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NEWSLETTER
1'ffl'IVE � 'IEX'Hffi'S m:GW-1:, I1IKEHEN) lNIVERSI'IY, 'IH.KER BAY, CMNUO.
A NOTE FROM YOUR CO-ORDINATOR•••••
Seasons bring many changes in various ways.
Since arriving at Lakehead University, I
have experianced three saasons, The summer
was filled with lovely, warm days, gentle
winds, and the blooming of flowers, Students
were completing the NLIP Summer Program and
anxious about returning home.. September
painted the trees with yellow, orange and
red hues. The NLIP office moved to a portM
able behind the Bora Laskin building. I
started teaching Ojibve 1010, 2001 and Native
American Linguistics. As the leaves started
to fall, planning for NLIP 1989 began. seasons
bring many changes - so�e are highlighted
with bright colours, laughter and excitement,
others are more subdued and involve tevision,
growing but a painful growing process. As
the snow gently drifts from the white, puffy
clouds, another season is upon us. We nov
look forward to the festive season - a time
to visit our families, cook delightfUl foods,
bring happiness to the children in our lives,
As the seasons change, NLIP adjusts and adapts.
Steve and I are working on a new practicum
format. It will involve each student partici
pating on a daily basis, We are excited about
the practicum and will include more details in
future newsletters. 'Your teaching ideas and
contributions would be appreciated. As the
seasons change, so do we. Hay each and every
one of you, have a happy, healthy, festive_,
eeaeon II
-Barbara·
Brown,,,.
I 11 Ice the ,colour
Brown
becauae
•
Indiana are brown,
and I'm an Indian.
I like brovn
becauae
coolciee and
cako and
bannock ie
Drown.
II. hocae and
bear and nice
big moose ia brown.
I 11 ke brovn
bac11u11e
I like to eat mooee.
Monkey• ace brown too
but
I don't like to eat monkeys.
Trees are brown
and when bananas are old
they turn brown.
Th11t te good for bcovn banana
I like bcovn
becauae
football gum and
ice-crea01 and
pot:.11to chips iind
cake and
chocolate
ill brown.
Brown is dalicioue,
I feel sad about
Brown
becauae all the people
aren't brown,
IF YOJ fi\VE PNl s-mI' SICRIES
rnREIRY \<RlTIEN BY 3J,,E CF
YUF FUPII.S, ADSE raL FREE
i'IO SEN) SJ-E 'IO IB S'.) WE cm
INTIIE '!HEM IN aE NEi'B.El'IER.
but then
I feel happy•
becauae
all Indian11 �re brown.
Brown la a happy colour
because
I •m bro"n 11
By Bruce Kwiaaiva, Grade 4
Hobert Indian Reserve
••
1988
\Q.JJ,,E "N N'.MfR 2
HEY! A'ITENTION ! !
I-& mmy tinm a day cb }Ul say to }Olr class,
''Pay Attalti01!11? Ha\e j'O.l E!'.'er' stqp3:i to
thirK llhat }Ul rrem cy attmtia,?
By ac:kirg }O.lr p.¢ls to i;:a_y- attalti01, j'O.l
are ac:kirg thm tD diJ:a:.t t1Eir mims en to
ltBt }Ul are t.e8:trinJ am at tlE S:rre tine
Olttirg rut � el..9a fran ttei.r m:i.n:5.
Yru can oftal t.ell if a p..pil is attarlirg cy
th:! p:sitirn arxi attit:uE of hi&,11-er l:xrly
Fbr exatpl.e, a � wh:> re;ts his or ter
h:8:1 01 tlE t.ab1e cam:,t mll.ly te attarlirg.
1-e or
mi.git i:m:ahlY te as1a:p.
Cb }'0..1 lB.Bily sh:ut at }O.lr class tD ''J<a:p
quiet"? rtt.e tlBt yell airmt g9t swtaira:i
attEntim fmn stnrt:.IDJ.
1. H:w can }OJ g:!t ssta:ire:l attaltia, of
}OJI° p.¢ls? 'Ira tarlEr wh:> t.erla:; hi.&lrer
swjoct in a li\.el.y arrl vig::rcu; Wc1!f am \B:S
his -mi.a? arrl �ity tD lElp will m1.d
fa: .1arJ tte att:mticn of h:is/1Er; cla$.
2. Cb }'0..1 all6}'5 nBl<B }O.lr 1a:s.:ns as
interestirg as p::ssihle? Yru can m1.d th:!
attmt:im of }OlC' class cy rraki.n,;J }'OJr leB:Jls
as :intere;t:kg as p::ssihle.
3. D:> }OJ<lu,f tlB.t attmtirn in th:! rel
93l9e of th:! \Otd, is a grEBt strain m tte
min:l am b::dy'? rtt.e trat attmti01 carrot te
lel.d irdefinitely en � s.ibjoct, or a,e Wc1!f
of 1aicirg at a smjoct. Yru nay trerefcre
vary }'CUr awrari1 tD tte s.ibje:t }OJ are
t.ed1irg, cy cxmt:antly cta:gin;J fron S3flilJ
tD cbmJ, fron ta:der � to SEBt w::itk, so
trat :interest is lEl.d am trare is m tine
far tora:hn.
4. Cb }0-1 take tirrE to plan }0.1t" J..em::ns?
'Ille g:x:d teder will pi.de rut tre inp:rtant
thin.;J; arx:I th::aa m:st wefu1 tD tlE ed.l:aticn
of tlE child, a'xl dinct his attmticn tD
th:se. J\tte, tlBt tte big}:?r tlE si:>ja::t tre
less cetail a pmo1 will rotiO:? am tre 1Ess
atua:.tii.e tte cetails will te fer hinvh:r.
N:Jte tlBt a child CBl1 all.y att:a'rl tD ae thirg
fully at at a tine.
5. D:> }Ul rotioe attalticn in }0.1t" p..p..ls?
If }01 ch, trat k:in:i of attmtim is aill.ed
sp:ntara:,..5 attaltia,. It is so CBllErl b=cBlFe
le cta5 rot fa:c:e hinself tD l::axrre attalti....e.
6. w-at rave JOl h:Bl ch:in1 to SEtain
attaltim in }"C1lr' class? N:Jte tlBt l::argirg 01
}'a.It d3Ek, sn.ttirg far attalti01, p:e:h:kg
a1:rut tie evils of irattmticn, uttedr.g threats
of p..nisnaJt am givirg remas far attEnticn
·. nerely anEB tre c1.aSS am are isal.Ess in tre
.l.arJ nn.
7. htat SDll.d }'Ol cb to � arrl s..stain
attmticn of }'a.It p.ipi.ls?
a) � }O.lr tarlilig neth:rls a:nst.antl.y
te:dl with a variety of naterial
b)
·
c) � illust.raticn. an::l draratizatia,s
if rx:s=;:ibJe
d) let }O.lr chi.ldral. cb, � arrl h:ar as
m..d1 as p:ssible
e) always p:cx:arl fron tre krn.n tD tre
l..ri<ro..n, step cy step.
sra
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� OIUSIM\S ND A IWPf NEW m\R!!!!! !
Fron Seth
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WHY THE BEAVER HAS
A BROAD TAIL
Noqodi"'3 su, omi� ....,ee,-wo
:zhvzhkoN 9ee du"'inook n,beethiny
Apih:hi <3ee n,;,..endo'3o.seok --- ••
43ee pon>kozhwe.ok , ,.,.,._,_q 9et.
q09ogce.9woshkniok,
Amik gee l<iwe bonhi, ':lee �iwe
bl:zinshe 1- "Esno, Mino ¼-09od1nq
lawOl'lu':Jon'I wu zh<Jzhko N nibculi
wepidun9 , Apeglsh nq necn we.,
dn.-,u zowonuc; eyomombo • �•en
mc,ndo..1 rhawonu9om 9e90
0"1C'e\t\O•
A=,4 qee zhamon 2.J..uzhkoN;t"I,
"Anee :invzh�oN • 9e• k,·do, "Esna
rnino +a9 od h'.t0>10nuq nibcesh
wepidumun • Ap ikl•;, n'Jo l,;IJ,i
nendvn1 �arnombq we dnowll
zowanuq. f1no jinu lc'do gee.
kiwe alhl,,,,,rnod me.•"
Mee5u mobLJ zhu,l,koN qcah,
Weedokozuf, mee 9ce o,hh;nmod...J
20wonu<3omwaf"I
Ho,., exc:if.ed and hQpp<J +he
beaYer- was wiH"I his new lb;/.
Ht. +urned ihi.s WO\} ord 4-hof
Wa'j, od,-n;,.inq hio new to,I.
Esna gee k,�cl·,i ncndum ""'-'
om;k qce dc:beridun9 we U,wonu9•
Apiich, 90na gee marrm:kwamdito,
Pa kilchi 2h1zhqabwe zlie'a fQ
bec$kunc, We 2awonu9 •
He jum�d info fhe wafer. /.le.
5rniltd happloj os. h;5 new +o;I
s�ruck +he wafer-,
If was 0 beoufiPul sovnd-
Gee qogeeqwa&hkr1e. l<ilchi bopc
n,e buquskwaksuY zowonogom
n;bee!.hin9 • Apih.h·, qono gee.
l"ninoh:.n buquskwekscnik zowona9om
<:Jije nibee!ahin�l'
ihe mu.slu-a+ sfood of +he . edge
of ♦he wot-er wal-ehin9 ♦he
beaver 5plosh and plo'j • He bego,'I
h, feel &or� obau+ lendi� his
hiil, He won'hd hi& own �ii boc�.
Jee':libee� dush zhu:ihkoN 9ee.
nan•elowe qonowobmcd- ne'e,-,,
am,l,on ,,.becsh,ng n'Ji n,;r,end 09osif.
Mee 9ee moji monodendv"S ·
l.eap we, 1owonu9.om qeen
dO"'cndon w�e. de\iinvn3 •
�e ,o \,e 5owodl'30d wu
omik fl'lltt go w c'up 9ee
�we.jimol- neop wee rneerw9oq
zowonu9om. Apilchi 9ono <;JCC.
n'�hinader,dum 9ce me
oshfcnmo'Jc+ - .rowonugom,
But ¼-he beci11t.l' hod no inle�ion
J ':iivinq ♦he foil bock +o the
n-.u,�t'Or• 1he beover quickl_, r-on
in� fhe bush • 1he poor muskral
now llnew +ha+ the beove,. had
tricked him• He !new l"loW fhof +he
beo'oll!r hod no l�n•IOl'l aF e.-er
reh.,,.nin<j 1• • He was. ve.1;1, Vf"';J
l.lf"lhOpplJ•
"'°""
l<c. sl,;na qini9,.N
om;k
qce nendv·zee ne' op wee meegwcf
we ZOW0/'W'3 , Meqwe tl'lofiCjoHs�"1
'3tC ne puwe. Menu qee kendu"'j
mabv 1l,..,2hkoN gee rr-e.
k& e bc:n.emint • Mee gee kendu
ncop wuka WH aebinv1.iJ.. nq
we
zowonv9. Apilchi gonq see
n'5hi110dendum wu 7.hu1hkoN
The mus.krof- c.hond or-1-e,. H-e
beaver, Cf\Jl,S end pleadi ng fa.
+he reh.lrf'l of his fi:i;/.
�8ecNer, bri"':l -Iha• it.ii bac:lc,
So Jhof I can cor"J ;f ora.,nJ, k,,"
Gee minosl,kowon dush 90 .�'er,
omikon • Fbmdem1.1 1 pa beeq,ze,
bi�sendu"9 neap wee rneeninl
we zowonvs•
• Amikon, n'1.owe neap beedori,
Genee �na n'q,., bibomadon�
Nccbunvric.hin':I onowec goweJimotJ
nc'en omikon, llo dv0 ql 9ecp
gee nob.d�no •
?.o <:JO q1n ige N rnobu omi� neq:,
wee meeqwueen we zcwor,u9 •
Meo mabu omik ga .zh;fch;gePIJ
wee debinun9 we zowonug •
Pee dush 90 no""ilo da'on we
2owonug,
-�,-
--�
__.,...,.-i:.,• .
-��
....
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He pleaded wifh fhe beove,. ewer
ond oYer �n--- but it wos no
U5e.. 1he 13eo�r would nof give.
him bock +he. fail�-·· so Jl,ot is
how ♦he beaver go!- his flat,
b-ood, +oil __ O"ld he sf-;11 has
it to this dOIJ ,
.,.,,..... .,
,_.,.., ._.......,..._......._,
...
....----··
--'""·
________
.....
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.............,..,._
.._.......
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---·-�---·
.. * ... * .. •. * ... � ... * . .. � . .. ·*IIICIIWAl' IOOlt SIIOt,COIALT,OHl'AJUO
....--·
....-"'
IIIGIIWAY tool
llU
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__,_,OIIO:.......... -...-.. ..
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........... ., .............. ,.. ............ .c
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Crafts to
�
Celebrate December
POP-OUT CHRISTMAS CARD
BOOKMARK GIFTS
We thank Anne Barbour, Isl Essex
Cubs, Ont., for this idea.
Nancy Schoenherr of the national of
fice shared lhe idea for these novel and
very effective bookmarks. You need col•
oured felt; patterns for your youngest
members, inexpensive hair'clips (one
for each member), scissors and glue.
Santa's Mit1e11s are good Christmas
gifts. Supply a simple millen pattern or
ask members to draw one several cen•
timetres longer than the hairclip on
while card. Fold in half a piece of red felt
big enough for two mitten patterns. With
the wrist end on the fold, trace the pattern
on the felt two times and cut out.
I. Fohl in holf a piece of green con
struction paper 22.5 cm x 15 cm.
2. On the front, measure up 2 cm from
the bottom and draw a line 9 cm long
from the fold towards lhe edge of lhe
card.
3. Draw another straight line joining a
point on the fold l cm from the top of the
card to the end of the first line to form a
triangle.
I Birds
To makethese danglerafor a tree, win
dow, or good luck mobile, memben con
draw a simple bird shape oa illustrated or
trace a pattern you've prepared. Cut out
the shape from white card and make a slit
for the wings. Pleat a strip of paper as if
making a paper fan, slip the pleated strip
through the wing slit, and fan out the
pleats. Add an eye and perhaps Jines on
the tail feathers with black marker. Fi
nally, purich a small hole at the top as
shown and put in a loop of cord for hang
ing. Leave birds white as doves of peace
or try variations.
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4. Starting 2 cm down from the top,
draw a line across the triangle every 1 cm.
5. On each line, cut in from the fold to
the edge of the triangle.
Now you have two pairs of mittens
joined at the wrists. In the fold of one, cut
a slit as wide as the prongs of the haircl ip.
Unfold both felt shapes and glue them
together around the edges. When the
glue is dry, put some glue on the hairclip
prongs, pinch open the clip slightly, and
6. Fold in every second section made by
the cuts to the inside of the card.
7. Decorate. Scouter Barbour provided
her Cubs clear-drying glue, red sequins,
green and silver sequin leaves, star stick-'
ers, and multi-coloured glitter. On the
front, they wrote "Wishing You" in
marker pen ancl glued down sequins and
leaves to resemble a sprig of holly. In
side, !hey stuck a star on lop of the tree,
drew horizontal parallel lines on the pop
out parts of the tree, and spread glue and
gliller on the folded in sections. 111ey
f::.:::bcd inside with a "Merry Christ
mas, Happy New Year" and their own
personal messages.
DECORATIONS
Make danglers , table decorations,
and wreaths to brighten up your meeting
place for a party or add to the festive air at
home. 111ey all make good presents, too.
• ••
slip a prong into each of the mittens. Let
the glue dry, then glue a strip of white felt
or couon batting around I.he wrist of your
pair of mi liens.
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With their bright colours and cheer
ful songs, birds always symboliu hap
piness. Give birds bodies of one colour
and wings of a different colour, or deco
rate them with mu !ti-coloured glittcr and
sequins.Try cutting the body shape from
aluminum foil and pleating wings from
coloured tissue paper.
GIFT WRAP
How a gift is wrapped can be just as
exciting as what's inside. This idea, suit•
able for small gift items on any gift-giv•
ing occasion in December; needs only
plain paper, cotton balls, and glue. Your
Cubs or Beavers can either put their gift
in a box or just bundle it in a bit of tissue
before wrapping in plain paper. Then ·
have them glue cotton balls all over the
package and, aft e r the glue is dry, gently
tease them out with a hairpin or straight
ened paper clip until they are nice and
0uffy. The result? A present that looks
like a snowballl
The slllrdy spiral-bound Making Your
Own Traditions books by Delle Hu111er
and Jocelyn Shipley are invaluable re
sources for Beaver and Cub leaders. To
buy Making Your Own Traditio11s
Arou11d the Year, ( ''fast & easy crafts &
recipes to celebrau sumnrer,fall, winter
& spring"), w1d $8.95 plus SJ.00
postage to: Delle Hunter, Traditio11s
Press, 125 Arden A11e11ue, Newmarket,
.. . Wa •••
0111. LJY 4H7. A
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Place Names
t, light-hearted lo<Jk at the first mean
ings of some Ontario place names, col•
lected by the Master Gatherer, John
Robert Colombo.
Quick, how many of the following
questions can you answer?
What's the meaning of the word
Ottawa1 Suppose you went for a swim
in the Lake of the Cat-what lake
would you be swimming in? What's the
current name of Berlin, Ont.? ts there a
city once known as -1.ondon the Lesser'"l
IC you can't answer all these ques•
lions (and even If you can), you will
find the answers. In the paragraph■
that follow, which are devoted lo a ras•
cinating subject, the etymology o( On
tario place names. Etymoloey ia the
.:1tudy o( word origins. The word -ety•
mol<Jgy" means, in Greek, "true sense.
To the etymologist, the names of On
tario's cities and lakes. towns and
townships, are a fascinating ,tudy, for
many of the root-meanings are Indian
in oriljin.
Most people know that TORONTO
is just such an Indian word and that the
word means "place o( meetina." But
etymologi.,t1 ond historians bave aug
gi,sted there are other root-meanings.
Toronto may also me.an �trees in the
water" (Iroquois) or "loke opening"
{Seneca I or �much. many" (Huron), But
"place of meeting" [from the Algon•
kien) is certainly the most poetic, and
appropriate. There are many theories
as to the proper pronunciation o( the
word. On an. early map dated 1656, the
word is spelled Torantou. One thing is
certain: nowhere is it pronounced
T'ronnot
How many people know the meaning
of the word ONTARIO? This is an Iro
q u o i s word that originally meant
"� plashing water.· a picturesque phrue
!hat does justice to the lake. In the
�ame way two other provinces have
fine Indian names. Manitoba. in Cree,
means "strait of the spirit," which is an
allusion to the narrowing of Lake Win•
nipee, and Quebec, In Algonkian, means
"where the river narrows," a reference
10 the S1. Lawrence.
The holiday district that is known
today as MUSKOKA bears the name of
Chief Misquuckkey, which looks un
pronauncable but, when uttered, sounds
surprisingly like "Muskoka." ln 1s1,
Ch,ef Misquuckkey of the Chippaways
signed a treaty that exchanged ZS0,000
acres in the district for £4,000, a signif
icant sum of money In thoae daya but
nowhere near the present value of tho111
quorter-mtltion acres!
HAMILTON was named ln 1812 alter
George Hamilton, a farmer in the region.
But the township of Hamilton, In Nor•
thumberland County, named fourteen
yeau &arlier, recalls the one-time lieu
tenant-governor Henry Hamilton. By
the same token, someday there may be a
McGibbon township. to honor Pauline
McCibbun, Ontario's and the country'•
first woman lieutenant-govemor.
KITCHENER acquired its present
name in 1Sl16 when, in a burst of Great
Wor patriotism, the townsfolk of Berlin
renamed the town to honor Horatio
HerbeTt, Lord Kitchener, Britain's lraa•
cible Secretory of State for Wor. He dled
witlfout ever visiting the town named In
his honor. or indeed knowing of the
honor, The twin city of Waterloo also
boast!' a martial name, for it was called
a!ter the battlefield in Belgium, where In
1815 Wellington inflicted a humiliatlng
defeat on Napoleon.
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OSHAWA ls fittingly named. "The Go
Ahead City" it id�::ti!ied with the
McLaughlln-Buick and auto-building
generally. Its nama comes from the·
Seneca word Ior "the carrying place,"
which evokes a senae of movement.
from moccaaia to canoe to horaeleu .
carriage,
OTI'AWA ls another appropriately
namedcity. Thaword dates back to 1855.
and comes from the Ottawa Indian word
odawe, which meana "to trade" or "to
barter." The lndlana had in mind the
trade in furs, and certainly that went on
along the banks of the Ottawa River,
The trading conducted on Parliament
Hlll today h likely to be of tha hors■•
trading variety. the exchange of opinion,
lobbying and levying of taxes, etc.
ST. CATHARlNES, as a word, i1 not
Indian, yet th11r11 is difficulty apalling
the city's name. Catharine is usually
spelled with two e's, not two o'a. The
unuaual spelling and naming an, in
honor of Mu. Catharine Hamilton, the
wife of a prominent early Ontarian and
the mother of George Hamilton {who
gave hla name to the city of Hamilton).
WINDSOR la as Brillah as Windsor
Castle, the historic seat of the Brfllah
Royal Family. Windsor Caatle wu the
heunlofQueen Victoria. whom Kipling
called "the Widow o( Windsor... Wind
!or, Ont., was known ea Windaor Mill•
when In 1899 it became plain Windsor.
The automotive industry ls recalled In
the name that East W_ind1or originally
bore-Ford Clty. It became part of the
city ln 1929. For the record, there are
two other Windsors in Canada,'one in
Nova Scotia, another in Quebec.
It will come as no surprise that LONDON, Ont., was named alter Lon•
don, Eng. But how many people who live.
in either city know that the early Britons
called their hamlet on the Thamu ·
Llyndin, which meana "town on the
lake"7 The Ontario counterpart l1 sited
on the forks of the Ontario Thames, and
when it was named in 1793 It was done
so in expectation that London would be'
the capital of "all Canada... Destiny de
nied this lo the town 10 that It., Cate
throughout the latter half of the 19th
century was to be known aa •London the
Lesser ...
If you are .sllll wondering about_
swimming in the LAKE OF THE CAT,
the word "cat" is translated into Iro
quois a, erie. So Lake Erie is the Lake oC
the Cal, To make remembering the Great
Lakes eesler;aomeone devised a simple
mnemonic device. So if you have trouble
recalllng all flve-Laka Huron, Lake
Ontario, Lake Michigan, Lake Erie, !Ake
· Superior-simply remember that p_laced
in this order the initial lellera apeU out:
. H-O·M•E-SI e
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N,1:\TIVE PIJ'£E r,w.ES
t-ati:...e pa::p1e ime mm arrl are nek:i.nJ
a a:nt:rih.tticn to this cnntry cy
gi-vj,qJ p1a::e raIES to varirus la:al
ities. � if }Ul am rrat:ch tlE
falJ.CMir:g p1a::e
with treir
Jlative m:eniigs .
rares
1.
IRWI' & 1:RANIR.R) - a city arrl
cn.nty in Ort:ario
2.
Cl\NAD\ - tlE rare of a naticn
3.
CHilLlWPO{ - a city in B.C. __
4.
FRIE - a gret .lake in Chtario
5.
� - a p:ovin:E __
r-mnizy:;
a.
'I\,,o e,q:ll.arBtims of this l'eti'\e wxd
are gi'\el. ());! drives it fron tlE
Cree M:lnitoj,eJ:ov ar tra Oj ib.ay
M:mito-mw, rreanirg "tlE strait of
tie nenito or spirit.'' '1h: otlEr
expl.anaticn cerives th! 'l,QrO fron
or
an:L
tie Ass:i.nil:oire
Sirux:, mire,
td:::a , irean:irg "water oc lake of tra
p:airie. "
b.
'!his is tra rare of a M:imk Otlef,
1742 - um, a � of tra six
N:tticn;.
c.
1re v.Clt'd is Ircq\.Ois in origin
nmns "cat". It was
tlan
to
N:ttive trfre li-vj,qJ in tlE
vicinity of tra .lake, called
rore
-writers, tra �t N:lticn.
an
awlierl cy
amtrer
d.
e.
cy
It is driva:1 fron tlE In:qtnis .ad
r
K:mat:a or l<a'lacB, llB:IIUllJ "a 10'.:g:! o
'
cabin. '
'Ire IDtd. is driverl fron dri.ll-a-wmk,
''tra valley of nany waters" ,
cm:rir,ti.e of tra Il'Bl"4' sml.l rra.ntain
st.tem;.
IIB3l'linJ
S:> }Ul fim th:Ee l1cll'EE arrl � �
cb }Ul?? Will., }Ul' ll jl.5t lme to W:ri.t
tntil tra rext isae � tlEy 9=!t mr.h
ratd.:!!:. Yru' 11 aloo lme to wait mtil
th:n to 9=!t tra right ar&et'S. • • • • •
Amst.rtrg, G.H. , 'Ire Origin arrl
in Caa:Ja, M:d1i.llaJ
'Ib:mto, 193)•
S::mt:E:
M:mirq of P.la::e N3res
John Robert Colombo is notionally
known for such populor referenca works
os Colombo's Canodion Quotations and
Colombo's Canadian References. ff you
have any quips or quotes, etymologies
or jokes you would like to share with us,
send them to him core of Canadian
Motorist. Editorial Offices. 2 Carlton
Street, Toronto MSB 1K4. In the next
issue: Colombo's Iokes of Ontario; ·
N.l(I'IVE l1\NJ.1GE Ell.Ofi'ICN IN <J.JINUO is ai
p.lbligm
tlE
a:xmiaBl. t-ssletta:,
cy
N:ltive � Office, IakEta:rl lhi�it
'Ih.nE' Bay, Ort:ario, P78 5El , nailerl
cut � to st:ui:nts regist.eraj
tre
J\ative I.an;µg? ImtnLtots I Prtgran <)I;.
in
with
I.akaHd lhivers.ity.
�
"Ire Imian � is Uete5Sc!IJ:!. In it are arteli:d a valua syst:an arrl a sysb
of hmm rel.atial:hi.P3. . • • . If jOl CEStroy t:re �. }Ul mt ally lnek d:w1.
t:h:ea rel.atim:hlP3, b.lt als:> th::EE p:rtainirg to nan's co1:aticn with tra Great
!:pirit, ratuz:e arrl tlE
of thmJS• II (Eli 'lay.lort Mmitd:::a)
*•••�
otrer
oo
o
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*
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Contact Contact
North Noni
Gi ni-l::a m?
Gi ni-m na?
Ni--sl'm-m:s
Ni--€ih:e-rte;
Dlatance Bducatlon1 Secondary Schoola NW Ontario
Sbarlng Re■ourcee Norkebop
2l"&-zhi g::£ na--<h,,e-si-n:xn
2l"&-zhi gi:e �i-n:xn
0 nisl-kan
0 �-
AGENDA,
Friday, Oeceaber 9 , 1988
l.akehead Uni_vuaity C:<1nference Centre
8 1.45
Gi ni-l::a na?
Gi ni-l:a na?
Ni�-re
Ni�
9 1:00
10,00
Tu-t.a-g.n Irll-d.e-sin
Tu-t.a-g.n nu-d\o.e-sin
11,00
'Ia-ta--gl.n
'Ia-1:a--gln.
12,00
1 : 00
Introduction■
Revlev (Oct. lltnl RecOfflfflendatione
Nev develop1ente-9roup report■
Strategic Planning, MAP C:oneultante
-Preaentation■ re1 poet 1990 CN/CN
Support for di■tance education initiatives,
-CN/CN
-Miniatry of Education
-Indian Atfaira
-Oth•r organiaationa
t.unch
Sharing resource• ( teleconference option) 1
-Introduction of DENIS
-cour•e offerln9■ and cout■e need■ for fall 1989
wrap-up and tollov�up
IF YaJ WiVE PN JIRl'IClE, SJ-£ WEl3 CF
WISXM, A CNmXN, CR EVEN A J(]{E
'Ilffl' IDJ m.ID LIKE 'ID 9-ME, �
S:ID IT 'IO tB • • • • •
Phase cell Contact North/Contact ford ( Bernie Simand or Brian
Beaton) at 1 807) 343-8006 tor further lnforNtlon and to re9ieter
tor the vorkanop. Thia workahop l■ ,■ponaored by CN/�N. There 1■
no coat for re9l■tratlon but 'lndlvl�ual■ are required to provide
their ovn tran■portatlon and ac:coramodation,
Deadline for
r11t9ietrat1on i• RoY. 25th. eno ta· ceetricted to the fir•t 70
·
'
·· '
,s,articipant•.
**>l-k1tt,,1•tt-·A(!Q NTEST -ktt*"**"*AC!ON TEST -NLIP NB-&El'IER {'IH7\'l'' S tB ! ! ! ) IS I.CXJallG RR A NEW
um ! ! ! ! !
rave
mtil Ia:aiter: 25th to simi.t }'Olt' 01try for
Yru
NLIP' s N2w Lo:_;p. 'Il"e wimir:g 01try will l::e .seJ..a:ta:1
an:l arn:uurl in cur Jan.my leslett.er. 'Il"e w:imiq:)
as
entry will ra::ei\e a NLIP T4tlrt. Enter as
nake s.D:e frat
}'Wlil<e an:l as aft.al as }Ql liJ<e
}W Slter ! ! ! ! !
wr
s:m
£..iTE:R OuR Lo&o Cow,E ST
To oA-< �
I k11ow
Can do
�o\.\
·rr ·'
Get o ut -t½"Cf"e
C\.nd. s ho \IJ u.s
�ru-r stuff .'!
. ·* . . ·· * .. •. * ..
I !/(INT.�•• YO(J Cook..
l' Fl.511.... 'tll!/ C.leAN.·
T/.IA T5. 'eQI.IAI->,
. ..
AIN'T IT ??
�•
MORE HOLIDAY IDEAS .
Here are some good i deas for things to do dur ing the Chr i s tmas Season . For
those of you that a r e really amb i t i ous , t ry transl a t i ng the activi t i e s into
Oj ibway , Cree or whatever l anguage you are teaching . I f you f ind any of the
act ivi t i es useful and work well , and would l ike to see more of these kinds of
thing s in the following news letters , please write us and let us know . . . . • • • . •
Santa••
Workshop
Saaata•s Workshop Math Facts Wbeel
Dlrac:llona: Color Santa'• Workehop. Cul out the two windows.
Cul out the math laola wheal. Use • paper fastener to join the
wheal 10 Santa'a Workahop. Turn 11,a wheal and aolve Iha problema.
Olrecllon• to lhe te•cher:
Belcwa you lherff'Ot1x tho who•J. write If\ lhtl math
1,... .. .,,_ ... .,,
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tut ,-r 'l,,r..n le -.,k 1hhtli.ln1 .r lt•M• lh111I wHI ht lht11 l�lt. YH •Ill tite4 ulra
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t•t hulhtt 11-41,- M lO, 3 �•• ..ch fet ll e, aett.
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lh"t ••t fe,ty,tl• �� hhWH ht lhll (hrltl11U1 tftt. '•llow t1tt ,,,..., ct.c-•tm•
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J.6 • Ok., Kcitp TM.ln1, 7•l♦ • ON4. 1740 • V-, G.... JJ ., ....,, • £..
oU."''
7 FOODS WE £AT
DURING THE HOLIDAYS
7 THINGS ON
ClilUSTMAS TREES
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8 THINGS TO 00
DURING WINTEll
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Dublin Core
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Title
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Anishinaabemowik - Indigenous Languages Program Historical Documents
Creator
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Faculty of Education, Native Language Instructors Program
Dublin Core
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Title
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (2), 1988
Subject
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Universities
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An account of the resource
Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
Date
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1988-01-01
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Faculty of Education, Lakehead University
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PDF
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English
Type
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Text
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https://digitalcollections.lakeheadu.ca/files/original/027a4b85095d5c5953b2571c6fbfa940.pdf
b32ba26119a804ad8b6dfc8e47bf3360
PDF Text
Text
..
---~
.. .
NEWSLETTER 1989
-N~T!VE
LANGOAGE-TEACRERS PROGRAM~
LAKEHEAD UNIVERSITY, THUNDER BAY,
ONTARIO.
VOLUME IV NUMBER 3
Coortlindor' • •
•
Now that the holidays are over,
we begin a new year.
l nope all
ot you h~d a restful hol iaav with
your tamily.
May you nave a
happy ana nealthv New ~ear.
Since the l~st NLIP Newsletter,
plans 1 o r the Summer of 1989 are
underway and a1most complete.
·rner·e ~i~l be a third ano fourth
vear +or the N.A.F.L. Program and
~!so a fou r th year for the N.A.S.L.
::--rogram.
fhe oract1ca will be part of the
aay program in 1989, tnat is, eacn
class in tne NLTC Program wil l have
an nour a day tor eitner student
teacning or planning. A timetable
witl be prepared so that students
w1I I know where they are expected to
oe.
f"11e en i \ oren in the ;: lasses wi ·11
oe from ~ive years to thirteen years
~ i age.
1 am working with the Direc
tor o+ Continuing Education~ Lakehead
boarc of ~oucation, to fund and regis
ter the children for this program.
the +ourtn week, NLfC students
wit I have workshops to attend. So far
t he c noices are: Learning Centres,
Drama. Audio Visual Aids, Outdoor Exper
iences, Bulletin Board laeas and Art.
~ach stuoent will choose two of tne
~ ~r . snaps to participate in.
l met with kon ~pina~ Director of Student
Residence. we discussed tne state of the
rooms ano the mea1 plan s.
At the be
ginning o+ June, I wil I go l ook at the
rooms you wi1 I be staying in. Also, when
you are nere this summer, if a light is
not working or a screen missing, report
it to the person at the front desk immedi
ate1 v.
As t o r the meal plans, you will
oe offered more of a choice tnis year.
You will be able to choose from a hot
meal or nave a soup and sandwich. Specific
aetails will be enclosed in your regis
tration cac~ &~ es.
Tnere will also be
more low salt toods, suc n as fresh vege
tables. +ru1t, rice. and potatoes.
1 nave oeen working with Bev. Sabourin,
Native Consel ior in Student Services and
Joy Lawson, Director of Student Services
to address the possibility of hiring a
~~udent Advisory for NLIP.
Good News~
we w1ll be advertising shortly for this
person.
lhe Stuoent Advisory will have
an otfica 1n one of the suites in tne
residence. hours 5:00 p.m. - 12:00 p.m.
and on ca l l during the night.
The res
ponsib11 it1es of the Student Advisory
include course monitoring, assisting
students to maintain program standards,
supporting students in personal and
cu l tural aaJustments, and assisting in
the planning o~ extra curricular activ
ities. uur1ng the day, Bev Sabourin
wil 1 share an office with me, to assist
you in any way that she can.
As for your instructors, you will see
many familiar taces and some new ones.
As many Native instructors as possible
will be nired to teach, especially in
tne first and second year.
~ur1ng
lne aatea for the summer scnool this
year are Ju ; y 6 - August 2, 1989.
~eg1stration will be on July 5, 1989
t r am lO:uu - 12:00 p.m. At 1:00 p.m.
there w i; i be an Orientation for a 1 l
t n e stuaents. At that time, you will
nav~ an opportunity to meet your in
structors and other key people involved
in your program.
There will be a uni
versity tour, a library orientation,
ana an opportunity for you to talk to
instructors at coffee session.
In reviaw1ng your evaluations from last
summer. l made a list ot your concerns,
then attempted to address some o~ tnem.
.i.n Hpr i I , l nope 't.O start trave ·i ·1 ing to
visit as manv schools as time will allow.
l am 1ook1ng for~ard to visiting your
classrooms. 5cme of you nave written
1etters, sharing some of your teaching
ideas and expressing some concerns. Keep
writing, l will try my best to assist you
in any way l can.
- Barbara
�' ..')-.
Wil.lV~N!3UAGE
~!::'.._ll.FilL9UMME.B PBACT I CUM V l OliOTAPE.S
IEaQ:Wlg IN ONTARIO
The 1989 summer practicum lesson•
ware videotaped in order to ••lect •odel
l•ssona +or teacher• who would be interes
ted in viewing these l•••ona.
~n internal videotape instrument
which was developed bv Barbara and her
oraduate a••i•tants was uaed in ratin9 all
the le••ons.
The ratino inatrument was
d1v1dad into ~ecions namely, ta> plannin9
(bl in•truct1on (cl claasroorn manav•m•nt
and (d) per~onal qual iti•• of the teacher .
One lesaon wa• selected from each of
the dialects. lhe videotapes of the model
lesaons av•1lable are in Cree, Central
OJ1bwe and Western Ojibwe.
ln Ontario there are two type• of
•ituation• in which Native lan9ua9e• are
tauvht. The difference• between the two
are very 1mportant for teacher•, and al•o
for •choo t admini•trator• who provide
lanvuav• provram• tor Native children.
Jn eome co111111uniti••• children learn
th• Nat1ve lan9ua9e from the1r parent•,
and from other people in the community,
When they fir•t 90 to •Chool, children
already k now th• Native lanvuave. They
do not need to learn it in •chool. Th•••
communitie• may b• cal led NATIVE AS A
FlR~I LAN~UAGE COll\munities.
"o•t Of th•
Native as a <fir•t lanvuav• coai-niti•• are
found 1n northern Ontario.
J n •om• commun1ti••• children vrow up
lear1n9 Envliah f1r•t. When they go to
school, they already know Engli•h but don't
•P••k the Native lanvuage. Children who
wish to learn the Native language may do •o
in achool. lne•• commun1ti•• may be called
NATIVE A~ A SECOND LANliUAGE comuniti••• ~t
ot th• native a• a second languav• cOIUIUniti••
are found in •outhern Ontario.
because of th• n••d• of Native a• a Fir•t
Language and Native a• a Second Lan9uage com
munitia• are different, lan9ua9e teacher•
r•c•ive di<f<ferent types of trainin9, depending
on where they are from, and where they will be
teaching.
Jn Native as a Second Lanvuav• com
munit i es, teacher• teach the Native lan9ua9e to
children.
They teach them different words, how
to • a Y them, how to put thefll tovether in een
ten c e• when they •o•ak, as well a• readin9 and
writing.
Jn Nat1ve •• a First Lanouav• communiti•••
children alr•ady know the Nat1ve lan9ua9e,
they don't need to be tauvht how to •peak it.
ln Native as a Fir•t Lan9ua9e co111111Unlties, the
teacher •how• th• children how t read and writ•
their languav•• how to add to the word• they
already know, and how to
their languav•
creative\ v .
Jt 1e important that t•achers and school
administrator• under•tand the differences be
tw•en the two types of lan9ua9• •ituations that
eKLSt in Untar10. 1t is alao important to
raal•~• that the method• which are used <for
teaching one group of studanta are not appropriate
+or teach1n9 th• other. For eKample, if chil
oran already know how to speak their languave,_
us1n9 Native a• . · second Lanou•v• method• will
not promote lan9ua9e orowth. Children will be
bored, and reatless with the repitition of
vocabulary, because they will not understand
w~ at the teacher is attempting to do.
lherefore, it is very important for school
admLniatratora and community members who are
ccna1dar1n9 a Native Lanouage Program to make
certain that the pro9ram they chooee meets the
need• of thaLr community.
This lS a 30 minute le••on in which
adult •tuoent• are tauoht to 1dent 1<f y ob j ect•
in real life and ln picture• from c lues gi ven
by the teacher, and •tudents learn t o say
name• of tne obJ•ct• in Cree.
~l:.N ! 6f.\L
A 3V minute lesson in which stude n ts a re
tau9ht how to recognize everyday o bj ects b y
their names. Students learn by doing s imp le
act1v1t1es, tollowinv directions 9iven by t h e
teacher.
WES I E.kN OJ UllllE
A 3V minute l•••on an whlch th• tea cher
teach•• young be9inner• who had l i t t le or no
prior knowl•d9• of the dialect by usinv v i sual
Ol•cr1m1nation activities. In thi• leason,
students identify object• in real life and in
pictures, and played games of reco9nition.
•o
u••
~or
!.JJ l t!WE
IF YOU Af<E INlERE.STEO IN VIEWING THESE TAPES
CONTACT l"HE NL.lf' COOkD1NATOR'9 OFFICE AT THE'
SCHOOL 0~ EDUCAT ION, LA~H~AO UNIVERSITY.
TB
TB
TB
TB
TB
TB
TB
TH & 3 S UMr1Ek ALL NLIP STUDENTS MUST HAVE
A -1 B TEST.
A CARD LIKE THE ONE SHOWN
bl::.LUW WiLL BE SENf TO YOU AT THE END OF
Wlf~ YOUR APPLICATION FORM .
I~ YOU UU NOl HAVE PROOF THAT YOU HAVE
further information, please contacts
FEBKUAk ~
t1at1ve Lan9uage Pro9ram•
School of ~ducation
Un1vers1ty
l hunder ~av, Untar10
HA~
~akahead
F'71:1 ~l
1-807-34.J-EU99
1
11::.sr, rou WILL BE
A,~
STUOl::.NT
t>E.RVICES
tl~Fl.)R5,.
YOU
'·~!f~=~n;m-Uon
~ENr
TO
R~GISTEk.
lm.munlza"tlon
aeco.td
AutrH NllMIOMlll•nh ~·
CY com1M1•·1M &llerglHI
NATIVE PLACENAMES
Here are the answers to the
f1ve questions in the last
. news"Jetter.
1. b
~. d
3. e
4. c
5. a
You· I 1 have to wait until the
next newsletter due out at the
eno of ~ebruary to get the
· rest of the questions.
..w
. M.
·~
�NLJP 1988SUMMEB fRACTlCU!1 VlQEOTAf>ES
The 1988 summar practicum l•••on•
were vid•ot•P•d in order to ••lect model
l•••ons tor teachara who would be interes
ted in v1ew1ng th••• leeeona.
~n internal videotape inatrument
which wee develoP•d bV Barbara and her
graduate •••i•t•nt• was u•ed in ratin; all
th• l•••ons.
The ratino lnetrument was
d1v1ded into ~ecions namel y , <a l plannino
(b> inatruct1on l e) classroom management
and (d) par•on~l qualities of the teach•r.
One lesson waa ••lected from each of
the dialect•. 1h• vid•ctapea of the model
l•ason• available are in Cree , Central
OJ1bwe and West•rn OJ1bwe.
In Untarlo th•r• are two types of
situation• in which Native lan9uav•• are
tau9ht. The differences between the two
are very 1moortant +or teachers, and also
for achool administrator• who provide
lanvuav• pro9ra•• tor Nativ• children.
ln •om• co1M1unitl••• children learn
th• Nat1v• lan9ua9• fl"Otll their parents,
and from oth•r people in the C0111munity.
When they fir't 90 to school, children
alr•ady know th• Nativ• lan9ua9s. They
do not ne•d to l•arn it in school. Th•••
cOftl•unities may b• call•d NATIVE AS A
FlR~I LAN~UAGE com111Uniti••·
Most of the
Native a• a first 1an9ua9• co111111unit1•• ar•
+ound 1n north•rn Ontario.
ln •om• com111Unlti••• children orow up
learin9 English first. Wh•n th•Y 90 to
school, they alr•ady know English but don't
tne Nativ• lan9ua9•. Children ..iho
wish to l•arn the Native lanouao• may do so
in •chool. lh••• communities may b• called
NATIVE A~ A SECONU LAN~UAGE comunitiea. Ptost
of th• nativ• as a second lan9ua9• cOfftlllUniti. .
are found in southern Ontario.
~•cause of th• n••d• of Nativ• as a First
Lanouao• and Native as a Second Lanouao• coai
munit1•s ar• different, language teacher•
receive diff•r•nt typas of trainino, dependino
on where they ar• from, and wh•r• th•Y will be
taachino.
ln Native as a S•cond Lanouao• com
aiuniti••• teacher• teach th• Native lanouav• to
children.
They teach th•• diffarent word•, h~
to aay them, how to put th9fll to;ether in sen
tence• when th•Y •o•ak, ••well as re&din9 and
writing.
In Nativa •• a Fir•t Lanvuao• c0111munitiea,
children already know the Native lanouao•, so
th•Y don't nead to be tauoht how to speak it.
In Nativ• a• a Firat Lan9ua9e c~nitias, the
teachar shows the children how t read and write
th•ir lanouage 1 how to add to th• words they
already know, and how to uae their lan9ua9e
craat1valy.
lt ia important that teachers and school
administrators understand th• dif+eranc•• be
tween th• two types of lan9uage situations that
•xist in Untario.
lt is also important to
r•al ize that th• 111ethod• which are u•ad for
t•ach1n9 on• group of atudents ar• not appropriat•
tor teaching th• other. For example, 1f chil
oren al re•dY know how to speak the tr 1 anouag•,_
u•1no Nat1v• as a · sacond Lan9ua9e mathod• will
not promote lanouaoe orowth. Children will be
bored, and restl••• with the repitition of
vocabulary, because they will not und•r•tand
what the teacher i• attempting to do.
lheretore, tt is very iftlC)ortant for school
admin1str~tors and community member• who are
conaioerin9 a Native Langu•g• Prooram to mak•
certain that th• pro9ra111 they choo•• meets th•
need• of their community.
Thi• is a 30 1111nut• l•••on in which
adult •tudent• are taught to identify obJecta
in real life and in pictures frCJlll clues given
by the teacher, and •tudents learn to say
names of th• obJ•ct• in Cr••·
•P••k
~or
A 3U minute l•••on 1n which student s are
taught how to recoonize everyday obJ•cta by
their names. Students learn by doing simple
act1v1t1ea, +ollowin9 direction• given by th•
t•ach•r.
WE,S ! E,kN DJ U!WE
A 3U minute l•••on in which the t•ach•r
teach•• youn9 b•oinn•r• who had little or no
prior knowl•do• of th• dialect by usin9 v1aua1
a1acr1m1nation •ct1v1t1••· In thi• lesson,
student• id•ntify obJects in real life and in
pictursa, and playad gaees of recognition.
IF YOU AkE INlERESTED IN VIEWING THESE TAPES,
CONTACT IHE NLlP COO~OlNATDR'S OFFICE AT THE
SCHOOL 0~ EDUCATION, LAKEHEAO UNIVERSITY.
TB
TB
18
TB
re
TB
TB
TB
THI~ SUMMER ALL NLIP STUDENTS MUST HAVE
A TB TEST. A CARD LIKE THE ONE SHOWN
B~LOW WILL BE SENf TO YOU AT THE END OF
FEBHUAK Y WifH YOUR APPLICATION FORM.
IF YOU uU NOl HAVE PROOF THAT YOU HAVE
HA~ Al~ J~sr, YOU WILL BE SENr TO
SlUDENT ~E.RVICES BEFLIR~ YOU Rt:.GISTEh:.
further 1nformat1on, pl•••• contect1
Hativ• Language Pro9rams
Schoo a of education
LaKahead Un1vera1ty
lhund•r ~•Yo ~ntar10
P7b
TB
~1
1-ao7 -34.J-e119s
-
~.Olhw Nleftnt lnlannalloct
j
liiiiiW
AulNe-~~·
()' oornprla ·1• •lle<vlN)
You- I 1 have to wait until the
next newsletter due out at the
ena of ~ebruary to get the
rest of the questions.
Bso.td
•
~1Dal:loM.'ll*!Dm:dl-
NATIVE PLACENAMES
Here are the answers to the
f1ve questions 1n the last
news'I etter.
1. o ~. d 3. e 4. c 5. a
·1m.munlz8tton
®C'
gncludlf>9!P.l"-'Pl.lllll
~~lolllmm~
• 11
•
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-~
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.
.C.alenal11tf dJJ
anmunLutklnl
.
~~l.ill4t0d
~··tout\
~unJuU~IXlltaall
.
. ,,.~r'l:anr."Jf.lflJl!l01111.lfl"4.lq~ •
-
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'
NEWSLETTER 1989
--
t:JATl9E LAt'fGOAGE-TEACAE:RS PROGRAf'I~
LAKEHEAD UNIVERSITY, THUNDER BAY,
;MilP
Coordindor' ·
ONTARIO.
• •
No w that the ho] ldays are over,
we o eg1n a new year.
I nope all
ot you had a restful ho1 i~av with
your family. May you have a
happy and nealthv New ~ear.
Since the last NLIP Newsletter,
plans 1or the Summer of 1989 are
underway and almost complete.
Tner·e ~i~I oe a third ana fourth
vear ~or the N.A.F.L. Program and
a.~o a fourth year for the N.A.S.L.
f-·rogram.
fhe pract1ca will be part o~ the
oav program in 1989, that is, each
class in tne NLTC Program will have
an hour a day +or eitner student
teaching or pianning. A timetable
wi1 \ be prepared so that students
w1l I k now where they are expected to
oe.
ri·1e chi I dren in the c·1 asses wi ·11
ce fro ~ tive years to thirteen years
~t age.
1 am working with the Direc
tor ot Continuing Education, Lakehead
board af ~cucation, to fund and regis
ter the children for this program.
the fourth week. NLiC students
w11 l have workshops to attend. So far
t he cnoices are: Learning Centres,
Drama. Audia Visual Aids, Outdoor Exper
iences, Bulletin Board Ideas and Art.
~ach student will choose two of tne
''"cH"" f ~ 5nops to participate in.
VOWME IV
NUMBER 3
1 met with ~on ~p1na~ Director of Student
Residence. we discussed tne state of the
rooms ano the mea ~ plans.
Ht the be
ginning o? June, I w1il go look at the
rooms you wi11 be s t a y ing in. Also, when
vou are here this summer, if a l ight is
not working or a screen missing, report
it to the person at the front desk i mmedi
ateiy. Hs tor the mea l plans, you will
oe offered more of a choice tnis year.
tou wi l l be able to choose from a hot
meal or nave a soup and sandwich. Spec1fi
aeta1ls wil 1 be enc)osed in your regis
tration pac~~ges.
fnere will also be
more low salt toods, such as fresh vege
tables. fruit, rice, and potatoes.
I nave oeen worKing with Bev. Sabourin,
Native C~nsel ior in Student Services and
Jay Lawson, Director of Student Services
to address the possibility of hiring a
b~ udent Advisory ior NLIP.
Good News!
we will be advertising shortly for this
person.
l he Stucent Advisory will have
an office in one of the suites in tne
residence, hours 5:00 p.m. - 12:00 p.m.
and on call during the night. The res
ponsib111t1es of the Student Advisory
inciude course monitoring, assisting
stuaents to maintain program standards,
supporting students in persona1 and
cu l tural aaJustments, and assisting in
the planning of extra curricular activ
ities. uur1ng the day, Bev Sabourin
w1il share an o+t1ce with me, to assist
you in any way tnat sne can.
As for your instrLlctors, you w i 1 ·1 see
many familiar faces and some new ones.
As many Native instructors as possible
will be nired to teach, especially in
tne ~1 r st and second year.
~uring
l'ne aates fer the summer school this
year are JU i Y 6 - August 2, 1989.
~e91straticn will be on July 5, 1989
1 r am lO:uO - 12:00 p.m. At 1:00 p.m.
there w11 t oe an Orientation for a11
tne stuaents. At thot time, you will
nave an opportunity to meet your in
structors and other key people involved
in your program.
There will be a uni
versity tour, a library orientation,
anc an opportunity for you to talk to
~nstructors at coffee session.
In rev1ew1ng your evaluations from last
summer. l made a list of your concerns,
then attempted to aodress some o~ them.
;,n Hpri I , l nope to start trave'i ling to
v1s1t as many schools as time will ailow.
l am 1ook1ng torward to visiting your
classrooms. Some of you nave written
letters, sharing some of your teaching
ideas and expressing some concerns. Kee~
writing, l will try my best to assist yoL
in any way 1 can.
- Barbara
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4 (3), 1989
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1989-01-01
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Faculty of Education, Lakehead University
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English
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https://digitalcollections.lakeheadu.ca/files/original/1ab112fad1e14769ff8d474468d89a26.pdf
ea3edea474d0ba84a99a993f4feb9685
PDF Text
Text
.
::.
.Volume One,
~umber
Two - December
19~5
NATIVE LANGUAGE
EDUCATION in ONTARIO
December, 1985
Dear Friends,
IN
MP10~IAl1
The sad news has recently reached the
Native Language office that Kaspar
Solomon passed away in November .
Kaspar was born in 1913. ~e came to
know him i n 1982, when he began his
studies at ~LIP . He finished his
course work last surmlE!r, and his
name had been recommended to our
University Senate for qraduation
just days after his decease. His
NLIP diploma will be granted post
humously.
During our association with Kaspar,
he was always diligent in his
studies and committed to excellence
in Native Language education. All
our linquists spoke highly of his
rich and precise knowledge of
Ojibwe. He was never too busy to
help and encourage anyone, NLIP
students and staff alike.
He taught Ojibwe at Wandering
Spirit School in Toronto and was
highly regarded there .
He will be sorely missed by all of
us . As we extend our sympathy to
his family, we comfort them and
ourselves with the knowledge that
his life among us enriched us all,
and he will not be forgotten. He
are privileged to have known him.
"1iikwec!
The fall tenn is just about at an end
and we are all being warned that there are only
so many days left before Christmas. That also
reminds us here at Lakehead that we should be
getting a Christmas issue newsletter out to
you.
Thankyou for the nice letters you have
been sending, along with good wishes for Mary
and I, there have been some great ideas and
articles sent in. If you have ideas or any
thing that you would like us to include in a
future issue of the newsletter, be sure to tell
us when you write, that way we will be sure to
have your pennission to print whatever contri
butions that you send in.
I have been hearing excellent news re
garding the teaching of Native Language in the
schools. Rhonda Doxtater has sent very inter
esting information regarding not only Native
Language in the school but also classes for the
adults in her area. Congratulations Rhonda and
we wish you all the best. I had a nice letter
from Virginia Jackpine and Theresa t1emeqos and
they are going full speed ahead with Native
Language in Chapleau and are looking ahead to
the Christmas Concert this year. I am so happy
to hear how everyone is doing, so please drop
me a Christmas card and let me know how you are .
Take pictures of your classes and maybe include
some of the ideas that you have tried with your
students and by next July you will have some
great ideas that you can share with us at Lake
head .
Have a great holiday season and a blessed
Christmas with your friends and families . • . •
Fondly,
--/)itlcOUR PROFILE OF
~HE
MONTH ••••• RETA SANDS
Reta was born at Walpole Island and spent
her life there. The attended Walpole #2 Sch?ol
for six years· then went to Wallaceburg Publ1c
School for Gr~des seven and eight . Reta next
attended Wallaceburg District High School for
five years, then London Teacher's College for
two years.
Reta then taught Grades two and three and
Huron Park Public School in Woodstock for one
year then returned to Walpole School to teach
Kind~rgarten, Pre-Kindergarten and Native
Language. She has been there for twenty years.
In Reta's own words, "l live two miles from
the Walpole bridge--on Old Chief's Road South.
Hy family consists of my husband Jack, my
daughters Marla age 16, Su1t111er age 8 and son
Kenda 11 age 14.
I am interested in all that goes on
around the Island as I write a weekly Walpole
News column in the Wallaceburg newspaper. A
hobby may be quiltmaking. I belong to three
local organizations that sew.
My interest in the native language began
as my grandparents raised me. They stre~sed
daily school attendance to get an educat10~
and earn a livelihood. I attended the Nat1ve
Language Teachers Program as it helped ~ .
establish an Indian writing system. This is
useful at home when called upon to spell and/
or write Indian names and also help any non
residents learn Ojibwe . "
Thankyou Reta, for sharing your exper
iences with us.
�·'
----------------...
~
FROM:
New Credit Native Language Conmittee
INTRODUCTION
".·•'
•Gnla\ IS BYL!/J34l ...WAT MEANS SH~ C'AN W
THC ~ THING mirce, &Jr )OU CAN ()4CI
UNtlRSTMt> IT <:WC&:
.
Mrs. Rhonda Doxtator, Coordinator
New Credit Native Lanquaqe Program
R.R.6, Hagersville, Ontario
NOA lHO (519) 445-2866
December 3, l 985
Mrs. Bette Ross, Editor
Native Language Newsletter
c/o Faculty of Education
Lakehead University
Thunder Bay, Ont. P78 5El
Dear Bette,
Merry Christ~as! I hope you've been a good
anishnaabe kwe, so Santa can be generous to you.
I have more information for you concerning that
conference I mentioned to you last time. A
conference, Sweet Grass is scheduled for
February 26-27, 1986. It is being held in
London, Ontario, at the Lamplighter Inn, 591
Wellim1ton Road. (519) 681-7151. For more
information contact lliss Shirley Taylor, Educa
tion Coordinator, London District Education
Council. R.R. l ,lofuncey, Ontario. NOL lYO.
(519) 264-1528.
Theme - to preserve and enhance the culture
and heritage of aboriginal peoples true language.
Teaching the languaqe the Silent Nay will also
be included.
This should be an interestinq conference.
If more happenings come up I'll be sure to let
you know.
Sincerely,
Rhonda Doxtator.
The New Credit Native Language Program
was begun in 1983 to provide the Mississau
gas of the New Credit Reserve conmunity an
opportunity to regain their native language.
To further this program. support was
provided through band couhcil resolution by
the Mississaugas of the New Credit Band
Council. In October, 1983, classes were be
gun at the New Credit Elementary School for
instruction in Chippewa/Ojibwe for kinder·
garten through grade ·s ix.
In July, 1984. the Province of Ontario,
Ministry of Education announced that native
language curricula would become available
for elementary and secondary schools.
But the New Credit Native Language
Program has taken this government initiative
one step further, offering a program in
language training to conmunity adults as well.
The unique nature of the New Credit Native
Language Program has given cultural education
a new dimension--a c011111Unity initiative that
has anticipated the direction for native
language education.
New credit Commences Evening Classes
New Credit Language classes for adults from
the New Credit/Six Nations Reserves commenced
on November 4, 1985, Native Language Program
Co-ordinator Rhonda Doxtator announced.
The New Credit Native Language Program re
ceived financial assistance from the Secretary
of State, and will hold classes on Mondays
and Tuesdays from 7:00 p.m. to 9:30 p.m. for
20 weeks.
"We're going to be teaching conversational
Ojibway." Doxtator said, "and a 1so a 1ittl e
about New Credit history."
The Ojibway (Chippewa) Language Program at New
Credit is also planning a second session to
begin in April and run until the end of June.
"Operatfon of this session will depend on
conrnunity interest and available funding,"
Doxtator said.
For more information on the New Credit Native
Language Program, contact Rhonda Doxtator at
(519) 445-2866 or Bryan LaForme at (416) 768
3497 or by writing to the New Credit Band
Office, R.R. #6, Hagersville, Ontario NOA lHO.
December 11, 1984
l. Learn Song "Silent Night" in Indian.
2. Write Song in Native Language notebooks.
3. Give some time to give out paper, lined
paper to work or "mzinigan."
- Read some poems, stories for inspira
tion, encourage creativity.
Bzaanidbikat, Kchitwadbikat
51lent Night, Roly N1ght
Bzaanidbikat, Kchitwaadbikat
Kina bizaante, Kina Waaseyaa,
Gashi miinwaa binoojiinhs
Kchitwaa binoojiinh inhs
Mnanbaan binoojiinhs.
Dorothy Wassegijig
Pa!Je 2
.
.
�. . ..
The Language Env i ronment
The Physica l Env ironment
In a bi l inqual school, it is very hel pful
both to the students and t o t he teacher s to
define areas where i t is clear whi ch l anguage
is t he ap9ropri ate one to use . The foll owing
descri ption of t he phys i cal envi ronment at the
Rough Rock Bil i nqual School in Ari zona wi ll
i ll ustrate t his i dea :
"In the self-cont ained classrooms during
the .rirst- year progl'aJTI a special. Navaho ar ea
was penrranently established, wherein independ
end and informal activity, as well as fo:rmaZ.
lessons in the native language, were conducted.
Visual clues, including Navaho dolls, photographs
of iocal .families at home, familiar desert plants,
native arts and crafts tools, recorded Navaho
l'!Usic, and picture books of Navaho life, served
as decor and resource material. These also
served as a pleasant reminder to the children
than Navaho speech and behavior 1.iere appropriate
in this area.
As Rouqh Rock's Navaho Curriculum Center
araw, its teachers, writers, and artists pro
vided more substance with which to achieve Rough
Rock 's ma._ior educational poaZ, which is to build
the child's self-respect so that he may proceed
from the familiar to the unfamiliar with a solid
_roundatio11 of pride i11, and knoLJledge o_r, his
.'kwnho heritage and identity.
F•w Zi.11h l rm!1un!'fe a~ti vi ty took place outside
th i s olncr.roor.r Navaho area, and children were
cuP.d to act and speak Zike Anglo-Americans
throuph language lesson activity and other clas s
room pursuits. lfaterials were available i n both
areas for children's use, and it was conrnon to
P.11ter ~ clnssroom and see two or three little
oirls weavino at a miniature native Zoom in the
Navaho area , ~ while another group satisfied its
curoisi ty about astronauts fe7tured in CUI'rent
magazi11es in the A11glo area."
~hat are the advantages you might hope to
gain by arranginq the physical environfTlent of
your school to reflect the atmosphere of each
language taught?
- reduced confusion about which lan
guage is appropriate to use in any given situ
ation. through the use of visual "cues".
- building of self-esteem by illust
rating the validity and attractiveness of both
languaqe environments.
- convenience in arrangement of sub
ject matter to be taught in each language.
- others (think about it)!
How could your school be arran~ed to reflect
a suitable lanquage environment for each of the
languages used/taught there? The answer to this
questi on wi ll depend on many things:
- the objectives for language instruction in each
lanquage
- your course of studies in each lanquaqe
- the size and arr'ln~ement of classes in vo•.1r
school
- ot her aspects of the language environment
(what others can you think of ?}
1
Vi rginia Hoffman. Oral English at Rou~h Rock.
Navaho Curriculum Center. Arizona, 19 ~. p. 18.
Paqe 3
�.
~
ERIC
More reviews and abstracts
will follow in future
newsletters.
EDUCATIONAL RESOURCES
INFORMATION CENTER
ERIC consists of 16 subject-specialized clearinghouses In the United States that
acquire, retrieve, and disseminate recent journal articles and report literature related
to education at all levels. To organize this material, ERIC produces the followina three
publications which are locateCf In the Reference Room of the Education Obrary:
Thesaurut of ERIC Descriptors, Resources In Education, and Current Index to
Joumals in Education.
Thesaurus of ERIC Dllscrlplors
The Thesaurus of ERIC Descriptors explains the ERIC Index~ system, and Is a tlst
of the subjects, terms, or descriptors used to Index and IOcale material In the
pubricatlons Resources in Education (RIE} and CUnent Index to Jouma/s In Educa·
tion (CIJE).
Sublects are listed alphabetlcaQy, with references hom term• not used. Often the
usa&le term Is a synonym of the nonuaable term:
Regular class placement
USE
Mainstreaming
A scope note (SN) Is a brief statement of the Intended uee of a detcrlptor, and
provides a more precise deRnltlon for amb9,Jous or apec:laftzed terms:
lndlvkfuallzed Instruction
SN
Adapting Instruction to lndlvkfual neede within the group
A posting represents the number of tlm" a term has ~ared In RIE end CLJE, and
glVea you an Indication of how much matertal ta ~Hable on your topic. Poeling
figures sometime• suggest that a revision In search strategy la neceaaary:
Creative Dramatics
CIJE: 129 RIE: 133
The ThnautU• of ERIC De~,. al8o Includes narrower terrne (t{f), ~· terma
(BT), and related terms (RT) under each descriptor. These may dlrec:t you to other
areas pertinent to your research:
Group Status
NT
Family Status
BT
Statue
RT
Group Dynamics
Group Struclure
Peer Relatlonshlps
ResourcH In Education (RIE)
RIE provides abstrads or summaries of.documents and reports on all aspects of
education. These abstracts Include 100 - 200 word summart.. of each document,
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Identifies the document
·
Subject access to the documents Is provided by the alphabettcally arranged
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To find material on a eubjed In RIE:
1. Consult the ThHaurus of ERIC D11crlptor1 to determine whataublect
terms are used to Index your topic. If unsuccessful check under slmRar terms.
2. When the proper descriptors are found, list all narrower, broader, and related
terms which you feef may also be useful In your research.
3. Locate the descriptors In the subject Indexes to RIE and fist the titles and their
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4. Use the ED numbers to locate the abstracts In the front section of RIE.
Author access lo the documents Is provided by the alphabettcally arranged author
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ERIC documents on microfiche held by this library are ticked with an orqe check In
the abstracts section of RIE. The Lbary has an documents processed by ERIC from
January to September 1973 Inclusive, With some before and aft8f this period as weD.
Since January 1983, an documents In the foltowfng subject areas are being received:
educational admlnlstratlo.!!z elementary education, handicapped and glftid (SP8dal
education), and readl~. 1ne documents are arranged numejically by ED nuinber In
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available. Contact library: staff If you wish to order a document on mk:mflche which la
not In the lbary. There ls '!«>charge.
Cvmmt lnd.x lo Journal• In Education (CIJE)
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subject, author, and ~journal title.
To find material on a subject In CIJE:
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2. Locate these descriptors In the subject Index" In the annual cumulations and
monthly issues of CIJE, and sefect the relevant articles, noting the EJ
(Educational JoumaQ number assigned to each.
3. Find the artlcles In the numerical EJ number sequence, along_ with complete
btlllographic Information and a brief description for each altlcle. To find out I the
Joumal Is In the Libra~·· collection, consult the Library's S.tlala Ust. Journals
are arranged alphabetlCally by title In the Reference RoOm.
1-:U l42 7l8
1·-~
SP 024 20S
Lorry .4.
•.,.••I
~tttu Pmd~I. . Fatton
R<1:•l•r Fdeon·
t"u ..d \'•riuu ·1·1pa of Spccl•I •Alwal._
Pub Oace-9 Mar 8'
Nolc-l4p.; Paper pt~ntcd al a Con•cntion of lhe
Ariznna Federation of the Council for E&cep
lional Children (TUl~un, A7. March 9. 1914),
Pub Type • Repc>rts • Ev1luative (142)
SpuchC11/Mectin1 Papen (ISO)
El>RS Prlte • MAii/PUii Pl• P.-.se.
De1e1ip1on-·Cnmper1tive Analy91s, Elcmeniary
Sc:huol Te:1ehcrs. Elemenwy Secondary Jo'.duc:1.
lion, Emotional Ditturbllnc:c1. Lcamina Dwbi.li·
liC11, Menial Rctard•lion, Rc:M>urce Teachers,
Secon<bry School Tac:hcrs, Spc:.:ial E6uc:atlo11,
•Special Education Tachcn. •Streu Variables,
"Tachet Aniludn
Jdcnlif'M3-Ari-
A 11\ldy rocUMCI OD 1he reletive el'rcct of nrio..
ltreM fllelon OD: (I) l'Cllllaf llDd lpccial educ:atioa
lc.c.-hcn; (2) leachcn in raowce and sclf-conllined
clulroomt; and (l) lcachcn la pra,rum for ie.n,.
ina diAblcd, ctaOCioully llaadic:t;ppcd, aDd
handieappcd Mudca"- Dale were plkred
with a CIUC*lioanairc lhal wu completed by 27l
AriznM cd111:aton. R~ponclcnts indicated thcir
Jeni o( •1tccmcnl with lhe suue1lic)n ...... each or
• li11 ol 5l faclOn had been ltrest producint for
lhcm in lhe previous 12 months. Sire$! facton la·
eluded on lhe qoalionnairc were baxd on a review
uf' the lilcratu. e and inccrviews wilh special e d
lori. The mean C« each ilem Wa$ used 10 rant the
ilcftll for each
the 1roupa lludlcd. "hperwort.~
""11rocedural nd lafC," "discipline and bchavb
problems." and "dil1nletestcd parents•• were found
io ~ hiJh stress produun ror all aroups studied.
ComptNUn nf' llOUJll or educatnn resulted in the
idcnlirlcaliun nf' ont or more raclon that arc si.,Ufi·
can~l1 more ttrCMful for lhOIC in 1pccirie 1ypa ol
pn111t1on1 than for lhoK- in nlhcr flQSillo11s. Si1nifi·
cant dilrercn.:e1 "'efc al!IU ruuncl bctwcell leveb ol
1treu produced by aome factors for special educa..
tion lc1ehns ill l'ftOUtce and 1elC·contained ciu..
rooms. r'iw
arc a11pendccl. (JMIC)
..u,.
or
••bla
F.D 2'7 051
RC Ol-4 13-4
""1clt6. J. D.
WMt Prolllt1111 Ott Amnfall lndlam Ha•e wtdl
F.lllllM1
WICA T, Inc., Orem, Utah.
Spont A1ency-Depar1-n1 of Education, Wash
inaton, DC.
Pub Oate-(UI
Onn1-G.OOU.0.1•52
Note-lfJp.: for rel.Ced d1..:un1cn1,, •cc RC 014
US·U7.
Pub T>TC- lnfommion Analyses (070)
EDllS Price • Mt'Ol/PCOl Mus Palla~.
Octcriplon-•Ataska Naiivn. American Indian
Ed~ation, American ln~ian L:in1uagcs, • Amcri·
can l11dian1, •Computer Assisted Instruction, Ele
nt<"ntary ~condary Education, •Enslish (Second
Langua~c), LanJu•1e Pwfkicn<'y. Lan~u~JC Re·
tcarch. •un1ua1c Skills. •Lcsrnins l'r.•hlc111s,
Receptive LanguaJe. Second un1ua1c lnstruc·
lion, Scc<"nd Lan1uafe Leemina
A lilctatUtt lutYcy ot QIQl'C chan 800 llOUtces, ap.
pro~ima1ely 140 or ,.·hich were iudaed to be rcle·
••DI, auascd problem1 AlasLa :-;a1ivcs and
Anlcrican lndius upcricncc i11 leaminJ En11ish
lan1uacc 1tillt required for survival •nd su~ccsa in
a modem, 1echnolo1ic1\ culture. Since the sun·ey
was to 1-.ide the adap1a1icm and development of
in,.ru.:li••IHI malerial• for elcm~n1ary and juni• .,
hiah 1ehool rcadin' prcan1cd by computer, results
emphuizcd receptive rather than urrcHivc la11
1uaac. To some deptt the problems or phonolnay.
morpholoay. syntax. and tcmantics idencificd "'ere
problc1111 racin' not only American Indians. bu1 any
1tuclen1t lcam1n1 Ensli1h u a tccond lanr,u••c.
r.forpholo1y problems included America11 ndian
UH o( inRections to inc!ica1c syn1a1ic role ••f "'"'ds.
utc o( sender, and rcprcsenlAlion or noun modifier•
by inRcclions in nouns. Semantic problems con·
ccmcd concept dc¥ek>pmcn1 rachcr than ~ocabu·
Jary arowrh, Plfticular!y in color words and ""ords
conccmins coercion and duly. Rccommcndations
incluclec! pro•idin1 computer practice with sckcled
minirrMlly cons1ru1in1 vowel pair.<; selected mini
mally co:urasting con1<>nanl pairs; final cunoonancs
•nd coftfOllanl cluster; tclc,lcd phoncmn lhal d<>
not ~Al.a~ i~ JCbhZ :,m,, i.:an !nJi1n l•naw1es; in~a·
ular plural noun fonno; 1elcclc•I verb cen!IC fomis;
cktermincn; third pcnon •i"IUlar pronouns: IC•
mantic imrlicationt or juncture; prc-pori1icm1,
verb-preposition eombina1iun11, and idiom.s; passive
and wh- uansfonnations; and basic vocabulary
(Author/NEC)
May aZl the joys
of the hoZidays be yours.
Page 4
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (2), December 1985
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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Faculty of Education, Lakehead University
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English
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https://digitalcollections.lakeheadu.ca/files/original/b357dc69f990f9b8924843425c94d399.pdf
4ed6b0033e07704e3b41c4cfb918e278
PDF Text
Text
~·
Volume One, Number Three - January 1986
NATIVE LANGUAGE
EDUCATION in ONTARIO
January 1986
Dear Friends,
Happy New Year! I hope that you had a
great Christmas and that your holiday was every
thing that you hoped for. Now it is back to
work for all of us and it is almost the end of
J anuary. I like January, it is my birthday then
and I still get excited over it. Every year I am
one year older, but I guess we all are! I was
in Moose Factory for Christmas and New Years and
it had been almost seventeen years since I had
been there as Music Teacher for the Public School.
I had forgotten how beautiful it was and I was
pleased to see some people that still remembered
me. Oh yes I saw Stella Mcleod from NLIP and it
was 9reat to see her in the Bay. We spent New
Years Eve together as well.
I've heard from a few people regarding the
Native Language Teachers' Association. There is
interest in getting an association started so get
your names to me if you are interested in being
part of this worthy cause.
We have an interesting letter for you this
month. If you have any contributions for
February's Valentine issue or March, please send
me a letter with material that you would like to
share with us.
We would like to wish everyone the best in
1936 with your classes and/or other work that
you are doing.
TEACHING OJ IBt~E THE SILENT WAY
The Silent Way of Teaching has been developed
by Dr. Caleb Gattagno of New York. He has studied
forty five languages which included three North
~erican languages, an Inuit dialect, the Lakota
dialect of the Sioux, and his forty fifth langu
age the Ojibwe.
The method consists of an ingenious use of
colours to represent sounds of the language. Each
~f the thirty six sounds in the Anishnabe language
lS represented by a colour or combination of two
colours. The student does not have to know the
names of the colours, but only associate a sound
with the colour. There is no memorization in
volved, only retention of new knowledge.
In this method the teacher does not utter one
sound during the actual production of sounds by
the students, but only gives clues and will give
negative signs if the proper sound is not pro
duced.
_There is no interpretation during the course
nor 1s there any granmar instruction. Gra11111ar
and interpretation would take up about ninety
perc~n~ of_the.cou~se t~me if used. But by
part1c1pat1on 1n s1tuat1ons and dialoguing in
the Anishnabe language which they have learned
in six to nine hours, the students are actually
conversing with one another. Although·they
might not know all the words they are uttering,
but by repeated use of the words in various
situations the knowledge comes to them.
In the demonstration projects the students
have learned at the end of two hours all the
sounds of the language and have learned some
simple words and how to structure the sounds
to produce these words.
After seven to eight hours of instruction,
through the use of the colour and word charts
along with the use of coloured rods, (Cusenai;e
Rods) they are able to converse and exchange
ideas.
Dominic Eshkakogan
P.O. Box 326
Hassey, Ontario POP TPO
Coordinator's Notes
Convocation 1986, at Lakehead University
will be held on Saturday, May 31. NLIP diploma
students who have completed 4 years' course work
and 2 winter practica will be notified when
their names have been reconmended throuah our
senate as graduands. If you expect to be among
those graduating, do reserve the date, and begin
to arrange for travel--we're looking forward to
seeing you walk across that stage in your black
gown!
The Ministry has set 20 days as minimum
required experience through the winter for NLTC
students. This experience must be in a "regular"
(provincial, federal or band operated) school
setting, from K to 12. NLTC students will soon
be receiving by mail from Lakehead a form to be
filled out, indicating your experience through
this winter. This form should be returned to
us with your application for the su11111er 1986
program. If you have been unable to meet the
experience requirement this year, but wish to
continue your course work in the sunmer, do
write us as soon as possible, explaining your
situation fully, and we wf ll try to work some
thing out for you on an individual basis.
I have started a series of visits to NLTC
students who sent in their teaching schedule
forms last fall. To those I have already seen,
my thanks for your hospitality! I'm looking
forward to visiting the rest of you soon, and
hope to report on these visits in the next news
1etter.
Dates for next sunrner's courses have been
set as fo 11 ows:
NLIP (NASL ANO NAFL) - July 2 - 22
NLIP (NLTC - M.inistry) - July 2 - 29
NLTC Validation (for NLTT/NLIP grads)
July 2 - 29
NLIP "Institute" - July 2 - 22
Cree 1010-1012 - Introductory Cree for
non-speakers, to be taught by
Or. C.O. Ellis of McGill University
July 2 - August 14
Upcoming Event:
Modern Language Teachers' Association
Centennial Spring Conference,
Harbour Castle Hilton Hotel, Toronto
April 3 - 5, 1986. For further
information, contact
OML Teachers' Association
237 Hellems Avenue
Welland, Ontario L3B JBS
Memories
�·
IDEASI
TOTEM P0LES
NAVAJO SAND PAINTING
Reference - p. 188 The Native Americans
p. 99 Indian Arts
Content: discuss why totem is not really the
ri qht word.
3 types : memorial, house poles, and
r:iortuary poles.
Method: carve out of wood: Since imitation
of the style is very difficult until some
proficiency is gained, it is recommended
that a pole be copied. To give a weathered
look to the finished poles, vegetable
colourino may be diluted in water and used
to col our, instead of paint.
If the 9irls in the class do not wish to
attempt the carving, they could possibly
construct houses, and the boys, house
poles, and the two could be used, and
pasted on a cardboard backing to form the
walls. The paintings on the walls of the
house could also be copied, rather than
attempting original designs . (see Indian
Arts. p. 9g) If houses are attemptea:--
some mention should be made of who lives
in each house , etc.
Enrichment: The class might be divided into
moieties and clans before the work is
begun, in order to demonstrate who builds
houses, and who raises poles for whom.
Any good ethnography will give this infor
mation .
For totem designs, and meanings of symbols ,
see "Totem Po1es" P6 Lore Leaves .
Reference - p. 112 Indians of the Americas - Nat .
Geo . al so p. 119
p. 74 Indian Arts
p. 335 The Native Americans
p. 213 ff. The Navajo, Kluckhorn
I'IOI Atl HEADRESSES
References: See Ben Hunt pp. 14-29
Indian Arts pp. 151-153, 131
Since the re is usually a ready supply of
feathers in an Indian cormiunity, these can be
put to good use by the class in making a
survey of types of Indian headress. It is
unfortunate that the Sioux warbonnet has be
come such a cliche . Possibly a study of other
types of headqear will help to counteract this .
The class might make as many different copies
as possible. Other materials around town, such
as horns , hoofs, bones, etc. may also prove
useful. Each headress should be displayed
beari ng the minimal data of: tribe, who may
i-;ear i t, location, materials used (in original).
/,
/
Content: Note the proper name is not sandpainting ,
but DRYPAINTIHG as it is not sand, but other
substances that are used.
- who made them? - how were they made? - why?
Pictures of Navajo life in general should be
available to give the class a fee l ing for t he
overall culture. Location of the area on a
map is important. Some mention should be
made of the old and contemporary use of dry
paintinqs.
Method: One large sandpainting can be demon
strated on the floor of the classroom (it i s
almost always too breezy to do this outdoors)
on top of a rolled-out paper. If an old
animal skin is available, it is more real
istic than the paper, but a "good" skin
should not be used. Possibly a "Skin" cut
out of brown paper would be a good com
promise. The skin can be sprinkled with
sand, and the design dribbled on using:
ground coffee, flour, ground corn, red
lentils and any other substances of dif
ferent colours available. Small individua l
"pa intinqs" may be made on stiff cardboard
or in heavy paper plates. by the one of the
following methods:
(a) spread glue evenly over surface. sprinkle
thoroughly with sand. allow to dry, and
shake off excess sand. Paint on the sand
with tempera paint .
(b) coat with sand as above. Draw design. one
colour at a time, with glue, and sprinkle
on the various materials (such as ~round
coffee) mentioned above.
NOTE: the elongated style of all figures in
drypaintings
New Credit Native Language
Program
P..R. 6
Hagersville, Ontario
NOA lHO 519-445-2866
January 15, 1986
Mrs . Bette Ross
c/o Faculty of Education
Lakehead University
Thunder Bay, Ontario
P7B SEl
Dear Bette,
I attended the Sweet Gr4ss Language planning
meeting on January 10, only to find out that this
conference is open only to the following bands,
Saugeen, Cape Croker, Six Nations, New Credit,
Walpole Island, Muncey and Oneida. The first
hundred delegates from these bands will be
accepted . However, if these seats are not taken,
then it will be open to any other interested
language people, on a first come first serve
basis. There is not a registration fee, and the
rooms and mileage are not paid for. There will
be a waitinq list, if the seats are not taken.
You can phone Mrs. Shirley Taylor, at the Chippewa
Sand Office, 519-264-1528 for registration.
Sincerely
Rhonda Ooxta tor
Page 2
�•.
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Native Education
Spring 1982
Volume9
Number 3
"''°'
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P attifacC. that
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ooly the lndiitna9 di..t. •hith WAJ prinrit•Hy u( buffalo nw111. b.41 •hti lh•
in
whu·h lncli•1\A ns>tured Uw- lmfla1lo. anff th• numerou• 11'M'lhod1 ~mplu)'t'd in n-.,luni
thl'm..._t
l'hr 11utr"., wu • ttlllCrt\I fitrurt1 in lhe IUood tnclian C'uhure, and Mtitlh\Aln tfnrM
11ny" hunittK• to thla lttc\ thr•IUl(IMiut the: hnok In a rluipC.t un c-ihiJdhood. the train1n1
1uul •lrcinKthtnint or )"t.uth (01 fuhire ,...,,.,, la cunr.idert'tS, Jnd..n m.eln. for eumple.
nfh•u v.·rrf" r•Hlk"tl rtom theoir 11.l~f'J• end Le~ into ice·Cft\'t'Nd 4'fffk.t fot tl1tir tnorn1na
,.,.. ~11t11tion~. "l"hitl; 1•r•-CH'f' wn111 meoun\ to forlify 11 rhiM 11111tiein•l !Uckneu, a1.d
Muuntnin Uorllof' -1..-ak" un t)ua "'"""' from 1wn1on•I thiMhouel ••1~rH'n~. •rtw ••mr.l
a•••>·C'd hy tmhen t~ - raid,. on Cltr 111•U1 enci11n1>mc-nt (cit huUato 1nc.il. t..,. atid
uuow ""ontl>f'hUonli. lwiwk hunhnt£, •aht1otinc •lkka... and mud beUlH - pr~w1ded
h:•~i. trainn'J in warf•r•. t•nfortunately. lhC"re .. no dilcuMion ur \he prnea pla)"t'd by
lu~taan ,:1rla. •nJ ai1K"e the tirla w.tt nol d""tnW'tl to het."tn• w•rriun, tl~•r K"ITIC'I'
w1'.!.1l1I 1ikf'f.Y haw difftmt Oure he tu~ mGAl•rfd lht penn of rhtldhutd, •n Indian _
"·,.JI
·nw
••ff
••)'II
yrnuh '"' 11r~ntt'ft I•>"" a~t-d w11rr111r. Cu re-t"'Ci'"' hiM ov.-n 1uiuwul;1r fn,·r tNtint dnie:n.
Y."Jtt 1·hunl.
atc•o•! loc.·• ....,.....-.. tte ;,. it..•n rently lo dUnd1 himwlf lo• ~rl)' on th-
1A·nr1t«t1li ur un • rmdtua,: 4·~1"C'ftilion. TIM.> "''''"'"' iu YtrhN·h th"*' ts1M-tUt;...,,, ,....,.,.
c-on1lurlf"ll l• full•"""''
a rlt'M'ri1tlion or tiw laat ,:rt'nt hnlff~ uf lht HIAcUuut
c..u,t."fle-tAC·y. whtdt Wb ,.,ua:hl ln IM7U •t:Ai••t the <"rt-.... Thf' r;...s thA1ntr of thf'
houk con11ideJA the lnclum 1.,1Hlriltuuon to Wothl War I. Thr l1uh~rn •oldin11. lntlutlintc
Mountaf" lforc4: pn1vrd them.el\l"ft to tw worthy warrior..
Mmrutniin lluf'Mt d.-.w·rit.,.. 111 de-coil tht •fte"leoul 1'1Utnul lrib111I nremouy ct! tht> Sun
t >tmcr.- ·rht.
a rt'liai11u1 actl\•ity iutctMlrJ In 1•n1pit1.nt4• I hf. •nn ~rht cumplu
···t1vihes •radmc ..,, lo lh~ Sun nance ·~ indaaJed Alon" '«ith the DC"\H.ttl n·lchrahon
ttf ft:H~l•ntc wttr d:inc'in.i; ec1rt ·Kivinc. 11nd f>rnyer *J'hc "'u~torn uf Rll·lorh1n•. a·hith an
Indian w1ll1111' v un1h:rt:•1Ct m fulrlllnlf•nt of h., ~·ow lo lhr aun, is pJ•t'f<t. hy Mountain
ffone, welhut the rm•f""' tontut of Che Sun Dann!. Thi• .,·11vu:v M3' llM'n M"V•rrty
tt1it.n,terpte-ted by wntflrw. •1i,f' huok it A velnuble and <'O"'J"ff'hrrn11h-c Ml\ltte cm the
Sun Daner.. Unforton•LC'ly. th1a infurn1etioa .. JiviJtd ht-lwewn lWn chapter.:
""ltC'~ il(tnt) arwt ·cu.tunu,.• A arJ)•ratc cha1>tr1 deeJinic 11olr.ly wi1h the Sun O•ntt •ould
h•v<' l>ftn *•rrnnlfod
t:ven lhe hrnvf11t anLI moAI nuhte of worriun d"i'"' •clf'ffUnCt cfolhm~. C"C•••~
IJ'11rf-..o m ~•t. •nd • •ilrtn flnd inv1tin1 ltfltt. In the Uluod cvlturt, lh..., mt>ina1 taah
'"u lo \ht' lut or WOn'lt'O. A wurd e.ftclt'tl by Muunhnn Uu~ .....,.,,;riha '••t1hfulty the
tolt nf \'..'try womnn lo HJ11ud at•·it!l)'
·,Jrtuf,;:t.· 1\t our timt. •he wu r.-quirtd tu
W111!4h her hi.td umJ·. r..tt. \'Ctn'h h111 hair. nnd •• h..ttli1nC'. remu'l'r hi& dotM114. with
1•nrhu1h1r anenhun to hht 1n•111.'('1Hun~. rr a wc1mnn wru1 diiN·overed bc-u'C un(aithful to
)n•r huar.hend. ahe
auh~·ted lu 0111 mitni.r of ,,.i,•Wnl ulroritin. Al limn. 11u;h
*utnf"tt -.:~ lorturfd end 11ut tu clcoth. Thf! •nChnt aftsorN ,._ U111C. hy 19:\r. •t lt:ut.
lmhnn wc..ftf'n wtrt tto lilnl(cr etttKiJtf'C'f1 to ht- drud.:cs.
"'.d
f,,·
w••
1111-11111:.......
°'.......
dlla ._.., by Patricia Albers
and Beatrice Medicine (Unillflrs/ty
Press of America. Lanham, Md.,
$13.50). Ten essays on the life of
Native American women p1ltt end
present. Bibliography offera a
good source of related materiel.
...................°'
1111 ....., T.... by Lynn V. Art
I NA11VE AMERICANS
dl'ews (Harper & RCNI, $15.95).
Andrews has written a series of
bOokS about her experiences as
an appl'entice to a Native Arrer
ican medicine woman in Man
ttoba, Canada.
•o"
The nr lunl 1or11n1 iu..rrnfrd in CIW" bunk cm\ maeny
t."'"''°'""
.'"4t \'Atiftl. ·1iwrt it • chartrr un
t''l1ri.11llnn~. end one on Mt.. lit.·ine Meon. The
rduli11r: 1u •lt•ncJ1 1ut tfoiru111M'CI iu
~""'" 1h·C:•il. iodt.Mlittt1 111~ rU&Cofft of n1Nlinrfonini ~ntttt'4rinM. Tlwre- efau it
infor1nnth1n on f1Mti•n lr,:end.. IUtientitiun.. a1>1J N"ito••I 1IAY.. 1:utthtr. tht ftolhot ti:lt1
wuv1efn! ...,..n.- \Hlot'fol 1nti(hta •"' the cftt.-.1• of dviliution un tho tttood~ . The hnuk.
hmi\·t•..•tir. ""rrr~ (ro1n pruhJvm1 uf orcanh:.nli•i.n 11nd ITllC'Citiun 'l'he t•frN'nhthon ,,(
C1'1ft1f'tlal t. at hntH m,,.ical, end "trnf" C"hafitvt'll Dft' in•pJIR'1Jfi1th•ly lil)rd
Alth<>111h lh• hook is nol eai-i1lly • acld••ly ,...,.., il ia w~rthy .,. 1 rrimery
•·uor« on lh• Blood lndianL The 1•neral reader wtKI is tn._..ted in utive cuhun
will find the ........ both inform1Live end enl.truinana. Thi eacellenl photo11repi... u(
which lhere ore m~r fifty, end the humorouo pe,..,,..f tt1Wriance1 indud.d by Lhe
oulhnr, mike thtt book onfinitely 1t1doble.
'
Pa9e 3
�.
.
'
•
Tl.INta~I'
WA\. TO TAN A
MOOS~:
Hiil!!':
lutrucluctrma
One t•r Lhe rirohlem1 with iududint lradh 1onal knowttt.lit in the 6Cht,ol
curuculum i~ thaL knuwledse ia given ., tnuch in Lhe •tylt or deJivtry as it is
in lhe ..runlcnl..
the word,. Ir ~ e1preAA Lh•l lrad1tional knowledite in
111thnol curr•cu,um form. we no lnn1ter ha\"f' traditmtuil knowlf'ds;e.
Mnl~I .lnlm~on ·.., narrati"°t> ftl yle i!I ('ll'llr nnd J>fr"on11hle: •he aivf'2t her
tl'IHlf'r rx1•hnl Ledminl inform11linn in 1 very pleo,,.nt mtdiurft. Here.
re-pr4nl~ frnm Y11.trm1 lndctm. Ntu•A, Summer. 1980, ia M•btl Johnsnn'a
"i'l\lttiptinn of the Tlin11:.t wn)' lo trt'nl mu• ·~ hid".
or
On\'" a ~t -clc in the 1r••und kinrl t i r lf't1t1ina:. le111nin1 •o yon C'ln cut the mH1 n((
v .11 ho~tl Lhe mt'<'l with ~··~tr fin,;er nada IO )'OU dun 't cut them oft Tht kr\ife has to
1~ •hl''I' ;iir; n r•1•1r. ~tart at t he nf'C'k and work down tA. lhe tail and lhe l•sa. Kttr
1a.1vi1.. ie nrr 1•u.I . AfeN ycM~ t1ke All 11.. mf'nl off :lprt1d 1t on lht around but kttll ii
• v.·tty lt.1m tht' clirt nnd r.;ind . \rhrn "'-"''" l'nd d irl •'' in thf' heir 1t dull1 tl\t kn1ft>. ~·
i..• tt••C •o be kf'J•l (~In. Sprr:sd it 011 o t.erp or t>l11~tk.
1•ut elt<" hule ou tht'" ~lirk 1nJ t~ timt'" ,:l.rltt (r, m thf l1il and work up ag.1uu1t tht
h:ur ru ting it 11ff with a '' na bladed knife Kttp tuthua till you rtt up lo tht nKk
1 he h:ur"s. 11ff n•"'-._ · 111e knltc •~ -.h.i us' "o wAldt you dnn 't t."\11 tl.., •kin. The knife: haa
l(ul tu l>t" ,h.-rl•· s hnlr dull knife mil(ht c•1&. lhe ~kin Al•'U)"I cul •way hum p.-1. wmk
•JCAin.. t l ht> Im r.
to aumm• r lnfle Jtul lhe hfclc- ;., a tuh of <"old water. fl helJM th~ 1rain loosen. h
flCWl"~ it, It :.\r ii rn-emfKhl T1ke it oul •nd han~ it up And Id it drip. Hine it on some
df'11n 1><1lt• or .._.nwchin~.
f.t",:m n d1·:ln J'f'l"led. round ~tkk ag1in'-t 1 wall or trte or an)'lhin~. Orivt tpikts in
rm eilhtr Llilll' of it ito i' 'lu1n't l'olitlt urnunt.I~
'1311K lhe huh: over tht polt wllh lht ~rain 1idr oul. Srrai~ 1nd Krllpt with I ctutl
draw knel'- Ir it dclt'$n't take il orf use a ah:up knire •nd 1have- il But jmt lakt the
lup Hrr. lnkL• lh~ r"t nrr with I dull c1raw knifo.
Wa~h tht> hide in w;:um watt'f' and :n liltle 1'19P and ("ookrd hr1in1 lhat )'UU drainf'd
thmut:h n ...1 dt Sunk it till U'a all wet ri1t-.in \\'cuk mt U. ruh it tUl il"• 11.. ktd thtou(lh.
1
Arter ' ' 11t1 1ioak 1l tJ1kt- duwn lhe lhic;k Jt0rt. nn tht hhl• rrom th« nnh aidt. Ahny1
\VAIC'h ) " tU don'l <'tll any holn.. l\t-rp nn suakini: il till it'a MJ(t. Dram the brain •nd
-..Ht l• Wfttf'r aud an..-e it, kef'J> 1t an the time Boil •t ind drain it throuch • uck H('h
tim~ '" e..-kf' th<" clirl nut
tL lf you don't , the akin will )>e juat brown. Boibna il
\.r
keeps it (mm ceuinJ stink Add rold W3ter lo it - r•in Wftt.t or 11:now wottr. nol Wtll
• ·ater Tht waier·1 sot lo be luke-warm not hoL whrn you sod t.he ak1n, Kai' woraunx
thf' htd• hk~ wHhin1 c' othes by h.end R11h iL '" w1urr. •"'irk on the heavy t>arta. UJ.e 1
t..nd sctaptt ut a Oat rock. Sum•timu e hea,·y ' kin h.. lo be oneked el1ht limH, twon
m L.tt! You know it'• t.An beause it aoeks u p the brain wep r~ht
•••Y·
Ab<>ul lht lourlh lime you ..,.k 11 odd b..r are...
Cit
bo('On
s•••••• it kttpo tht
hid• wft ind Un. But if yftu put it in ire•~ loo 14M'>n it kHpe the hlood in tht hi&WhC'n )'flU lhink it's ll\n~ you cot ltetlf'fl iunund the ~Kt when il'1 wet. rnur nr
fl\'P inchH opftrt ftun 1 Ion,; ...1irk thtoua:h tht hult>S tin thP lf1il tnd Cut 1hout thrtie
holc-~ amtmd t hf' f'1lke on the front lf'J:1'. On th~ uerlc l'CIJ'f'. f"Ot n hil lonirr holn.
ff•thu U(' lht nttk fli1e lo1rlhf'r ··111\ the hole\ a .I htetther. Intl 1•t1llh the rrnnl lti,:,c.
1ha1 you 1athtred up through the huleo you cut in the n•ck. 'J'),.n put that liltle •li<'k
lhruu1h th• hol.. in the rront less ond that makes the hole botwten t~ n..·k and l•J•·
Thtn ynu p11t th1t ho~e over a !ltump end twrst the hide by thr polt you ran thruu1eh
th• la~ tnd \\'rina it nut.
A(LN \ 'f'IU wr1ns: it nu~ lett i' mto " h1me Tht fran•• ta .,,adt> oul of dry
pc•ln •nd nailtd or lied •l lhrt ('urncu. IAtct> It ln1u lhr
wil h ~troui= atrlna ur
anylhin, snd y,·orJc it with I 1Ct111u~r on fl lur1i: s.1ick. The 1tlc:k'~ aul Lo fWi! lon1 eunu(l!h
fo rtath ICrON tn the middle rut the frame on I • Ceiul \WO Pr three rttL oU the
srnuncl. h rltp•11d1 on lh• ht11hl or !he woman.
To ,tt lht n~h Jiide nice 1md ctun )'OU Yt' fetll lo llihHJJf'U tht ~('raper You ICOt lo
hrf'otk lhe skin wurlc un 1l till 1t"a auh
'""04'
Tafia is a .lovable 1l·year·old
growing up in Northwestern Ontario
today. Her adventures and inmost
thoughts are chronicled in Dancing
· Feathers, the story of her first trip to
Toronto, and in A Time to be Brave,
which tells how she overcame a
deepseated fear of trains in order to
summon help for her injured father.
Although these books are
recommended for ages nine to 11.
most pre-teens will identify readily
with Tafia's world because it reflecls
such universal experiences as
bereavement, sibling rivalry, and the
search for personal identity. Each
book has 62 pages, including photos
and other illustrations.
Tafia's unusual lifestyle is part
or her Ojibway heritage. All summer
she lives at Spirit Bay Reserve with
her father. grandmother and older
brother Minnow. Winters are spent at
an isolated trappers cabin. but Tafia
is never lonely there. Her days are
filled with schoolwork, the wonders of
nature, and - the unexpected.
The Shebagabow family is
almost unbelievably understanding
and supportive. Aunt Lilly, a painter,
encourages Tafia's artistic talent.
Lapses in judgment always seem to
be made right by Grandmother
Gok'mis. Fath~r Baba shares impor
tant family decisions. Tafia provides a
realistic model for childhood as it
ought to be.
The books are based on the
Spirit Bay television series, seven
half·hour dramas aired earlier this
.... ''·'· ·.! • \,r:~ · Lt;'!.~:rn)Ary.
..
..
i.i..·,,. . , .
•*
r: .
,..
I
.
•
•
.,.
•
'o
.
t
•
.
' '"
•
•
•
~.,........-~ ·-: !..~J
cast!
The series evolved from the
1982 pilot "A Time to be Brave·: film
ed in a 16 mm format at Bonner's
Island, Rocky Bay Reserve and
McDiarmid on Lake Nipigon, and al
Beardmore. Patric Buske of Monitor
North (a graduate of Confederation
College's film course) assisted in
dependent filmmakers Paul Stephens
and Eric Jordan with the production.
Are the books accurate?
Perhaps the best measure of authen·
ticity is that Wawatay Native Com
munications Society of Sioux
Lookout is exploring having the
television series produced in the Ob·
jibway language.
Elinor Barr is a freelance writer
and book reviewer who liues in
Thunder Bay. She is also an author (n
her own right wUh such credits as
While Oller Casile: The Legacy of
Jimmy McQual. 0
0
Sm okrns th• hid•. S•w the hol.. t<>tteth•r Stw the h1rle tu••th•r "'' it kttpo
the smokt in. Vw can UM two hitln if VoltU ••l'l. Hilr\J! tt troin l hrM- or if'nor Uiclca put
US, hkt I lf'f'·PH·
Whf'n ~''" M'W up the hide , OM ltmJ 11,it<"hn •nd i ...\·t loo1t1 h)· Lh~ front
lee~ lo tit 1trin1• on tu. lo tie nut to tM volH On tl1e nttk t'dct la"e it tn 1 •li<"k end
han1 tt fwm thf' top over thto smuke.
Mike • tmnk•>' rre. Die 1 holt in Oie 1round and m1kt fire with dry. hrown.
rnlten wood Of' dry old pint et1na . That'a all. l..iiht 1 m1l r h h• it! The amokt con and
tuuw tht hide brown WMn it°5 ttAd), Curn it in.aide nut. juat like • Mllt"k. Watch it 10
d drwan't ('&trh on riff' You 1tnt lo 1molct- il to rore ii.
Yuu tould tlllnkt your m\·n ~.,.., ••Ill n( I"-"«' l1ud nnrl • (',.n o( l\•f'. f>itM1tona nn the
nn. 1t•a taiy marlt
J'm ture aome of you will ha\•e thi• po~r whf'n you tt workinc on )'Our
moc.e akin. If lhe wi nd bh1w )'nur. paflt'r 1w•y. you'll he· huntin.: for it! •Whet"''" that
c.lamn plptr"· 1·m ;J ypara old and I C'an Lan 1 mouse 1k;n. a» t-ZHI)' n• f tin pul 011
I Jllill<k'
-··
Page 4
f'.
;
�_9-r_o_lile.s~Slate Falls, Ont.
January 18, 1986
Dolores Wawia, 41 years of age, is a teacher
and counsellor for the Natfve Teacher Education
Program at the Faculty of Education, Lakehead
University, a position she has held for 10 years.
She is from the Gull Bay Indian Reserve and
speaks Ojibway.
In 196g, after graduating from Lakehead
Teachers' College, she took a teaching position
in Peterborough with the Separate School Board
where she remained for three years. She then
attended McMaster University in Hamilton where
she obtained a Bachelor of Arts degree in Social
Sciences. She tauqht for a year in Gull Bay,
he r home reserve. While there, she set up a
recreation program for the young and old, staged
the COflY!lunity's first powwow and began the
tradition of a Christmas dinner for the children
hosted by the teachers in appreciation for the
magn ificent Christmas concert they put on each
year.
In 1982, Ms. Hawia took a leave of absence
from L.U. for 16 months to serve as district
assistant superintendent of education with the
Department of Indian Affairs and Northern
Development. She assisted with the hiring of
teachers, acted as a support staff for the
teachers and helped with the general adminis
tration.
She also found time to continue her
studies. She graduated with a Master of Edu
cation degree in Educational Aaninistration in
1983, and a Bachelor of Education de9ree in
1985 .
She belon~s to several organizations and
committees. She sits on the Board of Directors
for Teen Family of Thunder Bay, the Native
advisory cofTfllittee of Confederation College,
the Advisory Board for Kinark and the Board of
Directors for the Gull Bay Wood-Cutting Operation.
~s. Wawia is a widow with three children
between the ages of 18 - 22 years of age. She
says that the driving force in her life has been
her three children.
Her main goal in life now is to eventually
get her doctorate in Education, and to see the
implementation of Native Language and Native
Studies in the schools, both federally and
provincially.
1-UCU~ UN NATIVFe
LANGUAGE
EUUCATION
~
An in1,•r••Stin~ opportunit\ for
(l .:0.1.1. .T ..-\ .. A .0.1'. L. \'.
'"
:.tr.•q;thl'r. ib u>nta.:ts '' ith Inuit
.mJ ll.'.11i'·" P•'t•pl,· b pr.•s.-ntl~· b.:·
in~ .:1>0:.iJ...rt'd. Mr. l(,•ith Lkkt'rs 11(
tht' Currkulum Sri\n.:h .11 tht•
111111\ .II Bl••.-i... T11r,111ln .lppniMh,•d
l'rt':.hknt Di.inn,, l'••nn1Xk "'ith ,,
vi.:\\' lo C1>nsidt•ring initiating an in·
ter.•st sul'-~n•up. A committl'•' h.is
l"-'"'" ,.,t.1t:>h:.lwJ tu dis.:uss th•·
l~)Ul~ .
0 .1\\ LT ,\ ·, l'"'"hk 111\ulH"
m•·nt ''uh n.1hn· J"-'<'J'll' b l:>.·m~
'""' ,.J "1th111 t Ill' h1ll,1w 111~
\i>ntt~l.H'
(II
All 11.111\ ,. }'•"<•pk•' ul Ont.mu
rq;.1rdk"' 1il th••1r st.1tu~ ,,,
Tr,•.11\ , Mt'lis 1•r N11n.,t.11u,. Jn.
.ii.m:. llT th,•ir l1,..Jt1<1n h"'''
1.kn1111,•d till' (111111\\ in~ .-on·
........ 1\... .
.11
th.ll
~.111n·
1,· .1.:lll'r:. .1nJ
.-nun.dims lx• tr.1in<•d ~nd
1·mpl<•y•·d in .1ll ,•knwn1.1ry.
:o>l't.."US\\i.H\'
.11Hi
po'I •
......,.,,., ..,d.u,: ,,.,,iu..:.Hit.>n41I in·
:i-titutit.Ul~ !1>\.'rvin,.: N.1ti"~
J't.p1•pk·~.
't:>J T!ll' currk..1!um must ~
,1d.1p1,•d h• nlt'l'I th•· lll't'dli
"' .1JJ N.lli\'l' stuJ.,nb. ""
1h.11 th•• t"duc•ltion th••\'
,..,,.i, ,. r.·O••cts tlwir «ullur.il
h,•rit.l~\'.
.:) Th... !\"v"'rnml'nt) o( On·
1.1ri,1 .111J C.m.1d,1 mu•t not
<mly ,1.-1iv••ly ••n,·uurJgt' lhl'
fl•h•nt1un u( n:ati\'1.' ~uhur..l l
1d1·nt1t\ in Ont.u1.1. but .1ls.1
··nsur.: th.11 tht' non·Natiw
p11pul.Hu111 d•·•·dops ·'
ill'i);hll'lll'J ,l\\".lr<'Ol'SS <If
.111.!
for till' n.iti\'<'
.:ultur.11 ht>nt.li;t'.
Tlrt·~t· .mJ <lther .-oncerns
m,1\ lx• h>und m th<' Sum·
nMry J~q>11r1 1>1 the T ilsk
"''I"'"
Dear Bette,
It's good to hear you're doing well at the
good old faculty. You sound like you're working
hard. The first newsletter turned out pretty
good, r think.
From the letter, I understand that you're
interested in how I got here and what I'm doing
now. My initial response, to both points, is,
al don't know!w, but on reflection I've come up
with a little more.
When I decided to become a teacher, I
wanted to focus on native and special education,
partly to improve my "marketability" and partly
out of my personal interests. I have been
interested in native people, especially native
philosophy and reli~ion, for a lon~ time. (I
can't remember when it began.) After teacher's
college (at Nipissing University College in
North Bay), DIANO offered me a position in
Sandy Lake, where I taught for two years, teach
ing J-K, remedial reading, grade 3, and grade 4.
During this time I took the native studies
program at Lakehead and then last year went back
for my ~1.Ed. in curriculum development.
This year in Slate Falls I'm teaching
10 students in grades 1-3, as well as some work
with the Kindergartens. This term we are going
to be starting a syllabics program at the school
and a cultural program for the older students.
Before Christmas we made a talking book,
"Skinning a Muskrat", and sent it to our penpals
in Kingston. Dinosaurs are the big thing right
now and I hope to have my students make a slide
tape presentation of Slate Falls later on in the
spring.
That's about all I can think of to tell
you about . This multi-grade situation is the
most difficult one I've been exposed to in my
travels. A real challenge, to say the least.
I'm going to be in Thunder Bay in February and
I hope to get over to Lakehead while I'm there.
1 was supposed to see Mary at Christmas but
never got around--things were so hectic!
Anyway, please tell Mary I'm going to try to
make it over during the conference.
Take care and good luck with your courses!
P.S.
Steve Chase
Sorry, I don't have a picture.
ft>r.:v ,,, tht' Edu.:;ition•I
n<"l.'ds oi Nativ<.' rl't1pJ,•s oi
Ontariu, June 30th, 1976.
(ii) In 1he sprin~ of 1979 a """"d was
iJ<·ntUit!d toy rl'pro::.cnt.1t111cs of
lhl' Ol'partnwnt ,,f lndi.m Af·
lairs ;ind Northt;>rn Devt'lop·
mo:nl, Ont.iri" Rt'g111n, lhl' On·
tario Mimslry of Educatiun and
Several Native orsanizati<lns lo
survt'y languJgt" edu.:atwn in
both English and the Native
L.10guag<':> in s.:houl in Nor·
them Ont.uio.
The rt'pre!St"ntative of th~~
<'lgcncies wn-e concernt"d about
lhl! lo1ck of cunsistenl informa·
tiun atouul language educoltion
for northern schools which
m"d" ii difficult to:
• d ...wk>p policies
• pl.Jn programs
• product' educ.1ti<.1n.1I matt'rials
in an l'ffectiVt' 11nd
,·o·t>rdinated way.
f,1r furthl'r iniurm.ition, St't':
T~ N,•rthl'rn Nath·t.> languagl'!t
rwj•'CI, March, l'lllO.
(iii)Th<' i<•ll<•w1ng initiatives art.'
prl'~·ntly under discussion at
1h~ Ministry:
a) lo recognize the s1atus and
fun.:tion
,,f NaliH'
lilnguages m Onlario
s.-h1111I:..
bt t.1 i1h.urp,1r.1h• th,, fl'.h.. tun~
· ul Nall\'<! l.1ni;uai;<'s as s ...
<:•>nJ l,IO~Uil(;t'!> !Ohl lht'
rt.>guJ.u Ont.mu curn.: ulum
.:) h> <kl'l'k•p m young J>l."'PI....
N.:i11n• .1nJ non· Ndh\'e, an
ml'r•'•lS••J .lpprt'<1ahon oi
1lw l.1ngu.1i-;•· .lnd .-uhures ,,t
N .111\ ,. pc,1pl.-s as t'll'mt•nts
oJf C.ln.ldi.1n hfo.
d) h> dl'wlup ,, 1200 ho ur
modt'I lur N S L. pwi;rams
l') 111 ....t.1 hhsh a lhrl'l'· p.lrt
N-'11•·~ Langu.ig.-s Tei!Chl'r's
Certificate Program.
L.1n.,;1Mi;•· <'<iu•ilh>rs anJ n.lhn·
1nslrudur' h .w,· much h• ll'.1rn from
'"'' h 1•llwr. It i,; h• Ix· h<•J'<.•d thJt
Jny pn>kl>~iun.:il rd.1ti••n~hip would
bring us all doM'r lo reali:ting that
gtlill <>i " hl'lping t'.ll.'h ~tudent t•>
de\'d•lP l'!>h•t'm for the customs.
culture~. and belitofs of a wide viirie·
ty of societoll groups.''
Tom S.li;ar
IJrddfurJ Distm:t tf1gh S..·lwlll
Paqe 5
�..
.
.;
BIRCH-BARK BITIN
Photograph5 anti story hr Frank Fitbtr
AT ltf.R ISl.ANI> llOMI :11 lku,·c:r I ah· 111
northern S11d;:11ch1'"''"· Anltd1<111c J\.tcr:"1~ ,1111
prac:c i~c.:~ the :ahnn!'ll t"urgouc:n 1ut of hiung. dt.:'1~1h •H\
folded •«llOll> nf hir1·h hark . I h1· orii!lll ••I 1Jm
arl·form j, uh,c:urc, hu1 it b liltcl)' tha1 ii J.:wlnpcJ in
a Cot)ual ......,~. In carlk:r tinh.~ lndim• wonn:o v.....r..'
known 10 ";" " hrn;id "'"' or ;1 r1c:c.: .. r h1rc:h har~ .
folJ it, hilc ;1 few line' in it. unfold ii. and look at t hc:
design h wa' a rlca,anl ra,ume.
As the 'kill dc•·clopc:J anJ ,.. .., pa.scJ frnm mother
10 duugl\lcr wi1hin 1hc uihc. the ,fc,igns hcc:amc: mnrc
complic:1tctl and g;1inc:J in ar1is1i<: \·;1luc. !\tun( lime
1he art is $aid 10 have been useJ 10 ~·rca1c: rauern~
for woven beadwort 1hedc:sig.n' hc:ing.aJaplcd for use
on headhands, ltnec:~nJs or shirh.
Angcli11uc: Mcras1y. a Woodlands Crc:e. dues nm
recall 1ha1 hc:r mo\hcr en~r usc:J her pallcrn' m
beadwork; she does rcmemhcr \hat a1 one 11mc
conlC5IS were held among. the women oflhearca tn..:c
who would make the hcst dc5isns. ltcr moihcr. Sarah
! '
1'
•.
-~
,._
.' .
II
\
I
I
'\ , ,
'
... ' ~ ..... ·..
I
~·
1
•
I'
ffallcntrne
I
I
.,·' \
I
'. ,., ,._ .·''-..
. '.
.. ,.:\ ....: ...
• •
of
Pelican
Narro"·s
in
northern
sa~kalchcwan. was the acknowkd11cJ chamr11)n
.
(.
:
l
.
Angelique. born in July 1927. has no J:iulthtcr 10
con1inuc: 1he rracrice. and i1 is lih•ly 1hat her ,lilt "ill
die wi1h her.
In recent years Angelique'> de~iitn' hl\c hroadened
from simplt 1eomC1ric and flower p:utcrns 10 a range
1>f subjecrs lhat include birds. animals. insccls. ;ond
human rigurcs. The 'transparenciC$' JHO\ iJe her w11 ha
moJc:st income. When her tools - her natural 1c:c1h
;ire 11011c. Mrs Mcrasly sa}'S that ~hc: will mm tu other
familiar crafts: basltet-wea11in1 and the maldn1 of
mocca5ins and jackets. She ~hares "·i1h her hushanJ a
hfc thal is close to lhe tradi1innal wa~ of 'life on 1hc:
1:11111'
allhouith they do o,.·n a >mall ba11cry
nrc:ra1cd 1clc\ 1sinn set.
For postcriry. Angelique Merasry's dcs111ns in birch
hark arc prcM:rvcd hc:twccn plastk anJ forn1 a""'' nf
nati\'c e1hnology collections in most Canadian
museums.
We require S1atus or Non·Slatus ~ns. Mefis 0< lnu11
l"--<-l>lc: 10 become INl1\89t!rs of programs and proiec:ts
c1.,sll,lned 10 a$$0S1 indigenous people 1n such maners H
utlucauon, employ~nt and soc;io-ec:onom1c developmenl
Successlul candidates will oain on-the·JOb experience 1n
dotvulap1n9 sysiema .1nd prucedut. . for the der-ty ol
Ptug<ams. •ecommend1ng rts1ional resource requ1remen11 and
"' the con1t0lhng ot netive aftd public asseis.
Senior Level
Developmental
Opportunities for
Indigenous People
Jndian and Inuit AecTuitment and
OevetoJ)m&nt Pirogram
I ndj11n and Northern A1ta1rs Canada
t0c.1tfons;
on-•. QueMt: City. Wi~.
Regine,~'
Edmonton
Vou reqwre aucceulul c:omplelion of secondary school
"d11ca1tort In eddltion. 11;n1ficant Hn•or level e•perience in
ni.1n~111ent llftd edminis1ra1ion incluOlnst 0per•tt0nal
1>lann1n9. l1n•nc1al INl~t and 1upent1sion ii reqlrited.
•:ombtned Wtlh eapefrencie •\' worlunv wirh 1nd1Q11nous ·•
oersons. groupt or communilin SUCh •s Indian b9nds.
government:; « lstOC181ionl. unguage requiremenls vary
according 10 pos41ion being filled.
We offer .1 salary ranging from «5.702 to 151.591
commensurate wilh YoUr qualifications.
lh1s recrullmenr/employment program. entitled the Senior
P11rsonnel Authortllel Program. 11 pursu•nt to Excluslon
A1JP<ova1 Order No. P.C. 1981 ·3427 and is in
with 1he P<OV>ltOnl of Section 16 of !he Canedi8n Human
-•nee
fl111h11 Acts. II
is detigned to r~
dlS.ldvantages suffettd
by 1nd19enous people with respect 10 employment 10 and
Wtlt11n the Public ~.
vour ...,.. .-.dlOI applic.ldon f0tm, indic81ing
your ondlQB•'IOUS 11e1us and quocing reference No.
85 · OSSSO·Ol. 10:
fotWard
JoAnne Chrisc.. 1613) 990·7972
Nalional Capital Regional S1effing Officer
Pubh~ Service Commission ol ~
171 Slater Street
011a..,1. Onc.lrio KIA OM7
Page 6
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 1 (3) January 1986
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1986-01-01
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Faculty of Education, Lakehead University
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English
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https://digitalcollections.lakeheadu.ca/files/original/5efcd8974453866774242f3c1468d7ed.pdf
c43a9710569b7e8064580b4fbe5e50bd
PDF Text
Text
PAGE 1 of 4
Vol ume Two, Number One - October 1986
NATIVE LANGUAGE
EDUCATION in ONTARIO
NEW EDITOR for NEWSLETTER
NATIVE LANGUAGE NEWS
With this issue Christine (Chris) Hardy begins
her work as editor of the Native Language
Newsletter. Chris has just begun working on
her Master's Degree in Educational Administra
tion here at Lakehead. She and her husband
Tim are both teachers. They have four children,
ages 8 to 15, and come from Rocky Bay Reserve
(on the south-east shore of Lake Nipigon.)
Chris brings a wealth of educational and
practical experience to the task of editor,
and is already working on a number of
interesting ideas for future copies of the
Newsletter. Welcome Chris!
Again our thanks to Bette Ross, who got our
newsletter off to such a good start last year.
Bette is now in Moose Factory, where her husband
works as an educational officer with IAB, and
she plans to do some teaching in the new school
there this winter.
- The Ministry of Education has initiated plans
for a three part A.Q. (Additional Qualifications)
program leading to a specialists' certificate
in Native Language teaching. This program is
intended for teachers holding a regular Ontario
teaching certificate. It is not yet clear when
the first sunmer of the program will be offered.
RESOURCES
OJIBWAY and CREE Resource Centre
65 Maple Street South
Tilllllins , Ontario P4N 1Y6
(705)267-7911, Telex 067-81595
They have books, periodicals, audio visual
material, and vertical files dealing with
Cree and Ojibway people and issues for
Northern Ontario. Membership is free to
Treaty #9 band members, and is $2.00 for
non-band members.
Some subject areas covered include:
A. History and Archaeology
B. Culture
C. Technology (Applied Sciences)
D. Religion and Philosophy
E. Legends and Tales
F. Literature and Oratory
G. Language
H. Music &Performing Arts
J. Arts &Crafts
K. History &Geography
L. Current Government Relations & Attitudes
M. Law
N. Aboriginal Rights
P. Social Development
Q. Education
R. Connunity Development (Human)
S. Economic Development
T. Housing &Co11111unity Improvement
U. Health & Welfare
V. Crim ' nal Justice System
w. Sports &Recreation
x. Pure Sciences
Y. Biographies &Autobiographies
z.
Fict ~ on
~-·--CQ_~
- Certificates have now been mailed to successful
candidates from this past sunrner's Native
Language Teacher Certification Program. Third
year and validation students received permanent
letters of standing; first and second year
students received interim letters of standing.
All those receiving certificates are urged to
register with QECO as soon as possible.
- Three NLIP students are being reco11111ended to
Senate for graduation this fall: Evelyn Baxter,
NAFL; Nancy Jones, NASL; and Susan Sandau, NASL.
Congratulations to all three of you!
- Our NLIP secretary, Ann Guthmann, has just
finished mailing out winter practicum. If you
wish to do a practicum but have not received a
form, get in touch with Ann, Just a reminder:
(1) Those working toward a Lakehead University
Diploma in Native Language are required to
complete 2 practica before graduation.
(2) Students working toward certification who
do not intend to procede with diploma require
ments do not need to enroll in any winter
practicum.
- Input from validators is now being reviewed and
incorporated into what will become the
"official" version of the Native Language
Guideline, Ontario Ministry of Education.
Publication date for this guideline is not yet
known, but it is hoped that it will be out
sometime this winter. A sincere "thank you"
to all the NLIP students and faculty who
worked on the validation of this document
through the sunner. A special word of appre
ciation too, to Marianna Couchie, the team
leader for this project, who has worked so
long and so hard to make its publication a
reality.
Upcoming Events:
EIGHTEENTH ALGOtlQUIAN CONFERENCE
The Eighteenth Algonquian Conference invites
papers in either English or French (and no
longer than 20 minutes) on any scholarly topic
in the field of Algonquian Studies.
Abstracts and enquiries:
Arden C. Ogg, Coordinator,
18th Algonquian Conferenve,
c/o Linguistics Program,
University of Manitoba,
Winnipeg, Manitoba.
R3T 2N2
(204) 474-9472
TIME AND PLACE:
October 24-26, 1986
Hotel Fort Gary
Winnipeg , Manitoba
�PAGE 2 OF 4
Some Ideas for Getting the School and Community
Together
Things the school can do:
- send home a school or class newsletter
- bring in elders to tell stories, legends, history, etc.
- bring in local experts to demonstrate or instruct students (art,
cooking, trapping, crafts, snowshoeing, traditional food preparation)
- field trips (nature walks, camping, trapping, fishing, skiing,
nursing station, band office, radio station, other near-by reserves)
- "Helpers Week": students assist older people by doine chores or jobs
for them (using native language)
- "Invite-a-Carreer": bring people who have various jobs to talk with
students about their occupations
- special events at school (graduation, concerts, banquets, Christmas)
- write to pen pals on other reserves and encourage students to visit
them if possible
- traditional' sports (lacrosse, snow-snake, etc.)
- special days (Cultural Day, Elders' Day, Survival Day, Bush Day,
Long Ago Day)
- plays in native language
- native language choir
- visit students' homes
- brin& in volunteer assistants for classroom and/or special events
book/tape lending library available to school and community
- special awards or scholarships supplied by community or band for
achievement in native language
- Parent-Teacher Association or Home and School
- parent-teacher interviews at school
- Indian frince and Princess Fageant (traditional dress and dancing
with prizes for best dancers and outfits)
- tape various community events and use in native language classes
- tape student activities and loan out to parents or community groups
- invite parents to participate in I'D days
- display student work in prominent places in the community (band hall,
clinic, store, church, bulletin boards)
- weekly school radio program with news and recordings from the school
Things the community can do :
- participate in a committee to oversee school programs (including
native language programs)
- organize a pow-wow
develop resource/support groups who would be available to the school
- co~munity picnics, feasts, fish-fry, etc,
supervise and/or provide lunch for students
- church activities and services in the native language
- day care provided in the native language
- community members teach traditional activities (dancing, drumming,
medicine, etc,) .
- friendship or cultural centre
- craft shop
- traditional religious activities (such as a Sunrise Ceremony)
- workshops (language , vision seeking, drug and alcohol abuse, etc,)
- community youth worker
- regular bingo in the native language (could include radio bingo)
- native language choir
- "bees" (quilting, sewing, building, beadwork, leatherwork)
- host a native cultural conference
- community research and development in the area of native language
- community sports leagues and events held in the native language
Treaty Day celebrations
- develor ~d print local . books (recipes, legends, stories, family
trees, history, local dictionary)
Ojibwa Dyes
long ago the Ojibwa woman mode dyes for
clothing and other things from the plants,
roots and bark which she found.
Blueberries
Sumoch bork
Hazel burs
,•••r.,r
.... =
~
\-.~
blue-purple lambs quarters
~ = yellow
Maple wood
<f1tlt:J = btack
Chokeberries
1. Boil plants in water.
2. Allow to cool.
4. Add your material.
5. Simmer for one hour.
= green
I
@)
-....
= purple
go<S' o
SJ'ct co<f =
red
3. Remove plants.
- -t
• _...
6. Rinse in cold, salt water.
..r
•
.._
c..
eAlt~ough ~OU can always buy .c~mmerclal dyes . ther~' is a sense of accomplish·
ment tn making your own: Are you ~illing to tryi Be careh.~1.!'ot to s~aln things that
you do ~ot want changed in colour,~l1ke a tab!~ ~i:your clotl1es I, Dyes0me cloth and
then point or bead some pa~e~~·-~~~:~c~~a~tl~·~:~
~~:~l. )),;..:~.
J..:·
'.
'
�PAGE 3 of 4
ABSTRACTS
Peer Involvement in Language Learning.
Language in Education: Theory and Practice
No. 60
Center for Applied Linguistics, Washington,
D.C.; ERIC Clearing House on Languages and
Linguistics, Washington.
Report No. ISBN-0-15-599316-X
Pub. Date 85
Contract- 400-82-0009
Note- 168p.
Available form - Harcourt Brace Jovanovich,
Inc., Orlando, Florida 32887.
While not an instructional panac~a.
peer involvement in second language learning
can provide a rich and productive suppliment
to the second language classroom experience.
it casts learners and teachers into new roles
that may lead to a variety of benefits,
enriching the total educational and social
environments. The systematic use of peer
teachers and tutors is a much publicized
practice in contemporary education, but
informtion about it has not been widely
disseminated. While peer involvment programs
are often widely in response to practical
needs, they also closely reflect current views
about how a second language is learned best.
It is widely applicable to learners of all ages
and achievement levels and for a wide variety
of instruction purposes. The potential benefits
include increased individualiztion, intensified
drill practice, and increased communication
opportunities. Potencial socio--affective
benefits include increased motivation, strengthen
cross cultural understanding, self-concept and
sense of self-direction, and reduced inhibition.
To be successful , peer involvement programs
must be thoughtfully planned, carefully structured
and systematically monitored. If this is
accomplished the situation may lead to a new teacher
learner relationship an form the basis for more
effective and meaningful second language learning.
Workbook In Second language Acgujsjtjpn and
Teachers Manual For Workbook in Second Language
Acgyjsjtjon, Selinker, Larry and Gass, Susan.
Pub. Date 85.
Available from- Newbury House Publishers Inc.
Rowley, MA 01969
This workbook with teachers guideprovides
"hands-on" experienre for second language
acquisition researchers in analizing second
language data. The sample data is organized into
language categories including morphology,
lexicon, and phonology, syntax/semantics,
spoken and written discourse, specific purpose
acquisition, and a final section on methodology
and research design. In each section various
types of data are presented along with
infonnation on the source of the data,
educational level of the students (high school
or college), and the native or target
language of the speaker. The teachers manual
provides material to supplement the text's
series of 64 research questions in 8 problem
sequences, ordered in such a way as to take
students from the data to an analysis step
by step ( or in some cases to approach the
data from different perspectives), and is
intended as aguide to issues and discussion
of techniques. It is also intended that the
limited data present in each problem will
enable L2 acquisition students to consider
what might be confirming or disconfirming
evidence for the specific hypotheses
created in each case.
Lateralization of Auditory Language: An EEG
Study of Bilingual Crow Indian Adolescents.
Pub. Date-Nov. 83
Paper presented at the Annual Meeting of the
Speech Communication Association, Washington,
o.c.
"Prevalence of Otis Media in Cree and Ojibway
School Chil dren in Six Ontario Communities",
Scaldwell, Uill iam A. Journal of American
Indian Education. V25 nl pp. 1-5, Oct. 1985
Correlates high incidence of chronic
middle ear infection in Ame dcan Indian children
aged 3-16 with problems of 1anguage development,
acquisition and use.
1eaningful Classroom Activities in Teaching
:ngl i sh as a Second or Foreign Language".
~ng, Shuang-chu Chen.
>ub. Date Dec. 83
taster of English Thesis Substitute, Arizona
itate University.
Teaching activities useful in enriching the
:lassroom teaching of English as a second
anguage are compiled from the relevant literature.
1any are adapted from sources concerned with the
.eaching of languages other than English. Separate
:ections present suggestions of specific group
ictivities or games involving audiovisual material
tiscussion techniques, interviews, question and
1nswer game s, physical response, problem solving,
·ole pl aying, and cultural material. Examples are
irovided. A concluding chapter discusses adoption
if the vari ous techniques in different teachinq
~nviro nments. Also a grid outlines appropriate
ctivities for various combination of lesson plan
:ontent {di alogs, grammar and vocabulary) and type
1f informat ion to be shared { facts, opinions, and
magination ) .
A study was undertaken to learn whether
involvement of the brains right hemisphere
in auditory language processing, a phenomenon
found in a previous study of Crow-English
bilinguals was language specific. Alpha
blocking response as measured by electro
encephalography (EEG} was used as an
indicator of brain activity. It was predicted
that (1) overall linguistic processing would
be bilateral; (2) during the Crow language
receptive condition, right hemisphere
lateralization would occur; and (3) during
the English language condition left hemisphere
lateralization would occur for receptive
language processing. Subjects were 11 Crow ···
Indians determined to be balanced Crow-English
bilinguals attending high school on a Montana
reservation. The subjects listened to tapes of
the same content in Crow and in English while
ur.~ergoing EEg. Results showed no significant
difference in lateralization for_r~ceptive ,
processing of English, but a highly
significant left lateralization was found
for Crow, contradicting other lateralization
studies of Native American Stud ies.
"Some Textbooks For Cree Language Teaching",
Ahenakew, Freda Canadian Journal of Native
Education, V 12 n3 pp. 51-55, 1985.
Illustrates how major Cree language
instruction books are not idiomatically and
syntactically correct. Believes problems
could be overcome if native speakers using
spontaneous, everyday Cree would develop
appropriate learning materials based on
traditional and contemporary family life
and conmunity activities.
�..
I
MORE ABSTRACTS
A Model FLEX (Foreign Language Experience)
Program for the Elementary School. Wiley,
Patricia Davis.
Pul. Date 85
Note· 8p.; Paper presented at the
International Conference on Second/Foreign
Language Acquisition by Children (Oklahoma
City, OK, March 1985).
Research has documented that the study
of a second language in the elementary
school may positively affect the young childs'
general school achievement and linguistic
progress, promote superior performance in
high school language study, result in
significantly higher mental maturity, make
children more language aware and improve
other cognitive skills. In respnse to requests
from corrmunity for elementary school instruction
the Foreign Language Education Department
of the University of Tennessee at Knoxville
developed a foreign language experience (FLEX)
program for the kindergarten and first grades
at an elementary school in 1982. Response
to the program by parents, teachers and
students has been positive and enthusiastic,
and some interest has been expressed in
expandine the program and making it an integral
part of the elementary school curriculum.
"Language Learning Motivation: A Descriptive
and Causal Analysis", Ely, Christopher M.
Modern Lan~uage Journal, v. 70 n. 1 p. 28·35
Sprrng 198
Describes a study of first year university
students of Spanish done to discover their types
of motivation for learning a second language and
to investigate the relationship between type and
strength of motivation. Findings indicate the
existence of two types of motivation clusters
that resemble the integrative and instrumental
orientations.
Motivations: course requirements, job
qualifications, future careers, interests in
culture, history, literature, wants more
languages, converse with friends, well rounded
educations, etc.
PAGE 4
"Reclaiming a Part of the Micmac Heritage",
Hamilton, W.D. Canadian Journal of ~ative
Education v.12 n. 3. pp. 46·50, 1985
Describes a research project which
resulted in publication "The Julian Tribe"
and showed how lost Micmac tribal heritage
was reconstructed from church, census,
county, provincial, and federal records
when no tribal printed or secondary
accounts or oral tradition remained.
This study helped form a foudation on
which to rest their growing ethnic
cornnunity and personal pride.
"Culture Before Ethnicity", West, Betsy,
Childhood Education, v. 62 n. 3 pp. 175·181.
Jan.-Feb. 1986.
Discusses some of the broader cultural
influences that precede (and go beyond)
ethnic influences in childrens behaviors
and attitudes and teachers interpretations
of them. Those influences that affect students
as well as teachers behav1ors and attitudes
include perpetuation of the conflicting values
and individualism and cooperation, local and
social class values. All children are different
and need different motivation and reinforcement
no matter what culture. We must see them as
individuals.
"Comprehension and Production in Interactive
Language Teaching", Rivers, Wilga M. Modern
Langua~e Journal. v. 70 n. l pp. 1·7 Spr1ng 1986
Rev ~ ews the theories which assert the
necessity for prolonged intensive listening
without expectations of production for some
time in language teaching. Asserts that com·
prehension and production are indissoluble
partners in the two way process of convnunica
tive interaction and that teacher·directed and
dominated classrooms are not interactive class
rooms. People are interactive human beings for
better learning. Use action songs, repetitive
choruses, acting out short situations, play
games, anything that will motivate students to
talk.
"The Promise and Problems of Native American
Students. A Comparative Study of Native
High School Students on the Reservation and
Surrounding Areas" Lin, Ruey-Lin. Journal
of American Indian Education, v. 25 n.1
pp. 6-16, Oct. 1985.
Compares attitude toward education of
64 male American Indian high school students
and 354 male white students. Finds little
statistical difference between the two
groups in orientation towards education, but
significant differences in world view, drug/
alcohol use, and perception of relevance of
education.
�
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (1), October 1986
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Universities
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1986-10-01
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Faculty of Education, Lakehead University
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PDF
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English
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PAGE
1 of 4
Volume Two , Number Two - December 1986
NATIVE LANGUAGE
EDUCATION in ONTARIO
JJfnr uuto us u .cqi!h i5 horn,
ADVANCE NOTICE FOR NLIP
Three important notes concerning next su11111er's
NLIP
1. Because of a sharply rising number of appli
cants, it may be necessary to limit first
year enrollment of NLTC in the sunmer of
1987. For this reason, it is strongly re
commended that: (a) All sponsoring agencies
and potential students be advised to decide
early on their training needs for the summer.
(b) Those desiring to enter year one of the
program apply as early as possible. (c) All
applicants read carefully and fully prepare
their application forms before submitting
them, incl uding any background or reference
material that may be requested. Applications
are not accepted until all information is
complete.
Students presently enrolled in NLIP are re
quested to pass the above notice along to all
who might be interested. Thank you!
2. "The Institute" is considering the possi
bility of offering a course in (computer)
word-processing in the sun111er of 1987.
Preference would be given to those who
already know how to type. If you are an
NLIP grad, and are interested in taking such
a course, do try to prepare yourself by
learning the basics of touch typing (if you
don't already know how).
This course (if we are able to offer it) will
be an i ~portant one for those interested in
improving their skills in materials prepara
tion, and would be well worth the extra effort
involved.
3. NASL/NLI Diploma Students, please note:
The fourth and final year of studies toward
your diploma in a Native Language as a
Second Language is-offered' only once every
two years. It will be offered in the summer
of 1987, but not, we expect, in the sunmer of
1988. Please make your plans accordingly.
M.L.M.
NLTC STUDENTS -- A7TENT10N
Ann Guthmann recently contacted you by letter
requesting that you submit your teaching time
table for this year. If you haven't already done
so, please send this in at your earliest con
venience, or phone Ann between 9-12 or 1-4 any
Monday or Wednesday at (807)345-2121, ext. 542.
M.L.M.
AND when we give
each other Christmas gifts
in Hi~ name, let us remember that He
has given us the sun and the moon and the
stars, and the earth with its
forest~ and mountains and oceans-and all
that lives and moves upon them.
He has given us all green things and
everything that blossoms and bears fruit
and all that we quarrel about
and all that we misuse-and to save
us from our own foolishness
from all our sins, He came down
to earth and gave us Himself .
�PAGE 2 of 4
• CREE AND OJIBW~ GRAMMATICAL TERMINOLOGY
c.
Douglas Ellis
McGill University
The stem classes call equally for a nomen
clature and the following were put forward:
Noun
~-w!htamak~akahk
b ·ii•cL9Lb ••
The "Native as a Second Language"
program of the Ontario Ministry of
Education has made apparent the need
for clear-cut grammatical statements
in the several native languages of the
Province. This need became especially
evident at the Native Language Instruc
tors' Program recently held at Lakehead
University, where Cree and Ojibwe
speaking teachers were preparing for
language teaching assignments by study
ing, among other things, the structure
of their own language(s). One of the
first requirements for drafting such a
statement is that of a native language
grammatical terminology.
In the course of discussing the struc
ture of AJ.gonqui an a set of provisional
grammatical terms was developed, - for
the most part in Cree. These are sub
mitted in the hope that discussion will
lead to further and more useful sugges
tions.
Use of the syllabic system for purposes
of instruction led naturally to consi
deration of the nature of a syllable
and its components. Tet1IIS developed
for vowels and consonants were
Vowels
~-pay~htihtakwahki
'b ~"i • :-v· C· b • P - "pure
VQ iced sounds"
Consonants
ka-wanahcihiw~a\cahki
b • <J.;. Or I 6 •V\.... b Ip
"interrupting sounds"
since the latter characteristically
interrupt or disturb any stream of the
former. With a little apt illustration
the terms are likely to be readily
understood by the av e rage school child
of an age appropriate to grammatical
study.
After reflection on the concept of the
syllable and its composition, a useful
term (and a reasonable Cree rendition of
- ''that
"which names"
Verb
ka-t~ciklltek
b ::>r6u•
- "that which
is done": i.e., an action
word.
(This latter term was sug~ested by one of
the teachers 2. While it has certain evident
disadvantages, it appears to have gained
a measure of currency.) Further terms
proposed by the same teacher were for
Pronoun
kll-tapiskak!makahk
b CA' b~Lb ••
"that which replaces"
or
ka-mlskocisk:.ik~akahk
6
r'
dr'b9Lb ••
- ''that
which exchanges place With"
The fourth of this set, suggested in
class discussion, was
Particle
itw~winiS
6•U•6C'"
- "a little
saying, a little word".
The three basic mechanisms of word
building came in for discussion and
ter111s proposed were
Inflection kisipahk ~-kw~skipaliki3
PJ'<. ••
b · 'i ' P<,P
"what turns, changes about
at the end".
(An Ojibwe use for "inflectional ending"
suggested by a class member4 embodies
the notion of "bending":
waki-iskw~p~kinan
. <iP 6.' • qvPo...
"inflectional endings",
the ending alone being iskw~pekinan.
.6' . qypQ..
Composition
~niskwahikewin
<fer'· b"6.q•6•- "joining"
u11).;.1..,13.f in its grammatical sense) seemed
to be
was represented in Ojibwe4 by
Syllable
!_-
'V
or
~-m~mawihtakwahk
b LL·6"C· b ••
iinihkohik~win
<i(I'• d 1 A9 • .c.•,
"which sounds together' ' .
Since syllabic spelling spans and often
obscures morphemic boundaries, an essen
tial distinction is tha t between morpheme
and syllable. The term suggested was
Morpheme
~-aniskohtaniwahki oc~pihkwa
V'
•r
A' P ·Ca-·<J••
- "the
separate piece which means
(something)" •
By using so-called " structural spel~ing" 1
a form such as kanawapahtam, bo.. · <l< •c1...
becomes bo.. 0 • • • <I< •.• <l" <: ••• <l'-,
and
the distinc tion between morpheme and syl
lable is clear.
At this point the notion of "distinctive
sound" is also handy to have. Suggested
as a name for the taxonomic phoneme is
ka-nisitowihtakwahk
"the
sound which is distinguished,
recognizable"
t>'lN·b
"joined' stems".
A third proposal was that for derivation:
Derivation e-ohcipaliki
V'
oc~pihkwa
t>"r<,p
t>1A"•b
"stems coming from,
stems deriving".
Names put forward for the characteristic
parts of a stem were
Root
l
@)
-
watapiy
·<JCA
Medial
ka-tastaw~palik
b
C.'C·V'<,•
- "what
stands in the middle"
b 1rr'J· u "C·b""
...
<ia-'d"Ccr·<l"P
ka-piskihc 1 tw~iwahk
6
Phoneme
the Cree alternative suggested being
Final
ka-misiwehtamalcahk
b r r' · v •Clb ••
"what completes"; and for
Stem
ocepihk5
t>11\ ,.
ALGONQUIAN AND IROQUOIAN LINGUISTICS 10:4
Reprinted with permission
\
�..
•
PAGE 3 of 4
acceptable usage
seemed to be
An
fo~
Dependent Ste111s
ABSTRACTS
Suggestopedia and Soviet Sleep-Learning
Bancroft, W. Jane,
Evaluative Report published 1981.
uependent Stems
lca-ohci-akot!ki oc!pihlcwa
b C> 1 r <ldUP t> 11\ '·b
"stems which hang frooi,
depend".
The notion is quickly clarified by illus
trated explanation.
No satisfactory term was arrived at for
Gender. The two specific genders, however,
are now widely rendered as
kl-pimlltis!mak.ahk
Anilaate
b /\l...n/Lb"
'!his paper examines the parallels between
suggestopedia and Soviet sleep-learning for
learning foreign languages. Both systems are based
on the idea that the acquisition of infonnation
can occur in states below the optimal levels of
consciousness. Hypnopedia makes use of the period
of paradoxical or light sleep that generally
occu7s just as one is falling into a deep sleep
and.Just before o~e awakens. '!he original suggesto
ped1a class comprised a special two part relaxation
session for memorization of the lesson material at
an unconscious level. As initiated in the Soviet
Union, sleep-learning was intended to be used in
conjunction with regular daytime classes in foreign
or U-pimatahk
b Ille n
"" .
-
la~uages and other academic subjects. Both suggesto
ped1a and Soviet hypnopedia present lesson material
in the form of paired associates and utilize repeti
tion, rhythn, and intonation as aids to memorization.
Also both make use of a two part session for
memorization of previously studied materials-active
concentration of the text in a state of relaxed
alertness and passive absorption of the text in a
state of light sleep or in a state bordering on sleep.
Finally both claim that their respective systems have
very positive effects on the memory and on the well
being of the student.
"what lives"
Inanimate _!!! lc.ll-pimlltis!maltahk
'Vb b /\LnlLb ••
oz>
!kl lc.ll-pimlltahk
Vb b /\Len
-
"what does not live, is not alive".
A further fine distinction is made by
Mrs. Angela Moore, a native speaker who
also teaches Cree. This designates non
living entities which are clas•ed gram
matically as animate, such as emihlcwlln,
'Vr • ·\, .. , "spoon":
lcll-pimltistwat~cikit!lti
i:, lllnl·<Dri,up
which might be paraphrased as "things
which are talked about as living".
I would like to thank the members of the
class in the Structure of Algonquian III
and especially Larry Beardy t Bertha Metat
who were active in discussing the several
possibilities recorded above, and Mrs.
Angela Moore,. who acted as Teaching
Assistant for the course in Spoken Cree.
Game-Like Activities and the Teaching of Foreign
Languages.
Harper, Sandra N.
Paper presented at the Great Lakes Colleges
Association foreign Languages Conference,
Albion, MI, April 10, 1981.
- C. Douglas Ellis
NOTES
l. The term was supplied by John
Nichols.
2. Mrs. Angela Moore of Calstock, Ont.
3. For the N-Dialect, read all
!'a
as
E·
4. Larry Beardy of Muskrat: Dam, Ont.
5. This was proposed by A. Faries of
Mooaonee and South SchU1Dacher, Ont.
Sometiws actions speak loud.tr
than words, especially whm the
words do not flow easily. (Copy
right 1972, United Feature Syn
dicate, Inc.)
WHAT I MEAN 15." WHAT I
WANT TO SA'< JS••• HOW CAN
I PU1' IT INTO WORDS? WHAT
11\t 1l'<IN6 10 SAi( l~L
Among the justification for using games in
foreign language teaching, one finds the theory
that games play an important role in the instruc
tional and learning processes and that they can
be designed to develop linguistic skills and
C011111Unicative abilities. A review of several
authors not only suggests the value of games and
game-like activities to relieve boredom and enhance
learning, but also gives indications for a meaning
ful progression of such activities. A large nl.lnber of
of games and group activities are described. Each
description includes the games purpose, the pro
cedure, and some examples. 1he activities described are
are appropriate for elemelllary and intermediate
levels; some could be used in more advanced clas ses .
RATS ! I WAS HOPlN6 SHE
COOLO M IT INTO WOR~...
�PAGE 4
MORE ABSTRACTS
"Cultllt'e and Constructs: Coornunicating Attitudes
and Values in the Foreign Language Classroom"
Kramsch, Claire J.
Paper presented at the Annual Meeting of the
American ColXiCi.l on the Teaching of Foreign
Languages(Oenver, Co. Nov. 1981).
Cross-cultural comnunication cannot be
achieved if students are only presented with
cultural facts. Instruction must involve the
affective and cognitive processes of the learner
in interpreting these facts. Before students can
understand the attitudes and values of a foreign
cultur~they must be aware of their own attitudes and
and values in interprting foreign events. The pap
er discusses the design of classroom exercises
and activities to clarify the attitudes and values
underlying cultural facts. 'nte bridges for under
standing other cultures do not exist at the level
of one's personal constructs of those events. lhe
teachers task is to make these constructs apparent
and observable to students without putting them on
the defensive or reinforcing stereotypes. One method
of accomplishing this is through the use of repertory
grid which shows how different people from
different cultures construe the same events
differently.Classroom exercises for establishing
a conmon ground of shared experiences aim at
construing the experiences of another person
together with ones own.
"Award-Winning Foreign Language Programs: Pre
scriptions for Success."
Sims, William D. and Hanrnond, Sondra B.
American Council on tha Teaching of Foreign
Languages. Hastings-on-Hudson,N.Y.
Pub. date 81
lhe study reviews SO foreign langauge
programs in the United States that are said to
be both inspirational and useful for providing
concrete information about the creation and
preservation of successful language programs.
The progr~ited are exemplary and can serve
as models.for educators and administrators to
study and visit. Program selection was based
on the results of questionnaires and onsite
visits. 'Ihe following variables are among those
used as guides to success programs: overall
enrollment in terms of the state average, rate
of sequence completion (i.e. degree of attrition)
scope of the program, and degree of proficiency
as indicated by examination results. Each pro
gram profile presents background information and
dicussion and analysis of the features that make
the program successful. The most outstanding
general charactaristics of success observed were:
(1) articulated curricullEl, (2) co- and extracur
ricular activities that integrate language study
with school life, (3) high incidence of target
language usage, (4) good administ:ative support,
(5) effective use of community resources, {6)
~cudy and travel abroad options and exchange pro
l-ams, (7) a strong public relations effect, and
(d) a resolve to connect language stu:ly with the
f-actical and concrete.
Christine Hardy
Native Language Newspaper
If you need more info rmation about Faculty of Education
abstract &, please contact:
Lak~head University
Thunder Bay, Ontario
P7B SEl
"A Language Development Program for Yup' ii<
Eskimo Children of Alaska."
Dole, Janice A.
Paper presented at the Annual Meeting of the
National Association of Bilingual Education
(Bos ton , MA, May , 1981) .
A center was established in 1978 to develop
a program of curriculum materials designed to
enable the school districts in Alaska to streng
then and improve the English and Native-language
skills of Yup'ik children. The program is described
here as well as its rationale and philosophical
assumptions, t he materials that have been develop
ed, and the implimentation of those materials in
Alaskan school districts. ·1 materials known as the
Development Languaqe Program, dra designed to in
crease and expand upon the existing co1T111un 1 c~tion
skills of Yup'ik students within the context of
their Alas kan experiences. The OLP consists of cur
ricular mat erials which infuse language activities
and experiences into subject areas. Included is a
description of the teachers handbooks, the setups of
units and activities, a sample lesson plan consist
ing of five modules, supplemental activities, and
implimentation of the language units. The discus-.
sion concludes with an outline of the teacher-training
program and a sullfllary of initial feedback.
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 2 (2), December 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
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Native Language Instructor Program
Faculty of Education
Lakehead University
Date
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1986-12-01
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Faculty of Education, Lakehead University
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PDF
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English
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efbf6229e71015829cb88cb419ad991b
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Christmas is
When they saw the star, they were oveTjoyed. Matt 2:10 NW
- ......__________
~-----------------
Storytelling tips from an expert
Oy Mary Love May
TI1c following arc $Uggestctl steps for
Jc:innn& a story from text to tell to un audi·
cnce. TI1erc arc many :irrroaches. Try these
$tCJIS, then modify to 111~c1 your needs.
L Rcml aloud.
'.!. Tdl tl1c plot hnc to a rr1cntl.
3 Outhne the story to fintl its shape. Be·
~ornc aware of where one acuon ends and Ilic
next >egms.
4. Develop ch.1racters-know them physi
cally, c &.. clothe.~. color ofeyes. Know their
hab1 ~. c &·· favorite brealfost food. Know
them emotionally. e.g., what wou Id their re·
sponse be to l>cinc wkcn lly surprise?
5. V1suJll1.e setting (in color!). Make ;i
you want to prc.~crve.
7. Tell tl1e story oul loud to yoursclL
It Practio;c introduclion and conclusion un·
til they're smooth, smooth, smooth.
9. Practise the wh11lc story, i.e., tell il lo
everyone who will hstcn.
lO. Use a tape rccorclcr.
11. Check once in the mirror for ex·
ACADEMIC
EMPLOYMENT OPPORTUNITY
ITuncous orunclc:ir geslurcs.
12. Use video if available.
111;1p.
6 ldcn11r) ph1ascs you w:ull to lc:irn by
r~1ic.1tcd phrao;c-~. lani;u;ii;e that
1.r 111 c r;
Coordinator Native Language Studies in Education
The Lakehead University invites applications for a
two-year appointment as the Coordinator of Native
Language Studies, in Education. This appointment
may ~e renewab~e contingent on targeted government
funding. Candidates should hold as a minimum a
Masters degree in a relevant discipline or an
equivalent combination of academic credentials and
work e~perience, demonstrate a knowledge of
Algonkian lar.gua9e~ es~ecially Cree and Ojibwe.
demonstrate qualifications and experience in
seco1.1d. 1anguage education, and be aware of and
sens~t1ve to the culture of Native people.
Candidate must hold a teaching certificate.
Duties will include an appropriate combination of
administration, teaching, practicum supervision
and scholarship. Salary commensurate with
qualifications (range for 1986-87: $22,255
$32,610). Send full curriculum vitae and names
of three referees to: DR. R. W. McLEOD, DEAN OF
EDUCATION, LAKEHEAD UNIVERSITY, THUNDER BAY,
ONTARIO, P78 SEI. Lakehead University is an
equal opportunity employer. In accordance with
Canadian lmnigration regulations, applications
from.Canadian citizens and landed immigrants will
be given preference.
i------c\-rdk11a' i11 li/11(11/io11~--ACTIVE STORY-TELLING
Condensed from "Education Leader" Vol 1, No. 2,
Nov. 2, 1987 by Steve Chase.
Great news for all you story-telling teachers!
llere is an idea about how to get your students
involved in stories--oral stories, the ones
you tell them. The idea comes fron ii pre
sentation recently given at a conference
dealing with the Whole Language approach to
teaching language arts.
The basis for this aµproach 1 iP.S in making
·1i tera ture, both ora 1 and writ ten, as exc it i 119
ind 1 ively as we can for students. To do this,
though, we must first free their imaginations,
and that means we must first let our own
imaginations go. We must become actors as
~ell as story-tellers.
As you tell a story,
use facial expressions, physical gestures,
vocal inflection, and simple props to make the
story come alive. A happy face is easily re
cognized, flapping arms can be transformed
into a eagle's wings, fear comes through the
air in a trembling voice, and a simple wooden
chair can become a tree, a rock, or an island
in a listener's in1agination. The story-teller
only has to provide a spark to get the
listeners' imaginations flaming.
Once you have your students using their
imaginations, they can begin to add details
to the story. They can fill in the blanks
with their own ideas. They can te 11 you what
the setting looks like, if the weather is
warm and lazy or cold and bitter, what smells
are in the air, what sounds are going on in
the background. With imagination, a reader
will create a movie in his/her own mind to go
with the story being told.
The final step in this process is to give only
jlilrt of the slory tu the slu<l!!nts a11<l lt>t 1.h<>m
finish it the111selves. /\ story Ciln he started
by the teacher, then each student or groups of
~tudents may add an episode or simply finish
it, using their own imaginations to decide
what happens next.
For this approach to be effective, the students
must fee 1 secure enough to take a chance, to
say what they rea! ly are imagining. There can
be no "right" or wrong" ideas. Everyone's
interpretation of the story is worth listening
to. The important thing is that their
in~ginations are allowed to fly free and soar.
Active listening may take time to develop in
your students, but it is well worth the effort
it takes.
�Volume Ill, Number 2 - December 1987
NATIVE LANGUAGE
EDUCATION in ONTARIO
A Letter from the Coordinator
How to Phone Lakehead University
A new telephone system was installed at
Lakehead University last spring . It is now
possible to dial directly to the person with
whom you wish to speak. For those calling
long distance, this could be a money-saver,
but only if you know what number to call.
Here are some of the most c01T111only used
numbers : (Area code 807 plus:)
Mary Mitchell (esp. Tuesdays, 9 to noon,
eastern time zone) 343-8542
Ann Guthmann (Mondays &Wednesdays) 343-8198
Accounts (questions regarding payment of
tuition, etc . ) 343-8241
Registrar's office (questions about trans
cripts , marks , graduation, etc . ) 343-8675
Bookstore (to order or i nquire about books)
343-8589
If you have other business, and are unsure
of the number to call, phone switchboard
343-8110 and they'll transfer your call for
Where Are They Now? (Summer Faculty /87)
Michelle Stevens - has moved to London, Ont.,
and has a part-time job teaching ESL children
in the schools.
Randy &Lisa Valentine - moved to Kingfisher
Lake, Ontario in September to work on further
research concerning the Severn dialect of
Ojibwe. They report that they've had lots of
excellent help from the Kingfisher people,
and that their data should be complete by
January.
Pete Baumgarten & Judy Rice are teaching in
Slate Falls , Ontario.
Steve Chase is teaching several courses for
the faculty of Education at LU this winter.
John Nichols is continuing his work at Univ.
of Manitoba . This year he is working full
time in Ojibwe language research, especially
the development of a dictionary for the Lake
of the Woods area .
After careful and lengthy consideration,
I have decided to retire from Native Language
work sometime within the next few months. The
decision comes with a degree of personal sad
ness , as my association with Native Language
programs in Onta1•io has been a Zona and happy
one. I've been inrneasurably enriched as I've
laughed, worried, worked and learned with so
many of you. I shall miss the good, solid
friends I have made and the fulfil l ment of
parh'.cipatin!/ in a demandi'.na and important
task.
Nevertheless, I believe that it i s a wise
person 1Jho understands the time ~ihen her task
is done. It seems that I have c:omplf!t<.' d t11(!
things I know weZZ how to do; it is time f or
someone with fresh vision and vitality t o
pick up the baton. Be assured that I wiU do
alZ I can to help find the r i ght person.
My planr. are not yet fully formulated,
but I e:r:pect sometime withi n tile next few
months to begin a new career of language
teaching overseas. As much as I regret
leaving NLIP , I Zook forward to the
challenge of this new task, and am fully
convinced that it too, is important and
significant.
You and the work you are doing 1.JiZZ
continue to be close to my heart. In the
days ahead, I shall Zook forward to hearing
of the good things that are happening in
Native Language education because of your
fine work . God bless you!
A Reminder
Thanks to those who have sent in photographs.
If you haven't yet done so, we'd very much
appreciate a head-and-shoulders snapshot of
you for our new Native Language Instructors'
"Rogues Gallery".
NATIVE LANGUAGE EDUCATION IN ONTARIO is an oc.casio11al Newsletter, published by the
Native Language Office, Lakehead University, Thunder Bay, Ontario, P7B 5El, and
mailed without charge to students registered in the Native Language Instructors'
Program at L.U.
�
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (2), Christmas 1987
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Text
Volume III. Number 3 - February 1988
NATIVE LANGUAGE
EDUCATION in ONTARIO
SUMME'R SCHOOL /88
WELCOME TO
Algonquian Lanpu1st Teacher Certification:
Word has just reached the Native L1119u19e Office,
that the Ministry of Colte9es •nd Universities
w111 once agatn be offering year one of their
Native Lan~uape Teachers' Certtftcation Pl'O!lraa
in the su-r of 1988. In response to this
infonnetion, lakehtad will now accept new
applications to this progra•. Enclosed with
this newsletter, continuing students wtll find
a copy of the prel1•inery app11caUon fol'll.
N. L.I. P. !
So " )'Ou vut to be a
1111tive
l•....-a•
teacbar
1f you vnn t to tench
l""'Ple> vloo do know
H you v1111t to tHch
people who '6 J1AS blow
...the,.
SUDier Faculty /88
Staffing of our t11c;hi~ tea• for s - r /88 ts
perttally cO!Rpltte. We re pleased to announce
that the followin9 teachers are planning to work
with us this year: Lisa and Randy Valentine,
Lena White, John O'Mtara, Larry Beardy, ltncla
Shapiro, Michelle Stevens, Delores W.wie, Steve
Chase, Charles (Chuck) Fiero, Dave Nlnc:ekivell
and Lorraine Mc;Rae. A few others are undecided
es yet. but .e should be able to announce their
na111es in the next news letter.
lan111..., 10 tht.
...,..
the 1...111•1•. 10 thia
'
.
1te1bter io the
llat1Ye aa a Pirat
l.anl""a• (llAPL) diploaa
pro1r-.
"Institute• Courses
We're rather excited about the courses being
offered for NLIP greds this s-r. They are
n follows:
John O'Meara wtll be teaching NL 2713, AlgorcJuian
Linguistics, a course that explores the var ous
languages In the Al90nquf1n fa11ily, thetr
hfstorical and geographical place, and the ways
they are both si11ilar to and different from one
another. (Required: graduation from NLTC or
NLIP or per111tssfon or instructor.)
Lisa Valentine is sc~eduled to teach NL 3251,
Translatton. This course will deal wTU\llii
theory arid practice of translation, parttc:ularily
between Engltsh and OJI• or Engltsh and Crtt,
and work out SOIDI of the practical difficulties
tll&t 111y be encountered. (Required: graduation
froai NLTC or NLIP or permission of fnstructor.)
Note to AQ students: E1ther or both of these
courses NY be UHd as prerequi1ite1 for Algon·
qutan AQ courses at levels 2 or 3.
llegietar 111 the
ll•tin ••
a Second
Lllngu•a• (llASL) diploaa
Pll'Olr-.
WEDD\ NG BELLS
Two llC!llbers of last s-r·~ faculty are
planning to be 111rrfed th1s spring:
Steve Chase •i 11 1111rry Beth Clarkson on
June 18th and Peter Styffert and Ann Osborn
are p1ann1 ng an April 9th wedding.
Congr1tul1t1ons and best wishes to both
couples. We wish you hone)'lllOOnS that are
full of happiness, but not so long as to
keep you from NllP (88.
Confused as to WHICH program you should enroll 1n at lakehead University
this coming surrmer? Steve Chase has tried to make it all very simple-
just follow the road! (If you're still confused after studyipg this,
phone our Native Language Office for more information.} Miikwehc, Steve!
ANNOUNCING
Tht Eilbth Amlllll
INTERNATIONAL NATIVE AMEJUCAN
LANGUAGE ISSUES INSTITUTE
11111• a.11. 1!181
Tcmpc Mbsloa Plllns Hotel
Tcmpe. Ad&ona
CID ror pepen U.S iqlllnUoe mlodlll •
M ..W la .... 1....,.. Por l\ulllof 181-Uoa. - . c i :
Mn. IC.&tblyn S. Btpyt
1"41an li411C1tloB Ulllt
Arlzo,. Doponmt111 ofU-tlon
1535 Wost Jtlf...- SUnt
Phomb<. ~ tS007
(602) :?SS-0'1 ct loll.Int la AZ: l-«J0.352-455'
Mrs.Shlde)'.,....
Na. Hallao c;,_
NWOfllce
Alaonq.,Jaa Conference. Interdisciplinary. Meets annually during the
last wcclc:end in October. 1988 meeting: Onawa, Ontuio. Cont.act: .
Williun Cowan, D of Linguistics, CarlemU, Onawa. Canada KlS SB6.
Papen ot the AJgonqulaa Conference. The papers of the 6th Algon
quianConfetence (1974) weicpublished by the National M~umofMan,
Ouawa; papers of the 7th and all subsequent confei-cnces have been
published by Carleton U Press. Forprk:es and availability write: William .
Cowan, D of Linguistics, CsrlelDn U. Onawa, Canada KlS SB6.
P.0.90ll96J
ChocU•.
OltlUonle 7lOlO
('405) 76M6SO m 1694125
AJ&oaquJan and lroquolm Ungulstlcs. Newsletter. Four issues/year.
$5/)'car (US dollars to US addresses). Editor: John N"ichols. D ofNative
SIUdies, Argue S46, U of Mmilobe, Wumipeg, Clnlda R3T 2N2.
�Copied from THE PETERBOROUGH EXAMINER, 28/11/87
Nativ~ childr'o
l.eafning native Ojibwa
·
program at Curve Lake School. At 31, allbouab lhe UD·
BY CECILY ROSS
derstands Ojibwa, &he speaks very little. Bul bet per·
Examiner Staff Writer
enls do and Jacobs hopeslier childien will too.
Twenty small childreo at Curve Lake School art
Jacobs Is f11111 ill her belie{ that native lallguage pro.
learning about deer llOllp. Sittlna crass leJ&ed on the
grams are a vital link with the ~t.
floor, tfiey stare intently at flip cfiart drawmp of meat
"The voice of our land Is ia our language." lhe says af·
and vegefables.
ter listening to Knotl "That Is why we must lleYtr lol!e
Each Item Is labelled with a strange combination ol
OW' ~e. U we do we lole our connection with the
vowels and conSonanta - zbaguagwfzb, clililem, waa·
land."
··
ashkesbi · ··
When Jacobs' parents were in school Ibey were pww~ at a
~en and Grade 2 pupils ished fOC" sptakilig their native ~ge, &lie said. The
point to the wonn·anc1, in the soft gutteral Ojibwa !hat · commonly held belief was that speuiiia.Ojibwa would
mast were introduc:ed to lea than 12 weeb qo, tMy Ill·
interfere with their abilit to leanl_Eagllib.
let the lncomprehenalblesOllDds.
Kea Ucker1 a native sludies officU' at the Jll'QYindal
The children at the hrlH'OOm native school north or
minlslry ol eoucation,
said that priorto 1rn tlie governPeterboroQgh art learning to speak OJibwa •part of a
meu~- phlloeophicll.apciroacb fo.native.educatiGa waa
minislry ol education pilot program that begail in·Sep- · · cha.ra~ _by a patemaliltic desire to "usimilate''
!ember.
native populations.
Their teacber1• Bubbles Knott, a soll•poken middleTben in the early 1971B, wheo Jan Qiretlen wu mioaged woman wit11
short brown hair aad &JI llllUlllllling
ister of Indian affairs, Canada's National Indian Broth-
manner, says the language Is difficult toteadi.
erhood oubllsbed a docwneut entiUed Indian Cclatrol cl
Knott is a member oC the last generation or native Ca·
Indian £ducation.
·
nadians fluent in their native language. SI~ the
Its authon stressed the impOrlance of native Janstaff kltcMll after the claas, lhe ~ID a
uncer·
guage instruction for native chifdren:
lain Engliah about the speed with whicb the Chi!
are
"Language... is the principal means by whicb the
grasping the difficult la~ge.
members of a society communicate and~ tnrorKnott coatends native dliR!ren have &JI illberent 1biJ.
mation about culhft. Native languages
an unity to learn Ojibwa, that they have a ~led famil·
told riclmesa or the human a~t. bull up piece by piece
iarity with the to~ their grandfathenatill s~.
over thousands of years "tbedocwneot stated.
The teacher believes that 11 the Qirve Lake children
With Its emphasis on lettlna Indian people assume reare Introduced to the ancient language they are forging
sponslble for administering fheir
educational pro-'
an intangible link with
e.
grams, the paper became fhe basis for a new DOiley on
"l have two meparate
ties;" she sayt the
native eduCatioa, Licker sald. "Clearly asslmlJition·
words coming aloWly. " y lleO(llllllty ~es
I
wasn't~. ao they abandoned it."
s~ Ojibwa. I feel clllletenlly.''
'
' A IChooi •Clllric:ulum bipl\gbtlng
Wilm8 Jacobs Is c:o-ordinlitinl the native Juaua11e
·
•J:!\e
tbelr=ta
own
*
native heritage wa~ developed and 11
now in place acl'OllS the countrv. But
"drastic action" was nec:ess8ry to
prevent native languages from dving
out, Licker soid.
·
"Unless we were willing lo do
something within five to JO y.ars
lhert wouldn't be any poinl because
the language concern wouldn't be
there anymore."
·
Five years ago, the ministry !Jellan
the complicated task of developing
standardized •Tilltn versions or the
m)Tiad dialects spoken by native C•·
nadians.
Texts and materials had lo he ere·
ated from scratch and language edu·
cation pl"Ol{rams developed to train
teachers.
Knott. already fluent~ s~nt the last
~ve summers in Thunoer Bay leam·
mg to teach.
The ·pilot program began in natn·e
schnols acl'O.!IS the province last SeJ>'
len.ber. Native education commit·
tees have until September 1988 to
fu.111 • tpt~•nt•nt ttt. ~"-'•!"'• if'll in.
mor k1
arten to vraae •·
Native nguage programs will
eventually be availalile right up to
Grade 8. Licker said.
In the early grades, the program
·concentr1tes on oral language, but
from Gr1de 4 to Grade I a fulJ written
curriculum will be included.
Developing the program has been a
complicated"" and expensive task
laboul $200,000 for materials alone.
Uckerestim1les.>
Dealing with laneuage. partic·
ularly 1 strong oral tradition. is a
verv per!IOC181 thing, the education of·
ricer said. "There are many vagar·
ies II has to be Oexible."
Ojibwa i5 nol the only language iJe.
ing \aught in Ontario ScbooTs. Native
children are learning to •lll!•k CrtiP,
Mohawk, Oneida and Delaware,
Licker said.
The language programs are not
compulsory but an incentive grant of
$200 for every student involved in the
program is available to native educ•·
lion commlltees, Licker said.
John MacDonald, principal of Rid·
palh School in nearby Lallefield. is
also principal al Curve Lake. <Indian
bands in Ontario purchase educatio
nal services from local public school
boards. I MacDonald is enthusiastic
about the language pragram at Curve
•
Lake.
Althouah he does not understand
Ojibwa, be says he Is impressed by
the "spiritual quality" that Jacobi
and Knoll bring to the leaching of the
language.
The Children at Curve Lake school
ha\•e t..I learDina about traditional
fnd"tari seuona. .September corre
sponds with "the harvest m0011:" Oc·
lobcr is called "the falling leaves
moon.••
"This is the lime of the freezing
moon," Jacobs explains in a proua
and reverent voice, "• time when the
rivers and streams l,legin lo freeze. · •
"Olibwa is a rich lqua11e, 1 beau
tiful la111tua11e." she &0!$ onto say.
"Heaven forbid if v.-e &llould ever lose
ii."
Note : Anita (Bubbles) knott (NllP /85, Ml.TC /86)
wil 1 be known to 1111ny of our readers as a s.-r
associate teacher at Lakehead University.
E>OOKS 1N "P'RINT
Teaching the Indian Child: A Bilingual/Multicultural Ap
proach. Edited byJon Reyhner. Eastern MontanaCollege, 1987.
280 pp. No price indicated. [lnfonnation for teachers of Native
American students on bilingual education, the history of Indian
education, curriculum, oral Iiierature, and allied topics. The editor
is Coordinator of the Title VII Indian Bilingual Teacher Training
Proeram at E Montana College. Order from: Dr. Jon Reyhner,
Division of Elementary & Secondary Education, E Montana
College, Billings, MT 59101.J
SIL Publications In Linguistics. Granunars, dictionaries, and olher
macerials on nwnerous American Indian languages, particularly C and S
American languages, prepared by members of the Swnmer Institute of
Linguistics. For a catalogue, write: SIL Bookstore, 7500 W Camp
Wisdom Rd, Dallas, TX 75236.
Howard,RayE. Ph.D., U ofNew Mexico, 1987. Navajo Bilingual
Educaiion in Action, a Qualita1ive Study ofTeachers at a BIA
Bordertown School. 290 pp. [Attitudes and methods of
teachers at one Indian boaiding school, located near but not on
the Navajo reservation. DAI 48(5):1174-A.] [Order# DA
8718487]
Children or Cottonwood: Piety and Ceremonialism in Hopi
Indian Puppetry.
Armin W. Geertz and Michael
Lomatuway'ma. U ofNebraska Press (American Tribal Religions
serie~ 12), 1987. 4l:pp. $14.9S(paper)/$24.9S(clotb). {Hopis
descnbe.the.mechamcs, perfonnance, and significance ofpuppet
ceremomes m a ~umber of ~ts, with Hopi and English on facing
pages and exiens1ve annotabon by the compilers. Also included is
a glossary of Hopi technical terms. Order from: U of Nebraska
Press, 901N17th St, Lincoln, NB 68588-0520. Add SI.SO for
shipping.]
2
�·
ATTENT\ON ALL IROQ.UOlS f
- Three years ago, when the Native Language
Teachers' Group was divided {Iroquois to UWO in
London, Algonquian to Lakehead University in
Thunder Bay) the calendared course descriptions
for Iroquoian languages were Nput on hold• by
the Senate of Lakehead University . That is, it
was agreed that the courses would not be taught
nor would they be removed from the calendar for
a three year period.
- That period is now completed, and Lakehead
is once again examining the need for these
courses. Courses that are not being used are
usually removed from the calendar. Once courses
are removed, it would be extremely difficult to
reinstate them. These are "credit-bearing"
courses, and should not be removed without due
consideration being given to any possible im
plications of such a move.
- The Native Language Office at Lakehead is
therefore going on notice by means of this
newsletter announce111ent, that we are consider
ing dropping the Iroquoian courses from our
calendar. This is an open invitation to anyone
who has advice or infonnation on the subject,
to write or phone us about it as soon as possible.
We will take all comments into serious considera
tion as we make a final decision.
~tSEA"RCH
NOTES
The research project to study the Native Lan~uage
Education needs of the reserves and reservat1ons
in the Lake-of-the-Woods area (see niap) is now
completed, and a copy of the fina~ report on
Canadian findings and recoanendat1ons ha~ bee~
sent to each participating band. The Un1vers1ty
of Minnesota at Duluth, who collaborated with
Lakehead University in the study, is presently
seeking funding to implement the reconnended work,
vi z: production of videotaped Ojibwe language
lessons geared to the fa~ily--le~sons ~ich the
whole family can study together ln their own home.
Part of the final report included a "~rotocol"
which is reproduced on the back of th1s paae
because of potential relevance to other
similar projects in the future.
The Northern Nishnawbe Education Council (NNEC)
and Wawatay Native Communications . Soci~ty h~ve,
in collaboration with Lakehead Un1vers1ty, JUSt
submitted a proposal for funding to develo~
distance education delivery of a four-cred1t
university program in Native Languages to remote
colll11unities in Northern Ontario .. If accepte~.
this project will enable university courses in
Native Language studies (e.g. Al 1210, Al 12~0,
NL 3251) to be taught from a distance e~ucat1on
centre at Lakehead University, and rece1ved by
students in northern conmunities ~Y means of
telec011111Unications (teleconferenc1ng, computers,
videotapes, etc.). We are ex~ited ~Y the
possibilities distance educat1on ra1ses, a~d.
anxiously await the end of March, when dec1s1ons
on proposals should have been finalized .
lMPORTANT NOllCE
IN THE BEGINNING-- LANGUAGE
Condensed from an article by John Noble Wilford
in "The Globe & Hail", Dec. 19, 1987, by
George Onwuasoanya, Native Language Research
Assistant.
In this article John Noble Wilford highlighted
the fact that there has been some joint efforts
by paleontologists, archeologists, linguists
and others to discover human origins with a
systematic analysis of the roots of the world's
knO\m languages so as to reconstruct the
primordial language, the mother tongue of all
humans, but this search has so far proved
abortive, and over time languages have kept
changing beyond easy recognition. A few
linguistic experts firmly believe that by
analyzing the evolution and approximate sound
and meaning of certain words, they have recon
structed the basic vocabulary of a remote ances
tral language that modern man has never heard or
seen, which they call nostratic, a language
spoken in Middle East between 20,000 and 12,000
years ago. It was from this language that many
world languages evolved. From this technique,
other linguists report to have reconstructed
the root languages used by different peoples
like t he early Americans, and Indians. Based on
this work, Vitaly V. Shevoroshkin a linguist of
the University of Michigan is carrying out a
research that can help him find the primordial
language with the view that the ancestral langu
age spoken 25,000 years ago could be of help to
this discovery.
Such a search for relationships in language
could be of much help to the larger study of
hUlllan origins by anthropologists an~ th~ ali~e
in their research on humans and the1r migrat1on
across continents.
Winfred P. Lehmann a retired professor of lingu
istics at Austin University, Texas said that
through language study we can learn prehistory
and people's culture. Lehmann is of the view
that all languages were related 25,000 years ago
but these conclusions were unconvincing.
Scholars of the 19th century made the first leap
back of using the ancestral language in study of
modern languages through comparison of the two
languages from which they derived the root for
languages.
Professor Dolgopolsky a soviet linguist, in
1983 examined 140 languages of Europe and Asia
and by statistical methods identified and in
ventoried the 15 stablest meaning in some langu
ages for examples, 1 - me, two - pair and so on.
In this way, Soviet scholars established that
nostratic for "l" was "mi" and for "me" was
"mi-nv" etc. In a recent article on natural
history magazine by Professor Ruhlen titled
•A Guide to the World's Languages• published this
year, he wrote : "There is strong evidence of
three migrations in that each of the three new
world families appears to be more closely related
to language families in the old world than to ·
either of the other two new world families.
Goon
NEws
FOP.
SYLLAn&t$
Use'RS
Grant Stephenson is happy to announce that the
syllabic template project is nearing completion.
Two years ago, Grant undertook a project to
design and produce a clear plasti c template
(rather like a large ruler) with which one could
make titles, signs and lettering in syllabics.
After many, many difficulties and setbacks, the
technical work has been completed, and the tem
plates should soon be available for purchase.
Watch for infonnation on cost and ordering in
our next newsletter.
NATIVE LANGUAGE EDUCATION IN ONTARIO is an occasional Newslette~, published by the
Native Language Office Lakehead University, Thunder Bay, Ontar10, P7B SEl, and
mailed without charge to students registered 1n the Native Language Instructors'
Program at L. U.
3
�l'HUIUt;UL
'
(pertaining to the proposed pilot project "Using Technology t o Facil i~ate the
Acquisition of the Ojibwe language within the Cultural Context of the Oj ibwe
Nation.")
I. Target Population (to whom is the learning material addressed?)
THE LEARNING MATERIAL IS TO BE DESIGNED FOR FAMILY UNIT GROUPS WITHIN
THE DESIGNATED OJIBWE DIALECT AREA WHO WISH TO BEGIN OR CONTINUE THEIR
ACQUISITION OF THE OJIBWE LANGUAGE AS A FAMILY PROJECT.
It may be that once developed, the material will prove useful to other
groups or individuals as well (e.g. teacher trainees, and other students
within the Human Service Professions, linguists, anthropologists, etc.).
However, it is important that the primary target population be kept sharply
in focus, not only to ensure its direct impact on this group, but also to
prevent any possible bias being built in by adaptation to a spectator's
point of view.
Implications for the developers:
(1) Topics and activities might be selected to reflect the interests, needs
and capabilities of the whole family. For example, a dramatized segment
might include an activity representing a fair cross-section of parents,
grandparents , teenagers and young children, each taking a role approp
riate to his/her own communicative reality (mealtime, a family outing,
etc.). An activity segment might suggest language tasks that a father
or mother could organize for the younger children in the family as
"homework". In short, the family group should be learning to support
each other's learning.
(2) Each lesson might contain material basic enough to get a beginner started
in the language, and challenging enough to suggest to a semi-fluent
speaker wa)Sin which he/she can continue to learn and develop in the
language.
(3) Dialect variation within the target area (see map) might be represented
(perhaps dramatically, through visitors to the family, or instructionally
as asides about alternate pronounciation) but the main dialect presented
should reflect the normative (i.e. not the exotic or unusual) speech of
the area.
II.
Instructional Objectives (what are the lessons intended to accomplish?)
THE LEARNING MATERIAL IS INTENDED TO DEVELOP INCREMENTALLY THE LEARNERS'
ABILITY TO UNDERSTAND AND SPEAK IN THE OJIBWE LANGUAGE, THROUGH BALANCED ANO
GROWING COl+IUNICATIVE, LINGUISTIC AND CULTURAL COMPETENCIES.
There are three pitfalls into which the unwary curriculum developer
tends to fall, that work against the objectives stated above. These ar~
(a} talking about the language rather than providing instruction and
practice in us1n~ the language, (b} si~ilarily, talking about the culture
instead of prov1 ing models of cultural behaviour that t'lii'learner can
imitate*, and (c} stressing the learning of vocabulary without integrating
it into phrases and sentences with implications for use in real conversations.
Implications for developers:
(l} Conununicative competence implies that the language being taught will be
useful in real-life situations, and will equip the learner to actually
be able to c011111unicate with Native "°nolinguals. Developers might
~tart by asking themselves what people in such situations might really
want to be able to say.
(2) linguistic competence implies that the whole range of Ojibwe language
structures be kept in view, and included, a few at a time, until all
eventually are mastered by the Students. A linguistic consultant is
indispensible in assisting with this aspect of the curriculum.
( 3) Cultural competence implies that the learner will not merely learn to
speak the language, but will at the same time be learning how to use
the language in culturally appropriate ways, so that while talking
Ojibwe, he/she will also be behaving in a proper Ojibwe way. Developers
must use imagination and sensitivity to introduce elements of culture
suitable to the age of the learner and the language he/she is learning
to use at any given time.
III. Orthographic Standard (what writing system is to be used?)
It is not expected that there will be much emphasis on the written
language because the instructional objectives already discussed stress
the aural/oral aspects of language learning. However, it is important
that any written material be presented in a consistant and widely accepted
fashion. Therefore, THE ORTHOGRAPHY USED IN THIS PROJECT SHALL CONFORM TO
THAT USED IN THE NATIVE LANGUAGE INSTRUCTORS' SCHOOL AT LAKEHEAD UNIVERSITY
AND REFERRED TO BY THE RAINY RIVER COMMUNITY COLLEGE OJIBWE SPECIALIST
PROGRAM AT THE "DOUBLE VOWELL" SYSTEM.
Implications for developers:
The Algonquian linguist at lakehead University will be available to
assist in matters pertaining to orthography, and will do the final edit
of print material for publication throughout the project.
IV. Proportional Native Involvement (who will take part in the project?}
To the greatest possible extent, administrators of this project will
ensure that BOTH AMERICAN AND CANADIAN NATIVE PEOPLES OF THE DESIGNATED
DIALECT AREA Will HAVE THE OPPORTUNITY TO PARTICIPATE ON A BASIS
PROPORTIONATE TO THEIR POPULATIONS.
Implications for developers:
Keeping the bands and convnunities informed of the work, problems and
accomplishments of the project team as it progresses in its work will give
the area "ownership" of the project, and will not only provide a forum for
potentially good suggestions from the field, but will also provide a climate
of receptivity to the finished material at the conclusion of the project.
A newsletter to bands and conrnunities might be considered.
* It has correctly been noted that one cannot teach language without
(automatically) teaching the culture. Unfortunately the reverse is
is not true . All too often plans to teach language AND culture develop
cultural lessons in some death but evolve to an almost total neglect of
language teaching. Developers must be on guard against this phenomenon.
od"
�·
NOTICE BOA"RD
Applications are invited
for a probationary (tenure track) appointment
in Algonquian Languasa Studies. affective 1
July 1988.
Thia poai ti on will b.e c rosa
appointed to Education and Languages. Prefer
ence will be given to candidates holding a
doctorate. with field-oriented studies concen
t r ated in Alongquian linguistics. Candidates
having an equivalent combination of academic
credentials (a completed Heater' 11 degree in
lingui11tics as a minimum) and strong field
experience will be considered,
A teaching
certificate and relevant successful experience
in Education would be an aaaet. The succesa
ful candidate ahould e~hibit a record of
research and scholarly activities. with an
awareness of apd sensitivity to the culture of
Native people. Duties will include an appro
priate combination of undergraduate and gradu
uate teaching, research and scholarship in
Native Languages and Native Teacher Education.
Rank and salary will be co1111Densurate with
qual ifications and experience. Send full cur
riculum vitae and the names of three referees
t o Dr. Dianne Co-on, Dean of Professional
Studies. Lakehaad University, THUNDBR BAY,
Ontario, P7B 5El. Jn accordance with Canadian
l11110igration regulations this advertisement is
directed to applications from Canadian citi
zens and permanent residents.
DISTBBCE EDUCBTIOD SYmPDSJDm
LAlC&HBAD UNlVBRSIT!.
~
maecu 21. 25 tsao
BT LBKEHEOD UDIVEBSITY
THODDER BBY, ODTBRIO
RESEBBCB BOD DEYELDPmEnT
PBIDBITIES
ID
CBBBDIBll DISTBDCE EDDCBTIOD
This symposium is spom;ored by CONTACT NORTH/NORD,
LAKEHEAD UNIVERSITY ond CONFEDERATION COLLEGE
FOR FURTHER INFORMATION,.CQNTACT:
Distance Educ.ntion Symposium Coordinator
Faculty of Education, LD.kehead University
.BQUAL OPPORTUIUTI BHl'LOl:JlR
Thunder Bay, Ontario P7B SE l
Telephone: (807) 343-8705
Teacher of Dative as a SecQDd Languaga-
lroquqian
Will be offered by
Tha Faculty of Education
University of Western Ontario. Lend.on
In July, 1saa
If you ore Interested and would like more tnformel1on
please contact your Bond office or Reg Henry, She NaUons
Reserve S 19-759·2650; or Del W.olsey, University or
Western Ontario 519-661-3162.
Written 1nqu1Mes may be forwarded to:
Del Wolsey, Coordtnator,NLTC,
Un1vers1ty of Western Onter1o,
Faculty of Education,
1137 Western Road,
London, Onter1o, N6G 1G7.
ki.skinahamawakan.-dcimowinisa /Student Stories.
Written by Cree.Speaking Studws,
Edited, Trualatccl ud with a Glaauy by Preda Ahenakew.
1986
[~1 76
!NB: for IM~ edilion. zu Reo4as and Stlldy Guida 4/
ORDERS SHOULD BB DIRECI'ED TO:
Voices of Rupert's Land
c/o LiDguistic:a Deputment
s 7.5()
Prof. Verna J. Kirkness
Director of Native Indian
Education
Faculty of Education
University of B.C.
Vancouver, B.C.
V6T TZ5
Phone: (6041 228·5854
(604) 228·5240
University o£Muitoba
WINNIPEG, Manitoba
R3T2Nl
Cau.ada
5
�1988 TESL CANADA SUMMER INSTITUTE
CONCORDIA UNIVERSITY
Montreal,
•
ADMINISTRATION OFFICE
CHIEF ETHER DEL.EARY
Canada
First Term Courses:
July 4 - 21,'1988
Chippewas of the Thanies First Nation
R.A.11 MUNCEY'-ONTARIO MOL 1YO
1EL (5111) 264·1528
~ebec,
Second Term Courses:
JUly 25 - August ll, 1988
TESL Canada sunvner Porum:
July 22, 23, 24, 1988
POOITI<li AVAIIABlE:
Native Language Teacher
Mt. Elgin School
R.R. I 1
Muncey, Ontario
OOirlYO
Fluent Oji..bwe Speaker.
Native Language Teacher Training.
sone University training or equivalent.
Linguistic training,
To teach the Chippewa/Ojil:Me dialect.
To teach pre-kindergarten to grade 8 students.
To work in conjunction with the classroom teachers in
the teachin9 of the language.
Willingness to volunteer for extra-curricular activities.
LANGUAGE EDUCATION
IN CANADA:
FURTHER EXPLORATIONS
OF
COMMON GROUND
Sponsored by
CONCORDIA UNIVERSITY
TESL Centre
and
TESL CANADA'
Send written Pesuire to:
COURSES:
CH1PP&1AS OF THE THAMES FIRST NATlOO
A variety of three-credit courses will
be offered to students at the under
graduate and graduate levels. Under
graduate students may earn a maxi.mum of
six credits in each term. Graduate
students may earn a maxi.mum of three
credits each term.
R.R. I l
MtN":EY, CNl'ARIO
OOL-lYO
The courses given are from the B.Ed.
TESL,
the -TESL
C~rtificate,
the
Certificat d'enseignement du fran~ais
langue seconde aux adultes, •and from
the M.A. in Applied Linguistics. For
detailed information about programs,
consult
the
Concordia
calendars.
Students from other universities should
confirm with their home universities
tha~ course credits can be transferred
to their programs.
NA111'f: /,AN<;g!l(;I-. l'NO<;RMts
Of' FlH 'CA110N
1';.tCl'I.
n·
Lakehead Universi~y
'/7>1111<k~·/l<!l: 011tm"kJ, ('.a11adn
l»•J11/<.••I• / ..II ~I I
COURSES INCLUDE:
Stuc1ents workincr toward their a.A. at 1.akehead Uniyersity may now
work tq.rotd a "minor" in Native I.arsuaae Studies. For concw:rent
D.A./B.F.d. students, and those B.A. students WC> plan to take a
B.F.d. aft.er they receive their a.A. deqree, there nay be
interesting .i.nplications for their dloice of "teachable subjects"
at the Intennediate and Senior levels.
'lbere
~
2 routes to a minor in Native lan3ua9e Smiles:
1) for fluent speakers - these students wculd oalbine Algonquian
courses (prefixed Al in the calendar) with Native. language
courses (prefixed
2) for
non
speakar& and
~d CXIOOine
Natl.Va
NL)
Oj il::Jwe
~
to
oa11>lete
non-flue.nt speakers - these stuclents
I.anJua9e Courses (prefixed Oj) with
0Jurses (prefixed
For either
ro..ite, the requirement
is as follows:
"An
their minor. , ·
NL) ,
Heritage Language Programs
Language in Native Education
Program Evaluation
Language Acquisition
Bilingual Education
Testing and Evaluation
Language and content
Computer Assisted Language
Le~rning and Teaching
Practicum in ESL
Methodology for ESL
Comparative Phonetics
Modern English Grannar
Analyse et creation de materiel
didactique (!'SL)*
Introduction a· la didactique,
fran'iais langua second•*
for a minor in Native I.anguaqes
avar.sll avetage of 60t or higher is required in
of 3 full c:curses beycnci the fil;st year
the
equivalent
level. 11
students interested in p..irsuinq a Native Language minor should
identify themselves to the Coordinator of Native Languages durin;J
their first year of studies in order to plan course selection
that will enable then to meet this requirement.
* Taught in French
B. Barclay
TESL centre
Concordia University
1455 DeMaisonneuve Blvd. w.
Montreal, Quebec H3G 1M8
Canada
Tel.
(SU) 848-2U9
�
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (3), February 1988
Subject
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff.
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Native Language Instructor Program
Faculty of Education
Lakehead University
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1988-02-01
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Faculty of Education, Lakehead University
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Volume III, Number 4 - March 1988
NATIVE LANGUAGE
• ONTARIO
EDUCATION· 1n
HEN 'R\ETTE--SEY FFERT
SEEN ON A ~UL.LETlN ?>OA"R])
'PRIZE ESTA'8LISH£I>
Graduation time, 1988, will see the inaugura
tion of a prize for excellence in Native
Language studies among the students at Lakehead
University. The prize has been donated in
memory of Dr. Henriette Seyffert, whose vision
and hard work brought Native Language programs
to Lakehead University.
Dr. Seyffert was chairman of the Department
of Languages in 1981 when the Native language
Teacher Training (NlTT) program, directed by
DIANO, was transferred to Lakehead University to
become the present Native Language Instructors'
Program (NLIP). Active and interested in Fine
Arts education, and a teacher of French language
and literature within the Dept. of Languages, .
she took a keen interest in the Algonquian
language courses needed as part of NLIP.
Recognizing that a full-scale language program
of Native Languages at the university level also
required a variety of advanced courses, as well
as basic introductory courses for language
learners. Within a few weeks she had drafted
course descriptions for all the Native language
courses presently lfsted--rri our calendar. It 1s
a n~rk of her sensitivity to Native language
issues and her grasp of good language education
that through the years these course descriptions
have served us well in all the various directions
we have taken.
Or. Seyffert realized as well that new pro
grams require funding, and worked tirelessly and
sacrificially to establish a research fund for
Native Language projects. She was never too
busy to listen, think about, and advise on any
Native Language concerns brought to her.
In the sunvner of 1986, Or. Seyffert succumbed
after a long hard bout with cancer. She is
missed, and will not be forgotten by those who
knew her. For those who did not, the memorial
prize will keep her name alive among the students
of Native languages for whom she worked so hard.
Terms of reference for the awarding of the
prize read as follows:
Dr. Henriette Seyffert Memorial Prize
in Native Language Studies
Established in 1987 in memory of Dr. Seyffert
who was the A10ving force behind the establish
ment of Native language studies at Lakehead
University. Awarded to the student who has
completed a minimum of three full course
equivalents in Native language Studies at
this University, and whose average mark,
computed on all Native Language courses com
pleted, is the highest for the year. No
student shall receive the prize more than once.
DELAWARE
LOSS MOURNED
Word has just reached us of the passing of
Ethel Peters, Delaware language teacher. Ethel
was one of the very first group of language
student-teachers, back in 1974 when NLTT began.
She, along with four other students, fonned the
first class, and her good humour and hard work
ing concern for the preservation of Delaware
were clear to all. Ethel was always a "lady•
and set.high standards for those who follow
after· her. We mourn her loss.
Teachers--Please try to avoid:
1. excessive use of orders, opinions, questions.
2. saying more than two things without waiting
for a response.
3. speaking over or under the learner's level
of conmunicat1on or co11tprehension.
Something to think about!
:O:E:P.~:R::rn:ENT
or
.c...it.NaU..\a:E~
· 1988 Summer Cou.rse
NL Seminar 3251
'l'HEORY AND PRACTICE OF TllANSLA1'10~
Trarttlntlo" theory wlll be •rplled lo lbe pr1c1lcal problem• of l111a~ln1lns from
l!nallsh lo aa A110114l11lu 11.11111•1•, and lroaa aa A11onqula.a. la11111•1• to
Enalilh.
.
Ltclttr1r: Li.fa Val1nti1111
U1dt11rsll1 o/T•xa.r aJAwtlli
Tu111: 10:00 • 12:00 "ootiMTWTF
JulJ4·21.
Pot tu~ JAl'o~~ call Ibo Nlllln Llquaae o~
•
i
_·
!ft
(807) 343·854Z
..
Lakehead Unlversity~
... exc~l~nce in erlu~ation
."HEL'P REQUE·STED
A number of news1etters have been returned to us
marked •moved--no forwarding address". Please,
send us your change of address when you move.
in order that we may be able to keep in touch
with you. Aalong the •missing• at the moment
are:
·Barbara Sutherland
Elizabeth Schuchert
Agnes Hunter
Barbara McDonald •
Bertha Metat
Agnes Hardy
Ji11 Fox
Anyone knowing the present address of any of
these folks is requested to drop us a line.
THIS IS SERIOUS. If they didn't get their
newsletter, there's every chance that they have
not received their summer programs package
eitherl Thanks for your help!
NATIVE LANGUAGE EDUCATION JN ONTARIO is an occasional Newsletter, published by the
Native Language Office, Lakehead University, Thunder Bay, Ontario, P78 5E1, and
mailed without charge to students registered in the Native Language Instructors'
Program at L.U.
�..
REPORT ON VlSlTS TO SC.HOO\..S
Marva Ho11ala and Mary Mitchell have been busy
visiting Native language classrooms in the past
few weeks. They are trying to "make it• to every
teacher who went in a teaching schedule last fall.
The following are sOllle highlights of the v1s1ts:
Marva visited:
Olive McGregor, Birch Island, is using team
activities, singing activities and student-turned
teacher activities in her classes. She showed
Marva some of the materials she had obtained
through various contacts reaching as far as
Minnesota.
Sharon Boissoneau, Garden River, continues to
develop materials and search for new activities.
Her older students are involved in material
developt11ent as well.
Mary Otakwadjiwan, Sault Ste Marie, is
conducting effective circle singing and
activities with her students.
Maryanne Endanawas, Sheshegwaning, has been
keeping careful and detailed records of her
lesson plans in binders, filled with good ideas.
Her students are perfonaing "impressively".
Mary visited:
Bernice Greene, Shoal Lake, has a very heavy
schedule of language classes throughout the day,
and manages to provide different lessons for
each grade, suitable to their interests and
ability levels. She travels to the classrooms
to teach her classes, and each room has an area
in which she has arranged interesting OJibwe
language displays.
Nora Hiller, Morson, is also teaching several
different grade levels, and providing different
lessons and units for each one. She shares a
classroOlll with the French teacher, and the Native
language charts, pictures and displays she hes
organized on the walls are very professional
lookina.
Margaret Big George Stevens, Atikokan, teaches
a high 1choo1 credit course 1n the hi9h school on
Monday evenings. (One of her student• 11 10
interested that he's th1nking of coming to Lake·
head Univ1r11ty to continue his OJ1bwe l1ngu1gt
1tud1tsl) Margaret'• 1nthu1f11m ~s contagious,
and 1ht work• hard with her 1tudent1 on pl"Onoun•
c1U1on.
Sh1rlty M1sh1b1n1J11111 11 t11ch1ng at
Conf~dtrat1on Collett 1n Thunder 81y. Thtrt wtrt
n1nt 1tud1nt1 1n th• c1111 th• n1ght Miry v111t1d.
Tht c1111 h11 b11n runn1nt 1inc1 J1nuar1. Sh1r11y
1nv1t11 1"11ourc1 "'oP1t 1n from t1rnt to t1Mt. Tht
c1111 ru~• from 7•f130 ~.m. each W1cln11d11 1v1n1ng,
Janet 8r'uy1ri 1 ,ort ,r1nc11 1 t11ch11 a number
of d1ff1r1nt c111111 1n two d1rf1r1nt 1choo11.
She 11 1nJoyfn1 her ftr1t year of teaching and
1xp1rf1111n\1n1 w1th ntw 1d111.
TEACH I NG Tl'PS
A recent practfcUll assig11111ent submitted by
Caroline Comegan, Big Grassy, Ontario. included
such helpful pointers that I wanted to pass them
along to Newsletter readers. (Thanks, Caroline!)
l. Never teach Just words but use known struc
tures to introduce new vocabulary.
2. Use body movement {doing actions). It helps
students to remember language. It is very
effective in language class.
3. Don't translate songs into Ojibwe word by
word. Hake up your own words but use the
same tune of the song.
4. Never put big X's on their activity sheets
or tests. Don't count how many mistakes
they make but count how many right answers
they have,
5. Praise their efforts and achievements .
6. Never attack a student but attack the
problem instead.
1988 Bu.mmel' Cou.l'ses
Ollbwe201!
Oiibwp3QJ!
FIBLDSTUJ>Y
OJlDWE IMMERSION
Ulll1 U •Aqua& H)
Uult•»)
,.,._ iwo 11111 oouna
hi•• """
d..lpcd to 1111p lht 11ud1n1 •ra111d• hie/her
nunq 11 1111 OJlbwt lllllUll•· In OJ. 201 l, ea 11\1d1111 wll work wllh a
ft111t helper IO lunl Ind pTICtlOI fa lllt dllltcl ot choice, wldl GOUrH
inttNctotl • ONCfllco1111lt1D11. 111 OJ. 30ll, 1tude11ta will 1ppl7 lllt 1klll1
...... Ill Illa n111- IO 111 lndlvldulllled 1ulde4 pl'Ojlcl. 'l1INt counu 119
,_. . _ wl&h '°"''_prior llllowlldp of OJlbwt:
•eou... OJ, 1010 and OJ, IOla 8'
• ...i.nu1n11p11un m:
.................................,Ojlbw.
,_,..., ..,....,_ 11111111 N..aw LM1•1pOm.t
(107)
141·1~41
- · Lakehead University_
&""'11G1 iii etiuctltio11 ·
NL\'P STUDENT
WlLL "BE MISSEl)
We are sorry to report that £111111 Oskineeg1sh
pa11ed away fn January, after 1 battle with
cancer. E111111 had completed three years of her
NLI program 1n Net'1ve u a F1rst Languaoe.
Our sympathy goes out to her family and personal
friends, We were glad to have known her. She
wi 11 be 1111111d.
DEADLINE
June 10th 1s the deadline for receipt of
co1,1pleted application forms. Pleas.e ensure
that your application (yellow forml and all
backup material are correctly and cOlllj>letely
filled out and in our office by that date.
We cannot guarantee acceptance of any late
arriving applications! Places are limited;
so please do be prOfllPtl
l)OOK
'RE~O'RT
This report looks at the atate of Native
languages in Canada using the information
gathered in the 1981 census. Many different
factors, such as geographical location, age
of the 1pe1kar1, and language 9roups, are
related to the maintenance of these languages
and some conclusions art made. Suggestions
for further study and for using this informa
tion to help matnta1n Native languages are
included as well. With the many maps, charts,
and diagrams which are included 1n the report,
ft could be a useful resource for both
teachers and students in Native Studies and
Native language programs.
Page 2
�;
.
lnternat.ional News
Reprinted from:
READING TODAY, 5:1, 1988.
Recife Declaration formed
The Twcnl\ -second Seminar or the In1ern:1tional Associ·
ation for cCO:~s-Cuhural Communication (AIMAV) was
held October 7-9. 1987 at 1he School of Luw of the Univer·
sidade Feder.ii de Pcrnambuco in Recife. Brazil. The semi·
nar. which focu~ed on Human Rights and Cultural Rights.
wus chaired bv Francisco Gomes de Ma1os. who al~o
chairs IRA"s t~1erna1ional Development in Ullin America
Committee. Panicipants in the seminar composed the
following declaration.
Considering that the ideals and principles of equality.
solidarity. freedom. justice. peace and understanding.
which have inspired national and international legislation
and instruments on human rights. share a crucial linguistic
dimension.
Recognizing 1h:11 the learning and use, maintenance and
promotion of languages contribute significantly 10 the .
in1cllec1uul. educational. sociocultural. economic and
political development of individuals. groups and States,
Nuting that the Universal Declaration of Human Rights.
the International Covenants related to human rights and
other international universal instruments make provision
for cultural rights,
Conscious or the need to arouse and foster awareness.·
within and across cultures,
of the
recognition and
promo .
.
...
.: .·
tion of the linguii;tic rights of individuals and groupi;.
Asserting t~at linguistic rights should be acknowledged.
prun1otcd 11nd observed nationally. regionally and inrcrna·
tionally. so as to promote and assure the dignity and ·~quity
of all languages.
Aware of the need for legislation to eliminate linguistic ·
prejudice and discrimination. and all forms of linguistic
domination. injustice and oppression. in such contexts 3S
services to the public, the place or work. the educational
sy8tcm. the courtroom and the mass media,
Stressing the need to scnsitiz.e individuals, groups and
Stares to linguistic rights, to promote positive societal
attitudes toward plurilingualism and to chonge societal
structures roward equality bclween users of different Ian·
guages and varieties of languages,
Hence, cognizant of rhe need to provide explicit legal
guarantees for linguistic rights to individuals and groups by
the appropriate bodies of the member States of the United
Nations.
Recommends that steps be taken by the United Nations 10
adop1 and implement a Universal Declaration of Linguistic
Rigtits which would require a reformufation of national,
regional and international.language policies.
OJIBWE STUDIES
AT RAINY lUVER COLLEGE
Wilf Cyr (Northwest Bay, Ont.) and Dennis
Jones (Nicickousemenecaning, Ont.) are
providing leadership in the Native Language
Specialist Program at Rainy River College,
International Falls, Minnesota. They have been
discussing the possibility of an articulation
agreement with Lakehead University, the intent
of which would be for grads of their two year
program to continue their studies (general and
in Native Languages) at Lakehead in order to
become qualified teachers.
Mary Mitchell visited Rainy River College
in late February, and was impressed with the
hard work being done there to make dreams of
Native language education come true.
OJIBWE/SAULTEAUX
1988 Su.mm.er Course
NL Llneuistics 2713
ALGONQUIAN LINGUISTICS
A study of the laoguages of the Algonquian family with
particular emphasis on Ojibwe and Cree.
lActurer: Jolm O'Meara,McGiU Utliversily
Timi: 7:00 • 9:00 p .m .MTWTF
July4-22
NEW TESTAMENT 'PUaLISHED
For f11nhcr lnl"ormatioa, call the Native Laogu1ge Omco
A celebration is planned for Grassy Narrows,
Ontario, the second weekend in July when the
new Ojibwe/Saulteaux translation of New Testa
ment scriptures will be dedicated . The trans
1ation project began 25 years ago, and many
Native people in northern Ontario have taken
part i n the work, under the direction of
Chuck Fiero of Cass Lake, Minnesota. Con
gratulations to all those who shared in this
l abour!
(807) 343-8542
- · Lakehead University_
&cellence in ~ducation
Page 3
�U.6.tvi.ing
60Jt
En.jolJIRV&.t
The following techniques are, in
general. intended to help the child
advance from understanding single
sentences to grasping the complete
idea of a story.
1. Action sto..tiu
Tell a 4.bflple. story. Use pictures
wherever necessary. Have the children
participate in the action of the story
with you.
Example (have picture of a bear, a bird,
honey, a tree, a beehive, a bee):
- Little Bear was sleeping.(Children
pretend to sleep.)
- A little bird started to sing. (Show
picture. Children whistle.)
- Little Bear woke up. (Children wake
up . )
- He stretched. He yawned. (Children
stretch. Yawn.)
- He thought to himself. I'm hungry.
(Rub st0111achs, lick lips.)
- I want to eat some honey. (Show
picture.)
- Little Bear started to walk. (Walk.)
- He saw a tree. (Show picture.)
- He listened. (Put hand behind ear.)
- He heard s0111ething. (Make buzzing
sound.)
'
- Bees! (Show picture.)
- He started to climb the tree . (Pretend
to climb.)
- A bee came around his head. (Finger
circles head, buzz.)
- It sat on his nose. (Touch nose.)
- It stung his nose. (Pinch nose . )
- Little Bear started to cry. (Pretend
to cry. )
- He ran hollle . (Run on the spot.)
- He went back to sleep. {Pretend to
sleep.)
- He didn't eat any honey. (Show picture,
shake head . )
TEACHING LISTENING
(reprinted from the English translation
of the Quebec edition of the Native
Language Teachers' Notebook, 1983.)
2.
Ta.t/Wts Boolu
I
These are an excellent way to get
children to hear, and understand
what they hear. See section F of
this Notebook.
3. Uttle. VJUUlla4 IP.lay4 l
Tape record a simple narrative,
. and have the class act it out as
a brief dramatic presentation
while the tape plays. The best
script for this would be dialogue.
See section·F of this Notebook
for ideas.
4•
Pu.ppe.,t V.ia.log ue.
Using yourself and one hand puppet,
act out short little dialogues for
the class.
For example:
- Hello To11111y.
- Hello teacher - brr, it's cold
today.
- Yes, it's cold. It's starting
to snow.
- I'm very cold.
- Here - put on your coat.
This dialogue would be most appro
priate on a day that really is cold.
Try to have your dialogues reflect
real. i11111ediate situations.
Veve.topmen..t: Finger puppets provide
an ideal way to develop dialogues
using plural forms . Put several
on the fingers of one hand , and
you can say such things as:
- Where are you (plural) going?
- We're (exclusive) going to the store.
- Let's go together!
- Where did they go?
You may wish to tape certain standard dia
logues. Children can then use the puppets
with the tapes. Thus, they are encouraged
to suit appropriate actions__to each puppet's
speech.
5.
Hi.dd.vr. Woll.d
Teach a new word to the class, and then
tell them a story in which the word
appears many times. Give each child
a little pi cture of that word. As
you tell the story, they ~st hold
up ·their picture each time they hear
the word.
Story example (give each child
the picture of a teddy bear) :
Mac is his name. He is a teddy
bear. He is the baby's teddy
bear. The baby likes him. He
will not go to sleep unless he
has his teddy bear with him. And
so on.
Pe.vel.op.(.ng thi.6 4fULl: When the
children can handle this well, tell
a story with two hidden words. Give
half the class one picture, and half
the other.
When you first use this technique,
use only one form of the word. For
example: in "see", always make it,
"he sees it~ for book, always ~ake
it "the book" . Later, add variations
of the form: they see it, we saw it,
wil 1 you see i t.o my book, books, his
book.
Page 4
�
Dublin Core
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Anishinaabemowik - Indigenous Languages Program Historical Documents
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Faculty of Education, Native Language Instructors Program
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Title
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Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 3 (4), March 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
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1988-03-01
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Information about rights held in and over the resource
Faculty of Education, Lakehead University
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PDF
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English
Type
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Text
-
https://digitalcollections.lakeheadu.ca/files/original/3399fc10584d0d0890663f47b66d51cc.pdf
7586e33fb80c542fc7749284cf199a5c
PDF Text
Text
NATIVE LANGUAGE
EDUCATION in O NTARI O
\{fiJ,£ N NMfR 4
NEWS FROM YOUR COORDIHATOll
As the snowflakes gently fall from the
sky above, my thoughts drift to the bright,
sunny days of summer and our first summer
school together. Plans are almost complete
at this point. All education and language
classes will be in the Ryan Building. The
practicum classes will be located in the Bora
Laskin Building. All classes have been
assigned to instuctors. Many faces of the
instructors will be familiar to you.
The classes will begin at 8:45 in the
morning and end at 4:45 in the afternoon.
Your day will be a bit longer because a
practicum component has been added during the
day instead of in the evenings. This change
will provide practice teaching time as well
as a class on lesson preparation for all NLTC
students.
Children will be invited to register for
Native As A Second Language classes at
Lakehead. Hopefully, you will have forty to
fifty children to teach. This is a joint
project of our program and the Lakehead Board
of Education.
Student Services will hire a Student
Advisory for our p7ogram this y7ar. Th�s
person will be available to �ssist you in
social cultural, and academic matters. The
NLI Pr�gram will provide a suite at the
Residence so this person will be available to
you in the evenings.
I attended the Seventh Annual Cree As A
Second Language Conference in Hearst. It was
an opportunity for me to renew some
friendships, meet new faces, and tour
Constance Lake Reserve. Marianna Couchie,
Sister Catherine and Angela Moore gave me new
insights into the planning of NL Programs.
While in·Hearst, I was honoured to be part of
the audience for the first "Reach For The
Top" in Cree. Also, a group of junior
children performed some musical nwnbers in
Cree. The Cree teachers shared resources and
worked on a unit plan. My thanks for
inviting me to your conference!
Later this month I will be attending the
Windigo-Shibogama Tribal Council Native
Language Conference in Sioux Lookout an� the
Sweetgrass First Nations Language Council
Constitutional Conference in Brantford. In
April and May, I am planning to visit
teachers involved in our program.
As you make plans for the upcoming
summer school, do go and get your T.B. test
done. You will receive a yellow immunization
card with your application form. This card
will remind your doctor and you that it is
necessary. If you cannot show your y�llow
card or proof of your T.B. test at
registration, you will be sent to Stud7nt
Services BEFORE you are allowed to register.
Hhy am I doing this? Before you receive your
Provisional or Permanent Letter of Standing
from the Ministry of Education, you must show
proof of your T.B. test. Thus, I hope I am
helping you to avoid delays in the future.
There are still a n�r of people who have
not sent in their T.B. test results from last
year. Unfortunately, those people w�ll not.
be' recommended for a Letter of Standing until
they do.
Your applications will be mailed to you
by the end of March. The deadline is May 30.
I will provide more news in regard to
the summer school in the next Newsletter. In
the meantime, continue the great teaching of
Native languages. The adults of tomorrow
need you.
Have a Happy Easter!
Barbara
This summer all NLIP/NLTC students must have
a TB Test. A card like the one shown below
will be sent to you with your application
form. If you do not have proof that you have
had a TB test, you will be sent to Student
Services BEFORE you register.
.,..
Immunization ;J
Record • C ... ·
•
'I- ...
..
00 not loN 1h11 catd.
It .. ,_ _1 _ ol lmmunlUIIOft.
-
All tmmunlUIIOl,O ......
cud.
l'ai\ w........
! \JV :_.
lie,____
on lhll
Calendrler des
Immunisations
· C.I lld•M-11 .,,..,,.... -,11on1 tou•
, 1e, ,......_,, - - ..,,,_...uono.
Tout11 llt •-lnel- - J ttta
ln.c,He..
..,..
"""'
! dlll ol bklh
I dalo di n&INlnte
�Language Courses
Date:
NL
NL
NL
Oj
July 6 - 26, 1989
2713
3251
3511
2011
-
Algonquian Linguistics
Translation
Literature: The Oral Tradition
Field Study in Ojibwe
Contact: The Coordinator
Native Language Programs
Lakehead University
Thunder Bay, Ontario P7B 5El
l-807-343-8542
Theory and Practice in Native As A Second
Language
Ed 4743 - Native As A Second Language Part I
An introduction to the field of Native
languages education through the development
of a conceptual framework and the acquisition
and practice of second language teaching
skills. The course will address Algonquian
Structure, Professional Growth, Language
Acquisition Theory and Practice and a
Professional Practicum.
Date: July 6 - August 2, 1989
Contact:
The Coordinator
Native Language Programs
Lakehead University
Thunder Bay, Ontario P7B 5El
1-807-343-8542
COMING EVENTS
Conferences
Native Children: Their Future Needs
3rd International Conference/Workshops on
Native Children with Exceptional Needs
April 20-22, 1989
Contact: Ron Phillips
992 Jessie Avenue
• Winnipeg, Manitoba
R3M 1B1
Fifth Annual Indian Education Conference
Ville du Loe Delage, Quebec
April 25-27, 1989
Contact: First Nations Education
Council Secretarial
30 Rue de l'Ours
Village Huron, Quebec
GOA 4VO
First Conference on Canadian Computer
Assisted Language Learning
April 27-29, 1989
Contact: Ms. Cheryl Dickie
c/o The Computer-Assisted Writing
530 Scott Library
4700 Keele Street
North York, Ontario
M3J 1P3
The Ojibwe New Testament
The Ojibwe New Testament
(OshkiMasinahikan) which was mentioned in the
November 1988 NLIP Newsletter may be ordered
from the address given below. The New
Testament is written in Northern Ojibwe, in
both Roman and syllabic writing systems. The
cost is ten dollars ($10), payable to the
Canadian Bible Society, ·order number 20S00
263DS N. Ojibwe New Testament.
Order from: Canadian Bible Society
10 Carnforth Road
Toronto, Ontario M4A 2S4
Eastern Ojibwa-Chippewa-Ottawa Dictionary
NLIP students are reminded that they may
purchase copies of Richard Rhodes' Eastern
Ojibwa-Chippewa-Ottawa Dictionary at a
special reduced price of $25 U.S., by joining
the Society for the Study of the Indigenous
Languages of the Americas (SSILA). This
dictionary is a very important reference tool
for speakers of Ojibwe from such communities
as Walpole Island, Manitoulin Island, Sarnia,
Cape Croker, Saugeen, Rama, Curve Lake, and
other areas in southeastern Ontario. It is
highly recommended for all NLIP students from
these communities, as well as for libraries
and schools.
Instructions for joining the SSILA and
ordering the Dictionary are given below.
Please note that all amounts are to be paid
in U.S. dollars.
If you are not already a member of the
SSILA; here is how to order the dictionary:
1. Make out a cheque or money order in U.S.
funds for $7 to SSILA. This is the annual
membership fee. You will receive a
newsletter in the mail.
2. Make out· a cheque or money order in U.S.
funds for $27 to Mouton Publishers ($25 + $2
shipping). If you want to receive the
dictionary more quickly, make it out for
$32. 75 U.S. ($25 + $7.75 shipping). The
dictionary then will be sent airmail.
Otherwise, expect it to take two months to
reach you.
3. Fill out the form below indicating how
much the cheque or money order to Mouton
Publishers is for.
4. Send the form and both cheque/money order
Victor Golla, SSILA
to:
Department of Ethnic Studies
Humboldt State University
Arcata, California 95521
........................"........ ...........
Please send me:
;
copies of Eastern-Ojibwa-Chippewa
Ottawa Dictionary by Richard Rhodes.
All orders must be prepaid. Be sure to
include the appropriate amount for
shipping/handling ($2 U.S. surface mail;
$7.75 U.S. airmail)
I enclose a cheque/money order payable to
Mouton Publishers for $
This order form should be sent directly to
Professor Victor Golla, SSILA
�•
SHARING SECTION
I am teaching where I am introducing the
Ojibwe program into the school, and it is
quite a challenge which I really enjoy.
For work already taught, I give them
scrapbooks for each unit. It is their
responsibility to put in what they've already
learned, and I will help them with written
work, and some have already taken initial
steps to writing their own stories. This all
takes place after they have done their work
for the day. After each unit, they are
marked and they can take it back home to read
to parents. One parent came to me and told
me Bobby reads to them all the time.
Nora Hiller
Good teaching idea: if you are reviewing or
introducing single syllabic characters, make
a deck of cards using syllabic characters and
play fish. Be sure to instruct students
about drawing a red line to indicate the top
of each card.
Clara Beardy
PROBLEM - My students like to sing songs and
I only have made up a few or translated one
or two. If anyone has a good collection
maybe they can share.
Clara Beardy
Muskrat Dam, Ontario
POV 3B0
LEGENDS
How The Loon Got His Spots
Once long ago, there was a loon swimming in
the water at Lake Superior. He was teasing a
robin and the robin got mad and started to
chase him. The robin pecked the loon all
over and pulled out a lot of feathers. It
looked like the loon had spots all over him.
When his feathers grew back, they were
spotted. This was the loons lesson that he
shouldn't tease anything. That's how the
loon got his spots.
By Cecilia McWatch
Grade 4
Mobert Indian Reserve
How The Worm Got To Be Small
One day there was a young boy walking around
and he saw a worm on the ground. In those
days, worms were about as big as snakes. He
decided that he was going to keep the worm
for his pet so he picked it up and put· it in
his pocket. He went home and his mom was
heating water to wash clothes. He had to
change his clothes but forgot the worm inside
his pocket. His mom put his clothes in the
hot water and they shrunk. And so did the
worm! That's how the worm got be so small.
By Gladys Sabourin
Mobert Indian Reserve
POETRY
My Friend
You may have noticed that almost everything
that an Indian does is in a circle, and that
it is because the power of the world always
works in circles and everything tries to be
round. In the old days when we were a strong
and happy people, all our power came to us
from the sacred hoop of the nation, and as
long as the hoop was unbroken, the people
flourished. The flowering tree was the
living centre of the hoop, and the circle of
the four quarters nourished it. The east
gave peace and light, the south gave warmth,
the west gave ,rain, and the north with its
cold and mighty wind gave strength and
endurance. This knowledge came to us from
the outer world with our religion.
Everything the Power of the World does is
done in a circle. The sky is round, and I
have heard that the earth is round like a
ball and so are all the stars. The wind in
its greatest power, whirls. Birds make their
nests in circles for theirs is the same
religion as ours. The sun comes forth and
goes down in a circle. The moon does the
same and both are round. Even the seasons
form a great circle in their changing and
always come back again to where they were.
The life of a man is a circle from childhood
and so it is in everything where power moves.
Our teepees were round like the nests of
birds and these were always set in a circle,
the nation's hoop, a nest of many nests,
where the Great Spirit meant for us to hatch
our children.
-Black Elk
Walk
Talk
Share with me
Help
Play
Stay with me
Ride
Jump
Care for me
Love
Like
Hug with me
And
Be my Friend.
by
Ruth McWatch
Mobert Indian Reserve
I like living in the world
Give me air
I like the flowers
Give me alot of trees
I like animals
Gifts from God.
by Thurston Kwissiwa
Mobert Indian Reserve
NATIVE LANGUAGE EDUCATION IN ONTARIO is an
occasional newsletter, published by the
Native Language Office, Lakehead University,
Thunder Bay, Ontario, P7B 5El, mailed without
charge to students registered in the Native
Language Instructors' Program at Lakehead
University.
��
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 (4), 1989
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
1989-01-01
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