645 10 13373 https://digitalcollections.lakeheadu.ca/files/original/ace33139acab9986dda58fa07f4233c4.pdf e27ddaa12e797ee773a7f3224099c8b7 PDF Text Text Native Language Instructors' Program Lakehead University Yearbook 1998 �Aanii/Boozhoo: Coordinator's Message... Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Prince Arthur Hotel with many students attending. It was a huge success! For students who will be returning for the second and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching fonns filled in and signed by the appropriate school official and send the fonn into the NLIP office.Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1999 Convocation, you need to get the assignments into the office and marked. I extend special thanks to Sonya, my secretary. Her devotion and committment to the Program is greatly appreciated! I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instructors' Program ��Native As A Second Language Diploma Year 4 Graduates Jean A.kiwenzie Nancy Annstrong Monica Benson Jean Bishop Sandra Corbiere Judy Doolittle Bernadette Eshkawkogan Gertrude Eshkawkogan Paulette Fox Philip Goodwin Lorna Indian Sandus Lazarus Randy Mahgagahbow Irene Makadebin Kathleen McKay Darlene Mekanak Mary Morin Ernestine Proulx Darlene Rivers Mary Lynn Shawanibin Lucie Strang Margaret Toulouse Lena Wabason Pearl W aindubence Mary Wemigwans Aanii/Boozhoo, Waache, Saago Kina gaa-bi zhaabshkangig gaa-bi-zhischoonweaad. (To all the graduates) Mii-sa gil-bi giizhtooyeg gaa-bizhi-schoonwiyeg. Aapji go gdo-maamiikwenminim!!!! Someone once said, "Some people come into our lives and quickly go. Others stay for a while, and leave footprints in our hearts, and we are never the same." Geget dash go debwemgak, and so with pride and joy I congratulate you!!!! Gdanmikoonim (I salute you) K.ii-gwaataanzim go Gaa-mesnigoom (You will be missed) Pane gamkwenmigoom (You will always be remembered) Hilda Nadjiwan �Thoughts from the 4th year students: To the next graduates coming up behind us. Be ready to do lots of studying and don't despair a new word we have heard every morning from a very cool professor. Those three weeks we were here have been here, the time moved quickly - too fast. I say good luck to all my fellow classmates and maybe somehere down the road our paths will cross. To all of the professors and associates, Chi­ meegwetch - I will take with me what I have learned i n the four years I've been here. Who know, I may be back. Pearl Waindubence The three weeks have gone by fast. The work has been a challenge. We have enjoyed this summer, we got to meet one another. Congratulations year 4, it was good to meet you all! Lucie Strang To all NLIP: I would like to thank aJl the staff of the NLIP program. Although it was a short time to accomplish all my goals, I still had a wonderful time with the teachers and the students. Chi Meegweech R.A. Mahgagahbow P.S. Thank Georgina Hello! I'm submitting a letter for the yearbook. My name is Darlene Mekanak and I'm from Webequie. I'm in year four this summer. I would like to say it was a stressful three week course we had but we survived. I also didn't really know all the other students in my class, only the ones I've been to classes with over the past 4 summers now. I hope to see everybody next summer if they decide to take additional courses. I'm hoping to do that myself. That's about all! Have a good summer! Thank you! Darlene Mekanak I enjoyed this course because it will help me in my classroom when I return to class in the fall. It will help me and be consisted with my students receiving different ideas from your course. Loma Indian Everyone was quiet but everyone was together. We had laughter and also hard times and then I felt sad because we will go our parting ways. But we'll have each other in our thoughts. To the teachers, we will miss, even if they sometimes overload us. We have good thoughts about them. Without them we would not be here and say "I did it, I am certified Native language teacher". Miigwech Sandra Corbiere �I really enjoyed having the Eastern group in our classroom. I learned their language better. And also appreciate the help I got from the students. Special thanks to the teachers that tolerated with me. Isadore Toulouse, Rand Valentine and Georgina Nahwegahbo. Many thanks Mary Morin I just want to comment on my personal thoughts on this year's course. Throughout this very rapid course I have gained some valuable knowledge from the very talented and patient educators. I really enjoyed Georgina's class. She was very helpful. In Randy's class I was amazed on how much he knew and spoke the Native language. But most of all I had a great time in Isadore's class. He was humorous and couldn't keep a straight face when he tried to be serious or act serious. Thanks a lot. Meegwetch Lena Wabason During the three weeks I came here with a lot of determination. I enjoyed staying with my family and friends. The Jong walks in the morning took effect on my blistered feet. I swear, I grew an inch with the callouses growing on my feet and losing a few inches on the waist. I've met new acquantances and what a good bunch of classmates we had at the end of our fourth year - the Gradu­ ates. Congratulations everyone. All the best for your careers and keep in touch. Monica Mabel Benson Determination We had a hard time on the road this summer. My daughter got sick the first day. Went to Sault Ste. Marie, came back to school and on the weekend we went down to see her and to get my car. Coming back we ran out of gas on the other side of Wawa. We hailed a car and eider's put me in to get to Wawa. I thought I was going to spend my 50th anniversary on the road. Irene Makakebin Nda-gnwaabiigis Nda-tkookaangoo Nzegis wii-tkookaangooyaanh Nzaazaagdeniweze Wenesh yaayaanh? Ndoo-mkadwig Aasmaatik ndoo-go Ngwiiskwewe gaashkzhegooyaanh Nwiisgijiibnigoo Wenesh yaayaanh? Nmiskdebemi Mnidooshag nda-mwaamin Ngignwaakoozhemin Koonzh nbaapaagaakogemin Wenesh yaawyaang? Answers: gnebic baapaase blackboard by Mary Wemigwans Ernestine Proulx Margaret Toulouse �NLIP Faculty and Staff A message from your counsellors ••• We would like to lhank lhe students of the NLIP program for making this year an enjoyable one. This summer was very busy wilh the Powwow, and the Lansdowne House fire evacuation. We would Like to thank aJI who made this years Powwow a great success, and hope to continue this powwow for years to come. The fire evacuation was a very new experience for us in the office and it forced us to better manage our time and energies and with the exception of a few mishaps, the evacuation was run rather smoothly. The counselors would like to thank all who helped out with the evacuation, your time and effon were greatly appreciated. We enjoyed seeing each and everyone of you and hope to see you return safely next summer. Sincerely yours John and Rachel. �NLTC Year One (Western) NLTC Year One (Central/Eastern) �NLTC Year Two (Western) NLTC Year Two (Central/Eastern) �NLTC Year Three (Western) NLTC Year Three (Central/Eastern) �Institute Program Children's Program �Bezhig Miikan Bezhigoon miikan etigo bemasaadamaan Gaawiin wiikaa angiizhisesii oodaanaang dagiidoodamaambaan noongam endoodamaan. Zaam kinaagegoon miyaanaadag angiiw-Ogimaagoodaagon. Washme gibaadanenamin bemasaadamang Gimiiknaanaannn mnidoo gaamiinigoooying Apii giiwshgidagooshanang amwaa kiing Gekapii geniin giimakaan ni miikan. Weweni Bimoosedaa Niibwidaa Naadamaagedaa Did you know? Minig amwaa gedayaaying. In the past the NLIP staff have started a pow Chi Miigwetch! wow which has been moved here and there. The Bora Laskin gym, Agora, Bora Laskin Ron Morrisseau grounds, Mount McKay, fieJdhouse and now behind the Fieldhouse and has enlarged every year. Weweni Bimoosen Weweni bimooseyook, Kanoomaaganak, Minaadamok Waabagooniin, Daamikwaa Wesiinyak, Bizindwikwaa Binenzhiinyak, Miindiyook Zaagidwin, Waabandamook Gdakiirnanaan, Noondamook Gdakiimanaan, Noondamook Nodin Giigadoomagak, Mnikweyook Nibi, Miijyook Miinan, Agindamook Niibiishan, Miigwechwiyig Gmindoomanaan, Weweni Bimooseyook, Kanoomaaganak, Geniin dash Gawiidaakadoomninim. Gawiijgabwiidwinim Ensoo giizhikag. Mnidoo, ganaadamaagoonaan danoo Kaadamang Gidoonakiiwninaanan. Chi Miigwetch Ron Morrisseau The Native As a Second Language Curricu­ lum Document wilJ be in place for Septem­ ber 1999 in all schools in Ontario. Mohawk, Cayuga, Oneida, Delaware, Ojibway, Cree and Oji-Cree will be the official Native Janguages taught in Ontario. One of our faculty members, Steve Chase, was voted teacher of the year. Congratula­ tions! The Ojibway language has over 6,000 verbs. It's in the Guiness Book of Records, 1994. �In a mood for• dancing ,. ...,,.,.� . �-· ,_ .. --� . ,. . .. ., ". � . # ✓ ,;rass dancer Peter Atl<ins Jr. chats with Josie Oi;awanlmiki. pictured In the reflection of his ,;unglasses. as he gets nmdy to dunce to the 1!ru111s at the Nati\'I� l.ungua�e Alumni Powwow ...� SAi 10 1 IIRASOWSl�I/THE CHRO�!ICL!·JOLRIl�l on Sunday. The event took place on Lal<ehead University grounds. Osnwanimll,I was cos­ tumed in a jingle dress, and also danced at tlw powwow. S" tt ,J :.4 f y ,. 'i �- J., �NOOCH ENAANDEG BIISKAWAAGAN - COAT OF MANY COLOURS translated by Jean Akiwenzie, Cape Crocker Ngoding nskaabii, Dgoshin miinwaa mkwenmaan Gaa zhibwebad shkiniiyaan. Back through the years I go wandering once again, Back to the season of my youth. Gii mkwendaan gdiiginshan Wiya gaa miigwedang Miinwaa mama gaa aabjitoodang. I recall a box of rags That someone gave to us, And how my mama put the rags to use. Bkaan endaandenoon gdiiginshan, Zaam giigachinoon. Gaawiin biiskawaagan diiyaasiin Dgwaagig aazhigwa. There were rags of many colours But every piece was small, And I didn't have a coat And it was way down in the fall. Mama gaa daadkogwaadang Kina gaa shkigwaadang zaagaan, Gii zhitood nooch enaandeg biiskawaagan Gaa chi nindmaan. Mama sewed the rags together, She sewed every stitch with love, And made my coat of many colours That I was so proud of. Nooch enaandeg biiskawaagan Mama gaa zhitood Gdgiiginshan eta gii aabjiyaan Aanwi dash biiskamaan chi nendmaan. My coat of many colours That my mama made for me, Made only from rags. But I wore it so proudly. Aanwi gaawiin zhoonya diiyaamin Aapchi gitwaawiz, Biiskamaan nooch enaandeg biiskawaagan Mama gaa zhitood. And though we had no money, I was rich as I could be, In my coat of many colours My mama made for me. Megwaa mama shkigwaaso gii dbaajmo Bible gaazha gindaasod, Naasaap biiskawaagan Joseph gaa biiskang, Miidash gii kido: As she sewed she told a story From the Bible she had read, About a coat of many colours Joseph wore, and then she said, "Gnimaa iw biiskawaagan gaa biinaan wenchishing," Aapchi wewiibtaadis nwii biiskamaan, Megwaa mam jlindang. "Perhaps this coat will bring you good luck and happiness." And I couldn't wait to wear it As she blessed it with a kiss. �Ezhi bgoneyaawaad miiknod, Bgoneyaa mkzinan, Geye nooch enaandeg biiskawaagan Gii bmiptoo kinomaagegaming. So with patches on my britches And holes in both my shoes, And my coat of many colours I hurried off to school. Miigo eta binojiinyag baapwag Miinwaa gii dagigo, Biiskamaan nooch enaandeg biiskawagan Mama gaa zhitood. Just to find the children laughing And making fun of me In my coat of many colours That my mama made for me. Gaawin genii gii nistadsiin Aapchi genii chi waandiz Gii wiindrnoowaag zaagidwin Kina maa mama gaa shkigwaadang. And I didn't understand it For I felt that I was rich. And I told them of the love That mama sewed in every stitch. Miinwaa gii wiindrnowaag gaa dbaajmod Mama megwaa skigwaasod. Miinwaa miigo eta nooch enaandeg Biiskawaagan epiitendaagod. And I told them all the story Mama told me as she sewed. And how my coat of many colours Was worth mor than all their gold. Aanwi dash kaa nistaadsiinaawaa, Gaawiin waabndansiinawaa, Miigo eta wiya gdamaagozi Giishpin ndawendang. But they did't understand it And I tried to make them see That one is only poor If they choose to be. Aanwi gaawiin zhoonyaa diiyaamin Aapchi mnwaabmewdagos, Biiskamaan nooch enaandeg biiskawaagan Mama gaa zhitood. And though we had no money I was rich as I could be In my coat of many colours That mama made for me. Geyaabi mnobimaadiz Mnwaabmewziwin diiyaan, Miisa kina go wenchishing Miigo gii yaamaan. Gaawiin gego naapsaap epiitendaagod Ezhi mkwenmaan mama, Miinwaa nooch enaandeg biiskawaagan Mama gaa zhitood. Through life l've remained happy And good 1uck is on my side. I have everything that anyone Could ever want from life. But nothing is as precious As my mama's memory, And my coat of many colours That mama made for me. These words were chosen to fit the song. �Niiwo Nikeying Namewin (The Four Directions Prayer) Gchi-miigwech Gzemnidoo, Mishoomsinaa Ngaa bgidnaa semma ji-miigwechendmaa. Gchi-miigwech kina gego gii-miizhyaang zhinda gid-knmig wa-ni-aabjikaazyang Ndo miigwechendaami, maanda miijim waabi tamaagoo'aan ngoding miinwaa ji-wiisniiyaang. Gdo bgosendmin dash ji-nametmaan maanda miijim, miinwaa ji-nametwadwaa kina wiya zhinda biindig e­ yaajig, binoojiin'ig. eknoomaagejig enkiijig, miinwaa gonda gna-bi gchi-schoonwijig, gaa-bi-gchi­ gshkewewzijig miinwaa gaa-bi-giizhtoojig gan-bi-zhaashknngig maanda anishinaabemwin. Ndo bgosendam gewii ji mkenmaadwaa, ji-sham dwaa kina ngoji be-mi-bkadejig. Gchi-miigwech gewii maanda bmaadziwin ezh-ni-kaadeg. Ni-naagdaawenim kina wiya. Wiidookwishnaang pane ji-ni-aasgaabwitaadyang, ji-ni-zoongaabwiyang, miinwaa dash wiikaa ji-bwa­ nendamaang wii zaagidyaang. We invite your Holy presence in this great celebration. We thank you for the drum, the heartbeat of Mother Earth, shkag-Mikwe. Gzemnidoo, Nmishoomsinaa, I now ask for the gifts of the FOUR DIRECTIONS. To the East WABNONG nikeying, the direction of a new day, the place of new beginnings, here courage is born and truthfulness begins and as each one travels to each direction, I pray that you will be their guide in all they do, be their hope, be their comfort, be their reason for tomorrow. To the South ZHAAWNONG nikeying (zhaa means to go), this is the place that holds the wannth of sum­ mer, a place of preparation, preparing for the future, of getting ready for the days ahead, I pray, now is their moment, it is their time to stand boldly in the sun with both feet firmly planted upon Mother Earth, to get ready to fly and to soar like EAGLES. I pray that they will take the knowledge gained here and use it to further expand their personal and profes­ sional growth. Give them strength, keep them well, physicalJy, mentally, emotionally and spiritually. To the West EPGNISHMONG meaning to fall, the direction of the unkown, the place of testing, where sometimes the will is stretched to the outer limits, here the west reminds us the WISDOM of maturity along with the approach of the red and purple sunsets. I ask for strength and courage to endure any hardships that may come along on this journey, as each one faces chaJlenges, some that could be very hard and painful. You did not promis us a quiet journey, only a safe arrival. Teach us to be patient, by Jiving one day at a time, so that our eyes may ever behold the red and purple sunsets. To the North GIIWEDNONG, giiwe meaning to go home, this is the place of winter, of white snows that remind us of the white hair of our ELDERS, it is the dawning place of true WISDOM, it is the direction of completion, fulfillment and of moving forward. Guide us, direct us that we may all come to know the sacred road of PEACE, WISDOM and LOVE. As the FEATHER, MIIGWAN symbolizes life, I now tum to the FOUR DIRECTIONS to say Miigwech, Miigwech, Miigwech, Miigwech.............. . May you always walk in the sun ..... Hilda Nadjiwan Elder on Campus, Cambrian CoJtege, Sudbury, Ontario �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introducing the Mide:wiwin Language Camp Booka Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the students who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn OJibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teaching Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Ship to: Title: Midewiwin Language Camp, Vol. 1 (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian} Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Order from: Lena White Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<> ><<>>< �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. lnaakonlgewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan mlinwaa ezhi-piitendaagok waa-kinoomaageyan. buroducing what you plan lo teach and why it is important. 2. Zhichigewin: Objective Ezhi-ndawendaman ekinoomaagaazjlg waa-zhi-shki'ewziwaad. What you want the students to be able to achieve. 3. Kinoomaagewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kldwinan how words are pllt together (b) Kidwinan: Vocabulary - waawlinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: injleclions (prefixes, suffixes) - ziindaakojiigaansnn particles (c) Nsastamawkiiwln: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhl-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinnn how people use the language �... (e) Anishnaabe'aadziwin: Aspects of Cu//ure - Anishnaabe bmaadziwin Anislmaabe way of life - Anishnaabe kendaaswin Anislmaabe knowledge • Anishnaabe kinoomaadwinan Anislmaabe teachings and values 4. Waa-naakimi�ine: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Eklnoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zblbiigewin The students will know well (the skills)... listening speaking reading writing s. Nda-kenjieewin: Evaluation Waa-zhi-ndakenmadwaa eklnoomaagaazjlg mnik gaa-zhi-shki'ewziwaad wii-anlshnaabemwaad. Tofind out how much studems achieved in learning Anislmaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Marerials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibil'aanan list them by: Le11a White with assistancefrom colleagues, Shirley Williams &: Reta Sa11ds July, 1998 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1998 Description An account of the resource Yearbook for the 1998 Native Language Instructors' Program. Includes names, photographs, poetry. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1998 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/827645c0ad767374577ab47c361430f3.pdf 6998312b8c5cb0cad02e847c9c52e594 PDF Text Text Native Language Instructors' Program Lakehead University Yearbook 1997 �Coordinator's Message..• Aanil/Boozhoo: Well, we finished another great and busy summer. Students were involved in pot luck suppers, baseball games and craft sales. Our Graduation supper was held at the Prince Arthur Hotel with many students attending. It was a huge success! For students who wm be returning for the second and third years of the Native Language Teacher Certification Program please be certain to have your practice teaching forms filled in and signed by the appropriate school official and send the form into the NLIP office.Your teaching contact days are an important part of gaining professional experience and are part of the requirements for being awarded a Certificate of Qualification (limited/restricted) by the Ontario College of Teachers. Please apply to the Ontario College of Teachers for your registration as soon as possible. Please call toll free at 1-888-534-2222. We encourage all students who have been awarded the Certificate of Qualification (restricted) to come back for the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete the assignments for the Education 1599 winter practicum as soon as possible and send them into the NLIP office. In order to receive the Native As A Second Language Diploma at the Spring 1998 Convocation, you need to get the assignments into the office and marked. I extend special thanks to Sonya. my secretary. Her devotion and comrnittment to the Program is greatly appreciated! I look forward to seeing you again next summer. Wanda White, Coordinator Native Language Instructors' Program �David Bates, Dean Faculty of Education Good Luck in your retirement! NLIP Faculty and Staff �Native As A Second Language Diploma Year 4 Graduates Lucy Beardy - Muskrat Dam Stella Bouchard - Thunder Bay Lilly Bourgeois - Peterborough Jeanette Comrnanda - Blind River Mary Dokis - Cambridge Agnes Hardy - Thunder Bay Joan Kakegamic - Sandy Lake Dorothy Mishibinijima - Toronto Ronald Morrisseau - Thunder Bay Hilda Nadjiwan - Sudbury Angela Neveau - Sault Ste. Marie Christine Okirnaw - Attawapiskat Dean Peters - Pikangikum Myrna Poile - Gull Bay Mary Sakanee - Lansdowne House Teresa Shawanda - Wikwemikong Helen St. Pierre - Moose Deer Point Frank Wassegijig - Wikwemikong �.. ''r,:,;--i - . .....--.. ..., ,.] :,,,,. .. -:....� .. ,4\,,-':...�--=-i-' �..,.t. -"' ..,. ,... I . .. ""'I ( . �We have always maintain our Anishabwe Languages and Culture. We grew up listening to our Grandparents and Parents talking in the language. The language is the sweetest music and we are continuing of what have been passed on to us. We are the Strength and most of all Respect of what is OURS and will continue to speak our Anishinaabe Languages of what the Creator gave. All My Relations .... Florrie L. Sutherland Once Again we all meet, the students that have attended before its always great to see you return. The new first year students that are here, always great to see that your willing to keep the Anishinaabe Language ALIVE!! We are departing again, going back to our communities, towns and cities, and the memories of the NLIP summer students will be with us. We came to know friends, faculty, staff and the children. Everyone have a safe journey home and we will see each other again next summer. Always a pleasure getting to know the student teachers and the children. In Kind .... Principal for summer school Florrie L. Sutherland Aanii! Boozsho! As another summer of intensive learning and teaching of NSL is wind­ ing down, I would like to convey my reflections of Class 97. True, we have all worked hard, at one thing or another. Some infonnation, or psychologically speaking, "tbe organization of sensory input to comprehend the environment" is rather mind boggling that we begin to fret and worry. Take heed! There is a light at the other end ... home! sleeping in! and a diploma. I have had two enjoyable summers here, new acquaintances, new ideas and wow! the city, I'm out of isolation (not hospital). My AQ class of Diane Morgan, Laura James and B.J. Eachum have been a challenge and an inspiration. It is my sincere hope, that they acquired "something" to help them in their profession. Diane I will miss your bubbly character. Laura, you are a store-house of knowl­ edge, very quietly stored away. B.J. - slow down, the police are not always going to rescue you. The year four (4) methods class, you are exceptional. Each one of you have great potential to excel in the vast field of education. A unique bunch indeed, your sometimes quiet then boisterous behavior I will not easily forget (especially Ron's winking at me?). As we head in different directions next Friday (July 25), I will be heading for the East Coast for my vacation. Being in the north has allowed my husband and I to establish a friendship with Newfoundlanders, a truly wonderful group of people. Last summer when I left here I proceeded on to Alaska for the month of August. The highlight was back-packing on the Chillkoot Trail in Skagway. Teaching is wonderful! - you only work ten months, then you can holiday. Summer school? (you say)- well that's only for one month. Think positive, think$, it wiU be worth it all in the end. Miigwetch! Georgina Nahwegahbo �NL TC Year One (Western) NLTC Year One (Central/Eastern) �NLTC Year Two (Western) NLTC Year Two (Central/Eastern) �NLTC Year Three (Western) NLTC Year Three (Central/Eastern) �Institute Program Additional Qualifications Program �I have written some poems focusing on my Native spirituality, I am proud Ojibway woman who respects her culture and way of life. I wish for others to experience my feelings through my poems. If you like any of my writings and wish to publish them please contact me at the address below. Any constructive criticism will be greatly received and appreciated.. Miigwech, Charlotte Tookenay Pie Moben First Nation Maben, Ontario POM 210 Buffalo Guidance field of Binoojiiyog. Play in spirit of laughter, Walk and learn of the parents, Respect for the Teacher. Guidance field of Chi Anishnaabe Wisdom, Journey of time. Medicine, Healing, Life. Respect in Death. Guidance field of Kwe, Care for the fire of the young, Make a home for the tired, Respect is for her Mother. Guidance field of Nini, To feed the tribe of family, Who carries the spirit of the kill, Respect is for each other. Guidance field of Niibo, Spirit walks with the Creator, Lives on for our direction, Respect Buffalo Carry. Creator's Helpers I see them coming They came up with the sun, Four warriors carrying their bundles, They came with a message, They are happy, The people of the land before. I see them coming, Nature and our cry, They have heard, so they came, To lead us in a better way of life, A new you, a new me, Smile Anishnaabe, smile. I see them coming, We are the people of the land, Handle your bundles with pride, Truth lies within us all, We are taken care of, Believe and walk. They are here, Creator's Helpers. Sitting around our sacred fire within, ''I carry the message no longer" They speak "For you know it now" "You asked with your cry," we listened. We are here, we sit in each direction, Stand up and we will pray! Dream Maker Dream Maker roared a great thunder, For miles around I see, Selfishness and cruel living bodies. Trapped in a powerful mind, Without a heart, as I awoke. The message within the dream, Is to see what is in front of you, And to speak from the heart, There you'll find freedom and love. I prayed to the Dream Maker, To provide us with shelter, �To protect and keep us away, From the pain and suffering I have seen. This is my Dream Wish for all Dream Maker roared a great thunder, Lightning struck in front of me. Remember the Dream, Dream wisher, Everyday is a ceremony. "Wake", you are the Dream. Fire Life Four Grandfathers hear my song, Spiritual helpers dance with me. Sacred fire I hear you call, Spiritual name, this is me. Tobacco in hand, pray for grace. To � the gift of love, � the beauty of my child, To D the voices of ones I Jove, � the food my mom has cooked, Sm!ill the sweet grass is burning. Creator hold me, keep me close, Spirit World the door of Jife, I pray for respect, forgive myself. Surrender the control, I give to you, Tobacco in hand, pray for grace. Fire Keeper relay my prayer, This is I, fallen one, Walk on the path, here I come, Fire doorway to heart, no mind, Sacred fire I sing my song. Grandmother Moon I call you anishnaabe, She watches us being born, and she'll watch us die. She will be here long after we leave this material world. I call you anishnaabe-kwe. I call you anishnaabe, Women carry her spirit of ceremony, Women who call her name: "Nokomis", Call for teaching in her light, I call you anishnaabe-kwe. I call you anishnaabe, Over the night sky with stars, Grandmother of women's children, Moon time, ceremony for you, I call you anishnaabe-kwe. �Children's Program ���Noopnadan Gmiikan Gzhe-minidoo kii-miingowaa miikan waa-noopnadmeg ji-naadmawdwaa k.ina bemaadzijig. Gdaa-kinoomaage, gdaa-naanaagdawenmaa yaakzid. Gdaa-namhetwaa nebood. Weweni noopnadan gmiikan. Maawnjisdoodaa gdanmewninaan manj go ezhi-debwewendmang. Gzhe-minidoo k.ina k.ii-miingonaan naanaagdawendmowin. Mii go kina naasaab ezhi-bgosendmang pii nbooying ji-mno-daapnigying Gzhe-minidoo. By: Ernestine Proulx Reflections on Aglng Remember old folks are worth a fortune, with silver in their hair, gold in their teeth, stones in their kidneys and gas in their stomachs. I have become a little older now and a few changes have come into my life. FRANKLY, I have become quite a frivolous old gal. I am seeing five gentlemen every day. As soon as I wake up, WILL POWER helps me to get out of bed. Then I'll go down the hall and see JOHN, next CHARLIE HORSE comes along, and talces a lot of my time and attention. When he leaves ARTHUR ITIS shows up and stays the rest of the day. He doesn't like to stay in one place very long, so he takes me from joint to joint. After such a busy day, I'm really tired and glad to relax with BEN GAY. What a life? The preacher came to visit me the other day. He said, at my age I should be thinking of the "hereaf­ ter". I told him , "Oh, but I do all the time" no matter where I am, in the livingroom, upstairs, in the kitchen or down in the basement! and then I ask myself "Now What AM I HERE AFfER" -source unknown Submitted by : Hilda Nadjiwan Year IV �Bmoscndarz Gda-mvcwill Bi11oojiinllyag Nji! Gaawiin mzillihga11i11g wH-11di11zii11aa'aa gda-bi11oojii11lu11i11aa11ig: Waa-zhi-zaagid1vaad Waa-z/Ji-anislu1aabe111oivaad Waa-:.hi-pe11mo11daadwaad Waa-zlli-naadJnaadwaad Waa-zhi-gzltiwaadziwaad Waa-z/1i-gaatwe11diwaad Waa-zhi-11aagdalve11diwaad Waa-zhi-mshkawendimawaad Waa-zlli-debwe'e11dmawaad Waa-zhi-mshkawgaabwiwaad Waa-z/li-aasgaablvitaad1vaad Waa-zhi-gchi-piileudizwaad Waa-z/ti-maawlookiiwaad Waa-zhi-zoongde'ewaad Waa-z/1i-gclti-piile11maa'aad geclzi-pii1zi11ji11 Waa-zlti-miigweclnve11d111awaatl Kina gegoo gaa-bgid11amaagooyi11g maampii girkamig. Zlzi11oomawaadaa11ig aapji zaagtoowi11g Anislmaabe Bmaadziwin miimvaa gda-mvew11i11aa. Ni-aa11ke1u1iawaadaa11ig 111kawaataagziwil1 ji-11i-zoo11g11i11ig baakde11moowi11, aa11kaaj ji-11i-aa11ke1vnawaad da-birtoojiinluniwaan gaa-zlti-ld11oomaagaazwaad. Giimvi aabdig kwii-waabdawaa11aa11ig miimvaa kwii-ki11oomawaanaanig ki11a 11a11da. 'Zaagididaa, 'Zaagloodaa gda-kiimnaa! Mii gwa mbe! bv: Rose Trudeau �Year 4 Student's Projects ��Naaboob By Allan Crow Mawiisha ko kiikwiiwi sansiiwiyon, giinitaa aundopii auko daawiinon iiti kawiishinopiimiiwong. Goojigo naanon giitaasaapiiponaanatoog iiyapi, gii augaashiiw. Giiwaabarnatoog maawiin aubitting iiti piiwajiipatood. Miitaashigoo aupaana gaa iinatamoowaanan iiti jiipi ojiibatood. Naaboob gii ishinnikaazo au animoosh. Giishawaanima wiinga au daawiinon. Gii ozowisi, ooskatig iitaash oojaaning auko, kii waabishkanni. Kiikinowaaniwan kaaya wiinison. Kiiwaanishishi aupiji au Naaboob. Wiinga naako giijiikaandum waabamug Naaboob piisaakiiyapatood iima noopiiming. Shamaag ko piikwashkonotaag kaawaabamid. Kaaniin taash ko taapipinaa. Gooting ko kiibaagiishiik iiti giinaanarnaatub pii ugg au animoosh. Mii ayzun ka ishichigayan kiibaniibin iiyapi kiikwiiwisansiiwiyan. Aupanaa ayzun gii oojaanimanima au Naaboob. Giisaagi au kaanish. Aupiuing itaash iigo, kaawiin kiitaagooshisi au dayans. Niimama giipi audawaabamik kii aunitibikuk. Wiinga doojaanimadum, kaagagoo nimaaw. "Waabung maagisha taatagooshin," diig nimamaa. "Pipii aukon minawa kiigishab." Wiiba gii oonishkaa aniwaabong wii oopi ugg Naaboob. Niiogoon iiway gii ishichigay. kaawiin kii pii ooji taagooshizii dayans. Miitaashi ii kaa ishi wiindaamaagoowan kaawiin minawa wiika taabitagooshizii au Naaboob. Wiinga naa giikichimaaw. Nimamaa gaagwa kiishkowa igg. "Kiigichi auya awi Naaboob," iikido. "Jitaago chini iishod oowayti ayaanid iinni IGishamanidoon. Kaago maawikan, minooyaa kiidayans." Wiinga giikwinowanimaa Naaboob piinish k.ii auni giichi kwiiwisansiwiyan. Mii iitoog iima kaa auni ooji kikandamaan auwiya kiisaagii ind. Bizindawaag iigiyaa nimamaa dada taash, oozaam gikandaan giisaagi iiyaad. Iisaagi aug nimisaywaag, shiigo nisaawayug, nishiimaywug itaash. Kaanaash mii iimaa kaa ooji kiikandamaan auway animoosh kaagiishawaanirnid. Noogoom, gooting iiko kiiyaabi iiti diisha kaagiitishibii oowaan maywisha kii augaashiiwiyan. Paakaan iishinaagoot, kaan kiiyaabi noopimiiwaazinoon, paabashkwa. Jiikandum ko maamikwanimug au dayansibun. "Miigwetch!" ko dinaa kiikaakinaa aumowid saagi iitoowin, "Naaboob." Miisago Wi ii �NAABOOB A long time ago when I was a little boy, I used to go and wait for our dog at the place where the forest began. I was about five years old at the time. I was very small. I must've seen the dog come out of there one time. Then I thought that was where he would be coming from when he came home. Our dog's name was "Naaboob." Translated, it means soup. I loved that dog very much. Naaboob was light brown, close to red, and his forehead was white down to his nose. He had long hair that bounced when he ran. He was a beautiful dog my Naaboob. I used to be really happy to see Naaboob come running out of the forest. He would come and jump on me as soon as he saw me; and I would grab him and hug him and play with him. Sometimes I sat there all day waiting for the dog to come home. My mother, and other people, tell me that is what I did all summer when I was a little boy of five. I was always worried about Naaboob. I loved that dog. One day, my dog did not come home. I waited and waited. but my Naaboob never came running out of the forest. My mother came and got me when it was to dark to wait any longer. I was so worried, I was close to tears. "Maybe he'll be here tomorrow," my mother tried to soothe me. "You can come back early in the morning to wait for Naaboob." I came back real early, as soon as there was light, the nex.t morning to wait for my beloved beautiful dog, Naaboob. I did this for four straight days, but Naaboob never showed up. Then I was told that my dog would never return. I cried hard that time. My little heart was broken. My mother made the tears stop with her loving and understanding ways. "Naaboob was an old dog," she told me as she wiped the tears from my babyish cheeks. "His time had come for him to answer the call of the AU Mighty. Don't cry, your dog i s doing just fine wher­ ever he might be." In time, the pain of losing my dog began to fade. But I missed my Naaboob even as I got older. I guess this is where I learned what loving others is all about. From that time on , I always tried to do what my mama and papa told me to do, for I knew they loved me. I love my parents, and I love my brothers and sisters. I learned about caring when I was a little boy from that beautiful dog who loved me. To this day, I stilJ visit the old place where I used to sit and wait for my dog to come running out of the woods. It looks different now, the trees have been cleared away to make room for community expansion. I am happy just standing there and remembering my dog. "Thank you," I whisper to that dog who showed me so much bout caring, "Naaboob!" ' �Year 4 Graduation �Wiikwedong Singers Hometown • Lakehead University NLIP - Native Language Instructors' Program The Wiikwedong Singers are a group of student teachers and staff who enjoy singing together under the guidance of staff member Violet Shawanda. This past July, they perfonned at the Talent Night held in the Bora Laskin Auditorium at Lakehead University. The other place saw them at the Canada Jamboree '97 (Boy Scouts) Nahanni subcamp. Georgina Nowagaabo, "remarkably" emceed that performance. Considering the group has only met four times, both public performances were professionally done indeed. They were well received by their audiences. Their selections are varied, ranging from hand-drum songs to traditional. All of their "word" songs are sung.in their Anishnaabe language. Gchi-miigwech kina enchiiyeg! by Violet Shawanda �CJ '97 (Boyscout Jamboree) . C: ., ;•7 ":""- 11 �- . t ·, .. - . "- ...,, II • ,.,.,�Ii:? •' 4�') Opening Ceremony Dan Bannon. Ovide Mecredi, Jim Baxter Ovide Mecredi Shaking Hands with Native Contingent Thunder Hill �The Universe in The Bottle Our world is a mere toy Our benefactor a mere boy We are specks unseen The expanse a billion light years between We are a pretty sight A child's delight Like goldfish, a bottle is our home Ours alone to roam The bottle is full of gel Preserving us well Air pockets here and there Mankind is going nowhere Forever we will gaze into the stars Hoping to find others like us Only to find we cannot go beyond Mars But we are safe all of us The black hole is where the cap is for It is left open for our air For our keeper is full of care It is the gateway to heaven afar Others like us may exist We strongly insist But in jars of their own Contact never to be known The Creator is watching over us all The maze we call life is his work The mysteries of the universe will never fall Mankind will never unravel its secrets One thing we can count on Our keeper will never let us down Children will take care of the things they love This child loves the Universe in the Bottle Allan Crow �Children's Graduation �1997 NLIP Faculty and Staff Angela Moore Emma Oskineegish �Susan Sandau Florrie Sutherland ���� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1997 Description An account of the resource Yearbook for the 1997 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1997 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f72c9a3ffffb5ef0c7a6d9f79be99906.pdf 354999fec7b8e7050971fcad6f3ca589 PDF Text Text Native Language Instructors' Program; Lak.ehead University l \ J Yearbook 1996 �Coordinator's Message... As I begin my duties as Coordinator of NLIP I feel very fortunate to be working with Sonya Matson and John O'Meara who share a great deal of knowledge about the program. NLIP is a well established and well regarded school It continues to grow in quality and has gained a reputation for the quality of its training. Although designed for Ontario's Native people, students from all parts of Canada and the United States have come to us for training. We appreciate the contribution they have made to broadening our understanding of Native Language Education. We are well underway in our Native Language Insttuctor's Program. I hope everyone is enjoy­ ing themselves. I know there's a lot of hard work and dedication involved but keep up the good work. For students who are returning for the second and third years of the Native Language Teacher Certification Program. please be certain to have your practice teaching forms filled in and signed by the appropriate school official and send the form to the NLIP office. This is a requirement for being awarded a Permanent Letter of Standing. We encourage all students who have been awarded the Permanent Letter of Standing to come back for the fourth year so they can retain the Native as a Second Language Diploma. In closing I would like 10 say that I have enjoyed working with all of you and look forwani to next year's program. Wanda White Coordinator * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin Let's get together as we care for the Native Language. �Principal's Message." Boozhoo Aanii It's always beautiful to see many of our people believing in their languages and that it's very impor­ tant to express the uniqueness of the language. Our languages and culrure is ONE and we need to be in harmony with ourselves and the Creator. We are the ROLE MODELS for this generation, we need to keep the language and culture alive for them, for they are the future leaders. Always believe in yourselves, believe that you arc helping your community and the future generation. All my relations. Florrie Sutherland Children's Program Principal Native Language Instructors' Program Boozhoo, Aanii, Waache Gchi-miiwech dagkid miinwaa gii-gimaa-kangoyaan. Aapiji gii mncndaagot kina gego gaa0zhichging, aanen gii-bkwaakdakewag, aapijigwa kiimnenowiisimi jibwaa gchi-nimkiikaak. Ngoding naagshig kii-daawemi anokaajiganan. Pow wow ngodgiizhgadong giitemgad. Gii-taagcmi aabta zhoonyaa miinwaa dash shkwaash giinminaajaanaanig gaa giishtajig gaakinomaagajig. Gchi-miigwech gaa-gchi-naadmaage'jik Sonya, Florrie, Wanda. residence councillors, Gaawiin gda giishtoonsimi bwa ye'yaagyekba. President: Vice President: Secretary: Tresurer: Liz Osawarnick Myrtle Jamison (year4 Central) Rose Trudeau (year2 Central) Lilly bourgeois (year3 Central) Elmer Baxter (yr.2 Western) Phillip Goodwin (yr.2 Cree) Eria Beboning (yr. I Central) Grace Whitehead (yr.I Western) Thela Neganegijig (yr.4 Central) * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.• �Williams gives new life to a dying language , In Algonkian dialects Odawa and Ojibwa. appending "ba . to a noun signals that that person, place or thing is dead. gone, kaput. If Trent native Ianguge insttuctor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ba. The spectre of death of her languae and. with it. the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resUJTect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community... says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alanningly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. ''What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff and has successfully defended as her master's project at York University. She convocatcs June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was 10 and in those three extra years made a concened effon to teach his daughter everything he knew about his language and culture. Sometimes. says Williams, he would say, "You do not know why I am saying this. Some day you will .know and understand." And, says Williams, unow I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language. .. Odawa/Ojibwa dictionary was "a labor of love" The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero·s writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relation­ ship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish. * Let's get together as we care for the Native Language.• �trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia). Commu­ nity (geography, holidays, chores, buildings), and Recreation (spons, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back some­ thing to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used i n teacher education and native languages classes. 28th ALGONQUIAN CONFERENCE TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disciplines relating to the Algonquian-speaking peoples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Registration fees are $40 Can. for non-student, $25 for students before Oct l; $45 for n o t -students, $30 for students afcer Oct. 1. Contributors should send title and absract by September 1, 1996 to Deborah James Division of Humanities University ofToront, Scarborough Campus Scarborough, Ontario Ml C 1A4(Canada). If sending abstract by e-mail, please send it ot Krystyna Siccicchowicz at sieclcch@cpas.utoronto.ca Deborah James E-mail: james@lake.scar.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), (416)-694-6276 (after Sept.I) Fax: (416)-287•7116 Krystyna Sieciechowicz E-mail: sieciech@epas.utoronto.ca Tel.: (416) 978-6273 Fax: (416) 971-2027 * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin. * �Ngii-aasgaabwitaadmin Ernestine Trudeau July 10, 1996 Dbikong, kwewag, miinwaa gii-bi-zhaawag, endaayaang. Nooj go gii-njibaawag. Aanind gchi-waasa giiwednong gii-njibaawag. Naasaab dash ngii-zhi-waabndimi. Ngichi-nendaami nkweshkwadaadiyaang. Niitaawis, Paul Nadjiwan. gii-biidoonan ngamwinan. Gii­ dewege miinwaa gii-ngamo. Ninshike gwa Paul gii-ngamo. Pwaagan ngii-zagaswe'iwegomi. Gaa-zbkwaa ngamod, miinwaa mdeweged, ngii­ miingomi Migizi-Miiganag. Ngii-miingomi Migizi Miiganag wii-gii-wewido yaang ogimaawi'win kinoomaadwin. Mashkildkwaabo ngii-minikwemin, bekish gii-bgosendaami wii-noojmohaang miinwaa wii­ mno-nendamaang. Indian fing_erplays Ninjiin Nash.kc ninjiin Ninjiin ge bezhig, niizh Nda paskninjiiwdis miinwaa nwaawaatkoge Nwiiyo'ing debendaagdoon Biwaamdan Aapji go mino-nikwaanoon Daangnan gshtigwaan Daangnan gjaansh Daangnan gshkiinzhgoon Daangnan gdoon Daangnan gzidan Biimskwaashdaa Aambe nimadbidaa Touch your head Touch your nose Touch your eyes Touch your mouth Touch your feet Let's turn around Ok, let's sit down Ndoon Maanda ndoon, waawyeyaa, Ndaabjitoon wii-baapiyaan Biwaamdan, aapji go mino-nikwaa * Let's get together as we care for the Native Language.* �Chief Wins Another First by Cathy Carter The Packet & Times Chief Lorraine McRae has added another first to her life last nighL The first female chief of the Chippewas of Rama First Nation won the Nelle Caner Woman of the Year Award, presented annually by lhe Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. I'm not sure what I did to win this award.'' she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae 's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. ''These were done independently of each other and w e did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 210 people at the award dinner at lhe Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRaejoins a distinguished list of winners of the annual award. Past winners \ are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi ) Johnson. i , J'1/f The other nominees this year recognized as women of distinction, were . �i(·V \ 1' , / / ✓ Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, , Dr. Nancy Harris, and Isabelle Thiess. �� , · , ; McRae was nominated by Mary M. Rose, women of M'njikaning \\\,� (1 First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, ,\�<._\ // �,,•., . "� ;�;,�,t>· Annette Sharpe), and the Rama United Church (John Wesley Oldham, · ,,. Marlene Oldham, Harvey Anderson and Sue Anderson). li;�---·- c./,. t t I\ ,jf/ ¥,'" ···,f' ,,�:ir . '\-;,� � ...�.t� ...:::::· · � �---·•··--��.... ��:'.::::_ ··-:\ • Maamwizdaaji-ni-gnawendamang Nishnaabemwin.• #.., �MEEGWETCHI DIBAAJMOOWIN Aapichi nimeegwetch wendam minawaa geekanomaago'aan. Neebwa enkenamagwaa angeewaabamaak. Dinnendam minawaa beezhisek 1997. Dawaabamagwaa ekenmaagwaa. Geeshpin minnido nendang dawaabandiying, Maano Sa, Chi Meegwetch dinaak Kina gaakanomaagewaat minawaa ldna wiya gaanookaadang nongwoom gaa neebing, Ensoogeezhik, Geezis gaweetchimoomgoonaan. Binezheeyak gani gamdamtamaagnaanik. Anangook dabeendaan zhewak gaazhi nibaayink ensootibika.k. Chi meegwetch kinawiya gaminoowaabamid, Ron Morrisseau Thank You Notes Aapji go niishin maanpii Jdnoomaage gamgong, wii kendaamong ezhi-kiinomaagang. Nlishin ekinomaagejik k:inomaage'aad niishin gii kweshkowang nishnaabek maanpiL Kaawaabmin. Verna Hardwick Miinwaa DearNLIP: Marie McLoed Nda zhibiige miigwechwendma kina gaa miinaad anishnaabemwin kinoomaageyig zhaazhi, nongo miinwa giiyaabi waa bizhaajig. (I am writing this letter of thanks for all the wisdom the program has given to all the Native Language instructors past, present and future. ) Ndoo miigwechwendmaag e-ntaa-nokiijig maampiimiinwa gaa shkicmaa waad wii zhiwebak maanda nokmilgziwan. (I would like to thank the dedicated staff and the people who have made this program possible.) Niibna debnaanaa kendaaswin miinwa gachtoowinan jina eyaawyaang maampii, Nda naadmaagnaa wii. (We receive a lot of knowledge and skills in this shon time that enables us to be effective lan­ guage teachers.) (Gwechtoo kinoomaagenhyig wiiaawyaang ntaa-kinoomaageyaang) Maamiikwendam go maanda nokmigag. (I am glad for this happening.) Thecla Neganegijig P.S. To the students: Aabdankiig, mshkoowendmag, nishin enkiiyig. (Keep working, think positively, you are doing a great job.) * Maamwizdaaji-ni-gnawendamang Nishnaabemwin.* �Neezhwaosi Meegwewnaan Kinawiya Ni Zaagyaa Oaawccn Pane baabshide'ewin diyaaseen Gwayakoo-bimaadiziwin Andiyaan Oeegaa Pane debwewin dadzhindaan Neebwa Nibwaakaawin Diyaan Geegaa Pane nnookaadis Minaajidwin Diyaan Anishnaabekaang nike·ee Ngii-zhaa genii ocli enji-dewehgeng gaa shkwaa name-giizhgag. Aapji ngii­ maamiikwendam gii-noondwagwaa gaa dcwehgejig. Oil-babizo go wa dewchgan gaa-piichi gcti.n dewehgewaad. Oaa ngamjig gii-mnotaagziwag. Miinwaa gaa giigdojig gegoogo naa gaa-bi-zhiwebzowaad zhaazhi gii-dbaadaanaawaa. Mtigwaakininiisan geye gii-dbaadjmaawaan. Meegwetch. Sonya. Wanda, Judy. - Mary Wcmigwans (South Bay) Meegwetch. Isadore. Helen, Lena, Kitchi nineens. Meegwetch, Bernadette, Joan, Lucy, Dorothy, Monica, Lilly, Myrna, Stella, Christine. Dagoo necbwa Gaanikenmagwaa. Minawaa Zhisek Ganigoosh.k•daadmin. Maano Minnido Ganaak daawaab mjgonaan. Ron Morrisseau IJ-�;d: V ,.,, K''4'-1 naui ? ...: a. y" ·.: rt<· .- that Sally Achitawens had a little baby girl the day that she got home from last summer course? - that when Nancy Annstrong graduates there will be founeen people from Shirley Williams family to complete the NLIP program? - that the Ryan Building parking lot approach has been built up and that a new parking area has been attached? - that Student Council 50/50 winners are: Isabel Cada, Nancy Armstrong, Gene Cada, Grace Whitehead. - that NLIP shins and mugs were on sale {bJack long sleeve $25, tee shin $16, grey/blue covered coffee mug, jackets) - Janet Solomon won the quilt made by Mabel Thomas. - that Standardization of Ojibwe Spelling Conference will be at Toronto on August 8, 9, 10. - that Summer Ceremonies will be held at Hannahville, Michigan on August 23, 24. - that Tom Beardy made a book Introduction Oiibwe PartsI&JISeycm Diale� - that John O'Mearo's Delaware Dictionazy is available from Toronto at $75. * Let's get together as we care for the Native Language.* �An excerpt from "Curious George Rides a Bike" Translated by Jean Akiwenzie, Cape Croker "Curious George" zhinkaazo maaba damaakmeshiins, Mii go pane shkwaa shkoozid mii go pane gii-nendang, "Aaniish naa waa-zhi-zhichgeyaan nongom?" Nooj gegoo wii-kendaan maaba damaakmeshiins. "Curious George" niinaa zhinkaazo. Miidash maanda gaa-zhiwebzid ngoding. Chi kizheb gii-boozid biimskewebshki-ganing. Gii-ni-pizod maa miiknaang aapji weyiibzid wii­ kendang nooj gegoo. Gekpii gii-ni-jepsii.kaazo. Kaawiin ninjiin gii-aabjitoosiinan megwaa mibizod. Gekpii miigo eta bezhig detbizenyin gii-aabji'aan maa biimskewebshkiganing. Gwetaanbizo maa miiknaang. Aapji go gii-maamkaadziikaazo ow damaakmeshiins. Shtaataahaa! Gekpii gii-biimskoobzo damaadmeshiins maa biimskwebshkiganing. "Baamaapii" gwiiwzens gii-naan pii nkwezhkwaad miiknaang. Gwiiwzens gii-noonaan curious Gerogan wii­ naadmaagod maziniganan wii-paa-miigwed. "Nga-naadmoowaa sa gwiiwzens" nendam damaakmeshiins. Miidash gii-daapnang maziniganan. Gii-kobdood rnaziniganan gii-tood dinmaanganing. Miidash gii-mibizod miinwaa. Gamaapii Curious George gii-bimibzo maa besho ziibiing. Miidash maanpii gii-waabmaad ninwan giigoonkenid. Miinwaa gii-waabmaan gwiiwzensan baa-nakmigzinid rnaa ziibiing. Aaniish ezhichgewaad gwiiwzensag gii-nendam. Mskobaabiin aabjitoonaawaa wii�wiikbidoowaad jiirnaanensan. Miidash gii-mibdeg jiimaanensan maa ziibiing. Chi minwendaagziwag gwiiwzensag. Curious George gii-biijbizo miinwaa. Kaawiin rnshi gii-miigwesii maziniganan. Miigo eta jiimaanensan gii-mkwendang. Gekpii Curious George gii-mkwendang waa-zhichged. Aa;ji go jiimaanens wii-yaan gewii. "Nga-zhitoon sa jiimaanens genii" nendam. "Maziniganan nga•aabjitoonann. Miidash weweni gii­ bskibnaan bezhig mazinigan, shkwaa giizhiitaad, jiimaanens ziibiing gii-tood. "Endegwen wii•mibideg maanda jiimaanens" gii-nendarn. "Ahaaw sa! Jiimaanens gii-mibde. Gesnaa wiishenaagod!" nendam. Geget gwetaanbide jiimaanens ziibiing. "Nga-zhitoonan sa jiirnaanensan," gekpii gii-nendam. Gwetaankamig ezhikiibaadzid ow damaakmeshiins. Miidash kina maziniganan gii-aabjitood. Aapji niibna jiimaanensan gii-mibdenoon ziibiing. "Gesnaa wiizhe naagdoon," nendam. Kaawiin dash weweni Curious George gii-mi-naabsii rnaa baambizod. Baawaarndaanan jiimaanensan nii naa! Mii go eta rnaarniikwendaunan jiimaanangaa-zhitoojin. Be! Chi getin gii-makshkaan bezhig aazhbik, shi geskana biimskewebshkigan gii-noogbizod. Curi­ ous George geskana gii-nimbizo-miidash gii-ni-pangshing. "Yooo" nendam Curious George, Kaawiin gii-wiisgishsii. Biimskowebshki gan baa-maangzo maa, maanaadkamgaag maa besho maa ziibiing. Kaawiin gii-waamdaziin aazhbik epiichbizod. Gekpii gii­ gweji-boozi biirnskowebshkiganing. Kaawiin gii-shkitosii wii-brnibzod. Biikshkaa niinaa * Let's get together as we care for the Native Language.* �biimskowcbshkigan. Miinwaa kaawiin dash Curious George gii-shkitoosii wii-giiwewnaad. zigniwan. Kaawiin gii­ kenziin waa-zhichged miinwaa. Miidash gii-ni-mkwendang waa-zhichged. Kina maziniganan gii­ shinaajtoonan. Kaawiin gii-kendaziin waa-zichged miinwaa. Miidash gii-gchi-mwid. Gamaapii gii-mkwendang waa-zhichged. "Nga-aabji'aa sa bezhig detbisenh wii-bmibzoyaan miinwaa." Gil-mikwendaan gaa-zhichged baa-maamkaadzikaazad maa biimskowebshkigaaning. Gii-shkitoon sa damaakrneshiins wii-mibzod. miiknaang miinwaa! Faculty * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.* �Words of Wisdom "Nishaabe Bmaadziwin" is not a ritual or a tradition practised just occassionally, it is being at One. at peace with your Spirit. Mind and Body. It is a Way of Life. Be proud of who you are and do not be afraid to reach out for your dreams. Our Elders are Bearers of Wisdom. They will guide us to a better future. Listen to them! They are in touch with Nature and the Great Spirit. by Rose Gegwa baabaapnedwaake gwii-ji-bimaadiz. kaa damnegwan gdoon. Do not make fun of your fellow human being or your mouth will catch up with you. Aaniish ensadbaganeg? (Wllat time is ii?) * Maamwizdaa ji-ni-gnawendamang Nishnaabemwin.* �' Paknesag Back row: sandra Corbiere. Tracy Recollet, Isabelle Cade, Willie Koostachi Middle row: Adriene Big George, Tom Big George, Theta Neganegijig, Darlene River Front row: Merrit Taylor Kil kwe 11a Merritt? * Let's get together as we care for the Native Language.* �QUILT MADE BY MABEL THOMAS * Let's get together as we care for the Native Language.• �BREAKFAST AT THE HOITO'S MONDAY POTLUCK ��DRUMMERS AT MT. MCKAY �POW WOWER �POW WOW LAKE H �¼EN G NI PI JUL Y20, 1996 �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR ONE & TWO WESTERN/CREE CENTRAL/EASTERN �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR TWO WESTERN & CREE WESTERN �NATIVE LANGUAGE TEACHER CERTIFICATION PROGRAM YEAR THREE CENTRAL/EASTERN & WESTERN YEAR TWO CENTRAL/EASTERN �NASL YEAR FOUR GRADUATES CHILDREN'S PROGRAM �INSTITUTE PROGRAM ADDITIONAL QUALIFICATIONS ��tK(ltJ•o 1·na a5 en I, nJod,11q � ,'/,. J:I VJ :/ n·1aan I .J • ot'n.o oj /irt...'f, '1.J ed. fn,'nJ -z. QQjid w/n 111,i•nwa C1.J rnno· -z. h/ w e h z. ✓- 1.1.1/11 G w iiz ens Jll - /:J 'z. /3w iln�/g wt1t1s/2/:niJ /vf/l - c/q Sh maanda. Jt:t4" /(idoiJ.:/. G i ishpin Dka de yaanJ 90 .. y a.a_ b ,. - m,i•z. h/cl.. p l(wesh i3a. n , tnt'I n1aar1tla. ezh11i /(a.adey tn no • :z hi we/) :t / w in, G i/ shpi� dq;h h a a rJJ;/ .fo o d w_/· . , z ao_,,du.11111 bt1 a sh K1�11n ·-z.. ,3r.1�1 J mi/rnrw - z h , w e b z. iw,n ez h n , /(fJq d:J ; · . . · ��1996 NLIP Faculty and Staff Steve Chase �Florrie Sutherland ��. �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1996 Description An account of the resource Yearbook for the 1996 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1996 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2468d9fc2d18265c752023ff48322797.pdf 9242a1fe37cc73ae69f93460ff3d97df PDF Text Text Native Language Instructors' Program Yearbook 1995 �I I I I I I I I I I I I I Coordinator's Message ... Aaniin I Boozhoo: Mii sa miinwaa bezhig gii-giish/ooying Miin-giizis enkamgizying Anishnaabemwin bimiikamang, waa-zhi-ldnoomaading. Naanaagdawendmaa, aapji go niibna te ekidoyeg dbaarameg Anishn.aabemwin. Ninda anind nga-zhibii' aanan piichln enoondamaa. "Pane lca-skoonwindaanaa, ka-kinoomaagzimi ... Gmooshtoonaa go maanda epiichi-gchitwaanwendaagok gdanwewninaa... Ka-aabjitaami go wii-nda-zhichigeying waa-zhi-kinoomaageng ... waa-zhi-zoonglgaabwiying mlinwaa waa-zhi-bskaabwidooying enweying... Aabdig ge wii-aasgaabwitaading maanda nankiing." Aapji gdebwem ekidoyeg. Kina go ezhi-bebezhigoying gikendaanaa aabdeg wii-gnawendmang gda­ nwewninaa. Dbl go iidig yaaying miinwaa dbi go iidig ezhi-ndawendmang waa-nankiing, da-nishin go pane miigweng aasgaabwitaadwin mllnwaa zaagidwin. Gda-bgosendaami gwiiji­ nishnaabemnaanig gewiinwaaji-nsastamwaad epiilendaagok gdanwewntnaa ezhi-wiijiyemgak wii­ mno-bmaadzing, wii-ni-mnoyaaying, wii-ni-noojmoying. Gichi-miigwechwi' nun ldna enchiyeg gaa-bi-zhaayeg, gii-bi-skoonwiyeg, wii-bi-naadmaageyeg, wii­ bi-Jdnoomaageyeg, wii-bi-wiijiweyeg. Gii-znagad go nll/Jngodnong. Mii'sh wii go nyaadmaagoying wii-mshkawgaabwiying. Well, we f'mished another great and busy summer. We will not forget what we have accomplished, what we learned and what w e experienced. As usual, we will continue to persevere and keep that commitment - the task in teaching our mother tongue. I remember a lot of things that were said during your stay here. Here are some of the common statements made: 'We will keep learning about our Native language ... We know how important our language is... We will continue to work on developing teaching and learning strategies, to foster its growth and retrieve what we have lost. .. It is imperative that we support one another in this work." What you say is true. Each one of us has a responsibility and no matter where we are an d what we choose to do, Native language will be fosteled through mutual support and an individual sense of responsibility. It is only through each one, s self-awareness, hope, respect and love that our Native language will also heal as we heal. I extend special thanks to everyone who came, the students, faculty and staff. his not always easy, but its through these experiences that we learn and gain sttength. In the Spirit of our Anishnaabe languages, I I Lena Odjig White �I l t I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Grads of 1995 ... Summer 1995 Graduates Native As A First/Second Language Diploma Program Sally Atchitawens-Roy Ernestine Baldwin Peter Beaucage Isaiah Beaver Martha Bois Doris Boissoneau Janet Bruyere Hilda Cockerham Mabel Corbiere Miriam Hookimaw Deanna Hyacinthe Nancy lserhoff Robert Knott Adelaide Koostachin Rose Logan BeatriceMcCue StuMcCue BarbaraMcDonald EllenMigwans PhyllisMorrisseau Barbara Nolan Emily Norton Alice Nummelin Elizabeth Osawamick Helen Roy Gordon Shawanda Nancy Walser Edna Whitefeather Fanny Winter �Native Language Teacher Certification Program Year One Western I I I I I I I I I I I I I Central/Eastern �I I I I I I I I I I I I I I I I I Native Language Teacher Certification Program Year Two Western Central/Eastern �Native Language Teacher Certification Program Year Three - Western Central/Eastern I I 1 I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I NL Courses 11 . -. .. .... Additional Qualifications Part 1 - �Faculty and Staff --- - --A , Student Council - President's Message..• Aanii/Boozhoo/W aache Miisa miinwaa kina gwiiya gii-giishto'aad maampii Lakehead. Gchi-nendam sa ek-pii gii-giishto­ yaanh niiwa-bboon. Well the time here at Lakehead has sure gone by quickly. The student council has worked hard selling tickets, T-shins and mugs. I say Gchi-miigwech to all of them and to all volunteers who helped out in these various activities. Some activities that involved student council were 50/50 tickets, potlucks, craft fair, mini pow-wow, baseball games and best of all the Graduation Dinner's Dance. It was a pleasure to sit on student council the past four years and I hope it continues to grow each year with more and exciting new activities for you. The student council for July 1995 were: Year 3 Central - Gene Cada Year 2 Central - Lilly Bou'geois Year 1 Central - Isaac Pitawanakwat Year 1 Western - Elmer Baxter Gchi-Miigwech Liz Osawamick Year 3 Western- Vernon Paul Year 2 Western - Monica Turner Year I Cree - Phillip Goodwin I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Principal's Message ... Aanii. Boozhoo. Thank you very much for all your unique teachings. We have all learned from each other many moments of happiness, sadness, excitement, lonliness. and frustrations. We have all come over the hurdles and shared each other's company. Its great to see that many studetns stayed to achieve their goals. Many miigwechs to each and every one of you. It has been a pleasure working with all students. Special miigwechs to the Associate Teachers and the NLIP instructors for their patience and under­ standing. A Great Big Miigwcch to all the Summer Camp Counsellors for their time and kindness. Gchi-miigwech to Lena White and Sonya Matson. Take care, enjoy life, and see you all again! In Respect, Flonie Sutherland Children's Program Principal Native Language Instructors' Program Attention: Jean Kirk On behalf of the faculty and students, I wish to express special thanks to Jean Kirk for her time and effort she made tutoring and assisting the NLIP students with their assignments. Jean volwiteered her time to do this for which we are very grateful. To you, Jean, we wish you health and happiness, and may the Great Spirit look upon you with much love. �Odaminowin Coordinator's Message ... It has been a truly memorable summer for both myself and the camp counsellors. I would like to express my thanks and congratulations to all the children, volunteers and staff who shared their time and experiences with us. I would also like to thank all the N.L.I.P. parents and families for the exceptional interest and sup­ port which they have given to our program. To all the Odaminowin Children: "Thank you for all the fun and laughs guts!! We will miss all of you and we look forward to seeing you next year. Take Care!!" I We wish all the children and students health and happiness. Gchi-miigwech! I Karina Skov, Coordinator N.L.I.P. Odaminowin Day Camp I I I I I I .,,. --.,..�. •= - .��,..- :::;;::;.;;.;;;;;:;;:::����r,��if-;�_;._p =':!!!:.�:.:._;_ --�-�- I I .. ... ..; ;;.'::;. I �'!"" ��� I �I I I I I I I I I I I I I I I I I I Did You Know... Josephine Mandamin, our counsellor, led some wonderful evenings of Sharing Circles and coordinated the Lac La Croix bus tour which 25 people joined in. Gchi-miigwech Rose Toulouse gii-naadmooyaang wii-gaaye'kaggeyaang. Aapji-go gii-mnendaagod gii-nankiiyaang iw. Ngii-noondesemi go. Geyaabi go nda-gii nankiimi iw. Vi and gang. Get well wishes for Ronald Morriseau. Esa naa mnoyaan! Congratulations to John O'Meara for the Delaware research! Aapji ngchi-nendaami. From the NLIP Summer faculty. Congratulations to Student Council's 50/50 winners: Hilda Nadjiwan Barry Milliken Mary Shawanibin Sandra Peltier Baseball nights went well. Quite a few attended. Even the elders "have it yet". Barry hit a homerun! Gii­ gwaataanginaandaan. . �� - . ·-� --� Wedding congratulations to our NLIP Secretary, Sonya who recently wed and is now Mrs. Matson. �Gaashebziyaan by Laura Enriquez Miisa genii waadbaajmiyaanh eshweb sa maapii scoonwing. Naangodnong gdo-chidamta enookiiyin gcii gbimenziin enkamgag. Miish maanda gaa-hiwebziyaan. Ngoding dbedbig ngii-nokit miinwa gii-gziibiignage epichinokiiyaanh. Miidash gii-bnaadyaanh da gwinan. Ebiskaabiiyaan endaayaan gei giimizhemose cnokiiyan milgwedgo eshtoambaa eaii giinaabse ezsbaayan. Gii-mi-shi-bazde 'aan cndaayaan gii-ncndam. Gil naab jiigaying shkwandem emgag miidasb naasaab naanoobiiganens gaabid. Ngii-nibiinge, nda gwinan gii-dkonaanan. Bekaanzid endaad giiObiinge. Miimaa kwe gii-oaanii bwid. Gii-ginowaabda-Naasaab gii-sbinaagsimin, "Aniish-mampii eookiiyan?" Miidash giilcenmaang pkaanag wiigwaming yayaanh. Gii-nisbaabgaadese miidash gaa-kidyaan "Oops, wrong house, sony." Ngii-nooodwaa mdwe-baa-baapid. Gaa-nibiingc'aan jida gonaaendayaan. Ngii-wiind mowag hwiichkewenyag gaazhibziyaan. Enweg gii-chibaapmin. Miigwecbl I I I I I I I I I I Nmishomis Methods Pan ID Education 1353 Nmishomis ntaa aadsooke Maamiikwaajmo aazhi-bmaadzid. lidig maaba nmishoo gaa-gchi piitzid Scmaanh gii aabjiyaan. Howah ge pane gii-ntaa kida Oo gii kendaan kc dishwebag niigaan. Mamaa, bapaa milnwaa ooshenbyan gii zaagaan Iw dash aapji nda mcsnaa. Sabiin gii-ntaa bigidwaa. One Two Buckle My Shoe Bezhig, niizh zagaaknigeg. Nswi, niiwin 11aadroaadig. Naanan, ngodwaaswi naabiigmak. Niizhwaaswi, nshwaaswi bi-naabilc. Zhaangswi, mdaaswi, baamaa milnwaa .ka-waabminim. I I I �I Gaazhiiwebut Gaagiibaadzit I I I I I I I I I I I I I I I by Jeannette McQuabbie Henvey Inlet Fast Nation Pickerel, Ontario Bezhig sa 117.bishenh giibe wiijgendaagnaa giibe gaashiiyaa. Elli gii-zhiokaaso. Gii- gshaadge epiichi nokiwaat ngitziimag nookming. Pii nimaajaawat enkiijig, miikwa gojiing wiigwaamesing gii-zhaad. Miidash bibiindiget neyaap mii gii-bi-zaagiitood naazhaabiighigan. "Aahaaw nmadbin kwezens" kida Miidash gii-mdwewechgcd. Zaam dash goonaa giiwiisgawechige miinwash gii­ nboodewechige pane. Aapchi dash gii-zhiingtowaa. Ngoding dash nimaajaawaat miinwa nmaama milnwash npaaba mil giibaabii'ag wii-zhaad odi gojiing wiigwaamesing. Miidash giimooj gii aadaakwaak. Gii- gonzakamii getin nookming. Gaanidgwashnaa odi yaawaat ngitziimag miineyaap gii- giiweynaashkaagoyaan. Gawiin dash gii-bzindzii. Mtigoons gii-bmi-bookwaaknang nbaaba. , "Bzaaniyaan odi cndaayin( kida. Gaabidgwashnaa endaayaang gii-nmadap. gii-bzindoowaa Elli mdewechged. Gaawiikaa miinwaa gii-noopnakesii nookming. Chi wiikaa miinwaa gii-waabmaa maaba nzhisenh. Ngoding dash gonaa gii-bi-miwaabmaa odi Wikwemilcong. Gawiin gii­ sidwinaagsii. Miidasb gii-gwejmit ezhniikaazyaanh, pil gaawiindamawag mil gii-chi'aapdaapid. Gii­ mkwendaan gii-aadaakwag gojiing wiigwaamesing, giigaashiiyaanb. �Niikaanisag Ndawemaag The end of a program is always a time of reflection. He will leave behind memories of time spent discovering new concepts. building lasting friendships. participating in team and individual activities; and in the process developing lifelong interpersonal and skills needed regarding our culture and the Nishnaabe language. And so, the end of the Native Language Instructors' Program is a good time to reflect on its devel­ opment and progress. I have now been attending the program for two years. and for me, I feel suc­ cess comes with partnerships, teamwork, a lot of hard work that will pay off, and how much more imponant this payoff will be in the future. At this time I would like to pay tribute to two teachers Jeanba Miinwaa Emcstincba, Miinwaa a peer Frcdba, who I feel have been particularly dedicated for this cause to protect. promote and preserve the Nishnaabc language. Their accomplishments are yours and mine too. Like our class, and the graduating class of •95 they t oo have graduated to a higher school of learning. from the creator himself ''Dizhemnitoo" to begin a new adventure, having left behind a rich legacy for those who will follow in their foot steps. It has long been said that the greatest strength rests on the strength ofit's people. I thank the "Creator" and feel fortunate that He blessed us with such talented dedicated enthusiastic people who have and will continue to have a positive impact on many of our children. youth and adults alike who have chosen each summer in dedication to call Lakehead University Campus their home for four to five weeks. W e are thankful to these two teachers who have given so much over the years, and to Fred who was pan of our class family. I will always remember him as a kind man. and a person who always like to make people laugh. This is also an emotional time. but as a student it is also the most rewarding time. Watching the men, women and children receive their rewards, ccnificates diplomas and achievements fills me wilh an immense sense of pride and it reminds me of the very reason why I have decided to devote time and energy and to give it all I have to the education of our youth. Last but not least, Kidanamikonim (I salute you). Take the knowledge gained here and use it to further expand your personal and professional growth. l I l I I I I I I I I I I I To the graduates I extend my sincerest congratulations to all of you. To all the teachers and staff, Gchi Miigwech. aaamaa pii miinwaa Miigwech Hilda Nadjiwan Year 2 Eastern / Central I �I I I I I I I I I I I I I I I I I The Being I sit here in my office looking at all that is around me. Shelves filled with books. Walls decorated with pictures and posters. On my desk. I look at the pictures of two women smiling at me. I begin to feel a sadness overcome me and tears begin to trickle down my face. I wonder, how strong they were to keep holding on to the being. This being so strong and loving. My being, your being. their being. The words that come from within the being are joyful, musical sounds of nature telling you, you arc one with nature. the being remains strong and loving. The life it leads are dictated by the universal changes in nature. A being so strong, loving, generous and always laughing. A being who remains quiet, watching and listening but, forever moving powerfully forward to encounter life's changes. I look at the pictures of these women again and I remember how strong, loving beings they were. I can hear them say. "The being that you help is your being, our being. their being. One that lives with nature and one that talks with nature:. I look at their smiles, smiles so strong and loving. Remembering the smiles, I wipe the tears from my eyes. I pick up the pen and return to the language and culture of the being. Sandra Peltier, Dedicated to Jean Shawana and Ernestine Buswa, Educators of the Anishinaabe Language and Culture. My Life at Wigwam Point By Mary Dok.is I lived on the south shore of Lake Nipissing. I was born in Strugeon Falls. My mom took me home in a boat There was a little ferry which took our people and tour­ ists to the camps around Lake Nipissing and the upper French River. Our house was a tiny log cabin with one room. We rarely saw bears. They didn't come around because we didn't feed them. We saw wolves running around in packs. They didn't bother us. My grandmother used to tell us, "H you don •t bother with animals. they won't bother with you." so I was never afraid of wild animals I'm still not afraid of wild animals. Sometimes I am afraid of dogs, and I don't like slithering snakes. �ryi}u c£o not neeito 6e {ovec{, not at tlie cost of yourself. 'Ifie singk refationsliip tru{y crucia{ am£ centra{ in a fife is tlie refationsfiip to tlie Self. It is rewariing to fini someone wfiom you [ilq,, 6ut it is essential to filq, yourself. .. It is quic/q,ning to recognize tfiat someone is a gooi ani cfecent liuman being, 6ut it is iniispensa6[e to view yourselfas accepta6k. It is a ie{iglit to iiscover peopk wfio are wortliy ofrespect ani atfmiration, ani Cove, 6ut it is vi,ta{to 6e{ieve yourself ieserving of tliese tliings. !Foryou cannot five in someone eCse. ryi}u cannot fini yourself in someone eCse. Of a{[ tlie peopk you wif{ (now in a fifetime, you are tlie on{y one you wi[[ never !eave nor Cose. to tlie question ofyour fife, you are tlie on{y answer. to tlie pro6kms ofyour fife, you are tlie on{y so{ution. l I I I I I I I I I I I �I I I I I I I I This prayer was given to me over 4 years ago by my best friend Caroline Pheasant who passed away on Dec. 12, 1992. I went through some very rough times four year ago.My friends got together for some prayers and feast I bad put this on her memorial card. Recently my dad Ambrose Kitchckeg passed away on June 14, 1995. I also put this on his memorial card. Caroline's family and I wanted to get this copyrighted before memo­ rial cards. We will do something about it when I get back home. To let it be known also that she was a good poe� and a good artist and that she was a very talented young woman.Most of all my best friend Caroline, you are still in my memory Mcegwetch ToMabel Benson: For all us here today. let us join in all our thoughts. feelings, and emotions. Gathering here is a way of showing each other we care. Friendship is a way our people have lived for many years. With the respect of the Great Spirit we have traveled many miles and touched many hearts. We show our friendship to our brothers and sisters by shaking hands or a hug and most important giving a very caring friendship. I I I I As we travel with the Great Spirit here onMother Earth, let us protect her and show her that our strength is not lost. Our individual path of life is our lesson to show our strength. Our path may be rough at times but with all our strengths as one we can over come our obstacles. Our feelings that we share for each other teach us to grow and learn to have respect for our past and respect for our future. Let us be thankful for the People we are with and the precious time we get to spend together. The purification of the sweet grass awakes our weaknesses. I I I Let this be our prayer today and tomorrow. To our friendship, and to all our relations,Mother Earth, Circle ofLife, and the Great Spirit Mecgwctch by Caroline Pheasant �A Mother to a Teacher Respect My Child; He Has A Right to Be Himself The following letterappearedasanarticleinThe NonhcrnNewsletter. It was submittedby Surrey school trustee Jock Smith who is an educational counselor for the Department of Indian Affairs. It is a moving document and was supplied by the mother of an Indian child, in the form of an open letter to her son•s teacher. Before you take charge of the classroom that contains my child, please ask yourself why you arc going to teach Indian children. What are your expectations. What rewards do you anticipate. What ego-needs will our children have to meet? Write down and examine all the information and opinions you possess about Indians. What are the stereotypes and untested assumptions that you bring with you into the classroom. How many negative attitudes towards Indians will you put before my child? What values, class prejudices and moral principles do you take for granted as universal? Please remember that "different from" is not the same as "worse than'' or"bcttcr than," and the yardstick you use to measure your own life satisfactorily may not be appropriate for their lives. The term "culturally deprived" was invented by well-meaning middle-class whites to describe something they could not understand. To many teachers. unfonunately, seem to sec theirrole as rescuer. My child does not need to be rescued; he does not consider being Indian a misfonune. He bas a culture, probably older than yours; he has meaningful values and arich andvaried experiential background However strange orincomprehensible it may seem to you, you have no right to do or say anything that implies to him that it is less than satisfactory. Our children's experiences have been different form those of the "typical" white middle-class child for 0 whom most school curricula seem to have been designed(I suspect that this "typical child does not exist except in the minds of curriculum writers). Nonetheless, my child's experiences have been as intense and meaningful to him as any child's. Like most Indian children his age, he is compctenL He can dress himself, prepare a meal for himself, clean up afterwards, care for a younger child. He knows his Reserve, all of which is his home, like the back of his hand He isnot accustomed to having to ask permission to do the ordinary things that arc part ofnormal living. He is seldom forbidden to do anything; more usually the consequences of an action are explained to him and he is allowed to decide for himselfwhether or not to act. His entire existence since he has been old enough to see and hear has been an experiential learning situation manged to provide him with the opportunity to develop his skills andconfidence in his own capacities. Didactic teaching will be an alien experience for him. l I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I He is not self-conscious in the way many white children are. Nobody has ever told him his efforts towards independence are cute. He is a young human being energetically doing his job, which is to get on with the process oflcaming to function as an adult human being. He will respect you as a person. but he will expect you to do likewise to him. He has been taught, by precept, that courtesy is an essential part of human conduct and rudeness is any action that makes another person feel stupid or foolish. Do not mistake his patient courtesy for indifference or passivity. He doesn't speak standard English, but be is no way "linguistically handicapped." If you will take the time and courtesy to listen and observe carefully, you will see that he and the other Indian children communicate very well, both among themselves and with other Indians. They speak ..functional" English, very effectively augmented by their fluency in the silent language, the subtle, unspoken communication of facial expressions, gestures, body movement and the use of personal space. You will be well advised to remember that our cbildmt are skillful interpreters of the silent language. They will know your feelings and attitudes with unerring precision, no matter how carefully you arrange your smile or modulate your voice. They will learn in your classroom, because children learn involuntarily. what they learn will depend on you. Will you help my child to team to read, or will you teach him that he has a reading problem? Will you help him develop problem solving skills; or will you teach him that school is where you try to guess what answer the teacher wants'! Will he learn that bis sense of his own value and dignity is valid. or will he learn that he must forever be apologetic and ''trying harder" because he isn't white? Can you help him acquire the intellectual skills he needs without at the same time imposing your values on top of those he already has? Respect my child. He is a person. He bas a right to be himself. Yours very sincerely, HisMother �Hopes & Dreams Without hope you could not dream without dreams you could not live beyond the limits of the present... Never keep your eyes to the ground you will never see the ship... Never keep your eyes to the ground you may miss the pictures in the clouds•.. Never keep your eyes to the ground you will miss the double rainbows... Never keep your eyes to the ground you will never see eagle... by: Candice Esquivel My Dolls Nothing in my younger days · prepared me for my children . • I thought they never required , more than I could give... Sometimes they don't fit in my schemes and plans I thought they be still as dolls... Being a parent is a process that continues for the rest of my life · When I see who they should be I can see who they are... by: Candice Esquivel The Eagle The eagle gives me hope his feathers reach in my soul he cries a tune without words The eagle gives me dreams where I once... was at a place of loss The eagle gives me courage accepting things I can •t change courage to change the things I can The eagle gives me strength that I lost as a child the loss as a human being Today•.• I live like an eagle with hope. dreams, courage and strength. by: Candice Esquivel I I I I I I I I I I I I I �I I I I I I I I I I I I Today Outside my window, a new day I see and only I can determine. what kind of day it will be. It can be busy and sunny, laughing and gay, or boring and cold, unhappy and gray. My own state of mind is the determining key. for I am only the person I let myself be. I can be thoughtful and do all I can to help, or be selfish and think just of myself. I can enjoy what I do and make it seem fun, or gripe and complain and make it hard on someone. I can be patient with those who may not understand, or belittle and hurt them as much as I can. But I have faith in myself, and believe what I say, and I personally intend to make the best of each day. . .. , • .. "" ,:. I .. . . . .. ,. # ' • • • . • .. A Note from Nancy lserhoff I would like to say gichimiigwech to the Native Language Instructor Program for getting me where I am today. I am very grateful. I would like to thank all the teachers all the co-oldinators and everyone else that made this possible. I would also like to thank my sister Alice Nummclin for introducing me to the program. And most of all my mother and father for giving me the most precious gift of all the Native language. I would also like to say good-bye to all my friends and classmates. It was nice meeting you all. I really enjoyed the past fo\D' summers. I'm going to miss all of you. Gichi-miigwech! Nancy Iscrhoff Has a permanent position with the Lakchead Board of Education (See you all at graduation next year! Let's have a panyl) �Kwesensish Red Riding Hood By Jean Akiwenzii Cape Croker Ngoding kezheb mamayin gii wiln-maagoon kwesens, "G'maadjiidmowaa Nookomis maanda gookbinaagan. Kawiin minoyaasii Nookomis". Nooj gegoo miijim cnapgog mamayin gii-tamwaan maa gookbinaaganing - shiimnag. bkwezigansag. baashkminsigan, deminan, miinwaa waawaashkesh-wiiyaas. "Amba sa nimaajaadaa", kida kwcsens. Miidash mamayin gii-wii-nmaagod kwesens miinwaa, "GEGO BAAMENMAAKEN WIYA KAWIIN GE'XENMAASIG! WEWENE KOWAABDIZONI MIINWAA, KOWAABOOM MA'IINGANISH MAA IDGAAKWAA! " Aahaaw, hasrnaa pii kawaabmin!", kida kwesens. Miidash gii patoodjiigaakwaa wii-maajiidood Nookomis endaad iw gookbinaagan. Baamaa pii kweseos bemosecl miikaanc.;ing, mil ma, gii-kweshshkwaad ma'iinganishan. "ANIIN KWESENS, AANIIPIISH EZHAAYIN?", kida ma 'iinganish. Miidash Red Riding Hood gii-wil­ ndmawaad. "Nookomis endaad ndizhaa, wedi gidaaki". Kawiin kwesensish gii-bizi.ndwaasiin gaa wiindmaagwad mamayin. Miidash ma'iinganish gii-k'cbi maajiiptood Nookomis endaad, jibwaa dgoshing Red Riding Hood. Ma'iinganish gii-k'chi tangshkige maa shk:waandeming, Nookomis endaad. Gekpii gii-biikshkaan shkwaandem. Gii-biingeptoo maa biindik. Miidash gii-m'waad Nookomisan. Weyiip gii-biiskong ow Nookomis sbiinzhgokaajganan, wiikwaan, miinwaa mijgoode. Miidash "Nookomis" nbaaganing gii-pagzocl. Gii-gozhed niw waabowaanshan. Miidash maa gii-nbaakaaz.od. Baamaapii kwesensish gii-ni-dgoshing maa biindik. "Yooo, gesoaa k'chi wiibdan di-yaanan, Nookomisl", kida kwesensish, "ENH, AABDEK GWA. NGA AABJITOONAN SA N'G'Oll WIIBDAN Wil MAAWNAAN!", .ldda ma'iinganish. Aapchigo naa gii-bakide. Miidash gii-mwind kwescnshish gewil. Mcgwaa nbaad, ma'iinganish, aapchigo gii debsinii, mii maa gojiing Shaagnaashish gii-bimoscd. baa-gwa-giiwscdjiigaakwaa. Gcgoo gii-noondaan maa biindik wiigwaaming. "Oegoo sa sbawebad maa biindik", neodam ow Shaagnaashish. ..Yooo, wenesh gaa- biikshkong maanda shkwaandem?", nendam giiwenh Shaagnaashish. Mlidash gii-biingcd wiigwaaming gewii. "Yoo, gesnaa g'chi pashkwejii maaba ma'iingan! Wenesh gaa-miijid maaba?", kida Shaagnaashish. Mil dash gii­ kcndong gaa-zhi-webag. Geskana Shaagnaashish gii-giish-shkwaad ma'iinganan. Miidash gii-7.aag-jibzowaad Nookomis miinwaa kwesensish. Baamaa pii Red Riding Hood gii-wii-nmowaad Nookomisan, "Kawiin miinwaa nga noonaasil wiya maajiigaakwaag, kawiin gc-kenmaaswog. Milwaa kawiin wiikaa gownenziin gaa zhe-webziyaangl" I I I I I I I I I I �I Elders I I I I I I I I I I I Eager to help. Listen to their words. Determine your destiny. Educate ourselves. Respect their stories. Stories of ourselves. INDIAN "Indian", they say. Nonh American Anishinaabe, I am. Defy the name, "Indian". I am not, "Indian". Anisblnaabe, I am. "North American Anishinaabe" Anishinaabens Another day goes by, Not once do you ask, "Why?" Is it because you are ... Shy. not knowing who you are. How are you to know? If you dare... Now, is the ti.me. Ask your people, who is the... Anishinaabe? Believe in your people. Elders are your link to survival. Now, is the time to ask. You are the... Seventh Fll'C. Friends Friends that will be there forever no matter where they arc or how far they live, Friends that are willing to listen and respond to you, Friends that you trust and lhat enable you to share your most deepest hurts and thoughts, Friends that won't judge you but be with you side by side, When you do find a friend or friends that you can trust then you will know true friendship. If the year is a song... the moon is the drum beat.. the sun is the singer... - Musawa Florrie Sutherland �From the Students: Thank you note: Chi miigwecb ndikid gonda gaanaadmoojig endso-giizhgak miiwdoowaad nmizinagnan ngii-kinoomaagoo'aanh maampii "NI.JP Program.,, I would like to thank the third year students for sending my family a card wishing my husband's recovery from his illness. Those words were very comforting and gave us strength. by Dorothy Mishibinijima Year 2 Eastern/Central Miigwech Angela Neveau Associate Teachers and Principals Desk Acknowledgment of student teachers Summer or 1995 The principal and Associate Teachers would like to express their appreciation to the outstanding teaching techniques exhibited by most of the student teacher populace. NLIPPOW WOW About 22 dancers were in the grand entry atop Mt McKay on Sarur­ day, July 22. There were three drums: Whirlwind Thunder Mountain Satellite Drum Isaac Pitawanakwat was the M.C.. About $150.00 was received at the Blanket Dance. There was a giveaway. About 7 craft and food stands were also set up. FEASTS There were three. Two at phase 3 and the most recent at the Pow­ wow. I l I I I I I I I I I I I �I Aanii/Boozboo I I I I I I I I I I I I Gdanmikaagoom! Niiwobboon gaa-giishtoojig Gchi-miigwech gii-bi-naadrnawyaang. �I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I 1995 N.L.I.P. Faculty Isadore Toulouse • :II LaBell ���I I I I I I I I I I I I � a �ADDRESS I I I I I I I llQ.!. PQSTAL PHONE #(BQMEl �AUTOGRAPHS I I I I I I I I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Instructors' Program - Yearbook 1995 Description An account of the resource Yearbook for the 1993 Native Language Instructors' Program. Includes names, addresses, favourite sayings, comics. Document has been redacted to remove personal information of participants. Creator An entity primarily responsible for making the resource Lakehead University Faculty of Education Date A point or period of time associated with an event in the lifecycle of the resource 1995 Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Anishinaabemowin Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/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/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/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/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/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/f74c19f28b07e0dd35f4a2f2c1c7ad65.pdf bc52da4cda08fbb0806c2810907bef3d PDF Text Text . .. NATIVE ·L ANGUAGE • EDUCATION 1n ONTARIO FROM THE PRINCIPAL'S OFFICE . . . . It's getting close to 6:45 p.m. - no sign of students or teachers so I guess the practicllll really i s over for another year. There \Ere a lot of can­ rrents made about the practicl..ITI this year, as always, and ~ have been discussing sore ways to irrprove it for next year. Wlile it may not be possible to do EVERYTHit-Xl \E mJld like to, \E are hoping to see at least a feH changes in 1989. Here are sore exC1Tples of things ~ are looking at: -t-t:>re students - and irore children - for the Free School -t-t:>ving the practicl.ITI to an earlier tine (C:OO't cheer too loudly - it could rrean going to classes at night.) -A better (?) rrethod of evaluating student teachers. -Taking the Free School classes out of the classroans and doing irore experience- centered teaching -Having ALL students (Years I, II and I II) teaching in Free School -Streanlining our videotaping of the teaching done in the Free Schoo1 -~rking with other sl.ITTTer progrifTIS here in Thunder BaJ to share experiences, resources, and expertise. ~·re \'IOrking OON on these neH ideas, trying to fit than into the NLTC practicllTl. It will take tine, thcx.lgh, as do all gocx:I things. (Wlich raninds ne ­ I'm going to beco1"E a father early in the New Year!! Watch for a cigar in your mailbox.) Keesic \'IOrked at it for about a year then set it aside. f'brthern Light Q:ispel Mission ( a M:!nnonite mission based in Red Lake} began to gather tne jXlrtions that had been translated. These iocluded translations by Cello ~is of Sandy Lake (the (1)spel of Luke, Books of Philat00, First and Second Peter and Jude), Nahlm Fiddler of Sandy Lake ( the Q:ispel of Matthew and the book of Pets) and Kenina Vincent of Sandy Lake (W1o had finished the Book of Jcrres) . Wien a11 of the trans 1ations v.ere gathered, then the Canadian Bible Society again cannissioned Keesic to corrplete the translation in 1983. Finally, in January 1988, the final translation was ready for printing. Keesic, Wio took an Ojibtlay linguistics course at Lakehead Lhiversity s~. "To IT!Y understanding, this is the biggest piece of translated material that exists in the Oji ""1ay 1anguage, It wi 11 he1p the Nat; ve Churches and it wi 11 al so help to preserve our language. I'm really glad ncM that I can read the Bib1e in rey Ml language. " The Canadian Bible Society printed 2,CXX> copies Wiich sell for $10 each. They are available at the twainonite Handicraft Shop in Red lake. ANISHAABEMOUIN ----·---­ TEACHER'S ASSOCIATION --------~ f.EETit-Xl CF JULY 19, 1988. BIBLE TRANSLATED TO OJIBWAY The ATA \'IOUld like to introduce the executive and steering cannittee : Chairperson: Alex tvt:Kay Co- Chairperson; G:orgina Thml:>son Secretary/Treasurer: Isadore Toulouse Steering Ccmrritt~rs : Russell TabOOandung, Ursula Souliere, Isadore Toulouse, Olive tvtG"egor, Bernice G--een, G:orgina Thorrpsoo, Juliette Blackh~, Pauline WilliCJTIS, Liz t-teoy, Isabelle fube, Eleanor A New look for an Old book• . . • fvtleod Over oo decades ago, San Q.Ji 11 Sr. of Pi kangi ­ kl.ITI was involved in the translation of the Q:ispels of Saint John and Revelations. l'tw after 25 years, the New Testarent has been fully translated and printed in the Oji!May language. QJill s~ \'ilen he heard the neNS, "I could hardly wait to see the book, I couldn't believe it." San Q.Ji 11, Edward Turtle, l\brman ~il 1 and Chuck Fiero of Christian Missionary Allian:e :hurches began translating portions of the New Testcment into the Pikangikun Ojibtiay dialect in the 1%0's. ~ognizing the need for an Ojibtlay bible, the Canadian 3ible Society cannissioned Jimrrt Keesic (a Lac Seule )and llBTDer) to coordinate and finish the translation )f the New Testarent into the Ojib.olay language in 1979. Resource People; Barbara rt>lan, Shirley Willians, Lena Wlite, Georgina Nal1.-.egahbo, Anne Sutherland If you have al'1Y special concerns or suggestions for the practicl.ITI or Free School, please send than oo to us here at Lakehead Lhiversity. ~·re beginning to put things together for next J.Jly and \'IOUld ~lcare your input. The Priocipal The organizatioo finally was conceived after many years of talking since the inception of Native Language Teacher's Progran. It is hoped that Chtario is represented by all the grrup appointed, if not please let us k°™. Your year­ book has all the phone nllTDers and addresses of these individuals. We all need your help and v.e wi 11 be a strong organization with your ideas, help and fTBl'bership. �~ In t he Face of Restrictions, Restraints, or Reluctance .•• r, TOOERS CAN TRY 11NJmlDfINi11 JUiS RR ST1.IENTS • • • By le Landgren Fron Early Years . chains that carry a hug rressage. Children love to be able to display their things. Have the students make their Ml hug posters. Start a hug club. Make a cassette tape of stories they write about hugs. Have the PT order hug t-shirts for the school as fund-raiser. Parents should be infonred at every opportunity about the need for and the positive aspects of, the caring touch and hClti the nontouch hug is just a beginning. The nontouch hug is a manifestation of love and caring. Think hug. It 's good for you, your students, the parents, and the \'.Orld, even if it i s done with your hearts and not with your hands. For rre, hugs in the elarentary classroon \Ere al­ ways a special aid adding a positive dirrension for student and teacher, and helping build rapport betw:!en students, teachers and parents. ijjgs helped students becOTE nnre responsible for their actions, build a nnre positive self-image, and care to grips with the problen of self-discipline. Hugs accarplish these goal s very 'IE11 , but if there are restrictions, re­ strai nts, or reluctance on the teacher's part, another [bing her best to 'IElcare the new::arer to the fi rst grade, direction rrust be found. even though she had care late and all the desks \\ere taken, To CamtJ11icate love and caring to students in the teacher smiled and said, "You may sit here at the table altemate ways, I have developed a prograTI ca11 ed the 0 for the present. ()Jestioned at hare that night about her "nontouching" hug. It is especially for those Wio are first day, the child replied, "She said to sit there for restricted fron touching, those W1o don't kOON hOil to the present. I sat there all day, but she never did give touch but want to start, or those W1o feel uncanfort­ rre a present." able with physical contact. Students wi 11 need sore involvarent and background \'.Ork established first, so start by verbalizing. Let then kOON they are thought about and cared about, and SEEN ON A BULLETIN BOARD. . are special. Help them think of a hug as a very broad concept - a hug is any rreaningful connection with an­ Teachers -- Pl ease try ~o avoid: other person. Talk about the iJllX)rtance of making positive connections with others. Read hug books to 1. Excessive use of orders, opinions, questions. raise the awareness and sensitivity of the students. 2. Saying rrore than oo things withoot waiting for a wtien students realize Wiat it rreans to make a response. connection in a nontouching way, let them kOON they 3. Speaking over and under the learner's level of don't have to be touched to be hugged. Give them canrunication or carprehension. specific exC1tples Wiich they will irmediately in­ Sarething to think about!!!! terpret as caring nnves. Here is a list of nontouching hugs - a list you can add to: -())e approach is to wink at a child and te11 him he HELPFUL HINTS FOR HALLOWE'EN . . . • . just received a hug. You'll only have to rrention once to the class, I guarantee. -A smile can be interpreted as a hug if it's a friend­ Here's a fun treat for your Hallo.E'en party....or for the ly and genuine one. day Wien everyone passes the spelling test. Prepare a can -rtite pads can be printed to sa.y "ijjgs fron the desk of frozen orange juice. Orange Kool-Aid will also provide of ." leave lots of notes on the desks a cool orange treat. Cut the tops off sticks of black of stuaents. licorice for children to use as straws. -Rubber stCllps are easy to obtain and use. Have one made with your hug rressage. StCllp papers to be returned Prepare finger Jello or regular orange jello in small or use a stCllp as a quick hug rressage all by itself. plastic containers. AllClti them to harden and let students -Stickers with hug tl'leles can be found in stationery and add jack-o-1antem faces with an aerosol can of frosting. gift stores. Children love to find stickers on returned papers. rb.-1 about trying sore sand-WIT!H:S by cutting pieces of -A badge or button can be \'.Om as ahug rressage. The teacher toast or bread into witch shapes with a cookie cutter? need only point to it. Or perhaps you cool d make tri angu1ar witch hats. -A bl.lrper sticker sign could be displayed in the classroon. It could be made fron construction paper. The rressage Using your favourite recipe for play dough, make a large might be, "Have you hugged your today?", using batch of red and an equal arount of yellCltf. Let your kids fill-ins like teacher, friend, parents, etc. mix the oo together to make orange pla.y dough for use in -A hug jar on the desk filled with cookies or treats is a making purpkins. Mini pulllkins can then be dried and \'.Om great idea. Aspecial treat on occasion is a hug. Arressage on chains. on the jar can say as rruch• Abag of oranges may be the best treat of a11 ! Decorate -Stuff~ anima1s. in the cl assroan allClti a child to snuggle with markers and eat or float orange slices in a punch. sareth~ng. ~_fifth grade students lov~ to use then. Be sure to make frosted faces on the orange slices. -The sign rrean1ng hug used for the deaf is a \\Onderful way for . students to camunicate. -A soft, furry puppet might be designated as the classroon hugger. Huggers might be allcw:!d to go hare overnight. NATI VE LANGUAGE EDUCATION IN ONTARIO is an occasion­ -A coupon redeemable at hare for a hug could be given. al l'i'tJSletter, published by the Native Language Office, -A hug licens7 could be_ given Wien.a child.has d~strated Lakehead liliversity, Thunder Bay, frltario, P7B 5El, mailed an understanding of making connectionsand is feeling comwithout charge to students registered in the Native Lang­ fortabWith 1e practice, you will be able to add nontouch hugs that uage Instructors • ProgrCfll at Lakehead lilwersi · ·ty. fit you style. There are also classroon activities that can be used to i 11 ustrate the benefits of hugging. You might want to staSert with thebulsle.. bo rd Ch.ld b. . f IF YOU HAVE AN ARTICLE, SOME WORDS OF t up a etm a · i ren can ring itans or WISDOM A CARTOON, OR EVEN A JOKE display ~uch as carc:ts, articles, pictures, and posters. These THAT YOU WOULD LIKE TO SHARE, PLEASE c~ be discussed, d1 splayed, and then pvt on large posters for sEND I T To us . . . . • display and storage. Create a hug stuff center. Students share personal itens for disµley such as animals, dolls, rrugs, pencils, and key �A CREATIVE WRITING SUGGESllON FOR HALLOWE'EN! RUG ABUSE: ACTION OR APATHY? 6TH ANNUAL CONFERENCE SOECIAL FOCUS ON YOUTH EDUCATION AND ACTION ON DRUG ABUSE" Have children cut out a witch face, arms and legs . Accordion fold a piece of paper and attach it to the head and feet. Make sure the letters in HALLOWE'EN are printed vertically on the accordion folded paper. Use the letters to begin words (for smaller kids) or sentences (for older kids) about Hallowe'en. Some students may want to make their sentences rhyme. Cct00er 31 and l'tlvemer l, 1988 XATI«lt: IXw1tMl 1-bl iday Im, 89 Chestnut Street, Torooto ~TE: r nD"e infauelim regardilYJ the Ing fOJse Cmferen:e cmt:CK:t: r+. Henry Schankula Jlddiction Research Foundation 33 Russe11 Street TOO'ITO, Oltario M5S 2Sl Pha'le: (416) 595-60'.)4 XXXXXX>OOOOOOOO ANTED: ATTENTION!!! N.W. ONTARIO ARTISTS !!! Thunder Bzy Prt Gallery is organizing a juried exhibitioo l'tlvamer 18, 1988 to January 8, 1989. Craftspeople re­ iding in l'tlrttMestem Oltario are eligible to subnit up to iREE pieces of original, innovative craft in a variety of ~ia including : clay, fibre, \OX!, metal and glass. Entries, Wiich rrust be accarpanied by an entry fomi and jentificatioo labels, rrust be delivered to the Gallery oo )VE!TDear 6, 7, or 8, 1988. There wi 11 be an opening reception/awards presentatioo l llbvE!TDer 18, 1988. The public is invited to attend; ad­ ssion is free. Cooplete guidel ines and entry fonTlS are available fran le Thunder Bay Art Gallery and enquiries concerning eligibility JOUld be directed to the Gallery at (007) sn-fA27. le "Ol1 ~NADIAN INDIAN/NATIVE STUDIES ASSOCIATION ANNUAL CONFERENCE Ojibwe•• NOVEMBER 17 - 19, 1988 Oh Canada, mant-pee endji-ba-ian JST: ~EME: SCHOOL OF NATIVE STUDIES, UNIVERSITY OF ALBERTA (EDMONTON) "INDIGENOUS PEOPLES' EDUCATION" )R FURTHER INFORMATI ON, CONTACT : DONNA WILTON 403-432-2991 xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx t***C 0 N T E S T*****C 0 N T E S T*****C 0 N T E S T***** _IP NEWSLETTER (THAT'S US !!!) IS LOOKING FOR A NEW LOGO !! JU HAVE UNTIL DECEMBER 25th TO SUBMIT YOUR ENTRY FOR NLIP's LOGO. THE WINNING ENTRY WILL BE SELECTED AND ANNOUNCED ~ OUR JANUARY NEWSLETTER. THe WINNING ENTRY WILL RECEIVE NLIP T-SHIRT. ENTER AS SOON AS YOU LIKE AND AS OFTEN AS JU LIKE BUT MAKE SURE YOU ENTER !!! :w xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx Neen da-keem '-nang Ki-tchi a-pee-ten-da-gwak Neen-de-i-nang Mash-ka·wen-dan da Gee-we-di-nong sa-gi -to-da Na-ni-bwi-da Oh Canada , We-we-ni ga-na-wen-dan-da Oh Canada . Ki-tchi-gwa -natch Na-ni-bwi-da mee-gwetch·l-wen-dan-da Na-ni-bwi-da M ee-gwetch·i-wen-dan-da �.. � 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 4 (1), October 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 1988-10-01 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