647 10 13373 https://digitalcollections.lakeheadu.ca/files/original/e04a59e34ac300c2057db06e1ee689f1.pdf 73debc85632231993eca5e739febc947 PDF Text Text NI\TIVE f.ll,['{ll(;E Il\BIR.:Cirn I S Hrnt, IAKI:rlEAD tNIVERSTIY, 'IH.Nl:R PAY, CNITIRIO. \Ul.ME IV l\l.l'-ffR EWS FROM YOUR COORDINATOR DEAN MCLEOD COMPLETES TERM think Spring has arrived. After the snowfall ,st Friday, I really wondered whether or not 1e new season was ever going to arrive. How­ ·er, it is now sunny and a mere 17 degrees ilsius so I think it is safe to say, "Happy ,ring!" Dean Rod McLeod will be CQTipleting his term as Dean of the Faculty of Education on June 30, 1989. During his six year term, Dr. McLeod has been ·-rery supportive of the Native Language Program. His wisdom, l<:no·.-1edge and enthusiasm have been contributing factors in the development of Native Language Teachers' Programs at Lakehead. The vision of Dr. McLeod led to the expansion of the various programs, financial support of the Minis­ try of Education and the Department of Indian Affairs, and tr.e support of Native Groups for the pr0grc1111. We thank Dr. McLeod for his contributions to Native Edu­ cation and wish him well on his year of leave. · plans for travelling have not been as smooth . I had hoped . r had been invited to attend the ,ibogama-Windigo Native Language Instruction Con­ rcnce Workshop in Sioux Lookout on March 28-30, 09. Unl:ortumitely, because of the icy road con­ tions my car slipped into the ditch near Ignace. ter four hours, my car was finally towed out of e ditch and to Ign.ice. I express my apologies to acllers, a<:lministrators and educators at the con­ rence. My absence was beyond my control. I have ·nt infor:rnation packages ,:ind application fonns to rtha Kakepetum. For any information, please call at anytime. EASTERN OJ:BWE -CHIPPEWA-OTTANA DICTIONA..?Y NLIP s t u d e n t s are remind e d thac they may p u r c h a s e c opies of Ric h a r d Rhodes' Ea s t e r n Oiibwe-Chipoewa-Ottawa D i c tion­ ary at a s p e cial r e duced price of $25 U.S., b y joining t h e Soc i e ty f�r t h e Study of t h e Ind i g e nous L a n guacres of �h e America s (SSILA). This di�tionary is a very imp�rtant refe r e n c e t o o l for s p e akers of OJi bwe from such c o mmuniti e s as Wal p o l e Island, Manit�ulin Island , Sarnia, Cape Croker , Saugeen, Rama, curve Lake, _and o ther areas in sout h e a s t ern Ontari �. It is highly recomme n d e d for al: NLIP s�udents from t h e s e c o mmunit i e s ,' a s well a s for libraries a n d s c h o o l s . April 20-22, the 3rd International Conference/ rkshops on �at1v� Children With E xceptional Needs s held in Winnipeg, Manitoba. My presentations re o� �ollaborative Learning in the Second Language assroom. Then I received an emergency call that · father had suddenly passed away in Victoria. Im­ ·diately r returned to Saskatchewan where most of family live and remained until internment took ace. I have not made any definite plans for visiting tive Language teachers in the field. Steve Chase de visitations to Swrner Beaver, Slate Falls and Sault e. Marie. Now that classes are over and plans for IP 1989 are almost ccmplete, Steve and I will t::y to an scrne visits but ... nothing definite at this point. e plans for sunmer 1989 are almost complete. Instruc­ rs have all been offered positions and to date I have :; heard of any changing their minds. The following achers are planning to teach with us this swnner: m Teskey, Jean Shawana, Da\Jl'la Leblanc, Brian Maznevski, clde Daigle, Reta Sands, Gary Hannam, Michelle Mocci, uck fiero, Ernestine Duswa, Marianna Drowc-zuk, Steve ase, Lena White, Angela Moore, Sist<?r Catherine, John Meara, Elsie Stoney, Heather Donolovitch, Lee Stafford, n Jagger, Grace Teslcey, Judith Petch. n<lidutes for ti1e position, "Tutor Advisory" will be u,rviewecl at the beginning of June. This person will responsible for the daily operation of the transition ogram and serving t�e needs of the students. This will volve course monitoring, assisting students to maintain ogram standards, supporting students in personal and ltural adjustments and in the planning of extra curricular tivities. This person will have a suite in the residence d be available to students from 5:00 p.m. to midnight. am hoping this person will be kept very busy not only with lping you with your hanework but in planning other acti­ ties as well. Elders Program is being planned for the s1Jll111er. This will nsist of an Elder giving a presentation fran 7:00 p.m. to 00 p.m., two nights a week, in a lounge in the residence. rce elders have t;,egn invited to participate in this pro­ ct. Students and other interested persons will be invited participate. This will continue for the first three weeks the sunmer school. te the activiti� fot: the first day, that is July 5th. ere will be registration, orientation. tours and a S,.eet­ ass ceremony. Details are enclosed in your Orientation :;lrnge. R�r, if you do not have a letter or dOCtUnen- . tion that you have had a T.B. Test and/or Chest X-ray, you 11 be sent to Student Health Services to have this done fore registration. realize this is a busy time of year for most of you. �ver, do try to put aside sane of your favourite :ivities, successful lesson plans, unit plans, and 1g range plans to bring ·•ith you. Whatever you tng, will be helpful for your courses. un looking forward to seeing you bac!, this stllmler. ? program offers new and exciting components yet .U main:;ains sane of the familiar components of 1rs gone by. See you in July! Instr�ctions for joining the SSILA and o rdering the Dictionary are giv e n below. Pl e a s e n o t e t h a t all amount s are t o b e paid in U.S. D o l l a r s. If you a r e n o t alre a d y a membe r of t h e SSILA, h e r e i s h o w t o order the dictionary. 1. Make out a c h eq�e o r money order in u.s. fund s fo: $7 t o SSILA. This i s t h e ann u al memb�r s hip fee. You will r e c eive a newsl e t ­ t e r 1n t h e raail . 2. Make o u t a c h eque or money o r de r in u.s. fu�d s_for $27 t o Houten Publishers ($25 + $2 shipping). _If you want t o receive the dic:ior.­ ary more quickly, make it out for $32.75 u.s. ($25 + $7.75 s hipping). The dictio narv will t h e n b e sent airmail . Otherwise, expe�t it t o t a�e t w o mont h s t o r e a c h y o u . 3. Fill out t h e for� below indicating how m�ch t h e_c heque or money o rder t o Mouton Pub­ lishers is for. 4. Send t h e f �rm and .E£!.b. c heque/mo ney ord e r Victor Gol l a , SSILA to: D e p artment of Ethnic Studies Humboldt St a t e Univer s i ty Arc a t a , California 95 521 • I • • I • 1 1 e • 1 • • • I • I I 1 • 1 • • I • 1 1 I I 1 1 I • 1 I I 1 1 ♦ • 1 1 � 1 1 I 1 Ple a s e send me: -:-----_co�ies of Ea s t e r n -Ojibwe-Chippew­ Ott a w a Diction ary by Richard Rhod e s . A l l o r d e r s �ust b e p r e p a i d . Be sure to i�cludc t h e a p p r opriat e amount for ship p i n g/ h a n dling(; . U.S. s u rface mail; $7.75 U.S. airmail). I e n�l o s e a c h eque/m oney order payabl e t o Mcuto Publis h e r s for$ ______ . This order form s h oul d be s e n t directly t o Pr o ­ fessor Vic t o r Golla , SS!LA. IF YOU HAVE ANY SHORT STORIES OR POE72Y WRITTEN BY SOME OF YOUR PUPILS , PLEASE FEEL F REE 'l'O SEND SOME TO US SO TP.AT i·lE CAH :NCLUDE THEM IN OUR NE�SLETTER. �G[•Nl•0A·l'IA. (Tune - Frere Jacques) NEW NLIP NEWSLE'ITER u:x;o r:i-ni-b;i-n11? Gi-ni-ba-n<1? Ni-stieP.-mes Ni-shee-mPS ;';ha-r.hi gP.e ma-dwe-si-noon 7.ha-zlii gPe ma-dwe-si-noon o nish-kan O nish-kan. The Woman represents the Circle of Life, Mother earth. She holds the sweetgrass, Encircling the People, The aweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Language is all of these. The language - a soft voice, a sweet song - a unified rhythlll of the Original Peoples, the Anishnabeh. Gi-ni.-b<1-na? Gi-ni-b;:i-na? N i-W"C!-kil-nP. Ni-wn.e-ka-111? Tu-ta-gun mu-dwe-sin Tu-ta-gun mu-dwe-sin •ra-tc1-gun Ta-ta-gun. From: ABOUT THE ARTIST 0jibwe Songs Translated for Classroom Use by The Ojibwe Cultur11l Founda­ tion, Manitoulin Island. MEE-GWE'l'Cll MeP.-qwetch, mee-gwetch, gwa-natch Je-sus Mec-gwetch, mee-gwetch, gwa-natch Je-sus Mee-gwetch, mee-gwetch, gwa-natch Je-sus M�e-shi-gwn KPed-a-bee-ta GP-get neen min-wen-dam Keen a-pi-tchi ja-we-nim Mee-gwetch, gwa-natch Je-sus (chorus) Mo-shak a-bee-ta-wi-shin Keen e-ta neen-de-ing A-pi-ne bi-m�-di-si Mee-gwetch, gwa-natch Je-sus (chorus) Gail Bressette is a Chippewa-Po ttawatomi artist from Kettle Point Reserve, Ontario, She is a self-taught artist who has been inspired to draw and paint f o r her children, She signs her work Daanis, to dedicate her work to her daughter and to Native women, the daughters of First Nations, who have for centuries been the original artists of North America. . .e BULLETIN BOARD IDEAS •o16• , ho.,,., ... , ,,..... THE ORIGIN OF INDIAN SUNMER A ��ip to almost any part of Canada, and especially the vast woodland wilderness of "The Land of the Sleeping Giant" in North­ western Ontario between September 15 - October 15, is one of breath­ taking delight. The everchanging panorama of Reds, Golds and Greens minaled with the sparkling waters of a myriad of lakes is never-to­ be forgotten. This was not always such a happy season of the year, for many an early settler came to his death durinq this period. Because of the warm days and cool nights at this time, lcw lying mists surround the river and lake banks, where the pioneers were compelled to build their homes, in the evening and early morning. Taking advantage of these mists the Indians would attack, and this part of autumn be­ came known as the dreaded "Indian summer". "Wendigo" Limbrick, H.M., Tales of the Tom-Tom, Hignell Printing Limited, Winni­ peg, Manitoba, ("Wendigo", Fort William, Ontario). •. . • r1oo\'iJ.r-'i Clllefa -� "" . {;.� � ... �;; �•�( :} ' ·,t;¼( ...,, '.r ....... _...,.... ...,.. ....... .u....ttcll �.11.•11111, ......... ....... ,""""'9 ,--..3.,.4"1..... '-!" - ..... A•..•'""'°"'"�"'d1..t H•t .,•.... ,...,.,. __ ,...... ..........,,...,. .,,. ........... ,. ,. ,,,... .-....wo Glover, s. and Greive, G., Bulletin Board Smorgasbord, The Learning Works Inc., Santa Barbara, California, 1982. •was it only yest�rday that men sailed around the moon ....And is it today they stood upon its barren surface? You and I marvel that man should travel so far and so fast .•.. Yet, if they have traveled far then I have traveled farther...•and if they have traveled fast, then I faster....for I was born a thousand years ago •...born in the cul­ ture of bows and arrows. But within the span of half a lifetime I was flung across the ages to the culture of the atom bomb....and from bows and ar­ rows to atom bomb is a distance far beyond a flight to the moon." Only Yesterday, an address by Chief Dan George -irtlracfa "Ae. � I 1'/1\S □ORN A TIIOUSI\ND YEARS AGO ••... From: INDIAN LORE THIS SUMME;R AIL NLIP/NLTC STUDENTS MUST HAVE TB TEST. I� YOU DO NOT HAVE PROOF THAT YOU HAD A TB TEST, YOU WILL BE SENT TO STUDENT S VICES BEFORE YOU F.EGISTER. �INSTI1UTE COURSES ·111rJr1e ;:ire srJV•�i:-al courses being offe red for gr.icluates this ye ar. They .ire as follows: NI, 2713 - l\lgongui11n Linguistics-/\ study of the languages of the Algonquian family with part icular emphasis on OjiJ::,we and Cree. NI. )2�1 - Theory and Practice of Translation 'l'ransliltion theory will be - to the prac­ tie.l'l 4"oi18;e,mi('cfG.ralisi1tir� English to an /\l�cf;rtan "'iaffgu., �dt"r an lgonquian lan­ guage to English. NL 3511 - Literature: '11,e Oral Tradition - Problems and ITIP.lhods of collection and analysis. Research and guided project s in oral literature. SUIHIEH LANGUAGE COUHSES IJatu: Ju l y 6 - 26, 1 9 8 9 NI, 271.'l - lllqon<1ui;in Lingu i s t ics ,. N L 3511 - Lit_ •.. ure: 'l'he ora l Tr,,cliti.on OJ 2011 - Field Study in Ojibwe cont,1ct: 'l"hP. r.oordin;it o r N;, t i vP Language P ro g r ams f,ilkCh<'acl Uni vP.rsi t y Thunder Oa y , O n t ario P7 ll 51•: 1 l-807-343 -8542 TIIEOll\' I\Nll l'lll\C'l'JCE /\ SECOND L/\NGU/\C£ rn NATIVE /\S ED 4743 - Nat ive /Is /\ Seco n d f,angu age P a r t I /In i n t roduct ion t o the rie l d o f Native l a nguage educa t io n t h ro u gh the development of a conce p t u a l rr:im,:,work ;ind the acqui s i t io n ancl pr�ct ic e of sPcOnd language t eachi1111 slcill!<. 'l'ha co urse vill add­ r<?5s /\lgonq11ian St ruct u r e , Profe s ­ nional Grow th, Ganguage Acqu i si t io n Thec,ry .:ind Practice a n d a Pro f e s s ion­ al P r acticum. D.:ita: TIME !IND D/\TES TO REMD-IBER REJ:;IS1'R/\TION �lednesday July 5, 1989 Time: 10 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. OIUENTATION 1-lednesday July 5, 1989 Time: l p.m. - 2 p,m. Location: Lecture 'I11eatre, Agora, University Centre This will be a time of introduction of the f aculty, organization of Student Council and discussion of the programs. TOURS Wednesday July 5, 1989 Time: 10 a.m. - 12 noon and 3 p.m. - 4,30 p.m. Location: Tours will begin from the residence '111ese tours will include: University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of the ca11puters to find resources. SWEETGMSS CEREMONY Wednesday July 5, 1989 Time: 2:30 p.m. Location: Bora Laskin 1032 M opportunity to visit our new office on campus and participate in a 5"eetgrass Ceremony. F I RST Dl\Y OP CL/\SSES 1'hursday July 6, 1989 Time: 8:30 a.m. - 4:45 p.m. Location: Ryan Building and Bora Laskin Building If you have banking or personal business to do plan to arrive early . Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departures. MOR E PLACE NAMES Try once a g a i n t o match up the meaning with t h e name. The a n s w e r s a r e at t h e bo ttom. NO PE EKING! ! l. The ca p i t al ci t y o f a p rovince, a lake a n d a river; f rom t h e C r e e �ord rne a n�ng "mu d d y w a t er". 2. A p rovince a n d river, d e r i v ed from the Cree wor d meaning " s w i f t cu r re nt•. 3. A Great L a k e; named a f t e r a n Indian t rib e . 4. A capit a l cit y; d e ri v e d from t h e �ora meaning "me e ting place". ___ S. A province; d e r i v e d from t h e C r e e wor d meaning "God" o r from t h e A ssinibo1ne word for "la k e o f t h e prai r i e s•. a) Huron b) Manitoba c) Winnipeg d) Toro n t o e) S a s k a t ch e w a n July 6-26, 1989 Contact : The Coo rdinator Native Language Prog rams T.akchead Univ e r sit y 'l'hum.tcr 13.:iy, Ont ario P7n SEl l-807- 34 3 -0542 HELPFUL Jl!NTS FOR STUDENTS To make your stziy during the SU11111er School comfortable, you may want to bring sane of these items with you: •towels •towels *shampoo •iron •soap •medication *fan •pots, pans,dishes, cutlery, cups, a tea kettle to make snacks llere is another list. These suggested items are mat erials that will be useful for you coursework, •stapler •not ebooks •tape •pens •colored markers •tape recorder •samples of work: lesson plans, audio visual, mat erials curriculum, childrens' work, tape recording of music, stories or lessons. •a copy of the notebook and core progra!ll guide­ lines. And lastly ••••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsor's declaration frcrn and have a re­ ceipt signed by the course co-ordinator *If taldng a taxi frcrn the airport, ask the driver to take you to the Hain Residence at Lalcehead Universit y . It will cost about $12.00 fOR MORE I NFOR!'ll\TION PHONE l\NN GU'rHMAN, THE NATIVE l.J\NGUAGE SECRE TARY AT (807) 343-8198 ON MONDAY, WEDNESDAY OR FRIDAY. q ·s P •7 e 't a ·c: :i ·t :s.la�suy "THE INDIAN LANGUAGE IS THE MESSAGE. IN IT ARE EMBEDDED A VAL U E SYS TEM A ND A SYSTEM OF HUHAN RELAT!ONSHI?S •••• If YOU DE S,ROY THE LM!GUAGE, YOU NOT ONLY BREAK DOI-IN THOSE RE­ LATIONSHI?S, BUT ALSO THOSE ?E RTAI::I'.\!G TO MA�J•S CONNECTION WITH THE GREN, S?:"::-, NA:'t:R£ AND THE 07HER THINGS." (Eli Tavtor, Manitcba' �,, Lakehead University_ excelleua: ill cd11ctttio11 �I �o v PrPP-"4...n•4'M' P•Vn.o AJ'o..J•A"' C?O V PrPP..11<1Ln•.6br P•Vn.. .6J'�•.6-:, �J'o.V•AP�•Av V•A PP.o"<IL•A·C ��' 1989 vi\' bPP.a11<JU.cr-<I' <lcrJ'G. V•.6f'•�•4� -:, 7·b- J:E<I"' 6 t..vd' J:E<I"' 27; 1989 •vr<l'nnU' D--V pf,.•<1.•'l-A> : <J.rJ'...V•t:.P•'\,•t:,..,. f'f'.o"<l.'I-A' b.6 ./"PP.o"<l.b.,.-<I' C'O V Pl'f'P.o"<l.'1-.6bf"J' r.._ c•o v PP"°�ci-.ac..• 1.1>r rlw!'bl.M''. 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C?C3 V P•Vn.. .6J'a..J•.6=> ll.J"P•"'-..•ll.a.=> bCJ"PP..o11<JLbcr-<3' <'i c.np> PP .o"<l.O•Abf"' f'P..,"<l.'!•Ac..> bCc...obUP' '\4.J','- f't'": Jf<I• 6 l:.o-J' Jf<I• 27, 1989 'ICrYl<Ala-' : 8:30 f''\,(!,' .6rd' lt:30 f"\,(!,' '16.J'U': b•t:,.• n<t:.l><r"<P V.J"nU':. 1989 o-/\' b•ll.J"PP.o"<lLba-·<J' PP.o11<1Lct•d=> 4743 "IA.rPP..o "<lL"l•<lt>f'P..o"<lL"I' V.rLrPP..o"<lL• A•C <J.r.ro.V·AP•'\,•t.o.> rPP..o"<lL"1•4- <JI\ PPJ'f'P..o"<l..or'•4- QO V PrPP.o�•Abf' P•Vrl.o AJ'fU'6? �Cl,V•AP�•Av bfP.o"<ILct❖ �./'PP.o•<D..•A•C 41.ft.J,.a- P,'#': ,c,ina�': V-CJ'l'P.o'<IL·A·C <1.,..J'o.V·t:.f•'\,•A,r bl'!'..,•4..'1·4,: V<l<r PP.o"<ll.·A·C ,A.NP ..0 4..,-4<1.,..J'...V•Af•'\,•A<r C/l"d- .,.ftcc A.J'f•'\,•A> ...•c ........ 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'16.J'rcrd!>' VC l>.o•Vcr•<J• PP.o"<IL'l•t:.Ll...6b...V <II\ PP.J"J;,> 1>..,•Vcr•<I' OJ'PP .o"<IL'l·t:.... • l>•V l,.ll./" PPc..•<ICl'O,l\"AbUP> 4744 r... 4745 r... r..-r'C•Ac..dr'!r" t>•U�t:...! l>PLl>..-b' VPPJ'J',,' I>.o•V cr•<I• PP .o"<IL 'l•t:.c.. > rPPtr"<l.'!!.' <J.,-./"...,V•.61'•'\,•t:,....,>. pvJ\> P!.1\- ·LIP'l'CL• l>·V 1>r <If" l>L 'lll.J"P)',,> "'•c I,',, ·MJ"l>J"l\f:,.'I!,> The Coordinator Native Language Programs School of Education Lakehead University Thunder Bay, Ontario P78 5E1 * rl."PCL..Y PP.o'<IL,-ALr'a.Al.-.. * r.._ ft 4.-.J'..V·A• r-'\,•A" rf'I'.o"<IL'I!,> C/1"6- rftCC A.J'f•'\.•A· VA.J'PP .o'<IU,..-•<1'. rl."PCL..Y PP..,•4..'l•Alr'-.Al.,-ft 4.-.J'o.V•A•. r•'\,•A' n'I'.o"<IL'&-' U'P)•ticr �Oa., 807-343-8542 a.'C b!r Vb bO(tibr<l' I 800 465-3959 *Translation of courses later on in Newsletter* THE OJIDWE NEW TESTAME�T The Ojibwe New Testament (Oshki­ Masinahikan) which was mentioned in che November 1988 NLIP Newsletter may be ordere d from the address given be­ low. The New Testament is written in Northern Ojibwe, in both Rom�n and sy l l a bic writing systAms. The cost is t.an dollars ($10), paya b l e to the Cana­ dian Bible Society, order number 20S00 263DS N. Ojibwe New Testament. Order from: Canadian Rible Society 10 Carnforth Road Toronto, Ontario M4A 2S4 ! 1 Syllabic Template Under th� supervision of Grant Stephenson and with the financial assistance of the Secretary of State, a syllabic template has reached the final production stage, and will be on sale in the Lakehead University bookstore within a few days. The template is similar in shape to a plastic ruler, and has the syllabic shapes cut out of it. With the proper technical pen, the template can be used to trace neat and regular syllabic titles, signs, posters, etc. A sample of the lettering from this template is provided elsewhere in this newsletter. Templates can be ordered for $6.2S each, plus $2 shipping charge by writing to Lakehead University Bookstore, Thunder Bay. Ontario, P7B SEl., and requesting a "syllabic template". It is reCo!IUllended that the appropriate technical pen also be ordered at the same time. This pen will cost approximately $1◄. VD[> <1°· 16<J Un)C 1 " C)9Pdb" '7 ( � � n � � l s � J' � � � � 7 7 C -; V o � Sample of Script Produced from Portion of Syllabic Template (see above article) �DR . HENRIE."ITE . SEYFFRET MEMORIAL PRIZE Larry Beardy, A Native Language Teacher at Cape Crocker, was the recipient of the 1989 Dr. Henriette Seyffert ME!IIIOrial Prize. An award ceremony was held at Lakehead University on Tuesday March 2 1 , 1989. this: □ This award was established in menory of Or. seyffert in 1987. Dr. Seyffert was the moving force behind the establishment of Native Language Studies at Lakehead University. The prize is awarded to the student who has canpleted a minimum of three full course equiva­ lents in Native Language Studies at Lakehead University, and whose average mark, canputed on all native language courses canpleted is the highest for the year. No_ student is eligible to Yin the prize more than on� C0"'3RA'IULATIONS LARRY! ! runJRE ENDEAVOURS. Algonquian Verb Card A study tool for Ojibwe or Cree language learners and for students in Al 1212 or Al 1210 i s now i n the bookstore. It i s a companion to the Algonquian noun card developed three years ago. I t i s a buff coloured card, sold i n lOG card packages at $2.25 [plus tax) per package. It looks like ALL THE BEST IN YOUR s "The soil - a source o f strengt h and nourish­ ment t h a t h a s been accumula t ing since infinite ye ars p a s t . The sun and rain are elements o! t h e present, equally needed for growth towards t h e fullnes s o f life. The tre e must have both the soil (of the p a s t ) and the sun and rain (of the present) in order to develop towards m atur­ i t y ( the future ) . So also must we have the wis­ d o m o f our anc e s tors, w i t h the experi ence o f our own existence, d a y b y day, in order to become completely whole, as a m ature person". Wri tten by Dr. J .C. Hill, S i x Nat ions Ind i an R e s erve. pl h code 2 3 1+3 2+1 2+2 3+3 NATIVE LANGUAGE INSTRUCTOR ' S PROGRAM i s an occas ion, newsletter, pub l i shed b y the � at ive L anguages 0 f f i c1 L a k e he a d Univers i t y, Thunder Bay, Ontario, P7B S El , m a i led w i t hout charge to students regi s tered in t h e N a t ive L anguage Ins tructor ' s Program a t Lakehead Univers i t y . !. .....,,,,,,. ___ !�� Lakehead University __ !:, ';;; .,l 1,,,.-:,p� A Nord1ern Vis'1on , NATIVE AS A SECOND LANGUAGE FOR CHILDREN JULY 6 • JULY 27, 1989 SPONSORED BY: Native Lii/lguage lnsuuctors· Program, Lakehead Universiry ii/Id The Lakehead Board o1 Educauon These dasses are for children wishing 10 srudy Native As a Second Language. The classes are oesigned to develop and enhance a srudenrs awareness of Native cunure and to develop communication sk�lls in a Nauve language. . The dasses wi� comprise of class time, ou1door activities, and r1eld 1nps. C!'llldren ageo five years to 1/li11een years are invited to participate.· COURSE INFORMATION LOCATION: Bora Laskin Building School of Education July 6 • July 26, 1989 OATES: TIME: 8:30 a.m. • 1 1 :30 a.m. Free FEE: For turthar inforrnallon pfaasa call or write: The Coordinalor Native Language Programs School of Education Lakehead Universuy THUNDER BAY, Ontario P7B 5E1 Tai: 807-343-8542 or loll fraa 1-800-465-3959 NATIVE LANGUAGE INSTRUCTORS' PROGRAM The Native Language Instructors' Program is designed 10 prepare candidates 10 teach Native As A First Language or Native A.,; A Second Language. TO-ENTER THE PROGRAM YOU MUST • speak a Native language or • read. wiite and speak a Nauve language and • meet Lakehead Universiry·s Marure Admission requ·remen:s WOULD YOU LIKE TO: • earn a Permanent Lener of S!anding from 1/le Ministry of Education for teaching Native As A Second Language • eam a Diploma in Native As A Fi,st Language • eam a Diploma in Native As A Second Language • promote and maintain the teaching or Native languages For mora information and an application form, contact: The Coord" nator Nalive Language Programs School of Educa1ion Lakehead Universiry Thunder Bay, Oniario P7SSE1 Tel: 807•343-8542 or toll lraa 1·800-465•3959 !::::::::::::::::::::::::::::::::.:.:.::.:::::::::; ---------------------------DEPMTM£NT o, i.»N.UACES ,. SUMMER COURSES TIOll '7-, [OUC.. NATIVE J.S A SECOIID lAIIGUAGE (AI.GONOUl.t.H) PMT > M in•odltllCIOft ID l'I• 6-'4 or NHn •anvu•;• ffUCellon fltou-gh "• ct••-'CIIP"'..,., ot • cC1ttC9P11Uaol h'am�lr. '"" iti• -�sdo,, •nd p-ai;f11ee ot lan9,1a99 twad'in, llkillt. Th• CWl'H ... addr•• �9cnqu&an �1.1¢lHI, ptOtNSClnal 9,0#0l'I. llft9,Ja1J•acqui•aon "'°" and pa,c:1,.. and pot•aicnatp,actcum. COUASI 111,0AMATIOII LOC.&11011: RylO e.,io;ng. Ui<Ohood u-..■t, J"r i • ""9"" 2. 19119 DATE; ,9.lOam - 12-:.:>pm, 'nMI.; 1 :45 • 4.45 p"' .Mond.ay ID Ftid., lUCll8'UTY ,. AnOn1..0Te1dl•'•C«1rt,ca•a,d 2. A\1.-.c:y In a N..,,. Uf\9UeiJ• QUAURCA.TIONS· � wee.NU com�IIMln ot ha CO..tM. Educaac,, '7,H Md [!IUYlon ,?'5, M c_.didele Mio M ..i9i'CI• b" edOIIONII ......., a/Onlarm opp- 'IUlblul..,."' N.... l.<n�•9•· Fw turiher lrttonNl90f'I an• ap,-Hc:eaonJregl■ttalon ,.,.. 111,i t,w COOtein&tO, Nat� 1.ani'ua� Progran• Scnoo ol Ecluu"°" L.alii.•ri.ad Uni¥-•ti'Y THUNDEO e••• o,...;c, P78$�1 Tel: ,01.� _. to:, frH 1-800,,4.65-31$91 1989 SUMMER COURSES JN NATIVE LANGUAGES NL 2713 • ALGONQUIAN LINGUISTICS. NL 3251 • THEORY AND PRACTICE OF TRANSLATION; N L 35 1 1 - LITERATURE: THE ORAL TRADITION; OJIBWE 1010 • INTRODUCTION TO OJIBWE, OJIBWE 2011 • FIELD STl,IDY OJIBWE LANGUAGE DURATION: Thursday. July 6 to Wednesday, Ju;)" 26. 1989 .,.f! EGISTRATION: Wednesday, July 5, 19B9 For furthe: information and application/registration material, please wri le or call: The Coordina1or Native Language Programs School ot Education Lakehead Uni versi ty THUNDER BAY. Ontario P7B 5Et Tel: 807-343-8542 or toll free 1·800-465-3959 -----------------------I ------------------------ �WELCO M E TO N. L.1. P. ! �� �t:XOOJ GW� So • )'011 waiit to t>e a naciva l•a.111•1• te•cher : ti JO"- """t to r:eech l"'•P1■ who ii.I> ,l!.2$ knov the lan1u•1•, ID thi• ..., l r you ,.."nt to te"ch f'<!nplC' whu clo know the lan1u•1•, aa_. _ th1e � � g3 YA)'. bglotH in th• H•tl•• •• • Secon4 !Jlngu■1• (IIASL) ,11.pl­ proaraa. Confused as to WHICH program you should enroll i n at Lakehead University this coming su11111er? Steve Chase has tried to make it all very simpl e-­ just follow the road! ( If you 're sti l l confused after studying thi s , phone our Native Language Office for more infonnation . ) Mi ikwehc , Steve! FINGER PRINTING Materials: � / sponge 9 " x 6 " construction paper or thin white paper marking pen Procedure: 1 . Make a stamp pad by brushing thick paint onto a damp sponge ( or use a reg­ ular stamp pad). 2. Press your finger onto the sponge and then press 1t onto the paper. 3. Make animals. insects. birds. and peo­ ple by adding noses. eyes. ears. tails. etc. with a dark pen. Make a whole zoo or circus of these little finger creatures. Our t h , J. , Show You Care , Good Apple I nc . , Hamil ton Press I n c . , H ami l ton, I l lino i s , 1 �.. '.ORE II! (ALGONQUIAN) The fourth teachers' guide in the series reaching an Algonkian Language as a Second 1nguage" i s in it' s final editing process and lOuld be on its way t o the printer soon. The ,ok is a Core Program for grade three, and ,ntains two interesting appendices: Appendix A s a physical education program for grade III, to ? taught IN the Native Language. It was written f John Delaney, a highly regarded physical jucation instructor and educator of Native 1ildren and youth. Appendix B contains a plan ,r the beginning of Native reading instruction to Jtive-as-a-second-language students, and is :itten by Mary Mitchell. trnestine Buswa, of the Ojibwe Cultural ,undation, is in charge of this project, and we ish her well as she prepares the manuscript to go , press l. CONFERENCES NPIT'IVE llMERICAN STI.DIES a:NFEREN:E lake Sq:eriar State lltl�ity rate: Q::td:er' 'Z'l & 28, 1989 Fer rrore infamaticn cxntact: Mr. Jack Kil:ble Director, N:l.ti� kteriam CEnter lake �or St.ate Utl�ty Sault Ste. M3rie, MI� 49783 Tel.epn'E: l-�2223 VIIth -w::mD a::r-rnESS CF cn.@RATIVE Eil.J::A'.I'.ICN lhi�ty of M:ntreal M::nt.real' canada ta.te: J\.ll'E 26 - 3J, 1989 'Ira O:xx;;µ:� will l:riIJ1 t.cg;thar i;:articii;ants fron aro.m tl'e ...orld, an:l its p:cgrau will refloct this di�ty. Far rrore infamaticn write to: Dr. Jacq..es Iarattagre ClBi.men, � Cl:mni.ttea VIIth W:lrld O:xx;;µ:� of OJti:arati� F.d.rn.ticn Fc:o.ll.te CBS s::ien:as de l 'e:lu:Bticn lltli.ersite de M:nt.rea1. C.P. 6128 su:mrsa1e A M:nt:.raal, Q..xm: C3rada Hl:: 3J7 or t.el.epn-e: 1-514-343-6449 ar 343-65:0 A NJIE FID1 YaR EDI'IIB �, this l'SvSletter rreoo tl'e ax:i of a � proj.rti� year. First of all, I finish:d all of tl'e Cil.lr9= re:iuirsrart:s far tra t--�..ers of F.dx:aticn � an:l an n:M � m rrf project. O'l:E this project is crnplete, I will graiate with an M.A. in F.dx:atiaal Adtti.nistraticn. At tines I fan:1 trat this IEl&etter was � tme cmsuninJ hlt I can S:tY tlBt it was a re:..ard.irg e.,q:eriam am r v.Ulld rot h:sitate t.o ct:, it all cgmi. I re3lly enjoye::1 v.orldr:g with Bm:ara, 9\,e.1 th::x.g1 sh: am :t:e picky at tizres. B..tt I gu:ss teir:g picky is ..rat ra.s im:le h:r 1Xo;JI.a11 a sr::o=ss, a.lag with alot of kn::w­ �. :i;atien:e, trrlerst:.armry arrl d:Hl to earth cnn­ m.nicaticn. I lo:x fc::in.erd to re:eiving a cq,i, of th:! rs-.sJ.etters :in tra fublre arx:1 will try t.o crntrib.rt:e to it wiBeler I can. Hare Is t.o tl'e NLIP Pr'q;µ:an, t.o tra !'a..sletter arx:1 t neny ye.u:s of sxx:ess. F".e:p up tra gxrl .ax. � EM:n'e Sab:min \I • 11 lustsated Is one set of pictur.s fl"Offl the Core Ill Program, ""d to tuch the Preterit of unrealized intentions. The scr-ipt n.,ns ilS fol lOIOS: I I I 1 I wn wu wu ..,15 wds going going going going qoinq to to to to to wash clothes , but the wringer isn't working. wuh dishes, but there i � no soap. Iron curta ,ns. but l can t find the iron. o•int the shed, but I so : l l ed t�e paint. _ plant tM qarden, but it , ra1n1nry. I> �� Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 4(5), 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 https://digitalcollections.lakeheadu.ca/files/original/42a0de5ff6477e5d5cea1242fc7a65b8.pdf 6cf8e4066c835c4889034f412c98ea9a PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, l'l o. 3 February, 1990 �NATIVE LANGUAGE EDUCATION IN ONTARIO is an occassional newsletter, published by the Native Language Office, Lakehead University, Thunder Bay, Ontario. P7B 5El Lakehead UniversitY--­ A Northern Vision �CONTENTS News From Your Coordinator 1 - 2 Native Language Programs at Lakehead University 3 Summer School 1990: 4 Times and Dates to Remember Did You Know? 4 Sharing Section 5 Conference News 6 Modern Pow Wow Dances Reflect Old Ways The Importance of Cultural and Language Education 7 - 8 9 Integrating Culture Into The Native Language Curriculum 10 - 12 New Releases 12 - 13 Films 14 �L �NEWS FROM YOUR COORDINATOR The new year is here, 1990! An exciting new decade with challenges and exciting innovations for Native language. Ann Guthmann, the NLIP secretary for the past eight years, retired in December. Ann and her husband Hank are now both retired. They bought a new van, visited their children over Christmas and are presently travelling to exotic, sunny places. Unfortunately, Ann did not have enough room in her suitcase to fit me in. We will miss Ann, however, we will fondly remember her for her patience, flexibility, and many contributions to our program. Enjoy Ann! Our new member in the NLIP office is Cheryl Kylander. Cheryl brings with her many years of experience coordinating programs at Old Fort William. She has written curriculum, provided workshops, and initiated the ongoing development of the Indian Encampment at the Fort. We welcome Cheryl to our NLIP family and hope she will stay with us for a long time. We have had visitors visiting our program from Minnesota and Fort Smith, Northwest Territories. The people from Minnesota included: Rosemary Christensen, Lee Lundin, Steve Coutre, Billy Blackwell, and Ron Kelly, They came to find out about our Native Language Teaching Programs at Lakehead University. Lena White, John O'Meara, and Larry Beardy also kindly assisted in the workshops. The group went to Pie Mobert Reserve for a morning to observe Native Language. Many thanks to Jean Shawana, Ernestine Buswa, staff, and children for their hospitality during the visit. The visitors from Fort Smith include Alice Bolduc, Director of Native Teacher Training, Arctic College and Reiko Trudeau, Consultant, Ministry of Education. They were investigating the possibility of sending students to register in our methods and foundations courses. They have initiated a materials exchange. Thus, this summer, we will have some samples of how they teach Native language in the Northwest Territories. Freda McDonald, Cheryl Kylander and I gave workshops at the Department of Indian Affairs Teachers Conference recently. Freda did a hands-on workshop on Native crafts. Cheryl and I did some planning sessions with the participants. We saw Cecilia and Linda there. We have sent out the registration forms for NLIP 1990. It is essential to remind you to complete your medical forms and have a TB test as soon as possible. Two residence houses will be available to us again this summer along with five townhouses. When completing your residence forms, be sure to mark how many people need accommodations. The charge is per body, not per bed. The Native As A Second Language Summer School for children will be in operation this summer. There will also fe a Fun Camp available for the children. We are applying for funding to construct a wigwam on campus. It will be constructed during the last week of the summer school as part of one of the workshops. Along with this, participants will have the opportunity to make a model of a wigwam to take home with them. - 1 - �An International Conference on Native Language and Culture will be hosted by the Native Language Instructors' Program in May 1991. Mark your calendar and apply for funding to your board or band to attend. Also, I am anticipating may of you will present workshops and/or participate in the sharing sessions. I will have more details in the summer. Keep sending in samples of your activities and lessons. In this newsletter, we include a coloring activity in syllabics by Judas Beaver. There are several articles on culture and how culture can be integrated into your program. As well, there is section on conferences regarding Native Language and Native Education. Many of you may have some interest in purchasing supplies to provide some cultural activities for your students. I have included a source for purchasing such supplies. I hope this proves helpful to you. Until next time, Happy Teaching! I)__ I'Oo,,t.idtuv NORTHERN HDES INCORPORATED CIO ,._A MOCCASltl AND (;flAFT SHOP R.11.• I, OM.UI\ ONl'AfllC>, U\I ettl f�• tollov,n1 p�ie•• •r• aYailabl• tor direct order■ troa all natiYe oratt• people aftd. native eroupa in On�ario: Colour Pr lee• Ore.de •• 3.1$ 3.00 ' 3.75 OAl!ffHT CllAFT DISR OTRU COLOURS o.uumrr C&AFT S 3.00 ' 1.$0 •' 3.50 2.75 DBBR SPLITS OAIINBNT CMFT IIIDIAII CRLUt or IIKITI INDIAII CUAH IIOOSB SPl.?TS PACllNO AND POSTAOI ( 4tb cl••• parcel po•t I Telephone order•: Orillia 105 326-lt4Z Toronto 411 917-lt32 Quant.it7 .q.tt. •q.n. ... ,,. •q.ft. •q.tt. eq.tt. •q.tt. S 1.10 eq.tt. tl3.00 per parcel ( 150•200 •q.tt.J P.S.T. 8K or Band No. Tou.1 a-tttance: Ql!dlL.... Ga....n� 'l\l&ll�� ha• a ainiaua of �ol•• or bl••i•h••• Craft qu•lJtr l• the .... hide •� •..,.••n� qu•litr •xcept �hat •OIi• hole• or bl••i•h•• are preaent. Tllia qualitr •• au,t•bl• for aaaller crat� work. ..... · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · · PILIYJIJ : Adclr•••: .......................... , ........... PRYClltS lFFICTIVI DICINlla 1�,1991 VISA Account. Mo. lxpir7 Date: - 2 - s11nature: Co•t �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY Summer 1990 Native Language Programs NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5-August 1, 1990) This program is for students wishing to teach an Algonquian language as a second language in the Province of Ontario. This is a three summer program leading to limited teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NLIP/NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second language. Our-of­ province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NLIP/NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5-July 25, 1990) This program is for students wishing to teach Native as a first language. This is a four summer program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. SPECIAL COURSES These courses are for graduates of NLIP, or students with similar qualifications, who wish to pursue special studies within the program. (July 5 - July 25, 1990 Oj 1012 - Introduction to Ojibwe II Development of conversational skills and practice in writing. Cr 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Cr 1012 - Introduction to Cree II Development of conversational skills and practice in writing. NL 3551 - Literature Specific problems of extant literature or creative writing. NL 3751 - Linguistics Specific problems of theoretical or applied linguistics. Ed 4744 - Native As A Second Language (Algonquian) - Part II A consolidation and expansion of the work of Part I to develop and build on basic concepts and skills of teaching a Native language as a second language. An introduction to research skills in both Algonquian language and second language education will be included. A professional practicum will form part of the course. - 3 - �SUMMER SCHOOL 1990: Times and Dates to Remember Registration: Wednesday, July 4, 1990. Time: 10:00 a.m. - 12:00 noon in the Agora, University Centre. Bring your student card, TB test results and your tuition if you have not already paid it. Orientation: Wednesday July 4, 1990. Time: 1:00 p. m. - 2:00 p. m. in the Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council and discussion of program. Tours: Wednesday July 4, 1990. Time: 10:00 a.m.- 12:00 p.m. and 3:00 p.m. 4:30 p.m. They will begin from the Residence. Tours will include University Campus, Native Student Services, Bookshop, Field House Sports Complex and the Libraries. Libraries will offer short sessions on the use of computers to find resources. Opening Ceremonies: Wednesday July 4, 1990. Time: 3:00 p.m. in the Bora Laskin Gymnasium. An opportunity to participate in a traditional Native Ceremony. First Day of Classes: Thursday, July 5, 1990. Time: 8:30 a.m. - 4:45 p.m. in the Ryan Building and the Bora Laskin Building. If you have any banking or personal business to do, plan to arrive early, before your classes commence. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. DID YOU KNOW? Veronica Archibald is teaching NSL every day at Ecole Secondaire Cochrane High School in Cochrane, Ontario. Veronica is teaching students in Grades 9 and 10. Cecile Wheesk is teaching Cree, Monday to Friday to students in Senior Kindergarten to Grade 8 at Bishop Belleau Separate School in Moosonee, Ontario. Gull Bay School is fortunate to have Anette Kowtiash teaching everyday to their students in Senior Kindergarten to Grade 8. Simeon Nakoochee is teaching in two schools in Cochrane, Ontario. In the mornings from 900 a.m. to 1:30 p. m. , Simeon is teaching Cree to grades 1 to 5 at G.H. Ferguson Public School. In the afternoons he teaches grades 6 to 8 at Commando Senior Public School. Junior and Senior Kindergarten classes are to commence after Christmas. Wanda White teaches 2 �ays a week at George O'Neill Public School, Nipigon, Ontario. On Monday evenings Wanda teaches Grade 10 and Thursday evenings, Grade 9. - 4 - �SHARING SECTION: Judas J. Beaver has sent this in to share with fellow teachers. With Easter just around the corner, maybe you can use this in your classroom. Colour and Use Numbers Judas was also kind enough to share some of his thoughts and suggestions on Native language teaching. He says . . . "One of our problems in our teaching is not having our own classroom. The reason is that the work and drawings the students do cannot be shown in the class because there is no room or bulletin board for Native language classes. Another problem is that the Native language teacher has to carry his/her lessons, papers, etc. from class to class. There is no space for us. How would you like to have a ODAWEGIIZHIGAD Buy - Sell - Trade Fair To open Summer School 1990 Lakehead University Participating students would bring their local Arts and Crafts. If interested, call Violet Shawanda, New Credit Native Language Program. R.R. #6 Hagersville, Ontario NOA lHO ph. (416)768-3586 Best between 10:00 a.m. and 4:00 p.m. The Fair could be one day, two days or one week. We could set up booths, teepees, or whatever. Please write or call soon. Thank you for your support. Submilled by: Violet Shawanda - 5 - �CONFERENCE NEWS NATIVE AS A SECOND LANGUAGE CURRICULUM CONFERENCE April 4 - 6, 1990 Holiday Inn, Sudbury, Ontario The purpose of the conference is to provide a forum for Native language teachers and educators to share second language teaching methods and curriculum resources. Teaching activities or workshops that highlight aspects of culture will be presented. This event will also strengthen our networking in Native language programming. All Algonquian and Iroquoian language teachers are invited to attend. We also expect the participation of some interested school board personnel, pricipatls, education directors, coordinators and administrators of NSL programs. For more information Contact: Lena White, Ministry of Education, 199 Laree St., 7th Floor, Sudbury, Ontario. P7E 5P9 Phone: (705)675-4436 AWASIS CONFERENCE '90 March 7, 8, 9 Saskatoon, Saskatchewan KEYNOTE SPEAKERS: Thursday, March 8 Garry Phillips * author, 27 Ways to Imrove Classroom Instruction Friday, March 9: Nathan * * * Mathew advisor t Indain Arrairs Band Schools Evaluation Project evaluator, Seabird Island Community School director and instructor OTHER SESSIONS INCLUDE: * Student retention, survival skills, motivational techniques, learning styles, Indian languages curricula, students recognition, Indian and Metis Education Branch and many more. For more information Contact: AWASIS CONFERENCE "90 PHONE: 382-7558 The Tenth Annual International Native American Language Issues Institute (NALI} "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 68, 1990. Pre-registraion is $90.00 (U.S. currency} per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration forms write to NALI '90Planning Committee, P.O. Box 963, Chictaw, OK, 73020. Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education Ottawa, Ontario, November 24-26, 1990.For registration form write to : Andre Jl Krawcxyk, Program Chair, Race Relations Consuttant, Vancouver School Board, 1595 West 10, Vancouver, B.C. V6T 1Z8 - 6 - �MODERN POW WOW DANCES REFLECT OLD WAYS by: Heather Andrews Dancing has been an important part of our culture for countless generations. Spectacular body movements and intricate footwork are deeply influenced by tradition. The term pow wow actually refers to the coming together of the people. In the early days, families meeting after long separations during hunting season, would celebrate their reunion with song and dance. Similarly, today the people gather to hold modern versions of the early pow wows where traditional costumes, songs and dance steps tell stories from long ago. One of the earliest dances, the War Dance, was performed by men ready to leave on a raid. Their resulting enthusiasm was further increased by the voices of the women who sang along, uttering war cries. Still a popular dance today, the War Dance was often a test of endurance, as the singing of different renditions of several songs caused the dancing to last indefinitely. A similar celebration was held when the successful men returned to camp. With the Scalp Dance, however, the women did the dancing, with souvenirs of the raid held proudly aloft on sticks as the danced about. Basically a dance of victory, it was also a dance of mourning for those who did not return. A later, modern version, sometimes called a Round Dance, is still performed today. Other dances include the Medicine Pipe Dance which celebrated the presentation of the sacred medicine bundles. Or dances for young boys, who drank love potions, or in another ceremonial dance, imitated the flight of the mosquito, one of many dances which have their origin in nature. - 7 - �The most popular dance of our people of long ago, however, was the Sun Dance. Preparations began months in advance. A mid-summer celebration, a holy man or woman acted as sponsor and directed preparations. Praying, chanting and the burning of incense or sweet grasses, accompanied cooking, costume making and camp preparations for the many who would attend. The purpose of the Sun Dance was to renew communion with the Great Spirit. Legend has it that directions for celebrating the Sun Dance were given to our ancestor Scarface. These included specific instructions for building the lodge, and conducting sacred rituals. Fasting, gift giving, and prayers of thanks were highlights of early Sun Dances. Dancing was, and is a form of recreation, and when accompanied by a song often told a story. A good singer had to remember many songs, and offer them in a specific order. Songs invented to honour individual events were often retold around many different campfires. The big drum of today was once a hollow log, or folded rawhide, beaten with a stick. Bells and rattles added pleasant sounds. Originally a bell was worn for each time a warrior had been wounded. Today, Native people still enjoy dancing; indeed the art is enjoying a resurgence or popularity. Traditions have been modified to allow men and women to participate equally. The influence of the cultures of Irish, Scotch and French ancestors have been blended with the traditional Indian culture. Groups such as the Northern Lites Dancers, based in Kikino, Alberta, perform regularly to Native and non-Native audiences. Included in the their repertoire is the ever-popular Red River Jig, sometimes called the Metis National Anthem, originally performed by young men to attract the attention of a female admirer. The Duck Dance, Reel of Eight and Drops of Brandy are other specialties of the Northern Lites group. These traditional dances feature three or four couples performing intricate patterns requiring precise timing. Each dance is a salute to a celebration, such as births or weddings, or as in the case of the Duck Dance, the mating rituals of waterfowl are demonstrated. Today, pow wows are held frequently throughout the year, and schools and friendship centres are encouraging dancers to learn the time-honored custom for performances and competitions. It is especially exciting to see the beautiful traditional costumes becoming more frequently worn. It seems certain this historical and significant pastime will remain an important part of our culture. - 8 - �THE IMPORTANCE OF CULTURAL AND LANGUAGE EDUCATION by Patrick Brady The role of the Native language teacher is a very important one. Since many of the teachers in your schools are non-native, the Native language teacher is the person who the students will look to in order to learn about their own language and culture. Language and cultural education not only helps to preserve traditional Native culture, but also helps the students to better understand the other subjects they study as well. Culture has been defined as the lifestyle shaped out of learning what works ·and what does not work for a group of people (Armstrong, 1987 p. 14). In order to ensure their survival, that group of people will pass that knowledge on to their children. The passing of knowledge from one generation to another creates a traditional culture which insures the healthy survival of the next generation. Before the invention of schools, education was a natural part of life that was carried out a part of the daily life of the culture. Traditional education methods were very effective. It was carried out by the family or clan as part of the child's every day life. Educational activities were usually age-grouped as a child was not expected to complete tasks that were too difficult for him or her to handle. The motivation to do well came from the child's parents without having to compete with other children. Teaching methods included rituals, recreational activities and work experiences. Celebrations, songs and legends were important to the children's understanding of the use of the land as well as being a part of their spiritual and emotional well being. Without this cultural education, the group was in danger of losing its spiritual values which protected it from abuse of the environment, community, family and person. Language is very important in preservation of culture and this is what makes the role of the Native language teacher so important. The language of a people is their way of teaching the next generation their history, culture, and spiritual values. If children do not understand and appreciate their language it will be difficult for them to maintain their culture in an ever shrinking world. With satellite television available in even the remotest of communities, the children are being exposed to more and more non-native languages and culture on a daily basis. The Native language teacher is also important because they help their students to learn more in other school subjects as well. Most of the other subjects such as mathematics, science, social studies, etc. , are taught in English and deal with ideas that come from other culture. In order to understand these ideas the children must translate them mentally from English into their own language. They also must compare new ideas to their own culture in order to understand the culture they are studying, This becomes very difficult if they do not have a strong command of their own language and a good understanding of their own culture. This make the fob of the Native language teacher very important indeed. References: Armstrong, Jeanette C. Traditional Indigenous Education: A Natural Process Canadian Journal of Education Vol. 14 No.3 1987 Emerson, Larry W. Tradition, Change, Survival: Cognitive Learning Process, Culture and Education Canadian Journal of Native Education - 9 - �INTEGRATING CULTURE INTO THE NATIVE LANGUAGE CURRICULUM There are several reasons for integrating culture into the Native Language curriculum. It helps to validate the importance of the home culture and values by making that culture visible in the school setting. It serves to strengthen the self-esteem and motivation for each students. An Indian student can learn to live in the outside world, yet do so without rejecting the culture and heritage of parents and community. The greatest stumbling block to genuine cultural integration is failure to plan a process for implementation that will continuously involve all those concerned. The following article offers some suggestions which may help teachers to be more creative in their approach to culture in the curriculum/ Culture themes should be chosen. Working as a group with other teacher, brainstorm all the possible lessons which could be generated around each theme. Some themes may include: . Bear . Four Seasons . Pow Wow . Reservation . Wigwam Using the theme Reservation, note all the possible topics or lessons which could be generated. RESERVATION HISTORY - history of the reservation - geography history of tribe (s) on the reservation - festivals/celebrations - population figures SCIENCE - animals natural to the reservation - habitat of animals - hunting and fishing practices - industries on the reserve - natural resources - herbal and natural healing practices - land formations on the reservation READING/LANGUAGE ARTS - read about resources on reservations write poems/stories about life on the reservation read about other tribes use some student writing to work on grammar vocabulary building spell names of different reservations determine origin to tribal/reservation names explore, discuss similarities/differences of languages on reservations identify key legends for each reservation dramatize different stories explore the use of sign language - 10 - �PE/ART/MUSIC - tribal dances - games - arts and crafts unique to the community instruments � � , MATH - figure the distance from on reservation to another - compare sizes of reservations - population figures - land area - traditional types of measurement - counting and place value - figuring: numbers of kilometers for reads, numbers of telephone lines, catches of fish, amounts of water, longevity of average individual tribe member, birth/death rates, education levels* POW WOW HISTORY - Costumes observed at different Pow Wows: grand entry, give aways, namings, honor songs, reveren�e for eagle feathers, specialty dances - attendance at Pow Wows - regions from where they come SCIENCE - use of animal parts on costumes preparing the grounds and environment seasons and relationships of celebrations gathering of things in nature (bones, shells, furs, etc. ) tanning hides plants and herbs for ceremonies animal behaviors of dancers defining feathers and uses study sound: drum vibrations, songs READING/LANGUAGE ARTS - reading stories writing poems, reports, stories or personal experiences - interviewing dancers and singers or significant individuals - writing or reporting about Pow Wow events - vocabulary - grammar related to student writing - researching celebrations in the area - listening to sounds - pictures to write about - identify song types - write to tribes make posters to advertise a Pow Wow PE/ART/MUSIC - making collages of Pow Wow events - differences in drum groups compare/contrast tribal songs practice drumming and singing �- identify and describe different dance categories - explore costuming: art work involved, materials needed, skills used, color combinations, significance of styles MATH - scoring for contest dancers - place value of contest numbers - numbers of tribes/dances - estimating how to feed people - figuring money in prizes and gifts - stick games - time\Indian time - distance to travel to attend* * These are only sample ideas. Materials will be needed when teaching cultural themes. Identify the areas where materials are not available and need to be developed. Involve parents and staff to assist whenever possible. The librarian may have materials or know where to order the materials that are needed. The use of Elders in the classroom can really make the curriculum come alive for students. Students also begin to see and appreciate the contributions which elders have to make. An elder may: teach students a particular skill, demonstrate a particular skill to the students, provide students with worthy adult role models, bring the community to the classroom, bring career information to the classroom, bring diversity to the classroom, respond to students interests or concerns. After a visit from an elder, schedule time to review with students what they have learned and to find out what they liked best about the visit. Encourage follow-up activities to be done the day after the visit. This activity should reinforce some of the same ideas or concepts learned. Perhaps students can write further questions, create thank you cards or send art work to the elder. Cultural curriculum must reflect the cultures of the students and their communities. The materials must be authentic, relevant, complete and unbiased in content. The preparation to teach about culture should be a joint effort of teacher, librarians, parents, and the communities. The elders should be consulted to validate the accuracy of the content and invited to monitor the activities as they are recognized in their communities as the cultural authority. NEW RELEASES Manitoba Association for Native Languages, Inc. is pleased t announce that its new book "Anishinaabemodaa, Becoming a Successful Ojibwe Eavesdropper" is ready for distribution. It is a 160 page book with sixteen lessons which include a step-by-step explanation of the sounds and grammatical features of the Ojibwe language. Along with plenty of exercises and dialogues, there ia an 80 page Ojibwe/English and English/Ojibwe glossary to facilitate reference and further individual study. The cost is $7.50 and its accompanying cassette tape is $5. 50. For further information, phone (204)943-3707 and ask for Noreen Phillips. The Cree version of the book is available as of late January, 1990. - 12 - �Indian Government:Its Meaning in Practice (by Frank Cassidy and Robert L. Bish) In this important new book, Frank Cassidy and Robert L. Bish provide insights into the emerging nature of Indian government. While seeking a change in the basic design of Canadian federalism, Indian peoples and their governments have taken advantage of the possibilities in the current federal-provincial framework to realize and extend their vision of Indian government. Cassidy and Bish show how aboriginal rights can be integrated in a practical manner with the Canadian constitutional, federal system. The cost is $14. 95 plus $3.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 Discussion Paper Series on Aboriginal Peoples (by Frank Cassidy) The following can be purchased for $5.00 each or $17.00 for the entire series. When ordering you must include $2.00 mailing and handling fee. To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 and specify which articles below you want. A. On the Inherent Jurisdiction of Indian Governments - An exploration of the basis, nature and implications of the argument for the inherent jurisdictional powers of Indian governments, concluding with an examination of the implications of this argument for those who make or seek to understand public policies concerning Indian governments. B. Indian Status and Band Membership: Citizenship, Self-Government and the Revised Indian Act - An interpretation of the meaning of Indian status and band membership for Indian peoples as citizens of Canada and their own First Nations, an analysis of the effect of the 1985 revisions to the Indian Act on this issue and an exploration of these matters in light of the movement for Indian self-government. C. Bill C-31 and Indian Self-Government - An examination of the 1985 amendments to the Indian Act, their influence on Indian peoples, their communities and governments, their implications for people who have been previously denied Indian status because of discriminatory provisions in the previous Act, and their effects on the growing movement for Indian self­ governments. D. Aboriginal Self-Government: Defining a Research Agenda - An analysis of much of the literature to date on aboriginal self-government and a projection of the areas where needed study remains, with a focus on the argument that further research must be based upon the needs, experiences and goals of aboriginal peoples and their governments. After Native Claims? (by Frank Cassidy and Norman Dale) This volume is about transformations and resources. The authors look critically at the uncertainty surrounding comprehensive land claims in British Columbia and at the paths Native groups are taking in projects concerning fisheries, forestry and minerals. The analysis of these initiatives is aimed at bringing light to the critical and timely question: What might the future of resource use and management be like After Native Claims? To order write to: The Institute for Research on Public Policy, 3771 Haro Road, Victoria, British Columbia, V8P 5C3 The cost is $15.95 plus $3.00 mailing and handling fee. - 13 - �FILMS Title:Doctor, Time: 28 min. Catelogue t 1 Distributer: Lawyer, Indian Chief 42 sec. 0186 532 National Film Board of Canada This film is a thoughtful and hopeful documentary focusing on the lives of five Native women from across Canada. While they are of different ages and backgrounds, each one has achieved success in a different career. One is a minister in the Yukon legislature, another is the chief of her Band and the other is is a deck hand on a .fishing boat. The remaining two are a lawyer and a doctor. Each woman tells how she got where she is today and talks about the importance of native culture, its values, arts, and spiritual beliefs and how these helped develope a sense of self. Title: Cree Way Catelogue 1 0177 155 Distributer: National Film Board of Canada The pricipal of DIAND School at Rupert House, James Bay, developed a curriculum project using local people and local resources ie. folklore, artifacts If you are interested in getting these films or any others from the National Film Board of Canada, here are the addresses. Choose whichever is closest to you. Ontario: Makenzie Building 1 Lombard Street Toronto, Ontario MSC 1R6 ph. (416) 973-9093/9110 195 First Avenue West North Bay, Ontario PlB 3B8 ph. (705)472-4740 150 Kent Street, Suite 642 Ottawa, Ontario KlA 0M9 ph. (613)996-4861 366 Oxford Street East London, Ontario N6A 1V7 ph. (519)679-4120 Government of Ontario Building 120 Clarence Street, Room 277 Kingston, Ontario K7L lXO ph. (613)545-8056 Prince Edward Island 202 Richmond Street Charlottetown, P. E. I. Cl 1J2 ph. (902)368-4641 659 King Street E., Suite 207 Kitchener, Ontario N2G 2M4 ph. (519)743-4661 - 14 - � 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 5 (3), February 1990 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 1990-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/cf6e0d5a26b90b41f006a0a66c21b793.pdf 248c986e4b43058427566d24aa5597cd PDF Text Text �NATIVE LANGUAGE EDUCATION i,n O NTARIO VOLUME V NUMBER 1 October 1989 NEWS FROM YOUR COORDINATOR: The summer passed very quickly and here we are again, entering the fall season. The leaves are turning lovely shades of orange, yellow, and red. It is the time of year to reflect and prepare for the year ahead. When I think about the summer school of 1989, I visualize the three classes of children, learning Native As A Second Language, students walking from the Bora Laskin Building to the Ryan Building, the sounds of laughter, words of frustration and enthusiasm in BL 2009, Big Books clutched under the arms of students, and the taste of the Native Feast at the Friendship Centre. Of course, there are many other memories and incidents that each and everyone of you will cherish and remember. I trust it was a positive experience for you and that you will look forward to your return next July. Since the semester started, several teachers have called for resources. This summer you were introduced to the various resources available in the School of Education Library. Remember, you can borrow resources from the library by writing a letter to the library, listing the resources required. I have a list of all the materials regarding Native Education including: children's books, teacher's books, reference books, and audio-visual materials. If you would like a copy of the list, let me know or leave a message with Ann. I am revising the Plan Book that we used this summer. Your comments and the comments of your instructors are all being taken into consideration. In January, I will send the second edition to a random sample of teachers, consultants at the Ministry of Education and the Department of Indian Affairs. Then, one last revision will take place, the book will be printed and ready for 1990 Summer School. I want to express my appreciation for your honest comments and suggestions during the pilot of this book during the past summer. On an unhappy note, Sister Catherine had a heart attack in the middle of September. I understand she is recovering in the General Hospital at Moose Factory. Take a few moments to write to her; I'm sure she would appreciate receiving some news from you. We are all praying for you Sister! What other news -- Jean Shawana is back in Mobert, Ernesting Buswa has joined the staff at Mobert, Julia Ann Rivers is teaching in Sioux Lookout, Rubina Naogizic has returned to a school in Sioux Lookout, Christie Ann Bernard is offering NSL over Distance Education to a grade one class in Savant Lake, Wanda White is teaching an NSL class during the evening to adults, Linda Neshinapaise is writing an NSL guidelines document for grade nine in Fort Hope. Let's keep in touch, what grade are you teaching? What kinds of exciting projects are you involved in? Until next time, 1o� NAT!VE �NGUAGE EDUCATION IN ONTARIO is an occasional newsletter, published by th � Nat1�e Language Office, Lakehead University, Thunder Bay, Ontario, P78 SEl mailed without charge to students registered in the Native Language Instructors' Program at Lakehead University. �·'... 2 DEAR FRIENDS: The warmth and compassion shown to me at a time of great sorrow meant very much to me and my family. I received your card and donations recently and I would like to thank you all for your support. The grief was overwhelming for me, being away from home and losing a second son, but it was friends, like you and family that provided much comfort and made a trying time more bearable. Miigwetch. sincerely yours, DR. HENRIETTE SEYFFERT MEMORIAL PRIZE IN NATIVE LANGUAGE STUDIES: 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 completed, is the highest for the year. No student shall receive the prize more than once. The recipient for this award for 1989 is Georgina Nahwegahbo. Congratulations Georgina! THEME PLANNING: Now that it is October and the shock of ending your vacation to face a classroom full of eager students has worn off, it's time to think of that old problem that has worried teachers since the invention of chalk. What am I going to do the rest of the year? Theme planning is an easy way to plan your lessons and have them relate to a central idea. It's easy to do if you follow a few simple steps. 1. On chart paper choose your main theme or idea for three or four week's work, then think of as many sub-themes as you can to go along with your main idea and write them on your chart just like in the diagram at the bottom of the page. 2. Choose a sub-theme, i.e. celebrations and choose ideas for two or three weeks work. Some sample lessons could be, for example, a calendar of the year's holidays, why celebrations are held, community activities related to celebrations, special foods for celebrations, etc. 3. Make a list of activities that could be suitable for your lessons, large group, small group, art, etc. 4. Decide on materials you will need for your lesson book, filmstrips, art supplies needed and write them down, it will save time later. Once you've completed one theme it should be easy to plan enough of them to lake you until that day all teachers look forward to, summer vacation. Key Theme 0 Sub-Theme 0 hou.whold rum1tur1 �. ... 3 KID'S PAGE Word Search Find lwelve words llmt hove lo tlo wllh school. Write lhcm 10 the riyht or 1he letters. II e X n C k s 9 d () p I] s 1. I] a w s 2. p s 9 3. e b 4. m m a h e s s b 0 0 k w e q C s d u X r k a h C X f r b cl n u 0 y in ii s l s C CJ p w C 0 0 e C V n g V a u b X e p d fl h h e k n C m ll Word Compounds �+n\\ \lfJ \(JI � +<C:f: 0+ln �+0 �-��= 0-h��= u-1-n o�-o 0 5. ll 6. u 7. m B. 0 !). n 10. e y X 11. r z 0 12. �4 RESOURCE PEOPLE: The following people have volunteered their services as resource persons to teachers in Northwestern Ontario. They will come to your school and provide workshops in Native Arts and Crafts and various teaching activities that could be used in an NSL classroom. They would need their transportation, accommodations, and meals paid for. An honorarium although not necessary would be most appreciated. Susan Bebonang, Vice-Principal 2. Freda MacDonald 1. Armstrong Public School School of Education Armstrong, Ontario Lakehead University POT lAO Thunder Bay, Ontario 807-583-2076 (work) P7B SEl 807-583-2802 {home) 807-343-8711 AUDIO VISUAL MATERIALS: Contact - Ojibway and Cree Cultural Centre, 71 Third Avenue, Timmins, Ontario, P4N 1C2. Tiffi TRAnmoN AI, SNOWSHOE 2(, M h1111r1 Colour (<;) 19114 Rnitllsh Thi, p1111ir.ul11r l'l'Ollmm ts dcsli:ncd 10 fomlllnrize yonnii people fmm �cnlor puh�lcsdionl stucl�!'ls lo 1hc hll(hsd,ool lr.vcl. ·1 his pmgrum dcmonslrule• how lhc snowshoe I� ,mule (111 fi11c1h,111ll). I Im tr,pc ol mnlcrlnl usc,I ond �pccial lechnl<\ucs are �!early cle1111111,1ru1�cl hy the ,·n10,11111n. Norm· tun provides the viewer w1lh u dcur 11111 cn;l1111cl111ii of the co11strnc11on of the snowslu>e. STIC:KS AND STONES :10 Mlnulcs Colour ©19RI F:n&llsh This progroin dcmonslrnles ITnclltlonol string gnmes, tohnhon &nme ond hhlc-ond seek itames or the Jmncs tiny urco. Snngg accompany the orlliilth!s, oloniiwilh on cxplu1111tln11 of 1,ow the loy� arc consln1c1c,I. Two experienced Nalive 1eochen1, In o reloxt!d ul musphcrc, dc111011strote oncl uxpluln the ocllvllics. Teachers coul<I learn the ftc11vttles through this program end use II again to Introduce the gome In the clossrooon. BOOKS: Order from: Canadian Alliance in Solidarity with Native Peoples, P.O. Box Stn. P, Toronto, Ontario, MSS 2Tl. Postage and handling: $3.00 for first item, and . 25 for each additional one. All My Relations: Sharing Native Values Through the Arts, Resource Kit for teachers and group leaders of K to gr. 7. $10.00 CONFERENCES: ''Lang.�iag!1·Development . 1n tlie Canadian Comm�mit y" Novemlior 2°' 1989 Laura Ito 1'!;$1. c..,...,. '89 Dc111, ol Seconilnry EducaUon llulvcrolly ol lllhr1ta F.d11101111111. J\lhurt.o '!'6G 11£1 (403) 4!11·3b1f l'hu Cunvcnll1111 (.,cutn: Cul,cury, Alhcrha MESSAGES -- NOTICES: Would the student who still has the wheelchair from the summer session please either return it or contact Barbara as soon as possible. NLIP sweatshirts are still available, contact Barbara at the University if you are interested in buying one. Miss a friend? Want to get in touch with a classmate? Just drop us a line here at the University and we will pass it along in the next issue. �CONTENTS From Your Coordinator 1 Did You Know? 2 Sharing Section 2 Promoting Excellence in Behaviour 3 Classroom Management-Adapting to Students Learning Styles 4 Encouraging Communication In The Classroom: Working in Groups 5 Conference News 6 Recent Publications 7 Native Language Publications At Lakehead University 8 Holiday Ideas 10 �FROM YOUR COORDINATOR As the fall term is about to end, a new season is quickly approaching. With the new fallen snow and Christmas music in the air, we bring you a Christmas edition of our Newsletter. From talking to people at conferences, on the telephone, and at various meetings, challenging topics such as classroom management, culture in the classroom, professional ethics and whole language have been discussed. To address these challenges, each newsletter will focus on one topic, include teaching ideas, research and reviews of recent publications. This issue is devoted to Classroom Management. The next issue will focus on Culture in the Classroom. Recently I attended the 7th Annual Principals Conference sponsored by Indian and Northern Affairs Canada in Sault Ste Marie. I shared three workshop sessions on Native Language with Lena White, Jean Grubin, Ruth Issac, Keith Lickers and David Rydholm. Principals had an opportunity to voice their concerns and share successful Native language experiences. Plans for Summer 1990 are beginning. Year One and Year Three of the Native As A First Language Diploma Program will be offered as well Part Two of Native As A Second Language, Education 4744. Classes for children in Native As A Second Language will provide the opportunity for students to experience a "real" classroom teaching situation. The next newsletter will contain more information regarding Summer 1990. Have a great holiday season and a blessed Christmas with your friends and families..i,... .roa.,..dµPLN IN MEMORIAM The sad news reached the Native Language Office that Gordon Sunday was suddenly taken from us as a result of an unfortunate hunting accident in October. Gordon was born in 1946. We came to know him in 1987, when he began his studies at NLIP. He finished year two in 1988. During our association with Gordon, he was always diligent in his studies and committed to excellence in Native Language Education. The linguists spoke highly of his rich and precise knowledge of Ojibwe. He was never too busy to help and encourage other NLIP students, staff, and friends. Gordon 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 enriched us all, and he will not be forgotten. We are privileged to have known him. • 1 - �DID YOU KNOW? Maria Gray is teaching kindergarten at Mistikwospwogan School in Fort Severn, When teaching kindergarten she uses Native language as well as English since most students know very little English when they enter school. Besides teaching, Maria has extra duties in the school. She does playground supervision, translates for teachers and parents, assists a monthly pancake breakfast for perfect attendance, assists in fundraising activities such as Book Fairs and bingo, and she participates in teleconferences. Cecilia Wheesk is teaching at Bishop Belleau Separate School in Moosonee. She is teaching Cree as a second language in Senior Kindergarten to Grade Seven. Gladys Kakekayash and another teacher go to the radio station and announce school activities in Native language. Sylvia Traverse has her long range plans completed for the school year. She is in Gypsumville, Manitoba teaching NSL from grades one to nine. She has included a great deal of drama in her plans for the year. Wanda White is very busy in Nipigon teaching Ojibwe as a second language to 47 grade nine and ten students. She has integrated a cultural component into her program. On October 30, Norma Fawcett demonstrated needlework and beadwork. On November 6, Freda MacDonald shared some Native artifacts. Gilbert Panamick from MacDiarmid shared his legends and stories on November 7th and 9th. Wanda lacks funding to have these resource people come and speak to her classes, thus a collection from the students pays for at least the transportation costs. SHARING SECTION Bernice McKay would like to share her crossword puzzle in syllabics. is a list of five words. Can you find them? V L, p d L ...0 bJ 0.. I> 'i L b. :) .J p d � 7 b 9 r � � .JJ I> C <J d '\I � >J � u I> � '\I 7 'v1b·, C>C<, LP,-J, Ur>' C>o...b' - 2 - There �PROMOTING EXCELLENCE IN BEHAVIOUR A teacher can use incentives and awards in working with students to increase academic output. Social reinforcement is the easist to use, takes little effort and time and is free. Social reinforcement refers to the behaviour of significant others that increase the frequency of a particular behaviour. Children do not get tired of receiving encouragement and recognition of their efforts. Social reinforcers include words, phrases, smiling, laughing. Social reinforcements may not be strong enough to bring about prompt behaviour change in students with difficult behaviours. Another type of reinforcer, such as activity reinforcers include tokens and tangible reinforcers. Activity reinforcers are found in all schools and homes. Desirable activities include being group leader, seeing a film strip or movie, listening to music, working puzzles, art, craft, or physical education. Activity reinforcers can be combined with social reinforcers. Activity reinforcers can be done at home. For example, the student earns the use of a tape recorder for the weekend to take home and record a family practice of singing in Native language or drumming. The student earns the reward at school and is involved in a reinforcing event. Token reinforcers are concrete - you can see them, count them, add them, and spend them. Tokens come in many forms - play coins, chips, paper, bark strips, or other tangible items that can be traded in at a future time. Specific behaviours can be reinforced. Select a procedure for recording tokens earned. Teach the students to record their own behaviour. Self­ monitoring means teaching children to accurately describe their own behaviour, to tally the data, and to record the data in chart form. Children are reinforced and motivated by data that clearly shows they are improving their behaviour. Incentives and rewards to use to promote student excellence in behaviour and achievement: - have student of the week - display art work - reward the entire class for individual behaviour - promote student encouragement of each other - bring in special movies - schedule extra activities in P. E., art, music - play special games - display student's work - use free time activities and space - take students on trips and other outings - set up a peer tutoring program let students create their own slide shows with Native music - keep a list of positive verbal comments and approaches handy - use social reinforcers - smiles, laughter - promote community wide involvement in school related activities: - honour shirt program - money raising projects - service projects (cut wood for elders, pancake breakfast) - field trips Checklist * Promote student excellence at the individual, classroom and school level * Involve teachers, parents and community in recognition activities * Use a combination of social and token incentives * Allow students to demonstrate their strengths - 3 - �CLASSROOM MANAGEMENT-ADAPTING TO STUDENTS LEARNING STYLES While much has been written about student learning and achievement in general, there have been few studies dedicated to the learning styles of Native students. However, an article by Floyd C. Pepper and Steven L. Henry in the Canadian Journal of Native Education (No. 1 Vol. 13 1986} examines the way in which Native students learn and suggests a number of ways in which the classroom may be adapted to make the classroom more responsive to the students' needs. Some of these ideas may be useful to Native language teachers. Pepper and Henry point out that Native children tend to learn by watching the activities of others and sharing in the activities of the family and community. This may cause students some difficulties when they enter the classroom where learning is often based in listening to the teacher. To make the classroom more comfortable for the students, the following teaching strategies were suggested: 1. Rotate students between groups rather than have students grouped by ability. 2. Use a high percentage of group projects and a low percentage of oral questions and answers. 3. use hands-on activities and materials. 4. Use a variety of informal classroom settings with freedom of movement studying on the floor, sitting at a table or desks arranged in small groups etc. 5. Present the whole picture of things before isolating skills into small segments. 6. Provide activities based on students' own experiences, i.e. festivals, hunting, fishing, trips, etc. 7. Provide a high rate of praise. 8. Allow students to move around through activities. 9. Allow students to help each other, allow the older studnets to help the younger ones. 10. Provide artwork illustrating people and animals: cartoons, wood carving, model building, minature displays, map making. 11. Use as many visual aids as possible, picture, maps, etc. rather than explaining new ideas with only words. 12. Use brainstorming and open-ended activities. 13. Schedule sports and special activity days. 14. Use instructional games and student designed instructional games. 15. Use quizzes and review sessions based on T.V. gameshows such as "Reach for the Top" or "Jeopardy". Avoid Stereotyping Since all children are not the same, it is important to avoid limiting your teaching style to just methods suggested in the list. Once the student leaves the elementary school he or she may have to attend high school in a different community. Here the student will be exposed to different styles of teaching and will be expected to learn in a very different way. This may cause the student to have problems in adjusting to a different classroom atmosphere. To expose the student to a variety of teaching methods, the following might be tried: 1. Teach to their learning styles when introducing new topics. 2. When students' are comfortable with a new idea, review it using a different teaching method. - 4 - �3. 4. 5. 6. Present lessons in the Native student's learning style at least 65% of the time. Use other teaching methods at least 25-35% of the time so that students will be comfortable with other teaching methods as well. Present learning activities and tests in a variety of teaching methods. Use different teaching methods for different subject areas. By using a mixture of teaching methods, your students will not only learn more but will also be better prepared for the future challenges of further education. References: Henry, s. , Pepper, F., Social and Cultural Effects on Indian Learning Style: Classroom Implications, Canadian Journal of Native Education, No. 1, Vol. 13, 1986. pp 54-60. ENCOURAGING COMMUNICATION IN THE CLASSROOM: WORKING IN GROUPS - Della Takeuchi A whole language classroom provides the most natural environment to build on childrens' competence in working with language. From infancy to adulthood our social and work environments rely predominantly on communication. Classrooms where interaction is rarely a priority, leave the areas of listening and speaking behind those of reading and writing. A whole language teacher will provide an environment that is exciting and interesting, with multiple opportunities for expression, support, choice and versatility in the form of events that cover all areas of literacy. A typical day will be filled with activities that require varied groupings. It is vital for peers to interact, because the learning that occurs between peers is just as important as children learning from adults. The classroom structure should allow for both child/child and child/adult interaction. Various group sizes, flexible seating, heterogeneous groupings, and the opportunity for building new friendships should be encouraged. A classroom layout could include the following: (A) Carpeted meeting area to accommodate the entire class seated on the floor. Activities: - choral readings - singing, chanting - brainstorming - casual conversations reading . . . morning message . . •big books . •. information from . . . board . . . variety of books and . . . magazines - sharing . . . teacher to group . . . child (ren) to teacher . . . child to child - 5 - �(B) Desks in small groups or tables to accommodate four to six activities. Activities: - conferencing - arts and crafts - partner reading - research projects - daily reading/writing activities (C) Area free of carpet and furniture. Activities: - painting - organized games - math exploration - drama activities (D) A cozy corner. Activities: - reading and writing - conferencing with peer or teacher Grouping can take on many forms. Different groups are required in the classroom to induce the functions and types of language that are characteristic of a healthy environment. Group work has been found to be the most effective way to organize children for learning. Styles and Gray state that, "The investment in group work can produce more gain in the development of listening, thinking and speaking skills than almost any other single learning approach. " Whichever forms the teacher chooses to use on a daily basis, the individual learners need to be considered at various times. There should be a balance between child-choice and teacher-directed grouping. A classroom where the teacher's voice is not the dominant force, is a place where children will be given numerous and various opportunities for language development. This environment provides occasions for explaining ideas, feelings and knowledge; hopefully to a degree where children feel they are confident users of their language. �. /' ., Connections, Winter, 1989 CONFERENCE NEWS Ninth Annual C. E. L. Conference "Joining Together, Learning Together". Winnipeg, Manitoba, February 22-23, 1990. Registration fee is $55.00 for two days. Keynote speakers include Donald Graves, Jerry Harste, Nancie Atwell, Jerrie Weiss, and Judith Voirst. Direct inquiries to: C.E.L. Group Inc. c/o Hazel Stoyko, 246 Barker Blvd. , Winnipeg, Manitoba, R3R 2E4 (204)895-1665 The Tenth Annual International Native American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Languages: How much will we leave for our children?" Holiday Inn West, Oklahoma City, OK, June 6 - 8, 1990. Pre-registration is $90.00 (U. S.A. currency) per participant. This includes Institute sessions, Institute materials/handouts, exhibit opening, banquet, and the 1990 Institute proceedings. For registration form wrtte to: NALI 1 90 Planning Committee, P. O. Box 963, Choctaw, OK, 73020 - 6 - ' "'i. l �Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education". Ottawa, Ontario, November 24 - 26, 1990. For registration form write to: Andrew J. Krawczyk, Program Chair, Race Relations Consultant, Vancouver School Board, 1595 West 10, Vancouver, B. C. , V6T 1Z8 RECENT PUBLICATIONS NEW VERBO - A new version of the classroom game Verbo is now available at all three Native Cultural Centers. The new game is designed to drill verb vocabulary and forms with your class. It has now been adapted to include Cree, Micmac, Mohawk, English, and French as well as Ojibwe. The new kit comes with 1 master card as well as 36 player cards, a set of instructions as well as a teacher's guide. The teacher's guide includes verb lists in each of the languages written in both Syllabics and Roman orthography. For teachers who are tired of using pieces of scrap paper as markers, the new game includes 900 round plastic markers. Available From: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario, N3T 5V6 Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario, P9N 3X7 Ojibwe and Cree Cultural Centre 59 - 71 Third Avenue Timmins, Ontario, P4N 1C2 Ojibwe Cultural Foundation Excelsior P.O. West Bay, Ontario, POP lGO HONOUR THE SUN by Ruby Slipperjack. In Honour the Sun, Ruby Slipperjack creates a northern community where her character, a ten-year old girl called The Owl, writes seasonal diaries, beginning in the summer of 1962. She writes of the warm, moving, carefree, often humourous, events of her childhood. Upon reaching her teen years, she feels the first sorrow as an ominous climate of change seems to overwhelm her circle of friends, and then, a deep despair, as it includes even her mother, once her source of strength and security. With helpless frustration, she watches, unable to understand why her mother seems to suddenly succumb to alcohol. As a sixteen year-old who has had to leave her community for further schooling, she returns for a summer visit, and realizes that despite all the changes, despite the alienation, her mother's words will always be with her: "Honour the Sun, child. Just as it comes over the horizon, honour the Sun, that it may bless you, come another day. . . " Ruby Slipperjack finished high school in Thunder Bay, Ontario, where she now lives with her husband and three children. She is presently working at Lakehead University as Coordinator of Native Student Support Services. HONOUR THE SUN is Ruby's first novel. Among her many hobbies and skills, she is also an artist. Her artwork is featured on the front cover. Available from: Pemmican Publications Inc. , 411 - 504 Main Street, Winnipeg, Manitoba, R3B 1B8. ISBN 0-919143-44-X, $12. 95. - 7 - �lli\TlVE LANGUAU!E l'UBLICATIONS /\T LAKEI JE/\DUNIVERSITY Ih.@.lkLJli�2m.mlv. May. 1989. The Lakehead University Bookstore now stocks a large number of Native Language publications. These will he of intcrc"t to language learners, teachers, or anyone with nn interest i n Native Languages. Some of the Ojibwc and Cree publicatious currently available are listed here. For information about ordering and prices, telephone (807)-343-8589. OHBWE Nookwuis Gaa-inaajiumJawi�I. W hat MyGrnndinruJlli"..'.f..QlltlY1 .-e.. Maude Kegg, anu John . Nichols, ed. 1983. St. Paul: Minnesota Archaeological Society. Qjiuwewi-ikidov<lllim.. An Ojibwe Word Resource Book. John Nichols and Earl Nyholm editors. 1 979. St. Paul: Minnesota Archaeological Society. Oshkimasina'ikan, KaaA11il1simrn�noomnkahk. (""l'heNewTestamcnt in Northern Ojibwe/ Saulteaux"). Toronto: Canadian Bible Society. An Ojibwe Text Anthology. John Nichols, editor. 1 988. London: University of Western On­ tario. "S!ru�1uru1.1.nfill.ili.ll!LJ!1di1111.s": A Bilin�unl Petition of the Chipp�f Lake St1.INIBlL J.M1_. John N ichols, editor. 1988. London: University of Western Ontario. SJode.s_Qf..AU..ce King of Pcm.)'.J.sJm!d. Alice King. t 985. Native Languages Programme Department of Native Studies, University of Manitoba. Stories of Andrew Med ler from Bloomfield's Eastern Ojibwa. Andrew Medler. 1985. Native Languages Programme. Department of Native Studies, U niversity of Manitoba. 1.ntru.dJ!�lQI:Y Ojibwe (Severn Dialect) . Part One. Mary Mitchell. 1988. Lakehca<l Univer­ sity Bookstore. A11.i_�hinaabebiwiuii '�edam1� Ex_Giillru.11 writing for speJ!kcrs of Qjibw�. John Nichols. 1987. Native Languages Programme. Department of Native Studies. The University of Manitoba. Ni.s.!illaabebii' �cdaaa: Exercise�'! in writing for speakers of Central Ojibwe and Odawa. John Nichols and Lena White. 1 987. Native Languages Programme, Department of Native Studies. The University of Ma11itobn. Sl.�...Qf.S.ru.n.OSID1/amic_k.. Sam Osawamick. 1985. N alive Languages Programme. Depart­ ment of Native Studies, University of Manitoba. Th1�e.Ji!ill:ksln>Jl.l.Jli�.ct;1�� a_L;i.!.!g_\1_1_1g� Proj�. G. Piggott, ed. 1985. Native Languages Programme, Department uf Native Studies. The University of Manitoba. - 8 - over... �Aapj i GoGc�et N�i i.yekdiyebmi/Aapjj..QQ_Gcget Ngij-ayckodiyebimin. OjibwaStories by Students of the Native ldl.ng_uage lnstrucJQrs' Pro1,:ram. LakeheadUniversity, Thunder Bay. OJJJati.u. Randy Valentine and Lena White, editors. 1987. Lnkchead University. .OliJ)\Y.il, Cree ru.H.LMiQrnu.;J2li1ruulll<lilliles in English an<l Vernacu lar. Lisa Valentine, ed. 1984. Lakchead University Bookstore. ExploreOjibwe:apractical reference workbook for teachers. Lena White. 1987. Lnkehead University. Ojibwe Structure Reference Boo k. Lena White. 1988. Lakehead University. }Sa-mnwcndaag1.i111i. ka•c.luW!!J.Ui..kllti.!PJ.!ll- A ®«Y-Li1.111 of langlli)g.e learn ing i��.11ilil��11 from the newsletters published by the Walvole Island lan guage centre. Lena White. 1988. Thunder Bay: Lakehead University. �ll!ki�!l- Srntl.!�x (Qjibw;1y Dialectufthe Plill!!.Sl. Margaret Cote. 1 985. Saskatche­ wan Indian Federated College. ASaultcaux Phrase IJ.QQk. Paul Voorhis. 1977. Brandon U11iversi1y. Saulteaux Verb Book. Margaret Cote and T. Klokeid. 1985. Saskatchewan Indian Feder­ ated College. CREE Cree Lang.ua&e Structures: A Cree Ap�n oach. Ahenakew, Freda. 1987. Pemmican Publications. Winnipeg: Pisiski wak ka-pikiskwecik. Told by L. Beardy. Wolfart, H. C., ed. 1985. [monolingual edi­ tion] Algonquian and Iroquoian Linguistics, Memoirs, University of Manitoba, Winnipeg, Manitoba. Pisiskiwak ka-pikiskwecik(J"alking Animals. Told by L. Beardy. Wolfart, II. C., ed. 1985. [bilingual editionl. Algonquian and Iroquoian Linguislics, Memoirs, University of Mani­ toba, Winnipeg, Manitoba. Spoken Cree. Rcvisc<.I Ed ition. Ellis, C. Douglas. 1983. Edmonton: Pica Pica Press. Mt.etCree: A �uidc to theCree Language. Second edition. Wolfart, II. Christoph and Janet F. Carroll. 198 1 . Edmonton: Univcrsily of Alberta Press. - 9 - �HOLIDAY IDEAS S1u1tn's Workslaop Snnto's WorluJao11 !'tlRth Facit11 Wheel Olreollon1: Color Santi,•, Workehop. Cul oul 1111, lwo window■. Cut out 1h11 melh 11101• whoeL Uo a PIIP"' ,.,,,.,,,,, to loin 11111 wheel to Bani•'• Work1hop. Turn the wheel and eotv• th• problen,a O1,,0110,u lo lht lt■c:htfJ 8tlott ,v11 lhtrmolt1 l111t whfltJ. wt11• lfl lht fflllh l•oLt •• 1ttow11 In It.. eaampt•. -- Nnmo ----------- ------------,u .... .... ..,........."""""'•" ,.t,t rut l'••" ·••'"' •• •••'- tl,td'--1111 ef lttMt H,,I .-m fll 1luu lhtt, Y•• •JII ftUd nl•• f'•p11, lh••• It•• ltue,• r•t111l11• J ,...,,, 1..-••cti 1111tt•tr we, •• thtMM\tt U• ,-.0111111 J ,,1111, ,., f\11ll1tr "'"'' •• 101 S ,,1111, uch let II •• ,,..... 1-6 • OM, 1ttt, 1M11•tnr. J•U • o.... &740 • V,r, O,_., :U •t mtu • EA• ,,11..11t 7 '1'1 IINGS ON CIUIIS1"t>IAS l'IU:!;S ,. J, ---- ··----------•··----- 7 l'OOL>S We .EAT DUIUNO 1llE 1-101.IDAYS I, '·----- .... .. ---"·-------"·-------"·----J, ____,. ----11· ----- l, 8 'fl IINGS TO 1)0 UUJIING WINTl211 VACA'l'ION 8 l'IIESliNTS l'O LlltE TO GIVU/HECclVE THIS Yi.All ...,. I, ---- '•----t, ___ ,.,,,, ----- ____ _____ ____ ,._ ____ _ J, ---- " · ----- _.....,. ,. ----"·----,. I. ,. ,. .. ----••·----- .. ____ u_ ____ _ ---- '·----··----------�•o·--------"·--------"·-----------�..----- II, It. ...,u... "· - 10 - Ontil11asltdlree 'l'ht•t ,,, ,,.,,,.,1, •tul, ht.14111 hi Uth CluldlftH ho, Fl'lllt• rt,e ,,...,, , 1tfli.,tn c•• 11"4 11,,... ""· r-.., u•"'tt••• ,t n., ••r th1 "" ,.. •"' #IMI CUUlltMAI• •I.._� haa lhlH ••r•• n, ..... ,., .,, • ,.,q .,.,.nt, _.dtt• •• � 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 5 (2), November 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 1989-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/6bd0fa48a0e8fc4f233895a97e610957.pdf cb3735c636dbeca69efa01201b7978dd PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO · Vol. 6, No. I OCTOBER, 1990 �ABOUT OUR LOGO: ABOUT THE ARTIST: The woman represents the Circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass, has renewed the Strength of our Ways, our Traditions and our Culture. The Lan�uage is all of these. The language - a soft voice, a sweet song - a unified rhthm of the Original Peoples, the Anishnabek. Gail Bressette is a Chippewa - -· Pottawatomi artist from· Kettle Point Reserve, Ontario. - She is a self-taught artist who has been inspired to draw and paint for her children, to dedicate her work- to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original artists of North America. She signed her work Daanis. Today she signs her work G. Bressette. IN THIS iSSUE Coordinators Message ...........................1 Graduates 1990 .......................................2 Henriette Seyffert Award ....................2 NSL Programs in Ontario .....................2 · Student Survey Results .........................7 NLIP Employment Profile ....................8 Language Article ...................................8 AFN News ...............................................10 Newspaper Articles of Interest .........11 Sharing Section ...................................1"4 Native Language T.V. Programs .........16 Resources ...............................................18 Native Language in Ontario is published four times a year by the Native Language Instructors' Program, Lakehead Universtiy, Thunder Bay, Ontario. P7B 5El �COORDINATOR tS MESSAGE Well here it is Newsletter lime again. It seems we were just working to get everyone ready for 1hc firs! day of classes in July, and now we arc looking towards the beginning of a new school year. I am pleased to announce that Clara Beardy will be the latest graduate of the NAFL Program. She finished her NAFL requirements during the 1990 Summer School and will receive her diploma at the Fall Convocation Ceremonies. NLIP has grown since it's inception. The foresight of NLIP's founders has proven to be successful in not only producing qualified Native language teachers but also in providing a program that has been a model for other programs. The goals of NLIP have remained the same over the years withstanding the test of time. The services have continually expanded outward reaching into more comers of the educational community. It is time 10 look at the needs of the next decade. As more and more NAFL, NASL, and NLTC students graduate and return to their Native communities, it is evident that the culture and people arc growing stronger. I feel the 90's are going to be a time of change, not only for Native people, but for the entire world. In this new decade, Canadian Native people have begun to realize the dream of self-determination. First Nations have begun to assert more control over tribal lands and have more of a representative voice in the policies and programs of the Canadian government. But this cannot totally occur without first strengthening the educational system. It is only through the younger generations that Native people can secure the accomplishments that elders and ancestors have fought to achieve. Schools must be structured to encourage Native students to learn their language and culture. The educational environment must use cultural values and use the learning and teaching styles that will enable all students to be successful. When Native people play a greater role in the academic world, as teachers, administrators and involved individuals, the Native students will progress at a greater rate. Native Canadians have a vested interest in assuring that their children are succeeding within the educational system. Schools arc a community responsibility. Parents need to become an active participant in the entire process. Joinng school board:-, parent advisory commi11ces, councils, and tribal education commitLees arc but a few ways you can become involved. All Native language teachers need to contribute their efforts to preserve their language. July brought the freicndship and memories of past participants together at NLIP 1990. First year students formed new friendships and were welcomed to the NLIP community. Besides working as NSL teachers, there arc NLIP graduates working in education in many capacities. One student stated "NLIP is producing a bunch of workaholics!". Another student reflected upon NLIP and said, "NLIP is considered the place to learn how to keep our language". Whereas another student commented, "This is the place 10 spend my July". I am truly proud 10 be part of the NLIP Program. The rewards are many as I sec the progress of each student who passes through NLIP and joins the network of other Native language teachers. As we enter the first academic year of a new decade. may we continue to serve you. Barbara Toyc Wclsh Coordinator, NLIP 9 �Immersion is the most effective method known for teaching a second language. Early immersion works well because a young child lacks selfconsciou.rness, {)rejudice and negativism ... and loves mtmtcry, memorization and repetition. Early immersion provides more time working in a second language and more time results in more learning. from ...How to be an Immersion Parent NI.TC GRADUATES 1990 Liz Achneepineskum ....Ogoki Post Mary Beaver.................Sault St.Marie Frances Boshkaykin .... Mine Centre Sarah Chookomoolin ... Moosonee Elvis DeBungee .............Emo Ma rie Helen Ferris ......Calstock Jim Fox...........................Mt. Pleasant Patricia Ann Green ..... Kenora Joan Hendrick.............. Macticr Ursula Jacko .................Toronto May Jamison.................. lnt. Falls.MN Roseanna Kclly ............. Fort Frances Andrea Kowliash...........Long Lac Joanne Labelle...............Long Lac Alice MacDonald.......Moosonee Evelyn McLeod ..........Sturgeon Falls Emma Meawasige......Cutler Alvina Meekis.............Deer Lake Charlene Nahdee ...... Wallaceburg Simeon Nakoochee.... Cochrane Martina Osawamick ...Sudbury Julie Ann Rivcrs..........Sault Ste Marie Mary Sturgeon ...........Muncey Annie Sutherland ......Scarborough Russ Tabobandung ....... Parry Sound Sylvia Traversc........... Gypsumvillc Wanda White................Nipigon NAFL GRADUATE 1990 Clara Beardy.................. Muskrat Dam Dr, Henriette Seyffert Memorial Prize in Native Lao¥Ya¥e Studies This pri1.e was established in 1987 in memory of Dr. Seyffert who was the moving force behind the establishment of Native language studies al Lakchead University. It is awarded to the student who has completed a minimum of three courses in Native language and whose average mark, computed on all Native language courses completed, is the highes for the year. Congratulations to Patricia Green from Kcnora, the recipient for I 990. NSL PROGRAMS IN ONTARIO Networking is being encouraged among Native language teachers in Ontario. Many teachers work in geographical isolation. There is no colleague next door or nearby to speak to. Therefore, the following summary is being provided for the purpose of maintaining communication links among schools offering NSL. If I have deleted your name or school, or made an error, please contact me and I will make the correction. Note: We arc gathering information regarding the number of children in your classes. Please call with the figures. TOLL FREE 1-800-465-3959 �SURNAME ABEL 91YEH NAME DONALD SCHOOL BOARD � � CENTRAL MICHIGAN UNIVERSITY I Of SJUP eB 2 I.S ABEL DONALD ABEL BAY Mill COMMUNITY COLLEGE 33 DONALD NLTC 1 BRIMLEY AREA SCHOOL, 10-11 9 Nf.TC 1 HENRY COASTER MEMORIAL K-§ 48 Nl.,IC 3 ACHNEEPINESKUM ELIZABETH ALLEN MARY THERESA ALLISON ARCHIBALD AMY VERONICA S. BARNHART REBECCA D. BAXTER WANDA BEARDY TOM INAC PETERBOURGH P!J�!.!Q K!i!;NEJR. J!S-6 COCHRANE IROOUOIS FbS ECOLE SECONQAIR COCHRAN!ii HS 9·10 LAKEHEAD UNIVERSITY LAKEHEAD UNIVERSITY 32 BEAUCAGE PETER JUDAS SUMMER 8EA�R Dl§T. SUMM!;R BEAVER BEAVER MARY SAULT STE. MARIE RCSS HO!,Y ANG;LS BEAVER MARY SAULT STE. MARIE RCSS ST. PAUi.§ BEAVER NORMAN CO-OP PROGRAM SPORTS PRG. SUMM�R e�V!;;R BERNARD CHRISTiE ANN NORTHERN DIST. AREA SAVANT LAKE BERNARD JK-3 CHRISTIE ANN NORTHERN DIST. AREA ARMSTRONG BIGGEORGESTEVENS 1,2,i,10 50 MARGARET BLAB DINAH Ell LORNY BOIS MARTHA FIRST NATION :i!!H 4:i 1-8 10 JK-8 EENCHOKAY B!RCHSTICK 3Q 12 17 , 2 t::11.E 2 t::IQIIE.!.Qt:llt::I� NLTQ 3 GRADUAT; '89 t::11.I� 1 t::!LIC N!,.TC t::11.E 3 t::11.E 3 NLTQ t t::!LTC 2 N!,.TC 2 t::ILE 3 t::!LTQ l Ia �Bl NL.TC 3 NLTC 1 QIQ !::lQI e.llft::!Q:2Q 30 N!,.TC 3 108 NLTC 3 t::11.IQ NLTQ 2 1 FRANCES CHOOKOMOOLIN SARAH CONTIN CHARLOTTE COPENACE JUSTINE EVA CORBIERE MABEL DeBUNGEE ELVIS FT.FRANCES RAINY RIVER BURRISS JK-4 81 DEBUNGEE NLTC 3 ELVIS FT.FRANCES RAINY RIVER CORNERBROOK 5-8 DEBUNGEE 76 NLTC 3 GLADYS NLTC DRAKE 1 ANGELINA MOOSONEE 01ST. MINE CENTRE PUBLIC MOOSONEE PUBLIC 1·8 1-5 NLTQ 1 1 t::!LIQ 2 DUBE ISABEL FERRIS FOX FOX MARIE HELEN INAC AMY GWEN FIRST NATION MICHIKAN LAKE K-8 JIM FIRST NATION K-§,,! GEORGE J.C. HILLI NEW CREDIT SONJA STEPHANIE lAMBTON COUNTY FOREST CENTRAL 1-3 7§ 65 GEORGE SONJA STEPHANIE LAMBTON COUNTY FOREST WOODSIDE 5-8 GREEN PATRICIA ANN KENORA �5 BEAVER BRAE SECONDARY 10-11 GULL MAGGIE FIRST NATION 32 KEEWATIN SCHOO!,. P!;AWAN!.,lK ? HENDRICK JOAN N FIRST NATION CONSTANCE LAKE DAY SCHOOL, ,DEER POINT -3- K-2 ADULT NOT T�CHING 1 BOSHKAYKIN MiNE CENTRE NOT T�CHING 2 2 t::ILTC BEAVER BOB NLTQ t::U.IQ 12 Q.I.IWl NLTQ 5§ N!.TQ NL.TC t::!!.TQ t::l!.TQ NL.TC t::IL� 3 3 1 3 1 �LTQ 3 NLTC 3 t::!LE 1 QBa.Q!.!:!.If '§2 �SURNAME 91YCH NAME SCHOOi ROARP � Sl.8.- I Pf sruo eB HENRY VIRGINIA LAMBTON COUNTY ALEXANDER MCKENZI!; 9 10 N!,.TQ HENRY VIRGINIA LAMBTON COUNTY LANSDOWN!; PUBLIC K·8 THERESA 50 NLTQ HOY ISAAC GAIL JACKO URSULA JACKSON MARGARET JACOBS ALEX JACOBS GLEN FIRST NATION MORAVIAN DAY K JAMISON MAY FORT FRANCES DIST. LAC LA CROIX K-12 JOHNSON KENNETH LEE KAKEKAYASH GLADYS KAKEKAYASH GLADYS MARY KELLY DONALD KELLY LUCILLE 20 NATIVE PEOPLES PARISH FIRST NATION 1::!ATIV!; SEN� K-5 ROSE ANNE DONNA DELORES KOWTIASH ANDREA MARIE KOWTIASH ANNETTE FIRST NATION GULL BAY KW ANDIBENS K·§ YVETTE NORTHERN DIST. AREA ARMSTONG JK-9 LaBELLE JOANNE MARILYN GERALOTON DIST.RCSS OUR LADY OF FATIMA JK-8 LENNOX LYD1A INAC CONSTANCE LAKE DAY SCHOOL K-3 LESPERANCE VALDA KILKENNY DIST. AREA KILKENNY PUBLIC JK•8 LEVEQUE ELIZABETH FIRST NATION PAYINGASSI SCHOOL MAN. LEVEQUE RITA FIRST NATION UTTTLE SUND RAPIDS MAN. LOON ANNIE TIMMINS NORTHERN COLLEGE FRIEND CTR. MACDONALD ALICE MOOSONEE DIST. MOOSONEE PUBLIC MACINNIS JUNE NORTH BAY R C.S.S ADUlT CLASSES MASON MINNIE POPLAR RIVER FIRST NAT. POPLAR RIVER MAN. MCKAY ALEX McKAY NLTC 1 NLTC 3 BERNICE 1§ NI.TC N!.TQ NOT T�CHING 3 NOT TEACHING NLTQ 127 NI.TC 39 NLTC NLTC NLTC t:lLIQ JK-1 86 JK-9 NLTC 3 2 NLTC _3 2 JK•5 3Q5 NLTQ OUR LADY OF SOURROWS MEAWASIGE EMMA 1,S-� 48 N!,.TQ MEEKIS ALVINA MEN DOWEGAN PRISCILLA J- 8 197 NLTC Nb.I� NLTQ t:lLIQ NLTQ N!.,TC J.C. YESNO FORT HOPE -4• 6 15 1 NLTC NORTHERN STAR INA.k.. _ _ . . 2 2 1 NLTC FIRST NATION RUBY LAURA 3 NLTQ NIPPISSING SEPARATE MORRIS 1 1::!LTQ 2 BERNICE THERESA IN SCHQQL a EVELYN C. MOONIAS IN SQHOOI,. N!,.TC 17 NI.TC DAVID MEEKIS MEMORIAL 1 2 NLTC INAC � N!.TQ McLEOD SHIRLEY NOT TEACHING l::!LIQ MCKAY ELLEN 1 N TC NLTC KING MIGWANS lU.tl.1.8 NI.Tl KELLY MISHIBINIJIMA ll NLTC 3 a �I TEACHING a a �B.!al:!!.!AII;. ' m! 3 1 1 �Be.1:1!.!Alf •� t:lQIIi;,e,Q!a!lt:l!:a - �e..a l.B 9.I.ti£B RONALD JOSEPH t::!!.TQ N!.TC 1 WILFRED NLTC 1 t::IQI !1;.AQ!:11£::IQ NQT TEACHINQ N!,.TC 3 SURNAME GIVEN NAME MORRISEAU PHYLLIS D MORRISSEAU MORRISSEAU NAHDEE CHARLENE NAHDEE MAENARD ROY SCHOOL BOARD FlRST NATION FIRST NATION Kli92l. g__e.,. • of srup NATIVE SENA SCHOOL JK 15 WALPOLE IS LAND ELEMENTARY JK-4 N!,.TQ 1 NAHWEGAHBO GEORGINA NAKOGEE THERESA C. MOOSONEE DIST. RCSS NAKOOCHEE SIMEON COCHRANE IROOUOIS FLS G.H.FERGUSON K-8 NAKOOCHEE SIMEON CHOCHRANE IROOUOIS FL COMMANDO SENIOR PU§blC 6-8 NELSON MARJORIE FlRST NATION NELSON MARJORIE ? NELSON MAROAIE NESHINAPAISE LINDA NESHINAPAISE LINDA NOGANOSH JOAN OSAWAMICK MARTINA M. OSKlNEEGISH OTAKWADJIWAN OTIERTAIL ROSEAU RIVER GINEEW,MAN. JC. Y�SNO t':ILIQ JK-4 K-9 47 29 t::ILTQ N LTQ N!,.TQ Nl,TC 240 3 2 1 1 DUP!,.ICATE t':ILIQ NIJQ l 12!.!eLIQ!IE NLTQ 3 12!.!eLIQA!f; QRAQUATE CAMBRIAN COLLEGE ADULT I SUDBURY ADULT N!.TQ 3 SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY JK-1Q N L TQ 1 ALMA K. FORT FRANCES LAC�CROIX K-12 t':ILIQ NL,TQ OTIEATAIL MARGARET MERVIN PEGAHMAGABOW DUNCAN BARBARA KINOMAUGEWGAMICK K-7 FIRST NATIONS EENCHOKAY BIRCHSTICK PITAWANAKWAT JOSEPHINE LAKEHEAD R.C.S.S. ST. PATRICK'S HIGH SCHOOL 9-13 PROSZEK MARY RAE BETSY FIRST NATION ANISHINABI DEER LAKE K-8 RECOLLET E LAINE CECILE NORTH SHORE DIST RCSS SACRED HEART REDSKY DOUGLAS REDSKY JOHN RIVERS JULIA ANN ROSE RITA C LAUDETTE NORHTUMBER LANO &NEW ROSENEATH CENTENNIAi. 1-3 ROUNDHEAD ELIZABETH S LATE FALLS DIST. AREA K-4 EVELYNN CHRISTINE M. QBe12ueI1;; NI.TC FIRST NATION DEAN ROY a SUPPbY TEACHINQ N!.TQ PETERS SAGON ·aa 3 NLTC t:JLIC MARY QB!t2!.!a.IE 3 EMMA PAYPOMPEE PELTIER INAC BISHOP B. �§bLEAU 1 21 NLTC 2 NbTC 3 l 2 t':ILIQ N!,.TQ NLTC SLATE FALLS JK-8 SAULT TENA SCOTT IRENE FIRST NATION ISUNGTON DAY SQHOOL K- 1Q SIMCOE MARIA IVA LA.MBTON COUNTY DEVIN!;ST. K-8 SMITH YVONNE NLTC 27 SQ 2 1 1 NLTC 3 GRADUATE '89 NLTQ a It::! �Q!:IQQL l 3 NL,TQ 3 NLTC 1 t::11.E 2 N L TQ QRAO!,!ATE '8!,l t::IQI IE!Qt:llt':IQ £::ILTQ NLTC NLTC/ 4 . �. 6Llt::II:! :m.!l:!Et::II NLTC NLTQ 24 NOT TEACHING /GRAD GRADUATE '8!,l �� l&Jl. - ADU!,.T NIGHT SCHOOL ADU!,.T � GIVEN H4Nl1 STURGEON MARY ROBERTA SUGARHEAD CECILIA INAC LANSDOWNE HOUSE K-8 ANNIE TORONTO FIRST NATION ? SCHOO\ 806B0 ,PE srup ea ll NLTQ 3 NLTC 1 NLTC 3 FLORRIE NLTQ 3 SUTHERLAND HANNAH ELIZABETH NLTC TABOBANDUNG RUSS WEST PARRY SOUND MACTIER PUBLIC TABOBANDUNG RUSS WEST PARRY SOUND PARRY SOUNQ H.S. TAYLOR LEONA FLORENCE SUTHERLAND SUTHERLAND K-!i! 9-13 54 41 3§ 1::1!.TQ NLTC DAY CARE CURVE LAKE MARY ALICE THOMAS ALICE NLTC 1 TOULOUSE lSADORE NLTC 3 TRAVERSE SYLVIA TRUDEAU GEORGE PETER NLTQ TRUDEAU LINDA D NLTC TRUDEAU WANDA WABASSE ANDREW RICHARD WABASSE 1-9 150 30 t:'.!LIC 3 z THE INDIAN FRIENDSHIP CENTR!;; LORETTA SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY JK-10 WHEESK CECILE T. MOOSONEE DIST. RCSS BISHOP BELLEAU K·8 146 WHITE WANDA NIPIGON RED ROCK GEORGE O N ' EIL PUBLIC 9-10 35 WHITEFIELD CECILIA FT FRANCES/RAINY RIVER HUFFMAN WHITEFIELD CECILIA FT. FRANCES/RAINY RIVER SIXTH STREET 15 1-4 �9 13 NLTC 2 WHITEFIELD CECILIA FT.FRANCES/RAINY RIVER ROBERT MORRIS 5-6 14 NLTC WILLIAMS HILDA LAMBTON COUNTY SUPPLIES IN VARIOUS 2 YELLOWHEAD LIAS SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY YELLOWHEAD ROBINA SUMMER BEAVER DIST. SUMMER BEAVER ELEMENTARY 6 & JK 47 1z I� �Qt!QQL NLTC 1 FAILED NLTC 1 SUPP!.YTEACHING �LIQ NLTQ NLTC NLTC 8-10 QID NOT ATTENQ '90 NLTQ SAULT STE MARIE (c�l & IN SCHOOL 3 TAYLOR LAKE ST. MARTINS E!:,EMENTARY GRAD!,!ATE '89 t:'.!LIC 3 N!,.TQ FIRST NATION 1 � �LIC NLTQ z 3 2 1 �Results of 1990 NI.TC Summer School Stude11t Program Evaluation On July 3 1 , all students in the NL TC Program completed an evaluation regarding their thoughts of the Program. Following are the results of the evaluation, queslion by question, including the w ritten comments. {E=excellcnt){VG=very good)(A=average)(P=poor)(Nl=nceds improvement)(NA=no answer) The information you received before the course began. I. NA = l 3% Nl = 8% P = ll% A = 22% E = 1 3% VG = 34% The scheduling. 2. NA = 8% NI = 5% P = 6% A = 27% E = 17% VG = 34% The length of the course. 3. NA = 7% NI = 5% p = 6% A = 32% E = 16% VG = 34% The instructors. 4. NA = 6% NI = 5% P = 5% A = 9% E = 39% VG = 38% (In Practicum) Associate teachers. 5. NA = 5% NI = 3% P = 5% A = 23% E = 22% VG = 43% Other staff. 6. NA = 2% Nl = 6% P = 2% A = 26% E = 25% VG = 39% Residence. 7. NA = 8% NI - 18% P = 13% A = 33% E = 16% VG = 13% Meals. 8. NA = 7% N I = 16% p = 10% A = 44% VG = 16% E = 7% Practice teaching. 9. NA = 2% NI = 3% p = 5% A = 33% E = 17% VG = 40% organization. 10. Student NA = 7% NI = 14% P = 14% A = 33% VG = 26% E = 7% Extra-curricular activities. 11. NA = 3% N I = 17% P = 9% A = 32% VG = 24% E = 8% 1 2. Elders evenings. NA 3% NI = 17% P = 9% A = 32% E = 13% VG = 26% 1 3. Tutor advisor. NA = 22% NI = 8% P = 7% A = 20% E = 18% VG 24% 14. Workshops. NA = 1% NI = 3% p = 6% A = 15% E = 38% VG = 33% 1 5 . Docs your community support the Native Language Program? NA = 5% No = 13% Yes = 83% 16. Is your community familiar with the Native Language Curriculum guideline.(Part A ) ! NA = 1 3% No = 4 1 % Yes = 3 1 % 1 7 . Docs your community support 100% immersion at any particular grade level'! NA = 20% No = 4 1 % Yes = 39% 18. Is the Native Language Teachers' Program helping your community? NA = 8% No = 7% Yes = 85% 1 9 . How can w e help you this winter? Other ideas and concerns. 20. I . More information on next summer's courses. 2. Provide in-service workshops. Provide additional instructional materials. 3. 4. Continue to publish and distribute the newsletter. 5. Provide additional contact through the year. 6 . Provide information o n employment opportunities. 7. Provide consultant services to practicing teachers. 8. Concerns about university facilities. 9. More choice in workshops. 10. More coursework in educational methodology . . ,. �NATIVE LANGUAGE INSTRUCTORS' PROGRAM NLTC Summer Program ( 1990) Employment Profile Areas of Employment of Native Language Teachers by Program Year Yr, I Ar�as Qf f;mplo:tm�Dl Provincial Schools 20 Federal Schools 3 First Nations Schools Adult Education Continuing Yr, II 9 18 2 18 4 3 4 3 2 5 Education Non-Teaching Ill Yr, 0 3 0 l Unkn own 3 1 Failed Course 5 61 2 0 0 21 26 Employed TOTAL -------- ------ ------------------------�- IMPORTANCE OF PRESERVING OUR NATIVE LANGUAGES: OUR ROAD BACK TO THE FUTURE BY Mary Lou Fox We are here today because of our growing concern - indeed alarmed that many of our ancestral languages arc quietly and surely disappearing. Like endangered species, when a language disappears, it disappears from the face of the earth, never to be heard again. When a language dies, the vitality of a way of living and thinking dies with it sadly such a passing goes by almost totally unoticed. It is slow and silent. The world is viewed through one's language; our way of thinking, values, philosophy, songs, ceremonies (which cannot be done in a foreign langauge), and prayer. It is through our language, through prayer that we will return to the ways of our people. Our Elders tell us that our language is sacred - a spiritual langaugc - a gift given to us by Gixhcmanido, the Great Spirit. Our Elders tell us, every time we meet, about the great rcsponsiblility we have teachers. as parents, and as grandparents. It is the language of the land we live on, it is the spirit of the land we live on. The Voice of the Land is in Our Language. �Te Kohanga Reo Maori of New Zealand Te Kohanga Reo is a successful Maori langauge pre-school program initiated in 1 982. The Kohanga Rco brings together the structural format of a day care with a Maori style of operation and communication. Kahanga Reo - means langauge nests. The children in these language nests range in age from babies to five years of age. They arc in care of grandmothers and mothers, who arc experienced in the an of raising children and have fluency in the Maori language. Maori language is used exclusively not a word of English is spoken. Some mothers bring their children and learn alongside them. So these nest arc community-based family settings providing a healthy stimulating atmosphere for the practice of Maori cultural values. Most of the nests are situated on Maori owned premises, either at a Marae (Maori Ceremonial Complex) or at a family community centre. The aim of the Te Kohanga Reo is to produce a bilingual and bicultural population who will be equiped to survive in both the Maori or Pakeha worlds, proud, happy and self­ con f i den t. Historically the Maori experiences have been similar to ours; school dropouts; high rates of infant mortality, lower life expectancy; loss of langauge thereby threatening the very existence of Maori people. In 1978, the Maori people enunciated a philosophy of Tu Tangata which means "STAND TALL". It was aimed at bringing about the re-emergence of the Maori as a proud people, capable of determining their own destiny. Kohanga Rco was born from this philosophy that "language is the life principle of Maori". The central focus was also on the improvement in the youth. A report to the Maori Advisory Committee i n 1 985 made the following statcnH.' 111 on Tc Kohanga Rco. " The strength and vitality of Te Kohanga Reo lies in a number of considerations and schools intending to provide for these children will need these elements carefully: i) Te Kohanga Reo is sustained by an almost universally shared ideology among Maori people; that urgent steps need to be taken to ensure the survival of oral Maori language. ii) Te Kohanga Reo has proved successful under Maori organizational and administrative autonomy. iii) Te Kohanca Reo has been supported at the grassroot level. rela1i11ely free of major bureaucratic structures. iv l Te Kohani:a Reo has Jerved as a politicising agent; Maori parents arc' now more aware of the education process; they are becoming more demading and questioning of the functions a11d practices of schools; It has served a conscientising role paritcular/y for Maori Women. �v) Te Kohanga Reo is successfull. While there are several different methods of organization the great majority of Te Kohanga R eo can be regarded as successful in that children with fluency in Maori langauge are already being produced after only three and half years operation." (Report to Maori Advisory Commiucc N.Z.E.l. Smith, I 985) In 1982, the Maori people started out with two language nests. Today there arc approximately 500 Kohganga Rco in New Zealand operating everywhere - in cities, towns and in the countryside. This program has revolutionized the Maori people and has provided the basis and impetus for other forms of alternativ e education. Ir your Indian identity is 10 be preserved, steps must be taken. For the past two decades, various progrms have heen introduced, mainly as a part of the regular school system. Several minutes per day has been the course of language study for children today. Language fluency is seldom achieved by these methods. Many indicate that we arc making liLtle headway, that our langaugcs continue to erode. Our Elders remain strong and say ''We will survive true to our past, with our language and culture intact". (Source: Keynote Address. First Annual NSL Conference April, 1989.) ASSEMBLY OF FIRST NATIONS NEWS Bill C-37 An Act To Establish The Canadian Heritage Language Institute This bill was introduced in the House of Commons by the Honourable Gerry Weiner, Minister of the Secretary of State. The Heritage Lnaguage Bill had included aboriginal languages in its definitions. This bill received second reading on May 9, 1990 and proceeded to a legislative committee which held hearings in Ouawa on June 5, 1990. The AFN delivered their concerns to Lhe committee on behalf of all First Nations. The result was that the lcgistlative committee made an amendment to exclude aboringinal languages in the definition section of Bill C-37. A great lobbying effort has had an impact. Ms. Obomsawin reports that it looks promising that Bill C�37 will NOT include aboriginal languages it its third and final reading. An Aboringinal Languages Foundation The AFN is pursuing a Government Bill Lo establish an Aboriginal Languages Foundation. This foundation would be similar in scope to the Heritage Lnaguages Institute but would be directly involved with and responsible for program delivery to reflect First Nations initiatives. �National Native L anguage Survey The AFN is now finalizing a National Survey of First Lnaguages which is expected to be completed by mid-August. This will update the statistics established in 1982 by Michael K. Foster for the National Museum of Man. Those statistics are still widely quoted and there is concern about their accuracy. The Survey will produce statistics on Language usage, number of speakers, program delivery, type of program delivery. funders of language programs, kinds of support and teacher/instuctor accreditation. The only shortcoming of the survey is that not all First Nations are expected to respond. The response to date is encouraging but the survey results themselves are discouraging as many First Nations respondents consider English their First language. (This letter appeared in the "Letter of the day" feature of the Ottawa Citizen Wednesday JO January 1990) HELP NATIVES SAVE THEIR LANGUAGES I urge all Canadians to support Bill C-269, which proposes the cstablishmcnl of an Aboriginal Languages Foundation. This bill, presented to the H ouse of Commons by Ethel Blondin (MP • Western Arctic), received first reading Nov. 3 . The Aboriginal Lnaguages Foundation would respond to the language needs of Aboriginal communities as defined by those communities. Ms. Biondin's bill is better than Bill C�3 7. The latter, sponsored by the secretary of state, would establish a Canadian Heritage Language Institute. It would force Aboriginal languages to compete for resources with the languages spoken by non-aboriginal ethnic groups. It would perpetuate the illusion that aboringinal nations arc just another ethnic group in Canada. This illusion excludes the Aboriginal people from their rightful role as full partners with the federal and provincial governments in shaping the Canadian federation. As a non-aboriginal Canadian, I am saddened that for more than a century my federal government used its coercive powers and financial resources to attempt lo destroy aboriginal cultures, including their means of verbal expression. It is miracle that some of these languages have survived. Canad a has a responsibility to nurture and preserve these ireasures that arc aboriginal languages. Bill C-269 represents a constructive step toward tha1 objective. Malcolm E. Davidson, Hull The aim of early immersion is functional bilingualism or fluency. Students who complete the immersion program from kindergarten to grade six will be able to function comfortably in the Native language. Meanwhile the English speaking skills of Native language immersion students remains about the same as their grade level peer. from... How to be an Immersion Parent -I I. �(This article originally appeared in the Toronto Globe and Mail 1 9June 1 990) NAT I V E TONGU ES/Ahoringinal languages have deeper roots in Ca,wda 1ha11 French or English, but they're in danger of disappearing The spectre of silence by Emil Sher As English and French Canadians battle over language rights, native languages quietly dwindle and die. A fact sheet on aboriginal langauge would read more like a eulogy. Of 53 Native langauges spoken in Canada, only three arc expected to survive. The rest are endangered. Some verge on extinction. There are only a handful of Delaware speakers. under 32 who can speak Okanagan. It's difficult to find someone In 1988, author Ronald Wright wrote that Angela Sidney was "85 years old and possibly the last fluent speaker of the Tagish language." "While there is hope that other Yukon languages may be saved from extinction, Tagish has reached the point of no return. All that can be done now is to compile an archive." According to a study by the Assembly of First Nations, the Haida, Kootenayan, Salishan, Tlingit, Wakashan and Tsimshan languages arc all "perilously close to cxti nction ... "If these languages diasappear from Canada. they will disappear from the face of the earth." The First Nations' Declaration on Aboringinal Language speaks of "our unique relationship to the Creator, our attitudes. beliefs, values and the fundamental notion of what is truth." The who Yet than truth is, we speak of the nation's two "founding" peoples as though those lived in Kanata before European settlers arrived were almost voiceless. the roots of most aboriginal languages on the continent run far deeper English or French. The word on Parliament Hill is that Native languages are to be preserved at all costs. Al the 1984 first minister conference, the prime minister directed the federal government to "preserve and enhance the cultural and linguistic heritage of Canada's aboriginal people." Four years after this pledge, the First Nations of Canada noted, in plain English, that "nothing has been done. except a few studies." - I 2- �Chronicle-Journal/Times-News, SUNDAY, October 28, 1990 Inuit face new writing system IQALUIT, N.W.T. (CP) - If ydu . hU: "' ·�.... K..a you're forced to convert to metric, · . .,. imagine the turmoil of losing your al- . \. w; 1h Ji. 1"' � phabet to a new writing system. Jf:i In an effort to standardize the l··�"'-""',.::.:_,_,J many written forms or their lan­ guage, Inuit from Alaska, Canada and Greenland are considering cre­ ating one common writing system, or orthography. The thought sends slaivers through Inuit in northeastern Canada and Quebec, who could someday lose the cryptic triangles and squiggles that make up syllabics - their unil\ue and beloved way of writing their lan­ guage, lnuktitut. "For myself and for my own· peo­ ple, in this day and age theY. want to Rachel·Qitsuallk on computer use syllabics," said Mark Kalluak or the Inuit Cultural Institute in Amat, ' ics; along the Hudsort Bay coast. "It's inevitable because more of "They know how to use it, it's been UlJ4l(l in schl>Ols arid I guess they feel my own people are getting into writ­ it's their own. They're sort of posses- ing literature, oassing information by sive." writtenfonn,''hes'ald. But syllabics, an- evolution of the Robert Kuptana, one of two Cashorthand Introduced by Anglican nadian delegates to the committee, missionaries, is foreign to Inuit in the, lives in Holman !&land, a tiny West­ Western Arctic and other circumpo- em Arctic community above the Arc­ Jar countries. They write in diverse · tic C¥"cle where everyone uses Ro­ forms of lnuktitut using 15 conso- man letters. naots and three vowels from the Ro"That's what I'd promote because man S,Ystem �in Eng�h. the Roman orthography is a univerAn mtel'!18t1onal committee struc� sal writing system," fie said. . last year m Greenland by the Inwt North American Inuit had no writ­ Cirtum��r Conferenct:, is studying ten means of communicating befote the feas1bbty of developing one com- the arrival of missionaries in the mid· mon system for the world's 100,000 · 1088s. · Inuit. The Roman system was used by the catholic church in the Western Arc­ END SYLLABICS tic. Kalluak and other linguists predict Syllabics were designed in the 1840s the committee's findings will lead to by James Evans, a Methodist mis­ yet anotller fonn of-Roman orthogra­ sionary working among tbe Cree and phy and could mean the end of syllab- Ojibway in northern Manitoba. En- curse kilograms and litres each time -A�,: · . 1 J. glish nuasionaries Ia&er adapted the simple system - where each major symbol is a syllable - to Inuktitut. IS PESS{MIST Louis Jacques Dorais, a Laval Uni­ versity anthropologist specializing in Inuktitut writing, forsees the creation of a standard Roman writing system to be used by Inuit intellectuals and politicians for offical documents. Dorais, who says Inuktitut �ould disappear in the Eastern Arctic withm two generations, believes a standardized writing system.could help Inuit combat the increasing, use of English, though he is pessimistic. Witn more than 200 educational books for primary grades·11vailabte in syllabics, comprehensive syllabic computer technology and a detailed long-� �n to develop more re­ source material, Liz Jtose, an Inukti· tut program consultant in Iqaluit, says there is no immediate threat to the writing system. While Rose hopes syllabics can be maintained regionally for their cultu­ ral importance, she admits another system will likely take over. "I just don't see why we have to switch over to the level that it would affect us in our everyday life in our own communiti,es," she said. "To take it away would mean taking away a part of us." Rev. Armand Tagoona or Rankin Inlet loves syllabics but says the Ro­ man letters are more P.ractical and will help preserve Inuktitut. "I used to live in igloos, my wife and r,•: he said. "But it's a new age. There are many things we used to do and we have to get ridof them, not be­ cause we don't like them; there's no place for them anymore.'' �SHARING SECTION ..,d :t:. "A<l "- � pj :L'.). � b'ii'CS Lr'..,/\ <J � =-�=-= ---:--:--:::.·- ·- b,J..;L', P11� Sc:r� -------.,----� ; � •z...= ci.V -U- c� �\� -lk r;f-\fa_,, �\J o.rcw..-l d, ::; •,1 �be . f--C h � o( ,L c,, ,-d,_. � (J v � -'A �-'-. \ - ---·--- ----- ·---+- -- -- ·-·- --- ..- - .. .... --+-------------- . -·· e. < e... u v.'N./.. �-. ,;,, '7 ' 6J ?a- br:------� to.�?tLht.�!·------r- Voc o.bulo.ry /\ --o ?" � Ii/ \ 1 :� i f __o I s ..:d > LJ · �- 1 words to the pictore. Sto.r Sho.ku � -<I· t,,, h · ' d �� i�� Dr"o.w o. 1:ne from the r; 1 .d , a..-: J /"I L b. LJ - .4 -n ;( ??6- , b.11 d u ...d ?, By: Bernice McKay SHARING SECTION "" H i::,sh Rock F i re � Deer � Circle � Bec..r @ * Po.ddle � 0 Axe B ,rd By: Bernice McKay - 1 5� �enclosed for your i11form111i o11 i., n t·o/>y of rl,e Wa n-atay 'l'elevisio1 N:t tive ta o u 1 Progr g age ar11111in g G uide Ifyu;, wi, 11 !:Ui<Jc fll/lilto < 0trr11111c r«•riv iug 1/ic /lll,1d1 cd for111 to.thiK ' f e lcv Wa wat,iy i.ti Native Co o11 Guide m I'. I/ /Joxni1111ic11,;011s Society Sioux l.0(1k I 1/l(J our. 0 /'flV 2·n, 111;irio Plc:i.� i:roup., or disrrilJtJrc coµics or 1t1d1viduals tlrc g111<1c in ro television rcrcstcd in native orllfr 11rogr�11�11rn laoguage g. l\11y co111111 cn1s, ideas or suggcs 11011s .tte Welcome. r- - - - - - I I I I I I I O - - - -- - - - -- YES/ We i.an, ro '""Olv • - -- -- 1i,., Wa,..aiay lanouag. Tt1av1..,,, Na1;,,e Ptao,am ,.,"'O G lfide -� I I I I 1 NA I AD ME:� II DRESS: I i ==-� ----1 -.__ I I POST AL CODE: --L-- ---- I -- : TELE VI S ION - ---- i -------- : - - -- - - --- - -J �,. .. � December I - 1:00 p.m. Youm Program "\-1DEO AWASHISHAK" C:-ce program November 3 -1 :00 p m. Youth Progr:,m "VIDEO AWASHISHAK" Cree progr:un l! :;o p m. Currem Affairs "AH NISKI ACHIMOWIN" Cree program I :JO p.m. Currcm Affairs "AH NISKJ ACHIMOWIN" Cree program November 4 -6:00 p.m. Documcnt:uy Specials "INNINU DEBAJEMOWIN" Cree program November 10 -1:00 p.m. Youth Progr:un " VIDEO AWASHISHAK" Oji-Cree progr.,m I ·JO p.m. Current Affairs "ANIMOCHIKLUNUN" 0Ji•C= progr.un November 1 1 -6:00 p.m. Documentary Spct:1al "KEENAWINT" 0Ji-C= program 6!30 p.m. Children's Progr.im "WACHEE-YAY! WACHEE-VAY!" Cree program November 17 - 1 :00 p.m. Youth Program "VIDEO AWASI-USHAK" Cn:e program 1:30 p.m. Current Affain "AH NISKI ACHIMOWIN" Cree progr:un November 18 -6:00 p.m. Oocumcntuy Specials "INNINU DEBAJEMOWIN" Cn:e progr:un November 24 - 1 :00 p.m. Youth Program "VIDEO AWASffiSHAK" Oji-Cree program 1:30 p.m. Current Affairs "ANIMOCHIKLUNUN" Oji-Cree program November 25 -6:00 p.m. Documcntuy Special "KEENAWINT" Oji-Cree program 6:30 p.m. Children's Progr.un "WACHEE-YAY! WACHEE-VAY!" Cree progr.un · I 7. December 2 -6:00 p.m. Oocurnent:iry Spcc1als "L'liNlNU DEBAJEMOWIN" Cn:e program December 8 -1:00 p.m. Youth Program "VIDEO AWASHISHAK" Oji-C:-ce progr.un l :30 p.m. Current Affairs "ANIMOCHIKLUNUN" Oji-Cn:e progr.im December 9 -6:00 p.m. Document:uy Special "KEENA WINT" Oji-Cree program 6:30 p.m. Children's Program "WACHEE-VAY! WACHEE-VAY!" Cree progr:1::1 �ALGONQUIAN AND IROQUOIAN LINGUISTICS, READERS AND STUDY GUIDES 1 Review Exercises in Basic Cree. Ken Paupanekis. 1984. Pp. iii, 10. o.p. 2 Review Exercise for � Cree Phrase Book� Ken Paupanekis. 1984. Pp. fiij, 21. o.p. 3 Stories ofAndrew Medler from Bloomfield'.'i Eastern Ojibwa. Edited by John D. Nichols. 1985. Pp. vi, 39. 4 kiskinahamawiikan-acimowinisa. Written by Cree-Speaking Students, Edited and with a Glossary by Freda Ahenakcw. 1985. Pp. [iii), 29, Iii), 32. {NB: /CJ.ts i11 Plains Cree; for the bilingual cditio11, see Memoir 2} 5 Stories of Sam Osawamickfrom the Odawa Language Project {1971]. Edited by Glyne L. Piggott. 1985; rev. ed. 1986. Pp. [v], 19. 6 Three Stories from the Odawa Language Project {1973}. Edited by Glyne L. Piggott. 1985; rev. ed. 1986. Pp. v, 18. 1 pisiskiwak ka-pikiskwecik, Told by L. Beardy. Edited and with a Glossary by H.C. Wolfart. 1985. Pp. (iii], 69. /NB: texts in Swampy Cree; for the bilingual edition, see Memoir 5] ' 8 The Stories ofAlice King of Parry Island. Jean H. Rogers, Edited by John D. Nichols. 19�5. Pp. v, 30. /NB: texts i11 Ojibwcj 9 Anishinaabewibii'igewin: Ojibwe Writing for Language Teachers. John D. Nichols. 1986. Pp. vi, 25. {NB: Mille lacs dialect] 10 Nishnaabebii'gedaa: Exercises in Writing for Speakers of Central Ojibwe and Odawa. John D. Nichols & Lena White. 1987. Pp. iv, 71. 1 1 Anishinaabewibii'igedaa: Writing Exercises for Speakers of Ojibwe. John D. Nichols. 1987. Pp. iv, 57. · [NB: Rai11y Rfrer/Lake of the Woods dialect] 12 The Moons of Winter and Other Stories, Told by Nonnan Quill. Edired by Charles E. Fiero (& John O'MearaJ. 1990. Pp. [v], 25. [NB: texts in Ojibwe, primed in syllabic onhograpliy] ORDER FROM: o.p. $3 $3 $8 $4 $4 $8 $7 $4 Algonquian and Iroquoian Linguistics c/o Department of Native Studies University of Manitoba WINNIPEG, Manitoba R3T 2N2 Price includes carriage; no trade discounts, no returns. Prepayment is requested, with cheques made payable to: Algonquian and Iroquoian Linguistics -l8- , � 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 6 (1), October 1990 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 1990-10-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/f029dc061a023c565f67c7662da8c1db.pdf ac2c234829d416138ba8747ed474dca6 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin-gikinoo' amaadiiwigamig <Jo-Sa_ V J6· ) PP..D<1Ln6•61' N.L.I.P. Vol. 7, No. 1 November, 1991 �CONTENTS News From Your Coordinator......................... Congratulations to NLIP 1991......................... Did You Know........................................... NLTC External Review................................. A Summary of the Recommendation As Presented in Towards Linguistic Justice.............. 2 3 5 5 6 You Took My Talk- Aboriginal Literacy and Empowerment - Ken Hughes...................... 8 Yenka Dene Memorandum............................. 9 Petition to Support Aboriginal Languages............ 10 On 'Estas and the Salmon In the Past and Today.... 11 Teaching Ideas from Year Four: Language Experience Approach - Maria Gray..................................... 12 Booklet Idea - May Jamison.................................. 12 A Child Shares:......................................... 13 Gaming the Historic Native Way - Heather Donolovitch......................... 14 Resources................................................ 16 Conference News....................................... 23 Native Lan�a.&eInOntario is published four times a year by the Native Language Instructors' Program. LakeheadUniversity, 955 Oliver Road. Thunder Bay, Ontario. Canada. P7B 5El. Lakehead University A Northern Vision �2 NEWS FROM YOUR COORDINATOR As the leaves gentlyfall from the tree, nature is preparing for a change of seasons. From the calls and letters I have been receiving from you, there are changes in your lives too. There have been new employment opportunities, back to school jitters, several births, a death, and celebration of graduation. There have been changes in the NLJ.P. office. Gary Howell has found the job of his dreams in sales and left the office in early September. Heather Donolovitch is working as secretary in the NLJ.P. office. Cheryl Kylander, although a full-time student in NfEP, continues to work in the office. David Bates, a familiar name and face to many of you, is acting Director of the School of Education and has NLJ.P. as one of his responsibilities. After summer school, I journeyed to Capetown, South Africa to attend the "Democratic Approaches To Language Planning and Standardization" sponsored by the National Language Project and the University of Capetown. The conference was pan of a narional initiative to involve community, labour and professional organizations in the debate over a language policy for a democratic South Africa. The goal of the conference was for participants to define the relationship between democracy and language policy/planning. From this understanding, the conference panicipants drafted proposals to outline a plan of action on the language question. ln future issues of the NLJ.P. Newsletter, more detailed information regarding the conference will be included. From September 22-25, I attended the NALI. Conference in Prince George, British Columbia. NA Ll.'s primary goal is to protect, preserve, and promote the indigenous languages of the Americas. The conference was designed to bring together traditional language practitioners and language professional with a focus on the need to balance the demands of modern education with the wisdom of traditional ways of teaching and the richness of the indigenous languages and cultures of the Americas. 1200 people from Canada, United States, Hawaii, Australia, New Zealand, Alaska, and England gathered to honor the elders. It is with the wisdom and knowledge of the elders,directions for the future are set. More infonnaticn will be shared in later issues regarding conference presentations, resources, and new developments. It is indeed an honor and very exciting to be a participant in Native Language. All over the country and around the world, indigenous languages and culture are being strengthened. May the Great Spirit Guide You. Barbara Toye-Welsh Coordinator, NLJP. �3 CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLIP 1991 NLTC - Year One Provisional Letter of Standini - Al,lonQuian Baxter,Christine Belmore,Irene Bluebird,Roland Bobb,Jim Cantin,Peter Chikane,Doreen Cromarty,Sarah Douglas,Lawrence Etherington,Jim Flammond,Violet George,Helen George,Melva Grant,Cheryl Hookimaw,Miriam Jacko, Lorraine John, Sylvia Johnston,Justin Kam, Patsy Kane,Elizabeth LeMarquis,Eileen McKay. Modina Nadjiwan. Rose Ningewance,Richard Olsen,Sarah Oskineegish,Mary Owl, Joanne Pitawanakwat, Dorothy Restoule,Geraldine Sagon, Christine Sainnawap, Jenosa Southwind, Clara Stevens,Bridget Wassegijig,Helen Wesley,Mary Wesley,Stella Winter,Jacob Martin,Cameron* *Iroquoian NLTC - Year Two Provisional Letter of Standinr - Alronquian Abel,Don Allison,Amy Assinewe,Mary Beardy,Tom Beaver,Judas Beaver, Norman Blab,Dinah Bois,Martha Copenace,Justine Corbiere,Mabel George,Sonja Gull,Maggie Henry, Virginia Jacobs, Glen Jones,Beatrice Kakekayash, Gladys Kelly,Donald Loon,Annie McKay,Bernice Moonias, Theresa Morris, Ruby Morriseau,Phyllis Nagotchi,Dorothy Nahdee,Maenard Nelson,Marjorie Neshinapaise,Linda Oskineegish,Emma Ottertail,Alma Pitawanakwat, Joesphine Recollet,Elaine Rose,Rita Scon,Irene Sugarhead, Cecilia Sutherland,Hannah Taylor,Mary Trudeau,Linda Trudeau, Wanda Wabano,Pauline Wabasse,Loretta Yellowhead,Robina Thompson, Marie* Peters, March* Iroquoian* NLTC - Year Three Permanent Letter of Standini - Alunauian Archibald,Veronica Barnhart, Rebecca Baxter,Wanda Hoy, Theresa Jackson,Margaret Jacobs, Alex Kowtiash,Annette Lennox,Lydia Lesperance,Valda Nakogee,Theresa Proszek, Mary Sault, Tena Schuchert,Elizabeth Toulouse,Isadore Wheesk,Cecile Whitefield,Cecile Yellowhead,Lias �4 Native As A Second Lanruare DiJ,loma - Year Two Nolan, Barbara Native As A Second Lanrua.re Di.Jlloma, - Year Four Achneepineskum, Eliz.abeth Archibald, Veronica Beaver, Judas Beaver, Mary Debungee, Elvis Jacko, Ursula Jamison, May Hendrick, Joan Kakekayash, Gladys Kelly, Roseanna King, Linda Kowtiash, Andrea Labelle, Joanne McLeod, Evelyn McKay, Bernice McRae Lorraine Nahdee, Charlene Nelson, Marjorie Okimaw, Mary Jane Osawamick, Martina Oskineegish, Mary Panacheese, Christina Peltier, Barbara Rees, Annie Roy, Evelyn Shilling, Shirley Snache, Irene Sturgeon, Mary Toulouse, Isadore Traverse, Sylvia White, Wanda Yellowhead, Lias Native As A First Lan,:ua,:e Du,loma - Year Two Thomas, Alice Native As A First Lanruare DiJJloma - Year Four Gray.Maria AQ - Native As A Second Lanruare SJ,ecialist - Alronguian Grubin, Jeanne Iahtail, Mary Lou Kakegamic, Chris Kelly, Ron LeBlanc, Dawna Odjig, Ron Peltier, Sandra Pitawanakwat, Violet Shawanda, Violet The Native languages were once the vehicle used to transmit Indian values and respect and now they are replaced by an­ other language - Skills in English are very important but the Native language is what constitutes the whole Indian person. Manitoba Association for Native Languages �5 Did yOU Know... · Cecilia Sugarhead is teaching NSL from Kindergarten to Grade Eight in Nakina. - Laura James is teaching two Ojibwe courses at St. Patrick's Hjgh School in Thµnder Bay. - June MacGinnis is teaching an adult Ojibwe class. - Ron Kelly has made signs in Ojibwe for the halls of Sabikong School. - Jean Shawana is in Cutler working on Native Language Projects and planning to become actively involved in NSL. - Congratulations to Brian and Martha Maznevski on the new addition to their family - a bouncing baby girl • Katherine. - Congratulations to Linda Trudeau on the birth of her son, the first week of September. - Our sympathy goes to Elizabeth McCoy who suddenly lost her husband. Our prayers and thoughts are with you. NLTC EXTERNAL REVIEW Brian Skerett has been contracted to review the Native Language Teacher Certification Program. Very soon, each present and past student of NLTC will receive a questionnaire in the mail. It is important that each and everyone of you talce the time to complete the questionnaire when you receive it and nnw:n it to Brian. If you require any assistance to complete the questionnaire, call Brian at 519-821-9251. When children learn their Native langu(lge they are learning to feel good about being Native and about who they are. Seabird Island, B.C. �6 A Summary of the Recommendation As Presented in Towards Linguistic Justice Recommendation 1 The Assembly of Frrst Nations recommends that aboriginal languages be given equal treatment in the Canadian Constitution with the state languages, English and French. The Report also recommends that aboriginal languages be given equal legislative treatment with the state languages enshrined in the Official LanguHes Act, To this end, the Assembly of First Nations proposes the introduction of the Abori&inal Ianpa"s act of Canada. a bill drafted by AFN. The Assembly of First Nations considers that the recommendations supporting the Abori�al Lanpa�es ActofCanada be implemented by the Government of Canada, and that the Government introduce this bill to declare our languages as the "National Languages" of Canada as proposed in the bill. With respect to the constitutional proposal, this will be dealt with in any future First Minister's Conference on amendments. Recommendation 2 The second recommendation in LINGUISTIC JUSTICE is directed towards the internal use of aboriginal languages within their communities. It encourages bands to pass by-laws in their national language, as well as establishing community or tribal language commissions. Communities are to develop standards for the written and oral languages, approve the terminology, develop dictionaries and approve orthographies. Recommendations 3 The AFN's third recommendation calls for action regarding the formation of Language Commissions/Councils for language planning initiatives and language retention activities. In LINGUISTIC JUSTICE the AFN also recommends the promotion of Aboriginal language through the use of various media, such as Native programming(radio, t.v. and newspaper), also distance teaching, language studies programs and other initiatives. The development of national and regional First Nations Language commissions are necessary for full participation of First Nations towards the planning and administration of this effon. �7 A summary of the Recommendations as Presented in TowardsLiniuistic Justice-cont'd Recommendation 4 The Assembly of First Nations recommends the implementation of the aboriginal language revitalization strategy which will strengthen our foundation towards preserving, retaining, and promoting our national languages. The AFN recommends that this revitalization strategy begin at the community level with First Nations language instruction starting from day care to pre-school to kindergarten and through to grade 12. The AFN also recommends scrutiny of the Master Tuition Agreement/s regarding"federal school regulations and policies." Recommendation 5 The fifth recommendation in LINGUISTIC JUSTICE identifies an action to plan begin implementing the revitalization strategy for our national languages. The founding of the Aboriginal Languages Foundation is a necessary component to the Aboriiroial LanillaiCs Act of Canada. a bill to be introduce be the Assembly of First Nations. The Aboriginal Languages Foundation will be the repository, where by the AFN can accept financial donations to secure future funding for the learners of our national languages. The Aboriginal Languages and Literacy Foundation, therefore, stands to "ensure the perpetuation, revitalization, growth and protection of First Nations Languages" Recommendation6 This recommendation calls for the planning and identification of "mechanisms at the regional and national levels" which are necessary to carry out the aboriginal literacy initiatives. Once the human and financial resources are identified a plan on how to distribute these resources must be decided on. The comparative summary of the Assembly of First Nations" Towards Linguistic Justice for First Nations" and the Report of Standing Committee on Aboriginal Affairs " You Took My Talk" demonstrates the support to the committee which recognizes the importance of Indian Control of Indian Education. In all of its recommendations the Committee's report demonstrates that the responsibility for campaigning and eradicating illiteracy rests with First Nations initiatives backed by federal government funding. �IANGUAGE ISSUES YOU TOOK MY TALK Aboriginal Literacy & Empowerment Fourth Report of the Standing Committee on Aboriginal Affairs -. December 1990 by Ken Hughes, M.P. Aboriginal people in Since the definition of "literacy" is intertwined with "Humane literacy" in the aboriginal context, can include Canada experience the "purpose" of literacy, definitions of literacy among oral tradition as well as literature. While there are varying degrees of literacy the aboriginal population may be region specific as each increasing numbers of aboriginal poets, philosophers and group or community defines the literacy experienc.e in a literary writers, their works are often not easily available. and fluency in their own An important means ofpromoting literacy in !heaboriginal context relevant to its culture and goals. languagest and the official While recognizing the scope for variation in definitions community is accordingly lost. Recent government languages of English and of fundional literacY., UNESCO uses the attainment of reductions in funding to Native media were viewed by French. As a brief from grade 9 as the statistical standard for functional literacy. many oftheorganii.ationsappearing before the Commiuee the Board of Edmonton This measurement has been accepted by most as having a potentially negative impact on efforts to Public Schools noted t industrialized nations, including Canada. The Council of promote literacy in the aboriginal community. One of the Ministers of Education (Canada) has acknowledged that prime motivators for aquiring literacy skills would appm native children have a in this oountry there is some justification for this standard to be availability ofreading material relevant to one's life. range of language on the grounds that education is compulSOr)' until the age The stalus of aboriginal languages is intimately connecled de\'elopment needs. Some of 16 and that there is a societal expectation that young to literacy issues in the aboriginal community. Recent native children arrive at people will complete grade 9 or 10 and be literate before government studies have revealed that fifty of the existing school speaking a native leaving school. The Canadian Parliamentary Task Force fifty three aboriginal languages in Canada are in serious language fluently but do on Employment Opportunities adopted the following danger ofdying out without some significant intervention. not speak English. Some definition of functional literacy: "the functionally illiterate Literacy may be relevant as a means of preserving and haYe tittle or no knowledge make up that part of the population 15 years and older, not promoting these endangered languages and increasing attending school fulltime and with a level of education self-esteem. Aboriginal language literacy may alsocreale of natire language interest in aquiring literacy skills in English and French. less than grade nine." development. Some have James Arvaluk, addressing the Circumpolar Conference Literacy can encompass functional literacy (filling out grown up in an a job application) to "humane literacy" (reading and on Literacy, staled: "...we must begin to view lnuklitut as en\'ironment where comprehending poets and philosophers). Funclional an artform and as literature. This will guarantee that English (or French) and a literacy usually means day-to-day activities germane to lnuktilut will be read for pleasure time and time again. If nath·e language are used survival in the environment in which the individual lives. one is well read, she/he is able to articulate his point of and a mix of two or more Jean Reston has commented on the literacy requirements view, feelings and emotions." of aboriginal people following a traditional hunting languages are understood lifestyle: within their own linguistic "Even those wishing to pursue a traditional lifestyle Research has shown ratherconclush·cly that mother community. Still others are finding it increasingly difficult lo manage with basic tongue language dcvclopmcnl can enhance scconcl may ha,'e a level of fluency {literacy] skills. The trapper who once exchanged his language acquisition: in other words, that literacy in English or French furs for consumer goods, now needs lo have a bank skills first learned in the mother tongue are appropriate to their age account and to submit license and income tax forms." transrerable to second languages. Language policy is and a desire to learn their (Literacy Needs in Western Arctic, Presentation to the therefor an integral part of the literacy issue in the native language. Circumpolar Conference on Literacy, April 1990,pp.12} indigenous community. For more information or to order 'You Took Mv Talk" contact Ken Hughes, M.P., Standing Comminee on Aboriginal Affairs, House of Commons,Ollawa. "You Took Mv Talk" is published under the au1hority of the Hou5C of C.Ommons by the Queen's Printer for Canada. 8 �9 M E M O R A N D U M TO : N . A . L . I . ' 91 Delegates FROM : Linden A . Pinay, Y . D . L . I . Executive Director DA'l'E : 11 October 1991 RE : Petition to support aboriginal languages We ask your support in petitioning the House of Commons (Government of Canada) t o recogni ze Canada ' s First Nations languages . Please copy and circulate this petition amongst your community and mai l to : Ethel Blondin, MP House of Commons Ottawa, Ontario KlA 0A2 (no postage required) . Your support is appreciated. c . c . First Nat ions Bag 7000, Vanderhoof, B.C. V0J 3A0, Telephone (604) 567-9236, Fax (604) 567-3851 �10 PETITION TO 1llE HONOURABLE HOUSE OF COMMONS IN PARLIAMENT ASSEMBLED The petition of the undersigned residents of Canada who avail themselves of their ancient and undoubted right thus to present a grievance common to your petitioners in the certain assurance that your Honorable House will therefore provide a remedy. WHEREAS Aboriginal peoples and Aboriginal languages have existed on this continent since time immemorial and their presence constitutes a fundamental characteristic of Canada; WHEREAS Aboriginal languages have been our first language since the beginning of time; WHEREAS there are in excess of 53 distinct living and vital Aboriginal languages representing 11 linguistic families; and BEING EVER COMMTITED to the preservation, development and enhancement of Aboriginal languages The undersigned, your petitioners call upon parliament to fulfil its responsibilities to the citizens of The First Nations and Aboriginal peoples in Canada be taking immediate steps to recognize the right to use, preserve and enhance aboriginal languages in the constitution of Canada. AND AS IN DUTY BOUND, YOUR PETITIONERS WILL EVER PRAY. Date: ___________ Signatures Address �11 On 'Estas and the Salmon In The Past & Today by Ted George The story of 'Estas and the Salmon can teach the child history. respect and thereby common sense. First it teaches the steps necessary in drying and smoking salmon. It shows that very little is discarded - most is put to use. In the past the story would teach the youngsters the steps involved in smoking salmon. If the child already knew how the process was done it would serve as an interesting and entertaining review. It also shows the usual setup of a smokehouse, the tools necessary and the pre- dying before cutting and smoking actually occurs. To the urban native child of today it would reflect what was done and how almost all the sahnon was used as compared to the instant and disposable habits of today. The birch bark basket had to be sewn in a special way than usual in order for the oil not to leak out. In the past the young girl would learn about this or if she already knew it would serve as a reminder. Today's child would be curious as to how the oil did not leak out and what the oil was used for, Generally berries such as saskatoons, blueberries, raspberries and huckleberries were added to the oil. This was a delicacy treasured by the people especially the children who ate that for sweets. Another thing the story suggests is that 'Estas hair was long. This is important because the child of today probably assumes that men's hair were short in the past. The salmon crawling back into the river suggest that God is mad at 'Estas and is punishing him. After all the salmon crawls' back into the river it begins to snow and shows the funher wrath of God upon 'Estas for insulting the salmon. These are the results from 'Estas foolishness and recklessness. Finally the consequences he pays for his mistake. The most vital point this story teaches is that salmon is food and should never be belittled or treated in a derogatory way. In the past this was drummed into the child's head -Do not play with food because food is power. A great power necessary to survive. Without food the body would surely die. This was an important point in the past and should be today where the child exposed to television sees people casually play with food. For example, pie in the face, food fights, etc. Another thing it shows how the whisky jack virtually rescues 'Estas from his inevitable doom. This would show continuing respect for animals, first the sahnon then the Whisky jack. The whiskey jack although a small bird saves ''Estases" life. The stories of 'Estas are many. In them he is portrayed as a mischievous scoundrel, other a chameleon who can change fonns and still others a foolish reckless man. Yet he is a hero who somehow saves the day. At the end of his story 'Estas is saved and lives to journey on to his next adventure or misadventure as the case may be. Source: UDUCHOO,First Issue, Yinka Dene Institute, Issue 1, Volume 1, 1991. �12 Teaching Ideas from Year Four Lau1ua&e Experience Approach • by Maria Gray Students draw pictures of themselves doing something. They dictate their stories to the teachers. The teacher writes the story for the student on a sheet of paper. Teacher reads the story back to the students pointing to each word. Then, the students will copy the story beside the pictures. When finished, the student finds high frequency words and circles them. Students rewrite their stories on another sheet of paper, Next, cut out the high frequency words form the story, place in an envelope and clip the envelope to the story. Students now read story and supply the missing words as the story is read. Students can also substitute high frequency words. Then the teacher reads the first sentence of the story with the whole group, pointing to each word. Students are asked to find the next sentence, and the next until the story is put together. When students are able to put the story together in correct order and can read on their own, cut the sentences into strips. Mix up the strips. Students arc to put the story together and read it this could be used for a reading activity centre. Booklet Idea · by May Jamison The idea of my booklet would be to have riddles of animals in which the children would guess who the animal is Who am I? " Awenen Niin"? This is in English and Ojibwe. This would also be good for a skit. You need a backstage scenery with: *Golden eagle * rabbit *bear *butterfly Maybe the children could dressup as characters themselves. This would also motivate them to learn. Children like plays and puppets. 1. Waasa ishpiming nimbabaamise. I fly high in the sky. 2. Gakeena gegoo niwaabadaan. I see all things. 3. Nimbinesiw eshpendaagoziyaan I am a scared bird. 4. Waasa nindindaab. Ninzoonginigwi. I see for I have strong wings. 5. Awenen niin? Giniw niin I am a golden eagle. Meegwetch to Jackie Daigle for putting together the Teachin& Idea. Do you have an idea, a game, a song, you would lilce to share? �L �13 From the Chi] dren A Tree . - _..._s-.,, --= The end. Woodpecker A Woodpecker pecked on a tree near by he kept on pecking as we were going by. The end. A tree can be an apple tree . A tree would be for the Children as they play on the apple tree. by Jason McKay by Jason McKay �- - -- --- - - - - - - - - - - -, �14 Gaming- The Historic Native Way- By Heather Donolovitch The thrill and challenge of gaming has long been a favorite pastime to Native Nonh Americans. The mastery of games was taken seriously and wagers upon the outcome of the players were often high. Younger children up until the nineteenth century played games made up of traditional activities and objects. The games had been played for centuries and knowledge of them was passed from one child to another. Games were used to teach children hand­ eye coordination, fine dexterity, gross motor skills and patience. These skills were important as their survival depended upon being a skilled hunter and food gatherer. Games of Chance The object of all Native games of chance was to determine a number or series of numbers, gain or loss depending upon the priority in which the players arrive at a definite goal. Some examples of games of chance are hidden ball, athergain, a cup and pebbles . Hidden Ball This game involves four musket balls(three of one colour, one of another}, four moccasins( or square pieces of hide} and about twenty counting sticks. One player hides the musket balls under the moccasins. The other player tries to guess where the odd colored one is. Points were awarded according to guess. If the guess on the first try is wrong he loses four sticks, on the second, three, on the third guess, four sticks. The game continues until one player had lost all of the sticks. --- Napawagon (ring and pin} The game is played with a bundle of spruce boughs tied together with a string. To one end a wooden pin sharpened to a point . The idea was to catch the bundle in the pin. Games of Dexterity Games of dexterity include lacrosse, snowshoeing, archery, sliding javelins or dans, racing games and wrestling. These games include running, jumping and manipulating objects. Listed are a few examples and the explanations of how they were played. Li, Lacrosse The object of the game was to keep the ball in the air and throw it over the opponents goal. Lacrosse was used for recreation and for training young men to develop speed, strength, endurance, courage and mobility. �15 Double Ball - ---- The game double ball was played by women. The game was played with leather balls, connected together by a stick or sapling, painted· red and sometimes curved at one end. Goals were from 300-400 yards apart The object of he game was to use the sticks to toss the ball over the opponents gaol. Shinny ·� �-� ·� Shinny was mainly a womens' game . It was played be men alone and sometimes men against women. The game was played with bats or sticks with one curved end and a wooden or leather ball. Goals were placed from 200-1400 yards apart. The origins of shinny came from Scottish Highland clans, in the 16th century. \-= � -·==- ,--,_? Classroom Adaptations -- _ __ Native games such as the ring and pin game, lacrosse, dice games and shinny may be adapted. Materials from nature such as bones, spruce boughs, willow sticks may be used and are easy to acquire. However, modem materials may be used, such as field hockey sticks to play shinny, plastic lids to make a ring in pin game. Use your creativity and imagination to include games in your classroom. Teaching native games is also and excellent lesson in hands on culture. Games of the North American Indians. Culin, Stewart. New York: Manufactured In The United States to America Dover Publications, Inc. 1975. Nineteenth- Century Canadian Childrens' Games. Tivy, Mary. Material History Bulletin 21.Spring 1985. Bibliography Games of the North American Indians. Culin, Stewart. New York: Manufactured In the United States to America Dover Publication, Inc. 1975. Nineteenth-Century Canadian Children's Games. Tivy, Mary, Material History Bulletin 21. Spring 1985. A Visit to the Museum and Archive of Games. Young, David. Rotunda, Spring 1986. The Museum of The Fur Trade Quarterly. Volume 9. Spring 1973. Author unknown. �16 Resources Teachine;anAl�nkianLao&uaiC asASecondLao&Jia&e:ACorePmwun for Grade �. 1989, Ojibwe Cultural Founcl�tion and Indian and northern Affairs. A hand book of units for grade three. Course outline includes: Unit 1 : Birthdays Unit 6: Fire 1 Unit 2: Pirates Unit 7: Comics II Unit 3: Comics I Unit 8: Deer Class Unit 4: Christmas Concert Unit 9: On the Air Unit 5: All in the Family Unit 10: Comics III Available from Ojibwe Cultural Foundation Excelsior Post Office West Bay. Ontario POP lGO Cost: $ 8.95 VERBO The new versions of the classroom VERBO is now available at all four Native Cultural Centres. The new game is designed to drill verb vocabulary and forms with your classes. It has been adapted to include Cree, Micmac, Mohawk, English, and French, as well as Ojibwe. This kit comes with one master card as well as 36 players cards, a set of instructions, and a teacher's guide. The teacher's guide includes verb lists in each of the languages, written in both syllabics and roman orthography. The game includes 900 markers. Available from: Woodland Indian Cultural Centre Box 1506 Brantford, Ontario N3T 5V6 Ojibwe Cultural Foundation Excelsior P.O. West bay, Ontario POP l GO Lake of the Woods Cultural Centre Box 1720 Kenora, Ontario P9T 3X7 Ojibwe and Cree Cultural Centre 59-71 Third Avenue Timmins, Ontario P4N 1C2 �17 GOOD MIND RECORDS Among Native American nations, the role of the storyteller is to both instruct and entertain. With that in mind, GOOD MIND RECORDS, presents the first two tapes in a series designed to introduce listeners to Native American storytelling as told by traditional bearers from various American Indian nations. These two tapes present legends and stories from the people of the longhouse, the Iroquois. Iroquois Stories as told by Joseph Bruchac Good Mind 0001· 8.95 SIDE ONE: Talesfrom the Longhouse The Creation, How Buzzard Got His Feathers, Turtle's Race with Bear, Raccoon and Crayfish. 28:46. SIDE 1WO: Iroquois Women's Stories: The Wife of the Thunderer, The Brave Woman and the Flying Head. 22:55 "With the creation of Good Mind Records , Bruchac the storyteller has taken another step to preserve lore and legends of Native Americas. His newly released Iroquois Stories are a collection of narratives first told in longhouses centuries ago and passed down through the generations. It opens with as introduction explaining how the elder men and women would gather the people around them during the winter and tell stories about such things as the earth's beginnings. On the first side of the tape, animals are the main characters of the stories, much like in Aesop's fables. But unlike in Western myths and fables, animals in Iroquois lore are seen differently. The Iroquois, like most Indians, considered animals relatives who lived on the same level as man, not below it. Side two of the tape contains two stories about women. Though often portrayed as fierce, warlike people, the Iroquois were an equal opportunity culture long before ERA and NOW." - - -�� - - ---------- ·----- -------- - - --- �18 THE GIFT OF THE GREAT SPIRIT Iroquois Lesson Stories told by Ray Fadden/Tehanetorens Good Mind 0002 - $8.95 SIDE ONE: The Time for Telling Stories, In the Longhouse, The story of the Monster Bear, Six Nations Singers. The Fierce Beast. 24:50 Side Two: The Hermit Thrush, The Gift of the Great Spirit, Six Nations Singers, Record Belts,Disciplining Children. THE GIFf OF THE GREAT SPIRIT features five stories, Mohawk songs by the Six Nations Singers,and information about the traditional uses of stories among the Iroquois peoples. Instead of spanking, Native children would be told lesson stories when they did something wrong. " The Hermit Thrush," which explains why you should not cheat and " The Gift of the Great Spirit ," which emphasizes the importance of respecting elders, are two such lesson stories on this tape which was recorded at the Six Nations Indian Museum. A well known and deeply respected teacher who spent many decades teaching Native children in New York State schools, Tehanetorens founded and runs the Six Nations Indian Musewn in Onchiota, near Saranac Lake, New York. He and his family can be found there in the warmer months of the year, greeting visitors and telling them stories from the beaded record belts which line the walls. The Native newspaper, AKWESASNE NOTES, recently describe Tehanetorens as " a source of strength for our people." Available from: The Greenfield Review Press 2 Middle Grove Road Greenfield Centre, N.Y. 12833 �19 EASTERN OJIBWE-CHIPPEWA DICTIONARY by Richard Rhodes A special discount price is available to members of the Society for the Study of the Indigenous Languages of the Americas (SSil..A). All orders must be prepared. If you are not a member, here is how to order your dictionary: 1. Make out a cheque in U.S. funds for $27.00 to SSil..A. This is the annual membership. You will receive a newsletter in the mail. 2. Make out cheque in U.S. funds for $27 .00 to Mouton Publishers. If you want the dictionary sent airmail, make a cheque for $32.75(U.S.). 3. Send the order form and both cheques to: Summer Address: 1476 Greenwood Terrace Berkleley, CA 95708 Victor Gola SSil..A Dept. of Ethnic Studies Humbolt State University Arcata, CA 95521 Order Form Please send me,____ copy(ies) of Eastern Qjibwe-Chi�pewa-Ottawa Dictionazy by Richard Rhodes. I enclose a cheque payable to Mouton Publisher for : $27.00 postage and handling included $32.75 airmail postage requested I am a new member, cheque payable to SSILA for $7.00 Name: Address: _________________Postal Code:.____ �20 FROM THE LAKEHEAD UNIVERSITY BOOKSTORE Ieachine Writine by Jo Phenix, I 990. Practical do's and don'ts help teachers put the latest writing theories into practice. This valuable handbook includes inf onnation for inexperienced teachers who want to know what they should be doing, as well as experienced teachers searching for new ideas. Hot Tips foe Teachers by Ann S. Harrison and Frances B. Spuler A collection of practical advice and ideas for effective classroom management. The tips are grouped under specific categories. For example: The notebook is a great way to find out about the quality of the kid's work and can be a great conference item. Collect and examine notebooks periodically. When planning lessons, check the library first for books, magazines, hits, posters, filmstrips, records and tapes to enhance your lessons. by Frank w. Harris Games for primary school children ... games for Teenagers... games for mixed-age groups ... quiet games ... active games ... games for two people... games for 40 people...traditional games... games from like Alphabet Race, Elephant and Giraffe, Scrambled Anatomy, and Two-way Ghost. Your are sure to find a game for any kind of group you want to lead in games. Great Games Games for Native Language Classes Animal Jig-Saw Puzzle Number Flashcards Spin the Wheel Nokum Games Total Total Shipping and Handling G.S.T. 7 % Amount Please send your order to : La.kehead University Bookshop 955 Oliver Road Thunder Bay, Ontario P7B 5El Enclosed �21 �>'t-mber 2 l::00 p,m. Youd! Pll,zn,n "VlDEO AWASHTSfUK• �. Prosr.vn I:30 p.111. l>l;JfUin, Pro, .._ - CNN}HF,\r nPPA CH EAi own,,• �c Protram Novet11be,-3 Novcrobcr9 6.00 p-'8. Mar� f>l'O,rl":!ID "INNTNEW 'llPPACHt..\f OWTI•:" Clu Pro� 6:30 pm. Y"'1tll P� "Vll>EO AWASHJSH,1,1,'.• OuPn,,nm l:OO p.m. Youth Prvrnm "YTDEO AWASlrlSJUK• OJi-Cn:c Proirv,, I :30 p.m. Magaz!nc Ptoin,,, "KEENA'IVINT" Oji-Cn:c Program Novombcr 10 6:00 p.m. Mag.uiP,c Pioer­ "KEENAWINT• Oji-Cn:e Proinm 6:30 p.m. Youth Program "VlDEO AWASHISHA K" Oji-Cn:c Progr2m November 16 1:00 p.m. You th Prosr.uu "VIDEO AWASHJSHAK" Cn:c Plogr:im 1:30 p.m. M•.tuinc ProgrJm "INl'llNEW TIPPACH£M OWIN• Cree Program Novcl'!bcr 17 6:00 p.m. Live Broocfcas1 "DIALOGUE ON DRUCS• Forum orisin.o1ing from Moose P,11\CI discuuion wilh people OflF,c1ory. pros � cons of illcial drvc. both sid<,s. *oho! and subs1:incc :busc. --------- Novmibcr 23 I:00 p.m. Youth Progr.un "VlDEO AWASHJSHAK• Oji-Cn:c Pll>fr.lm 1:30 p.m. Maguine Pn,gr:im "K££'f . AWL'ff' ' OJi,Crcc Progr.im No,cmber 24 6.00 p.m. Live B rooclcas1 Official openini and ribbon cullin ceremony for the Wawaay Vide g o Upllnk. "DIALOCUE ON DRUCS• Fonun oriJiNting from Sioux Panel dbcuuion wilh people onLookout. pros and cons orillegal drvJ, alcobo!/1 sides, hol and subswice abuse. �22 ..� � · -·· ·-�--:--: . -,0 c-'"°....,_- y-- '"VlOEO AWASHISHAK- .,__,, ,-� •#< � • --...... .··-...-� , -- -..- -· -� � • ··· . . -. .• · Dtcu:ibu7 Dtuebctl 1:10 p.11\. M,ac.u.f'lc: '-cnn -�f;WnPtA.CH UtO\'l'lN"' Ott .._,n111 ,.oo.,. c..,,.,..,,.. ►bill.inc- Pto,nn •JXNnitt"WTIPP'ACHD-f OWJN,. °'-�tc J1),)p• �,-.,_ "V1DEO A\¥ASHISHA.K" C«t"oCtla 1'.JO,,. -�� •L"«i"llNt\YTI'PPACH[,\I0\\-1X '" 6;JOp.•. Yo,.�P-l'QltW ..YIOCOAWA.StUSHAK• C,c_cP'fofnm l:OOp 11t. YOWi Pn:ia:rw •VIDEOAWA.UttSHA�'" OJ-Ou1:JOp,11.. M•� ·x:u.."'-""wtVT" "°"1ffl O,-..Clt"c Ft91Qh uo..., lk«lltktlJ 0,1.-Ctt, Pq,w 6;)0.... -........ Or-Ctn""-'� •JX�1...."'t:\YTIPPACM£MOWJ;'i­ Ctn1'1D.,_ 6-30p_e YQIWJPfos,w "VlD[OAWASH1$H,o,,~ °''""'- r.»ca-',AC ho-en- "JU'.UUlnHT" "VU)£.(>A.WASUlSJIAh...., c,,,_ ,co,. w.a..,� ---. ------• -. . D«tflbrr ll 1-00pa YMtl � ·viuco ""'Miff1!1iHA�­ o;;-c,,, ....,_ 1..JOpra M�a,W P'1>tnfft '"XUN,UYJ,lff"' OjiCfltc� Dtuatit,n •-«>,1"11.. M.at.a.r.� r� •XUKA\YINr o;;o..,..,,,. 6.lO p.eii 'ro.-1.hProane '"VID[OAWA.$1f(SH4,C0j.c,,,........ ----- �23 CONFERENCE NEWS Canadian Indian/ Inuit Teacher Education Programs Annual Conference. McGill University, Montreal, Quebec July 23-27, 1992. Aboriginal education in Canada is at a crossroads. As more Fust Nations gain control of their schools, they face a dilemma. Can schools, once the instrument of cultural imperialism, now be made the instrument of cultural empowerment ? Is the classroom a place where traditional culture and language can be transferred without being transformed? Is the tent, as the symbol of the traditional place of learning, compatible with the classroom as the modern place of learning? Can the tent survive in the classroom? The CfIEP Conference provides a forum for aboriginal education and all those with an interest in the preparation of Indian and Inuit teachers to discuss these and other questions. The conference will be held at McGill University and will be hosted by the Faculty of Education and McGill's Native and Nonhem Education Program, which works in cooperation with Algonquin, Cree, Inuit, Micmac, and Mohawk communities to provide community based teachers education programs in Quebec and the eastern Nonhwest Territories. The conference is organi7.ed be John Wolfonh and Lynn McAlpine (Tel: 514-398-4533), in partnership with First Nations communities who are involved in the Native and Northern Education Program. If you are interested in attending the conference and would like to be on the mailing list to receive the registration package, write to: CITEP McGill University Conference Office 550 Sherbrook Street West Suite 485, West Tower Montreal, Quebec H3A 3C5 IN OUR NEXT ISSUE: • • • • Updates on Conferences Conferences New Publications Christmas Ideas If you require more information pertaining to items in this newsletter or if you have anything you would like to add, such as recipes, essays, or if you would like to voice your opinion on topics of interest to the community, write to: N.L.I.P. Lakehead University 955 Oliver Road Thunder Bay, Ontario P7B 5El Ph. (807)343-8542 fax. (807)344-6807 � 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 7 (1), November 1991 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 1991-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/2ad6abe2e85781968e2b4e6a83fb1a42.pdf fefaa962922cd9fe4e95e9ac8abb0a29 PDF Text Text ��(Acting) Coordinator's Message I would like to let everyone reading this newsletter know that I am NOT a bishop! Some people seem to mix me up with the Catholic Bishop of Thunder Bay, whose name is John O'Mara (notice the spelling difference). So, if you have something to say to me, don't worry about what might happen if you offend a bishop... Even though it seems that we have only just fin­ ished NLIP for this year, we are already planning for next year's NLIP. Students and faculty are obviously thinking about next year too, as we have received telephone calls enquiring about summer 1993! Some preliminary infonnation about courses and programs can be found on pages 14 and 15 of the newsletter. We've included a list of all the students who successfully completed their program this sum­ mer--congratulations, and we hope that you have a great year, whatever you are doing. We would like to start keeping a list of all students and grads who are looking for employ­ ment.Often we receive telephone calls from schools that are looking for Native language teachers, and having a list of available teachers who help us to match up teachers and schools. Anyone who is interested is encouraged to fill out the form on page 17 and send it in. This month's newsletter does have information about a teaching job on page 13 which you may be interested in. Perhaps the most important news this month is thatLakehead University has authorized the School of Education to start advertising for a new full-time Coordinator for the Native Language Instructors' Program. The advertisement is reproduced on page 3, and I would strongly encourage readers to show it to anyone who might be interested in applying. This is a very important job, and the University is hoping to find a dedicated and enthusiastic person to fill this position. This month's newsletter also includes informa­ tion about sources of information for Native lan­ guage resources and teaching ideas, such as the Toronto Reference Library and the Ministry of Natural Resources, mentioned on page 8. We've also included an announcement about a new Ojibwe language instruction book written by Patricia N ingewance, on page 8. And don't forget that the Lakehead University Bookstore carries a large number of Native language publications. We've included a list of these on page 10. More light-hearted is a piece on what the word Kemosabe really means, on pages 11 and 12. Your guess is as good as ours... Have a great Christmas. -John O'Meara Native Language Education in Ontario Vol. 8, No. 2 Page 1 �IN MEMORIAM Condolences to NLIP faculty member Jean Shawana who recently suffered the loss of her husband. "Time heals, no one person can do it for you - but it helps to know that others share your loss" NLIP NEWS ... Famlllar Faces • Tom Beardy is teaching Intermediate Ojibwe (OJ 2001) at Lakehead University during the Fall/ Winter term. • Chris Kakegamic is teaching two sections of Introductory Ojibwe (OJ 1010 and OJ 1012) at Lakehead University during the Fall/Winter term. •GildaDokuchie is now a social worker for Nanibi­ jou Family and Cultural Centre, 127 S. May Page2 Street in Thunder Bay. Gilda says the job reminds her of her summers at Lakehead Uni­ versity. Congratulations and good luck! Gilda can be contacted at 622-6164 or 622-7076 if you would like to say hello. • Laura James is now teaching at the new NNEC school in Sioux Lookout. • Cecilia Sugarhead is keeping busy teaching in two schools in Sioux Lookout. Native Language Education in Ontario Vol. 8, No. 2 �Employment Opportunity Please bring this advertisement to the attention of anyone who might be interested in this challenging (but important) position. Although there is no deadline for submitting applications, it would be advisable for interested persons to apply in the near future. The School of Education at Lakehead University invites applications for the contract position of Co-ordinator, Native Language Instructor's Program. This appointment is expected to be renewable, contingent upon targeted government funding. candidates should hold as a minimum a Masters degree in a relevant discipline, demonstrate a knowledge of Algonquian languages especially Cree and oj ibway, have qualifications and experience in second language education, must hold a teaching certificate, and be sensitive to the culture of Native peoples. Preference will be given to candidates of Aboriginal ancestry. Duties will include an appropriate combination of administration, teaching student supervision and scholarship. Salary will be commensurate with qualifications and experience. Applicants should submit a curriculum vitae and the names and addresses of three referees to: Dr. A.D. Bovd, Director, School of Education, Lakehead university, 955 Oliver Road, Thunder Bay, Ontario, P7B 5E1. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. Lakehead University is committed to employment equity and encourages applications from women, members of visible minorities, aboriginal peoples, and persons with disabilities. Native Language Education in Ontario Vol. 8, No. 2 Page3 �CONGRATULATIONS TO SUCCESSFUL CANDIDATES OF NLIP 1992 NLTC - YearOneProvisional Letter ofStandin£ -Allonauian Atatiste,Josephine Atchitawens-Roy, Sally Bacon, Agnes Baldwin,Ernestine Barkman,Jimmy Beaver,Isaiah Boissoneau,Doris Bombay, Mary Bottle, Michael Brizard, Pearl Anne Cockerham,Hilda Elmes, Josephine Enosse, Gertrude Hardy, Agnes Hunter, Agnes Hyacinthe, Deanna Isaacs, Peter* Iserhoff, Nancy John, Charles Johnson Jr.,John Keye, Alfred* Knott, Rohen Koostachin,Adelaide Logan, Rose Longboat,Janet* Makoop,Nelson McCue, Beatrice McCue, Eldon McKay,Elizabeth Messon,Marcelline Miller,Franklin • Monague, Roseanne Moonias,Madeline Moose,Donald White, Rosemarie* * Iroquois Students Neshinapaise,Agnes Nonon,Emily Nummelin, Alice Okimaw, Christine Osawamick,Elizabeth Oshag, Victoria Oskineegish,Annie Oskincegish, Roger Roy, Caroline Helen Sandy, Ethel Shawanda,Gordon Strang, Lucie Sutherland, Mary Sutherland, Myrtle Twain,James D. Walser, Nancy Winter, Fanny NLTC - YearTwoProvisional LetterofStandiu -Altonuuian Baker,Aldrid Belmore, Irene Bluebird,Roland Bobb,Jim Chikane,Doreen Cromarty,Sarah Jane Etherington,Jim Flamand, Violet George,Melva Hookimaw,Miriam Page4 Jacko, Lorraine John, Sylvia Jones,Dorothy Kane,Terry Elizabeth Martin,Camron* McKay,Modina Nadjiwon, Rose Ningewance, Richard Owl,Joanne * Iroquois Students Pitawanakwat, Dorothy Restoule,Geraldine Sainnawap, Jenosa Southwind,Clara Stevens,Bridget Wassegijig,Helen Wesley,Mary Wesley, Stella Whitefeather, Edna Native Language Education in Ontario Vol. 8, No. 2 �NLTC -Year Three PermanentLetter ofStandina -Alt011fluian Jones, Beatrice Kakekayash, Gladys Kelly, Donald Loon, Annie Macinnis, June McKay, Bernice McKay.Mary Morriseau,Phyllis Nagotchi, Dorothy Nahdee, Maenard Neshinapaise, Linda Oskineegish, Emma Abel, Don Allison, Amy Assinewe, Mary Beardy, Tom Beaver, Judas Beaver, Norman Bob, Eli Lomy Corbiere, Mabel George, Sonja Henry, Virginia Jacob, Bill Jacobs, Glen * Iroquois Students Kakekagumick, Jackie W. Thomas, Alice Angees, Mary Ottertail, Alma Peters, Marsha Gail* Recollet, Elaine Rose, Rita Sagon, Christine Scott, Irene Sugarhead, Cecilia Sutherland, Hannah Thompson, Marie* Trudeau,Wanda Wabano,Pauline Wabasse, Loretta Yellowhead, Robina NativeQIAFir1t Lanauaee DiJlloma • Year Qne Nanve QIaFir1t LonlutJ6e Du,lmna - Year Three NanveQIaFiat £a.nlutJ6e Diploma - Year Four NativeasaSecond Lan1u01e Diploma • Year Four Hoy, Theresa Barnhart, Rebecca Baxter,Wanda Big George-Stevens, Margaret Bob, Eli Lomy Bob, Mary Otakwadjiwan Boshkaykin, Frances Cantin, Ruben Ingersoll, Arnold Jackson. Margaret Kelly, Donald Kowtiash, Annette Lennox, Lydia Loon, Annie McKay, Alex Proszek, Mary Rivers, Julie Ann Sault, Tena Scott, Irene Schuchert, Elizabeth Whitefield, Cecelia AQ -Nati.veQIaSecondLa"lfUap 5.Reciali1t -Akonfluian Debassige, Nancy Endanawas, Mary Anne James, Laura McGregor, Celina Pangowish, Dorothy Native Language Education in Ontario Vol. 8, No. 2 Page 5 �1993 Linguistic Institute Scholarships for Native Americans Every second summer the Linguistic Society of America sponsors a Linguistic Institute which is held in various locations in North America. The next Linguistic Institute will be held at Ohio State University in Columbus, Ohio from June 28-Au­ gust 6 1993. Scholarship funds will be available for Native Americans who wish to attend the Linguis­ tic Institute. Students of linguistics and related disciplines who are of Native American background are in­ vited to apply for scholarship funds, provided by the Columbus Quincentenary Committee,to attend the 1993 Linguistic Institute. Applicants may request funds to coverone,some, or all of the following expenses: (a) Tuition fees (about $900 US for the full 6 weeks of the Institute; 4-week and 2-week course are also available, and applicants may opt for a shorter attendance, with a corresponding smaller tuition). (b) Housing ($80/ week housing and $80/week full meal plan in air­ conditioned double room-some more economi­ cal arrangements are possible). (c) Travel to and from Columbus. (d) Books and supplies. Native Americans from North, Central, or South America are invited to apply. Applicants need not Page6 be students of linguistics, but may be studying in related areas (such as anthropology, education, sociology, etc.) or involved in such activities as language maintenance, education, literacy, etc., where linguistic experience would be beneficial. Awards will be made with two goals in mind first, to support the most deserving applicants; and second, to make limited funds go as far as possible to support as many good applicants as possible. In effect this means that those who ask for more support must have the strongest applications. To apply for this scholarship, please send the following infonnation (there is no formal applica­ tion form): (a) name,address,and telephone number; (2) a brief statement of educational background, experience in linguistics, and reasons for wanting to attend the Institute; (3) amount of funding re­ quested, with a brief account of what it will be used for (see categories above). Applications should be addressed to: Professor Lyle Campbell, 2060 Ferndale Ave., Baton Rouge, LA 70808 USA. The deadline for receipt of applications is February 1, 1993. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Native Language Education in Ontario Vol. 8, No. 2 �Subscribe to Ontario's leading Native newspaper... NEWS ft'.>I.? the only bilingual Native-language newspaper reporting semi-monthly on events, issues & news affecting Native people across the province. New subscription Rates as ofJanuary 1, 1992 Personal (Canada) Business/Organization U.S.A. & Overseas $25.00 + 7% OST= $26.75 $30.00 + 7� OST = $32.10 $40.00 Canadian Just complete the fonn below and include a cheque or money order and mail to: WAWATAY NEWS BOX 1180 SIOUX LOOKOUT, ONTARIO P0V2T0 G.S.T. #R127260842 Q YES! I want to subscribe to Wawatay News. NAME:----------------------- ADDRESS: ____________________ CITY/TOWN:PROV: _________________ POSTAL CODE� _________________ PHONE NUMBER: __________________ Native Language Education in Ontario Vol. 8, No. 2 Page 7 �NATIVE LANGUAGES IN THE TORONTO REFERENCE LIBRARY BMRONMENTAL EDUCATION RESOURCES AVAILABLE The Toronto Reference Library is the largest public Native Language teachers who are thinking of library in Canada. The Languages and Literature developing teaching ideas with environmental Deparnnent of the Library has an extensive collec­ themes will be interested to know that the Ontario tion of Native Language materials. Here is a brief Ministry of Natural Resources has a large amount description, taken from one of the Library's bro­ of material and services which can be very helpful chures: for teachers. These include: • activity guides based on three themes: 'Project Native Languages of the Americas: An extensive Wil.D' is wildlife oriented, 'Focus on Forests' collection for the study of the native languages of deals with forestry education, and 'Fish Ways' the Americas is available to use in the Library. with fisheries education. The hundreds of ac­ Included are grammars, dictionaries, readers, prim­ tivities in these guides are interdisciplinary in ers, children's books, folktales and creative litera­ nature, with 'Focus onForests' and 'Fish Ways' ture in native languages, as well as language courses linked directly to Ontario Ministry of Educa­ on record or tape. Emphasis is placed primarily on tion curriculum guidelines; Canadian and American publications. The • the Leslie M. Frmt Natural Resources Cen­ Algonquian, Athapaskan and Iroquoian languages tre, a residential, natural resource education and Inuktitut are particularly well represented. facility that caters to student and educator groups; • Address: pre-service and in-service teacher place­ Languages and Literature Department ments of several days to several weeks dura­ Metropolitan Toronto Reference Library, 5thFloor tion, at the Frost Centre; 789 Yonge Street, Toronto, Ontario M4W 2G8 • Telephone: 416-393-70 lOfl 177 a full slate of environmental conferences and workshops for educators; • Hours: and classroom visits that will introduce your students to many of the above opportunities in Monday to Thursday .... 9am to 9 pm an active and fun-filled way. (July and August/8 pm) For more information about these programs and Friday ...........................9 am to 6 pm services, or to arrange to have a presentation made Saturday ....................... 9 am to 5 pm to your class, please call the Education Extension Sunday ......................... 1 :30 pm to 5 pm Coordinator, Dave Gibson, at 705-766-2451. (closed Sundays from May to Thanksgiving) Or write to: Leslie M. Frost Nal.Ural Resources Centre Dorset. Ontario POA lEO Page8 Native Language Education in Ontario Vol.8, No. 2 �NEW NATIVE LANGUAGE PUBLICATION: SURVIVAL OJIBWE Survival Ojibwe is the name of a new Ojibwe language instruction book written by Patricia M. Ningewance, author of Anishinaabemodaa-Be­ About the author: Ms. Ningewance is from the Lac Seul First Nation in nonhwestem Ontario and teaches Ojibwe at the University of Manitoba. coming a Successful Ojibwe Eavesdropper. This book is written for the beginning second language adult learner and it contains thirty lessons that include grammar, dialogues, short stories.quick reference charts, exercises, tests and an enriched Ojibwe-English / English-Ojibwe glossary (idi­ omatic expressions and some Ontario place names). Cultural lore and humour is interwoven with the text throughout so that the student can more fully appreciate the worldview of the Ojibwe people. The 340-page book and cassette tape set is priced at $22.00, and will be available by December 5, 1992. To order your book and tape now, write to Sur­ vival Ojibwe, P.O. Box 33026, Winnipeg, Mani­ toba R3G 3N4. Telephone (204)-774-8007, fax (204)-775-6403. An additional $1.50 for postage per book is required. Summer Institute For Aboriginal Administrators in Education C&rleton University, Ottawa, Ontario Modules: For further Information, contact: • • The Administrators, Summer Institute for Aboriginal Administrators in Education, c/o School ofPublic Administration Carleton University Ottawa, Ontario KlS 5B6 Tel: 613-788-2547 Fax: 613-788-2551 • • • Community Structures That Work Understanding Government Structure and Mechanics A Roadmap of the Federal Government Negotiation Skills Successful Lobbying Human Resource Management Values and Stress Management Native Language Education in Ontario Vol. 8, No. 2 Page 9 �Native Language Titles in the Lakehead University Bookstore The Lakehead University Bookstore carries a wide selection of Native Language books. For more information on ordering books and to verify prices, please telephone 807-343-8130. Stories of Sam Osawamick from the Odawa lan­ guage project. 1985. Editor G.L. Piggott. $3.15. The moons ofwinter and other stories. [in syllabics] 1990. Norman Quill, editor Charles Fiero. $3.15 New Tltles: Portage Lake: Memories of an Ojibwe childhood. Ojibwe dialogues and riddles. 1991. By Students 1991. Maude Kegg, editor John Nichols. $19.95. of the Native Language Instructors' Program, Al­ gonquian Language 2233, Lakehead University. Editor, Randy Valentine. $5.00. kohkominawak otacimowiniwawa - Our grand­ mothers' lives, as told in their own words. 1992. Editors Freda Ahenakew and H.C. Wolfart. $22.95. Aandeg (The Crow). Shirley Williams. $6.95. A Dictionary of The Cree Language. 1938. R. Other Cree-Language Titles: Faries and E.A. Watkins. $52.50. wdskahikaniwiyiniw-acimowina I Stories of the House People. 1987 Editor Freda Ahenakew. Pub­ wanisinwak iskwewak awdsisinahikanis I Two lit­ tle girls lost in the bush. Told by Gloria Bear lications of the Algonquian Text Society. Winni­ peg: The University of Manitoba Press. (Nehiyaw). $14.95. Creel.Anguage Structures:A Cree Approach. 1988. Muzinihbeegay: SandyLake Artists ColoringBook. Freda Ahenakew. $14.95. $6.95. Other Tltles: Other Ojibwe-Language Titles: Native Plays and Games. Editor Lisa Valentine. Ojibwewi-lkidowinan: An Ojibwe Word Resource Book. John Nichols and Earl Nyholm. $15.00 (ap­ $7.50. proximate). Northern Native Language Arts. $4.95. The dog's children: Anishinaabe texts told by Angeline Williams. 1991. &litors John Nichols and Linguistic Studies ofNative Canada. Editors E.-D. Cook and J. Kaye. $19.20. Leonard Bloomfield. $29.95. Promoting Native Writing Systems in Canada. AnOjibweTextAnthology. 1988.F.d.J. Nichols.$45.00. Page 10 Editor Barbara Burnaby. $12.50. Native Language Education in Ontario Vol. 8, No. 2 �Kemosabe - What does it mean? (It seems that everybody has an opinion about what the term Kemosabe, the name for the Lone Rang­ er's companion, might mean. One of the best sug­ gestions was made by NLIP faculty member Randy Valentine, who notes that Kemosabe appears to be based on the Ojibwe word giimoozaabi I P J '-./\ 'he/she peeks, sneaks a look.• This makes sense because of the Lone Ranger's mask as well. How­ ever, lots of other people have made suggestions about this, as in this brief article which appeared recently in the SSILA Newsletter, and reprinted here.) The origin of kemosabe, the term by which the Lone Ranger's faithful Indian guide addressed the Masked Man in the radio (later television) series of yore, seems to like "How Many Words for Snow do the Eskimo Have?" It's a question for which a number of learned-sounding answers have been suggested, most of them spurious. As an example of the genre, Lyle Campbell recently sent us the following question/answer exchange from "Walter Scott's Personality Parade," which appeared in the Sunday newspaper magazine Parade for August 23, 1992: Q. A while back, you said Tonto was calling the Lone Ranger "faithful friend" [in Iroquois] when he used thephrase"kemosabay". Actually, Tonto was calling him "he who doesn't understand" (from the Spanish "quien no sabe"). But he was just returning the insult: "Tonto" is Spanish for "fool". I figured it was an inside joke. Why not ask Clayton Moore, who played the Lone Ranger? - Edward G. Brooks, Lockeford, Calif. A. It was Moore, in fact, who said "kemosabay" is Iroquoian for "faithful friend" - which the Iroquois Indian Museum is having trouble check- ing, since each of the six Iroquois nations has its own language. But the late James Jewell, first director of "The Lone Ranger'', said he named Tonto (which Indians told him meant "wild one") and took Tonto• s phrase from Kee Mo Sah Bee, a camp in Michigan. You decide. Meanwhile, where did Tonto learn Spanish? Christine Kamprath (Memorial U. of Newfound­ land) said that she'd heard that Tonto's name for the Lone Ranger is an English pronunciation for the Portuguese words quem o sabe "who knows him?" She got this reply from Pam Munro: Tonto may have been a Tonto Apache. These Indians are connected with a group known as the Yavapai Apaches, who in tum are connected with the Yavapais, a tribe of Indians in central Arizona who speak a Yuman language com­ pletely (even forGreenberg) unrelated to Apache (which is Athabaskan). Two of my colleagues who work on Yavapai, Alan Shaterian and Martha B. Kendall, came up with the theory that Kemo Sabe derives from Yavapai k-nymsav-e (subject relativirer k-, nymsav 'white', -e nominalizing vowel) 'white one', i.e. 'white man'. Kendall wrote a piece about this etymology for Smithsonian magazine maybe 10 years ago. Intrigued, we looked up Bonnie Kendall's article (..Forget the Masked Man - Who was his Indian Companion?" Smithsonian, September 1977, pp. 113-120) and found it to be a wonderfully sprightly essay based on a good deal of scholarly detective work. While she presents the Yavapai etymology that Pam Munro cites, she weighs a number ofother possible sources. In her estimation, the likeliest source is not in Yavapai, but in Tewa. Credit for her Native Language Education in Ontario Vol. 8, No. 2 Page 11 �discovering it goes to Ives Goddard, who in the course of other work, happened across the tenns kema "friend" and sabe "Apache" on adjoining pages (p.573-4) of J.P. Harrington's The Ethnogeography of the Tewa Indians (BAE-An­ nual Report 29, 1916). Kendall hypothesizes that Francis Striker - the writer of pulp Westerns who concocted the first Lone Ranger radio serial for WXYZ in Detroit in 1932 - "may have wanted some authentic Ameri­ can Indian words for Tonto to speak and conse­ quently searched for a book containing native American words short and simple enough for a children's program", and somehow came across the Harrington volume. But she concludes that lcemosabe's true origin will probably always remain in doubt (Striker no longer being around to ask), and that the game of finding yet another "obvious source" will surely continue. Just to keep the ball rolling, she lightheartedly contributes another four possible etymologies - in Cree, Southern Paiute, Osage, and Navajo - products of an afternoon's lexicographic browsing. Ourselves, we prefer Gary Larsen's version. In a cartoon that he drew several year ago, he depicted an old and wrinkled Lone Ranger, long since re­ tired, making the unpleasant discovery ("What the hey?") that an "Indian Dictionary" defines kemosabe as the "Apache expression for a horse's rear end." Symposium on Preservation of North American Indian Languages A symposium on Preservation ofNorth American Indian Languages will be pan of the 67th Annual Meeting of Linguistic Society of America in Los Angeles, from January 7-lOth, 1993. The symposium is sponsored by the Society for the Study of the Indigenous Languages of the Americas (SSll..A). Presentations include: Mari­ anne Mithun, 'Introductory Overview', Patricia Kwachka, 'You are what you speak: Ethnic iden­ tity and language maintenance', Roseanna Thompson, 'Living with a dying language: Mis­ sissippi Choctaw'. Akira Yamamoto, 'Language community, scientific community, and common, mutually supported community', and Ofelia Zepeda, 'Tribal community needs and the roles and responsibilities of native speaking linguists.' For more information about the meeting, contact: Linguistic Society of America, 1325 18th Street, Suite 21 1, Washington, DC 20036 USA. (Reprinted with permissionfrom the SSILA News­ letter Xl:3) Page 12 (Reprinted with permission from the SSILA News­ letter Xl:3) Eastern Ojibwa-Chippewa-Ottawa Dic­ tionary Offer No Longer Available Effective immediately, Mouton De Gruyter, the publishers of Richard Rhodes' Eastern Ojibwa­ Chippewa-Ottawa Dictionary will no longer sell the dictionary at the discounted price ($25 U.S.) to members of the Society for the Study of the Indig­ enous Languages of the Americas (SSll..A). If you still want to buy this dictionary, don't worry, because the publisher will be soon be mak­ ing available a paperbound copy at a price of $35 Native Language Education in Ontario Vol. 8, No. 2 �U.S, plus $3 postage and handling for the first copy Employment Opportunity ordered, and $1 for each additional copy. Orders and inquiries should be directed to: Mouton de Big Grassy River School located on Gruyter, 200 Saw Mill River Road, Hawthorne, beautiful Lake of the Woods NY 10532 USA. Because the paperbound edition at Morson, Ontario has not yet been officially released, it may be requires as soon as possible advisable to contact the company before placing an order. (Reprinted with permissionfrom the SSILA News­ Native Language Teacher for Grades K-8 letter Xl:3) Due to the i mportance of retaining our language New Syllabic Font For Macintosh Computers and respect for our heritage, the Education Author­ ity wishes to hire a teacher with a Nalive Language Certificate ifpossible. The individual hired must be NLIP students and grads who write in syllabics fluent in Ojibwe and English and possess a strong may be interested in this new piece of computer desire to work with children in a positive and software which allows you to work in syllabics. motivating manner. The Education Authority pro­ Designed for use with Apple Macintosh comput­ vides competitive salary and excellent working ers, these typefaces are called Emilia, and include Submit resume by November 23, 1992 to the atten­ all the syllabics characters, including eastern and tion of: western finals. The Emilia font was designed by Biko Eimori, a Mr. Sam Archie professional type designer and produces very high Director of Education quality when printed on a laser printer. The key­ Big Grassy River Education Authority board layout follows that recommended several Morson, Ontario POW l JO years ago by the Ontario Ministry of Education Telephone: 807-488-5916 syllabic committee. Additional characters and dif­ ferent keyboard layouts are also possible. A sample sentence in Ojibwe with eastern finals is given below. A package of fonts costs $500 plus G.S.T.; some discowlts may be available. For furtht7 infonnation, contact Eiko Emori, Inc, lYJ Gihrour Street, Ottawa, Ontario K2P ON8, 613-231-2786, fax 613-231-639:2. Native Language Education in Ontario Vol.8, No. 2 Page 13 �Native Language: A Northern Vision Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs. __ Native Language studies are provingtobeofinterestto students of every age, Native and non-Na­ tive alike. Some stu­ dents come to Lakehead espe­ cially to study in a Native Language program, whilcoth­ ers find that the study of Native Lan­ guage complements their chosen programs in otherfields.A NativeLanguage minor has been available since the fall of 1988. Courses fornon-speakers, courses for speakers, and advanced studies in Native Language are part of the program During the 1992 summer school, there were more than one hundred and seventy-five students from Ontario, Quebec, Manitoba, Minnesota, Michi­ gan, Wisconsin and Paris, France. Instructors with expertise in linguistics, Native Language curriculwn development, and NativeEducation came from India, New 2.ealand, Alberta, Saskatchewan, Nova Scotia, New York State, and Ontario. The Native Language Instructors' Program offers several different programs: 1. Diploma in Native As A First/Second Language 2. Native Language Teacher Cenification 3. Courses for speakers to introduce the structure of language, orthographic principles, and current lan­ guage usage. 4. Advanced studies provides oppor­ tunities for students to pursue topics IClated to their own particular interest For non-fluent speakers, there is a series of courses sequenced through progressive stages of Cree or Ojibwe acquisition leading to functional .,<,:[-;_E;ooS S::::j ----- Page 14 There are also courses offered in Native as a Sec­ ond Language for children from five years to fourteen years of age during the month of July. The classes are designed to develop and enhance aware­ ness of Native culture and develop communication skills in a Native Language. The program includes counselors on-site. an Ekbs program,povisionsfonnaturestudmts,p-acticumplace­ ments in language ofone's choire, am supportive tradi­ tional and contemporary teachinw).eaming Jnciices. The program for 1993 begins on July 5. On July 2, students will register,participatein orientation, attend a Welcome Feast and prepare for classes. The last day of classes for the summer will be July 30, 1993. This is an exciting oppcK1Unity for those inierested in eitherthestudyofNativeLanguageoracareerinNative Language. Fer mere information, oontact John O'Meara at (807) 343-8054 or Sonya Bruyere at (807) 343-8542. Native Language Education in Ontario Vol. 8, No. 2 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY-SUMMER 1 993 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (July 5 - July 30) This program is for students wishing to teach an Algonquian language as a second language in the province of Ontario. This is a three summer program leading to limited to teacher certification in teaching an Algonquian language as a second language. The Ministry of Education issues a Permanent Letter of Standing upon successful completion of the program. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a second language. This is a four summer program leading to a diploma for Native language insttuctors. The diploma, issued by Lakehead University, is f<r students concentrating in teaching Native as a second language. Out-of-province second language insttuctors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NLIP practicum requirement. NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 5 - July 23) This program is for students wishing to teach Native as a first language. This is a four summC7 program leading to a diploma for Native language instructors. The diploma, issued by Lakehead University, is for students concentrating on syllabic literacy and Native language arts. OJ 1010 OJ 101 2 OJ 201 1 SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION Introduction to OJlbwe I Introduction to basic Ojibwe phonetics, grammar, and conversation. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) Introduction to Ojibwe II (Pre-requisite: OJ 1010) Development of conversational skills and practice in writing. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Fleld Study (Pre-requisite: OJ 1010 and OJ 1012) Development of basic slc.iUs. Inlroduction to reading materials. Special project to be pursued as practicum. (July 5 - July 16 Monday to Friday 6:00 p.m. - 9:00 p.m.) OJ 301 1 NL 351 1 NL 3531 Ojibwe Immersion (Pre-requisite: OJ 201 1 or equivalent) Development of language skills on location. (July 19 - July 30 Monday to Friday 6:00 p.m. - 9:00 p.m.) Literature: The Oral Tradition Pre-requisite: Fluency in an Algonquian language. Problems and methods of collection and analysis. Research and guided projects in oral literature. {July 5 - July 24 Monday to Friday 1:30 p.m. - 3:30 p.m.) Composition Expository and creative writing, research and guided project. (July 5 - July 24 Monday to Friday 10:30 a.m. - 12:30 p.m.) Native Language Education in Ontario Vol. 8, No. 2 Page 15 �PROGRAM CONSULTANT - ABORIGINAL COMMUNITY (2) COMMUNITY DEVELOPMENT OFFICER 3 (SCHEDULE 6) $882.44 - 1 ,034.61 PER WEEK (OPEN) (Contract/Secondment Position to March 31, 1 995. Applicants for secondment must obtain their manager's suppon before applying.) The jobsOntario Training Fund has challenging opponunities for experienced, highly-motivated team­ players to: liaise with and assist Aboriginal Management Board brokers in delivering the jobsOntario Training Fund; promote links between the Aboriginal community,jobsOntario Training Fund brokers and employers; coordinate with and advise senior officials in the distticts; participate on working committees. Location: Northern Ontario (1) North-west of Algonquian Park inclusive; Southern Ontario (2) South of Algonquian Park; both positions involve extensive regional travel. Qualifications: Thorough knowledge of Aboriginal issues and Aboriginal community. In depth experience with Aboriginal organizations. Demonstrated ability to work effectively with community groups. Good knowledge of labour market issues and labour market partners in the area. Strong verbal and written communication skills. Work-management and problem-management abilities. Excellent interpersonal skills. PC computer literacy preferable. In accordance with our employment equity goals for this occupation, applications arc particularly encour­ aged from aboriginal peoples. Applicants are invited to submit detailed applications and/or resumes, quoting location file number: 1. JOTF 20/93 - Northern Ontario or 2. JOTF 21/93 - Southern Ontario by December 4th, 1 992 to: Ministry of Skills Development Human Resources Branch 4th Floor, 1 075 Bay Street TORONTO, Ontario M7A 1T7 Posting Date: November 1 6, 1 992 Closing Date: December 4. 1992. Page 16 Native Language Education in Ontario Vol.8, No. 2 �NATIVE LANGUAGE TEACHERS' JOB REGISTRY A Message to all NLTC Students... The Native Language Instructors' Program office receives many calls from schools across Ontario that are looking for Native Language teachers. So we are setting up a listing of all students who are available for teaching positions. Remember that all students in the Native Language Teacher Certification Program are required to submit 20 contact days of teaching experience before their second and before their third year of University. This is an excellent way for you to find employment and receive your teaching experience at the same time. We encourage all students to take the time to fill out the form below, include all information, and return to our office (you may wish to photocopy the form first). Please ensure all information is correct and be sure to keep us posted as to any changes in your address, phone number, and employment status. You may contact Sonya Bruyere at (807) 343-8542 in order to update any information that has changed or if you have any questions. Name: Address: Phone No. Work No. What communities would you prefer to work in? Have you received your: Provisional Letter of Standing? ___ Permanent Letter of Standing? ___ Native Language Education in Ontario Vol. 8, No. 2 Page 17 �� 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 8 (2), November 1992 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 1992-11-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d066fde241a89485af6357e030d504d1.pdf 2fa668acd455dcdfed5a7815423fbc01 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig N.L.I.P. Volume I 0, No. I August 1994 �Volume 10, Number 1 August, 1994 General Editor: Lena Odjig White Copy Editing: Sonya Bruyere Native Language Education in Ontario Table of Contents Message From the Coordinator............................................../1 Language Root of native culture -by Laura Boast.................(}, Listening................................................................................/3 Ojibwe Language Curriculum.............................................../4 Metis trying to save traditional language - by Debora Lockyer......................../6 Educational Program............................................................. Everything Has a Teaching.................................................../8 Ken-Ta-Soo-Win Database................................................../10 Call for viewpoints - by Wallace C. Strong........................./12 K.I.M. Aboriginal Language Teaching Kits......................./13 Native Language Resources................................................/14 Earthlore............................................................................../15 Recent Publications............................................................./15 Conferences........................................................................ ./16 Pow-wows/Festivals............................................................/19 Advertising ........................................................................../20 n Native Lan�uau in Ontario This issue and beyond ... More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re• vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: •review a resource *write an article *provide teaching suggestions *share infonnation about a con­ ference? If the answer is yes to any of these, please call the either Lena Odjig White at (807) 343-8003 or Sonya Bruyere at (807) 343•8542. is published four times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El August 1994 �Coordinator's Message: Aanii I Boozhoo: Gmaamiikwenmigoom gii-bi-zhaayeg Lakehead wii-bi-skoonwiyeg. Znagad go naangodnong memdige go naa Gchi-skoongamgong dbishko Lakehead University wii-bi•skoonwing. Gigashtoonaa dash wii go wii­ zhichigeying wi, wii-naadmaadiying, wii-kinoomaadiying, miinwaa wii-aasgaabwitaadiying. Ezhi­ kinoomaagoying go na wii-mno-gnawaabmaaying kina wiya bemaadzid zhinda gidkamig. Mii maanda Gzhemnidoo ezhi-ndawenmigoying. We are very proud of you for coming to Lakehead to get your teacher education. It is not easy sometimes especially when you have to leave your home communities to come to Lakehead so that you can pursue your educational goals in Native language teaching. We have to continue supporting each other, helping each other, and sharing the traditional teachings and values which are inherent in our languages. We are reminded that we must have respect for every living being on Mother Earth. Our Creator put us here to live in hannony. Thanks to the students who completed the NLIP evaluation forms. This year, 83 of the 149 students registered participated. We appreciate your ideas, suggestions, concerns and opinions you express. These will be taken into consideration for 1995 summer session. Last year, your input made possible some changes and plans that were made. For instance, some of the changes and new activities were; more information on registration and orientation needs was included in the Student Handbook which was mailed out to the students upon acceptance; First Year students were able to observe the first lesson; Student Teaching Schedule was posted ahead of time; NLIP Student Counsellor and Residence Assistant introduced themselves to the classes during the first week; NLIP Student Council activities were planned in advance; more Elders' Sharing Circles were held; students were given opportunities to attend Sunrise Ceremonies. Practicum Teaching Handbook was revised as suggested; this was further revised to correspond to the new student teaching schedule. I want to express my heartfelt thanks to all NLIP Faculty and Staff. Gchi-miigwech to the faculty. They always strive for excellence in education. Special thanks to Judy Turrie and Sonya Bruyere for their hard work, caring and support, and for the many overtime hours they put in to prepare for the summer session, and their continued hard work and dedication during the busy month of July which made possible another successful year. Special thanks also go to Florrie Sutherland for her well-organized activities in practicum planning which made it easier for everyone. Thanks to Karina Skov and her Odaminowin staff for their excellent efforts in meeting the needs of the Children's Program. And to Max Dokuchie and George Rusnak, their assistance and support was really appreciated. To our Video Specialist, Keith Clarke, thanks for the excellent promotional videotape on NLIP. In the Spirit of our Native Languages! Lena Odjig White, Coordinator Native Language in Ontario Vol. IO, No. l Page J �The following news article was taken from The Chronicle-Journal, Thunder Bay, Ontario July 27, 1994 Language root of native culture University courses can help students heal themselves BY LAURA BOAST Like George Orwell, native language instructors believe that the way we talk affects the way we perceive ourselves and the world around us. Language is political. If native people can relearn their language, they can relearn their culture, says Lena Odjig White. White is the co-ordinator of the native language instructors' program at Lakehead University. She says students in residential schools were forbidden from speaking native language. Now those students are adults, and many want to pass on the language they were denied. "It's hard, because they have to relearn our traditions," says White. "We have to heal. But in healing the language, we heal ourselves, too." White says native language courses at the university are therapeutic. Students help each other with work and are supportive of peers' efforts. Native traditions are incorporated into lessons on teaching. "We have our own ways of teaching "says White. She gives the example of the medicine wheel, with its message of holistic living and respecting the earth. A respect for the language itself is taught. "Our language carries meaning," she says. "It is very descriptive." For example, the Ojibwa word for sweetgrass is wiingashk, which means hair (wiin) of Mother Earth (ashk). The description conveys native attitudes toward nature - that the earth is alive. Sandra Peltier, a consultant from the Indian Affairs-funded Woodland Cultural Centre, surveyed students who recently completed a summer term of language instruction at the university. She says holistic thinking - for example, whole language is connected to nature is connected to tradition - is central to native culture. Peltier notes that the Ministry of Education is catching on to the holistic philosophy with its Common Curriculum, a concept which incorporates English into geography classes and math into technology labs. There are four basic language courses and two advanced courses in the native language program at Lakehead University, drawing a total of almost 150 students each session from 60 communities all over Ontario. The languages taught fall into two linguistic categories: Algonquian (which includes Ojibwe, OjiCree, Cree and Algonkian) and Iroquoian (including Mohawk). There is a demand for Native as a Second Language instructors. In Thunder Bay, NSL courses are offered at Northwood High School, St. Patrick High School and Our Lady of Charity. The Ministry of Education mandates that schools must offer the program when over 16 students request it. Textbook publishers are also recognizing the demand for NSL course materials, says Peltier, adding that it's high time. "We're getting tired of cut and paste," she comments. Page2 Native Language in Ontario Vol. 10, No. I �Listen When I ask you to listen to me and you start giving me advice ... you have not done what I asked. When I ask you to listen to me and you begin to tell me why I shouldn't feel that way ... you are trampling on my feelings. When I ask you to listen to me and you feel you have to do something to solve my problems ... you have failed me, strange as that may be. Perhaps that's why prayer works for some people Because God is silent ... He doesn't offer advice or try to fix things. He just listens and trusts you to work it out for yourself. So please, just listen and hear me. And, if you want to talk, wait a few minutes for your turn and I promise I will listen to you. Anonymous Taken from the book Children in Crisis• Support for Teachers and Par,nlS hy Fran Newman. Puhlishcd by: Scholastic Canada Ltd. Native Language in Ontario Vol. 10, No. 1 Page 3 �OJIBWE LANGUAGE CURRICULUM The Lambton County Board of Education has completed its Primary/Junior Ojibwe Language Curriculum. Jim Whitson, Ojibwe Writing Team Chairman has graciously shared with us their success in this curriculum project. The framework they have developed as described below was taken from "The Royal Commission On Aboriginal Peoples: A Time to Talk - A Time to Listen - TI-IE RELATIONSHIP" presentation made at the Chippewas of Sarnia First Nation in May 1993. Ibe Framework A. An Overview Guidelines for course content and teaching activities/strategies were derived from (4) sources: I. Elders representing the Chippewas of Sarnia and the Kettle and Stoney Point. 2. The Native Ojibwe Language teachers and the Native Education workers employed in the "tuition agreement" elementary and secondary schools. 3. The Ontario Ministry of Education Guideline "Teaching Native as a Second language" 1987. 4. The Lambton County Board of Education Policy "Education in the Primary and Junior Divisions". B. The Theme Development Approach There are six (6) themes designated by the Ontario Ministry of Education curriculum document "Native As a Second Language" 1987. I. Family 4. Time 5. Communication 2. Community Recreation 6. 3. Nature C. Unit Development Within The Theme 1. The Primary Division Ojibwe Language Curriculum consists of sixteen (16) Units. NOTE: Each unit contains many suggested teaching activities. Do not attempt to complet an entire unit before moving on to the next unit. It is expected that activities may be selected from the units over the four (4) year period that the children are in the Primary Division. D. 2. To assist in the selection of learning activities a "Suggested Lesson Plan" is included in the Introductory portion of the curriculum document. 3. A "Scope and Sequence" is contained within the Introductory portion of the curriculum document. NOTE: There is no established order in which the units are to be taught. The teacher is the best judge of the interests and abilities the students possess and may select units to take advantage of the opportune moment. Each unit in the Junior Division is designed to continue the concepts developed in the Primary Division. The Unit Design The units consist of three (3) sections: l. The Introductory Flow Chart containing: (a) Theme; Sub-theme; Unit (b) Goal (c) Objectives (d) Suggested Learning Experiences Suggested Learning Experiences are listed under the various headings contained with the flow chart. Page 4 Native Language in Ontario Vol. 10, No. 1 �gested Teaching Activities and Resources: Suggested teaching activities have been developed for each of the learning experiences presented by headings on the flow chart. The order of the activity development proceeds with "Cultural Aspects" to "Math" and then "clockwise" concluding at "Environmental Experiences". Great care has been taken to ensure that the "Goal" and "Objectives" of each unit have been met. The "References, Teacher Notes" portion of the "Suggested Teaching Activities and Resources" section has been included for the teacher to make notes as the activities are being taught/conducted. (e) A wide variety of teaching activities has been suggested in the hope that the learning styles, levels of ability and interests of the students can be met. lL 3. Resources At the conclusion of each unit various sample outlines have been included for duplication if desired. E. Suggested Teaching Activities - The Main Thrusts The learning experiences and teaching activities were developed keeping in mind the need to: capitalize on the children's first hand experiences so that they would be motivated 1. to relate these experiences to others; 2. integrate subject areas so that the discoveries the children made and the knowledge they gained would be more meaningful to them; and present new information to the children as it occurred within the regular classroom 3. wherever possible. F. Meeting the Needs - Some Implementation Strategies In order to implement the main thrusts with any degree of success, the team approach within the school must be adopted, adapted and maintained. There must be two way communication between: 1. the regular classroom teacher and the Ojibwe language teacher. (The sharing of ideas and resources can be accommodated only if the language teacher and classroom teacher are aware of what is being studied.) 2. G. the music teacher and the Ojibwe language teacher. (Much of the Ojibwe language is introduced and taught to the children through song. The music teacher can share ideas with the language teacher. The possibility exists of extending some of these activities into the regular classroom music program for the benefit of all children.) 3. the teacher-librarian and Ojibwe hmguage teacher. (Two way communication with the teacher-librarian serves two (2) very useful purposes. The teacher-librarian can assist with the acquisition of further resources and suggest ideas for presentation to the children and secondly be the catalyst for creating situations whereby Ojibwe language class activities can be integrated with regular classroom activities. 4. the Native education assistant and the Ojibwe language teacher. (Craft activities can be planned and carried out and extended into the regular class.) The Primary/Junior Division Ojibwe Language Resource Kits To assist with the implementation process, resources that have been considered to I. be essential in the teaching of the program have been provided. 2. Kits have been provided to each of the six (6) Elementary (tuition agrcemcnt)Schools. (Kettle Point Kindergarten, Forest Central, Forest Woodside, DcvincStrect, Lansdowne, and Queen Elizabeth II • Sarnia) A master copy is maintained at the Education Centre. Native Language in Ontario Vol. 10, No. I Page 5 �Metis trying to save traditional language By Debora Lockyer Windspeaker Staff Writer The traditional Metis language of Michif is on the verge of extinction. This unique and little known language is now under study by the Metis National Council which wants to reverse the pattern of assimilation by developing an action plan for Michir s survival. Guy Freedman, director of special projects for the MNC, heads the study with the help of Canada's foremost expert on Michif, Audreen Hourie, the provincial education co-ordinator for the Manitoba Metis Federation. The word Michif comes from an Indian pronunciation of the French word metis which means half­ breed, said Freedman, a Metis from Northern Manitoba. "Michif is essentially a mixture of French and Cree," he said. It is considered a rare phenomenon be­ cause the people that developed this language would have been completely bilingual. The language is still used quite commonly in the U.S., primarily in North Dakota, said Freedman. But its usage is limited in Canada. In northern Alberta the language is called Meris cree. In the east, Ojibwa is incorporated into Michif. In Canada, however, there are only a relative few who still speak the language, a fact Freedman finds discouraging. "If you don't speak it, if you don't know about it, if you don't understand it and you can't find people who are able to talk it, it's not going to be around." Freedman said he would like to see Native groups take a page from the notebook of the Inuit who are very successful in passing down their language to their children. "By and large, they rely on Inuit specific programming. They get everything translated into Inuktitut. The parents still speak it to their kids. The kids, if they want to speak to their grandparents, have to speak it. A lot of Aboriginal groups could learn from that. Otherwise they are only going to be reading about it in history." To further complicate matters for the study, Michif is not a written language. It causes problems for the whole Metis movement, Freedman said. The report is to be done and submitted to the government by the end of the month. The report will be a combination of historical and practical infonnation that may halt Michif's decline into oblivion. Taken from Canada's Na1ional Aboriginal News Publication: Windspeaker, Vol. 12, No. 11, Page 2 August 15 - August 28, 1994 Page 6 Native Language in Ontario Vol. 10, No. 1 �EDUCATIONAL PROGRAM "PARTNERS IN EDUCATION" The Vision Kikinoamatiwikamik Wabauskang First Nation, the Red Lake Board of Education and the Township of Ear Falls are working in a partnership to offer unique educational and training services that will: • assist Native students in acquiring the skills and training necessary to achieve success in today's world. • develop and reinforce a positive awareness of Native culture and identity. • meet Ministry of Education requirements. • give students the opportunity to attend either a small high school or a larger high school. • offer optional weekend cultural, athletic and educational experiences. • provide strong Jinks between the home and school experience. • involve students in program and living decision making processes. • strongly involve the arl!a Native community in the pro!,rram design and operation. This unique program wiH accept approximately 20 - 30 high school students for the 1994- 1995 school year. Student Accommodations: Modern townhouses are grouped together and centrally located in Ear Falls. Each townhouse may house 5 - 6 students in single or shared units, which have 1 - 1/2 bathrooms, a livingroom and kitchen. * * Students will eat in a central cafeteria. Native houseparents will be assigned to a group of students to offer assistance and guidance in an environment conducive to healthy living and academic success. Wabauskang First Nation is located 30 km south of Ear Falls on Wabauskang Lake. Community of Ear Falls is located 100 km north of Vermillion Bay along Highway 105. Ear Falls has a population of approximately 1 200. If you are interested in receiving additional information, please contact: Red Lake Board of Education Telephone: 807-727-2676 Fax: 807-727-3335 Chukuni Community Futures Telephone: 807-222-2069 Fax: 807-222-3 1 47 Red Lake Indian Friendship Centre Telephone: 807-727-2847 Fax: 807-727-3252 Native Language in Ontario Vol. IO, No. 1 Page 7 �EVERYTHING HASATEACHING Example: "Stones I Rocks" ACTIVITY: I. Each group is given an item of nature. 2. Each group asks questions about the item. List questions. 3. Answer questions. Every individual fonnulates his/her own answers. no formulated answer is wrong. 4. Apply what they have learned to a lesson plan. Sharing takes place by the teacher and students, incorporating a very important value of "SHARING". Misiniis: has many shapes and fonns. it changes as you touch it, with the oils in your hands. wetting the stone induces more teachings. drying stages temperature why were rocks used for writing? weight - wet and dry. what kind of music can one or two make? how old is this stone? Shared by: Rhonda Doxtater Native Language Coordinator Anishnaabe Kendaaswin Publishing R. R. #1 Muncey, Ontario NOL IYO Phone: 5 1 9-289-2421 Fax: 5 19-289-5200 Page 8 Native Language in Ontario Vol. 10, No. 1 �Spiritual North Benefits/Significance <' (JQ C: s· � g_ -- Mental West Identification Description Environmental Studies Patterns Design Science � p � � °8 "° Location/Geography Formation South Physical Emotional East �Ken-Ta-Soo-Win: Native Language Materials Database Ojibway and Cree Cultural Centre 43 Balsam Street S. Timmins, Ontario P4N2C7 15 June 1994 Dear Friends: Greetings from Timmins! Recently you received a binder entitled "Ken-Ta-Soo-Win: Native Language Materials Database." Only200 copies of this valuable resource were produced. We would like the service to continue. The manner in which that happens is up to you. I'm writing to ask for three things: Please respond to the questionnaire. Please write a letter of support. Please get the word out that a Native language materials database now exists. Many people have expressed the need for this type of resource and now we have it. If you feel moved by it, write a review or call it to the attention of your colleagues and peers. You are welcome to share it, copy it, and to follow the classification structure so that things are consistent with other people working in the field. As a key player in the advocacy of Native language and cultural preservation, your voice is critical. We need your feedback. Good or bad, we are open to a response from you. Without your suppon and concern this project will come to a close. Our languages are on the brink of extinction. Without a cohesive plan of action this will happen. We need some direction from the people. Our languages are irreplaceable. Only we, the people, are responsible for handing this gift to our chil­ dren and guiding them to look at the future through our own eyes. Through our languages each indi­ vidual Nation and Tribe has their own way of looking at our land, this world, and one another. This is our identity. We may feel that someone has taken that away, yet in reality only we are responsible for the care, attention and effon needed to bring the languages back. Things are moving fast in this world. Each of the communities is at its own level and pace in keeping with the times. We would like to help make your work easier by providing this service. Let's work together to live out our common dream, the reawakening of our own Native languages for the children and for our future. I thank you for your time. •.. And remember folks: Exercise those languages! Ms. Jameson C. Brant (Note: The deadline date for the questionnaire was June 30, 1994 therefore it is not included in this newsletter.) However. your letter of suppon would be appreciated. Page 1 0 Native Language in Ontario Vol. 1 0, No. 1 �Ken-Ta-Soo-Win: Native Language Materials Database August 1994 (Update) The Ken-Ta-Soo-Win project has organized a collection of information on Native language teaching materials available in the province of Ontario. It was developed to speed up the location of these resources for people teaching, working, or studying in the field of Native languages. The information covers all Native language families, dialects, grade and proficiency levels. This spring the database was printed as a directory-type binder with tabs to divide the information by language family. Copies were distributed to the Band operated schools, Federal and Provincial schools which offer Native language classes, Universities and the Cultural Centres of Ontario. Response was invited. Reaction to the publication is excellent. Questionnaires returned, letters of support came in, and many new entries were called to our attention. Because the information covers all Native language families and dialects in Canada, we also received encouragement and materials from a few of the other provinces. Since the printing we have over fifty requests for copies of this binder. We would like to supplement the pilot service area first and explore possibilites for national participation. An update of recent acquisitions is now in progress. Based on the suggestions from the field testing some technical adjustments are in order. In the mean time, if you are searching for language teaching materials please give us a call. Long range goals for the project include work toward customizing a Ken-Ta-Soo-Win diskette, and later conversion to IBM compatibility. It is our hope that this project will create a broader awareness within the communities of the Cultural Centres' detennination to preserve the Native languages. If you have Native language teaching materials that you would like to see registered in Ken-Ta-Soo-Win, please write or call. These entries will be included in our updates. ror information or to register materials, contact: Ms. Jameson C. Brant, Database Coordinator, Ojibway and Cree Cultural Centre, 43 Balsam Street South, Timmins, ON P4N 2C7 (705) 267-79 1 1 . Native Language in Ontario Vol. 10, No. l Page 1 1 �Anyone willing to share viewpoints concerning Wallace Strong's dissertation topic, "Can Non-Indian teachers teach Native American curriculum?" , you are invited to respond to his letter below. July 25, 1994 Wallace C. Strong 2442 Cerrillos Rd. Suire 270 Santa Fe, NM 87505 Dear Native American Faculty, Students, Educators, I'm interested in teacher training, especially, where teachers are taught to teach Native American cur­ riculum. If you are interested in sharing your work and research on this topic, I can be contacted at the University of Illinois at Urbana-Champaign. I'm completing my doctoral degree this year and teach in the Teacher Education Program. I taught elementary teachers last year and will continue teaching secondary teach­ ers this year. I'm an enrolled member of the Yakama tribe of Washington State. My dissertation topic is: Can Non-Indian teachers teach Native American curriculum? I wiIJ survey non-Indian teachers, Indian teachers and Indian students. I will take a random sample of Native Ameri­ can people, asking if Non-Indian teachers can teach Native American curriculum. I'm interested in your own unique viewpoints regarding this question. I'm asking schools and colleges that have Indian teacher education programs and schools that teach Native American children, to assist me in my research. Please feel free to contact me at the following addresses: University of Illinois at Urbana-Champaign 3 1 4 Education Bldg. 1 3 1 0 So. Sixth St. Champaign, II 6 1 820-6990 E-Mail: wcstrong @ uxa.cso.uiuc.edu Page 1 2 Native Language in Ontario Vol. 10, No. 1 �K.I.M. Aboriginal Language Teaching Kits • Easy to Teach, Easy to Learn • Poslers, Picture Cards, Story Sequence Frames, Game Cards, A udiocassettes and Instructional Manual • Adaptable to all Aboriginal Dialects To Order or Obtain Kits... Contact Mary Richard, Executive Director Manitoba Association for Native Languages 119 Sutherland Avenue Winnipeg, Manitoba R2W 3C9 Tel. # (204) 943-3707 Price: $325.00 plus GST An Overview of the K.I.M. kits..• The K.J.M. Aboriginal Language Teaching kits use word and picture association, games, stories and sing­ alongs to teach our children their own language. The kits are adaptable to any dialect. K.I.M. kits are also expandable to incorporate new instructional materials. Each K.I.M. kit contains ... • Poster Charts - 4 different types of colour posters covering different ideas or topics of interest. Our children learn through word/picture association. • Picture Cards/covers - 129 colour pictures covering all categories of the grJmmar system. The picture cards are divided into 1 2 units or themes covering topics our students are familiar with so that they can learn readily through word/picture association. • Lotto Cards - 20 different coloured cards which make learning and word comprehension fun by playing a game. The lotto cards resemble Bingo cards. Rewards are given as our children learn to recognize words. An enjoyable experience for our children. • Story Sequence - 5 enjoyable, colourful, story sequence frames with black and whirr stencils that allow our children to connect words and thoughts into a storyline. • Audiocassette - Familiar songs performed in our Native languages. Our children learn by singing along to tunes they already know. • Teacher's Handbook - A complete guide for teachers including suggestions on different and unique ways to use the kit. Native Language in Ontario Vol. 10, No. I Page 1 3 �NATIVE LANGUAGE RESOURCES Rosemary Christensen. Curriculum Specialist. of Ojibwe Mekana of American Indian Associates Inc. Leaming Research & Curriculum Materials Laboratory. sent the following information to share with the Ojibwe language teachers. Language Material Providers: • Anishinabe Wi Gamigong (The Indian Store) 1590 Mankato Mall, Mankato, MN. 56001 Tel. (507) 625-5017 • Jim Clark (and Rick Gresczyk) 22 17 Bloomington Ave. S .• Minneapolis. MN. 55404 - (Jim's h.) * Tape and book available. • News From Indian Country Rt. 2, Box 2900-A, Hayward, WI. 54843 Tel. (715) 634-5226 / Fax (715) 634-3243 * Handles OM materials and 2 dictionaries. • Ojibwe Mekana 1305 London Road, Duluth, MN. 55805 Tel. (218} 724- 1291 or 724-0520 / Fax (218) 728-68 15 * Products list available, provides teacher training to language teachers. • Larry 'Amik' Smallwood and Larry Aitken Contact (Mr. Aitken) - Leech Lake Tribal College Rt. 3, Box 100, Cass Lake, MN. 56633 Tel. (218) 335-2828 (Mr. Smallwood) -LCO School Rt. 2, Box 2800, Hayward, WI. 54843 Tel. (715) 634-8924 / Fax 634-6058 * Tape and book available. • Larry 'Amik' Smallwood and Julie Corbine Contact: LCO School, Rt. 2. Box 2800, Hayward, WI. 54843 Tel. (7 15) 634-8924 / Fax (715) 634-6058 * Tape and book available. If you want further information, contact or write to: Rosemary Christensen Curriculum Specialist Ojibwe Mekana of American Indian Associates Inc. Learning Research & Curriculum Materials Laboratory 1305 London Road Duluth, Mn. 55805 Tel. (218) 724- 1 291 or 724-0520 / Fax (218) 728-6815 Page 14 Native Language in Ontario Vol. 10, No. 1 �EARTHLQRE Native Language Communications EARTHWRE is an Ottawa based company that specializes in designing and publishing high quality learning materials in Native languages. Earthlore provides assistance in the technology of publishing; to enable First Nations groups to develop their own learning materials in their own language, customized to meet the specific needs of a school board or organization. Earthlore's purpose is to provide an introduction to the services that are available in the production of Native Language educational publications and assistance in preparing those publications. The essence of their approach is teamwork. Through a coordinated effort in working with boards of education and cultural centres, Earthlore will facilitate creative and entertaining solutions to specific needs and goals. If you would like to learn more about developing printed educational materials in your language, or receive infonnation about Earthlore, please contact or write to Anna Tyers or Don Runge. Earth/ore Native Language Communications 68 Robertson Road, Suite 103 Nepean, Ontario K2H 8P5 Tel.613-596-6586 Fax 613-596-0502 RECENT PUBLICATIONS Aboriginal Languages and Education: The Canadian Experience Sonia Morris, Keith Mcleod, & Marcel Danesi (eds.). Mosaic Press, 1993. 140 pp. No price indicated. (Collection of essays on Canadian Native language and English language education. Papers with Indian language relevance include: Robert M. Leavitt, "Language and Cultural Content in Native Education" (1 - 16) (Maliseet examples); Catherine Littlejohn & Shirley Fredeed, "Indian Language Programs in Saskatchewan: A Survey" (57 84); and Mary Heit & Heather Blair, "Language Needs and Characteristics of Saskatchewan Indian and Metis Students: Implications for Educators" (103 - 128). Order from: Mosaic Press P. 0. Box 1032 Oakville, Ontario L6J 5E9 A Computer-Generated Dictionary of Proto-Algonquian John Hewson. Canadian Ethnology Service, Mercury Series, Paper 1 25. 28 t pp. No price indicated. (Over 4,000 reconstructions generated by computer programs from Bloomfield's Cree, Fox, Menominee and Ojibwe data. Order from: Mail Order Services, Publishing Division Canadian Museum of Civilization t 00 Lauri er St. P. 0. Box 3 100, Station B I lull, Quebec J8X 4H2 Native Language in Ontario Vol. 10, No. l Page 1 5 �CONFERENCES TREATY 7 EDUCATION - MOKAKIT CONFERENCE "LIFELONG LEARNING: TOGETI-IER WE ASPIRE. TOGETHER WE ACHJEVE" October 6, 7 and 8, 1994 Carriage House Inn 9030 Macleod Trail South Calgary, Alberta Purpose of the Conference is to share education ideas and issues with teachers, administrators, school boards, Elders, parents and community members. For more information, contact: Treaty 7 Education - Mokakit Conference 94 Planning Committee P. 0. Box 1099 Siksika, Alberta T0J 3WO Fax: 403-734-2505 Phone: 403-734-5220 ABORIGINAL PEOPLES' CONFERENCE Sponsored by Lakehead University, Department of Indigenous Learning October 14, 15, and 16, 1994 Registration: $125.00 (Cdn) Flight Arrangements can be made with Marlin Travel 1-800-623-7709 Accommodations at Airlane Motor Hotel ($59.95/night/pp) 807-577- 1181 Selection of topics include: Education, Literature, Philosophy, Wilderness and Tourism, Art, Tricksters, Politics, Economics, Wellness, Environment, Ethnic Fraud & Transcultural Literature, Health Care, Poetry and Residential Schools. Contact: Lakehead University Department of Indigenous Leaming 955 Oliver Road Thunder Bay, Ontario P7B 5El Phone: 807-343-8085 Fax: 807-346-7757 Page 16 Native Language in Ontario Vol. 10, No. 1 �CONFERENCES 26th ALGONQUIAN CONFERENCE at the Charter House Hotel Winnipeg, Manitoba October 28, 29 and 30, 1994 Registration Fee: $30.00 (Students $25.00) Contact: David H. Pentland, Dept. of Linguistics University of Manitoba, Winnipeg, Manitoba R3T 2N2 Phone: 204-474-9596 Fax: 204-275-0846 e-mail: DAYID_PEN1LAND@UMANITOBA.CA (internet) 2nd ANNUAL CRITICAL ISSUES IN FIRST NATIONS' EDUCATION CONFERENCE Theme: Retrievine and Preservine first Nations' Lan�aees and Cultures November 3, 4, and S, 1994 Registration Fee: $250.00 + $17.50 GST at The Ontario Institute for Studies in Education (OISE) 252 Bloor Street West Toronto, Ontario This conference will be of particular interest to anyone involved in the provision of education to First Nations' Students. The fonnat includes plenary and keynote speakers, facilitated discussion groups, and concurrent sessions on various First Nations' languages and cultures. For more infonnation, contact: The Ontario Council for Leadership in Educational Administration (OCLEA) 252 Bloor St. W., Suite 12- 1 1 5 Toronto, Ontario M5S 1V5 Phone: 4 16-944-2652 Fax: 4 1 6-944-3822 Native Language in Ontario Vol. 10, No. I Page 1 7 �C ONFERENCES 14th ANNUAL NATIVE AMERICAN LANGUAGE ISSUES INSTITUTE CONFERENCE NALi '94 November 9, 10, 1 1 and 12, 1994 at Glorieta, New Mexico "SINGING WE COME: SHAPING OUR FUTURE THROUGH LANGUAGE AND SONG" Theme: Creative approaches to the development, maintenance, and preservation of Natve American languages through exploration of new and indigenous forms of language transmission through the traditional processes of song, stories, dance and oral histories and academic schooling models. For more information, contact The 1994 Official Host for NALi '94 Center for Research and Cultural Exchange Institute of American Indian Arts P. 0. Box 20007 Santa Fe, New Mexico 87504 Phone: 800-313-5741 Fax: 505-988-6446 Phone: 505-988-6434 NATIVE AS A SECOND LANGUAGE CONFERENCE FOR TEACHERS Sponsored by Chippewas of Rama First Nation and The Simcoe County Board of Education Friday, October 7, 1994 (one day only) Registration Fee: $25.00 to be held at Rama First Nation For more information, please contact: John Bearcroft Gina Genno The Simcoe County Board of Educ. Chippewas of Rama First Nation Hwy. 26 P. 0. Box 35 Midhurst, Ontario L0L IXO Rama, Ontario LOK ITO Phone: 705-325-361 1 Phone: 705-728-7570 Page 1 8 Native Language in Ontario Vol. 10, No. 1 �POW-WOWS I FESTIVALS WAWASKINAGA 1ST ANNUAL COMPETITION POW-WOW September 24 & 25, 1994 at Whitefish River First Nation Birch Island, Ontario Contact: Ki.ki McGregor: 705-285-0210 Collect Evenings Leon or Patty Lightning: 705-285-0177 CURVE LAKE POW-WOW Curve Lake, Ontraio September 24 • 25, 1994 Contact the Band Office: 705-675-8045 13TH ANNUAL NATIVE CULTURAL FESTIVAL Hosted by the Native Friendship Centre of Montreal October 1 & 2, 1994 Vanier College - Spons Complex 821 St. Croix Blvd. Ville St. Laurent, Cote-Venu Metro Montreal, Que. Contemporary Native Entertainers (Saturday) Traditional Pow-wow (Sunday) Contact: Jennifer LaBillois, Festival Coordinator 514-937-5338 7TH ANNUAL RAMA THANKSGIVING POW-WOW Rama, Ontario October 14 - 16, 1994 Contact: George St. Germaine: 705-325-3611 Native Language in Ontario Vol. 10, No. 1 Page 19 �WAPISTAN is Lawrence Martin with special guest Susan Aglukark Trio at the Thunder Bay Community Auditorium FRIDAY, SEPT. 16, - 8:00 P.M. JUNO A WARD-WINNER NORTJIWESTERN ONTARIO'S "NASHVILLE CONNECTION" TRADITIONAL MESSAGE MUSIC, POP, COUNTRY FOR TICKETS, CALL TI·IE AUDITORIUM BOX OFFICE CALL COLLECT AT (807) 343-2300 Sponsore.d by: Canadian; Airlane Hotel This perfonnance is a Lakehead University Dept. of Indigenous Leaming and Thunder Bay Community Auditorium co-presentation The Native Language I nstructors' Program invites everyone to submit articles of interest to be p ublished i n the Native Language in Ontario N ewsletter. Short stories, poems, newspaper articles, book reviews, resource listings, job postings, conference news, pow-wow information and anything else that you may want to share with others is welcome. Send subm issions to: NLIP Newsletter Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El Page 20 Native Language in Ontario Vol. JO, No. 1 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 10 (1), August 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-08-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/b05274570a216e3e57dc92547a38dbda.pdf 8b955aed2a37b102dcc2e4385e0f547d PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJLl· ) PP..o<JLn�•brb N.L.I.P. l l Volume 11, No. September 1996 �PLEASE NOTE: Native Language Education in Ontario will now be pubUshed only two times a year. Volume 11, Number 1 September, 1996 General Editor: John O'Meara Copy Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator............................................./1 Information for NLIP students............................................../2 Chief Wins another First ( a write up on Lorraine McRea)../3 Williams gives new life to dying language ........................../4 Conference Info ..................................................................../5 Publications/Resources........................................................../6 The Pow Wow: The Heartbeat of the Indian Movement......./9 Anishinaabe Kendaaswin Publishing Questionnaire This issue and beyond . . . More teachers are beginning to contribute to Native Language Education in Ontario. They are highly motivated and deeply in­ volved in the maintenance and re­ vitalization of Native Language. Their enthusiasm gives me much hope that together, we can make a difference. Thanks to those people who wrote articles and reviews. We all know that it isn't easy trying to write an article within an already busy schedule! Help! Would you like to: *review a resource *write an article *provide teaching suggestions *share information about a con­ ference? If the answer is yes to any of these, please call Sonya Matson at (807) 343-8542. Nativ e Lanilla&e in Ontario is published two times a year by the Native Language Instructors' Program, Lakehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El September 1996 �Coordinator's Message This was my first summer as coordinator of the program and I've enjoyed the challenge and opportunity this position has given me. Another great summer, NLIP 1996 has come and gone. The four weeks went by fast because of the intensive courses and a very busy schedule. Everyone became involved quickly without any complaints. I extend my sincere thanks to John O'Meara and Sonya Matson for their hard work and dedication in preparing for the 1996 NLIP Program. We wish to extend our congratulations to all the students who successfully completed their program this past summer. We wish you all a great and an enjoyable year. A reminder to the students who need to do their "teaching experience", if you have not made arrange­ ments with a school, you should start seeking a placement soon. Don't forget to get your practice teach­ ing forms filled in and signed by the appropriate school official and send the form in to the NLIP office Students who have received their Permanent Letter of Standing are encouraged to come back and take the fourth year so that they can obtain the Native As A Second Language Diploma. Students who have already taken Year 4 should be certain to complete their assignments for Ed 1599 winter practicum as soon as possible and send them in to the NLIP office in order to receive the Native As A Second Language Diploma at the Spring 1997 Convocation exercises. NLIP is a well established and well-regarded school. It continues to grow in quality as each year the suggestions of student body and faculty continue to shape the curriculum. The work of our school is truly important. The qualities of loyalty, hard work and dedication are helping us to retain Native Language for future generations. I look forward to the challenges this coming year has in store for me and look forward to meeting all of you students again next summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 11, No. l Page I �Congratulations to all NLTC and NASL students for their successful completion of their courses this summer. For those NASL Year 4 students who are eligible to graduate in May of 1997, please ensure with Sonya Matson that all of your requirements have been met. If you have not completed your ED 1599 Winter Practicum, please send in your registration forms which were distributed to you during the summer session or contact Sonya. For all NLTC students, please ensure you are teaching the Native language in any Ministry run or band run school to fulfill your 20 contact days in order to be accepted into the next year level. Just a reminder that day care teaching and adult teaching do not count as teaching experience. Your contact days must be teaching children from Junior Kinder­ garten to Grade 12. Only a supervisory officer can sign your teaching experience forms - another Native language teacher is not a supervisory officer unless assigned by the Ministry of Education. If you are unsure of who must sign the form, please contact our offices and we can assist you with the listing of eligible officers. 1997 applications will be available in January. These will be mailed directly to all returning students. If you do not receive the package by mid-January please let us know. NLIP Contacts: Wanda White, Coordinator (807) 343-8003 Sonya Matson, Secretary (807) 343-8542 John O'Meara, Linguist (807) 343-8054 (For ED 1599 enquiries) Page 2 Native Language in Ontario Vol. 1 1, No. 1 �Chief Wins Another First by Cathy Carter The Packet & Times, May 9, 1996 Chief Lorraine McRae has added another first to her life last night. The first female chief of the Chippewas of Rama First Nation won the Nelle Carter Woman of the Year Award, presented annually by the Orillia Business Women's Association. She is the first native woman to receive the award. "It truly is a great honor," said McRae in the modest, soft-spoken, confident manner that belies her strength as a leader. "It's incredible, a wonderful feeling. rm not sure what I did to win this award," she said. Three separate groups submitted individual nomination papers for McRae, each listing page after page of McRae's accomplishments, achievements and abilities. "We understand there may be more than one nomination filed for Lorraine," Sherry Lawson wrote to the judges. "These were done independently of each other and we did not paln it this way at all. We hope you'll look at it as it really is, not as poor communication but rather as various people from different walks of life and backgrounds, being of the same mind." "She's just one of the kindest, most competent women I know. She is a great problem-solver," Lawson told The Packet & Times. Lawson, an Ontario Justice of the Peace, said she would not be the person she is today doing what she is doing for a living were it not for Lorraine McRae. "People don't know the half of what she's been through, what she's encountered and how she has maintained her poise, dignity and continued to excel," said Ted Williams, coordinator of the Casino Rama project. "She obviously is a person who is an excellent role model for young women and people in the community, not just aboriginal people," Williams said. McRae spoke to the audience of about 2 10 people at the award dinner at the Fem Resort. "When I was running for chief, it took a lot of courage, a lot of strength, believe me, and one of the gifts that a very dear elder shared with me when I was making my decision was, she said that the love that you have in your heart for the people is what will carry you through every day. She said that outweights any fear that you will have, and she was so right," McRae said. McRae joins a distinguished list of winners of the annual award. Past winners are Pat Hehn, Audrey Rodger, Lucy Stewart, Phyllis Roberts and Sandi Johnson. The other nominees this year recognized as women of distinction, were Fran Dale, Toni Worrall, Linda Crawford, Marilyn Hanson, Sharon Turner, Dr. Nancy Harris, and Isabelle Thiess. McRae was nominated by Mary M. Rose, women of M'njikaning First Nation (Sherry Lawson, Hilda Cockerham, Mary-Anne willsey, Annette Sharpe), and the Rama United Church (John Wesley Oldham, Marlene Oldham, Harvey Anderson and Sue Anderson). Native Language in Ontario Vol. 1 1, No. 1 Page 3 �Williams gives new life to a dying language In Algonkian dialects Odawa and Ojibwa, appending "ba" to a noun signals that that person, place or thing is dead, gone, kaput. If Trent native languge instructor Shirley Williams had not spent the last nine years recording the vocabulary of her native tongues, they might well have become Odawa-ba and Ojibwa-ha. The spectre of death of her languae and, with it, the dying of her culture, spurred the high school dropout to return to night school. Her personal mission became clear - to resurrect the Odawa dialect (considered extinct) as spoken by her father and preserve Ojibwa used by her mother and extended family. "everyone of us when we are born is given a mission in life and the most important one is what you have done to help your community." says Williams. Hers became apparent in mid-life, after years of working in a Manitoulin hospital and translating for the doctors and nurses treating native people. An elder in her community approached her after a 1974 meeting to deal with an alarmingly high suidide rate among the young people in her community. Parents had complained that their children could not speak their native language, did not know traditional values and no longer respected their elders. "You are a fluent speaker," the elder said to Williams. "What are you doing about your language and culture?" Williams began upgrading courses at night, earned her high school certificate and enrolled in native studies at Trent. She graduated with her BA in 1983. In 1986, she took a native language instructors program at Lakehead University and was subsequently hired by Trent to teach native languages. Starting from scratch, she developed a curriculum and teaching materials. They form the basis of a 16,000-word Odawa/Ojibwa dictionary she is publishing - with the help of Trent's design staff - and has successfully defended as her master's project at York University. She convocates June 11. Williams had more of a grounding in her parents' language then other children her age. her father refused to send her away to a residential school in Spanish, Ont. at the age of seven with the rest of her peers. He kept her home until she was IO and in those three extra years made a concerted effort to teach his daughter everything he knew about his language and culture. Sometimes, says Williams, he would say, "You do not know why I am saying this. Some day you will know and understand." And, says Williams, "now I understand." When he finally had to relinquish her at age 10, he told her, "Do not forget your language." The dictionary is the first to transcribe Odawa and Ojibwa dialects in a lexicography designed by Chuck Fiero, a linguist at Lakehead University. Missionaries attempted to translate the oral languae using Arabic symbols and phonetics, said Williams, but Fiero's writing system captures more precisely the glottal stops, nasal sounds and other unique characteristics of the dialects. Williams undertook the project largely to provide a tool for native language teachers fluent in Ojibwa. It begins with a history of the Odawa and Ojibwa languages and their decline with the advent of European immigrants and government policies of assimilation. She explains the relationship between language and culture and acknowledges previous efforts to transcribe Ojibwa. And she provides instruction on grammar and pronouciation. The words are listed under five environmental headings with subheads - Nature (birds, fish, trees, animals), Time (days, weather, numbers), Family (sickness, food, aboriginal regalia), Community (geogra­ phy, holidays, chores, buildings), and Recreation (sports, toys, music). "When I look at it now, it is a relief to finally accomplish something. I wanted to give back something to my community, to native people." Her work is not complete. Williams, 58, plans to expand the dictionary. And she has started to write Ojibwa stories that can be used in teacher education and native language classes. Page4 Native Language in Ontario Vol. 1 1, No. 1 �28th ALGONQUIAN CONFERENCE WE/GANf,ASIN�W/IGWAAS TORONTO, 25-27 OCTOBER 1996 FIRST CALL FOR PAPERS • Aboriginal An, Crafts and Clothing • Home and Factory Tanned Moose and Deer Hide • Orders taken for special items The 28th Algonquian Conference will take place from 25-27 October 1996, at the University of Toronto, Toronto, Ontario. The orgainzers welcome topics from all disci­ plines relating to the Algonquian-speaking peo­ ples. Papers may be delivered in English or French. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Regis­ tration fees are $40 Can. for non-student, $25 for students before Oct. 1; $45 for not-students, $30 for students after Oct. 1. Contributors should send title and abstract by September 1, 1996 to Deborah James Division of Humanities University of Toront, Scarborough Campus Scarborough, Ontario MIC 1A4(Canada). If sending abstract by e-mail, please send it to Krystyna Sieciechowicz at sieciech@epas.utoronto.ca Deborah James Krystyna Sieciechowicz E-mail: james@lake.scar.utoronto.ca E-mail: sieciech@epas.utoronto.ca Tel.: (604) 465-6466 (before Aug. 15), Tel.: (4 16) 978-6273 (4 16}-694-6276 (after Sept.I) Fax: (4 16) 97 1 -2027 Fax: (4 16)-287-7 1 16 Ange.Aimee Wawia Box 1066 (807) 886-2168 Nipigon, Ontario POT 2JO A N N O U N C E ME N T APPLICATIONS FOR THE 1997 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY WIL L BE AVAILABLE FOR NEW A PPLICANTS IN MID-JANUARY. IF YOU WOULD LIKE TO BE PUT ON THE LIS T FOR THIS MAILOUT, PLEASE CONTACT SONYA MATSON AT (807) 343-8542. IF YOU REQUIRE MORE DE TAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, P LEASE CALL US BEFORE REGISTERING IN A SIMILAR PROGRAM Native Language in Ontario Vol. 1 1, No. 1 Page 5 �NOW AVAILABLE DELAWARE-ENGLISH/ ENGLISH-DELAWARE DICTIONARY By John O'Meara, Lakehead University This dictionary is a record of the Delaware language as it is spoken at Moraviantown, Ontario. The Delaware-English section contains over 7 100 Delaware words, and includes example sentences, exam­ ple fonns, usage and grammatical notes, cross-references, and infonnation about borrowed words. The Preface contains detailed infonnation about Delaware pronunciation and the Delaware writing system, as well as a guide to using the dictionary. The English-Delaware section includes al) Delaware words and example sentences found in the Delaware-English section. Publisher: University of Toronto Press 10 St. Mary Street, Suite 700 Toronto, ON M4Y 2W8 ISBN 0-8020-0670-1 xxiv+660 pages Price: $75.00 To Order: Phone Toll-Free 1-800-565-9523 OR 4 16-667-7791 Fax Toll-Free 1-800-22 1-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol. 11, No. 1 �FORTHCOMING PUBLICATION er..DC :, I Ninoontaan / I Can Hear It Ojibwc Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara Published by: Algonquian and Iroquoian Linguistics Fletcher Argue Building 28 Trueman Walk WINNIPEG, Manitoba R3T 2N2 This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These traditional stories are well-known to Ojibwe-speaking people in northern Ontario. Each story is presented in the Ojibwe syllabic writing system. as well as in the Roman writing system and English translation. There is an Ojibwe-English Glossary. an English Index to the Glossary, as well as a detailed Introduction. This book will be a valuable resource to anyone wishing to have syllabic and Roman reading versions of these Ojibwe stories. **************************** This book will be available in late October 1996 and can be ordered from the Lakehead University Bookstore at the following address: Lakehead University Alumni Bookstore 955 Oliver Road THUNDER BAY, ON P7B 5El Telephone: 807-343-83 14 Fax: 807-343-8158 Native Language in Ontario Vol. 1 1, No. 1 Page 7 �NEW PUBLICATION Dear Native Language Supporters: I am pleased to announce the completion of my second textbook, " Intennediate Ojibwe: Parts One and Two in Severn Dialect. I would like you to join me to say "Kihci-miikwehc" to the professional team who worked with me to make this project possible: Verification and Editing: Typing and Graphics: Graphic Artist: Audio Tape Production and English Voice: John O'Meara Sonya Bruyere-Matson Bruce Beardy Ken James We wish to acknowledge the financial assistance provided by Ministry of Education and Training, Aboriginal Education and Training Strategy through the Aboriginal Management Committee of Lakehead University. Once again, "kinanaahkomin". Although it is written in Severn Dialect, everything in this book is translated into English. Therefore, it can be easily translated into different dialects. I invite you to check it out. Aahti hsa maamawi-anohkiitaa anihshininiiwi-ishikiishwewinik (Severn dialect). Daga sa maamawi-anohkiidaa anishinaabe-izhigiizhwewining (Western dialect). Tom Beardy Page 8 Native Language in Ontario Vol. 1 1 , No. 1 �The Pow Wow: The Heartbeat of the Indian Movement The Grand Entry The Grand Entry signals the start of the pow wow and brings together the singers, drummers, and dancers who participate in the celebration. It sets aside a special time for showing respect to the various dancers and and their styles of dancing and is a time for remembering our values, our country and our Creator. The eagle staff is the oldest of the Indian symbols, hearkening back to the day of the famous dog soldiers, the most valiant warriors of the plains. Only the dog soldiers, and only the highest ranked among them, were originally allowed to carry the staff. This tradition of valour remains even today. The eagle staffs are the flags for the Indian nation( s) and receive the same degree of respect that war veterans accord tp the American and Canadian flags. Today the staffs are carried into the pow wow by one who has earned the right in battle (war veterans), by one, who has earned the honour in the eyes of the pow wow committee, or by an owner of an eagle staff. though the feathers of the eagle are often unavailable these days, the eagle staff is made according to the old traditions. "Eagle" feathers are attached singly to a long narrow strip of felt or thong. the strip of feathers is then affixed at both ends to a slender pole. The magnificent result is the eagle staff - a fitting flag for our Indian nations. A special song is used by the host (or designated) drum to bring in the dancers in the Grand Entry. The dancers are expected to carry themselves proudly, with dignity, and respect for the eagle staff, the flags and the war veterans that they follow. After all the dancers are in, the flags are raised or lowered (depending on the time of day) to the accompaniment of special songs i.e., the Indian National Anthems (the American and Canadian flag songs). At times, Veteran or Air Force songs may also be called for after the flag songs. Most pow wows maintain the following order of entrance: the eagle staff together with the American and Canadian flag leading the procession, Indian princesses and braves (representing different reservation/ organizations), the traditional dancers, grass dancers, fancy dancers, shawl dancers, juniors and tiny tots categories. In some instances, the order may be shuffled to highlight certain categories i.e., children, but generally the order is maintained. An honourable Elder speaks the prayer for the day . . . and the pow wow begins. Native Language in Ontario Vol. 1 1, No. l Page 9 �Announcing the Fourth Annual Stabilizing Indigenous Languages Symposium: Sharing Effective Language Renewal Practices, duBois Conference Center, Northern Arizona University, Flagstaff, Arizona, May 2-3, 1997 Below is information on the4th Symposium, a call for presentations, and a registration information. Northern Arizona University's Bilingual Multicultural Education Program and Navajo Language Program are pleased to announce the4th Annual Stabilizing Indigenous Languages Symposium. The Symposium is designed to allow preschool, K- 12, college, and university American Indian language educators and activists through panels, workshops, and papers to share ideas and materials for teaching American Indian languages. The results of the conference will be shared with a wider audience through a monograph. About the Stabilizing Indigenous Languages Symposiums Despite tribal language policies and the 1990 Native American Languages Act passed by Congress and signed by then President Bush, fewer and fewer children are speaking Native American languages. While the legal right to maintain tribal languages has been obtained, the effective right has yet to be achieved. More needs to be done to disseminate effective native language teaching methods and materials. For example, Dr. Richard Littlebear, participant in all three previous symposia and one of this year's keynoters, notes that the ability to speak an Indian language is often incorrectly seen as all that is needed to teach that language in schools. The first Symposium, held on November 16, 17, & 18, 1994 at NAU, featured some of the leading figures in the field of minority language preservation. The second symposium, held on May4, 5, & 6, 1995 at NAU, also included many tribal educators from throughout Arizona. The third symposium was held in Anchorage, Alaska, in February 5 & 6, 1996 and brought together mostly Alaskan Native educators. Goals of the Fourth Symposium * To bring together American Indian language educators and activists to share ideas and experiences on how to effectively teach American Indian languages in and out of the classroom. * To provide a forum for the exchange of scholarly research on teaching American Indian languages. * To disseminate, though a monograph, recent research and thinking on best practices to promote, preserve, and protect American Indian languages. Registration Information Registration Fee: $ 100 prior to April I, 1997; $ 125 after April I, 1997. (Includes reception, luncheon, banquet and shuttle to AmeriSuites.) Cancellation Policy: Requests for cancellations must be in writing and postmarked before April 1 1 , 1997. A $25 processing fee will be deducted from your refund. We recommend making reservations early. For further infonnation or questions, contact Dr. Jon Reyhner, Center for Excellence in Education, NAU Box 5774, Flagstaff, AZ 860 1 1 (520) 523-0580; email: Jon.Reyhner@nau.edu Page 10 Native Language in Ontario Vol. 1 1 , No. 1 �'ANISH I NAABE IN KENDAASW_______ _ P U B LISH I NG R.R.# 1 , Jub1llee Ro;id, Side Ro;id 4, Muncey, Ontario NOL 1YO Tel . : (51 9) 289-24 2 1 • Fax . : (51 9) 289-5200 Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment Dear Anishinaabemwin Educators, Anishinaabe Kendaaswin Publishing is an aboriginal pre-production publishing house. AKP is committed to the preservation of language and culture ofthe Anishinaabe people. Anishinaabe Kendaaswin Publishing is situated on the Munsee-Delaware First Nation, in southwestern Ontario. A non-profit publishing house and is an initiative of the Union ofOntario Indians. AKPfocuses on the publishing quality educational materials for Aboriginal educators and students. Through the publishing process ofmaterials, we, also, hope to encourage the non-aboriginal people to utilize our books in providing an understand and sensitivity of the aboriginal language and culture. In this cause, we are inviting teachers ofAnishinaabemwin to assist us in filling out an assessment questionnaire. This questionnaire is to priorize materials to be developed by AKP. Please .fill out this questionnaire as concisely, as possihle. Fillmg out this questionnaire will assist us in 4 areas. I. A priority list ofmaterials to be developed an published will be established. 2. The needs ofour educators and students. ANISHI N/\ABE KENDAASWIN PUBLISH ING Mum,ee - Delaware Nation • Chippewas of the Tham<.>s • Chippl'was of Ketlh· &. .Stonev Point • Chippc-,\·d'i of Sarnia �'/"\NISHINAABE KENDAASWIN PU B LISH I NG R. R.# 1 , Jubillee Road, Side Road 4, Mumcy, Ontario NOL lYO Tel . : (51 9) 289-2421 • Fax . : (51 9) 289-5200 3. This assessment will verify the need to continue to have our own Aboriginal publishing house. 4. Anishinaabe Kendaaswin Publishing willfulfill the need ofteachers for quality competitive teaching materials, based on aboriginal content. You have an option to sign andprovide your address/or AKP, as we may call on you to work with us on your ideas. Should we decide to carry out your idea AKP will be please to accredited you on the finished product. Miigwech, for your cooperation and your deep commitment to the language the Creator has given us, to pass on to our people. ANISHINAABE KLN D/\.-'\ SWIN Pl JB LISHINC Mun see · Delaware Nation • Chippewas of lhe Thamec; • Chippewas of Kctlle 8:. Stn1wv Point • Chipp('\\ a� 0f Samia �Native Language Teacher Certification Program Nati.ve Language Instructor's Program Nati.ve Language Materials Assessment l. At the present time, what types ofmaterials do you use to teach students in your classroom? 2. This is what I need the most 3. What improvement would you suggestfor the current materials you are using? 4. Do you see a needfor Aboriginal culturally designed curriculum by Aboriginal people? 5. What would you like to see incorporated into a culturally relevant curriculum? Anishinaabe Teachings? Wholistic Methodology? Outdoor based? Arts (ie music, dance, drama)? I. �Native Language Teacher Certification Program Native Language Instructor's Program Native Language Materials Assessment 6. Wouldyou be willing to include traditional teachings in your classroom? 7. Would you like to see languagelculture in software programs? 8. Where do you currently access your language materials/resources? 9. How competent are the students in the language, you have taught them? Why? 10. In your opinion, what is the greatest downfall to why students cannot attain fluency? 11. What teaching tools or materials interest your students the most? 2. �Nati.ve Language Teacher Certiflcati.on Program Native Language Instructor's Program Nati.ve Language Materials Assessment 12. What topics interest most language learners? 13.a) What grades do you teach? Adult learning? Daycare? Literacy groups? Post-secondary institutions? b) What are the needs ofthe group(s) you teach? 14. Do you traditionally or culturally practice methods in the language? 15. What themes/topics do you use to teach? Comments: Opti.on: Name: Address: ------------ Postal Code: 3. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program Vol 11(1), September 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Education in Ontario, Newsletter of the Native Language Instructor Program, Faculty of Education, Lakehead University. This newsletter was sent to students (current and future), and faculty and staff. Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1996-09-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/d58eb6d0e9126c4127087280e37c87f6.pdf 2a9ffd4f3394a5b272296de8ea88dd3b PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 5, No. 4 May, 1990 �NA'fIVI LANGUAGE EDUCATION IN ONTARIO is published four ti.mes a year by the Native Language Instructors' Program, Lakehead University, 'l'hundar Bay, Ontario. P7B 5El Lakehead University__ A Northern Vision �CONTENTS New• rroa Your Coordinator 1 Institute Courses 2 Summer Language Courses 2 Timetable for NLIP 1990 3 Time and Dates to Remember Practicua Information for Native As A Second 5 Language Teacher Certification Helpful Hints for Students 6 Bow To Improve Your Study Skills 1 Conferences • Sharing Section Resources 9 - 15 16 - 19 ��News From Your Coordinator I think spring has arrived. After the rain and threat of snow last weekend, I really wondered whether or not the new season was ever going to arrive. However, it is now sunny and 17 degrees celsius so I think it is safe to say, "Happy Spring"! On February 3,4, and 5, I attended the "Esnaa aambe aasgaabwitaadidaa" Conference in Sudbury. The purpose of the conference was to provide a forum for Native Language teachers and educators to come together to share curriculum resources and ideas. Participants brought games, tapes, projects, poster, units, and other resources to share. It was like "old home week" seeing familiar faces from NLIP. Congratulations to Lena and Jeanne for the well organized conference! The plans for Summer 1990 are almost complete. Instructors have been offered positions and to date I have not heard of any changing in their minds. The following instructors are planning to teach with us this summer: Jim Teskey, Brian Maznevski, Kalvin Ottertail, Reta Sands, Gary Hannam, Jean Shawana, Chuck Fiero, Jackie Daigle, Lena White, Ernestine Buswa, Steve Chase, Randy Valentine, Angela Moore, Larry Beardy, John O'Meara, Sister Catherine, Karen Reynolds, Florrie Sutherland, Jim Pylypiw, Ann Jagger, Freda McDonald and Cheryl Kylander. Candidates for the position, "Tutor Advisor" will be interviewed at the beginning of June. This person will be responsible for the daily operation of a tutor program and serving the needs of the students. This will involve course monitoring, assisting students to maintain program standards, supporting students in personal and cultural adjustments and in the planning of extra curricular activities. This person will be involved in classes during the morning and be available for students in the evening. I am hoping this person will be kept very busy not only with helping you with your homework but in planning other activities as well. Through a Federal Government Initiative, S.E.E.D., we will have a "Teacher Assistant." This person will assist in classrooms and in the workroom in the evenings. Interviews will be held in the middle of May. In collaboration with Native Student Services, an Elders Program is being planned. This will consist of an Elder giving presentations in the evenings, tow nights a week, in a lounge in the residence. Students and other interested persons will be invited to participate. Ruby Slipperjack Farrell, Coordinator of Native Student Services, is planning several ceremonies for the summer. Note the activities for the first day, that is July 4th. There will be registration, orientation, tours and a traditional Opening Ceremony. Remember, if you do not have a letter or documentation that you have had a TB Test and/or chest x-ray, you will be sent to Student Health Services to have this done BEFORE registration. I realize this is a busy time of year for most of you. However, do try to put aside some of your favorite activities, games, lesson plans, and unit plans to bring with you. Whatever you bring will be appreciated by others and helpful for your courses. 1 ��TIMETABLE l'OR NLIP 1990 NLT!;_Yr I -­ NLTC Yr n-• NL]P 1990 NLTC Yr IIINAFL Yr I NLTC Yr J NLTC Yr II NLTC Yr II NLTC Yr "III NAFT Yr I NAFL Yr III NAFL Yr III�LTC Yr I INSTITUTE- (Western) (Cent/East) (Western) (Cent/East) BL BL RB RB RB RB RB 8:30 Practicum Practicum ED 1572 A ED 1352 B ED 1353 Al 2211 9:30 0190 0190 Garry Jackie Ernestine John Hannam Buswa Daigle O'Meara RB RB BL BL RB RB RB ED 1571 A ED 1351 B Practicum Practicum ED 1353 ED 1451 Al 2211 9:30 0290 0290 .10:30 Jim Brian Ernestine Angela John Teskey Maznevski Moore Buswa O'Meara 10:30 11:30 RB ED 1571 A Jim Tesky 11:30 12:30 ED 1351 A 12: .:SU - l:I 1:45 2:45 2:45 3:45 3:45 4:45 RB ED 1351 B Brian Maznevski RB ED 1572 A Gary Hannam RB ED 1571 B Jim Tl!ske.y RB ED 1352 A Jean Shawana RB RB ED 1351 A ED 1571 B Arian Jim Maznevski �eskey RB ED 1352 A Jean Shawana RB Bri.11n Maznevski RB Al 1212 A Kalvin Ottertail RB A 1 1212 A Kalvin Ottertail RB Al 1212 B Reta Sands RB Al 1232 A chuck Fiero RB RB Al 1212 B Al 1232 A Reta Chuck Sands Fiero RB ED 1352 B Jackie Daigle RB ED 1572 B Gary Hannam BL Practicum 0390 RB RB Al 1232 B Lena White RB �l 2213 Randy Valentine RB Al 2213 Randy Valentine 3 RB OJ 1012 Chuck Fiero RB OJ 1012 Chuck -iero RB - RB R 1010/1012 Sister Catherine RB R 1010/1012 Sister Catherine NL 3'51 Randy Valentine RB NL 3'51 Randy Valentine .p 1573 Steve Chase LUNCH RB RB ED 1572 B ED 1573 Gary steve Hannam Chase RB 1232 8 Al .Lena White BL ED 1451 Angela Moore INSTITUTE RB Al 1210 Larry Beardy RB Al 1210 Larry Bearay -- RB ED 1453 Jackie Daiqle RB ED 1453 ---·· Jackie Daigle RB NL 3551 John O'Meara RB NL 3551 John O'Meara �TIMES AND DATES TO REMEMBER Registration Wednesday, July 4, 1990 Time: 10:00 a.m. - 12 noon Location: Agora, University Centre Bring your student card, T.B. Test results, tuition if you have not already paid it. Orientation Wednesday, July 4, 1990 Time: 1:00 p.m. - 2:00 p.rn. Location Lecture Theatre, Agora, University Centre. This will be a time for introduction of the faculty, organization of Student Council, and discussion of the program. Tours Wednesday, July 4, 1990 Time: 10:00 a.m. - 12:00 noon and 3:00 p.m. - 4:30 p.m. Location: Tours will begin from the residence. These tours will include: University campus, Native Student Services, Bookshop, Field House Sports Complex, and the Libraries. Traditional Opening Ceremony Wednesday, July 4, 1990 Time: 3:00 p.m. Location: Bora Laskin Gymnasium First Day of Classes Thursday, July 5, 1990 Time: 8:30 a.m. - 4:45 p.mm. Location: Ryan Building and Bora Laskin Building *If you have banking or personal business to do, plan to arrive early, before your classes begin. Your classes are full of important studies. Students will not be given time off. There will be no special exceptions for early departure. ·-· .f"oll;J-�6---.::.7�-,...,,.-��:-�-....:;.• . E ·...........­._,,... a a-<�... LAKEHEAD UNIVERSITY CAMPUS 4 �PRACTICtJK INFORMATION FOR NATIVE AS A SECOND LANGUAGE TEACHER CERTIFICATION The Practicum consists of 4 parts: 1) Assembly - In this half-hour, we will meet together as a whole school for presentations pertaining to your professional life as a teacher. Topics will be announced at a later date. 2) Practicum A - Each student will teach at least two times during the first three weeks of classes. This should include a pre-conference and post conference with your advisor. 3) Practicum B - Students will participate in the preparation of lesson plans, unit plans, and long range plans. Seminars will be included during the last week. 4) Workshops - Six hours a day will be spent in workshops. 5) Evaluation Your grade for the work of the practicum week will be P (pass) or (fail). Poor attendance, poor punctuality, or failure to appear for assigned teaching will automatically result in a F grade. Students who attend regularly and promptly and fulfill all assigned requirements are assured of a passing grade. Equally as important as the grade, however, will be the "professional evaluation" of your work through this week. It will be kept on file at the university and used on your behalf when requests for references are made by employers or by education institutions. s �HELPFUL HINTS FOR STUDENTS To make your stay during the Summer School comfortable, you may want to bring some of these items with: *towels *shampoo *soap *iron *medication *fan Here is another list. These suggested items are materials that will be useful for your course work. *notebooks *stapler *pens *tape *colored markers *tape recorder *samples of work: lesson plans, audio-visual materials, children's work, tape recording of music, stories, or lessons, games. *a copy of core program guidelines And lastly ••• *Residence fees must be prepaid or fees must be paid on arrival *Be prepared to pay your tuition on arrival unless you have mailed a sponsors declaration form and have a receipt signed by your course coordinator *If taking a taxi from the airport, ask the driver to take you to the Main Residence at Lakehead University. It will cost about $14.00 For more information call Cheryl Kylander, NLIP Secretary at (807)343-8198 6 �HOW TO IMPROVE YOUR STUDY SKILLS by Patrick Brady For a teacher, returning to school for the summer can be an exciting and rewarding experience. Not only do you have an opportunity to continue your professional development as a teacher, but you also get to see how it feels to be on the other side of the desk for a change. For those Native Language teachers who have been teaching for a few years it is an opportunity to learn new methods which will make your classes more interesting come next September. For students who are just starting the N. L. I. Program, it means learning how to become an effective teacher. In either case sitting in class as a student again will be a different experience. The reason I mention this is that I have recently returned to the university after having been a classroom teacher for ten years. Boy, what a difference it was to be sitting in a class rather than being at the front of it. I quickly learned that the key to success was to become organized and to follow this formula; skills+ effort= achievement. Hopefully, some of the following study tips will prove helpful for you this summer. Establishing Priorities: Establishing priorities means listing things in order of importance to you. Everyday we are faced with many choices about what we want to do that day. When we establish a list of priorities we list the things that we have to do in order from the most important to the least important. This way the most important things get done before they start to pile up on us. When you get up each day (or the night before) list the things you have to do and decide what order you feel you should do them in and try to stick to this list. A small pocket planner or notebook like th one shown at the end of this article will help you. Time Management Time is something everybody always wants more of but never seems to have enough of; so we have to make the best use of what little time we seem to have in a day. The following hints may be of some use to you. 1. Write down all tests, homework and assignments accurately. 2. Write down times and dates to tests and the due dates of all assignments. 3. Check you list and decide which tests and assignments must be studied for and handed in first. 4. Write out a schedule which gives you enough time to complete your assignments before they are due. This will give you a chance to proof read them for mistakes before you hand them in. Study Tips 1. As much as possible, set aside certain times of the day for studying and try to have a particular place set aside where you keep all your study materials. 2. Make sure your study place has good lighting. A bright desk lamp in a dark room will be hard on the eyes. 7 �3. Avoid distracting noises such as a television or radio. A quiet background noise may help you to study. 4. Make sure your study area is comfortable but not too comfortable. Studying while lying on the floor or bed is not a good idea. Take regular breaks. This will help to refresh you. A schedule such as 5. study for an hour, then a ten minute break, followed by an hour more of study is a good idea. CONFERENCES The Tenth Annual International American Language Issues Institute (NALI) "Protecting, Preservation, and Promotion of Native Language: How much will we leave our children?" June 6 - 8, 1990, Holiday Inn West, Oklahoma City, OK. Pre-registration is $90. 00 {U.S. currency) per participant. This includes Institute Sessionals, Institute materials, handouts, exhibits, opening banquet, and the 1990 Institute proceedings. For registration form, write to: NALI '90 Planning Committee P.O. Box 963 Choctaw, OK. 73020 Fourth National Conference of the Canadian Council for Multicultural and Intercultural Education "Multicultural, Intercultural, and Race Relations Education November 24 - 26 1990. Ottawa, Ontario For registration form, write to: Andrew J. Krawczyk Program Chair Race Relations Consultant Vancouver School Board 1595 west 10 Vancouver, B.C. V6T 1Z8 World Indigenous Peoples Conference: Education "The Answers Are Within Us: Turongawaewae Marae, Ngaruawakia, Hamilton, New Zealand, December 7 - 12, 1990. Aims and Objectives: - to share learning experiences with other indigenous peoples - to share teaching experiences and skills with other cultures - to foster unity and goodwill between nations Write to: 1990 Conference Committee, c/- Te Kahanga Reo National Trust Inc., 11 Lipman Street Mt. Victoria, Wellington, New Zealand ph. (04)856913 fax. (04)828204 8 �Record the due dates of your assignments and as they are given to you Assigninent Sheet Thistests way you can budget your time to canplete them. Subjects Monday 1 Tuesday Wednesday Thursday Friday Date of Next Test Next Report Due Gelli11i Smar1errep1·otlucil>le page, ii> 1985 David S. Lake Pul>lishc �;canadian woman studies· les cahie.rs ae la femme · C�/cj.· ANNOUNCES A SPECIAL ISSUE NATIVE WOMEN A special Issue on Aboriginal Women in Canada, with a guest editorial board comprised ezclusively of Native women. Articles in this Issue reflect the reality of Native women's ezperience, recounted in their own words/voices. Photographs, poetry and fiction by Native Women ls featured. Subjects covered include Native history and tradition; questions of self-government and aboriginal rights: the importance of mothers and grandmothers; projects aimed at the renewal of Native languages and culture: retraining programs for Native women: Native arts and crafts; a book review section devoted entirely to publications by and/or about Native people. The range of contributions extends from all directions: east to west. north to south. ORDER YOUR NATIVE WOMEN ISSUES NOW! $10.00 per copy. Special 10% discount on bulk orders of 20 or more. Add $1/copy for postage; $2/copy abroad. Send me __ copies of Native Women Name ______________ Address _____________ City ______ Province ______ Postal Code ____ Country ______ All orders must be prepaid. Enclose cheque or money order and send to: Canadian Woman Studies 212 Founders College York University 4700 Keele Street Downsview, Ontario M3J 1 P3 For faster service call (416) 736-5356 �'v')rbub: L,L0dA<J� <rCL bi:>rL<'li'- <10-sa..v·AAAb"­ Lr'<rJ\<:J ... c�. n) v, /\, >, <. '7, b.,t>, <J. ),c. u, A -<l t> I V• T\-\i� ,\ wW w� \l aJl..d ciot +o do-\- ,l �'r'\ w; th +k� �'j ll�'o·tCS �·;_\ s J ·� ·6 \} ··--- .. n r 'n ---· I p ,___ ,...,, \'-' r- ,'::i. �.r-· r··-d·· \) ... _..__ I> - �-- I I\ I <1 I-/\ - . . I\ .. .... {, I Q ·-- --··-- I\ I - , I � A l' � ! L 7) I I 0 L, CJ.. I l �---·- ··---- IJ Tiu.. cl���, �� � -.1c-- M� �r � .c::MDc.A-VJ �� c_e,.,.{'c,�. � I �.-Lt....uf+ ��- � � �II"- a ,el 0 u � [> <I a '1 V A: u n1 >< J C k 9 p: d b ·�ii�j. IE J L t m 1 n -0 r a- + a e f I , "' u sh 'l, J' c-> c., ( < l, y � � � '7 r 1 I n ;J C: I -:, c:- ..:> c.. <; ( V h L V .D a. 'ff SJ � � •/j •[> ·<l \ m ch +- e + LL -+ s 0 k +o + a f � l, ,J ,-J J L Q. 0 + u. � C. �.s.. ,, .::! ' ::i. ''ll < \\ ''2 � C\)f'bU�; a -p V V II II� II < �p h .). CI� ,._N <t II r C,j ,. (7 � <\ ... '.).) [> A> � > a· D, V. b Is e>r 1, ,,,, / <f Q_ <J 2... .. ----- ' n _ .. . le er C ,1 . .-'\ � : , SC < p <1 11 /\v p6 �"··· .ot�r� �' . -CHILDREN'S BOOKS HOW THE BIRCH TREE GOT ITS STRIPES A CREE STORY FOR CHILDREN George Littlechild, illustrator ISBN 0-920(1-9- _'IIH SR.9� paperback HOW THE MOUSE GOT BROWN TEETH A CREE STORY FOR CHILDREN George Littlechild, illustrator . :... " ,,u.u�•• "• .,.... ••"'•<-• ISBN 0-9200-9-�0-SR. 95 paperback II hildren will rrlish 1hr spiritualit�· and tht supcr­ n:11ur.1I lOU(hts m lhese I\\'() imaginarirc ;\/atin.- s1orit',. Bmh art short tnough 10 makt a good bed1iml· book bu1 smart enough for Byron Through lht Sea!Ons I , ,1.... , ..,,..... ........ �... • �• ,1--- ·"""' - • ··R -,,. BYRON THROUGH THE SEASONS THE DENE CHILDREN OF LA LOCHE AND FRIENDS r.l l·ron Through the Seasons 1:1 rnminut's 1hr 81 ron sent, whirh h1·i:;111 hu11r:m1II· \I ith Hymn 1111,l hH l!al/111111 .-\s hrforl'. ,rhuol rhildrrn in 1lw m,rihnn lommuni11 of L:i 1.ochr mated tht joi {ul dr.iwings in the book In both English and Dene. B}·ron Through the Seasons tells ho\\ Dtnt eldtrs lil'td in the �onh a gtner:ition ago Jnd how 1hr Drm.­ lh·e today. The hook rnndudt.� with suppkmemarr infnrm:nion for adults txplainin11 the homes. meals. 1oh� and mcdkinr found in nonhrrn Dene communitits O\'t'.r 1he last 1"11 gener:uinns. ISBN 0-9200-9-60-1 SJ2.95 hardcorer all children unsatisfied b1· c:-asr answe�. The s1rong tr.1d111ons in 1 he�e swrirs lhly suppon George Lit1ltt:hild\ hold and t�uhmm illum:u ions ACHIMOONA Introduction By Mario Campbell B wonderful rnlki:1100 of Iii rnntrmporary stories for children (ages 8 to 12) hr �aril·t wriltl'.\ (,khimorm" mt"ans '\torin·• in Cm· I ·1 hr ,<·11ing� rJni:<· ! rom a northrrn tr�plinl' tu lht slfl'l'lS of a southrrn ci1y. ;md the styb range from realism to fancm·. adrenture to allegorr The stories are compkmrnted by full colour ;\/ativr art A separate 1rn:her's guide for the English rdition proYides a context for each of 1hr s1ories. ISB� 0-9200':'9-r-., ffrenth) SI;. 95 paperback 158:"i 0-9.:rno-9-16-➔ tEn11lish) S 12.9; paperback ISB� 0-920!1-9-00-0 (English teacher's 11uidr} S 3 ;o paperback & ........................................, �THE LAND CALLED MORNING .I l m 1lt1 .&,ul c?it//J Atotni11.'f '! THREE PLAYS BY NATIVE STUDENTS • - � �-,- - "'i::;- . (• ···Tr ... ,.,, ·-· - .. - - -- -· mve plays are more �rarn than che� ,hould he:, hue ch" hook ha� 1hrer-onc: ,rt on J resem:. one: set in a \tr11s rnmmunn�·. and one stl in the drr. All three plays use: humour. music. anti tlrc::tm to interpret 1he1r world. and all three convei· J strong sense of hope ISBN ll-9200-'9-2�-'i S" IJ'i p:tpt'rhal"k Tomson Highway D omson Highwar\ ambition in hfe is 10 make "the ref' cool. hy showing and cdehrating wha1 funkr folk Canada's �alive pt'opk reall�· arc: Ht is wdl on h1� v.-a} 10 ach1tving 1his, having written 1wo hoi.\lfl'Otl\, tou,hmg plar� 1ha1 were: nominated for Go\·t:mor Cirnerars Awards Tomson is now seo•ing his 1h1rd sn\on as the Artisttc Dirwor of Na11n· Earth Performing Am Inc. in Toronto. Previously. for seven year.; Tomson worked with Native.- org:iniz:nions and Native peopk all across Canada. familiarizing himself with �:1.11,·c: liv� and poli1ics in this coumry. Not wha1 you might cxpc:ct from �meonc: with a Bachelor of Music Honour.; from the: l•nivmity of \l'estern Ontario in London Tomson is tht de\c:nlh of 1wdn: thildrrn and attrndnl Roman Catholk Rc:�idenlial School in The Pls. )lanitoba. He was horn on hi� fathtr ·) mp-line on :i. remote island on �faril Lake in northern �anitoba in 19'i I . •· ______ ___... .... A 9 t A Y B Y . � HIGtf.WJ:, .,___ ·"-,� THE REZ SISTERS Tomson Highway m ominm.·d for a Gonrnor Crrnrr.il 's Award. fom)on Hi�hwa� ·� pla! i� hohtcrou�. fun and touchinjl Thr pll! i, a pmu·rtul and mm mil pom:1y1I of �nc:n woml'n from a rnc:rn· Jllt·mpuni: 111 hc:JI thl' mlth h! v.-mnin!( at hmi:o. l�c:r aho Vr.r Lips. ril(ht. 1 6'. , pOU'erful /1111111 ge11ui11e . " -\'ancoun·r �un DRY LIPS OUGHTA MOVE TO KAPUSKASING Tomson Highway ffl llc/f(lll 's haikd 1i1m�on Iii H1�hv.J!. J\ llnn1i' C.anJtlJ , mn,1 t·xrn111i: nt'\\ plJ1 \Hl!(ht, · Orr Lips rrll, Jno1hrr ,tt,ri ut thr m! 1hu:1l \\1,J1t·h 11tan Hill lnd1Jn Rrscne. ahn tht )t'IIIO!( for Thr Ile: s,stfrs btt kfll Th1, lime tht pl;1! focusn on ,rrtn ·\l; as, mrn 1nd 1hr gamr of horkty Drr Lips I) 1 fast pared stor!· of 1rJ)!ed1. (Omc:th 1nd hope 6' . . a s1111111i11g ere11ing of theatre. fi/Jed u·rtb rrtua/. mag,c. grim rea/,s,n and the spiril of life '9 -Toronto �tar l�BN 0-9!00"9-H-X !•) IJ'i paperback ISB� 0-9..!00"9-'\,-'\ $<) 9'\ plptrhlt k ••••••••••,.,,,,,,,,,,,,,,,,,,,,♦♦♦♦♦♦ �dil'tt·♦'l:I Pdil 7 EARTH ELDER STORIES SOMETHING TO LIVE FOR, SOMETHING TO REACH FOR Alexander Wolfe D us1 out m ;1 new edition. ·• 'fri1her m� th nor lc:gcnd. the5e stories :ire uue accounts of Sauheaux life. Ix-fore and after the coming of the: white man ·· l.111�-<l Ro<lwdl. Archil"is1 STUDENTS OF A NATIVE SCHOOL SURVIVAL Becky Mackie Jomes n c:cky �tackit' James's pholO• 1:1 graphic portraits of young :'-/Jth·e studems growing up in an urhan em·ironmc:nt are interesting. touching. :ind uhimately hopeful. The: students thc:mscll"tS re\·cal a furihtr side in honest. one-page autobio11r:1phical sketches. Together. t hc:lie ,·erbal :md ,·isu:il port rails pro,·i<lc: a rt\·ealinit luok ar the students· mempts 10 locate 1hemsc:lns within an ahc:n cuhun: ISB:-1 0-9200�9-,2-0 S 18.95 paperback JSB.'l 0-9200�9-.i 5-0 59 9i paperback --; .. _ � ·' - C H I L D R E N 'S A C T I V I T I E S I\EEPERS ' E.-\RTH KEEPERS OF THE EARTH NATIVE STORIES AND ENVIRONMENTAL ACTIVITIES FOR CHILDREN Michael J. Coduto and Joseph Bruchoc l'I eepers of the Earth cornhmc� 1hr folk U wisdom round in "':uin: storil·, ,, nh \pcritk JCtir itics tc:tchmit em ironmcnt;il un<lcNandin!(. appn:ciation. and strwardship. Each J(II\ 11! prn­ rnkn rurinu� chaldrrn to J m:w d1,l o, c:-n lhl>u1 their l·n,·ironment lnd ,:in:!> thr:m a llrra1rr ;1pprrw1ion for the role 1hr:} pla�· in thrn ,urroun<lin11s. This is a hook parr:nt, ,, ill \\lnt 10 shm· with 1hrir ch1l<lrr:n and trarhcr. will !'ind to hr ;m rxrdknt tr:u:hmi,: tool "A sound pbilosopby, combined u·itb a strong sense of tbe pou·er of tbe story, makes Keepers of the Earth a fantastic tt11•ironn1ental education guidt for cbildret1 and JamJlies alike. /I ls a rtfresbing, creatif'e and tbougbtful guide to enl'ironmental education. This book makes It clear tbat enl'ironmeutal degradation Is as mucb a social as a pbysical problem. If u•e reall_v care about tbe state of tbe planet. focusing 011 bou· u•e treat eacb otber is as important to em·ironme11tal tducat/011 as learning bou· to li1'e i11 a sustainablt n"mntr. '9 -Marr Granskou. Friends of the Earth Canada l�B� 0-9200-9-,--1 S!l 9, hardcon·r �· • Achimoona is a beautifully accomplished book, handsome to look at and fascinating to read.'· -David Young, Quill & Quire Tbe Rn Sisters "spul'li laul(hlcr one momrn1. biller ruminalion thc next. hul klns �ou . �r.ncful for thl' pummclio� . . .. -\f'i1111ipeg frer Press · · tnside Out is James T� m:m·s s1orr. hu1 his nptritncr of r.icism is \hared by e�·ery native LlnJdi;m . . . James T�·man \\Wit 1his book-1hc fir.it of i1s kin<l-wh1k siuing ou1 1hc lancr part of a 1wo-yc:ar jail 1erm. as he was beginning 10 retkct on his lift and IO wonder how he went w run!(. As maucr-of-fac1 as his writing is, what tmrrl(cs from his reflections is a dis1urbing qutstion abou1 the place of na1ive Indians in mains1rcam Canada. makin!( lrulde Ot1t a book for all Canadians." -Saturday .'tl<1gazi11e. Trmmto Star COMMENTS n,., Lips ·,,u1es momcm, thJt art' Jmon� 1ht mosl emotionalh mt:1ing 1ha1 I have m:n in this thntrt snson " -Rily Conlogut, Tbe Globt t Jla,I "Prilofl o/ Gras is a mnarkabk book It b time wt looked at our own history and our O\\'O socin)' through the eyes of i1s outcasts. With the publication of this eloquent, passionate and scholarly work, no Canadian can ever again boast that 1his ,s a countrr free from the cancer of ncism." -Piem Berton "Tbt land Ctllied .Wornlng is an imporunt new n:mun- in 1he publication of Canadian plays.· · -Now ··George Llnlecblld ,ptab puwtrfull� 1hrou�h h" Ht of 1hc sociolo�icll cxpern·nlc nf the: \' ati\' t people. and lhtir rtl:11mn,h1p 10 1hc \\'hilc man." -Trudi Bur/ou· Francis. Cumtor. .1rtlforks •'Keepers of the Earth . . . Is a book that each classroom, camp program and parent should provide for our young.'' -Dr. Cheryl Charles, director, Project Wild; Bob Samples, Independent scholar, author ··vry· Lips Ougbta .Hoi·e to Kapusiasing h an n1r.1ordinar)· show." -Tbe Specl(llor. Hami/1011. 011/arto •·Keepers of tbe Eartb is a fasrinatmg v.11 IO .. !tarn ahout our rm·ironmrm -.411g11slo .lledi11<1. Pb.D.. et/11rnti1111 spe1i<1/W \for/d �-ildlife fond • 'lyman describes his vlolent lifestyle in prose that Is raw and graphically detailed.'' -Maclean's ORDER FORM QTY. ISBN NUMBER PRICE PER English Teacher's Guide 0-920079-37-7 (French) 0-920079-16-4 (English) 0-920079-00-0 $15.95 $12. 95 S 3.50 Byron Through the Seasons 0-920079-60-l $12. 95 Ory tips Oughta Move to Kopuskosing 0-920079-55-5 S 9.95 Earth Elder Stories 0-920079-35-0 S 9.95 How the Birch Tree Got Its Slripes 0-920079-38-5 $ 8.95 How 0-920079-40-7 $ B.95 lnsrde Out 0-920079-58-X S12. 95 Keepers of the Earth 0-920079-57-l S22.95 Prison of Gross 0-920079-51-2 $18. 95 Something ta live For, Something to Reach Fo, 0-920079-52-0 Sl8. 95 The land Coiled Morning 0-920079-24-5 S 7.95 0-920079-44-X S 9.95 TITLE Achimoona The lhe Mouse Got 81own Teeth Rez Sisters TOTAL GUARANTEE If. for am rt:i�on. 1 ou arr un�:itisficd wuh a hook purl'hmd from thfs ca1:1Joguc. pkase rc1urn it in �akahk rnndiuon within 15 days for a full rdund. SHIPPING AND HANDLING AMOUNT ENCLOSED TOTAL INFORMATION • PAYMENT Please pa�· by either moner order or cheque DO NOT SE�D CASH THRO�GH THE MAIL • SCHOOLS, LIBRARIES, AND INSTITUTIONS Orders of five or mon: hooklt, accompanied with a Purchase Order rm:ive ;in edurnional discounl of 20% . • SHIPPING & HANDLIN� Please include S 1 .00 per book co a maximurr of S-t. 50 to cover shipping and handling. • DELIVERY Please allow four to six weeks for deli\'ery. • ADDRESS Ple;ise send rour order 10: Fifth House Puhlishm 20-�6th S1ree1 East Sa�karoon. sa�katchrn J1 s�K 5S8 � 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 5 (4), May 1990 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 1990-05-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text https://digitalcollections.lakeheadu.ca/files/original/4aafcb235bb96c1ceb10bb7a7e8edab6.pdf f6627cd1a15a824d4879e37ce5f528da PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Vol. 6, No. 3 FEBRUARY 1991 �,, <-' ABOUT OUR LOGO: � ABOUT THE ARTIST: The woman represents the circle of Life, Mother Earth. She holds the sweetgrass, encircling the People. The sweetgrass has renewed the Strength of our Ways, our Traditions and our Culture. The language is all of these. The language - a soft voice, a sweet song - a unified rhythm of the Original Peoples, the Anishnabek. Gail Bressette is a Chippewa Pottawatomi artist from Kettle Point Reserve, Ontario. She is a self-taught artist who has been inspired to draw and paint for her children, to dedicate her work to her daughter and to Native women, the daughters of the First Nations, who have for centuries been the original mtist of Nonh America. She signed her work Daanis. Today she signs her work G. Bressette. IN THIS ISSUE News From Your Coordinator ............. 1991 N.L.I.P. Notes ........................ lmponant Health Issues: Immunizations ........... ... ......... Otitis Media ............... .. ......... Summer Beaver Ojibwe School ............ NASL Presentation .............. .......... ... Resolution 90/6 .. ....... ... ......... .......... Dream Longhouse ............................ Season Craft Ideas: Pussy Willow Painting .............. A spongy Valentine .................. A Loving Cup for Birds ............. Conferences ............. ............... . .... . .. Resources .. .. ... ... . ... .... .... ... .... ... .... ... l 2 3 4 5 6 7 8 9 10 10 11 12 Lakehead University__ A Northern Vision �News from Your Coordinator Now that the holidays are over, we begin a new year. I hope each and eery one of you had a restful holiday with your family and friends. May you have a happy, healthy, and eventful 1991. Plans for N.L.l.P. 1991 are underway and near completion. There will be a founh year for the Diploma in Native As A First Language and Diploma in Native As A Second Language. Education 4745 - Native As A Second Language, Part III (Specialist) will be offered to those candidates that have successfully completed Part JI. The practica for NLTC will be offered in the morning. This provides students enrolled in the NLTC Program one hour a day for Teaching and/or planning. A timetable, including themes will be available in May. Summer school for children will begin at 8:30 a.m. and end at 11:30 a.m. Children from ages six years to thirteen years will be accepted in these classes. There is no registration fee required for children's classes. During the fourth week, workshops will include: Material Development, Drama, Art, Native Crafts, Planning for Intermediate and Senior Levels. More information regarding content of these sessions will be included in our next Newsletter. The dates for N.LJ.P. Summer School this year are July 4 - July 31, 1991. Registration will take place on July 3, 1991 from 10:00 a.m. to 2:00 p.m. in the Agora. There will be several orientation sessions planned for new and returning students, details soon! Registration packages were mailed on January 15, 1991. In your registration package, there are many forms to complete. The deadline is May 15, 1991. Applications received after this date will only be considered if spaces are available. To avoid disappointment, start filling out your forms now! John Rose, Director of Versa Foods, provided a pamphlet that has been included in your registration package. He has provided several options for you to choose from. Also, note the special packages available for children. Ron Spina, Director of Residence, has confirmed N.L.1.P. will be provided with 3 houses in residence: Atikokan, Dryden, and Ear Falls plus 6 townhouses for faculty and staff. Send a cheque for $25 to reserve the accommodation of your choice. In April, I hope to start travelling to visit as many schools as time will allow. I am looking forward to visiting your classrooms. Some of you have written letters sharing some of your teaching ideas and seeking assistance for some of your concerns. There is a N.S.L. Conference in Sudbury from February 19 to 22, 1991. Do try to attend. This is an excellent opportunity for sharing ideas, discussion, and problem-solving. May the Great Spirit guide you. lzf J {µJ.,.<__./1 ,c Barbara Toye-Welsh Coordinator, NLIP 1 �1991 N.L.l.P. NOTES Bea:istratjon July 3, 1991 10:00 a.m. - 2:00 p.m. NASL/NAFL July 4 - July 24, 1991 NLTC July 4 - July 31, 1991 NASL For Children July 4 - July 24, 1991 8:30 a.m. - 11:30 a.m. Fun Camp for Children Register on a weekly basis L.U. Fieldhouse Deadline for Applications: NASL/NAFL/NLTC MAY 15, 1991 * Applications received after the deadline will only be considered if spaces are available. Year Four - NASL/NAFL July 4 - July 24, 1991 T.B. Tests All NLTC students only 2 �IMPORTANT HEALTH ISSUES by Patrick Brady Immunization: Vaccinations (needles or shots) are the best way to prevent children from getting a variety of diseases. While the vaccination itself causes temporary pain, avoiding them places the child in considerable danger from a variety of infectious diseases. Measles, Mumps and Rubella <MMR Vaccine) MMR should be given to children sometime after their first birthday. It can also be given to adults. MMR only needs to be given once. MMR may have some side effects but the risks of the side effects are much less than the risks of the diseases it prevents. T etanus. Diphtheria. Polio (TDP) Vaccine Children usually get three needles for diphtheria, tetanus and polio in the first year and a fourth needle when they are 18 months old. A booster shot is usually given before children start school at four to six years of age. It is also given to children and adults over the age of seven who have not been immunized when they were children. HaenmQPhilus bConjugate This protects children from a very dangerous disease called meningitis. It is given once at the age of 18 months. Pertussis (whooping cough} A severe disease with serious complications, this disease often requires hospitalization. Immunization should begin at two months for infants and then again at four months and six months. Further immunization takes place at age 4•6 years and 14-16 years. Otitis Media: Hearing is one of the most important factors affecting a child's ability t develop good language skills. This is because nearly all learning activities in elementary school center on an adequate use of the language instruction and is completely dependent on the child having adequate hearing during instruction. It is also dependent on the child having adequate hearing from birth to three years of age. This is the time when the child's language foundation is being developed. Otitis media, or middle ear infection is one of the most common of childhood illnesses. Without using technical medical terms, otitis media, can be described as a blockage of the eustachian tube which prevents middle ear ventilation and causes a build-up of mucous in the middle ear cavity. This results in interference with the processing of sound and causes problems in normal hearing and language development. This medical problem is particularly common during infancy and early childhood and can lead to learning problems when the child reaches school age. 3 �A study was conducted by the Education Clinic, The University of Western Ontario, in sex federal schools (2 southern, 4 northern) and 739 children were treated to check for those whose hearing indicated: a) evidence of past infection, b) indication of current infection and; c) those whose ears and hearing was normal. Overall the results indicated that 23.34% of the children tested showed signs of current infection, 18.29% indicated past infection and 58.36% demonstrated hearing within the normal hearing range. The highest rates of current infection were found among children enrolled in grades Kindergarten through Grade 2. In other words, the highest rate of hearing impedance was among students who were in those grades when they are beginning to develop their formal language skills (both English and Native). In order to provide effective remedial instruction to affected pupils, it is important to be able to recognize some fo the signs which may indicate the presence of hearing impairment. 1. Discharge from the ear canal. 2. Chronic respiratory infections. 3. Constant runny nose 4. Frequent head turning. 5. Short attention span in grouped situations, yet not less so in one on one situations 6. Difficulty following directions. 7. Uncooperative behaviour with peers or adults 8. High activity level 9. Irritability Once a child is suspected of having possible hearing loss, the teacher or teachers' aide should bring the matter to the attention of the principal so that an appointment can be made with the appropriate authority for an individual hearing screening. However there are a number of classroom techniques that can be employed to provide a more suitable classroom environment for students whom may be affected by this problem. 1. 2. 3. Provide a separate quiet area for intensive verbal interaction. When it is important for the child t o hear verbal messages: a) be sure the child is attentive before you begin speaking; b) stand as close to the child as necessary; c) face the child to increase non-verbal information from the lips, facial expressions, and gestures; d) check to be sure the message has been received, repeat, rephrase or demonstrate if necessary. Provide periods of intense, one-to-one language stimulation: reading aloud, verbal play or conversation, as part of the child's home and school education. While these methods will make learning easier for those pupils who may have some degree of hearing impairment, the best policy is one of early detection. Discuss the matter with your principal and other staff so that your school can develop a policy of early indentification. "Language is our unique relationship to the Creator, our attitudes, beliefs, values, and fundamental notions of what is truth. Our languages are the cornerstone of who we are as People. Without our languages our cultures cannot survive. Language is a community resource to be planned and developed at the community level. All languages are to accorded equal dignity and respect." (Principles for Revitalization of First Nations Languages, Assembly of First Nations, 1990) 4 �SUMMER BEAVER OJIBWE SCHOOL PROGRAM Have you ever played "Pac Man"? ... without a video game? ...in the snow? ...as part of a Native language program? That's what students in Summer Beaver were doing last December as pan of their Ojibwc School program - at least that's what it looked like. The game is really a traditional winter activity played in a maze of pathways trampled in the snow, with one person trying ro catch the others. Students were also outside snowboarding and playing "Go-Go Mish" (something like "Crack the Whip") during the 2 1/2 days of this special program. Now in its second year, the Ojibwe School is proving 10 be a real success. Seven Native language teachers are responsible for the planning and teaching, which this year involved crafts (snowshoe making, log house construction), games (winter sports, syllabic fishing game, syllabic bingo), videotapes (including a production of an original puppet play), art activities (modeling and coloring Christmas scenes) and music (both traditional and original Christmas songs and carols). Mixed groups of students from kindergarten to grade eight moved from one classroom to the next through the day with older students helping the younger ones. The high school students assisted the classroom teachers and prepared lunch for everyone. On the final day which Christmas gifts were distributed. There was even a visit from Santa Claus! Everyone, both students and teachers, enjoy these last days of school before Christmas. Ojibwe rang in the classrooms, along with Christmas music and a lot of laughter. Attendance and behaviour were both as close to prefect as anyone could ask for, perhaps because they were learning about things that are part of their everyday life, or things they had heard others talk about, and they were learning in their own language. What a "tradition-full" way of beginning the holiday season. I •. s ..,. lfi·� �NASL AQ PART II - PRESENTATION This is a presentation designed by Chris Kakegamic, Violet Pitawanakwat, Mary Lou /ahtail, Jeanne Grubin, Ron Odjig, Sandra Peltier, Ron Kelly, Violet Shawanda and Dawna LeBlanc, who were students just completing their second year AQ courses in Native As A Second Language at Lakehead University. Ir was presented at the Chiefs of Ontario Conference by Dawna LeB/anc. In order to be able to take an AQ which means Additional Qualifications, a student must possess an Ontario Teaching Certificate. In other words, they must be qualified teachers with 1 year experience in a regular dassroom. It is a three part program and if we attain the required marks we will be the first group in Ontario to receive the Native Language Specialist Certification. I said "if' because 18 completed Part 1 in 1987 and 88, 9 enrolled in Part 2 and if successful this summer, will go on to complete Part 3 and Certification. Once we receive our Certification, we will have the skill and the authority in the Native Language field to do several tasks as a Native Language Educational Specialist, for instance, develop Native language curriculum and material, develop in-school programs, evaluate and supervise Native language teachers and programs, liaise between bands and the different levels of government, develop and implement Professional Development Workshops for teachers, teach future Native language teachers ... and the list goes on. In other words we are committed to the retention and maintenance of our respective Native languages and hence, our culture, which is why we are here today. We have a great concern which I am sure is yours also. The children in our communities are losing their language fast, and once that is lost, so is the culture. More seriously the middle age parents are taking their language for granted and have ceased to use it as a functional language within the home and as a valuable fonn of communications in the community. Upon European contact, there were 53 distinct spoken languages in Canada, 28 of those are stil I in existence. Some of these languages only have a few fluent speakers, for instance, the Delaware have only 15 and there are others in a worse situation. It is predicted that if a drastic measure is not taken immediately to address this extinction, within 50 years there may be only three languages that will survive, Ojibwe, Cree and Oji-Cree. Dr. Cecil King once said that "if a Ukrainian or an Italian loses their language in Canada, they can return to their place of origin to get it back". We don't have a place to go back to, this is it. Once we lose the language, we lose our culture, our identity as a distinct people, and we become brown-skinned white men, not belonging anywhere, living in the fringes of someone else's distinct society. We realize that you are involved in other priorities, and that often Native language is delegated to the back burner, not because you choose to but because other needs seem more critical than others, we would like you to consider the following suggestions: - That you make Native language education a priority within the Native political organizations in order that your respective membership may also follow suit; - That should your tribal membership purchase educational services from the province in the future, that you guarantee a clause in the agreement that would ensure the teaching of the local Native language and the hiring of Native teachers, either as regular classroom teachers or Native language teachers who would serve as role models for the Native children attending these provincial school; 6 �- That you, the Chiefs of Ontario, support the Native Language Teachers Program currently hosted by Lakehead University and ensure its continuation through adequate financial support from the Federal government, and that the host university be accountable to the instruction of Native Language teachers and not linguists; - That you be instrumental in the establishment of a Native Language Council of Ontario that would be responsible for the support and quality of Native Language initiatives in Ontario, not just in the local Native communities but in all areas, to standardize Native language curriculum, program evaluation and the instruction of Native language teachers. We realize that this is a tall order but under the self-government concept, it would only be appropriate to establish a Native Language Educational Component, an arm in all Tribal Councils. This Native language component would ensure the establishment of a distinct society, a society of Native people speaking their own distinct local language dialects, a language that would ensure the continuation of a distinct culture. Gehi-meegwech gii-bzindwiyig. Thank you for listening. I hope I have been able to convey the seriousness of the language situation and the concern that my fellow students share. RESOLUTION 90/6 FIRST NATIONS LANGUAGE WHEREAS, language is a fundamental part of our culture; and, WHEREAS, WE, the Chiefs-in-Assembly must recognize the teaching our Native Language as an essential part of our educational system, be it the Algonquian or Iroquoian languages; and, WHEREAS, through our language we maintain and enhance our identity and self-esteem as a distinct society, of the First Nations of this country; THEREFORE BE IT RESOLVED, THAT the Chiefs-in-Assembly identify Native language retention and maintenance as a top priority; and, BE IT FURTHER RESOLVED, that visible, moral and financial support in Native language education, be obtained and provided by the Chiefs in Ontario; and, BE IT FINALLY RESOVED, that the Chiefs-in-Assembly form a First Nations Language Council in Ontario comprising of Elders, Native language teachers and Native teachers who have or are completing their Native Language Specialist Certification. MOVED BY: Chief Stewart Roy West Bay First Nation Seconded by: Chief Charlotte Conlin Henvey Inlet First Nation ...to maintain a spoken language a minimum of 5000 speakers are required Statistics Canada projects that by the year 2000 not enough speakers will exist in Cree and Ojibway to maintain those languages orally. ...Art Views Interview with Joy Asham Fedorick about the Earthtones Project 7 �Dream Lo111:house For First Nations at UBC The long-cherished dream of a First Nations longhouse on campus at UBC is scheduled to become reality in time for spring convocation, J 992. For Squamish elder Simon Baker, the answer comes easily when asked about the significance of a longhouse to First Nations students. "I don't want our grandchildren to go through what we went through," he says gently. For generations of First Nations students, education was a shattering experience that devastated their lives, degraded their values and all but destroyed their languages. Once completed, the First Nations longhouse will be a powerful symbol to all First Nations people of a dramatic shift in Canadian attitudes. All projects cost money, and this one is no exception. Philanthropist Jack Bill's donation of $1 million gave the First Nations longhouse its initial momentum. This donation will be matched by the provincial government. This leaves and additional $2 million to be collected through fund raising. The total project is estimated to cost $4 million. A site has been chosen and Verna Kirkness, Director of the First Nations House of Learning, confirmed a design prepared by Larry McFarland Architects Ltd. had been tentatively approved, subject to review by the UBC Board of Governors. The main interior requirements have been identified through a series of workshops involving First Nations elders, students, faculty, and staff. The actual design will attempt to blend acknowledgement of the Musqueam Cost Salish people, on whose traditional territory UBS sits, with elements of other B.C. First Nations who come to the University. The final design will accommodate three sets of requirements: student services. administration services, and academic services. Student services will include components such as a Great Hall for public gatherings, day care facilities, a lounge, food preparation facilities, workrooms, and Elders' Hall and a Spirit Renewal Hall. The administration services will house First Nations Programs with allowance for future programs to be developed at UBC. Academic services are to include a library/resource centre, seminar rooms and offices for researchers and visiting instructors . ..... · : ./--I/ . t:.�- ,... _.,. . •" t < ,· ·� ' A,· ........ \ �' �)"\:;,. , '- ' 8 �SEASONAL CRAFT IDEAS Pussy Willow Paiptioe You know it's spring when you see pussy willows around. You can make a painting with buds of pussy willow branch. Whatyouneed; . white drawing paper . pencil . colored felt-tipped markers or crayons . pussy willow buds . liquid white glue . paper cups . paint brush What to do: 1. Draw a simple design on a piece of drawing paper with a pencil, see the example 2. Color the drawing. You can also make a drawing with pieces of colored construction paper cut into various shapes and pasted to the drawing paper. Remove pussy willow buds from their branches. 3. Pour liquid white glue into a paper cup. 4. Paint a n area on your picture with white glue. 5. Place pussy willow buds on the glued area. 6. 7. Continue gluing pussy willow buds, wherever you want them on your picture. Allow the pussy willow buds to dry. 8. 9. The pussy willow buds can be tinted using colored felt-tipped markers. 9 �A Sponev Valentine Make a Valentine's Day treat for a special friend. What to use: . small kitchen sponge . felt tip pen . scissors . poster paint . small dish . construction paper (folded to make a card) What to do: 1. Use a heart pattern or create one of your won to draw on the sponge with the felt tipped pen. 2. Cut out the shape. 3. Pour the paint into the dish and dip the sponge into the paint. Press the shape onto the card in a design 4. you like. You can make gift wrap paper this way too. A lovim: Cup for Birds Make a special Valentine's Day treat for the birds. What to use: . small paper cup . brightly colored yarn . darning needle . bird seed, peanut butter, crumb, suet, small chunks of cheese, popcorn, raisins,or other edibles What to do: 1. Use the smallest paper cup you can find. 2. Thread the needle in your yarn. Run the yarn through one side of the cup, pull up to form a handle, then pull it 3. through the other side of the cup. Knot the ends of the yam. Fill the cup with goodies for the birds. 4. Hang the cup from a tree branch and wait for the birds to discover it. 5. 10 �CONFERENCES "The Spirit of the New Dawn" Elders Conference Trent University, Peterborough, Ontario Feb. 15, 16, & 17, 1 991 This years' theme symbolizes the strength that Native people are finding through identity and culture. Trent wi II invite 1 5-20 elders and tradi1ional speakers from across Canada 10 share their knowledge and spiritual beliefs. This three-day celebration will involve sunrise ceremonies, workshops, drumming and dancing, socials and traditional dinner. For more information contact the Native Studies Department at (705)748-1466 or Shirley Williams at (705)748- 1543. Native Language Conference Sheraton Caswell Inn Sudbury, Ontario Feb. 1 9, 20, 21, 22, 1991 Workshop Titles: - Language Arts and the Native Language - Classroom Management - Native Story Telling by Elders - Medicine Wheel and Its Value in the Language Classroom - Language Evaluation Techniques - Community Involvement i n Promoting the Native Language - Audio-Visual Equipment - Uses in the Classroom - Native Teaching and Leaming Styles - Computers in the Native Language - Story Writing Made Easy Hands-On Workshops: - Puppets - Material Making - Legends and Books - Material Resource Sharing For further information, please contact Mrs. Jeanne Grubin, Ojibwe Cultural Foundation, Excelsior P.O. West Bay, Ontario. POP l G0 ph. 1 -705-377-4902. It �RESOURCES Assembly of First Nations: Another Step Towards Linguistics Justice The Aboriginal Languages Steering Committee has released it-; latest research findings to further support the drive for a National Aboriginal Languages Policy and Foundation. The documents entitled Towards Linguistic Justice For First Nations. Highlights of this document cover a variety of data: ,t. b. t:. d. international (aboriginal) langu�1gc models language rights i n Canada survey results conducted among 1 5 1 First Nations communities in Canada recommendations This document is the third of a series of documents from the Assembly of First Nations that supports the development of a national Aboriginal Language Policy that will protect Canada's 53 languages. Report - Tradition and Education; Towards A Visjon of Our Future Four in one: Declaration, Volume One, Volume Two, Executive Summary Cost: $50.00 Studies: T he Aboricinal Lancuace Policy Study. I 988; The Aboricinal Lancuace Policy Study Phase H; l mplementafion Mechanism. December, 1 99 1 ; Towards Ljni,:uistic ,Justice for First Nations. 1 990 Cost: $ 1 5 .00 each Calendar - Year-At-A-Glance Calendar Cost: $5.00 Wtite To: Assemblv of First Nations Head Office: Territory of Akwesasne Hamilton's Island Summcrstown, Ontario KOC 2EO Tel. : (61 3) 93 1 - 1 0 1 2 Fax.: (61 3) 93 1 - 2438 12 Ottawa Office: 47 Clarence Street Ottawa, Ontario K I N 9K l Tel.: (6 1 3) 236-0673 Fax.: (61 3} 238-5780 �Of 11/� 9 4_. � � � 7 0 M An lnrroducrlon ro Algonquian and Iroquoian Social Music Trodirions Woodland Cultural C.nlre Eduki1 C 1989 � -_. COMING TO TH E CENTRE . . . DENENDEH °'"•iop.o Dy Sam Crot1'II •uwat�1 0y &.II C.OU1• 11., 8.1 Po-..H anc;t ln•IICII A photographic exhibition by Dorothy Chocolate which documents the his­ tory and culture of the Dene Nation in the North­ west Territories. JULY 15 - SEPT. 14 New Music resource available "SOUND OF THE DRUM" INTRODUCES Iroquoian & Algonquian music traditions The "Sound of the Drum" an educational kit about native music is available for loan to local teachers, groups and individuals. Developed by ethnomusicologist Sam Cronk this edu-kit creates an awareness of traditional �ial music of Algon­ quian and Iroquoian communities. The kit wa-, developed to allow students a hands.an experience with music. Several musical instruments including a turtle rattle, cowhom rattle, bark rattle, water drum and flute are part of the resources. Supporting materials include a teacher's resource binder and book­ let, a VHS video and two audio cassettes of pow wow and Iroquoian music. Woodland Centre's reception­ ist, Deb Lickers is currently in charge of this and other edu-kits. She reports that overall this music kit ha-, been well received since January of this year. Individuals, schools and groups from the Centre's supporting bands may borrow this kit at no charge. The regular fee for a two to three week loan is ten dollars. Most borrowers pick up and rerurn the kiL However it can be shipped via courier. The borrower assumes responsibility for shipping charges. One drawback of the kit is the bulky size of the storage case. If you wish to view the kit visit the Centre•s educational resources area. To book this kit or any of the other edu-kits contact Deb Lickers, Woodland Cultural Centre, Mon. to Fri., 8:304:00, (519) 759-2650. 13 SOUND OF THE DRUM This exhibit will focus on diverse forms of Iroquoian and Algonquian social music and dance in central Canada presenting musical instruments, performance outfits and archival pho­ tography. Sept. 16 - Dec. 16 �Language Study and Materials Gulde Qll"."eho,w� - Ma,rS, e,yasqh nt,gnh. 12 pp Jo·da•nawfd a'. 24 pp. Ow,y'ahsho'oh. 21 pp. Odehaot, Odrahgo,t, Ohji'gre•. 8 pp. (not shown) $2.50 ea. + postage and handling Wnic to: Woodland Cultural Centre. P.O. Bo>< 1506, 184 Mohawk St� Brantford, ON N3T SV6 an.: Joan Grcenbird or call: (519) 759-2650 fa><: (519) 759-8912 Anishinaabeg - Ojibwe Language Patterns compiled by Jim Fox $5.•ea. lfby mail add $t• (postage & handling) Write to: New Credit Native Language Office R.R.# 6 Hagersville, ON NOA IHO or call: (416) 768-3586 Both - The Weather Book, Ravenlocks and the Three Bears, Nanabush and the Geese A book of illustrations for which the srudent supplies the story. 18 1/2 • 12. 56 pp. Also available: FOre$1 Animals, Where's K.iUy? The Morning Book. Same fonnat. 47 pp. $20.• en. + pos1:1gc and handling Write to: Swectgrass First Nations Language Council Inc. c/o Woodland Cultur.il Centre, P.O. Bo>< 1506, 184 Mohawk St, Brantford, ON N1T5VI\ or call: (519} 759-2650 fax: (519) 759-891 2 14 �CASNP Resource/Reading List 1990 Books for Children and Elementary Schools Resource ReadingList Picture Books • lege11ds • Fiction • Creativity • People • Fran�ais Teaching Resources Curriculum • Film • Video • Kits • Music • Posters Books for Youth and Adults The Arts • Bibliography • Biography • Child Welfare • Collections • Critiques • Drama • Education • Environment, Science and wd • Fiction • Fran?is • General • Health, Food, Sports • Inuit • Law and the Criminal Justice System • Legends and Stories • Metis • Music • Native wguages • Perception • Photography • Poetry • Refereoce • Self•Detennioation • Spirituality • Women • World Indigenous Peoples Back of the Book Native Periodicals • Native Publishen and Sources • Other Publishers and Sources • French Publishers • Other Periodicals • Audi1>Visual Sources • Book index by author • Book index by title • Audi1>visual index r-- ------------------------- ---- , I, -,..... I I 10 Membership / �rder Form Resource/Readlnc lllt: Annotated Blbllov,a• phy of Rotourc.. By and About Native People. 160 p. 0-921425-03-1. $15.00 All My Relatlons: Shoring Native Yaluee Tluough the Arts. Resource Kit for teachers and group leaden of K 10 gr. 8. Compiled by Catherine Verrall with Lenore Keeshig-Tobias. Coming in French. 117p. 0-92142�-3- $15.00 lndlan Giver: A Lec,icy of North Arne.tc:an Native People•. by Warren Lowes. Co-pub. by CASNP and Theytus Books, P.O. Box 218 ' Penlicton B.C. V2A 6K3 or CASNP. $10.00 lndleno, Inuit , Metl,. by Hope Maclean. Frt1tch Larrp.agt Kit for junior level 76p. 0-920162 )Ox $8.00 □ □ □ □ □ _,_ D D D D D □ CASNP B11llotln1: Natiut Womm 1978 ....................-......._._... $1.25 Horlhtrt1 011tario Kit 1977 ········-··.............. $1.25 Nati11t UJnd Stltltmtnts 1976 .......-....._...$1.25 Aborifinal Rights 1976 ..........................--.$1.25 Northern Manitoba Flooding 1974 .......__.$1.00 Who Owns Canoda?W.M. Badcock 1976 .$1.25 II I 30% di.count for 10 or more □ Trade: under 6 - 20%; over 5 - 40-4 Membership In CASNP (�it!1 the Phoenix jour• nal): $20.00; $35.00 (Sustaining); $10.00 (Senior, Student, Under.Employed); $30.00 (Foreign); $50.00 (Organizational); $25.00 (Librairies). Donations aod memberships are tax deductible (reg. No. 0081224-09-10) Add 7" GST If In effect. PleaN add for postace and handDnc: $3.00 for ft.-st Item (outatcle Canada $4.00), .25 for each additional one. Name _____________________ Address ____________________ Date _______ City ______ Code __________ tel ________ Amount Enclosed ____ New Member? _______ Renewal? ______ C-dla,nAlliance In Solklartty with Nettw. Peoplae, P.O. Boa 574 Sin. P., Toronlo, 0,ario MIS 2f1 (4HI 3�72 L - - -------------- ---�-----------� 1S � 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 6 (3), February 1991 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 1991-02-01 Rights Information about rights held in and over the resource Faculty of Education, Lakehead University Format The file format, physical medium, or dimensions of the resource PDF Language A language of the resource English Type The nature or genre of the resource Text