1029 10 13078 https://digitalcollections.lakeheadu.ca/files/original/0025ea2f7b6a140bc01ca9c85b748f69.mp4 da797012431ea8976b89e1d0fc15ff2a 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 Lakehead University Collection Description An account of the resource Photographs from Lakehead University's history: people, events, and campus. 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 Lakehead University - College Transfer Promotional Film 1990 Subject The topic of the resource Universities Description An account of the resource Promotional video for Lakehead University's College Transfer Program. Released 1990. 15 min 24 seconds. Date A point or period of time associated with an event in the lifecycle of the resource 1990 Format The file format, physical medium, or dimensions of the resource Video Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/72940a5597b9c0d62f4b8f021cec2cb1.pdf c3820a911acbc8694c7be60c0a27b662 PDF Text Text � 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 Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 Obituary, J. Murray Fleming Subject The topic of the resource People Description An account of the resource Obituary for J. Murray Fleming, August 1987. Fleming was a former Chairman of the Board of Governors of Lakehead University, and a former President of the C.D. Howe Company. Date A point or period of time associated with an event in the lifecycle of the resource 1987-08-07 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/684c637a756e68a84800762eecc4b8fa.jpeg f879ce722ac01b1e0dd9e5890b330564 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 Lakehead University Alumni Collection Description An account of the resource Material kept by the Lakehead University Alumni Association, or donated by Alumni to the Association. 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 J. Murray Fleming Subject The topic of the resource People Description An account of the resource Photograph (circa 1952) of J. Murray Fleming. Fleming was a former Chairman of the Board of Governors of Lakehead University, and a former President of the C.D. Howe Company. Date A point or period of time associated with an event in the lifecycle of the resource 1952 Type The nature or genre of the resource Photograph https://digitalcollections.lakeheadu.ca/files/original/23fe1604ce39b84651f230fbe35d1a4b.pdf 6f4c09f157ab0f327640872579f9708f PDF Text Text .. PAGE 1 of 4 Volume Two , Number Two - December 1986 NATIVE LANGUAGE EDUCATION in ONTARIO JJfnr uuto us u .cqi!h i5 horn, ADVANCE NOTICE FOR NLIP ­ Three important notes concerning next su11111er's NLIP 1. Because of a sharply rising number of appli­ cants, it may be necessary to limit first year enrollment of NLTC in the sunmer of 1987. For this reason, it is strongly re­ commended that: (a) All sponsoring agencies and potential students be advised to decide early on their training needs for the summer. (b) Those desiring to enter year one of the program apply as early as possible. (c) All applicants read carefully and fully prepare their application forms before submitting them, incl uding any background or reference material that may be requested. Applications are not accepted until all information is complete. Students presently enrolled in NLIP are re­ quested to pass the above notice along to all who might be interested. Thank you! 2. "The Institute" is considering the possi­ bility of offering a course in (computer) word-processing in the sun111er of 1987. Preference would be given to those who already know how to type. If you are an NLIP grad, and are interested in taking such a course, do try to prepare yourself by learning the basics of touch typing (if you don't already know how). This course (if we are able to offer it) will be an i ~portant one for those interested in improving their skills in materials prepara­ tion, and would be well worth the extra effort involved. 3. NASL/NLI Diploma Students, please note: The fourth and final year of studies toward your diploma in a Native Language as a Second Language is-offered' only once every two years. It will be offered in the summer of 1987, but not, we expect, in the sunmer of 1988. Please make your plans accordingly. M.L.M. NLTC STUDENTS -- A7TENT10N Ann Guthmann recently contacted you by letter requesting that you submit your teaching time­ table for this year. If you haven't already done so, please send this in at your earliest con­ venience, or phone Ann between 9-12 or 1-4 any Monday or Wednesday at (807)345-2121, ext. 542. M.L.M. AND when we give each other Christmas gifts in Hi~ name, let us remember that He has given us the sun and the moon and the stars, and the earth with its forest~ and mountains and oceans-and all that lives and moves upon them. He has given us all green things and everything that blossoms and bears fruit­ and all that we quarrel about and all that we misuse-and to save us from our own foolishness from all our sins, He came down to earth and gave us Himself . �PAGE 2 of 4 • CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY c. Douglas Ellis McGill University The stem classes call equally for a nomen­ clature and the following were put forward: Noun ~-w!htamak~akahk b ·ii•cL9Lb •• The "Native as a Second Language" program of the Ontario Ministry of Education has made apparent the need for clear-cut grammatical statements in the several native languages of the Province. This need became especially evident at the Native Language Instruc­ tors' Program recently held at Lakehead University, where Cree and Ojibwe speaking teachers were preparing for language teaching assignments by study­ ing, among other things, the structure of their own language(s). One of the first requirements for drafting such a statement is that of a native language grammatical terminology. In the course of discussing the struc­ ture of AJ.gonqui an a set of provisional grammatical terms was developed, - for the most part in Cree. These are sub­ mitted in the hope that discussion will lead to further and more useful sugges­ tions. Use of the syllabic system for purposes of instruction led naturally to consi­ deration of the nature of a syllable and its components. Tet1IIS developed for vowels and consonants were ­ Vowels ~-pay~htihtakwahki 'b ~"i • :-v· C· b • P - "pure VQ iced sounds" Consonants ka-wanahcihiw~a\cahki b • <J.;. Or I 6 •V\.... b Ip "interrupting sounds" since the latter characteristically interrupt or disturb any stream of the former. With a little apt illustration the terms are likely to be readily understood by the av e rage school child of an age appropriate to grammatical study. After reflection on the concept of the syllable and its composition, a useful term (and a reasonable Cree rendition of - ''that "which names" Verb ka-t~ciklltek b ::>r6u• - "that which is done": i.e., an action word. (This latter term was sug~ested by one of the teachers 2. While it has certain evident disadvantages, it appears to have gained a measure of currency.) Further terms proposed by the same teacher were for Pronoun kll-tapiskak!makahk b CA' b~Lb •• ­ "that which replaces" or ka-mlskocisk:.ik~akahk 6 r' dr'b9Lb •• - ''that which exchanges place With" The fourth of this set, suggested in class discussion, was Particle itw~winiS 6•U•6C'" - "a little saying, a little word". The three basic mechanisms of word building came in for discussion and ter111s proposed were ­ Inflection kisipahk ~-kw~skipaliki3 PJ'<. •• b · 'i ' P<,P ­ "what turns, changes about at the end". (An Ojibwe use for "inflectional ending" suggested by a class member4 embodies the notion of "bending": waki-iskw~p~kinan . <iP 6.' • qvPo... "inflectional endings", ­ the ending alone being iskw~pekinan. .6' . qypQ.. Composition ~niskwahikewin <fer'· b"6.q•6•- "joining" u11).;.1..,13.f in its grammatical sense) seemed to be ­ was represented in Ojibwe4 by Syllable !_- 'V or ~-m~mawihtakwahk b LL·6"C· b •• iinihkohik~win ­ <i(I'• d 1 A9 • .c.•, "which sounds together' ' . Since syllabic spelling spans and often obscures morphemic boundaries, an essen­ tial distinction is tha t between morpheme and syllable. The term suggested was ­ Morpheme ~-aniskohtaniwahki oc~pihkwa V' •r A' P ·Ca-·<J•• - "the separate piece which means (something)" • By using so-called " structural spel~ing" 1 a form such as kanawapahtam, bo.. · <l< •c1... becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-, and the distinc tion between morpheme and syl­ lable is clear. At this point the notion of "distinctive sound" is also handy to have. Suggested as a name for the taxonomic phoneme is ­ ka-nisitowihtakwahk "the sound which is distinguished, recognizable" t>'lN·b "joined' stems". A third proposal was that for derivation: Derivation e-ohcipaliki V' oc~pihkwa t>"r<,p t>1A"•b "stems coming from, stems deriving". Names put forward for the characteristic parts of a stem were ­ Root l @) -­ watapiy ·<JCA Medial ka-tastaw~palik b C.'C·V'<,• - "what stands in the middle" b 1rr'J· u "C·b"" ... <ia-'d"Ccr·<l"P ka-piskihc 1 tw~iwahk 6 Phoneme the Cree alternative suggested being Final ka-misiwehtamalcahk b r r' · v •Clb •• "what completes"; and for Stem ocepihk5 t>11\ ,. ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4 Reprinted with permission \ �.. • PAGE 3 of 4 acceptable usage seemed to be ­ An fo~ Dependent Ste111s ABSTRACTS Suggestopedia and Soviet Sleep-Learning Bancroft, W. Jane, Evaluative Report published 1981. uependent Stems lca-ohci-akot!ki oc!pihlcwa b C> 1 r <ldUP t> 11\ '·b "stems which hang frooi, depend". The notion is quickly clarified by illus­ trated explanation. No satisfactory term was arrived at for Gender. The two specific genders, however, are now widely rendered as kl-pimlltis!mak.ahk Anilaate b /\l...n/Lb" '!his paper examines the parallels between suggestopedia and Soviet sleep-learning for learning foreign languages. Both systems are based on the idea that the acquisition of infonnation can occur in states below the optimal levels of consciousness. Hypnopedia makes use of the period of paradoxical or light sleep that generally occu7s just as one is falling into a deep sleep and.Just before o~e awakens. '!he original suggesto­ ped1a class comprised a special two part relaxation session for memorization of the lesson material at an unconscious level. As initiated in the Soviet Union, sleep-learning was intended to be used in conjunction with regular daytime classes in foreign or U-pimatahk b Ille n "" . - la~uages and other academic subjects. Both suggesto­ ped1a and Soviet hypnopedia present lesson material in the form of paired associates and utilize repeti­ tion, rhythn, and intonation as aids to memorization. Also both make use of a two part session for memorization of previously studied materials-active concentration of the text in a state of relaxed alertness and passive absorption of the text in a state of light sleep or in a state bordering on sleep. Finally both claim that their respective systems have very positive effects on the memory and on the well being of the student. "what lives" Inanimate _!!! lc.ll-pimlltis!maltahk 'Vb b /\LnlLb •• oz> !kl lc.ll-pimlltahk Vb b /\Len - "what does not live, is not alive". A further fine distinction is made by Mrs. Angela Moore, a native speaker who also teaches Cree. This designates non­ living entities which are clas•ed gram­ matically as animate, such as emihlcwlln, 'Vr • ·\, .. , "spoon": lcll-pimltistwat~cikit!lti i:, lllnl·<Dri,up which might be paraphrased as "things which are talked about as living". I would like to thank the members of the class in the Structure of Algonquian III and especially Larry Beardy t Bertha Metat who were active in discussing the several possibilities recorded above, and Mrs. Angela Moore,. who acted as Teaching Assistant for the course in Spoken Cree. Game-Like Activities and the Teaching of Foreign Languages. Harper, Sandra N. Paper presented at the Great Lakes Colleges Association foreign Languages Conference, Albion, MI, April 10, 1981. - C. Douglas Ellis NOTES l. The term was supplied by John Nichols. 2. Mrs. Angela Moore of Calstock, Ont. 3. For the N-Dialect, read all !'a as E· 4. Larry Beardy of Muskrat: Dam, Ont. 5. This was proposed by A. Faries of Mooaonee and South SchU1Dacher, Ont. Sometiws actions speak loud.tr than words, especially whm the words do not flow easily. (Copy­ right 1972, United Feature Syn­ dicate, Inc.) WHAT I MEAN 15." WHAT I WANT TO SA'< JS••• HOW CAN I PU1' IT INTO WORDS? WHAT 11\t 1l'<IN6 10 SAi( l~L Among the justification for using games in foreign language teaching, one finds the theory that games play an important role in the instruc­ tional and learning processes and that they can be designed to develop linguistic skills and C011111Unicative abilities. A review of several authors not only suggests the value of games and game-like activities to relieve boredom and enhance learning, but also gives indications for a meaning­ ful progression of such activities. A large nl.lnber of of games and group activities are described. Each description includes the games purpose, the pro­ cedure, and some examples. 1he activities described are are appropriate for elemelllary and intermediate levels; some could be used in more advanced clas ses . RATS ! I WAS HOPlN6 SHE COOLO M IT INTO WOR~... �PAGE 4 MORE ABSTRACTS "Cultllt'e and Constructs: Coornunicating Attitudes and Values in the Foreign Language Classroom" Kramsch, Claire J. Paper presented at the Annual Meeting of the American ColXiCi.l on the Teaching of Foreign Languages(Oenver, Co. Nov. 1981). Cross-cultural comnunication cannot be achieved if students are only presented with cultural facts. Instruction must involve the affective and cognitive processes of the learner in interpreting these facts. Before students can understand the attitudes and values of a foreign cultur~they must be aware of their own attitudes and and values in interprting foreign events. The pap­ er discusses the design of classroom exercises and activities to clarify the attitudes and values underlying cultural facts. 'nte bridges for under­ standing other cultures do not exist at the level of one's personal constructs of those events. lhe teachers task is to make these constructs apparent and observable to students without putting them on the defensive or reinforcing stereotypes. One method of accomplishing this is through the use of repertory grid which shows how different people from different cultures construe the same events differently.Classroom exercises for establishing a conmon ground of shared experiences aim at construing the experiences of another person together with ones own. "Award-Winning Foreign Language Programs: Pre­ scriptions for Success." Sims, William D. and Hanrnond, Sondra B. American Council on tha Teaching of Foreign Languages. Hastings-on-Hudson,N.Y. Pub. date 81 lhe study reviews SO foreign langauge programs in the United States that are said to be both inspirational and useful for providing concrete information about the creation and preservation of successful language programs. The progr~ited are exemplary and can serve as models.for educators and administrators to study and visit. Program selection was based on the results of questionnaires and onsite visits. 'Ihe following variables are among those used as guides to success programs: overall enrollment in terms of the state average, rate of sequence completion (i.e. degree of attrition) scope of the program, and degree of proficiency as indicated by examination results. Each pro­ gram profile presents background information and dicussion and analysis of the features that make the program successful. The most outstanding general charactaristics of success observed were: (1) articulated curricullEl, (2) co- and extracur­ ricular activities that integrate language study with school life, (3) high incidence of target language usage, (4) good administ:ative support, (5) effective use of community resources, {6) ~cudy and travel abroad options and exchange pro­ l-ams, (7) a strong public relations effect, and (d) a resolve to connect language stu:ly with the f-actical and concrete. Christine Hardy Native Language Newspaper If you need more info rmation about Faculty of Education abstract &, please contact: Lak~head University Thunder Bay, Ontario P7B SEl "A Language Development Program for Yup' ii< Eskimo Children of Alaska." Dole, Janice A. Paper presented at the Annual Meeting of the National Association of Bilingual Education (Bos ton , MA, May , 1981) . A center was established in 1978 to develop a program of curriculum materials designed to enable the school districts in Alaska to streng­ then and improve the English and Native-language skills of Yup'ik children. The program is described here as well as its rationale and philosophical assumptions, t he materials that have been develop­ ed, and the implimentation of those materials in Alaskan school districts. ·1 materials known as the Development Languaqe Program, dra designed to in crease and expand upon the existing co1T111un 1 c~tion skills of Yup'ik students within the context of their Alas kan experiences. The OLP consists of cur­ ricular mat erials which infuse language activities and experiences into subject areas. Included is a description of the teachers handbooks, the setups of units and activities, a sample lesson plan consist­ ing of five modules, supplemental activities, and implimentation of the language units. The discus-. sion concludes with an outline of the teacher-training program and a sullfllary of initial feedback. � 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 Vol 2 (2), December 1986 Subject The topic of the resource Universities Identifier An unambiguous reference to the resource within a given context NLIP-Newsletter https://digitalcollections.lakeheadu.ca/files/original/85540fd2ed5b0af431a63687cad9a61a.pdf 12759d0f75bb635e075a541b2a55a351 PDF Text Text ������������������ 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 Thunder Bay Finnish Canadian Historical Society Collection Subject The topic of the resource Finnish-Canadians Life in Thunder Bay Description An account of the resource Photographs collected by the Thunder Bay Finnish Canadian Historical Society from a wide range of collectors, documenting Finnish immigration to and life in Thunder Bay. Creator An entity primarily responsible for making the resource Thunder Bay Finnish Canadian Historical Society Publisher An entity responsible for making the resource available Lakehead University Library 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 Suomalaisten Asukasluettelo 1936 | Finnish Diretory 1936 Subject The topic of the resource Communities in Northwestern Ontario People Description An account of the resource A directory of Finnish residents of Port Arthur, Fort William, and other Northwestern Ontario cities in 1934. Analogous to the Henderson's Directories. Advertisements are in both Finnish and English. Communities covered are: Port Arthur, Fort William, Mokomon, Finmark, Glenwater, Huronian, Kakabeka Falls, Kashabowie, Mabella, Quorn, Savant Lake, Atikokan, Ellis, Murillo, Geraldton, Graham, Hornepayne, Nipigon, Longlac, Everard, Hurkett, Empire, Nakina, Caramat, Upsala, Orient Bay, Tannin, McDougall's Mills, Wako, Armstrong Stn., Tashota, MacDiarmid, Alcona, Pigeon River, Jellicoe, Intola, Raith, Sapawe, Scoble West, Sellars, Shabaqua, Wamsley, Shebandowan, Quibell, Armstrong, Silver Mountain, Suomi, Jumbo Gardens, Kivikoski, Kaministiquia/Kaministikwia. Date A point or period of time associated with an event in the lifecycle of the resource 1936 Language A language of the resource Finnish https://digitalcollections.lakeheadu.ca/files/original/e5ff734b10bdd8da9bd2f23b1526e109.pdf 6f318946547e022eb1b26820f4a55154 PDF Text Text ����� 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 David Belrose fonds 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 Northern Connections Magazine Draft Subject The topic of the resource Organizations Description An account of the resource A draft of an issue of Northern Connections Publisher An entity responsible for making the resource available Northern Connections Format The file format, physical medium, or dimensions of the resource PDF Type The nature or genre of the resource Notes Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant Canada-Ontario-Thunder Bay and Sudbary Language A language of the resource English https://digitalcollections.lakeheadu.ca/files/original/8dfaa5d55f5ade21f3b771175f156e6f.pdf 4468b1629c80666180a4ccf9f20840e1 PDF Text Text Page l 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 anticipating more applications than we can handle this summer. and we recommend 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 4S possible. M.L.M. ATTENTION Ontario Teachers! We anticipate that the Ministry of Education will announce the provision of a 3 part "specialis!" A.Q. program for certificated teachers to begin this summer. In the event that this is announced, the Faculty of Education at lakehead University would like to offer part one in the SUfll1ler 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 yo~ are an OTC and would like more information 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. ~lay 19·22, 1987 Hosted by : Saskatchewan Indian Languages Institute Federation of Saskatchewan Indian Nations. The purpose of this International Institute is to examine indig~nous 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. Deadline- April 30, 1987 Please Contact: NALI INSTITUTE '87 c/o Saskatchewan Indian Languages Institute 917 22nd Street West Saskatoon, Sask., Can. S7M OR9 Phonet,•E306) 934-4444 Autumn Grads .t \ Congratulations are in order for 247 students who gradual~ at the end of the fall term. The Fall Convocation is not as t,;g a celebration H the spri ng avant; instead of a ceremony, the gradua1es era given approval by the Sena1e. Bu1 all tall grads are aent an invitation to attend the ceremony in May. The number ol fall graduates has remained fairly constant. Trier• are usually belWHn 200 and 275 MCh YMr. so thLS year's figure ,s just slightly above average. Congratula1ions to all 247 graduetes for your academic IChievamentst "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 s o. 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. Additioml informJ!ion on NSL progums mJy be th,· following sourcl's: obtJin,-d front Regional Offices of the Ministry of Education Ministry of Education Central Ontuio Rci;i(>n Heron's Hill Building Suit.:3201 2025 Shcppud Avenue East Willowdale, Ontario M2J IW-1 Phone.-: (416) 491-0330 Ministry of Education Eastern Ontario Region 1580 Mcrivalc Road, 4th Floor OuawJ, Ontuio K2G 485 Phon.:: (613) 225-9:210 Continued �Page 2 of 4 • • Ministry of Education Midnorthcrn Ontario Region 199 Larch Street, 7th Floor Sudbury, Ontario P3E SP9 Phone: (705} 675-4401 Ministry of Education Northeastern Ontario Region 447 McKeown Avenue Box 3020 North Bay, Ontario PlB 8K7 Phone: (705} 474-7210 Ministry of Education Northwestern OntJrio Region 435 James Street South Box S!MK> Thunder Uay, Ontario P7C 5G6 Phone: (844} 475-1571 Mmistry of Education Western Ontario Region 759 Hyde Park Road London, Ontario N6H 3S6 Phone: (519} 472-1440 Indian and Northern Affairs, Canada, Ontario Region lndi3n and Northern Affairs, Canad3 25 St. Cbir Avenue East Toronto, Ontario M4T 1M2 Phone: (416) 973-1274 Faculties of Education Involved in Native-Language Teaching Second Language Learning: A Remew of Related Studies. Izzo, Suzanne. lnterAmerican Research Associated, Rosslyn, Va. Report No, ISBN-0-89763-058-0 Publication Date 1981. Available from - National Clearing House for Bilingual F.ducation, 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 mnber of these studies to assess the importance of various factors involved in language learning. 'The influencing factors suggested are grouped into three categories; 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 motivation, 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 foi:mally, tllfl l!IE!,~ used and the characteristics of the teacher nrust 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. for teachcrs of Algom1uian: F.tntlty of Education Laki:hcad Uni vcrsit y Thunder Uay, Ontario 1'711 SEI For tcachcrs of Iroquoian: f-aculty of Education The University of Western Omario London, Omario N6G IG7 Cultural Education Centres Woodland Indian Cultural and Education Centre Box 1506 Brantford, Ontario N3T5V6 OJtbway-C rcc: Cultural Centre 252 Third Avenue Tunnnns, Ontano P4N 1E3 LJkc of the Woods OJibway Cultural Centre Box 1720 Kcnor.1, Ontario P9N3X7 Oiibwc Cultural Foundation E~cclsior P.O. West Uay, Ontario POI' IGO North Amcri~an Indian Travelling Colkgc R.R. #3 Cornwall, Ontario K6H5IG ttResearch on a Humanistic Language Tea~hing Model,tt Knibbeler, Wil Journal of Applied Linguistics; nl p34•45 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 t9em in order to produce a maximum number of new meaningful utterances. "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 s 7hool in Northern Italy in which students, using a poem as a basis created a caste of characters and ' I • expanded the poems story 1 ine to crea t ea world in which the characters could interact. Abstracts, Articles and Books "Don't Put Your Leg in Your Mouth: Transfer in the Acquisition of Idioms in a Second L<1 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 iden Lica l idioms were the easiest to c omprehend, similar idioms we~e_comprehended almost as we ll, and different idioms were the most difficult to comprehend and produce, This article (1) discusses the relationship between grammatical and communicativ~ competencei (2) examines aspects of grammar theory; (3J 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 foreign language acquisition. 1986. �Page 3 of 4 "Inuit Youth at Ikpik: 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 ~vp 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 focu55e.d on 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 . The re 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 shared 1the same surname. Inuit Tapirisat was represented at the ACUNS meetings in Yellowknife last April,where they presented a paper and, among ot~er things, discussed the Youth Councils and Ikpik camp. A paper, "Bridging the Gap: the Need for N~w,. Approaches to Northern Research and Education , by ITC special consultant Robert Higgins will be included in the Proceedings of the Yellowknife meetings. An excellent series of illustrated articles on Youth Councils and Ikpik, including personal reflections by Deborah Evaluarjuk of lgloolik, appeared in ~he Fall 198~ 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 information among a wide range of participating universities, governments and private groups. Among its activities is an annual public lecture series, an occ asional pa per series, and programs of research and applied wor k conducted on a team and indivi dual basis. ~ Psearch is funded by Parks Canada, which has beeh a co-sponsor o f th e Cen t re sinc e 1983, and by the Social Sc iences and Humanities Research Council and other agencies . Areas of focus have included marine parks and cons ervation, climate change and he ritage, natural science research in national parks, environmental a s sessment, 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 Resourc es Centre, Environmental Studies 1 , Room 345, University of Waterloo, Waterloo, Ontario N2L 3Gl. (519) 885-12ll (ext . 2072, 3066). JESUS O BIMAOlSlWIN For some native language students the name Baraga i s 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 fonner 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 O 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 demonstrate the book and introduce future teachers of the Ojibway language to its treasures. Contact: Fr, A. Schretlen, SJ Box 38, Pickering, Ontario LlV 2RZ / ~~,\, ~~~K• ,, ,~ rf %,;~· · T- -----~- ... % • •.. .:..?~ "Testing in Language Teaching''. Ponterotto, Diane Rassegna Italiana di Linguistica Applicata; v18 nl p87-95 Jan-Apr 1986 Discusses the problem of te s ting with particular regard to the evaluation of auraloral skills within a modern methodological context. The use of pi ctures paragraphs , and dialog111to te s t listening ski lls a nd of picture s and micro-dialogs to test speaking skills is desc,i b e d . ~ "A Case for Case Studies ." Long , Donna Res eigh Foreign Language Annals; v.19 n3 p225-29 May 86. Asserts that many a s pects of th e second language learning and teaching proc ess are not amenable to experimentation at the presen t time and that cas e studies, that i s studies of the individua l l earner, teacher or classroom are valuable as precurs or s to experimentation. "MLJ Computer Corner". Brink, Dan. Modern Language Journal, v20 n2 pl49-52 Summer 86 . Discus ses the question of whether one must know how to program in order to make the most effective use of the c omputer in language classes. Looks at four computer languages which may be of interest to language Teachers who want to learn programr,""9: Basic, assembler, high level languages, and authoring systems. �., Page 4 . ) > Language Education k: .. ·in·canada: First Term Courses:'July 2..July 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 graduate 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 appropriale program. Students from other universities should confirm that course cred'lt can be transferred to their program._ • , , t ~ ,,""•Z ~r _',, ~ ~~~-:• -~ _ •• >::'1-' Education .. Language In.Cit'nada;J; Exploring Common Ground . . •,.'.~---~ . . ·....-., :hr a ,' I ••--::-, • • :. -Mini-courses in Heritage and Native·. ·, • '.', ·: Languages -• . .• . · ·..,:;; , -Demonstrations of Listening Activities for ,'; ,Ji ., LanguageLearners , ,· .•. ,.., . •;.~ , -Short Sessions in Grammar and .. : ·, 'r: J:. , Communication, Classroom Interaction, :l{: • v. Multiculturalism _,_... · ~ ,, , . ····•·, ', : -Displays of Publishers' Materials . ,. Plus a variety of social and cultural activities.' ~. i . . Accommodation _.. ~·- • ..• ...: Registration Form.··. ::. . · TESL Canada Summer Institute ·-·'· ' ... Nan,~: ·~- .•,:_. :.·· .•. ·~~t ~--.~l., .-·. •. ·:.~·. . ~--- -:·.-::: . ... =· • .. t:i . ,.• •. . .. Street: ______,...~- - - - -..-. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Apt.1 # _ _ _ __ ,City: _ _'---_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Province/State: _· _ _ _ _ _ _ _ __ , Postal Code: , ... ~• ... ... . ~· . ·.-~; •·!~' .-If ;w would like to rec~ive an appli~~i;n \ · please check the appropriate space below: 0 Bachelor of Education (TESL) 0 TESL Certificate D M.A. in Apphed Linguistics Linguistic input to children is adapted to their level of comprehension-that is, if no one is looking. ( Reprinted courusy of Universal Press Syndicate.) · \ .... ~r t- Country: _ _ _ _ _ _ _ _ _ _ __ ... I • for admission to a TESL Centre program, , I I l ! ! - - - Space in Concordia University residences · ___ _! (LoyOf a Campus) or McGill University · residences is ava~able tor early registrants of .. • the TESL Canada Summer Institute. would like to receive a registration package for the ·· TESL Canada Summer Institute, please complete lh6 coupon below: • If you •• , • · Workshops and Other Activities ~- • • . · Thethemeoftheinstitute1san . .-.. _ -1. .. . ·;,:;; ·;:' ackncm\edgement that teachers of heritage;!f~, -; languages, Native 19:nguages and ES~ have fj • common concern with language learning and ; •. · language teaching. The institute provides an~\( opportunity tor language teachers to share ··. · their experience and to learn from one another. Both credit and non<:redit courses in ·ESL are also available lor students whose native language is not English. I , ,.. , . "".iii~ Modern English Grammar Comparative Phonetics ESL Methodology Practicum Educational Techno,uyy tor TESL -, Testing and Evaluation ,· ., . Bilingual Education Language Acquisition History of the English Language Syllabus Planning and Materials Development • ·• The Grammars ot English .. Sociolinguistics and ESUEFL ·; · Classroom-centered Research in Second · Languages .. Languages in Native Education ,. : : . Intensive Second Language Courses inSchools . .. . Heritage Language Programs·•. ·.: ~-0 • . ,·, :',·: . • t , Summer Forum ~,'.:"it;~►;·· : . · The TESL Canada Sum~~? Fdrum is a; .- <;·_ i four-day conference which will be held . between the summer tenns (July 23·26). 1~~:,,i ._•.Papers, workshops, and other activities· , • presented by lnstiltJte faculty and other: distinguished language education .. " professionals. _ · • _..- . ._, , ,.. · ·,. :. ·.: Courses 1nclude f . , ., \ .. ~ ,..., ' Mall to: B. Barclay TESL Centre Concordia University 1455 de Malsonneuve Blvd. West Montreal, Quebec H3G 1Ma 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, Volume Two, Number 3. January 1987. Description An account of the resource Newsletter. Native Language Education in Ontario, Volume Two, Number 3. January 1987. Date A point or period of time associated with an event in the lifecycle of the resource 1987-01 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/ffca5c3f13c56d3f2aa195b2015a13c2.pdf 2aa99354bd86ff403fbc1aeea0b21ce4 PDF Text Text Page 1 of 4 Volume Two, Number Four, March 1987 NATIVE LANGUAGE EDUCATION in ONTARIO From the Ministry of Education Guideline - Just before press, we contacted Mananna Couchie 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 appointed 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 - 1987 To date, we've received a total of 40 applications for our summer programs, 1987. Of these 10 are first year applicants for the Native Language Teacher Certification 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 Mitchell 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 returning 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 yellow snake slithers through the grass in the spring." The class has some interesting 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 thi s summer, 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 flying 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 Tinvnins. (We'll hope to hear more of this in a future newsletter. ) 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 l#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 instructions}. 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 wi 11 preside. SUMMER FORUM The TESL Canada Summer Forum is a four day conference which will be he l d between the summer terms (July 23-26). Papers workshops, and other activiti e s will be presented by i nstitute fac ult y and other distinguished language educat i on professionals. Mail inquiries to: B. Barclav TESL Cen t re Concordia Un i vers i t v 1455 de Maisonneuve Blv~ . W Montreal , Quebec H3G lM S Telephone:(514) 848-2 449 0 �. .. -o- 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 variety of presentation formats-including pertinent displays- over a broad range of topics. Possible areas include, but are not limited to: • • • • • l'iative American Poetry - historic/modern Native American in literature Literature by Native Amerlcims Role of education for Native Americ.ins Issues In Native American Health • • • • • Rote or women - matrilineal traditions Definition of a Native Americ.in Religion/role or mythology lntermixture of art, religion and mythology Natjv� b,merican F�i:i.illy: it!_S_!!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 Americ3n Language Issues Institute May 19-22, 1987 Saskatoon, Saskatchewan ... . ' 1. The learning materials to be develooed mu�t be free of discrimination and bias� especially with regard to religion, sex and age. 2. Projects must be linked to the curriculum•· g�ideline •Native Languages". 3. Projects must involve Canadian 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 samples 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-print materials. The proposed budget should reflect this requirement. 7. The Ministry funds will be paid in 'instalments. 8. 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, the 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 MayS,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 $100.00J. 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 for 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 Development 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 and experience of each individual who will be significantly involved in the project. where applicable, a description of any plans for field-testing the learning materials to be developed. Each submission should be addressed to the undersigned. N.K. tickers Education Officer Curriculum Branch Intermediate and Senior Div. Ministry of Education 16th Floor, Mowat Block Queen's Park Toronto, Ontario M7A 1L2 Phone: (416) 965-9672 �... Page 3 ABSTRACTS "The Perception of Ambiguity in a Second La nguage." Karpf, Annemarie International Review of Applied Linguistics in Language Teaching; v24 n2 p157-69 May 1986 In order to show the problem second language learners face when _ confronted with ambiguity, this article explores the linguistics and metalinguistic 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~• or 4 "Implications of Research and Theory Concerning the Influance 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 lan g ua ge lessons, one designed to em late drill and practice, and the other to ut i lize concepts of cl a rifying educational environments, microworlds, games and autotelic environment s . The project su s 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 p305-2S 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 interaction 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 classroom 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, limitations, 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, a computer program designed to help the be~inning linguistics student understand the rules and pr ocesses of tran s formational gene~a~i~e.gra~mar. Many problems and pos~ibilities involving the program and TG interface ( the algorithm) are pointed out. "Transi tio~ From 1ul timedia 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 Harist College, Poughkeepsie, New York, in which multimedia 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 Summer 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. �More Abstracts ttOesign 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 r cement~" Cummins, Jim TESL Canada Journal; v3 n2 p13-31 Mar. 1986. Explores way in which microcomput er 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 n1 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 interactive video learning materials is explained and its advantages to the learner are discussed. "Diga! Telephone Protocols and Strate~ies 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. Interactive 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; v18 n1 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. DJ "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 examination. The experiment was carried out with two homogeneous sections of secondsemester 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, Volume Two, Number Four. March 1987. Description An account of the resource Newsletter. Native Language Education in Ontario, Volume Two, Number Four. March 1987. Date A point or period of time associated with an event in the lifecycle of the resource 1987-03 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/1401384476d6f098d5e7ed1b9f889fed.jpg 3861c0a41dd1cacf8d4cfa578ade73f3 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 Finnish Labour Temple Community Collection Description An account of the resource Photographs and video submitted by community members, reflecting many years of the Finnish Labour Temple's role in the Thunder Bay Community. 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 Hoito workers, 1920s Subject The topic of the resource People Description An account of the resource Hoito workers in the 1920s. Annie Lehtinen is the woman on the right holding a dish cloth. Contributed by Angela Meady. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image Identifier An unambiguous reference to the resource within a given context LT-087-Meady https://digitalcollections.lakeheadu.ca/files/original/127b11dbfb520ba4d8cbff99509324cd.jpg f4ce5908a59a3968e4866b00c0f19e9d 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 Finnish Labour Temple Community Collection Description An account of the resource Photographs and video submitted by community members, reflecting many years of the Finnish Labour Temple's role in the Thunder Bay Community. 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 Hoito workers, 1920s Subject The topic of the resource People Description An account of the resource Workers at the Hoito Restaurant, likely 1920s. Contributed by Angela Meady. Format The file format, physical medium, or dimensions of the resource JPEG Type The nature or genre of the resource Image