We feel it Is Important to remind people of the description of the Native Language Instructors' Program (NLIP), Its objectives and other programs. 1. 2. 3. 4. 5, 6. 7. 8. Description of the Program The Native Language Instructors' Program (NLIP) at Lakehead University is the only program in Ontario with a mandate from the Ontario College of Teachers to provide teacher certification in Algonquian languages. Established in 1984, the purpose of NLIP is to provide persons who are fluent in their native language with a recognized (in accordance with the Ministry of Education) means of teaching that language to their respective communities. In other words, NLIP serves largely as a school that educates students in a relatively standardized method of instruction, which is applied to traditional languages. By no means restrictive, NLIP provides a learning environment that respects, encompasses and promotes traditional teaching practices and beliefs. NLIP also provides courses to those persons who wish to become fluent in a particular language. Students for the Native Language Instructors' program apply from across Ontario and other regions; once accepted they have an opportunity to earn a teaching certificate or diploma. The program is offered in the month of July for three or four summers. The purpose of the Native Language Instructors' Program is to increase the number of Native language teachers through summer programs, which will prepare them to teach Native Languages as described in Ontario Ministry of Education regulations. The program provides the students the study of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native Languages. Course requirements are met through a combination of courses and student teaching. the students will have understanding of the underlying structure of their language and will have developed literacy skills; the �udents will have a knowledge of methods and techniques for teaching Native As A Second Language; the students will have an understanding of practical pedagogical principles that will help them work within the context of the school, with administrators, teachers, students, and the community; the students will successfully complete a combination of observation and teaching experience; the students will have gained knowledge of the traditional teachings and values inherent in Native languages and culture; to maintain the survival of the Native language and culture; that the NLIP students have outlined for them the traits, skills and habits of a successful university student; that the NLIP students be trained in and measured by a single teaching formula and a common lesson planning and evaluation format; that NUP provide to its students the means to develop traits, skills and habits of a successful university !s'tlldent. Anishinaabemowin Gikino'amaadiiwigamig �Native Language Teacher's Certification A three summer program for the month of July; training in teaching Native as a second language to students whose first language is English. The Certification Program is designed for individuals who want to teach a Native Language as a second language in a primary or secondary school. It focuses on developing skills required for second language teaching. The curriculum is designed for students who enter the program with an Algonquian Language background. Admission to the NLTC Program Students will be admitted to the program provided that they meet both of the following: (a) Native language requirement of the course to which the candidate wishes to be admitted. i.e. for both NASL/NLTC - fluently speak a native language. (b) Lakehead University Admission Requirements. Requirements for Admission to Undergraduate Degree Programs (See Mature Student and Extraordinary Admissions in the Lakehead University on-line calendar at www.lakeheadu.ca). Components In order to qualify for the Transitional Certificate of Qualification and Registration through the Ontario College of Teachers (OCT), a student will be required to complete successfully each year all four half-courses of the following: 1. Algonquian Courses: Introduction to literacy in Native Language, Practice in reading and writing, curriculum materials and understanding of language structures. 2. Methodology Courses: Methods of second language teaching, planning, use of curriculum guidelines, classroom activities, evaluation, and materials production. 3. Pedagogy Courses: A survey of teacher ethics, classroom management skills, record keeping and planning. An examination of characteristics of children. Identification and solutions to common problems facing Native language teachers. An examination of bilingual education, strengths, weaknesses, problems, and opportunities. 4. Practicum: Students become familiar with Ministry of Education documents, plan for instruction, classroom observation and on-site teaching experiences in Native language classes with children aged five to sixteen. Students participate in workshops and assemblies that provide activities and resources for the classroom. Anishinaabemowin Gikino'amaadiiwigamig �- --- �-- ----�---- Native as a Second Language for Non-fluent Speakers NLTC student graduates wishing to enter the fourth year of the NASL diploma may do so providing that they complete all the NLIP requirements. NASL on-campus courses consists of: Algonquian 2233, Education 1354, and Education 1574. Education 1599 is a supervised fall and winter practicum, off-campus, in the fourth year of the Native Language Instructors' Program and is a required course to complete six prescribed assignments. Upon successful completion of the Fourth Year or NASL Program, student is awarded a Lakehead University Native as a Second Language Diploma and can attend the Lakehead University Convocation. Each summer, two Advanced Native Language and/or Linguistic courses are offered to students who have graduated from both NLTC and NASL programs wishing to extend their knowledge and do research in the area of their specialty as well as to any person similarly qualified. For 2012 NLIP Summer Session these courses are being offered: Native language 2711 Introduction to Native American linguistics A survey of the native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) The courses in this series are intended for students who wish to learn either Ojibwe or Cree, and are not normally intended for students already fluent in one of these languages. These Ojibwe and Cree courses are usually offered through-out the year including spring and summer and depending on the student enrollment. Some of these courses are cross listed with Indigenous Learning. Ojibwe as a Second Language Lakehead University offers introductory courses in two of the main dialect variants found in Ontario. Severn Ojibwe (sometimes also referred to as 'Oji-Cree,' and as Anihshininiimowin in the language itself) is the primary dialect spoken in much of Ontario north of the Berens River. It is frequently written using the traditional syllabic writing system; a wide variety of orthographic traditions, both alphabetic and syllabic, are used in Ojibwe dialects. Western Ojibwe refers to the dialects of Ojibwe spoken in communities from approximately Sault Ste. Marie in the east, along the north shore of Lake Superior, and through the Lake of the Woods area. Severn Ojibwe Courses include: Introduction to Severn Ojibwe Part I and Part II. Intermediate Ojibwe Advanced Ojibwe Western Ojibwe Courses include: Introduction to Western Ojibwe Part I and Part II. Cree as a Second Language Introduction to Cree Part I and Part II are normally offered through out the year but is dependent on the student enrollment. �The Native Language Minor Students at Lakehead University may obtain a Minor in Native Languages by taking an appropriate series of courses. NLIP Linguistic Community Residence A) The first is intended for fluent speakers of a Native language (usually Ojibwe or Cree). With the cooperation of the Lakehead University Residence and Conference Services, townhouses for NLIP students are set a side for the month of July each summer. The residence provides atmosphere conducive to serious study and encourages the use of the Native language to the greatest extent. Parents are responsible for children in the residence community and on campus. B) The second is intended for individuals who wish to learn a Native language, or to improve their fluency in a Native language. NLIP Residence Coordinator and Assistant are available to provide services day and evenings including weekends on­ site at the residence. An overall average of 60% is required in three courses chosen in consultation with the Coordinator, NLIP program. NLIP Elders Program There are two paths for obtaining the Native Language Minor. Program Requirements for Fluent Speakers The following sequence of courses is recommended for �tudents who are fluent in Ojibwe or Cree. 1) The equivalent of ONE full first year" ALGO" course. This requirement may be satisfied by taking ALGO 1212 and ALGO 1232 (Note: these courses are normally offered during the summer session only). 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"ALGO" courses and/or" NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Program Requirements for Second Language Learners and Non-Fluent Speakers The following sequence of courses is recommended for students who are learning Ojibwe or Cree. 1) The equivalent of ONE full first year"OJIB" or "CREE" course. This requirement is satisfied by taking OJIB 1013 or 1014 and OJIB 1015 or 1016 or Cree 1010 and Cree 1012. These courses are regularly offered during the fall and winter semesters, and may also be offered during the month of July. 2) The equivalent of TWO full courses beyond the first year level. This may be met by taking a combination of"OJIB" or"CREE" courses and/or appropriate "NALA" courses. In consultation with the NLIP coordinator, special combinations of courses may be designed. Elders provide counselling and general support to students regarding personal, social, guidance and cultural needs. On occasion, Elders are invited by the faculty lecturers and children's programs to share storytelling sessions and cultural knowledge and experiences to the classes. They conduct opening and closing prayers at assemblies and staff meetings, smudges, sweat lodge, and sunrise ceremonies. They maintain liaison and communication with the students, children's programs, faculty and staff. Elders are available during the day and in the evenings including weekends for the students. NLIP Student Support Workers The student support workers provide assistance and support to students in accessing University services: Aboriginal Services, Library, Learning Assistance Centre, Health Services, Financial Aid Office, etc. They also support students regarding personal, social and cultural needs. Maintain liaison and communication with the students, children's programs, faculty and staff and work with NLIP student council regarding goals and activities. They encourage students to participate in the planning and organization of activities, maintaining communication links, scheduling and advertising of events. Aboriginal Education Counsellor may be available on-site, three days per week to provide social, cultural and academic support to students during the summer programs. �Lakehead University Native Language Teacher's Certification (NLTC) July 3 - July 27, 2012 Native as a Second Language (NASL) Diploma July 9 - July 27, 2012 Institute Courses July 9 - July 27, 2012 Native Language 2 711 Introduction to Native American Linguistics A survey of the Native languages of North America: present situation, historical relationships, sound systems, grammatical structures, geographic and social variation, writing systems and language maintenance. The basic principles of descriptive and historical linguistics will be introduced. Native Language 3811 Special Topic I A half course on a selected topic. (Possibly an Immersion course.) Second Language Courses Ojibwe July 3 - July 19, 2012 Ojibwe 1013 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Ojibwe 1015 Part II Developmental of conversational skills and practice in writing. Cree July 3 - July 19, 2012 Cree 1010 Part I Introduction to basic Severn Ojibwe phonetics, grammar and conversation. July 23 - August 9, 2012 Cree 1012 Part II Developmental of conversational skills and practice in writing. �™� Ani$hinaabemowin-Teg Inc. Presents 0 March 28th to April 1, 2012 l<Gw�dln C�1tno ;md Convctntlon Centre Saull St•. M,uht, Mich,tffan R�lttrotlon f.1,&,,,dOo.odt,,.,•-­ Dotc_, IS 2'0111<: V$Ot m•oo .a«n ,,oo 1'!000 E-..:�• 0 00 �'l'o./11 This is a Drug and Alcohol Free Event Please Koop Conforoncc Aroa Smoke F roe $t-nd l'•1mitnt .end ff�••trJtton to 0t•tr-.iN- C tunJ fc:unc:t� •H.....,, S61, P o na 1"Ch� 011 POP IC.0 f•• ,�, lf7-64at morv lnformotlon phNISV vmoll Nortlna Osowomldc ot mortl1<1omlk@hotm"Gll.com or Jonis Fairbanks ot foirbonksj hotmoil.com or check out oor wetbsltv www.ateg.<<1 for ... 19th Annual Stablllzlng Indigenous Languages Symposium Thompson Rivers University, Kamloops, British Columbia, Canada, May 17-19, 2012 For more information contact Jack Miller at JamiUer@tru.ca Click here to see Tim on youtube: Tjm speaks Ojibwe[Tim ojibwemo http:/Jwww.tr:.u.ca/sils,'1tml �New Release Are you returning for NLIP 20 12 Summer School? If you were an NLTC (Year 1 , 2 and 3) student last summer, you may proceed to register on-line for the NLTC summer courses. Year 3 NLTC students who wish to do an additional year for year 4 or NASL Diploma program may also proceed to register on-line. Since many of you were able to register your courses on-line last year, this should be a little bit more easier. If you are unsure which courses you should register, please refer to your transcripts. The "ALGO" year 1 and 2 courses are a bit tricky as you will need to know which section of the ALGO course you took last year and must register the same section for second year students, i.e. for Cree speakers you took ALGO 1 21 2 AC and can register for ALGO 1 232 AC; for western Oji-Cree speakers; ALGO 1 21 2 AA for 1 232 AA; eastern Ojibwe speakers AB; and for western speakers AD. For returning first year NLTC students, ALGO 1 232 AA/AD sections of Western Ojibwe and Western Oji-Cree may be combined for the 201 2 Summer session as is the first year ALGO 1 21 2 AA/AD sections. All others, new first year NLTC applicants and Institute Courses applicants MUST apply through Lakehead ADMISSIONS office. If you require assistance or need more information, call Diane Maybee or Bruce K. Beardy at 1 -807-343-8542 or 1 -807-343-8003; E-mail: dma bee@lakeheadu.ca or bbeardy@lakeheadu.ca. Nenapohs Legends Memoir 2 Margaret Cote ISBN: 978-0-88977-219-9 Series: University of Regina Publications 25 Year: 2011 Pages: 1 1 2 Binding: Paperback $19.95 Seven traditional stories of the Saulteaux trickster. Nenapohs. In both Standard Roman Orthography and Syllabics, with English translation and a glossary of Saulteaux words. Shop on-line at WWW.CPRCPRESS.CA For returning NLTC students, using your Mylnfo (WebAdvisor) go to htt!UL howtoregister.lakeheadu.ca/ for registration instructions. PLEASE read and follow the instructions. If you are having a difficult time, call Diane or Bruce at the NLIP office. Bring your Lesson Plans The summer NLIP Practicum Planner is encouraging all returning NLTC students to bring their Lesson Plans that they used for their classes over the school year. Please review your lessons carefully and identify what worked best and how they can be improved. Bring all, if you have available, your worksheets, exemplars and rubrics that go with the lessons. With this idea, you will have all your resources to use for your practice teaching next summer. You will be required to teach a minimum of three practicums during the summer. For Ontario Ministry of Education Native Languages resources, visit the website at: hUp://www._edu_.gov.on.caLeng/ For Ontario College of Teachers, visit the website at: b_ttp;//�o_ct.ca/ � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructor's Program Newsletter January 2012 Subject The topic of the resource Universities Description An account of the resource 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 2012-01-01 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