710 10 13309 https://digitalcollections.lakeheadu.ca/files/original/00f5fb4ca7ca08d553d2b348598712ba.pdf 094b63ad4c3859ab74a90869456cf373 PDF Text Text I Native Language Instructors' Program Faculty and Staff Handbook July 1995 Name: Address: _________ �~ i Rights and Responsibilities of Sessional Lecturers Dates for Summer Session Cancelled Classes Schedule of Classes Course Outline Course Materials 6 Notes 7 7 I 8 8 8 9 9 9 10 10 I 10 10 10 11 13 15 15 16 17 17 18 19 20 22 23 I I i -~ Timetables NLTC Algonquian Timetable Practicum 0190, 0290, 0390 Timetable Practicum 0190, 0290, 0390 Workshop Sessions NAFLJNASL Diploma Timetable Ojibwe/Cree Timetable Institute Timetable Faculty Workroom Timetable Faculty and Staff Important Numbers I I .. XVII. Timetables XVIII. Accommodations and Meals Language Course Descriptions Education Course Descriptions 6 6 6 I ~ Printing IX. Reporting of Final Marks: Academic Regulations X Course Evaluation XI. Keys XII. Identification Cards XIII. Registration and Orientation of Students XIV. Orientation for Faculty and Staff xv. Staff Meetings XVI. Faculty Workroom Responsibilities 5 5 ~ vm. 3 4 4 4 4 j) IV. V. VI. VII. Program Goals 1. Native Language Teacher Certification Program 1.1 The Algonquian Courses Native As A Second Language Diploma 2. Native As A First Language Diploma 3. Native Language Summer Institute 4. 5. Native As A Second Language (Algonquian) Part I "" m. 2 h Il. 1 1 il l Introduction Administrative Faculty and Staff The Program t Contents f I I I I I I I �I I I I I I I I I I I I I I I I I I I Introduction Boozhoo I Aanii! We, at Lakehead University, have the privilege of developing a much recogni7.Cd national presence and academic reputation in Native language education. On behalf of the Administrative Faculty and Staff, we are pleased that you will be joining our Summer NLIP team, and in doing so, will contribute to the growth and success of the Program One elder, Suzanne Dube Awashish, of Obedjiwan, said, ''The mother tongue is an insrrument of survival/or Native peoples, through his language one can discover a whole philosophy, a way of thinking, a way of seeing and of living." It is with your commitment, dedication, love, caring and support that keeps our student teachers do the work with perseverance and joy, because you are there to facilitate these learning processes. To give you a quick overview of our program and the scope of its activities in the NLIP Program, including the University as a whole, we prepared a NUP Faculty and S141/ Handbook. We wish you success, health and happiness in the 1995 NLIP summer session. In the Spirit of Anishnaabe languages! ~ Lena Odjig White, Coordinator Native Language Instructors' Program (NLIP) Administrative Faculty and Staff Professor David Bates Lena Odjig White Sonya Matson Florrie Sutherland Gloria Fraser Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Native Student Counsellor, Native Student Suppon Services 1 BL-1014 BL-10070 BL-1007C BL-1007 SC-1002 �:I The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative effons of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non- Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. I I I I I I I I I I I I I I I 2 I I I �Program Goals I I I I I I I I I I I I I I I I I - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Naove Language* Summer Institute Native Language** Soecialist Native Language***l Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Naove Language*** Teacher Certification * ** *** Native As A F1rst * Language Diploma Naove As A Second* Language Diploma Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affah's Canada 3 I �1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 .1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al 2213 Ed1571 Ed 1572 Ed1573 Ed1351 Ed 1352 Ed 1353 Ed 0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three YearFour Al 1212 Al1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed1574 Ed1351 Ed1352 Ed1598 Ed 1353 Ed1599 Ed1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 4 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Year One YearTwo Year Three YearFom Al1210 Al1230 A12211 Al2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed1572 Ed 1573 Ed1574 Ed1598 Ed 159 9 4. Native Language Summer Institute These courses are offered for degree programs and fo r graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses arc for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language N L 2711 N L 3531 Second Language OJ 1010 OJ 1012 OJ 2001 CR 1010 CR.1012 5. Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 1210 and1230 or AL 1212 and 1232 and O.T.C. or Temporary Letter of Standing. An introduction to the field of Native Language education through the development of a conceptual framework and the acquisition and practice of second language teaching skills. The course will address Algonquian Structure, Professional Growth, Language Acquisition theory and practice and a Professional Practicum. 5 �II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chaixperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chaixperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session 3 weeks Diploma in Native As A First Language Courses start on July 6 and end on July 26, 1995 Diploma in Native As A Second Language 3 weeks Courses start on July 6 and end on July 26, 1995 3 weeks Institute Courses Courses start on July 6 and end on July 26, 1995 Native Language Teacher Certification 4 weeks Courses start on July 6 and end on Aug. 2, 1995 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. 6 l I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark fo rm is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 12 12 AA Western and AL 12 12 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0 190 , ED 0290 , or ED0390 ). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return iL If you have written, or plan to write your own text material, send a camera-ready copy by May 15 . It will be printed and placed in the L.U. Book Shop for your students. 7 �VIII. Printing The School of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Wednesday, July 26, 1995 for NASL/NAFL/Institute courses and, Wednesday, August 2, 1995 for NLTC courses. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks - lower the mark 3. GRADING SYSTEM: to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. A+ A B C D E F F 90- 100% 80 - 89% 70 - 79% 00 - 69% 50 - 59% 40 - 49% Failed 01 - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Cl� Average, and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 8 J 1 I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I XI. Classrooms ~~); If you have problems with accessing classrooms, please contact the Security Office.at 8569. XII. Identification Cards Photo equipment and staff from records will be available to process identification cards on July 4, 1995 in the Agora. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Tuesday, July 4 10:00 a.m. - 4:00 p.m. Registration Location: Agora Wednesday, July 5 3:00 p.m.- 4:00 p.m. Orientation throughout the day Assembly at: Bora Laskin Building Auditorium XIV. Orientation for Faculty and Staff Date: Wednesday, July 5, 1995 T11De: 10:00 a.m - 12: 30 p.m. Location: Bora Laskin Building Agenda 10:00 a.m. - 10:30 a.m. General Meeting BL2031 1. Welcome and Inttoductions 2. Review of NLfl> Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 a.m. - ll:30a.m. Discipline Team Meetinp Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods (BL) (BL) (BL) 2031 Elsie Stoney Lena White Joanne LaBelle Reta Sands TomBeardy Angela Moore John O'Meara 2032 GaryHannam Helen Wassegijig Isadore Toulouse Shirley Williams Jeanne Grubin Mary Lou Iahtail Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Note: Each group select a Otairperson for the meeting. 9 20Zl �11:30 a.m. - 12:30 p.m. NLTC AND NASL/NAFL Group Teams: To share and discuss objectives, course content, Purpose: assignments, and evaluation strategies. GROUP "A" BL 2031 NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" BL 2032 NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. Note: Each group select a Chairperson for the meeting. GROUP ''C" BL 2039 Associate Teachers To review Practicum Teaching Handbook, Student Purpose: Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Thursday, July 13, 1995 Monday, July 24, 1995 4:45 p.m 4:45 p.m. BL 2032 BL 2032 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. XVII. Timetables Timetables are provided in Appendices Cl - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Townhouses are available in the Lakehead University Residence complex for faculty and staff. Ensure that your choice of accommodation is reserved by calling Sonya at (807) 343-8542. 10 l I 1 I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part Il Prerequisite: Algonquian1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part Il Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian1210 & 1 2 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part m Prerequisite: Algonquian1212 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian1210 & 12 30 ( Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1 2 32 Guided individual or small group work on selected algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 11 �Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (FirstTerm) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (SecondTerm) Ojibwe 2001 - Intermediate Ojibwe Prerequisite Ojibwe 10 10 /1012 Development of basic skills. Introduction to reading materiala. Lectures 3 hours, Laboratory 2 hours. Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (FirstTerm) Cree 1012 - Introduction to Cree II Prerequisite Cree 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) NL 2711 - Linguistics - Introduction to Native North American Linguistics The basic principles of descriptive and historical linguistics will be introduced. NL 3531 - Composition Expository and creative writing, research and guided project 12 I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part Il A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part ill Consolidation and extension of the principles and techniques presented in Parts I and Il with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opponunity to teach a class at a level other than the one taught in Pan m. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part D Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. m Education 1453 - NAFL Methods Part Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ID. 13 �Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will fonn part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current wues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the fourth week of classes. Each student is required to choose and participate in two workshops. Each workshop is 15 hours duration for a total of 30 hours. 14 I I I I I I I I I I I I I �~ I I I I I I I I I I I I I ~ l Native Language Teacher Certification (Algonquian) Timetable \ NLTCYR 1 NLTC estem (Cree RB8:30- AL 9:30 AL1232AC A.Moore RB- 0 9:30- AL 1212AC 10:30 AL1232AC Cent/East) J. La (Western) (Cent/East) (Western RB- 0 4 - 6 AL 1212AA ED 1351 AB J. Grubin J. Labelle ED0390 S. Peltier ED0390 S. Peltier A. Moore 10:30 ED0190 J. Labelle ED0190 G.Hannam RBRBED 1572AA ED 1352AB ED 1573AA ED 1353AB S. Williams T.Hoy H. Wasscgijig S. Peltier 11:30 RB4 - 0 ED 1351 AA ED 1571 AB ED0290 J. Grubin G. Hannam J. Labelle 11:30 RBED0290 J. Labelle ED 1573 AA ED1353AB ll Wassegiijg S. Peltier 12:30 2: -1:30 RB ED J. 1:302:30 AB RB- ED G. Hannam RB- 0"!4 ED 1571 AA G. Hannam 2:303:30 3:304:30 AL 1212AB AB ijig R. Sands s. RB- 0 6 6 AL1212AB ED 1352AA ED 1572AB AL2213 AA ED 1573AB H. Wassegijig T. Ho S. Williams T. Beard R. Sands C.2 Practicum 0190, 0290, 0390 Student Teaching• ~ t e eachers ear am. - a.m. BL2032 BL2007 BL2039 BL2030 BL 1024 Violet Shawanda Susan Sandau Dorma Fiddler Ron Kelly I J. LaBelle BL2032 BL2027 BL2039 BL2030 BL 1024 Plal1nin ear - : a.m. - Plannin oom Violet Shawanda Susan Sandau Donna Fiddler Ron Kelly S. Peltier Central/Eastern Ojibwe Cree/Syllabi:s Western Ojibwe Western Ojibwe & Oji-Cree Cenual/EUern Ojibwe Cree/Syllabi:s Western OJibwe Western Ojibwe & Oji-Cree I NL YR3 (Cent/East) RB-202 RB-204 RB-3 -3046 AB AL1232AA AL 1232AB ED 1353 AA AL2213AB T. Beardy R. Sands I. Toulouse L White NL a.m. I I ear o- : a.m. a.m. Central/Eastern Ojibwe Violet Shawanda Cree/Syllables Susan Sandau Western OJibwe Donna Fiddler Western Ojibwe & Oji-Cree Ron Kelly P · entr.11/&stern 0-ibwe: Joanne LaBelle • Practicum assignments be available dunng 15 BL2032 BL2027 BL2039 BL2030 BL 1024 entanon �C.3 Practicum 0190, 0290, 0390 Workshop Sessions Workshops lA,2A, 3A, 4A, SA, 6A, Thursday, July 27 - all day Friday, July 28 - all day Monday , July 31 - morning Workshops 18,28, 38, 48, 58, 68 Monday, July 31 - afternoon Tuesday, August1 - all day Wednesday, August 2 - all day July 27 & 28 9 :00 a.m. - 12:00 noon Lunch 1:00 p.m. - 4:00 p.m. July 3 1 1 :00 p.m. - 4 p.m. Aug. 1 & 2 9 :00 a.m. -12:00 noon Lunch 1 :00 p.m. -4:00 p.m. July31 9 :00 a.m. - 12:00 noon (Workshop A: 15 hours) (Workshop B: 15 hours) Workshop IA and 1B • Native Arts and Crafts Instructor: Elimbeth Achneepineskum (Room BL2031) This workshop introduces the student to various traditional arts and crafts. Teaching ideas and various strategies will be shared for integrating Native arts and crafts into the Native language curriculum. Workshop2A and 28 - Traditional Teachings in the Home and School Instructor: Kathleen Greene (Room BL2032) Traditional teachings presented will provide a better understanding of our lifelong journey in human development from childhood to our elder years, and more significantly what role these teachings and values have in the education of our children, our work, and school. Workshop 3A and 38 - Medicine Wheel Circle of Life Instructor: Doris Boissoneau (Room BL2030) In this workshop, students will obtain a working knowledge of the Medicine Wheel, by using traditional teaching techniques. Learners can expect to be actively involved through hands-on activities. Workshop 4A and 48 • Songs in the Clam-oom Instructor: Jeanne Grubin (Room BL 2027) Students will learn how to prepare and teach Native language with the use of songs in the classroom. Workshop SA and 5B - Teaching a NSL Secondary School Program Instructor: Violet Shawanda (Room BL2039) This workshop will enable students to practice various instructional techniques useful in teaching Native language at the high school level. They will receive help in designing their programs, planning strategics and teaching tips. Workshop 6A and 68 - Resource Exchange and Development Instructor: Sandra Peltier (Room BL 1024) This workshop will focus on the types of materials a teacher can adapt, modify and develop for their use in the classroom. Students will gain ideas in establishing a resource bank of language and cultural materials. I I I I I I I I I I I I 16 �I I I I I I I I I I I I I I I I I I C.4 Native As A First/Second Language Diploma Timetable July 1995 NAFL I 8:30-9:30 9:30-10:30 I I RB-3027 AL 1210 A. Moore RB-3027 AL 1210 A. Moore 10:30-11:30 11:30-12:30 12:30-1:30 1:30-2:30 ' I. 2:30-3:30 3:30-4:30 RB-3024 ED 1451 AA J.Grubin RB-3024 ED 1451 J. Grubin RB-3024 RB-3024 NASL IV RB-3025 AL2233 J. O'Meara RB-3025 AL2233 J. O'Meara RB-3025 ED 1574 I. Toulouse RB-3025 ED 1574 I. Toulouse RB-3025 ED 1354 M. Iahtail RB-3025 ED 1354 M. Iahtail I C.5 Ojibwe/Cree Course Timetables July 1995 6:00 - 9:00 p.m. Julv 6 - Julv 19 6:00 - 9:00 p.m. Julv 20 - Aue:. 2 6:00 - 9:00 p.m. July 6 - Aua:. 2 6:00 - 9:00 p.m. Julv 6 - Julv 19 6:00 - 9:00 p.m Julv 20 - Aue:. 2. BL-2038 OJ 1010 L James BL-2038 OJ 1012 L. James BL-2036 01 2001 E. Stonev BL-1022 CR 1010 S. Sandau BL-1022 CR 1012 S. Sandau 17 --- I �C.6 Institute (Advanced) Timetable July 1995 8:30.9:30 9:30-10:30 10:30.11:30 RB-3047 NL 3531 E.Stonev RB-3047 NL 3531 E. Stonev 11 :30.12:30 12:30.1:30 1:30.2:30 2:30.3:30 RB-3047 NL 2711 J. O'Meara RB-3047 NL 2711 J. O'Meara 3:30-4:30 C. 7 A.Q. (Part I) Specialist Timetable July 1995 8:30.9:30 9:30-10:30 RB-3051 ED 4743 10:30-11:30 RB-3051 ED 4743 11:30.12:30 RB-3051 ED 4743 12:30.1:30 M. lahtail M. Iahtail M. Iahtail 1:30.2:30 RB-3051 ED 4743 2:30-3:30 RB-3051 ED 4743 M. Iahtail M. Iahtail 3:30-4:30 18 I I I I I I I I I I I I I I I I I I �C.8 Native Language Instructors' Program Faculty Workroom Timetable 7 p.m. - 9 p.m. July 1995 I I ROOM BL 2031 Saturday Friday Wednesday Thursday Tuesday Monday Sunday I I I I I I I I I I I I I I I 2 5 4 3 6 7 10 a. Hannam T. Beardy L Toulouse S. Peltier F. Sutherland L. White L. White 16 F. Sutherland II J. Grubin A. Moore 17 11 T. Hoy J. Grubin 12 13 15 14 H. Wiwegijig S. Williams R Sands 8 L. White L. White 9 1 J. La Belle L. White 22 21 20 19 18 R Sands J. LaBelle I. Toulouse T. Beardy L. White A. Moore S. Williams L. White M. Iahtail 25 24 23 J. O'Meara M. lahtail H. Wiwegijig S. Peltier T. Hoy L. White 26 27 28 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 19 29 �1995 NLIP Faculty and Staff Violet Shawanda I I I I I I I I I I I I Lena White Lakehead University 955 Oliver Rd Thunder Bay, Ontario P7B 5El 807 343-8003 I I I I I 20 �I I I I I I I I I I I I I I I I Susan Sandau Flonie Sutherland John O'Meara Lakehead University 955 Oliver Rd Thunder Bay, Ontario P7B 5El 80 343-8054 quaikezhikgoquai I I I 21 �Important Numbers Native Student Support Services (so,) 343-808{ \.\ Lakehead University (so,) 343.s110 (807) 343-8018 ICounselling Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( IPolice Ambulance - Poison Control L : I I )911 )911 I I I )911 ( )911 ( ) ( ) ( ) (- ) ( ) (- ) ( ) { ) (- ) (- ) (- ) -·· I I 22 I : ---, I I I I I I I I �I I I I I N(Q)'IT'IE§ I I I I - I __J I I I I I _J 23 �Lakehead University Campus Map II i ,, 1�H!I h......... 1d1 _,,...';= J- ill 1 ,___ ---!;=- �. I I I I I I I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1995 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University Summer 1995. Note that some text has been redacted to preserve personal privacy. 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 1995-07-01 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/e36d67cdbe853495b9770a12d332b6fb.pdf 1cf49571e9f8ee1fd15aa44a72c99612 PDF Text Text I I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1996 Name: _____________ Address: _____________ �I Introduction Boozhoo! My name is Wanda White. I am the new Coordinator of the Native Language Instructors' Program. I I I I I I I I I I I look forward to working with you as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1996 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Acting Coordinator, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I I I I I 1 BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in N alive language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. 1~ I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I.Native Language* Summer Institute 1~Native Language** Specialist [ I _J I Native Language*** Elective Courses I I I L I I I NATIVE LANGUAGE INSTRUCTORS' PROGRAM I Native I Language*** Teacher I Certification J I~ Native As A First Language Diploma* - I I Nauve I As A Second Language Diploma* J I _J I I I I I I I I I I I I I I * ** *** Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 .1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native LanguageTeacher Certification Program ( NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed1351 Ed 1352 Ed1353 Ed0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non- road- access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599 , year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed1598 Ed 1353 Ed 1599 Ed1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �I Year One YearTwo Year Three Year Four Al 1210 Al1230 Al 2211 Al 2231 Ed 1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL2713 NL 3511 Second Language OJ 1010 OJ 1012 OJ 2001 S. ED 4744 - Native As A Second Language (Algonquian) Part II: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: AL 2211 and 2231 or AL 2231 and 2233 and O.T.C. or Temporary Letter of Standing. Successful completion of Part I (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. 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 as a second language will be included. A professional practicum will form part of the course. 4 I I I I I I I I I I I I I I I �I 'I I 23 .0 3. 0 1 I A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23. 0 3.0 2 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 0. 3. 0 3 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23 . 0 3.0 4 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23 0. 3 0. 5 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23. 0 3.0 6 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23. 0 3.0 7 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July8 and end on July 26,1996 Diploma in Native As A Second Language 3 weeks Courses start on July8 and end on July 26,1996 Institute Courses 3 weeks Courses start on July8 and end on July 26, 1996 4 weeks Ojibwe Courses Courses start on July3 and end on July31 ,1996 4 weeks Native Language Teacher Certification Courses start on July 4 and end on July 26,1996 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �I V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL1212 AA Western and AL 1212 AB Central/Eastern AL1232 AA Western and AL1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190 , ED 0290 , or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 26, 1996. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks-lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. A+ A B C D E F F 90-100% 80-89% 70-79% 60-69% 50-59% 40-49% Failed O 1-39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1996. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Tuesday, July 2 10:00 a.m. • 2:00 p.m. Wednesday, July 3 9:00-10:00 a.m. Registration Location: Agora Orientation throughout the day Assembly at: Bora Laskin Building Auditorium XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 5, 1996 10:00 a.m. - 12:30 p.m. Ryan Building 10:00 a.m. -10:30 a.m. Agenda General Meeting RB3046 Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Joanne LaBelle Reta Sands Tom Beardy Angela Moore John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Shirley Williams Steve Chase Mary Lou Iahtail Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Rubina Naogizic Sandra Peltier RB 3026 I I I I I I 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 a.m. - 11:00 a.m. I I I RB 3027 8 RB 3046 I I I I I I I I I �I I I I I I I I I I I I I I I I 11:00 a.m . -11:30 p.m . NLTCAND NASUNAFLGroupTeam s: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROU P"A" RB3026 NLTCYearOne/ NLTCYearTwo Faculty teaching Year One and Year Two courses. GROU P"B" RB3027 NLTCYearThree/ NASLYear Four/ NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROU P"C" RB3 046 AssociateTeachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July15 ,1996 Wednesday, July 24,1996 RB 3046 4:45 p.m. 4:45 p.m. · RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m . XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory 2 hours m Algonquian 2211 - Written Algonquian Structure Part Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours m Algonquian 2213 - Oral Algonquian Part Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. IO I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe Il Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Ojibwe 2001 • Intermediate Ojibwe Prerequisite Ojibwe 1010/1012 Development of basic skills. Introduction to reading materials. Lectures 3 hours, Laboratory 2 hours. NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. NL 3511 - Literature: The Oral Tradition Prerequisite: One of Ojibwe 2001 or 3001, Cree 3001 or Algonquian 2231 Problems and methods of collection analysis. Research and guided projects in oral literature. 11 �Education 1351 • NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 • NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 • NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and Il with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ID. Education 1451 · NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondacy school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 • NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part m. 12 I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I E ducati on 157 1- I ntroducti on toTeachi ng A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will fonn part of the course. E ducati on 157 2- The Developm ent of the Chi ld An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. E ducati on 157 3-CurrentI ssuesi n ( Nati ve) LanguageE ducati on Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministty of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministty guidelines. E ducati on 1574 - Approaches toBi li ngualE ducati on An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. E ducati on0 190 - E ducati on0 290 -E ducati on0 390 This series of cour ses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teachi ng - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre- conference, evaluation and post- conference with an Associate Teacher. . 2. Planni ng Sessi on - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assem bly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. W orkshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190 , ED 0 290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable JI UIV 1996 8:309:20 9:3010:20 NLTC (Cree) RB-3027 AL 1212AC AL 1232AC A. Moore RB-3027 AL 1212 AC AL 1232AC A Moore NLTC YR 1 (Western) RB-3046 AL 1212AA J. Labelle - NLTCYR2 (Western) RB-2044 AL 1232 AA T. Beardy NLTCYR2 (Cent/East) RB-2042 AL 1232AB R. Sands NLTCYR3 (Western) RB-3044 ED 1353 AA I. Toulouse RB-2044 RB-2042 RB-3044 RB-3026 RB-3046 AL 1212AA ED 1351 AB AL 1232AA AL 1232AB ED0390 S. Peltier S. Chase J. Labelle T. Beardy R. Sands RB-3046 ED0190 J.Labelle 10:30 NLTC YR 1 (Cent/East) RB-3026 ED 1351 AB S. Chase RB-3026 ED 0190 G. Hannam NLTCYR3 (Cent/East) RB-3024 AL2213 AB L White RB-3044 ED0390 S. Peltier RB-2042 RB-3044 RB-2025 RB-2044 ED 1572AA ED 1352AB ED 1573 AA ED 1353AB S. Williams R. Naogizic H. Wasscgijig S. Peltier 11:20 RB-3026 RB-2044 RB-3046 ED 1351 AA ED 1571 AB ED0290 S. Chase G.Hannam J. Labelle 11:30 12:20 12:30 -1:30 RB-2044 ED0290 J. Labelle RB-3044 RB-2025 ED 1573AA ED 1353AB H. Wassegijig S. Peltier RB-2042 ED 1352AB R. Nao~zic RB-2042 ED 1572AB S. Williams RB-2042 ED 1572AB S. Williams RB-3044 ED 1353 AA I. Toulouse~B-3044 AL2213 AA R. Valentine RB-3044 AL2213AA R. Valentine LUNCH fii -- 0 2:303:20 3:304:20 - RB-3046 ED 1351 AA S. Chase RB-3046 ED 1571 AA G. Hannam RB-3046 ED 1571 AA G. Hannam RB-3026 ED 1571 AB G. Hannam RB-3026 AL 1212 AB R. Sands RB-3026 AL 1212 AB R. Sands RB-2044 ED 1572AA S. Williams RB-2044 ED 1352AA R. Naogizic RB-2044 ED 1352 AA R. Naolrizic C.2 Practicum 0190 0290 0390 Student Teachin Class 1 Associate eachers * Room ear rce a.m. - I : a.m. Cenlral/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL2027 Western Ojibwe Donna Fiddler BL2039 Ron Kelly Western Ojibwe & Oji-Cree BL 2030 Plannin S. Peltier RB 3044 a.m. ear ne- : a.m.Central/Eastern Ojibwe Violet Shawanda BL2032 Susan Sandau Cree/Syllabics BL2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin J. LaBelle RB 3046 ear wo - : a.m. a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Plannin Central/Eastern O"ibwe: Joanne LaBelle RB 2044 * Practicum assignments will be avai ab e during Onentat10n 14 RB-3024 AL2213 AB L White RB-3024 ED 1573AB H. Wassegijig RB-3024 ED 1573AB R Wassegijig I I I I I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 4 and 5. This year. only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Visual Arts Building Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - The Medicine Wheel in Anishinaabe Curriculum - Lena White - BL 2032 This workshop will focus on the introduction, description and teachings of the Medicine Wheel. Its basic features, principles and concepts will be discussed. Students will be encouraged to share and create ideas and methods for content and application in a Native language program. Workshop 3 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in tum be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 4 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 5 - Resource Exchange - Sandra Peltier - BL 2036 This workshop will focus on the types of materials a teacher can adapt, modify and develop for their use in the classroom. Students will gain ideas in establishing a resource bank of language and cultural materials. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1996 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30-12:20 12:30-):30 1:30-2:20 2:30-3:20 BL-2040 AL 2233 J. O'Meara BL-2040 AL 2233 J. O'Meara BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwestahbo BL-2040 ED 1354 G. Nahwe2ahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July 1996 t 6:00 - 9:00 p.m. Julv 3 - July 16 6:00 - 9:00 p.m. Julv 17 - July 31 6:00 - 9:00 p.m. Jutv 3- July 31 16 BL-2038 OJ 1010 E. Oskineeiish BL-2038 OJ 1012 E. Oskinee2ish BL-2036 OJ 2001 T. Beardv f I I I I I I I I I I I I I I I I I I �8:30-9:20 9:30- 10:20 10:30-1 1 :20 1 1:30-12:20 12:30- 1:30 1:30-2:20 J I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1996 2:30-3:20 BB-2007 NL 35 1 1 R. Valentine BB-2007 NL 351 1 R. Valentine BB-2007 NL 2713 J. O'Meara BB-2007 NL 2731 J. O'Meara 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1996 8:30-9:30 9:30-10:20 10:30- 1 1 :20 1 1 : 30-12:20 12:30-1:30 1 :30-2:20 2:30-3:20 RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-305 1 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743 G. Nahwe2ahbo RB-3051 ED 4743h G. Nahwel!:8bo 3:30-4:20 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1996 ROOM BL � '")_ D Monday Sunday 7 J. O'Meara 1 J. O'Meara 21 J. O'Meara 28 2 Wednesday Thursday 3 4 Friday 5 - J. O'Meara S. Chase Saturdav 6 W. White 8 9 10 12 13 11 R. Naogizic H. Wassegijig S. Williams F. Sutherland J. LaBelle I. Toulouse S. Peltier F. Sutherland J. LaBelle R. Sands W. White . 15 14 Tuesday �, F. Sutherland A. Moore 16 I. Toulouse G. Nahwegahbo 22 17 19 18 20 R. Valentine F. Sutherland R. Sands S. Williams .L. White R. Naogizic W. White 23 24 25 G. Nahwegahbo H. Wassegijig R. Valentine F. Sutherland F. Sutherland 29 L. White S. Peltier 30 S. Chase . 26 - 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 18 - 27 I I I I I I I I I I I I I I I I I I �1996 NLIP Faculty and Staff I I I I I I I I I Angela Moore Violet Shawanda Wanda White Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B SEl 807 343-8003 Steve Chase I I I I I 19 �I I I I John O'Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I I I I I I I I I I I I I I Randy Valentine Dept of Linfuistics University o Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 20 �I I I I I I I I I I I I I I I Important Numbers (807) 343-8085 Native Student Support Services (807) 343-8110 Lakehead University (807) 343-8018 Counselling (807) 343-8569 Security (807) 343-8198 N.L.I.P. Fire ( )911 Police ( )911 Ambulance ( )911 Poison Control ( )911 ( ) ( ( ( ( ( ( ( ( ( ( . L 21 ) ) ) ) ) ) ) ) ) ) �N(D)ft§ L I I I I I I I I I I I I I I I I . 22 I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1996 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1996. Note that some text has been redacted to preserve personal privacy. 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 1996-07-01 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/0c0ca3ac5782ddb1bee7216d69e11e87.pdf 1c5e832d669dd73a7d5ef875f385fdea PDF Text Text Native Language Instructors' Program Faculty and Staff Handbook July, 1997 Name: Address: - ·- - · �Native Language Teacher Certification Timetable July 1997 8:30-9:20 9:30 -10:20 NLTC (Cree) RB-3027 AL1212 AC AL1232 AC A. Moore RB-3027 AL 1212 AC AL1232 AC A. Moore NLTCYR1 (Western) RB-3046 AL12f2,AA T. Beardy NLTCYR1 (Cent/East) RB-3026 ED1351 AB S. Chase NLTCYR2 (Western) RB-2044 ED1572 AA L. White NLTCYR2 (Cent/East) RB-2044 ED1572 AA L. White NLTCYR3 (Western) RB-3044 AL2213 AA J. O'Meara NLTCYR3 (Cent/East) RB-3024 ED1353 AB R. Naogizic RB-3026 RB-2044 RB-2044 RB-3044 RB-3044 RB-3046 AL1212 AA ED1351 AB ED1572 AA ED1572 AA ED0390 ED0390 L. White T. McQuilter T. McQuilter S. Chase T. Beardy L. White 10:30 -11 :20 RB-3044 RB-2044 RB-2025 RB-3046 RB-3046 RB-2042 AL1232 AA AL1232 AB ED1573 AA AL2213 AB ED0190 ED0190 H. Wasscgijig T. McQuilter T. McQuilter T. Be:i!dY L. White R. Sands I 11:30 - l2:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 RB-3046 ED1573 AA AL2213 AB ED0290 ED1351 AA I ED 1571 AB ED0290 S. Chase T. McQuitter T. McQuiller H. Wasscgijig L. White G. Hannam I 12:30 -1:30 1 :30-2:20 . LUNCH RB-3044 RB-2042 RB-3046 RB-3026 RB-2044 RB-3024 ED1351 AA ED1571 AB AL1232 AA AL1232 AB ED1353 AA ED1353 AB R. Sands I. Toulouse R. Naogizic S. Chase G. Hannam T. Beardy 2:30 -3:20 RB-3024 RB-2044 RB-3044 RB-3046 RB-3026 RB-2044 ED1571 AA AL1212 AB ED1352 AA ED1352 AA ED1353 AA ED1573 AB G. Hannam R. Sands R. Naogizic R. Naogizic I. Toulouse H. Wassegijig 3:30 -4:20 RB-2044 RB-3044 RB-3046 RB-2044 RB-3026 RB-3024 ED1571 AA AL1212 AB ED1352 AA ED 1352 AA AL2213 AA ED1573 AB R. Naogizic R. Naogizic J. O'Meara H. Wassegijig G. Hannam R. Sands ' �I I Introduction Boozhoo! I I I I I I I I I I I I I I I I I look forward to working with you again as you join our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1997 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Professor David Bates Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A Flfst Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1 . 1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native L anguage Teacher Certification Program (NLTC) Algonquian Year One YearTwo Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed0290 Ed0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 Al 1232 Al 2213 Al 2233 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL3551 NL3751 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4745 - Native As A Second Language (Algonquian) Part ID: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Temporary Letter of Standing. Successful completion of Part I & II (on O.T.Q.R.C), One Year of Teaching, Signature of Supervisory Officer. A consolidation and expansion of the work of Part I & II to develop and build on basic concepts and skills of teaching a Native language as a second language. In addition, goals, strategies, and personal qualities of leaders in Native language education will be examined. Practical activities in supervision will form part of the course. • 4 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23 .03 .02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23 . 03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03 .04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03 .05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23 .03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23 .03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. m. Dates for Summer Session Diploma in Native As A First Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Diploma in Native As A Second Language 3 weeks Courses start on July 7 and end on July 25 , 1 997 Institute Courses 3 weeks Courses start on July 7 and end on July 25 , 1 997 6 weeks Ojibwe/Cree Courses Courses start on July 2 and end on August 1 4, 1 997 4 weeks Native Language Teacher Certification Courses start on July 3 and end on July 25 ,1 997 IV. Cancelled Classes Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. . 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way, to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 01 90, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 I I I I I I I I I I I I I I I I I �I I I I I I I I I VIIl. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service talces a minimum of one full day. H prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native L anguage Instructors' Program by Friday, July 25, 1997. 2. No '9's please: i.e. number 39, 49,59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: I I I B C D I I I I I I I A+ A E F F 90 -100% 80-89% 70 -79% 60 - 69% 5 0 -59% 40 - 49% Failed O1 - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lalcehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 2, 1997. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Wednesday, July 2 10:00 a.m. - 2:00 p.m. Registration/Orientation Location: Agora Assembly Bora Laskin Auditorium 3:00 - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 4, 1997 4:30- 6:30 Ryan Building 3046 Agenda 5:00 - 5:30 p.m. General Meeting RB3046 1 . Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. 5:30 - 6:00 p.m. . L anguage RB 3026 Foundations RB 3027 Methods RB 3046 Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O'Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau 8 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I 6:00 • 6:30 p.m. NL TC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP"A" RB 3026 NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP'' B" RB 3027 NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP"C" RB 3046 Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Monday, July 7 , 1997 Monday, July 14, 1997 Wednesday, July 23, 1997 4:45 p.m. 4:45 p.m. 4:45 p.m. RB 3046 RB 3046 RB 3046 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2040 is a study/work room for all NLIP students daily from 7:00 p.m. to 9 :00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C l - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. xvm. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. I I I . 9 �Algonquian 1212 • Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory 2 hours Algonquian 1232 • Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part m Prerequisite: Algonquian1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2213 • Oral Algonquian Part m Prerequisite: Algonquian 1212 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 • Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 , Algonquian 1210 . Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours I I I I I I I I I I I I I I I I I I I ,. �I I I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introducti on t o basic Ojibwe ph onetic s, grammar and c onversati on . Lecture s 3 h ours, Lab orat ory 2 h ours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequi site Ojibwe 1010 Devel opment of c onversati onal skill s and practice in writing. Lecture s 3 h ours, Laboratory 2 h ours (Sec ond Term) Cree 1010 - Introduction to Cree I Introducti on t o basic Cree ph onetics, grammar and c onversation. Lectures 3 h ours, Lab oratory 2 h ours (First Term) Cree 1012 - Introduction to Cree II Prerequi site Cree 1010 Devel opment of c onversational skill s and practice in writing. Lecture s 3 h ours, Lab oratory 2 h ours (Sec ond Term) NL 3751 • Linguistics Specific problems of the oretical or applied lingui stic s. NL 3551 • Literature Prerequi site: NL 35 1 1 or NL 3531 Specific problems of extant literature or creative writing. 11 �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part m Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part ill. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 - NAFL Methods Part m Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part ill. I I I I I I I I I I I I I I I I I 12 I I �I I I I I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 • Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 • Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. ,, 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable Julv 1997 ~ 8:309:20 9:3010:20 10:30 - 11:20 NL IL Y K 1 NLTCYR 1 (Cree) (Western) (Cent/F.ast) .l<H-jlfl/ .l<H-3046 RB-3026 AL 1212 AC AL 1212 AA ED 1351 AB S. Chase AL 1232AC T. Beardy A. Moore RB-3lTl/ RB-3046 RB-3026 AL 1212AC AL 1212 AA ED 1351 AB AL 1232AC T. Beardy S. Chase A. Moore RB-3046 RB-3046 ED0190 ED 0190 T. McQuilter T. McQuilter NL IL NLTCYR2 (Western) RB-2044 ED 15'/2AA L . White NLTCYR2 (Cent/East) RB-2044 ED 15'/2 AA L. White NLTCYR3 (Western) RB-3044 ED 1353AA I. Toulouse NLTCYR3 fCentl~a!.t) RB-3024 ED 1353 AB R. Naogizic RB-2044 RB-2044 RB-3044 RB-3044 ED 15'/2 AA ED 15'/2 AA ED0390 ED0390 L. White L. White T. McQuilter T. McQuilter RB-2044 RB-2044 RB-3044 RB-2025 AL 1232AA AL 1232AB ED 15'/3 AA AL2213AB T. Beardy H. Wassegijig L. White R. Sands RB-3046 11:30 - 12:20 RB-3026 RB-2044 RB-2044 RB-3044 RB-2025 ED 1351 AA ED 15'/l AB ED0290 ED0290 ED 15'/3 AA AL 2213 AB S. Chase G. Hannam T. McQuilter T . McQuilter H. Wassegijig L. White 1£,j\J LUNCH -1:30 1:302:20 2:303:20 3:304:20 RB-3026 ED 15'/1 AB G. Hannam RBAL 1212 AB R Sands - 026 ED 15'/1 AA AL 1212 AB G. Hannam R. Sands ED 1351 AA S. Chase RB-304 ED 1571 AA G. Hannam RB-2044 AL 1232 AA T. Beardv RB-2044 ED 1352AA R. Nao izic RB-2044 ED 1352AA R. Nao izic RB-2044 AL 1232AA R. Sands RB-2044 ED 1352AA R. Nao izic RB-2044 ED 15'/2AA R. Nao izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL2213 AA R. Valentine C.2 Practicum 0190 0290 0390 Student Teachin * Violet Shawanda ' aJ. a BL2032 BL2027 BL2039 BL2030 RB 3044 BL2032 BL2027 BL2039 BL2030 RB-3024 ED 1353 AB R. Nao izic RB-3024 ED 15'/3 AB H. Wasse i " RB-3024 ED 15'/3 AB H. Wasse i'i I I I I RB 3046 t BL2032 BL 2027 BL 2039 BL2030 RB2044 le during Orientation 14 I I I �I I I I I I I I I I I I I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions i, Each workshop will be 2 days in length and will be held on JulJ and This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 3. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2027 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 • Sounds and Songs of the Anishnaabeg - Violet Shawanda • BL 2039 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style, translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - To Be Announced . 15 �C.4 Native As A First/Second Language Diploma Timetable July 1997 I I NASL IV 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 3:30-4:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1574 I. Toulouse BL-2040 ED 1574 I. Toulouse BL-2040 ED 1354 G. Nahwegahbo BL-2040 ED 1354 G. Nahwegahbo C.5 Ojibwe/Cree Course Timetables July/August 1997 -- UJ.USWE OJ 1010 July 2 - 22 5:00 - 7:30 p.m. Monday to Thursday RB 2026 OJ 1010 July 24 - Aug 14 5:00 - 7:30 p.m. Monday to Thursday RB 2026 If__ C:HRR CR 1010 July 2 - 22 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 CR 1010 July 24 - Aug 14 1 1 :00 a.m. - 1 :30 p.m. Monday to Thursday RB 3027 -11 16 I I I I I I I I I I I I I I I I �Native Language Teacher Certification Timetable July 1997 ~- - - - r-·l - . RB-2025 RB-3044 RB-2044 RB-3046 RB-3046 RB-2042 AL 1232 AA AL 1232 AB ED 15 73 AA AL 22 13 AB ED 0 190 ED 0 190 H. Wasscgijig L. White T. McQuilter T. McQuilter T. Beardy R. Sands ~ I RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB ED 0290 G. Hannam T. McQuilter S. Chase LUNCH RB-2044 RB-3026 RB-3046 ED 135 1 AA ED 15 7 1 AB AL 1232 AA G. Hannam T. Beardv S. Chase RB-2044 RB-3026 RB-3046 ED 15 7 1 AA AL 1212 AB ED 1352 AA R. NaoJ?;izic G. Hannam R. Sands RB-2044 RB-3026 RB-3046 ED 15 71 AA AL 1212 AB ED 1352 AA R. Nao2izic G. Hannam R. Sands RB-2025 RB-3044 RB-2044 ED 0290 ED 15 73 AA AL 22 13 AB T. McQuilter H. Wassegijig L. White 1 I=== ======== IL =-=== I I RB-2042 AL 1232 AB R. Sands RB-2044 ED 1352 AA R. Nao2izic RB-2044 ED 1352 AA R. Naoe:izic RB-3044 ED 1353 AA I. Toulouse RB-3044 AL2213 AA R. Valentine RB-3044 AL 22 13 AA R. Valentine RB-3024 ED 1353 AB R. Naoe:izic RB-3024 ED 15 73 AB H. Wassegijig RB-3024 ED 15 73 AB H. Wassegijig ~ - l I I r _II_ I I n 3 :30-4:20 NLTC YR3 (Cent/East} RB-3024 ED 1353 AB R. Naogizic RB-3044 RB-3044 RB-2044 RB-2044 RB-3026 RB-3046 ED 0390 AL 1212 AA ED 135 1 AB ED 15 72 AA ED 15 72 AA ED 0390 L. White T. McQuilter T. McQuilter L. White T. Beardy S. Chase I 2:3 0-3:20 NLTC YR 3 (Western} RB-3044 ED 1353 AA I. Toulouse - - 1:30 -2:20 NLTC YR 2 (Cent/East} RB-2044 ED 15 72 AA L. White NLTC YR 2 (Western} RB-2044 ED 15 72 AA L. White - I 12:3 0-1:30 NLTC YR 1 (Cent/East) RB-3026 ED 135 1 AB S. Chase L L 1 1:3 0- 12:20 I 10:3 0-1 1 :20 NLTC YR 1 (Western} RB-3046 AL 12 12 AA T. Beardy II 8:3 0-9 :20 9:30- 10 :20 NLTC (Cree} RB-3027 AL 1212 AC AL 1232 AC A. Moore RB-3027 AL 1212 AC AL 1232 AC A. Moore I �I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1997 8:30-9:20 9:30-10:20 I 0:30-1 I :20 1 1 :30-12:20 12:30-1:30 1:30-2:20 2:30-3:20 BB-2007 NL 3551 R. Valentine BB-2007 NL 3551 R. Valentine BB-2007 NL 3751 J. O'Meara BB-2007 NL375l J. O'Meara 3:30-4:20 C. 7 A.Q. (Part Ill) Specialist Timetable July 1997 8:30-9:20 9:30-10:20 10:30-1 1 :20 1 1 :30-12:20 12:30-1:30 I I l:30-2:20 RB-3051 ED 4745 G. Nahweeabo RB-3051 ED 4745 G. Nahweeahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo RB-3051 ED 4745 G. Nahwe2ahbo 2:30-3:20 J 3:30-4:20 17 �- C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. • 9 p.m. Saturday & Sunday 9 a.m. • 11 a.m. July 1997 ROOM BL 2036 Tuesday Mondav Sunday 7 6 F. Sutherland 1 8 2 3 9 10 c L. White T. McQuiller d J. O'Meara I. Toulouse H. Wassegijig � 14 13 F. Sutherland J. O'Meara A. Moore 20 J. O'Meara 27 21 G. Nahwegahbo F. Sutherland 28 °""lV'Il.. 'ti ..,.:<Jl' 16 15 I. Toulouse Saturday 4 5 J. O'Meara W. White S. Chase Friday Wednesday Thursday F. Sutherland 11 T. Beardy T. McQuilter 12 W. White 17 19 18 R. Sands H. Wassegijig R. Naogizic W. White R. Valentine F. Sutherland G. Nahwegahbo J. O'Meara A. Moore T. Beardy R. Valentine F. Sutherland L. White S. Chase 29 23 24 30 31 25 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. 26 I I I I I I I I I I I I I I I I I 18 �I I I 1997 NLIP Faculty and Staff Violet Shawanda I I I I I Steve Chase I I I I I I I I Emma Oskineegish 19 �I Susan Sandau Florrie Sutherland I I I John O' Meara Lakehead University 955 Oliver Rd. Thunder Bay, Ontario P7B 5El 807 343-8054 I Randy Valentine Dept of Linguistics University of Wisconsin 1168 Van Hise Hall 1220 Linden Dr. Madison, Wisconsin 53706 I I I I I I 20 �I I I I I I I I I I I I I I I Important Numbers Native Student Support Services (807) 343-8085 Lakehead University (807) 343-8110 Counselling (807) 343-8018 Security (807) 343-8569 N.L.I.P. (807) 343-8198 Fire ( ( ( ( Police Ambulance Poison Control )911 )911 )911 )911 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) 21 �NCOfIT1&§ I I I I I I I I I 22 I I I I I I I I I � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Anishinaabemowik - Indigenous Languages Program Historical Documents Creator An entity primarily responsible for making the resource Faculty of Education, Native Language Instructors Program Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource NLIP Faculty & Staff Handbook 1997 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University Summer 1997. Note that some text has been redacted to preserve personal privacy. 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 1997-07-01 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/f336ff3ab4d545521d5872fd737ed9e8.pdf 2af3fa1c1da6e59b273f0264c46cbb62 PDF Text Text I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1998 Name:---��_______;;:.......,;;.___----=---Address: _____________ �I I I I I I I I I I I I I I I I I Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. Good luck in the 1998 NLIP summer session! Wanda White Coordinator, NLIP Administrative Faculty and Staff Dr. Fenley Scott Wanda White Sonya Matson John O'Meara Florrie Sutherland Karina Skov Acting Dean, Faculty of Education Coordinator, NLIP Secretary, NLIP Principal, NLIP Summer School Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-1007C BL-1007B BL-1007 BL-1007 SC-1002 �I I ' I I I I I I I I I• I I I I I I I •I �I I I I I I I I I I I I I I I I I I I LAKEHEAD UNIVERSITY FA CULTY OF EDU C A TION M EMO R AN DUM TO: FROM: DATE: SUBJECT: ALL FACULTY David Bates, Dean August 1997 SECRETARIAL ASSIGI\�IENTS The following policy with respect to work priorities and demands placed on secretaries is intended to provide as much support as possible for F aculcy needs. -:t The priority for completion of work by secretaries is: tST: ADMINISTRATION (reception, responding to inquiries from students and the public, phones, 2ND: TEACHING (course oudines, teaching materials, examinations, etc.) 3RD: ScHOLARLYWORKAND RESEARCH (conference papers, journal articles, absrraets, proposals). Your letters, filing, records, etc.) research cyping work may have to wait a while to be done, depending on ocher demands on the secretary. They all try to respond as well as they can. Smaller jobs are easier to accommodate than large ones. Your files may be on the hard disk of your secretary's computer, but the office computers are not for faculty use. Please use another computer on campus or your personal computer if you want to work on your files. You should keep disk copies of all your files for your own security. -:r Faxes must be sent by your secretary; personal faxes muse be identified as being personal and the cover page will be held. -:r Please don't ask secretaries to type book manuscripts or to perform the role of a research assistant by transcribing/recording data (qualitative or quantitative). Such tasks should be paid for as extra contract work out of a research grant (or from other sources) by the faculty member concerned. Secretaries' normal working hours by collective agreement are 8:30 am to 4:30 pm. Faculty may NOT request secretaries to complete work outside these hours. Overtime may only be authorized by the Dean. Secretaries are entided to two breaks and a lunch break. Please respect this time and do noc expect staff co work through their lunch or coffee breaks. Secretaries are not expected to do photocopying for faculty. You are responsible for your own photocopying. There are two kinds of demands which are sometimes placed on secretaries which can be avoided: EXCESSIVE (in terms of time expected to be expended on a single task), and LAST-MINUTE DEMANDS (in which ongoing work is expected to be put aside so that a faculty member's personal deadline can be met). Your continued cooperation and understanding with respect to these policies - which are of benefit co the Faculty as a whole - is appreciated. DEMANDS NOTE: Faculty assignments to secretaries are on the reverse. �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills. in the use of Native Languages through research, teaching and materials production: - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada 2 l I I 1 I 1 I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al 1212 Al 1232 Al 2213 Ed 1571 Ed 1572 Ed 1573 Ed 1351 Ed 1352 Ed 1353 Ed 0190 Ed 0290 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 1598 and Education 1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al 1212 AI 1232 Al 2213 Al 2233 Ed 157 I Ed 1572 Ed 1573 Ed 1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al 1210 Al 1230 Al 2211 Al 2231 Ed 1451 Ed 1452 Ed 1453 Ed 1454 Ed 1571 Ed 1572 Ed 1573 Ed 1574 Ed 1598 Ed 1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses ate for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL 3531 NL 3711 Second Language OJ 1010 OJ 1012 CR 1010 CR 1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I 1 I 1 I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I I I II. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization. and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. III. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July 13 and end on July 31, 1998 3 weeks Institute Courses and end on July 31, 1998 13 July on Courses start Ojibwe/Cree Courses 6 weeks Courses start on July 6 and end on August 17, 1998 4 weeks Native Language Teacher Certification Courses start on July 6 and end on July 31, 1998 IV. Cancelled Classes Classes cancelled due to illness. etc. should be re-scheduled at a time convenient to the instructor and students. 5,r �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class, please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline, in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time, it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor will submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190. ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1. It will be printed and placed in the LU. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. 6 l I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I I VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional 24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39, 49, 59, 69, 79, 89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: A+ A B C D E F F 90 - 100% 80 - 89% 70- 79% 60-69% 50 - 59% 40- 49% Failed 0 l - 39% Failed 0% Academic Dishonesty 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. 1 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average. and Distribution of Grades. Also, please remember to sign all pages. It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XIII. Registration and Orientation of Students Monday, July 6 10:00 a.m. - 2:00 p.m. Tuesday, July 7 9:00 a.m. - 10:00 a.m. 10:00 a.m. - 12:00 p.m. Registration Location: Agora Assembly - Bora Lask.in Auditorium Orientation Friday, July l O & Saturday, July 1 1 Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4:00 p.m. XIV. Orientation for Faculty and Staff Date: Time: Location: Friday, July 10, 1998 10:00 a.m. - 1 1:30 a.m. BL 1024 I Agenda 10:00 - 10:30 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 10:30 - 1 1 :00 a.m. Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language Foundations Methods Randy Valentine Lena White Angela Moore Reta Sands Tom Beardy John O' Meara Gary Hannam Helen Wassegijig Isadore Toulouse Georgina Nahwegahbo Shirley Williams Steve Chase Rubina Naogizic Donna Fiddler Violet Shawanda Florrie Sutherland Ron Kelly Susan Sandau Tony McQuilter BL 1024 BL 1024 8 I I 1 I I I I BL 1024 I I I I I I I I I �I I I I I I I I I I I I I I I I I I I 11:00 - 1 1:30 a.m. NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland, Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings Thursday, July 16, 1998 Tuesday, July 2(t.jj 998 Wednesday, July 29, 1998 4:45 p.m. 4:45 p.m. 4:45 p.m. BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session. During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. XVII. Timetables Timetables are provided in Appendices C1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 - Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours, Laboratory 2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours. Laboratory 2 hours Algonquian 1230 - Written Algonquian Part II Prerequisite: Algonquian 1210 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours. Laboratory 2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours, Laboratory 2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 1210 & 1230 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours. Laboratory 2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 1 2 & 1232 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory 2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 1210 & 1230 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours. Laboratory 2 hours Algonquian 2233 - Oral Algonquian Part IV Prerequisite: Algonquian 1212 & 1232 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory 2 hours. 10 l I I I I I I I I I I I I I I I I I �11 I I I I I I I I I I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II Prerequisite Ojibwe I O I O Development of conversational skills and practice in writing. Lectures 3 hours, Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours. Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) NL 3711 - Native American Applied Linguistics Introduction to problems and research methods. NL 3531 - Composition Expository and creative writing, research and guided project. n �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 - NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 - NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals. strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 - NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I Education 1571 - Introduction to Teaching A survey of teacher ethics, classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O190, ED 0290. and ED 0390 Practicum component and is part of the grade evaluation for that course. I I I I 13 �I C.1 Native Language Teacher Certification (Algonquian) Timetable NLTC (Cree) RB-3027 8:30- AL 1 2 1 2 AC 9:20 A. Moore NLTC YR 1 (Western) RB-3046 AL 1 2 1 2 AA T. Beardy JUIY I 1998 NLTC YR 1 (Cent/East) RB-3026 ED 1 3 5 1 AB S. Chase NLTC YR 2 (Western) RB-3044 ED 1 572 AA S. Williams NLTC YR 2 (Cent/East) RB-3024 ED 1 352 AB L. White NLTC YR 3 NLTC YR 3 (Cent/East) (Western) RB-2044 RB-2044 ED 1 353 ED 1 353 I. Toulouse I. Toulouse RB-3044 RB-3024 RB-2044 RB-2044 RB-3026 RB-3046 RB-3027 ED 0390 9:30- AL 1 2 1 2 AC AL 1 2 1 2 AA ED 1 3 5 1 AB ED 1 572 AA ED 1 352 AB ED 0390 S. Chase T. McQuilter T. McQuilter S. Williams L. White T. Beardy 1 0:20 A. Moore RB-3046 RB-3027 10:30 AL 1 232 AC ED 0 1 90 - A. Moore T. McQuilter 1 1 :20 RB-3046 1 1 :30 ED 1351 AA S. Chase 1 2:20 1 2:30 - 1 :30 RB-3027 RB-3046 1 : 30- AL 1 232 AC ED 1 35 1 AA 2:20 A. Moore S. Chase RB-3046 2:30ED 1 57 1 AA 3:20 G. Hannam RB-3046 3:30ED 157 1 AA 4:20 G. Hannam - RB-3044 RB-3046 RB-3024 RB-2044 AL 1 232 AA AL 1 232 AB ED 1 573 ED 0 1 90 T. McQuilter T. Beardy R. Sands H. Wassegijig RB-3026 RB-3044 RB-2044 RB-3044 ED 0290 ED 1 57 1 AB ED 0290 ED 1 573 G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED 1 573 H. Wassegijig RB-2044 ED 1 573 H. Wassegijig LUNCH RB-3026 ED 157 1 AB G. Hannam RB-3026 AL 1 2 1 2 AB R. Sands RB-3026 AL 1 2 1 2 AB R. Sands RB-3044 AL 1 232 AA T. Beardy RB-3044 ED 1 352 AA R. Naogizic RB-3044 ED 1 352 AA R. Naogizic RB-3024 AL 1 232 AB R. Sands RB-3024 ED 1 572 AB S. WiHiams RB-3024 ED 1 572 AB S. Williams RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 AL 22 1 3 AA J. O'Meara RB-2044 ED 1 353 I. Toulouse C .2 Pracf1cum 0190' 0290' 0390 Student Teach"m� * Class Associate Teachers Room Year Three - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuilter RB 3044 Year une - 1 0:jO a.m. - I I ;jO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Syllabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Tony McQuiher RB 3046 Year Two - 1 1 :JO a.m. - I l:JO a.m. Central/Eastern Ojibwe Violet Shawanda BL 2032 Cree/Sy llabics Susan Sandau BL 2027 Western Ojibwe Donna Fiddler BL 2039 Western Ojibwe & Oji-Cree Ron Kelly BL 2030 Planning Central/Eastern Ojibwe: Tony McQuilter RB 2044 * Practicum assignments will be available durmg Onentauon 14 RB-2042 AL 22 1 3 AB L. White RB-2042 AL 22 1 3 AB L. White RB-2044 ED 1 353 I. Toulouse l I I I I I I I I I I I I I I I I �I I I 0 0 0 I I I I I I I C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July 8 and 9. This year, only one set of workshops will be held. A limit of 25 students per workshop based on a first come first choice basis. Room numbers and class lists will be available on July 7. Workshop 1 - Contemporary Aboriginal Indian Art - Helen Wassegijig - BL 2031 Through slide presentations the students will learn to understand and appreciate a survey of the principal art movements in aboriginal Indian art. The fundamental principles of drawing and painting and the development of creative expression and graphic presentation through multi-media as an image-making process will be explored.. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2039 Working with Birch Bark, Porcupine Quills and Sweet Grass is a very delicate task. There are certain things that the students need to know and understand before the actual process of making a particular object. The time of the Birch Bark picking is very important plus acquiring the porcupine quills during a particular time of the season and the sacredness of the Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items that they will be taking back to their classrooms and in turn be able to teach their own students what they have learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - Sounds and Songs of the Anishnaabeg - Violet Shawanda - BL 2027 This workshop will assist the NSL teacher to do his/her own songs through the use of large drum, hand drum and shakers etc. The kinds of songs can be as varied as traditional social drum songs, chant, vocables, choir-style. translated, straight traditional, and action song. Participants bring own drums, shakers etc. Also be prepared to share songs with one another. This is the only way we can hope to retain our Anishnaabemowin in a rewarding and enjoyable manner to both students and NSL teachers. Workshop 4 - Story Telling and the Uses of the Talking Circle - Delores Wawia - BL 2030 The students will be exposed to the meaning and the uses of the Talking Circle. The students will be introduced to the art of story telling. Both the talking circle and story telling are useful teaching devices that can be incorporated into Native language teaching to enrich the classes. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1998 NASL IV 8:30-9:20 9:30-10:20 10:30- 1 1 :20 1 1 :30- 1 2:20 BL-2040 AL 2233 R. Valentine BL-2040 AL 2233 R. Valentine BL-2040 ED 1 574 I. Toulouse I BL-2040 ED 1 574 I. Toulouse 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 BL-2040 ED 1 354 G. Nahwe1mhbo BL-2040 ED 1 354 G. Nahwegahbo 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1998 OJIHWE OJ 1010 I UJ.'I.' CR 1010 July 6 • 24 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 6 • 24 1 1 :00 a.m . • l :30 p.m. Monday to Thursday RB 3027 July 27 • Aug 1 7 5:00 • 7:30 p.m. Monday to Thursday RB 3051 July 27 . Aug 1 7 1 1 :00 a.m. • I :30 p.m. Monday to Thursday RB 3027 OJ 1012 16 CR 1012 l I I I I I I I I I I I I I I I I �C.6 Institute (Advanced) Timetable July 1998 I 8:30-9:20 9:30-10:20 10:30- 1 1 ;20 1 1 :30- 12:20 I I I I I 1 2:30- 1 :30 1 :30-2:20 2:30-3:20 B B-2007 NL 37 1 1 R. Valentine 8B-2007 NL 37 1 1 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1998 8:00-9:20 9:30- 10:20 I 0:30- 1 1 :20 I I I I I I BB-2007 NL 3531 J. O'Meara 88-2007 NL 3531 J. O'Meara 1 1 :30- 1 2:20 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 RB-305 1 ED 4743 D. MorJ?an RB-3051 ED 4743 D. MorJ?an RB-3051 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mornan RB-305 1 ED 4743 D. Mor}!an RB-305 1 ED 4743 D. MorJ?an RB-305 1 ED 4743 D. Morgan 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday & Sunday 9 a.m. - 11 a.m. July 1998 ROOM BL 2031 6 5 Wednesda_y Thursday Tuesday Monday Sunday 8 7 2 9 Friday 3 Saturday IO 4 11 W. White 12 J. O'Meara 19 J. O'Meara 26 J. O'Meara 16 13 14 15 I. Toulouse R. Valentine G. Nahwegahbo S. Williams 20 25 24 23 21 22 R. Valentine F. Sutherland T. Beardy A. Moore S. Chase S. Williams W. White T. Beardy L. White F. Sutherland A. Moore G. Nahwegahbo F. Sutherland 27 I. Toulouse F. Sutherland 28 T. McQuilter H. Wassegijig F. Sutherland H. Wassegijig 30 29 R. Naogizic L. White F. Sutherland R. Sands 18 17 R. Sands R. Naogizic W. White 31 NOTE: The Associate Teachers, Donna Fiddler, Violet Shawanda, Ron Kelly and Susan Sandau will be involved with conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7:00 - 9:00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7:00 - 9:00 p.m. 18 I I I I I I I I I I I I I I �I I I I N(0)1rIE§ I I L I I I I I I I I I I I I 19 � 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 NLIP Faculty & Staff Handbook 1998 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1998 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 1998-07-01 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/bee5a5d5a9787a259e05ed279e126f8b.pdf f2ae2720880a8ec71e35c4143bfc98c1 PDF Text Text I I I I I I I I I I I I I I I I I I Native Language Instructors' Program Faculty and Staff Handbook July, 1999 Name: Address: ------------- ____ ________ ..;....__ �Introduction Boozhoo! I welcome you to our summer NLIP team. Our student teachers rely on your commitment and dedication to help them become teachers like yourselves because it is with this commitment and guidance on your part that enables them to become successful teachers. I I I I I I I I I I I I I I Good luck in the 1'99 NLIP summer session! cxfl.'1J Wanda White Coordinator. NLIP a� {; _, ,5<,"tl4,•?-4\J ope Fannell Administrative Faculty and Staff A<:tins Dean, Faculty of Education Dr. Coordinator, NLIP Wanda White Senya Matson� �4.. Secretary, NLIP John O'Meara Principal, NLIP Summer School Florrie Sutherland Lila Tabachak Coordinator, Odaminowin Day Camp Native Student Counsellor, Native Student Support Services I BL-1014 BL-1007D BL-10070 BL-1007B BL-1007 BL-1007 SC-1002 �The Program Lakehead University, in the heartland of Ojibwe country, offers a selection of Native Language courses and programs through the co-operative efforts of Languages and Education. Native Language studies are proving to be of growing interest to students of every age, Native and non-Native alike. While some students come to Lakehead especially to study in a Native Language program, others find that the study of Native Language complements their chosen programs in other fields. We have a rich heritage in the Native Languages of this country, and recently, there has been a surge of interest in this heritage. We, at Lakehead University feel privileged and proud to share in the building of the new academic tradition that will emerge as we pursue goals of excellence in Native language learning and teaching. Program Goals - to MAINTAIN the vitality of Native Languages among members of the Native Language community, by providing opportunities for its study and creative use in the academic setting; - to DEVELOP new functions and skills, in the use of Native Languages through research, teaching and materials production; - to INTRODUCE a Native Language to those who wish to learn it through introductory and developmental courses in Cree and Ojibwe. NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language* Summer Institute Native Language** Specialist Native Language*** Elective Courses NATIVE LANGUAGE INSTRUCTORS' PROGRAM Native Language*** Teacher Certification * ** *** Native As A First Language Diploma* I Native As A Second Language Diploma* Lakehead University courses Ministry of Education and Training Ministry of Education and Training and Indian and Northern Affairs Canada I I I I I I I I I I I I I I I I I �I I 1. Native Language Teacher Certification Program The purpose of the Native Language Teacher Certification Program is to increase the number of Native language teachers through summer programs which will prepare them to instruct in Native as a second language. It is a three summer program of four weeks duration. Students in this program will learn how to teach Native as a second language to children whose first language is English. Native language teachers who have an understanding of the structure of the Native language, pedagogical principles, methods and techniques for teaching Native as a second language will promote and maintain the teaching of Native languages. Course requirements are met through a combination of courses and student teaching. 1.1 The Algonquian Courses (Refer to Appendices A & B for course descriptions) I I I I I I I I I I I I I Native Language Teacher Certification Program (NLTC) Algonquian Year One Year Two Year Three Al1212 Al1232 Al2213 Ed1571 Ed1572 Ed1573 Ed 1351 Ed 1352 Ed 1353 Ed 01 90 Ed 02 90 Ed 0390 Courses in the Algonquian Series are for fluent speakers of Cree, Ojibwe, and Delaware. Also included are related languages of Montagnais, Nascapi, Potawatami, Micmac, Malecite, and Saulteaux. The intent of the Algonquian Series of courses is: to coach the student to acquire the skills of reading his/her language with comfort and comprehension, and of writing it with ease and consistency in the generally recognized orthography of his/her dialect area; to lead the student inductively to an understanding of and appreciation for the structural terms necessary to the language teaching task in the elementary and secondary schools in Ontario. These are two parallel series of courses designed to meet the language needs of the student. The Northern Series is designed for students from areas of Ontario where the language is written in syllabics. All Cree students enroll in this group, as well as Ojibwe speakers from "non-road-access" communities of Northern Ontario. The Southern Series is designed for students from areas of Ontario where the language is written in the Roman alphabet. All Delaware students enroll in this group as well as Ojibwe speakers from "road-access" communities of southern and near Northern communities. 2. Native As A Second Language Diploma This is a four summer program to educate candidates in teaching Native as a second language. This program prepares candidates to teach students whose first language is English. The courses in the first three years of the program are exactly the same as the courses for Native Teacher Certification Program except for the Practicum. Education 15 98 and Education1599, year one and year two respectively, are supervised practica during the winter months. Course work (Refer to Appendix A & B for course descriptions) Year One Year Two Year Three Year Four Al1212 Al 1232 Al 2213 Al 2233 Ed1571 Ed1572 Ed 1573 Ed1574 Ed 1351 Ed 1352 Ed 1598 Ed 1353 Ed 1599 Ed 1354 3. Native As A First Language Diploma This is a four summer program. It provides Native language enrichment and literacy skills development. Course requirements are met through a combination of courses and winter practica. Each course is offered periodically, at least once every four years. Course work (Refer to Appendices A & B for course descriptions) 3 �Year One Year Two Year Three Year Four Al1210 Al1230 Al2211 Al2231 Ed1451 Ed1452 Ed1453 Ed1454 Ed1571 Ed1572 Ed1573 Ed1574 Ed1598 Ed1599 4. Native Language Summer Institute These courses are offered for degree programs and for graduates of all the first and second language programs. First language courses are designed for the student who wishes to extend his/her knowledge and do research in the area of his/her specialty as well as to any person similarly qualified. Second language courses are for students that want to learn an Algonquian language. Summer Courses (Refer to Appendices A & B for course descriptions) First Language NL�3!tl NLm!- 9%13 Second Language OJ 1010 OJ 1012 CR1010 CR1012 5. ED 4743 - Native As A Second Language (Algonquian) Part I: Additional Qualification Course work (Refer to Appendices A & B for course descriptions) Prerequisite or co-requisites: O.T.C. or Certificate of Qualification (Limited/Restricted). 4 I I I I I I I I I I I I I I I I �I I I I I I I I I I I I I I I I Il. Rights and Responsibilities of Sessional Lecturers The following article from the current agreement between the Board of Governors and the Faculty Associations outlines the rights and responsibilities of all sessional lecturers. 23.03.01 A Sessional Lecturer is expected to foster a learning environment that is conductive to scholarly learning, to treat students fairly and ethically, and to be conscientious in the preparation, organization, and revision of his/her course materials. 23.03.02 At the commencement of each course, a Sessional Lecturer shall prepare requirements, assignments, evaluation procedures, and any other relevant material, and shall file a copy of this written information with his/her Chairperson. A Sessional Lecturer shall be available to students for academic counseling as required. 23.03.03 A Sessional Lecturer shall notify students and his/her Chairperson as far in advance as is practicable of the rescheduling of any instructional activity. Rescheduling shall occur only in exceptional circumstance beyond the reasonable control of the Sessional Lecturer or when prior arrangements have been made with the students and the Chairperson. 23.03.04 A Sessional Lecturer shall evaluate students' performance and shall supervise, when appropriate, students' research, practical work, these, and major papers, and shall set and mark any supplemental examination(s) for his/her assigned course(s). 23.03.05 A Sessional Lecturer shall supervise the work of teaching and laboratory assistants assigned to him/her. 23.03.06 A Sessional Lecturer shall comply with the procedures approved by Senate for reviewing students' marks and grades and with reporting deadlines communicated to him/her by the Dean. 23.03.07 A Sessional Lecturer shall attend Registration if required and shall arrange for the adequate supervision of his/her examinations. ill. Dates for Summer Session Diploma in Native As A First Language Not offered Diploma in Native As A Second Language 3 weeks Courses start on July �and end on July J.G,,1'999..J 1D �¥ ·;;u1v o Institute Courses 3 weeks Courses start on July 1"2--and end on July� I-99Et,, .;>j ;;;fUlu ID 6 weeks Ojibwe/Cree Courses Courses start on July'S-and end on August 16, �,,) 4- ;;;:J,£'1/V 4 weeks Native Language Teacher Certification Courses start on July '5. and end on July 30, [999.. 'f IV. Cancelled Classes ;;).'j'?CA� Classes cancelled due to illness, etc. should be re-scheduled at a time convenient to the instructor and students. 5 �V. Schedule of Classes Classes begin on the half hour and end twenty minutes past the hour. As a courtesy to the instructor of the next class. please try to adhere to these times. VI. Course Outline A course outline is required in the Native Language Instructors' Program office before your course begins. The course outline should contain the following information: (a) course description from the calendar (refer to Appendices A & B) (b) course objectives (c) course content (d) course assignments (e) course evaluation scheme (f) course schedule (dates/content/readings) A must for every course outline. Each course outline. in addition to the above, should include the following: Incomplete Standing: It is the responsibility of the student to complete all work in accordance with the time schedule communicated by the instructor at the beginning of the course. If for some reason the student is unable to complete the course requirements on time. it is his/her responsibility to apply in writing for an extension. If granted, the students will receive an Incomplete grade and the University policy with respect to such grades will apply. If the student makes no formal application for an extension, the instructor wilJ submit a grade based on a zero grade for the uncompleted portion of the work. This grade will hold unless a Change of Mark form is submitted by the instructor and approved by the Chairperson and Director. In courses where there are two sections, it is important that content and evaluation be similar. Please collaborate with your other half to ensure reasonable similarity. For example: AL 1212 AA Western and AL 1212 AB Central/Eastern AL 1232 AA Western and AL 1232 AB Central/Eastern For these classes, marks and averages should be reasonably close. Please keep in touch about this. Since promptness and regular attendance are required of teachers, NLIP encourages formation of these professional habits. Please record attendance and punctuality for each class you teach. You may wish to build this in, in some way. to your evaluation scheme. Note: Students who fail to appear for any student teaching assignment (without prior permission) will automatically fail their student teaching component (i.e. ED 0190, ED 0290, or ED 0390). VII. Course Materials If you anticipate needing any materials with which to teach your course(s), please inform the NLIP office as soon as possible so that these may be ordered. In addition, if you plan to use a textbook in your course(s), please fill out the enclosed book order form with all possible information included and return it. If you have written, or plan to write your own text material, send a camera-ready copy by June 1 . It will be printed and placed in the L.U. Book Shop for your students. If you require a T.V. & VCR for your class, you must book this at least 2 days prior to the date required. See Sonya for more details. I I I I I I I I I I I I I I I I �VIII. Printing The Faculty of Education has guidelines regarding the printing of course materials. Course outlines, activity/worksheets, tests and exams will be printed in the print shop. Handouts such as journal articles or book chapters will not. Bring your printing to the NLIP Secretary and she will complete a requisition, then send to the Print Shop. This service takes a minimum of one full day. If prior typing is required, allow an additional24 hours notice to have a finished copy for printing. One venda card is provided for your course during the program. IX Reporting of Final Marks: Academic Regulations I 1. Please submit your completed Class Marks Sheets for the students enrolled at the end of the course(s). The Marks Sheet must be in the Native Language Instructors' Program by Friday, July 31, 1999. 2. No '9's please: i.e. number 39.49,5 9, 69, 79,89, 99 marks - lower the mark to an _8, or raise it to a _O so that your evaluation is clear and there is less fuss over borderline marks. 3. GRADING SYSTEM: 4. 0: this mark is assigned for academic dishonesty ONLY. 5. For students on a class list but who have attended little or not at all - assign a low mark but not 0, e.g. I 6. WD = Withdrawn, is assigned by the Registrar's Office. 7. Please complete the sections at the bottom of the last page of the Marks Sheets for Total Number of Students, Class Average, and Distribution of Grades. Also, please remember to sign all pages. I I I I I I I I A+ A B C D E F F 90 -1 00% 80-89% 70-79% 60 -69% 5 0 -5 9% 40 -49% Failed O 1 -39% Failed 0% Academic Dishonesty It is anticipated that faculty members will utilize an appropriate variety of assessment strategies to ensure students have adequately mastered both course content and its practical application. Marks distribution should reflect the range of natural abilities found in classes. The value of quality education should be maintained. X. Course Evaluation The Senate of Lakehead University has adapted an evaluation form for use by students at the end of each course. These forms will be distributed during the final week of classes if an evaluation is scheduled. After the submission of marks they will be processed and returned to you. 7 �XI. Classrooms If you have problems with accessing classrooms, please contact the Security Office at 8569. Please ensure the students pick up after themselves before leaving the classroom. It is your responsibility to ensure cleanliness in the classrooms. Don't forget, they are in there for the majority of the day. XII. Identification Cards Photo equipment and staff will be available to process identification cards on July 6, 1998 in the main library. This is required before faculty have library privileges. XID. Registration and Orientation of Students ���'f 10:00 a.m. - 2:00 p.m. s Registration Location: Agora .lAJE!), ·FYeSaay, July"610:00 a.m. - 12:00 p.m. Orientation Wednesday, July 'b Thum:l_ay, July'8 J/(t!£J '7 NLTC Workshf>Ps -fF l Friday, July"9- �/ Assembly - Bora Laskin Auditorium 10:00 a.m. - 11:00 a.m. c::� .3flf �July'1-& S�y. July W,.Room TBA Sault College Workshops with Sam Senecal 9:00 a.m. - 4?00 p.fii.'" t--�) c� XIV. Orientation for Faculty and Staff q .--01.1 - I : l'1J Date: Time: Location: , �tJV?J friday, July"9; m9 8:30 a.m. - I 0:00 a.m. BL 1024 Agenda 8:30 - 9:00 a.m. General Meeting BL 1024 1. Welcome and Introductions 2. Review of NLIP Faculty and Staff Handbook 3. Discussion and sharing of information 9:00 - 10:00 a,m, Discipline Team Meetings Purpose: to share and discuss courses and course outlines to ensure continuity from year to year. Remember to bring your course outlines for each of your courses. Language BL 1024 Foundations BL 1024 Methods BL 1024 Randy Valentine LeuaW1tite­ Angela Moore John O'Meara Tom Beardy Gary Hannam Helen Wassegijig Isadore Toulouse Rubina Naogizic O,lores Wawia .s«weChase­ Susan Sandau Donna Fiddler V-ielet-Shawanda­ Reta Sands 'Feey MoQuilter 8 I I I I I I I I I I I I I I I I �I I I I I I I NLTC AND NASL/NAFL Group Teams: Purpose: To share and discuss objectives, course content, assignments, and evaluation strategies. GROUP "A" NLTC Year One / NLTC Year Two Faculty teaching Year One and Year Two courses. GROUP "B" NLTC Year Three / NASL Year Four /NAFL Faculty teaching Year Three and Year Four courses, and faculty teaching Native As a First Language courses. GROUP "C" Associate Teachers Purpose: To review Practicum Teaching Handbook, Student Teaching Schedules, Student Evaluation Forms, and answer any queries. PRACTICUM 0190, 0290, 0390 Florrie Sutherland. Principal and Associate Teachers. Florrie will be Chairperson for the meeting. XV. Faculty and Staff Meetings ffll 99 \ 4:45 p.m. Thursday, July 2f01: 4:45 p.m. Tuesday, July Wednesday, July 28-, 1� 4:45 p.m. ,;;,f:; 'c).)1111> BL 2034 BL 2034 BL 2034 (Evaluation) XVI. Faculty Workroom Responsibilities BL 2031 is a study/work room for all NLIP students daily from 7:00 p.m. to 9:00 p.m. An additional responsibility each faculty member is required to assist students a minimum of two evenings during the summer session . During the weekends, the workroom will be available to students between 9:00 and 11:00 a.m. on Saturday and 7 to 9 p.m. on Sunday evenings. I I I I I I I XVII. Timetables Timetables are provided in Appendices C 1 - C6. In year one, year two and year three of the NLTC Program, Section AA will include Western Ojibwe, and most northern students, Section AB will include Central and Eastern Ojibwe. Section AC will include Cree and Syllabics students. Tapes of each student's speech are available from the NLIP Office. Students have already been assigned to classes on the basis of the above divisions. Linguists may switch students around within classes for purposes of homogeneity and inform NLIP coordinator. XVIII. Accommodations and Meals Just a reminder that cooking in the DORMS is NOT allowed. Any room changes must be done through the residence office. 9 �Algonquian 1210 • Written Algonquian Structure Part I Prerequisite: Fluency in an Algonquian Language An introduction to the Algonquian Language structure and syllabic orthographic principles through the study of examples from the various Algonquian Languages represented by class members. Lectures 3 hours. Laboratory2 hours Algonquian 1212 - Oral Algonquian Part I Prerequisite: Fluency in an Algonquian language Introduction to the analysis of spoken Algonquian languages, their structure and orthographic principles, through the study of examples from the various Algonquian languages represented by other class members. Lectures 3 hours, Laboratory2 hours Algonquian 1230 • Written Algonquian Part II Prerequisite: Algonquian 12 10 Continuation of the structural study of the Algonquian languages by the inductive approach. Reading of selected syllabic texts from various language areas and syllabic traditions for comparison purposes. Proofreading and correcting of unedited text. Advanced work in syllabics. Lectures 3 hours, Laboratory2 hours Algonquian 1232 - Oral Algonquian Part II Prerequisite: Fluency in an Algonquian language Structural study of Algonquian languages with emphasis on conversation patterns. Students will also read selected texts and participate in selected activities requiring a standard orthography. Lectures 3 hours. Laboratory2 hours Algonquian 2211 - Written Algonquian Structure Part III Prerequisite: Algonquian 12 10 & 12 30 continuation of the structural study of Algonquian Languages with the student assuming increasing responsibility for independent analysis. Contrasting phonemic and morphophonemic conventions. Introduction to Roman orthography. Lectures 3 hours, Laboratory2 hours Algonquian 2213 - Oral Algonquian Part III Prerequisite: Algonquian 12 12 & 12 32 Continued study of Algonquian language structure, with students assuming increasing responsibility for independent analysis of speech patterns. Application of orthographic principles in proofreading and correcting of unedited text. Lectures 3 hours, Laboratory2 hours. Algonquian 2231 - Written Algonquian Structure Part IV Prerequisite: Algonquian 12 10 & 12 30 Preparation of Algonquian structural descriptions. Summary of considerations in standardizing an orthography. Guided individual transcription project. Lectures 3 hours, Laboratory2 hours Algonquian 2233 • Oral Algonquian Part IV Prerequisite: Algonquian 12 12 & 12 32 Guided individual or small group work on selected Algonquian structural and orthographic projects relating to the development of written materials of increasing difficulty in the student's own language. Lectures 3 hours, Laboratory2 hours. 10 I I I I I I I I I I I I I I I I I �I I I I I I I I Ojibwe 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Ojibwe 1012 - Introduction to Ojibwe II (Severn Dialect) Prerequisite Ojibwe 1010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) Cree 1010 - Introduction to Cree I Introduction to basic Cree phonetics, grammar and conversation. Lectures 3 hours, Laboratory 2 hours (First Term) Cree 1012 - Introduction to Cree II Prerequisite Cree1 010 Development of conversational skills and practice in writing. Lectures 3 hours. Laboratory 2 hours (Second Term) �1 ) f'iL J.� � NL tiJ.J - Algo11qoian-binguisti�s A·studyofdrtrlaDgllages of rbe l:\lgoaqwaR-ftuniiy-wtltlf'pm'tttnlar...... emptrasis-on-Qjibwe--and-Gr-ee.�'(/ � ,.,-.-, NL 3251 - T-ranslation S,f/c.cr l1L TJrf1 c....- JL-­ SpecifiG-prt,ble111s of trans]adorr. .Sf�-1.;IJL . I I I I I I 1I �Education 1351 - NASL Methods, Part I An introduction to the general principles of second language teaching, stressing development of listening comprehension and speaking skills. Structural and communicative approaches will focus at the lesson level. Micro-teaching will provide practice in the teaching methods under study. Education 1352 · NASL Methods, Part II A continuation of the topics of Part I, with the focus broadened to the unit level. The practicum will encourage originality within the bounds of second language teaching criteria, in the preparation of teaching units. Education 1353 - NASL Methods, Part III Consolidation and extension of the principles and techniques presented in Parts I and II with emphasis on reading and writing skills and the relation of the NASL program to the school and community. Focus will be on planning a full year's program. A supervised practicum will provide opportunity to apply skills being learned by teaching a class on one of the following levels: elementary, secondary, adult. Education 1354 • NASL Methods, Part IV An examination of the psychology of second language learning as it relates to other content learning, literacy, analytic skills and literature appreciation. a supervised practicum will provide opportunity to teach a class at a level other than the one taught in Part III. Education 1451 - NAFL Methods Part I Objectives and methods in kindergarten an primary Native Language arts, with attention to the four language skills of listening, speaking, reading, and writing. Demonstration and practice of lesson segments will provide experience in the use of the methods under study. Education 1452 - NAFL Methods Part II Objectives and methods in Native language arts for the junior and intermediate grades, with attention to the four languages skills. Teaching skills involving the methods under study will be practiced in peer teaching situations. Education 1453 • NAFL Methods Part III Building a Native Language arts program through the grades: goals, strategies, and content. Attention will be given to the relationship of Native Language to the total school curriculum, in both elementary and secondary school programs. A practicum will provide opportunity to apply skills being learned by teaching a class at one of the following levels: elementary, secondary, adult. Education 1454 · NAFL Methods Part IV Topics appropriate to student needs will be selected from such concerns as: evaluation, remediation, enrichment, adult literacy instruction, translation skills, reading transfer, oral language development, creative writing. A supervised practicum will guide students in teaching a class at a level other than the one undertaken in Part III. 12 I I I I I I I I I I I I I I I I �Education 1571 - Introduction to Teaching A survey of teacher ethics. classroom management skills and record keeping and planning procedures, with special attention to the relationship of core language teachers to the total school experience. Identification and use of standard classroom materials and equipment will form part of the course. Education 1572 - The Development of the Child An examination of the physical, mental and emotional characteristics of children and youth through elementary and secondary school years, with emphasis on the implications in language teacher interaction. The practicum will entail production of language teaching material suitable to each age group. Education 1573 - Current Issues in (Native) Language Education Background for this course will be laid by surveying the policies of educational agencies and professional organizations, the regulations of the Ontario Ministry of Education and other sources of help for the language teacher. Students will identify common problems facing language teachers and identify appropriate solutions to these problems. The practicum will require the completion of a curriculum project that identifies and meets the needs of the local school and relates to Ministry guidelines. I I I I I I Education 1574 - Approaches to Bilingual Education An examination of bilingual education, its strengths and weaknesses, problems and opportunities. Factors in language maintenance and in the selection of bilingual education models will be studied. Each student will prepare curriculum material suitable for one of the models. Education 0190 - Education 0290 - Education 0390 This series of courses deal with planning and implementation of NSL. At each level, there are four parts: 1. Student Teaching - During the first three weeks of classes, each student will teach a minimum of four times. Please note that each First year student will observe the first class and teach a minimum of three times. This includes a pre-conference, evaluation and post-conference with an Associate Teacher. 2. Planning Session - Students participate in the preparation of lesson plans, unit plans, and long range plans. These sessions are one hour in length during the first three weeks of classes. 3. Assembly - In this half hour, students meet together as a group for presentations pertaining to their professional life as a teacher. These lectures take place during the fourth week of classes. 4. Workshops - Workshops take place during the first week of classes. Each NLTC student is required to participate as part of the ED O 190, ED 0290, and ED 0390 Practicum component and is part of the grade evaluation for that course. 13 �C.1 Native Language Teacher Certification (Algonquian) Timetable July 1999 NLTC (Cree) RB-3027 8:30- AL1 232 AC 9:20 A. Moore NLTC YK I (Western) RB-3046 ED 15 71 AA G. Hannam J C YK 2 (Ccu� tern} NLI NLTC YR 2 (Cent/East) RB-3026 RB-3044 RB-3024 AL 121 2 AB AL 1232 AA AL1 232 AB R. Sands T. Beardy L. White NLTC YR 3 (Western} RB-2044 ED1 35 3 I. Toulouse I NLTC YR 3 (Cent/East) RB-2044 ED 1 353 I. Toulouse RB-3027 RB-3046 RB-3026 RB-3044 RB-3024 RB-2044 RB-2044 9:30- AL1 232 AC ED15 71 AA AL 1 212 AB AL1 232 AA AL1 232 AB ED 0390 ED 0390 1 0 :20 A. Moore G. Hannam R. Sands T. Beardy L. White T. McQuilter T. McQuilter 10:30 - 11 :20 11 :30 - 1 2:20 1 2:30 -1 :30 1 :302:20 RB-3046 RB-3046 RB-3044 ED 01 90 ED 0190 ED1 35 2 T. McQuilter T. McQuilter R. Sands RB-3044 ED1 35 2 R. Sands RB-2044 ED15 73 H. Wassegijig RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 ED1 351 AA ED15 71 AB ED 0290 ED 0290 ED15 73 S. Chase G. Hannam T. McQuilter T. McQuilter H. Wassegijig RB-2044 ED15 73 H. Wassegijig RB-2044 ED15 73 H. Wassegijig LUNCH RB-3046 RB-3026 RB-3044 ED1 351 AA ED15 71 AB ED1 35 2 S. Chase G. Hannam R. Sands RB-3027 RB-3046 RB-3026 RB-3044 2:30- AL1 212 AC AL1 212 AA ED1 35 1 AB ED15 72 3:20 A. Moore T. Beardy S. Chase D. Wawia RB-3044 ED1 35 2 R. Sands RB-2044 RB-2042 AL 221 3 AA AL 221 3 AB J. O'Meara L. White RB-3044 ED15 72 D. Wawia RB-2044 RB-2042 AL 221 3 AA AL 2213 AB J. O'Meara L. White RB-3027 RB-3046 RB-3026 RB-3044 RB-3044 RB-2044 3:30- AL1 21 2 AC AL 121 2 AA ED 1351 AB ED 15 72 AA ED15 72 AB ED1 35 3 4:20 A. Moore T. Beardy S. Chase D. Wawia D. Wawia I. Toulouse C.2 Practicum 0190, 0290 0390 Student Teachin * Class ear hree - 9:30 a.m. - 10:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin ear ne - 10: a.m. - 1 1 : 0 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Associate Teachers Violet Shawanda Susan Sandau Bonna Fiddler J.ld.u. Rrii .(U,(,IJ..l t'....., ,. Room BL 2032..., BL 2027 BL 2039 ...,. BL 2030 Susan-Bebonan��1.1< D_ ,. .'�'41'1'$ T-0ny-Meeutlter ' tfhv1 RB 3044 14 I I I I I I I RB-2044 ED1 353 I. Toulouse I I I I �I I I I I I I I I I I I I I Year Two - 1 1 : 0 a.m. - 12:30 a.m. Central/Eastern Ojibwe Cree/Syllabics Western Ojibwe Western Ojibwe & Oji-Cree Plannin Central/Eastern Ojibwe: �"'"'"'..., !,f(,f.lA\.r-., 11 ,/• . IL,. V.ialehShawanda 1) s .. �� � )J,,,,.. . «j � �. .......... � "W"' Susan Bebcnang 'l/l J I.J,Jn, Tony..McQuilter · . BL 2032 BL 2027 BL 2039 BL 2030 RB 3046 C.3 Practicum 0190, 0290, 0390 Workshop Sessions Each workshop will be 2 days in length and will be held on July�di This year, only one set of workshops will be held. A limit of 25 students per worksh� based on a first come first choice basis. Room numbers and class lists will be available on July '1-.. .?> Workshop 1 - Introduction to Double Vowel Syllabic Writing System - BL 2039 In the Anishinaabemowin, there are different writing systems involved because of the different dialects. The syllabic writing system is mainly used in Cree, Oji-Cree and Northwestern Ojibwe dialects. This workshop will asist the participants to make that first step to learning system. The participants are asked to bring their own writing paper and pencil/pen. Workshop 2 - Birch Bark Work - Isadore Toulouse - BL 2031 Working with Birch Bark, Porcupine Quills and Sweet Grass is a rydelicate task. There are certain things that the students need to know and understand before actual process of making a particular object. The time of the Birch Bark picking is very impo t plus acquiring the porcupine quills during a particular time of the season and the sacredness o e Sweet-grass. All of these important factors will be discussed during the workshop. Students will be making two items tha ey will be taking back to their classrooms and in tum be able to teach their own students what they ve learned. There will be a display of various Birch Bark material on hand for the students to see. Workshop 3 - The Ontario Curriculum, Grades 9 & 10 Native Language 199 - Violet Shawanda - BL 2027 This is an introduction to the new Ontario Curriculum Do , rades 9 and 10, Native Languages 1999. It will be implemented in Ontario seconduo�nools starting in September 1999 for students in Grade 9 and in September 2000 for stude · Grade 1O. "This document replaces the sectio ·n The Common Curriculum: Policies and Outcomes, Grades 1 - 9, ages, and the parts of the curriculum guideline entitled Native 1995 that relate to Native L Languages, Part A: P ·eyand Program Considerations, Primary, Junior, Intennediate, and Senior Divisions 1987 relate to Grade 10. This document is designed for use in conjunction with its companionJ.i· ce, The Ontario Curriculum, Grade 9 and 10: Program Planning and Assessment, 1999, which contains infonnation relevant to all disciplines represented in the curriculum." Note: The main focus will be the place of Native Languages in the Curriculum. Workshop 4 - Developing Native Curriculum - BL 2030 This workshop will be conducted in two languages, Anihshininiimowin/Oji-Cree and English. The team will describe how they are developing curriculum with the help and assistance of elders, parents and community members. The presentation will explain the process required to develop community based outcomes in addition to planning units and how111aterials can be produced by students and staff. A variety of activities and strategies will be presented to be used for teaching reading, writing and oral and visual communications in both languages<All activities will be based on topics in the Languages Together (Shibogama Education) currfc'ulum and expectations from the new Ontario Curriculum. A video of some program highlights will be shown and there will be time for an exchange of ideas and discussion. 15 �C.4 Native As A First/Second Language Diploma Timetable July 1999 NASL IV 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30- 12:20 BL-!640 AL 2233 R. Valentine Bt::2040AL 2233 R. Valentine Bl::·l04£L ED 1574 I. Toulouse t6 o<o of I I I I I Bb2040 I Db-2040 ED 1354 R. Naol!izic Bb»18 ED 1 354 R. Naol!izic I ED 1 574 I. Toulouse 12:30- 1 :30 1 :30-2:20 2:30-3:20 3:30-4:20 C.5 Ojibwe/Cree Course Timetables July/August 1999 OJIBWE ('111?.ll' OJ 1010 CR 1010 July S - 22 5:00 • 7:30 p.m. Monday to Thursday RB 305 1 July 5 - 22 1 1 :00 a.m. • 1 :30 p.m. Monday to Thursday RB 3027 July 26 - Aug 16 5:00 - 7:30 p.m. Monday to Thursday RB 3051 July 26 - Aug 16 1 1 :00 a.m. - I :30 p.m. Monday to Thursday RB 3027 OJ 1012 CR 1012 I I I I I I I 16 I �I I I I I I I I I I I I I I I I I I C.6 Institute (Advanced) Timetable July 1999 8:30-9:20 9:30- 10:20 I 0:30- 1 1 :20 1 1 :30-12:20 sa iee:1 NL tH-3 3-5 J I J. O'Meara BB !!007 NLffii- ?1f?/ / J. O'Meara 12:30-1 :30 1 :30-2:20 2:30-3:20 BB•200'1 N� 33)3 R. Valentine 88 ;;!GER NL m+ 3b/3 R. Valentine 3:30-4:20 C. 7 A.Q. (Part I) Specialist Timetable July 1999 8:00-9:20 RB-3051 ED 4743 9:30- 10:20 RB-305 1 ED 4743 I 0:30- 1 1 :20 RB-305 1 ED 4743 1 1 :30-1 2:20 RB-3051 ED 4743 1 2:30-1 :30 1 :30-2:20 RB-3051 ED 4743 2:30-3:20 RB-3051 ED 4743 3:30-4:20 RB-3051 ED 4743 17 �C.8 Native Language Instructors' Program Faculty Workroom Timetable Monday to Friday 7 p.m. - 9 p.m. Saturday 9 a.m. - 11 a.m. Sunday 7 p.m. - 9 p.m. July 1999 Sunday ROOM BL 2031 5 4 Wednesday Thursday Tuesday Monday 6 7 Friday 8 2. Saturday 31 9 10 W. White 12 11 J. O'Meara F. Sutherland A�� 14 13 I. Toulouse R. Valentine T. McQuilrer fl. \llawia P- � 15 F. Sutherland H. Wassegijig � 17 fit:. Naegitle W. White 19 24 23 20 2 1 4 /?UmiJ. R. Valentine f!?tinthcdand T. Beardy $ McQuilla A. Moore S. Chase J. O'Meara F. Sutherland T. Beardy e:=Wfffle D. Wawia W. White 18 {) ,- ..... J )) WtWJ{,0 '� 11,, 26 28 / ' 29 27 hitiI. Toulouse Sit€fitm"" le:fl,tt� .,jg, Iii 11 J. O'Meara i S-1he1hmd -- R Sr.mets .,,- B f!SiW•wt= 25 T_ t •-- - � - 30 - �if.,:� ,_l,1 ,_,,, ,!JY. .�-0 �-�?- �«-1t. �V'N� NOTE: The Associal� Teac�ers, ��-=-- - �:-... 1 ,., �let l:townndtt, 31.1:,un _ _ ,� ,6 and Susan Sandau w11J be involved wtth conference sessions with their student teachers in the evenings as scheduled by them. Wanda White will be available in the NLIP office for student consultations Monday to Friday from 7 :00 - 9 :00 p.m. Gary Hannam will be conducting Computer workshops every Tuesday and Thursday from 7 :00 - 9:00 p.m. 18 31 I I I I I I I \I I I I I I I I I I �I I N<OYirIE§ I I I I I I I I I I I I I 19 � 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 NLIP Faculty & Staff Handbook 1999 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Faculty and Staff Handbook, Faculty of Education, Lakehead University, Summer 1999 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 1999-07-01 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/99bbf50d0f136e2a4eb47a36818ce296.pdf 1df87f6ac9464f973b18727b752f8291 PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM PROFILES FACULTY AND STAFF SUMMER 1994 �Native Language Instructors' Program Profiles of Faculty and Staff Summer 1994 Angela Moore AL1210: Written Algonquian Part I - NAFL Cree Language Consultant Angela's home is Constance Lake First Nation. Her career goal in Native language education makes her an asset to our NLIP program. Along with her many years of teaching experience from 1971 to 1990 for the Hearst Board of Education, Angela has been involved in development of Cree curriculum, translation, and as a Sessional Lecturer and Consultant at NLIP. Angela possesses a Certificate in teaching Native language and a Teacher Assistant Certificate. She has served as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre> Hearst Board of Education and the Ontario Government AL1212AA: Oral Algonquian Part I (Western) Joanne LaBelle Joanne is from Longlac #77 First Nation. She is a graduate of the Native Language Instructors' Program earning her Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separate School Board as a Native Language Teacher. Joanne teaches at St. Patrick High School, St. Jude School> and Our Lady of Charity, teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK- Grade 8 for the Geraldton Roman Catholic Separate School Board. Joanne has been involved in community service in Thunder Bay and in her home community, and one of these activities was her role as President for the Local Chapter of the Ontario Native Women Association. Her special interests and goals are learning more about our culture and customs, styles of traditional dancing and regalia, and languages spoken. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta is a member of Walpole Island First Nation located in southwestern Ontario. Reta received her Ontario Teaching Certificate from London Teachers College. Her career as a teacher began in Woodstock, Ontario in 1963. The following year, she began teaching in her home community at Walpole Island First Nation and has taught there since. In 1988, Reta received her Bachelor of Arts Degree from Lakehead University. Reta continued her studies and eventually received her Bachelor of Education Degree in 1990. Reta has been on NLIP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses, and is now teaching Oral Algonquian courses. Through the summers, she has taken Advanced "Institute" courses in Native languages. Reta is an avid volunteer in her home community serving on several committees, some of which focus on Native language retention. AL1232AA: Oral Algonquian Part II (Western) Rubina Naogizic In 1976, Rubina began to pursue her studies in Native language education. At the University of Western Ontario, she completed four summers of the Native Language Teacher Training in 1979. In 1986, she received her Permanent Letter of Standing for Teaching Algonquian in Ontario. Rubina continued to pursue her studies at Algoma University and Lakehead. In 1991, Rubina received her Ontario Teaching Certificate from Nipissing University. Since 1975 to the present, Rubina has been employed by the Sault Ste Marie Disnict Roman Catholic Separate School Board as a Native Language Teacher. During 1987-89, she was seconded to the Ministry of Education as Native Language Consultant for the Northwestern Ontario Region. Rubina participated in Writing and Design Committees for P.0.N.A. documents and Native language curriculum resources. She keeps busy giving various education and curriculum development workshops for NSL teachers. �Profiles p. 2 AL2213AA: Oral Algonquian Part m (Western) AL2213AB: Oral Algonquian Part III (Central/Eastern) We are pleased to have Chuck join us again this summer. A graduate from Hamline University in SL Paul, and his subsequent programs in Summer Institute of Linguistics, and other various college programs, and his recent studies at the Centre for Second Language Instruction at the University of Saskatchewan, he brings with him much linguistic knowledge to share with us. Chuck's experiences include positions as Linguist/franslator and Consultant for Native language teachers in the past few years. Early in his career, Chuck began to work on Indian publications, literature and translation. Chuck's achievements include publications such as, to mention a few, "Anami'e Nagamonan (Chippewa Hymns), "Moons of Winter. Collection of Northern Ojibwa stories by Nonnan Quill", and "Tales of the Ojibwa" Ojibwe texts and inductive grammar studies. Charles Fiero Randy Valentine AL2233: Oral Algonquian Part IV NL3551: Literature Since the summer of 1982, Randy has been on our NLIP faculty team. His interest, involvement, and commitment to Algonquian linguistics makes him a valuable resource and a Sessional Lecturer in our program. In 1991, he attained a doctorate degree, Ph.D. in Linguistics from the University of Texas at Austin. Other professional experiences include being a Computer Consultant, Instructor, and Research Assistant for various workshops and projects. He has done some work as co-editor and author of some Ojibwe publications which are being used by our structure and orthography courses. Alice Olsen Williams NL3251: Translation: Old and Contemporary Expression Alice is a well-known artist, and has had exhibitions of her unique quilts, one at the Thunder Bay Art Gallery in 1992. Alice is a holder of an Ontario Teaching Certificate from Lakehead University. She also has a Bachelor of Arts Degree in Sociology and Native Studies from Trent University. In 1993, Alice took Advanced language courses in research offered by the Native Language Instructors' Program. Alice believes that making quilts is one way of learning and expressing ourselves and our culture. The art, designs, motifs and the images all have significant meanings and encompass the teachings of the Anishnaabeg and expresses for us the gifts of the Creator. Gary Hannam ED1S71AA: Introduction to Teaching (Western) ED1571AB: Introduction to Teaching (Central/Eastern) ED0190: Practicum ED0290: Practicum In 1989, Gary joined our NLIP faculty team and has returned every summer to teach. Gary comes from Nova Scotia where he keeps busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at St. Mary's University. His academic qualifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from Nova Scotia. He is a recipient of an Excellence in Education Award from the Province of Nova Scotia. His career teaching and program development focused on literature-based language arts, and supervision and development of a holistic teaching model for P-6. �Profiles p. 3 Jeanne Grubin ED1351AA: NASL Methods Part I (Western) (ED14S1 combined with ED1351AA) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop IA and 1B: "Adapting Existing Materials Innovative Approaches" A busy educator, Jeanne brings with her many years of teaching experience. She received her Ontario Teaching Certificate in 1967. Jeanne completed the Specialist Certificate AQ program in Native As a Second Language at Lakehead University in 1991. Her other qualifications include Special Education and Guidance Specialist taken at Nipissing University. Jeanne worked as a Native Language Consultant for the Ministry of Education in 1989 - 90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 - 92. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. She keeps busy as instructor for local community and college programs, and as presenter/facilitator for education workshops. Jeanne comes from Wikwemikong First Nation, Manitoulin Island. Sllirley Williams ED1572AA: Development of the Child (Western) ED1572AB: Development of the Child (Central/Eastern) Presently a candidate for a Master in Environmental Studies Degree at York U Diversity, Shirley has found time to join our NLIP faculty team. Shirley received her Bachelor of Arts Degree from Trent University in 1983. Pursing her studies in Native language education, Shirley attained her Diploma in Native As a Second Language at Lakehead in 1989. She attended University of Oklahoma in 1991 receiving a certificate in curriculum writing. Serving on many committees, and being involved in community service, she keeps busy giving various cultural and language workshops. Shirley has published some Native language books and articles to be used as curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. located at Woodland Cultural Centre in Brantford. Shirley's home community is Wikwemikong First Nation, Manitoulin Island. Stephen Chase ED1573AA (Western) / ED1573AB (Central/Eastern) Current Issues in Native Language Education Stephen's home is Armstrong, Ontario where he has been teaching Grades 9 - 10 since 1991. He received his Master in Education Degree in 1985. He completed Part I of the Principals' Qualification Program at Lakehead University. His academic and professional appointments include positions as Assistant Professor and Sessional Lecturer at Lakehead during 1985-91. Stephen joined our NLIP faculty team in 1987 and has returned every summer except in 1992 to teach courses. Stephen is much involved in community service work and as presenter for various workshops on bilingual and bicultural education. Brian Maznevski ED1352AA: NASL Methods Part II (Western) ED1352AB: NASL Methods Part II (Central/Eastern) ED0190, ED0290, ED0390: Practicum Workshop SA and SB: "Music and Drama... " Brian has taught for NLIP for many summers and returns again for another busy session. His teaching career as an elementary school teacher began in 1977, and since 1988 has been teaching at Northbrae Public School in London, Ontario. Brian's special interest is in Music and Computers. His academic achievements include a Specialist in Special Education, Bachelor of Education. and Bachelor of Science from the University of Toronto. �Profiles Virginia Henry p.4 ED1353AB: NASL Methods Part III (Central/Eastern) ED1354: NASL Methods Part IV Virginia is from Saugeen First Nation. In May 1994 Convocation, she graduated with First Class Standing receiving a Diploma in Native As a Second Language. Virginia is also the recipient of the Dr. Henriette Seyffert Memorial Prize Award for attaining the highest average in Native Language Studies. She firmly believes in implementing and incorporating Native methods in teaching. Her knowledge and experience in Native traditions and customs will be an asset to our program. She is employed by the Lambton County Board teaching at Lansdowne School and at S.C.I.T.S. (High School), and also teaches an Adult Continuing Education Program. Virginia is a member of the Cuniculum Writing Team for Lambton County Board. Her contributions to NLIP has been as President for the NLIP Student Council and as an Elder. She keeps busy serving as an Elder, Spiritual Leader and Translator for the Anishnaabe Kendaaswin Publishing Project in Muncey. Isadore Toulouse ED1353AA NASL Methods Part III (Western) ED1574: Approaches to Bilingual Education Presently residing in Toronto, Isadore is a member of the Wikwemikong First Nation. He is a candidate for a Bachelor of Arts Degree from Trent University expecting to graduate this year. In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. This is his fourth year with the York Region Board of Education teaching Grades 1 - 12 at Sutton schools. He is busy establishing a First Nations Study Centre at the Sutton District High School. Isadore's other teaching assignment is with the Toronto Board of Education teaching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. His special interests and hobbies focus on arts and crafts, and following the Pow-wow trail. Ernestine Buswa ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 7A and 7B: "Herbal Medicine" Ernestine is Ojibwe-Odawa from the North Shore of Georgian Bay. Her classroom teaching career spans 26 years working for and with both Native and non-Native educators. She has been involved in all levels of education; local, provincial, and national for a total of 35 years. Ernestine earned her Ontario Teacher's Certificate at North Bay Teachers College. Her other academic achievements include a Primary Education Certificate from the Ministry of Education, a Bachelor of Arts Degree from Laurentian University, a Permanent Elementary School Teacher's Certificate, Standard 4, and is a candidate for a Degree in Master of Education. Along with her career in teaching, Ernestine has been involved in curriculum development and cultural education, herbal medicine, coordinating conferences, and being an Elder for our First Nations people. Jean Shawana ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 3A and 3B: "Curriculum & Medicine Wheel Jean joined our NLIP faculty a few years ago and returns this summer to share her knowledge and experience in teaching and traditional values. Jean earned her Ontario Elementary Teaching Certificate at Hamilton Teacher's College in 1975. She graduated with a Diploma in Social Services from Cambrian College in 1972. Jean's work in education and social services included positions such as Teacher/Principal, Administrator, Researcher, Advisor, and Economic Development Officer. Jean comes from Serpent River First Nation where she is kept busy with local government responsibilities. She is also busy giving workshops and doing consultant work in Native education. �p.5 Profiles Violet Shawanda ED0190, ED0290, ED0390: Practicum, Associate Teacher Workshop 6A and 6B: "Teaching NSL to Adult Classes" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. Violet's career objective is in the revitalization of our Native languages. She earned her "Teaching An Algonquian Language as a Second Language11 Specialist Certificate at the Native Language Instructors' Program in 1991. Other additional qualifications include Language Arts, Media I, Special Education Specialist, and Visual Arts Specialist Violet is a holder of the Ontario Teaching Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersville Secondary School, Mohawk College, Hamilton Native Friendship Centre and New Credit First Nation School. Violet worked as Native Implementor for the PONA documents for the Ministry of Education. Along with her teaching duties, Violet has been involved in curriculum and program development designing Ojibwe language programs for all levels from day care to adult Susan Sandau ED0190, ED0290, ED0390: Practicum, Associate Teacher Susan has been involved in Native language education since 1973. In the last twenty-one years, she has been employed by the Hearst Board of Education teaching Native language to grades one to eight She provided assistance in introducing and implementing a Native Language Program for the Primary Level at the Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987 at NLIP. Her professional activities include curriculum development, teaching Special Education in remedial classes and computer math at Primary and Junior levels. She is presently serving as Vice-President for the Ontario Native Women's Association in Hearst/Constance Lake. Ronald Kelly ED0190, ED0290, ED0390: Practicum, Associate Teacher Ronald is from Onigaming First Nation. From September 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher teaching all grades, Primary, Junior and Intermediate. He earned his Ontario Teachers Certificate, and the Diploma in Native Teacher Education at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991 at NLIP. This is the third summer Ronald will be with NLIP as Associate Teacher for the Practicum courses. Elizabeth Achneepineskum Workshop IA and 1B: "Native Arts and Crafts Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogoki Post.. She taught the Practicum Workshop "Native Arts and Crafts" last summer and is returning again to teach the same workshop. �p.6 Profiles Kathleen Greene Workshop 2A and 2B: "The Role of Traditional Teachings in the Home & School Kathleen of the Golden Eagle Clan is from Iskutewisakaygun #39 Independent First Nation (Shoal Lake, Ontario). She attained her Registered Nurse Certificate at St. Boniface Hospital in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her duties as Elder and Consultant for the Anishnaabeg people. She gives workshops on Traditional Teachings, Counselling and Healing. Florrie Sutherland Principal: NASL for Children Program For three summers 1990-92, Florrie was Associate Teacher for NLIP. She returns to join our faculty as Principal. She attained her Native Language Teacher Certification at NLIP in 1989. Last September, Florrie returned to Lakehead as a full-time student in a program offered by the Department of Indigenous Learning. She is a member of the Constance Lake First Nation, and taught the Native Language Program at the Constance Lake Day School during the period 19831988. Previous to that for four years, she worked with emotionally-disturbed children, ages 4 to 17, at Browndale Native Program at Thunder Bay Florrie keeps busy doing volunteer work with various Native awareness programs and activities. Tom Beardy OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II A recent graduate of the Native Language Instructors' Program, receiving his Diploma in Native As a Second Language, Tom has been busy as a Teacher and Translator in Ojibwe and/or Oji-Cree. Since 1989, he has been teaching Ojibwe courses during Fall/Winter sessions, and is a faculty member for NLIP during the summer. Tom has done an enormous amount of work translating legal terminology, for a project sponsored by the Nishnawbe-Aski Legal Services Corporation. A number of publications are now available for use by court interpreters and other personnel involved in the Euro-Canadian legal system. He is kept busy providing translation services for various programs and agencies. Laura James OJ2011: OJ3011: Field Study Ojibwe Immersion Laura attained her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. That summer, she attended University of British Columbia as a candidate for a Master of Education Degree. Laura has taken advanced courses in Native languages offered by NLIP. Last year, she taught the Native Language Program at Pelican Falls First Nation High School, and previous to that, taught at St. Patrick High School in Thunder Bay. She has worked as a Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University • During Mental Health workshops held at Confederation College, Laura participated as a Translator. �Profiles p. 7 Video Specialist Keith Clarke Keith's career goal is in broadcasting. In 1991 after completing high school with an Honours Ontario Secondary School Graduation Diploma, he enrolled in the Broadcasting: Radio and Television Program at Confederation College and he is in his graduating year 1994. He just completed his placement at Thunder Bay Television. He has taken courses in WordPerfect 5.1 and Photography. In 1991 from January to December working as a volunteer for Pickering Cable, he received a Pickering Cable Service Award for Outstanding Service. Keith's experiences include working as Theatre Technician for North Bay Arts Centre in 1989. Student Counsellor: NLIP Max Dokuchie This will be the second summer Max will be with us as Student Counsellor. Max enjoys working with people and as his future career goal, he will continue helping people. In 1992, Max graduated from the University of Manitoba, and went on to continue his studies in law at the University of Windsor. He is a candidate for L.L.B. in May 1995. His involvement in community activities include community legal aid work, assisting Native students with library research, group activities at Nanibijou Family and Cultural Centre, Manitoba Wheelchair Sports Association and development of a summer swim program for Esso Swim Canada. In 1989-92, he competed at. both National and International Competitions for the University of Manitoba Swim Team. George Rusnak Residence Assistant: NLIP George has completed the first year of the Native Family Worker Program at Confederation College where he made the Dean's List for academic achievement. This past year, George did his placement as Recreation Assistant at the Nanabijou Family and Cultural Centre providing assistance and planning activities. In 1992, he attained his Secondary School Graduation Diploma at St Patrick Secondary School. George has a St. John's Ambulance First Aid Certificate and a Hockey Coaching Level 1 Certificate. His special interest area is in sports; baseball and hockey. Coordinator: Odaminowin Day Camp Program Karina Skov A young ambitious individual, Karina looks forward to working as Coordinator once again. This will be her third summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forward to an exciting summer which offers a blend of cultural, educational and recreational experiences. Karina is currently enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She is a three time recipient of the Dean's List Certificate. Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. She likes to volunteer working with youth groups and team sports. Camp Counsellor: Odaminowin Carrie Atatise In September 1992, Carrie enrolled in the Native Family Worker Program at Confederation College and expects to graduate in May 1995. She did her field placement at Nanabijou Family and Cultural Centre. In June 1992, she attained her Ontario Secondary School Graduation Diploma at Geraldton Composite High School. Since 1988, her summer employment in various settings include working at the Longlac #58 Day Care Centre, and at Lac La Croix First Nation working as a Community Development Worker, Band Administrative Assistant, Receptionist and Recreation Worker. Carrie's related training include Crisis Intervention, Word Perfect 5.1, and has a Standard First Aid - St John Ambulance. Carrie is a fluent speaker of Ojibwe. �Profiles p. 8 Camp Counsellor: Odaminowin Tracy Kennedy Currently a student at Confederation College in the Child and Youth Worker Program, Tracy brings with her, skills and abilities in programming for children. She is a three time recipient of the Dean's List Certificate and expects to graduate in May 1995. She attained her Ontario Secondary School Graduation Diploma at Quinte Secondary School in 1990. Her related experiences include working as Program Coordinator for the Thunder Bay Boys and Girls Club (Jan.-Apr. 93), as Supply Teacher for Hastings Board of Education, and as Teacher's Assistant at Quinte Secondary School. Tracy holds Certificates in Basic Rescuer and CPR, Total Quality Improvement, Crisis Prevention and Intervention, Standard First Aid and Self Defense. Tracy volunteered as Camp Counsellor for Odaminowin during the summers of 1993 and 1992. Lila Tabachak Camp Counsellor: Odaminowin Last summer, Lila enrolled in the Child and Youth Worker Program at Confederation College. She did her field placement at Faye Peterson Transition House (Jan. 94 - May 94). Lila attained her Ontario Secondary School Graduation Diploma from Lakehead Board of Education Continuing Education Program. She has a Certificate in First Aid and CPR, and attended workshops on "Sexual Aggression: Treatment, Assessment and Policy", and "Children Who Witness Abuse: Treatment and Assessment Lila volunteered at Ogden Community Centre assisting children in recreation and ans and crafts. She also volunteered at Dawson Court and was involved in the "Adopt a Grandparent" program, which is visiting an Elder once a week for three months. Carmen Collings Camp Counsellor: Odaminowin Currently a student at Confederation College, Cannen finished her second year in the Child and Youth Worker Program. She attained her Ontario Secondary School Graduation Diploma at Stratford Central Collegiate High School. Cannen did her field experiences at Bruce J. McKitrick Centre, Creighton Youth Services, and at Vance Chapman School working with children and youth. She also worked at Shakespeare Public School in Stratford assisting in language arts and supervision. Her related experience includes working as Camp Counsellor for Optimism Place Phase II during the summer of 1991, and as a Child Care Worker in 1989-92. The Certificates she has are, CPI - National Crisis Prevention Institute Certification and St. John's Ambulance First Aid Carmen has attended some workshops on behaviour and child abuse. Camp Counsellor: Odaminowin Linda Gibbons Linda is presently completing the second year of the Child and Youth Worker Program at Confederation College. Linda is able to understand and speak some basic Ojibwe. In 1991, she received her Ontario Secondary School Graduation Diploma, and went on to complete her 6 Ontario Academic Credits in June 1992 at Rainy River High School. She did her field placements at Bruce J. McKitrick Centre and at Meno Bimahdizewin Child and Family Services. Her other experiences include working as a Resident Assistant for Sibley Hall Residence at Confederation College. Related courses taken are "Resident Assistant to Resident Manager" which includes counselling and intervention skills, and a credit course for "Non-Violent Crisis Intervention Training and Restraint Holds". Linda holds a Certificate, St. John's Ambulance Standard First Aid. � 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 NLIP Profiles Faculty and Staff 1994 Subject The topic of the resource Universities Description An account of the resource Native Language Instructor Program Profiles of Faculty and Staff 1994 with courses taught Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1994-07-01 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/60c059080aa1170176ab2f5c44860f20.pdf 44f3a9382b824511ae2c35be8b63787f PDF Text Text NATIVE LANGUAGE INSTRUCTORS' PROGRAM l?ROFlLES FACULTY AND STAFF SUMMER 1995 I • 1, , �• Native Language Instructors' Program Profiles of Faculty and Staff Summer 1995 Angela Moore AL1212AC: Oral Algonquian Part I (Cree) AL1232AC: Oral Alaonquian Part n (Cree) AL1210AA: Written Algonquian Part I • NAFL Ange1a's home is Cons1ance Lake Fll'St Nation. Along wilh her nineteen years of teaching experience for the Hearst Board of Education, Angela has been involved in development of Cree curriculwn, eranslation. and as a Sessional Lecturer and Consullant 81 NLIP. Ange1a possesses a Certificate in teaching Nalive language and a Teacher Assistant Certificate. She has saved as Cree Language Consultant and Translator for various projects sponsored by Timmins Cultural Centre, Hearst Board of Education and the Ontario Government Joanne LaBelle AL1212AA: Oral Algonquian Part I (Western) ED0190AA: Practicum Planning (Western) ED0290AA and ED0290AB: Practicum Planning Joanne is a NLIP graduate earning hf'Z Diploma in Native As a Second Language. She is currently employed by the Lakehead District Roman Catholic Separaie School Board as a Nalive Language Teacher. Joanne teaches 81 St Patrick High School. St Jude School. and Saaed Heart School. teaching grades Kindergarten to Grade 12. Before moving to Thunder Bay, Joanne taught grades JK - Grade 8 for lhe Gmtldton Roman Catholic Separale School Board. Reta Sands AL1212AB: Oral Algonquian Part I (Central/Eastern) AL1232AB: Oral Algonquian Part II (Central/Eastern) Reta received her Ontario Tcacher•s Certificate from London Teachers College. Her career as a teachf'Z began in 1963 and has been teaching in her home community 81 Walpole Island Fust Nation. Reta continued her sbldies part-time, and eventually received her Bachelor of Arts Degree in 1988, and her Bachelor of Education Degree in 1990 from Lakehead University. Reta has been on NI.IP faculty team since its implementation in 1981. She began participating as Associate Teacher in Practicum courses. and is now teaching Oral Algonquian coUJSCS. Tom Beardy AL1232AA: Oral Algonquian Part D (Western) AL2213AA: Oral Algonquian Part ID (Western) Tom received his Diploma in Nalive As a Second Language in 1993. Since 1989,he has taught Native language courses during the summer and fall/winter term 81 Lakehead University. Tom is presently involved in a Severn Ojibwe cmriculum project developing courses of swdy for the lnlroductory, lntennediate and Advanced Ojibwe courses. Tom has done an enonnous amount of work in consulting and ttansl81ion.projects. Several publications of his glossaries on "legal terms" are now available. AL2213AB: Oral Algonquian Part m (Central/Eastern) Lena is presently Coordina&or of the Native Language Instructors• Program. She auained her Master's Degree 81 York University in 1985. Hee area of concenttation focused on Nalive languages and culture. Lena has been on NLIP faculty team since the program •s implementation in 1981. Her past activities include roles as consultant. teacher and researcher. Lena Odjig White John O'Meara AL2233AA: NL2711: (biography not available 81 time of printing) Oral Algonquian Part IV • NASL Introduction to Native North American Linguistics �• Profiles p. 2 Jeanne Grubin ED1J51AA: NASL Methods Part I (Western) ED1351AB: NASL Methods Part I (Central/Eastern) Workshop 4A and 4B: "Songs In the Classroomtt Jeanne received her Ontario Teacher's CertificaJe in 1967. Jeanne completed lhe Specialist Certificate - Additional Qualification program in Native As a Second Language at Lalcehead University in 1991. Her other qualifications include Special Education and Guidance Specialist 1aken at Nipissing Univmity. Jeanne worlced as a Native Language Consultant for the Ministry of Education in 1989/90 and continued her consultant duties at Ojibwe Cultural Foundation in 1990 -1992. During the years 1971-89, Jeanne taught at Cecil Facer School in Sudbury. Gary Hannam ED1571AA: Introduction to Teaching (Western) ED1571AB: lntroductio■ to Teacbin1 (Central/Eastern) ED0190AB: Practicum Planning (Central/Eastern) In 1989, Gary joined our NLIP faculty team. He comes from Nova Scotia where he kee� busy as Principal for Annapolis Royal N.S. and is a candidate for a Master in Education at SL Mary's University. His academic quaJifications include a Bachelor of Arts Degree from SL Mary's and a Diploma in Educational Administration from Dalhousie University. In 1987-88, Gary was selected as an exchange teacher to the U.K. from N. S. He is a recipient of an Excellence in Education Award from the Province of Nova Scolia. Shirley Williams ED1572AA: Development or the Child (Western) ED1572AB: Development or the Child (Central/Eastern) Shirley is a candidate for a Master in Environmental Studies Degree at Yode University. She received her Bachelor of Arts Degree from Trent Univmi.ty in 1983 and attained her Diploma in Native As a Second Language in 1989. She attended Univmi.ty of Oklahoma in 1991 receiving a certificaJe in curriculum writing. Shirley has published some Native language curriculum resources. Her activities include duties as Elder and Consultant for the Sweetgrass First Nations Language Council Inc. She is a full-time faculty member at Trent University in Pererborough, Ontario. ED1352AA: NASL Methods Part Il (Western) Theresa Hoy ED1352AB: NASL Methods Part II (Central/Eastern) Nowquaibzhllcgoqual Ther� graduated in 1992 receiving her Diploma in Native As a Second Language. She earned her Bachelor of Education Degree at Lalcehead Universily and her Ontario Teacher•s Certificaie in 1992. Theresa earned her Bachelor of Arts Degree in Native Studies from Laurentian University in 1989. Her career experience as a Native language teacher has been with the Sudbury Board of Education, It.aching grades 1 10 8. Helen Wassegijig ED157JAA: Current Issues In Native Language Education (Western) ED1573AB: Current Issues iD Native Language Education (C/E) Helen is a recent graduate receiving her Diploma in Native As a Second Language. She is a1so a recipient of the William A. West Medal as a student with the highest ranking in the NLIP program. Helen earned her Bachelor of Fine Arts Degree and her Bachelor of Visual Arts Degree from the University of Ottawa. She continued her studies receiving her Master of Arts Degree from Carlcton Univcnity. Helen has five years experience teaching Ojibwe. She has aaught at Algonquin College, Odawa Native Friendship Cenare and the University of Montreal. Isadore Toulouse ED1353AA: NASL Methods Part III (Western) ED1574AA: Approaches to Bilingual Education In 1992, Isadore graduated from NLIP with a Diploma in Native As a Second Language. Isadore is a candidate for a Bachelor of Arts Degree from Trent University. This is his fifth year with the York Region Board of Education teaching Grades l - 12 at Sutton schools. Isadore's other teaching wignment is with the Toronto Board of Education It.aching a Continuing Education Adult Program held at the Native Canadian Centre of Toronto. �Profiles p. 3 Sandra Peltier ED1353AB: NASL Methods Part Ill (Central/Eastern) ED0390AA and ED0390AB Practicum Planning Workshop 6A and 68: "Resource Exchange and Development" Sandra just finished her tenn conrract as Anishinabeg Language Consultant for the Woodland Cultural Centte at Brantford. In 1991, Sandra graduated from Lakehead University receiving her Part 3 Specialist Certificate in Native As a Second Language. In 1983, she earned ha Ontario Teacher's Certificate at Lakehead. Last year, she received her Bachelor of Arts Degree also from Lakehead University. Sandra's experience includes various roles as a Native language teacher, as an education/social counsellor and as a consultant. Mary Lou lahtail ED13S4AA: NASL Methods Part IV ED4743: Native As a Second Language Specialist • A.Q. Part I Mary Lou graduated with an Ontario Teacher's Certificate at McMaster University in 1975. She received her 3·Part Specialist Certificate in Native As a Second Language in 1991 at Lakehead University. Currently. she is a candidate for a Degree in F.ducation and Law in Native SWdies 81 Laurentian University. Mary Lou has perfonned various roles, one of them as "District Officer" for 3 years for lhe Ombudsman of Ontario, Tunmins and James Bay area. She has experience as a Cree teacha, consultant, counsellor, and translator. In 1977, she was appointed and is still presently serving as Justice of the Peace on and for the Province of Ontario in Attawapislcat and Moosonee areas. Violet Shawanda ED0190, ED0290, ED0390: Practicum • Associate Teacher Workshop SA and SB: "Teaching a NSL Secondary Program" Violet joined our NLIP faculty team as Associate Teacher and Workshop Instructor in 1992. She earned her "Teaching An Algonquian Language as a Second Language" Specialist Certificate 81 Lakehead in 1991. Other additional qualifications include Language Ans, Media I, Special F.ducation Specialist, and Visual Ans SpecialisL Violet is a holder of the Ontario Teacher's Certificate. Since 1989, she has taught Ojibwe at New Credit Day Care Centre, Hagersvilte Secondary School, Mohawk College, Hamilton Native Friendship Centte and New Credit Fust Nation School This past year, Violet taught Ojibwe courses at McMaster University. Susan Sandau ED0190, ED0290, ED0390: Practicum • Associate Teacher CR1010: Introduction to Cree • Part I CR1012: Introduction to Cree - Part II For 21 years, Susan was employed by the Hearst Board of Education teaching Native language to grades one to eighL She assisted in introducing and implementing a Native Language Program for the Primary Level 81 lhe Constance Lake First Nation Day School. Susan received her Diploma in Native As a Second Language in 1987. Her experience include curriculum development, teaching Special F.ducation in remedial classes and computer math • Primary and Junior. ED0190, ED0290, ED0390: Practicum . Associate Teacher Ronald Kelly Ronald is from Onegaming First Nation. From Sepicmber 1978 to February 1994, Ronald was employed as a Classroom/Native Language Teacher reaching all grades, Primary, JW1ior and lntennediale. He earned his Ontario Teacher's Certificate, and the Diploma in Native Teacher F.ducation at Lakehead University in 1978. He also earned his Specialist Certificate in Teaching Algonquian As a Second Language in 1991. Dona Fiddler ED0190, ED0290, ED0390: Practicum • Associate Teacher In 1987, Dona graduated with a Diploma in Native As a Second Language. She is a recipient of a Certificate of Appreciation from Program Council West for recognition in her work on a team to improve curriculum development and implementation. Dona is presently employed by the Lalcehead District Separate School Board, 1eaehing Native language programs at Our Lady of Charity School and Bishop Gallagher School. �Profates p.4 Workshop 1A and 1B: "Native Arts and Crartsu Elizabeth graduated from NLIP in 1992 with a Diploma in Native As a Second Language. She has taken Advanced Courses in the "Institute" Program. Elizabeth teaches at Henry Coaster Memorial School in Ogolci PosL Elizabeth Achneepineskum Workshop 3A and 3B: "Medicine Wheel Circle or Liren Doris will be completing her Diploma program in Native As a Second Language this summer. She has been teaching Ojibwe at Sault College, and has been extensively busy working on computer-assisted programming on Native language. Because she also has been gaining knowledge and has presented several workshops on the Medicine Wheel, she agreed to do the practicum workshop on this topic for the NLTC students. Doris Boissoneau OJ1010: Introduction to Ojibwe I OJ1012: Introduction to Ojibwe II Laura earned her Bachelor of Arts Degree and her Bachelor of Education Degree at Lakehead University in 1991. She has taught Native Language Programs at Pelican Falls Fust Nation High School, and at St Patrick High School in Thunder Bay. Laura worked as Linguist Assistant for research projects at Cat Lake First Nation and also at Lakehead University . This past year, she taught Ojibwe courses during the falVwinter tenn at the Faculty of Education. Laura James NL3531: Composition OJ2001: Intermediate Ojibwe {biography not available at time of printing) Elsie Stoney NLIP Counsellor Elder-in-Residence Workshop 2A and 2B: "The Role or Traditional Teachings in the Home & SchooP' Kathleen of the Golden Eagle Clan is from lskutewisalcaygun #39 Independent Fust Nation (Shoal Lake, Onlario). She atlained her Registered Nurse Certificate at SL Boniface Hospilal in Winnipeg, and a Bachelor of Social Work Degree at the University of Manitoba. Kathleen keeps busy with her various roles as Elder, Counsellor, Traditional Teacher and Consultant for the Anishnaabeg people. Katl,/een Greene Florrie Sutherland Principal: Student Teaching and NASL ror Children Program Florrie atlained her Native Language Teacher Certification in 1989 and is presently a full-time student in a B.A. degree program offered by the Department of Indigenous Leaming. Florrie was Associate Teacher for NLIP in 1990-92. She !aught the Native Language Program at the Constance Lake Day School during the period 1983-1988. Previous to that for 4 years, she worked with emotionally-disturbed children, ages 4 to 17, at BrowndaJe Native Program at Thunder Bay. Coordinator: NASL for Children and Odaminowin This will be Karina's fourth summer with the program. With the skills and abilities she has in children's programming, the participants of the Odaminowin Day Camp can look forwanJ to another exciting summer. Karina just graduated in May 1995 receiving her Diploma in Native Family Worker Program at Confederation College. During her years of study, she achieved and maintained her academic status on the Dean's List Along with her Ontario Secondary School Graduation Diploma, Karina took other courses on behaviour and cross-cultural ethics. Karina Skov � 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 NLIP Profiles Faculty and Staff 1995 Description An account of the resource Native Language Instructor Program Profiles Faculty and Staff 1995 and courses taught Creator An entity primarily responsible for making the resource Native Language Instructor Program Faculty of Education Source A related resource from which the described resource is derived Lakehead University Date A point or period of time associated with an event in the lifecycle of the resource 1995-07-01 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/2ae838f75f9aec9f3febf3e61a32d3e9.pdf 5998d0b65e660ac1c2c7b12563d4112b PDF Text Text ��Coordinator's Message Aanii/Boozhoo! Aaniish naa? Gdoo-gchi kinoomaagem na go aanwi? Mii go pane ndamtaang kinoomaageng Anishnaabemowin. Znagaangzhem go memdige go naa nongo wii bmi zhitoong waa nokaazang kinoomaageng Anishnaabemowin. Mii dash go naa bemi piichtaaying gegii nwi. How is everybody? I am sure you are all very busy teaching Anishnaabemowin? It is challenging and hard today to teach Anishnaabemowin when there are so few curriculum materials and resources out there for our native language classrooms. When we look back we can see how far we've come and see the amount of work our Native Language Instructors have produced! We just need to keep doing what we are doing with our Native languages. We wish to extend our congratulations to all the students who successfully completed their program this past summer. Best wishes in your endeavors. ,, A reminder to the students who need to do their ''teaching experience , if you have not yet made arrangements with a school, you should start seeking a placement soon. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official and send the form in to the NLIP office. Students who have already taken Year 4 should be certain to register and 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 2002 Convocation exercises. If you have any questions concerning your practicum, please to not hesitate to call. Our planning is underway once again for the summer session 2002. Dates for the 2002 NLIP session are July 2 to July 26, 2002. Student evaluation of the program conducted in July 2001 indicated that students requested names and addresses and phone numbers of fellow NLIP students for sharing purposes. We are unable to provide these because of the Freedom of Information Act, which prevents us from divulging such information in this newsletter. Some preliminary infonnation about courses and programs for summer is included in this newsletter. We wish everyone a pleasant holiday during Christmas and the New Year! Gdinmilcaagoom Miinwaa! -- ... :..--< ' . �--/4�- � (Season's Greetings Once Again!) .- , , "-.Jl' �/ I' �, / ,., u� / _ ,,Helen Wassegijig, Coordinator v/ _ Native Language Instructors' Program Native Language in Ontario Vol. 12, No. 3 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2002 NLTC - NATIVE LAN6UA6E TEACHERS' CERTIFICATION PR06RAM (July 2 - 26) This progrom is for students wishing to teC1Ch an Algonquian language as a second la nguage in the province of Ontario. This is a three-summer program It.a.ding to teacher certification in tt.a.ching an Algonquian language GS a second language. The Ontario Coll• of Teachers issues a Certificate of QualifiC4tions (Restricted) upon successful completion of the program. This progra,n is four weeks in duration, which includes one week of workshops. NASL - NATIVE AS A SECOND LAN6UA6E DIPLOMA PROGRAM (July 8 - 26) 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 la nguage instructors. The diploma, issued by Lakehead University, is for students concentrating in teaching Native as a second la nguage. Out-of-province second language instructors usually choose this program. Graduates of NLTC may transfer into year four of this program after fulfilling the NI.IP practicum requirement. This program is a three-week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LAN6UA&E DIPLOMA PR06RAM (July 8 - 26) 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 litel'ClC)' and Native language arts. This program is a three-week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). Et> ◄743 At>t>ITIONAL QUALIFICATION-SPECIALIST IN NASL PART I (July 2 - 26) SUMMER CREDIT COURSES IN LANGUAGES ANt> Et>UCATION OJIBWE 1010 Introduction to Ojlbwc I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00 - 7:30 p.m. Monday thru Thursday Date: July 2 - 22, 2002 OJIBWE 1012 Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. 5:00 - 7:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 CREE 1010 Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. 11:00 o.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 2 - 22, 2002 CREE 1012 Introduction to Cree II Development of conversational skills ond practice in writing. 11:00 a.m. - 1:30 p.m. Monday thru Thursday Time: Date: July 24 - August 14, 2002 NL 2711 Introduction to Native American Unguistics A survey of the native languages of North America Time: 10:30 a.m. - 12:30 p.m. Date: July 8 - July 26, 2002 NL 3551 Children's Utcroturc In response to issues of language teaching/learning pedagogy. (as a language learning tool). Time: 1:30 p.m. - 3:30 p.m. Date: July 8 - July 26, 2002 Native Language in Ontario Vol. 12, No. 3 2 �OBITUARIES Biidowe'aanmido-Kwe GIZAAGIGOO MAA PII KA WAABMI60O IN LOVING MEMORY Lillian Roberta (Osawamick) Bourgeois March 4, 1961 - March 01, 2001 Lilly (Osawamick)Bourgeois, 3rd Degree Midewiwin kwe of the Bear Clan, passed away at Sunnybrook Health Science Centre, Toronto, on Thursday March 1, 2001 at the age of 39 years. Lilly was born in Little Current, daughter of John Osawamick and the late Florence {Neganigwane) Osawamick. Lilly was a teacher of the Ojibwe language in Peterborough for the past two years. She also enjoyed teaching traditional customs such as jingle dress dancing, drum making and strived for the wellness of all who knew her through health and fitness workshops. Lilly was the Chief Jingle Dress Dancer of the Three Fires Midewiwin Lodge. Beloved wife of Paul Bourgeois of Peterborough. Dear mother of James {Giizhigaatemonidoinini), Alexander (Wassaygezik) and Marion (Pizhiiskwe),. Loving sister of Barbara (Tom), Martina, Stan, Gert (Max), Bev (Louis), Pat, Ann-Marie (Patrick), Joseph(Clara), Darlene (Randy), Elizabeth (Gerard), Predeceased by a sister Jean and a brother Johnny, Dear niece of James (predeceased) wife Celina, Lavina (predeceased) husband John Lewis, Eva Cywink (husband Nick Predeceased), Jerome (predeceased) wife Theda, Agnes Webkamigad husband Henry, Shirley Williams, Isadore wife Verna and Rosella Kinoshameg husband James all of Wikwemikong, Christine Osawamick and great uncle Hector Shigwadja. Also survived by many nieces and nephews. Friends were received at Wasse Abin High School, Wikwemikong on March 3, 2001. Funeral Service was held on Monday March 5, 2001 at Wasse Abin High School with Lee Staples officiating Native Language in Ontario Vol. 12, No. 3 3 �IN LOVING MEMORY Justin Thomas James Alexander Gunner July 18, 1985 - October 03, 2000 Justin Gunner passed away at the Thunder Bay Regional Hospital, McKellar site on Tuesday October 03, 2000 at the tender age of 15 years. Justin was born and raised in Moose Factory, youngest son of N.L.I.P Administrative Assistant Diane Maybee (Phillip Nakogee) and oldest son to William Gunner (Sheila Wapachee) of Moose Factory. Justin relocated to Thunder Bay to attend High School in September 1999. Justin was a very unique individual who always had a heart for others and was not afraid to let people know how much they meant to him. All that came to know him during his short time with us sadly misses him. Loving brother of Sean, Miranda and Dwayne, and stepbrothers Colin, Stephen and Michael. Proud uncle of Trae and Teara. Predeceased by his grandparents Alex and Clara Gunner. Also survived by his grandparents Raymond and Marion Maybee and several Aunts, Uncles, cousins, and several friends from Moose Factory and Thunder Bay. Friends were received at Jenkins funeral home in Thunder Bay on Wednesday October 4, 2000. Funeral was held at the St,. Thomas Anglican Church in Moose Factory on Sunday October 8, 2000 with Wayne Macintosh officiating. Native Language in Ontario Vol. 12, No. 3 4 �REMEMBERING Ellen (Cub-dee) Mathilda Migwans nee Corbiere November 16, 1941- September 20, 2001 0 Great Spirit Whose breath gives life to the world and whose voice is h£ard in the soft breeze We need your strength and wisdom May we walk in Beauty May our eyes ever behold the red and purple sunset Make us wise so that we may understand what you have hidden in every leaf and rock Make us always ready to come to you with clean hands and straight eyes so when life fades. as the fading sunset our spirits may come to you without shame. IN LOVING MEMORY Ellen (cub-dee) Mathilda Migwans Predeceased by her parents Paul & Mabel Corbiere, husband Joseph Migwans, infant son Michael. Dear Friend of bill Ferguson of M'Chigeeng. Beloved mother of Fred (Leah), Sylvia (Bernard) Ense, Lealand, Russell (Beatrice) all of M'Chigeeng. Clyde (Colleen) of Wikwemikong, Lorraine of Sault Ste. Marie, Rhoda (Jeremy) Epp of Calgary, Joe (Marge) of Whitehorse. Loving grandmother of Ryan, Sage, Wasnode, Adam, Vince, Tashina, Marlon, Marshall, Nathan, Joseph, Jordan, Neil, Brooke and Russell Jr. Sadly missed by brothers and sisters Archie (Hilda) Corbiere, Alvin (Angeline) Corbiere, Veronica Corbiere, Shirley (Klaus) Kaiser, Nancy Corbiere (Eric), all of M'Chigeeng. Rosalind (Andrew) Shigwadja of Orillia, George Corbiere of Orillia, Sylvia Shawanda (Edward) of Birch Island, Caroline Corbiere of Sudbury, Orien Corbiere of Thunder Bay. Remembered by many nieces, nephews and friends. Friends were received September 21, 2001 at M'Chigeeng Community Complex. Funeral was held at the Immaculate Conception Catholic Church in M'Chigeeng with Father Foliot officiating. Native Language in Ontario Vol. 12, No. 3 5 �ANNOUNCEMENTS APPLICATIONS FOR THE 2002 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU HAVE NOT RECEIVED YOUR PACK.AGE OR IF YOU WOULD LIKE ADDITIONAL PACK.AGES, PLEASE CONTACT DIANE MAYBEE AT (807) 343-8542 LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS NLT C GR A D U A TE S AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SCHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY STUDENT NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS Native Language in Ontario Vol. 12, No. 3 6 �A N OTE FROM T HE N A TIVE LANGUA G E IN S TRU C TORS 'PROG RA M If you are a recent NLIP Graduate and you would like to remain on our Newsletter mailing list, or you know someone who would like to receive this valuable resource, Please contact Diane Maybee at the N.L.I.P. office At (807) 343-8198 FU LLY FURNI S HE D A C A DE MY SU I TE S Poli-Rentals #12 - 144 Academy Drive Thunder Bay, ON P7B 5J2 Comfortable Furnished Accommodations At Affordable Prices Ap� Towntff,Qt#et' Weekly $450.00 Weekly $500.00 Bi weekly 800.00 Bi weekly 800,00 Monthly 1,400.00 Monthly 1,400.00 Long Term - On request For your convenience we offer: Clean, comfortable, spacious units. Kitchen with fridge and stove, 4-piece bath, Utilities included, Cable T.V., Parking, Weekly cleaning. Apartments - large storage area, some have-balconies & walkups. Townhouses - storage in basement area. And so much more... Centrally located to: Lakehead University, Canada Games Complex, Thunder Bay Community Auditorium, Thunder Bay Charity Casino, Confederation College, Superstore, Intercity Shopping Center. For more information or for reservations Call: 1-807-474-7472 or Fax: 1-807-345-6343 Native Language in Ontario Vol. 12, No. 3 7 �EMPLOYMEN T OPP ORT U NITY N ATIVE LAN GUAGE I N STRUCTO R AT Awashaishuck 1296 Weston Road Toronto, O N M6M4R3 Phone: (416) 242-12 64 Fax: (416) 242-9929 Liz Hammond Assistant Executive Director Clo Anduhyaun Inc. BOOK LAU N C HIN G AT WALPOLE ISLAND HERITAGE CENTRE DECEMBER 20th , 2001 OF NISHNAABEMOWIN REFERENCE GRAMMAR BY: J. RAN D OLP H V ALEN T INE UNIVERSiiY OF TORONTO PRESS Native Language in Ontario Vol. 12, No. 3 8 �TO ALL NLIP/NLTC STUDENTS THE OFFICE OF THE REGISTRAR WOULD LIKE THE NLIP DEPARTMENT TO INFORM ALL OF OUR STUDENTS THAT THEY WILL NO LONGER BE DISTRIBUTING ANY OFFICIAL OR UNOFFICIAL TRANSCRIPTS TO ANY STUDENTS UNTIL THEY RECEIVE A FEE OF $8.00 EFFECTIVE IMMEDIATELY STUDENTS WILL BE RESPONSIBLE FOR RETREIVING THEIR MARKS FROM THE OFFICE OF THE REGISTRAR THE CONTACT NUMBER FOR THE ONTARIO COLLEGE OF TEACHERS HAS CHANGE[) TO (416) 961-8800 EXT. 330 IF YOU NEED TO INQUIRE ABOUT YOUR RECORDS WITH THE ONTARIO COLLEGE OF TEACHERS ANY ADDITIONAL QUESTIONS IN REGARDS TO THE PROGRAM YOU CAN CONTACT THE NLIP OFFICE DIANE MAYBEE (807) 343-8542 - (dmoybee@mist.lokeheadu.co) HELEN WASSEGIJIG (807) 343-8003 - (hwassegi@mercury.lakeheadu.ca) Native Language in Ontario Vol. 12, No. 3 9 �Me"JJ cb;stmas aHJ HO/ll'JJ Nell' Year to all St11�11ts 1mJ su,lfof� Native LIIHg,tllffC .Pl'DpAffl. 11,,e, � � are,, r-etur� to- � Ncxt:"we,, L� I n.m-uctor1 Pr�a,,m, CU'l.d,, lf yow are,, lf\l the,, t� field., prepare,- yO'Uf"' � tnat"e.r� Yow Ca..11 hr-�YO'Uf"' materla,w, i.te.nw, CU'\d,, objec.t},foy v� � 1rli4,; w� yow haNe,, yOU¥ mater-£.a.4, read.:Y CU'l.d,, � onfy to- bet wr-itt"et1.t o«t: for � year two- CU'l.d,, three--�� wai be, �the,ir pr-act:u;,uwi,, waL be, �to-�the,,year one,,� If eteyone, ha¼- q�� or co-ncer� for n.e.-,a- yea,,- for the,,� ofJ� yow 00-r\lco-n:ttu:t" �ate� La]c,e,, SchcoL � p'h<m,e,, � (705) 463 -4101 (lea.>ve- at � CU'l.d,, I waL calL yow back,, c,.fte.r work,, at 3:30 p. mt. or�� (705) 463-4124. w florrie/ SutherlaruL Ncxt:"we,- L� I n.m-uctor1 Pr�a,,m, Staff Native Language in Ontario Vol. 12, No. 3 10 �UPDATE: THE PROPOSED ONTARIO TEACHER QUALIFYING TEST AND YOU If you recall, last July we mentioned that the Ontario Government wanted to pass legislation called the Quality in the Classroom Act that would require all new teachers seeking certification from the Ontario College of Teachers to take the " Ontario Teacher Qualifying Test''. At that time we told you that we would update you on the situation if and when we heard anything. While the news is that there is no news, here is what we know so far. According to Dr. Anthony Bartley, our Lokehead University Faculty of Education representative to the Ministry of Education meetings on Teacher Testing, there is not much to report because there has been a news blackout on this issue until the legislation is passed sometime in January of 2002. Dr. Bartley says, however, that the focus of testing will probably be on teachers seeking regular certification and not teachers applying for "restricted certificates" such as the ones for teaching the Native languages as a second language. But he goes on to warn that this is his opinion and that nothing has been said directly or officially to support or refute it. We have since learned from Lucy McCartney, an Ontario Ministry of Education (OME) employee who sits on the Ontario Teaching Testing Project Advisory Committee, that the bill is in its 3rd reading and testing will definitely take place in Spring 2002. McCartney also said that they have not yet defined which categories of student teachers the legislation will affect. When we consulted with Keith Lickers, an Education Officer in the Curriculum and Assessment Policy Branch of the OME, he could not say whether or not NLIP students will have to take the test, but he did provide details on the test itself. Here is what he said: Native Language in Ontario Vol. 12, No. 3 11 �ONTARIO TEACHER QUALIFYING TEST IT'S PURPOSE: It will test student teachers skills in classroom management, teacher strategies, and problem solving. WHAT IT WILL INVOLVE: It is a 3-hour test comprising scenario and multiple-choice questions. Test will be marked by Ontario teachers and faculty staff. The test is not focused on specific subjects. WHAT HAS HAPPENED SO FAR: It was pilot tested in October 2001 and will be field-tested with volunteers in December 2001 and January 2002. The first real tests will be administered April 27, 2002. FOR MORE INFORMATION: A backgrounder on the legislation is available at the Web site: http://mettowas21 . edu. gov. on. ca/eng/document/nr/01 . 1 0/bq1 0 1 5 . html Native Language in Ontario Vol. 12, No. 3 12 �NATIVE LANGUAGE RESOURCES Eshkintam Nishinaabemang Mzinagan Introduction to Nishnaabemwin Author: Professor Shirley Ida Williams 2001/2002 Native Studies Department Trent University NEW Weshki-Bmaadzijig Ji-Noondmowaad (a series of short stories by Andrew Medler in Anishnaabemowin) Edited and Annotated 'By: J. Ra+'ldolpJ-\/ v�� NISHNAABEMWIN REFERENCE GRAMMAR 'By;J. 'Ra+'\dolpJ-\/V�� University of Toronto Press Will also be at the Book Launching Walpole Island Heritage Centre December 20th , 2001 Native Language in Ontario Vol. 12, No. 3 13 �The Ontario Curriculum Grades 1 -8 Native Languages 2001 This publication is available on the Ministry of Education website at http ; //www . edu . gov . on . ca The Ministry of Education is developing three Native Language resource guides on grammar for 1) Ojibwe and Cree Languages; 2) Delaware; and 3) three Iroquoian languages - Cayuga, Mohawk and Oneida. The first two are virtually complete and ready for printing. The third is currently being developed. It is the intent of the Ministry to have them printed and distributed this school year. The resource guides are supplementary and complementary to the Native Language policy documents for Grades 1 to 12 that have already been released to schools. The resource guides are an effort by linguists and fluent speakers of the Native languages to produce a significant resource for language development. The Native language program, as outlined in the curriculum policy documents, focuses on the communicative aspect of language. Effective communication depends on accuracy and clarity of expression. Therefore, grammatical accuracy is emphasized which makes the new resource guides an important support of the program. This project has presented a real challenge in that no grammar publications for any of the Native languages taught in Ontario are available - which partly explains why the project has been so long in development. The release of these resource guides will complete the Native Language program as part of the new Ontario curriculum Native Language in Ontario Vol. 12, No. 3 14 �IMMERSION PROGRAMS Boozhoo aaniin, Sam Senecal ndiznikaaz, Bakting doonjibaa, Ojibwe Cultural Foundation naakiiyan as the Anishinaabemowin Program Director. I've spent the last six years employed by Sault College of Applied Arts and Technology as the Ojibwe Language Initiatives Coordinator. My position is funded through INAC and is a partnership between Anishinaabemowin Teg Inc. and the Ojibwe Cultural Foundation. My job duties at the Ojibwe Cultural Foundation will be to coordinate and implement Immersion programs for the OCF's 16 member First Nations. I will also be updating and implementing the language component of the OCF website. The address is www.ojibwe.on.ca but please be patient it's going to take a little time. I will also be planning and coordinating the annual language conference hosted by Anishinaabemowin Teg Inc. The tentative dates for the conference are March 27 - April 1, 2002 and will take place at the Vegas Kewadin Convention Center located in Sault Ste. Marie, Michigan. So make plans and arrangements to attend this conference. I can be reached through email sam . senecal@onlink.net or telephone (705) 3TT-4902 or fax (705) 377-5460. Naahow, baa maa pii ga-gii-ginoomin miinwaa Native Language in Ontario Vol. 12, No. 3 15 �IMMERSION WORKSHOPS Approval to print from the Newletter of the Walpole Island Heritage Centre. Anishinaabemowin Program Up-date (�by: Mar�P�J-i C� Ve-velopmet1.t0{f(,ce,r) The Tuesday night Anishinaabemowin Language Classes are doing well. Our instructor Dorothy Cameron is receiving a warm welcome from the participants. Classes run from 6:00 to 8:00 p.m. at the Walpole Island Elementary School Library. Light refreshments are provided. Classes are FREE to all community members. Our average number of participants each week is 25-30 community members some parents are even bringing their children. Future plans are being made to offer a 2nd class for beginners only. Watch for more information about the •Beginners" class. Come join us! Two Anishinaabemowin Immersion Workshops were. held on Saturday October 27 and Sunday November 18, 2001 at the United Church Hall. The. immersion workshops involve the recruitment of various experts in the language and also skilled artists, craftsmen, cooks, etc. leading the sessions. The Workshops provide hands-on activities and learning the Ojibwe words associated with that activity. October's topic was Halloween and November's topic was Quilting and Remembrance Day. The December Immersion Workshop will take place on Saturday December 15, 2001 with the topic of "Preparing Christmas Dinner". Workshops are free to all community members. The Aamjiwnaang (Sarnia) First Nation has invited our community members out to their Anishinabe Language Class, which take place on Wednesday evenings from 6:30 to 8:30 p.m. at the Community Centre. Also, we are invited to their next Immersion program on January 18-20, 2002 at the Community Centre. If you have any questions about any of the above, give me a call at (519) 627-6072, ext. 224 or email me at_petersmk@kent.net Miigwech Coming soon to a Walpole Island Heritage Centre near you! THOUSANDS OF YEARS IN THE MAKING J. Randolph Valentine's NISHNAABEM WIN REFERENCE GRAMMAR University of Toronto Press Watch for more info at the book launch Dec. 20th , 2001 Native Language in Ontario Vol. 12, No. 3 16 �SHARING SECTION Native Language in Ontario Vol. 12, No. 3 17 �MONTHS OF THE YEAR: GIIZISOOG Words for these calendar expressions will differ according to a geographical area as they relate to seasons and activities of that location. There may be some variations in spelling. Write them that way they are expressed in your dialect and community usage. Here are some: Southwestern Ontario Northwestern Ontario JAN. Mnidoo-giizis FEB. Mkwa-giizis MAR. Naabdin-giizis APR. Poopoogami-giizis MAY Nmebne-giizis JUNE Waabgonii-giizis JULY Miini-giizis AUG. Mnoomni-giizis SEPT. Waababagaa-giizis OCT. Bnaakwii-giizis NOV. Baashkaakodin-giizis DEC. Mnidoo-giizoons Chi-biboon-giizis Mkwa-giizis Ziisbaakodike-giizis Waawaaskone-giizis Gtige-giizis Ode'mini-giizis Miini-giizis Datkaagminani-giizis Mdaamnike-giizis Bnaakwii-giizis Gshkadni-giizis Shki-biboon-giizoons Lake of the Woods Biji-biboon Migizi-giizis Aandego-giizis Maango-giizis Gitigewi-giizis Ode'imini-giizis Aabita-niibini-giizis Miini-giizis Waatebagaawi-giizis Binaakwewi-giizis Kashkadino-giizis Moojigiziwi-giizis by: Anishnaabe language Teachers of Manitoulin & North Shore Source: Walpole Island 1978 Calendar by: Irene Scott Whitedog, Ontario Manitoulin/Central Ontario THE •TEN COMMANDMENTS" FOR NATIVE LANGUAGE TEACHERS THESE ·coMMANDMENTS" WERE RECOVERED FROM OUR ARCHIVES AND WE WOULD LIKE TO SHARE THEM WITH YOU: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Prepare your lessons well beforehand so you know exactly what to do and what to take with you. Keep a daily record of your lessons. Call the Principal in plenty of time if you are going to be absent or late. Cause respect to fall upon your program in everything you do. t>on't waste class time in translating, or using English Don't teach lists of words, teach whole ideas: sentences, paragraphs. Don't concentrate on individual children while the rest of the class gets out of hand. Don't gossip about any child, member of staff, or school policy. Respect the principal, ask him or her for help and advice when you need it. Teach your classes not only to know their language, but also to •1ove" it. Native Language in Ontario Vol. 12, No. 3 18 �NATIVE CALENDAR ( Cree) .. JANUARY FEBRUARY - HICKED··• HONTH KISE P ES IN . EAGLE MONTH HIKISIW PESif1 HARCH GOOSE MONTH APRIL FROG_ HONTH NISKI PESIH r p r' o c,- np j\ r'" I\ ,.ic:.. AYEKI 0ESIH LAYING MONTH HAY P INIWAWE PESIH JUNE HATCHING MONTH PASKAWE PESIM MOULTING MONTH PUSKO P ES IH AUGUST FLYING MONTH OHPAHOO PESIM -0 .a, ,.. II- SEPTEMBER . OCTOBER �i>, • J:l NOVEMBER ···················· ·· ···· ·· ***•• 11ATING HONTH NOCHIHITOO PESIH ..or,�::, /\ �c. FREEZING HONTH KUSKUTINO- PES IH ..........•! ...... ��···�······· FOGGY MONTH - - - YEKOP EW P ES IH a, DECEMBER DRIFTING HONTH.. PAW.AS TUN PES IM Native Language in Ontario Vol. 12, No. 3 19 �LANGUAGE ANV LEARNING REFLECTIONS BY: Ar-n,ol.d;p. I�� August 1992 The following essay is a reflection on the nature of language and the nature of the learner. In the process I collected on the experiences I have encountered throughout my lifetime and what I have had the pleasure of discovering in my linguistics classes at Lake.head University in the summer of 1992. As an Ojivway from the Rama First Nation, I spent the first years of my life on an Indian reserve along with my own nationality. I can remember those days as a child with my family and community members speaking and playing in the native tongue. My grandmother would always speak to my brother and I using the Ojibwe language. She would use it in everyday life, with legends and stories during the winter months and before bedtime. To me, it was the most beautiful and descriptive language I had ever heard. I am sure that my person from another nationality would say the same thing about their language. Anyway, this would not be hard to understand as it is my first language and the only other language I had to compare it to was English, which I understand is a borrowed language. It was not until the early sixties that I was ushered off to a non-native School and environment in the nearby town of Orillia, Ontario, which at the time had a population of about 13,000. I was not totally foreign to the new language, but now I was learning and doing everything in English for the better part of every day. Suddenly things were different, structured, not as much fun. Physical punishment was now the new way of doing business and it was not uncommon to see the native youngsters lined up outside the Principal's office waiting to get the strap for being ourselves. After a few years, I began to realize that we were using less and less of the Native language. It was not up until 1984 that we as a community started to do something about the problem by sending people to Lake.head University to receive some learning and training skills. I was the first person from our community to take the course. Then the following year, another three came as well, all of who are working with the language in some form or another today. There was and is a real feeling of loss of identity and heritage within us. I was one of those people who was genuinely concerned and who took a positive step to rejuvenate the language, not only by increasing any knowledge of the language, but by encouraging others to speak and learn to teach. Also, it was through my initiative that a language program was in the daycare center. I believed the language had to be protected from the outside world; it had to be pure again. I also knew that the words were different from how they m must have been in the time of our forefathers. I felt those words had to be recaptured and preserved to rekindle our identity and pride. I always believed there was a proper way of using words. I knew not the evolutionary processes of languages. I did not want to share the language with other nationalities for fear of further loss and bastardization. I also believed that if I wasn't totally fluent with my first language, I would never be whole. I would feel awkward around the Elders and people who were well versed in the language and had a tendency to withdraw from a lengthy of full conversation. I knew there were other First Nations like the Cree, Micmac, and Mohawk, but I knew practically nothing of dialect. I believe dialect and the lock of its knowledge contributed to my feelings of inefficiency with the language. I used to believe that the language was dying. Native Language in Ontario Vol. 12, No. 3 20 �I feel very fortunate to have been able to attend Lakehead University this year, predominantly because of my education in the Linguistics classes. Our instructor, Mr. R.M. Agnihotri, has opened my eyes and renewed my hope and faith that we as native people belong with our languages, will survive! Now I have a more positive and optimistic outlook for the future. I have learned to appreciate the finer points of the language and learner processes. Instead of isolating ourselves with the language from the outside world, I now believe that languages and people grow, learn and flourish from exposure to each other. The only things constant is •change". New languages are coming into being all the time because of interaction. Our language will change but it will live on. I see now how languages are both highly structured and variable, and how with time and patience, any language can be broken down and understood. I have always heard that children can learn a new language faster than adults. Now I learn that both can learn equally as well and fast in regards to the structure and words, but when it comes to pronunciation, the children have a slight edge on adults,. I am also aware of the influences that the geographical location and environment con have on a language. For instance, in Native country, if you live near a river, body of water or any Island, the language will have a lot of •shhh" sounds because of the water washing up against the shore line. If the Tribe is in the extreme north, then the language will be harsh like the weather. I used to think that linguistics knew several languages but now I am aware that it is a study of the structure and not the language itself. It is these kind of peoples that con preserve and enhance heritages. They can capture a language and record it on paper for the benefit of future generations and cultures. Some suggestions to ensure the continuity of the language was not to focus all our energies and efforts on the day-to-day fights like the realization of a language facility in the community, but rather to attack the Big Picture. Concentrate at the National level to have a Native language policy, fight for more capital and operational dollars, fight for equality. Go to the grass roots level - politicians, and have them lobby the governments for the community and its members. Have them institutionalized the language in the workplace and service centers, encourage them to use it in the Council and public meetings. We have also learned about the nature of he learner and the learning process. For example, we find in the learner that it is perfectly natural to make errors. In fact, this may ever be desirable as now there is a method of comparison between right and wrong, good or better. It is not a negative aspect of learner development it is what makes us human, approachable and unpredictable. Languages are what separate us from animals. For the longest time it was believed, maybe even before the manifestation of record keeping and language structure development, that the learner received comprehension and retentions through the five senses. This is what we are putting in, this is what will be learned. In fact, this theory holds true to this day. There have been numerous studies conducted by countless professionals and human behaviorists about the theories behind the learning process. Now we find out that the learner is at the center of the learning process and that there are several factors which influence his learning and what he learns. Society, for example, teaches in the language of the dominating majority, which, in Canada, is the English language. Social and economic conditions are also prevalent and contributing factors because not everyone can go to say Yale University, because of unwritten restrictions imposed by society. Maybe there are sociably acceptable criteria for entry or the restrictions may be confining because of financially embarrassing reasons. The individual may also have factors such as age, attitudinal problems, motivational deficiencies, linguistic sensitivities and attitudinal qualifications holding him back. Native Language in Ontario Vol. 12, No. 3 21 �The teacher and the types of material used to teach also have a bearing on what the individual learns. Does the tmcher hove the qualifications, what sort of attitude does she display. is she linguistically sensitive, is she sensitive to cultural differences. Does she present materials that are interesting, pleasant and contributing to the crmtive instincts of the lmrner? What tmching style is being used in the classroom? Is it tmching style being used in the classroom? Is it Behaviorism?, where is it believed that the mind is a blank space to be filled? Is it the (L.A.D.), Language Acquisition Device, where the person is believed to be starting our knowing very little? Or is it through the General Cognitive Structures theory. It was not until fairly recently that a new theory was conceived whereby it was believed that the child was born with the knowledge of a universal language, a sixth sense. They said that the infants brain must be preprogrammed to a certain extent, it was not any empty basket as previously assumed. To my thinking this is the most logical of the theories. I cannot believe that the brain is empty upon birth...I distinctly remember when my own son was born and how he rmcted to his new environment. I could see the intelligence instantly. He felt the cold and reacted appropriately, he could not see clearly but he was able to focus on the overhmd light. This was the fist thing he sow in this life and for the longest time, for a period of about three ymrs, he was still compelled by light and would look right into a burning light bulb. In my mind, I could make him our as saying, • Where the heck om I, what's happening, what's that?• I told his mother, he's a food one, Deb. I believe that a newborn is innate, meaning that both parents genetically transferred the preprogramming previously mmtioned. It is quite conceivable to me that the chromosomes of the parents carry not the characteristics of the parents but also a kind of collective memory. This memory is then constantly developing in the ovary, in the womb and right on through the individual's lifetime. Even while the fetus is developing. it hos the ability to comprehend the outside world through the five senses and analyze with the sixth. It can hear noises such as language while still in the womb and recognize the smell of its mother even when it is separated for periods of time. This is memory at work, analytical thinking. Furthermore. studies have shown that the human brain uses no more than 5 to 10 percent of its power. Why is this? It is protecting us from ourselves? Will there come a time when we no longer require a shell, and will the next form be energy matter? If the brain only used the 10 percatt that we can measure, then surely the other 90 percent must be doing something. I refer to the unconscious of the sixth sense. I believe there is more going on that meets the eye and I will refer to it as "automatic learning• or self-preservation. Even during the silent years, from birth to soy abo,µt three years. the individual is still lmrning and developing the confidence to try new things. like speech. Remember, you can learn more by listening all the time than you can be speaking all the time. Learning is more that a one way street, there are so many variables associated with it that no two people see the some thing exactly the same way. In conclusion. I would soy that any tmching professional that takes the time to understand his subject, his pupils' individuality, the external factors and the theories and learning techniques available to him, will do well in his or her chosen career. Native Language in Ontario Vol. 12, No. 3 22 �WHAT IS EVALUATION There have been many ideas shared and discussed, and methods developed on the topic of •evaluationH. The Ministry documents, Native Languages Guideline and Resource Guide - Support Document, provide detailed sections on evaluation. Still, we get questions on what is the best way to apply a method you select? Following is another contribution made by Adrian Peetoom. Here is some information and citations made from his publication •RefleXionsH. ...you rely on what your own mind and heart - and the hearts and minds of your students - tell you ... what's going on in our program, on your profession, in your own professional life. Genuine evaluating is built right into classroom practice. The trick is to recognize when and what and how you and your students are evaluating. s��m-pcmder. • Evaluation is first and foremost a celebration of what learners have learned. • Evaluation is a process, not a product. • The purpose of evaluation is not to measure, but to foster. • Evaluation depends on knowing the children and recognizing their gifts, learning styles and interests. • It is what people do together for the purpose of helping learning along and building confidence in the learner. The key to evaluation: Students are totally involved in the process. There is only working with the students (and their parents) to discover... - what they already know, - what they sti II need to know, and - how they can be helped to know. Like learning, evaluation happens every moment...The trick is to become more specifically aware of and reflective about what you see, hear, feel, think, decide, so that each bit you learn about your students' learning from them or from you own observations, affects what you say and do next and builds towards your common learning goals. Evaluation isn't something you do to students; it's something you do with them on an ongoing basis. Native Language in Ontario Vol. 12, No. 3 23 �Think of the on-going process as the "five R's": • Research: What have we done? ... when you gather information about what both you and the students did. You collect all kinds of data: about your instruction, the students' interactions, the process of their learning (observable behaviors), pieces of writing, completed tests, oral projects, drama, drawings, paintings, constructed models, audio and video tapes etc. • Reflection: What have we learned? •what do we know?• - applies to you as well as the students. From the research information and the materials you've collected, you arrive at some tentative conclusions about the learning process; not only of what of learning, but also the why, when, how, and with whom ...It's no longer simply what you value in your students' learning that's important, but what they value as well. Their own goals are what matter, and their recognition and understanding of how and how much they're moving toward those goals. • Response: Where will we go from here? Each •evaluation" you and your students make as you reflect on the learning they and you have done points to new goals that build on what has already been learned. • Reporting: What can we tell each other and others about our learning? -an ongoing sharing of thoughts and feelings about the process of learning and what is being learned. Also important is periodic communication between you and the parents - with the student - about what you saw, what you thought, what you wondered, what you decided. • Recording: What learning can we record as completed? If the first four •:steps" are in place and everyone has had an opportunity to contribute, then official records of your students' work and learning will be no big deal. Thinking about learning: Questions for evaluating yourself and your teaching ... 1. What did the students learn? 2. What did I learn about them 3. What did I learn about my teaching? Source: •Reflections" by Adrian Peetoom, pp. 156-173 Publisher: Scholastic Canada Ltd., 1992 (Information and citations from •Reflections" prepared by Lena Odjig White Native Language in Ontario Vol. 12, No. 3 24 �RESOURCES 0jibwe Cultural Foundation P.O.Box 278 M"Chigeeng, Ontario Manitoulin Island Canada POP 1GO (705) 3n-4902 Fax (705) 3n-5460 NISHNAABEMWIN - NAADMAADWINAN 1. RESOURCE BOOKS FOR TEACHERS a) b} c) d) e) f) 2. A Core Program for Grade Three (NSL) Nishnaabemdaa Pane - Let's Talk Indian Anishnaabe Kinoomagewin Teachings of the Medicine Wheel (Nishnaabe Bimaadziwin Kinoomaadwinan) Teachings of the Medicine Wheel (Junior) (Nishnaabe Bimaadziwin Kinoomaadwinan) Teaching of the Medicine Wheel Seatwork Activities $8.95 7.95 25.00 25.00 25.00 25.00 AUDIO CASSETTES a) b) Nishnaabemdaa (Let's Talk Indian) and Booklet (per lesson) Lessons 1 - 20 Lessons 21 - 40 9.00 Nishnaabe Songs with Words 3. ANISHNAABE BIMADZIWIN 4. STORIES : a) a) b) c} d) e) The Indian Way - Booklet 10 Illustrations by: Leland Bell 1.00 5.95 OJIBWE/DAAWAA BOOKLETS Aweseehnuk (Wesiinhik Medwewechgejik) Ginwbeg (Gnebik Ezhi - Bmaadzit) Migizeehns Matigwokeeng Gazhuwebzit (Mgizeegns Migwaakiing Gaa Zhiwebzit) Wabgunojeehns (Waabganoojiinhs) Nimkiin Native Language in Ontario Vol. 12, No. 3 25 �!S. (1) LEGENDS : OJ'IBWE/DAAWAA BOOKLETS: a) b) c) d) e) f) g) h) I) 6. Mkwa-e-Nji-Bookwaanwet Why the bear has a short tail Naabaa - Chaa/Ice Monster Nimosh MiinwaaJidmooh/The dog and Squirrel Oodenawi Nozwinan Maanpi Mnidoo Mnising (Some) Town Names on Manitoulin Island The Woy It Was (English Only) How the Bees Got Their Stingers (English Only) Dbaajmowaahsan: Little Stories Mooz Gaa - Nji - Debnaat Eshikanan Why The Moose. Has Antlers Ko - Ko - Ko/The Owl $2.75 2.95 2.95 2.95 3.75 3.75 2.95 2.50 3.75 POSTERS: 1 -SEVEN GRANDFATHERS - SEVEN TRADITIONAL VALUES/TEACHING by Leland Bell Set $50.00 or individual prices as listed (Full Color) a) b) c) d) e) f) g) Wisdom Love Hone.sty Humility Truth Respect OUT OF STOCK Bravery OUT OF STOCK $10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) 2 - ENVIRONMENT SERIES - BY: IVAN SHAWANA Per Set $40.00 or individual prices as listed a) b) c) d) e) f) Medicine Wheel $10.00 (Poster) or $20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) The Eighth Fire Giving Thanks to Mother Earth 10.00 (Poster) or 20.00 (Matted) Vision of the Blue Man 10.00 (Poster) or 20.00 (Matted) 10.00 (Poster) or 20.00 (Matted) Keeper of the Land 10.00 (Poster) or 20.00 (Matted) Seven Grandfathers 3 - MORE POSTERS: a) b) c) d) e) BY BLAKE DEBASSIGE Accept One Another Breath of Our Grandfathers Respect for All Things In Life Respect - Honor of Our Life The Voice of the Land is in Our Language Native Language in Ontario Vol. 12, No. 3 $6.00 6.00 6.00 6.00 6.00 26 �4 - POSTERS - INDIAN SAYING & PHILOSOPHY: KEN ENSE a) "Respect and Care For Your Elders" 6.00 6.00 "Be Kind To Your Fellow Man" b) c) "Work Together in Harmony" 6.00 d) "What You Are Born Into is What You Will Be" 6.00 "Take Time and Think Carefully" e) 6.00 $25.00 TOTAL PACKAGE 5 - MORE POSTERS: BY: LELAND BELL 6.00 A Child Will Lead the Way a) The Anishnabe Child is Born Into A Circle of Cultural Heritage. b) The Circle Contains All Traditions, Laws, Duties and Hopes of a People Children of the Seventh Fires c) 7. OJIBVE/Ol)AWA LANGUAGE LEARNING PACKAGES $3.00 EACH a) b) C) d) e) f) g) h) I) j) k) k) 8. Action Words Gwiwnan (clothing) Ahmbe (Let's Go) A Weewying (Body Parts) Bnesshiinhag (Birds) En Dahng (Home) En Kum Gak (Geography) Eshimiianc {Transportation) Giigoohn (Fish) Kinomagegumig (School) Maanwang {Fruit) Maanwang {Fruit) I) m) n) o) p) q) r) s) t) Meejim (Food) Minidoshenhnsuk (Insects) Mtig (Trees) Ne Tow Ging (Vegetable) Nokaazwinun {Tools) Okaanuk {Farm Animals) Wesiinhag (Animals) Ah Peesh Gauzhigehns (Where is Kitty?) N'do O Demuk Nengswewan Giz Jik {Family) COLOURING BOOKS: a) b) c) d) Gdoodemnaanik (Clan Symbols) Don Ense Colouring Books Blank Edition English Edition Ojibwe Edition Mishibinijima Colouring Bood Ojibwe/Odciwa Motif� Native Language in Antario Vol. 12, No. 3 $2.95 2.50 2.50 2.50 27 �9. OTHER RESOURCES : a) b) c) d) e) f) Anishnaabe Artists and Their Art Series 1 3.50 Series 2 4.75 Ojibwe/Odawa People- Yesterday & Today Verb-0-Game 29 Language Flash Cards (per package) 11.25 8 page Talking Book-Aapiish Gaazhenhs-Where is Kitty? 10.00 Art of Mishibinijima (8 1/2" x tr Cards) (Package of 19) 10. EXTRAS a) b) $1.75 Cook Books, Nishnaabe Delights 60 Miigwech Cards 60 Assorted 'By: S. P� N.E.G. Cards 'By: Ket'\lf� 1.50 Dream catcher 'By: Vcq:i� Od:fig, 3.00 Assorted Cards 'By: Lel,a,nd,'Bel.L � 3.00 - BOOKS THAT ARE AVAILABLE 1. 2. 3. Touching the Serpent's Tail - 'By. Michae.L-R� 14.95 The Earth & Dancing Man - 'By: Michae.L-R� Shingwauk's vision - A History of Native Residential Schools 4. The Chippewas of Lake Superior - 'By: f�Je,{fer� By: J.R. Mal.u- V�, JY. 5. As Long As This Land Shall Last - 'By: 'ReneJ fumcl.eaw, OMI 5.95 6. First People/First Voices - Edited 'By. P� PetYone, 20.95 7. The Ojibwe of Southern Ontario - 'By. P� S. S� 8. The Mishomis Book (The Voice of the Ojibwa) By. 'Ed.wCM"dt'B� - '8GU\.aV 30.00 9. Black Elk's the Sacred Pipe Re<:CYtiedt & fd..ii;ed;,'By: Jot,eph,Fpe.s-Broww The Star-Man - By: 'B�J� 10. Ontario History- 'By: 0�1i�Soclety 11. Canada's First Nation - By: OliN�Pcu:r-(,c,la,Vlc1<4,on, 12. 13. Eastern Ojibway Dictjpnary - 'By: Rlehat--dtA. 'Rhode.1t Native Language in Ontario Vol. 12, No. 3 28 �14. 15. 16. 17. 18. 19. 20. 21. 22. 23. Making It Their Own- Severn Ojibwe Communicative Practices 'By: L�Philip� V� Walking in the Sacred Manner 'By: 1',f(M"'/v St: PleYY� � Tilda, L� Soldie.,,,The Theft of the Spirit (A journey to Spiritual Healing) 'By: C(M"ltA. fla,wr,m.e,r� M.V. History of the Ojibway People - 'By: W� W. \.tJ{M"Ye+'\I The Sacred Pipe � 'By: JO$ep�'Epe4Y'BYOWY\I Indian Oratory- 'By: W. C. Vandenc.,erth/W�'R- C(M"m.adc., Atlas of Great Lakes Indian History 'By: tlele+'lltlor�T�/Mildo1,, P� Skyscrapers Hide The Heavens - A History of Indian-White Relations in Canada - 'By; J.'R. Male.,,,Amerindian Rebirth - Reincarnation Belief Among North American Indians & Inuit - 'fdae.<L by A � M ilM,, & 'Richard, Slobod.lw Voices of the Land - Document of the life histories & philoshophies of the Cree, Anishnabe & Iroquois Elders in Ontario/Ojibwe Cultural Foundation 10.00 Also available from the 0jibwe Cultural Foundation CASSETTE'S & BOOKLETS AVAILABLE Anishinaabemowin Beginning Odawa #2 Anishinaabemowin Beginning Odawa #3 Anishinaabemowin Advanced Odawa #1 Anishinaabemowin Advanced Odawa #2 Anishinaabemowin Advanced Odawa #3 Anishinaabemowin Advanced Odawa #5 Anishinaabemowin Advanced Odawa #6 Gaagiigidodaa (Let's Make Conversation) Anishinaabemowin Pow-Wow Talk "Jiingtamog" Kidwenan 20.50 20.50 20.50 20.50 20.50 20.50 20.50 30.00 20.50 16.99 (An Ojibwe language book with vocabulary and short sentence structure) Native Language in Ontario Vol. 12, No. 3 29 �OTHER BOOKS AVAILABLE 1. 2. 3. 4. 5. NOTE: Ojibway Language Course Outline for Beginners 'By: 'B�J� Quillwork - A traveling exhibition Or�'By: rhe,, 0.C.f. © �84 The Healing Tradition Cross-Cultural Insight (A Report) August 16 - 18, 1994 Exploring Manitoulin Third Edition By: ShelleyJ. pea,,-e,n,, Wiigwaaskingaa (Land of Birch Trees) Stories 'By: A�J. Mc.Gr-eg<w 10.00 10.00 10.00 22.95 ➔ ALL SCHOOLS, INSTITUTIONS, COMPANIES, ETC. REQUIRE A PURCHASE ORDER NUMBER FOR INVOICING. ➔ ALL PERSONAL ORDERS MUST BE C.0.D. ➔ P.S.T. & G.S.T. WILL BE APPLIED WHERE APPLICABLE ➔ PRICES SUBJECT TO CHANGE WITHOUT NOTICE ➔ BOOK DISCOUNTS 10 - 25 COPIES 25 COPIES OR MORE 1 5% 20% Native Language in Ontario Vol. 12, No. 3 30 �Ojibwe Cultural Foundation P.O. Box 278 M'Chigeeng, Ontario. Canada POP IGO (705) 377-4902 Fax: 3 77-5460 FAX#:.___________ PURCHASE ORDER t;,______ SHJP TO:,________..,_. INVOJCE TO:,.__________ NOTE: • AU. SCHOOlS, IN5lTIUJlONS, COMPANif.S, ErC. lfQlnE A PUROIASE 01tDER NUMBEll • ALL PD50NAL ORDERS MUSr IE chD� • P.S.T. AND G.S.T. WllL IE APftlED WHERE ' APPUCABLE. R>R JNVOlCNG. • PRICES ARESUBJECTTO CHANGE WITHOUT NOTICE • •Mai� phont £r nx ordffS aN subject to sh lpph\g and handUn� and C.O.D. charps when applicable- Native Language in Ontario Vol. 12, No. 3 31 �RETURN POUCY: Occasionally errors occur when orders are processed. If you have received items in your shipment that you did not order, please follow the steps listed below: • All returns must include a copy of the invoice, for each item being returned. • Items must be in their original packaging. • Return must be made within 30 days of purchase. • State your reason for return. • All returns must be sent via Canada Post (C.O.D.'s not accepted). * Credit will be applied to customer account unless otherwise requested. PLEASE REMEMBER: * Please note that any error made by the customer will have a 15% restocking charge applied. If the Ojibwe Cultural Foundation made error, include postage cost receipt for sending item back, and we will credit amount. • Do not send any other correspondence with your return. For your benefit, we suggest if value is over $100, have parcel insured. We cannot compensate for parcels lost by Canada Post. * Please report damaged parcels immediately, and sign for as Damaged. With your cooperation, we can ensure that credits are issued and any damaged items will be replaced. If you have further questions, please do not hesitate to call. OJIBWE CULTURAL FOUNDATION P.O. Box 278 M'Chigeeng, Ontario POP !GO NOTE: WEST BAY HAS BEEN CHAN&ED TO M'CHI&EENG Native Language in Ontario Vol. 12, No. 3 32 �Did you know... That Wanda White, former Coordinator for the NLI program, is supply teaching at Biinjitiwaabik Zaaging Anishnabek in MacDiarmid, ON POT 2B0. Wanda teaches Jk - Grade 8 - Special Ed & SK - Grade 8 - Ojibwe Language. Gilbert Deschamps, a former NLIP student in 1991 just graduated with his Law Degree. Gilbert attended the University of British Columbia (UBC) in Vancouver and completed his final year at the University of Ottawa. He has yet to write his bar exam. CONGRATULATIONS GILBERT!!! Mr. & Mrs. Brian Outinen who were united as ONE on November 17, 2001 in Sault Ste. Marie. Congratulations Brian & Michelle. . Gary Hannam is the Principal at Manawaki Woodland School in Manawaki, Quebec. The Education Libray in the Bora Laskin building donated 3 books in memory of Diane Maybee's late son Justin Gunner. Romfield guide to birds of Ontario 598.09713 H83 By: Janice M. Hughes History of the Native People of Canada Volume I & II 971.00497 W94 v.1, 2. By: J.V. Wright The books will remain in the Education Library for future reference. We would really like to know what all our students & staff are up to these days. Drop us a line and let us know Native Language in Ontario Vol. 12. No. 3 33 �C�ocat'LOYv M� 2001 Mona Cormiere Native Language in Ontario Vol. 12, No. 3 34 �Helen Wassegijig, Orien Corbiere & Susan Bebonang Orien & sisters Sylvia, Nancy & Shirley Native Language in Ontario Vol. 12, No. 3 35 �NLl'P 2-002. 'Potential G.raduates Native Language in Ontario Vol. 12, No. 3 36 �Year One Year Two Native Language in Ontario Vol. 12, No. 3 37 �Year Three Institute Native Language in Ontario Vol. 12, No. 3 38 �N.L.I.P Student Council Tammy Noble & James Shawana Native Language in Ontario Vol. 12, No. 3 39 �Native Language Publ ications available through the Lakehead U niversity Alumni Bookstore Introductory Ojibwe Intermediate Ojibwe Advanced Ojibwe Anishinaabemodaa Kedwenan: An Ojibwe language book Eastern Ojibwe-Chippewa-Ottawa Concise Dictionary of Minnesota Ojibwe From our eyes: Learning from Indigenous Funny, You don't look like one Further Adventures of Blue-eyed Ojibway Our Voices Little Voice A Long and Terrible Shadow Weesquachak Aboriginal Education First Nations and Schools In the words of elders The Mishomis Book Decolonizing Methodologies Teaching Wigwams Keepers of the Earth Keepers of the Night First Nations: Race, class & gender Children of the Dragonfly One Dead Indian A Feather not a Gavel: Aboriginal Justice First Nations Second Thoughts Ojibwa of Southern Ontario Teachings from the Longhouse Skyscrapers Hide the heavens Aboriginal Ontario Canada's First Nations Citizens Plus Imaginary Indian Our home or Native Land? Rediscovering the First Nations of Canada Surviving as Indians $54.95 $54.95 $59.95 $19.95 $19.95 $54.95 $16.95 $19.95 $ 14.95 $ 15.95 $29.95 $ 9.95 $19.95 $18.95 $29.95 $12.50 $30.00 $19.75 $29.95 $35.00 $19.00 $18.00 $24.95 $32.95 $34.95 $24.95 $24.95 $25.00 $17.95 $29.95 $30.00 $36.95 $39.95 $19.95 $ 19.95 $ 19.95 $20.95 Native Language in Ontario Vol. 12, No. 3 40 �Indian from the inside Justice for Natives Cree Language Structures Spoken Cree Teachings of the Medicine Wheel Aandeg The Crow Ojibwa Powwow World Two-spirited People: Native am. Gender Rediscovery Ancient Pathways Wisdom's Daughters Native Poetry in Canada Native Stories of Sweet Grass Cree That the People Might Live Voices under one sky Ad dressing our words Notes on Ojibwa Dialects Bilingual Dictionaries for Indigenous Lang. Native Language Instructors Program Ojibwe Syllabics Ojibwe Dialogues & Riddles Ojibwe Structure Reference Booklet Explore Ojibwe Let's Talk Indian Writing the Circle: Native Women Wst Can. $ 19.95 $27.95 $ 15.00 $45.00 $25.00 $ 6.95 $19.95 $32.95 $24.95 $27.00 $26.95 $ 17.00 $21.00 $3 1.20 $18.95 $52. 1 5 $21.75 $ 4.45 $16.70 $ 4.75 $ 3.05 $ 7.00 $ 7.95 $14.00 Note: The Lakehead University Bookstore has many other titles in stock that are not listed above. Keep in mind there are other Native Language Publications available that can be ordered in through our special orders service. Native Language in Ontario Vol. 12, No. 3 41 �N EW AT TH E LA K EH EAD UNI VERS I TY B O O K STO RE INTRODUCTORY OJIBWE PART ONE AND TWO IN ANISHINAABEMOWIN (WESTERN OJIBWE) $34.95 Native Language in Ontario Vol. 12, No. 3 42 �NIN-DA-WAAB-JIG WALPOLE ISLAND HERITAGE CENTRE Invites You to Our lath Annual OPEN HOUSE .j... I Ii �· r: !i H;; H � \, ;1 ,, I' ;; ,.i i p ;, 1!,: � � ,, I: "' 1, Thursday, Decem�er 20, 2001. 1 1:00AM - 4:00PM * Re.(rQhm.en.ts * Door Prl.za * Book Launch • Local Vendors * Shopping • Food • Broadband Intem.t Bmall .Demo�.stratf-,u Our Theme this Year "La.ngri.age and Communications" Come and Meet the Staff Everyone Welcome For More Information Please Contact ths Herit.age Centre 519-627-1475 Native Language in Ontario Vol. 1 2, No. 3 43 �CD $ 1 0.00 EACH FUNDRAISER FOR MICHi ANISHINAABEMOTA PROJECT (LtU��J Contact: Ron Kelly Sr. Onigam ing School (807) 484-2510 work Native Language in Ontario Vol. 12� No. 3 44 �/. ��JJ,-;: 4••-7 Wishing you Peace, Love ana !Happiness 'Tlirougliout tlie :J{o{iaay Seqson J'rom tlie g{fitive/Language Instructors ' Program //JU ' t .' :/7 '/'/" I·/ , i>1i- � 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 12 (3) November 2001 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 2001-11-01 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/bcb92cbf49768a488e058d7d37b33287.pdf 94f615cc4c06f3300538c1aac8a03af0 PDF Text Text NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <Ja-Sa..VJ�· ) PP..o<JLn�•brb N.L.I.P. Volume 12, No. 2 February, 2000 �' I PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 2 February, 2000 General Editor: Wanda White Copy Editing Diane Maybee Native Language Education in Ontario Table of Contents Message From the Coordinator------------------------ /1 lnfonnation for NLIP students-------------------------/2 Announcements------------------------------------------ /3 Obituary - Lena White-----------------------------------/4 Publications--------------------------------------------- /6 Announcements------------------------------------------ /8 Conferences---------------------------------------------- /9 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. 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 abour a conference? H the answer is yes to any of these please call Wanda White@ (807) 343-8003 Native Lan�ue inOntario is published two times a year by the Native Language Instructors' Program, Lalcehead University, 955 Oliver Road, Thunder Bay, Ontario, Canada. P7B 5El February, 2000 �Coordinator's Message Plans are now underway for the Native Language Instructor's Program (NLIP) for 2000. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFL/NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies ("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualification!-. (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Tuesday, July 4 • July 28 and Diploma (NASL) Program is Monday, July 12-July 28. Registration will be Tuesday, July 4, Orientation will be Wednesday, July 5 and Workshops will be held Thursday, July 6 and Thursday, July 7 and a General Assembly will be held on Friday, July 7, 2000. Application packages were sent out in January. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 2000. Applications received after this date will be considered only if there a.re spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official (NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4111 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 2000 Convocation exercises. Special thanks go out to Diane, my new secretary, for all her hard work and devotion in putting together this newsletter. It is with great sorrow that I announce the passing of one of our instructors, Lena White. Lena had been with the program since its inception in 1981. Lena will be missed by all who knew her. I look forward to meeting all of you students again this summer. Good luck in your future endeavors. Giga�waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol.12, No. 2 Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER 2000 NLTC - NATIVE LANGUAGE TEACHERS' CERTIFICATION PROGRAM (Julv 4 - 28) This program is for students wishing to teach an Algonquian language as a second l�nguage in the province of Ontario. This is a three summer program leading to teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) 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. Out-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. This program is a three wee!-; program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 10 - 28) 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 niversity, is for students concentrating on syllabic literacy and Native language arts. This program is a three week program and does not lead to Ministry Certificate. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July 4 · 28) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduciton to basic Ojibwe conversation, pronunciation. and grammar. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: OJIBWE 1012 - Introduction to Ojibwe II (Severn Dialect) Development of conversational skills and practice in writing. Time: 5:00 p.m. - 7:30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation. and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday July 4 - 24, 2000 Date: CREE 1012 - Introduction to Cree II Development of conversational skills and practice in writing. Time: 11 :00 a.m. - I :30 p.m. Monday thru Thursday July 26 - August 16, 2000 Date: NL 3811 - Special Topic I Prerequisite permission of the Department 10:30 a.m. - 12:30 p.m. Time: July 10 - 28, 2000 Date: NL 3813 - Special Topic II Prerequisite permission of the Depaitment I :30 p.m. - 3:30 p.m. Time: July IO - 28, 2000 Date: Page 2 Native Language in Ontario Vol. 12 No. 2 • �ANNOUNCEMENT APPLICATIONS FOR THE 2000 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATON OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. LAKEHEAD GRADUATES FRANCES HARDING IS LOOKING FOR STORIES ABOUT ABORIGINAL GRADUATES WHO ARE DOING INTERESTING AND IMPORTANT WORK, AND WHO COULD BE FEATURED IN UPCOMING ISSUES OF THE NOR'WESTER. IF YOU ARE A STUDENT WORKING IN: 1. 2. 3. ON THE INTERNATIONAL SCENCE IN NORTHWESTERN ONTARIO IN CANADA PLEASE FORWARD THOSE STORY IDEAS TO THE NLIP OFFICE OR CALL DIANE @ (807) 343-8542 Native Language in Ontario Vol. 12. No. 2 Puge 3 �LENA WHITE (WAABI-OJIIG) June I, I 940 - January 28, 2000 Peacefully, after a short battle with cancer, Waabi-Ojiig walked into the spirit world. Lena grew up on Wikwemikong Unceded First Nation on Manitoulin Island, Ontario. She resided at Roseau River Anishinabe First Nation since 1995. Lena was the daughter of the late Dominic Odjig and Lucy Odjig. She was the beloved wife of Charles Nelson of Roseau River. Lena also leaves two sons to treasure her memory, Stanford and Shannon White, both of Walpole Island, Ont., their father David White and Charlie's children Zongidaya, Jodee, Anna, Bawbee and Kirby of Roseau River. Also left to mourn her passing are brothers, Frank, Wilfred (friend Denise), Ronnie (Maiy Lynn), Gordie (friend Annette) and Clayton (friend Maryann), all of Wikwemikong: sister, Marcella Clarkson (Chuck) of Millgrove, Rose Marie Trudeau of Wikwemikong and Page 4 Patricia of Toronto. Lena wa1s predeceased by her sisters. Rita and Lorraine. Lena was also a dear si1ster to Don (Mary Agnes) of Wikwemikong. Stanley Fisher (Boot:,; of Sault Ste. Marie, Daphne Beauon (Chester) and Winnie Christian (George) of British Columbia. Glover, Margaret In-laws, Larry Jackson, Alanis King-Odjig as well as many nieces, nephews, relatives. godchildren and friends will miss Lena. Lena's passing will be keenly felt by the Nelson family and her sisters and brothers of the Midewiwin Lodge. where she was a First Degree Midewiwin-quay. Lena never hesitated to stand up and do the work that she had committed her life to. Lena was well known for her work in the area of Native Language Education and participated in the development of the Native Human Services Programme (Hons B.S.W.) at Laurentian University. She was a teacher of Native Language courses in the Native Language Instructors· Program at Lakehead University. Lena attained her Masters Degree at York niversity in the Canadian Relations Theme Area in the Faculty of Environmental Studies focusing on human environment and relationships, culture and languages. Lena was uncomplaining to the end. She will be remembered for her energetic and helpful nature. She generously shared her many gifts with members of her community and Mide Lodge. A traditional community wake took place on January 29 with Mide Teacher, Lawrence Henry at the Roseau River Anishinabe Community Hall. The first water drum teachings in memory of Waabi-Ojiig, as instructed by Mide Grand Chief Eddie Bento Benai, began at sunset on Sunday, January 30. Final preparations and teaching ceremonies began at .sun.set on Monday. January 3 I and the burial ceremony was held on Tuesday. February I at 10:00 a.m. followed by a feast at noon. Megwetch, Lena. Until we meet again in the spirit world. Native Language in Ontario Vol. 12, No. 2 �,· .. .i SERENITY :PRAYER •. ·. '. 0(}-bend:ji.ged · .•.•. ant me Gii bi--gid-na-maa, Be-kaa-dend...mo ccept the things Gesh�toos.wanh ,, �- �;_ \·�- '. Wii anch-too-wa '•\� Ji m'shka-wend� '/l Ji gwek-si--donh .· .;�:�·- ., - . . �,·,. Gesh-toon j Miin-waa 1?'i-b �;;'}�' �-'f -•. iJ�i,�: A-jig-kenct7fuaa·-.::·..... • ·'. :-� . ·:_\i/j' ,.. .....� ••• ·�c iiiti��'.)J � :·/-;A.�, · ·' i. • han the things ow the differenee /· Native Language in Ontario Vol. 12. No. 2 Page 5 �STILL 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 7100 Delaware words, and includes example sentences. exam­ ple forms, usage and grammatical notes, cross-references, and information 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 all Delaware words and example sentences found in the Delaware-English seciton. Publisher: University of Toronto Press l O 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 1-800-565-9623 OR 416-667-7791 Fax Toll Free l -800-221-9985 Or order through any bookstore Page 6 Native Language in Ontario Vol.12, No. 2 ' • �Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O'Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House, Ontario. These stories are well-known to Ojibwe-speaking people in Northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe 1exts. The tipaatisoohkan ('legends') tell about the mythical past, in the time before the earth and creatures on it were fully formed. The tipaacimowin ('stories') range from personal experiences to historical accounts. The collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ************************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P7B 5E l Canada Phone: 807-343-8335 Fax: 807-343-8158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to "Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order information if paying by one of these methods. Native Language in Ontario Vol.12, No. 2 Page 7 �ANNOUNCEMENT VISIT THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT OUR WORLD WIDE WEB PAGE THE UNIFORM RESOURCE LOCATOR (URL) IS: http:www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program LAKEHEAD GRADUATES AT TIMES WE RECEIVE PHONE CALLS FROM VARIOUS SHOOL BOARDS WHO ARE LOOKING FOR NATIVE LANGUAGE GRADUATES FOR POSSIBLE EMPLOYMENT BECAUSE OF THE FREEDOM OF INFORMATION ACT WE CANNOT RELEASE ANY NAMES WHAT WE CAN DO THOUGH IS PASS THE INFORMATION ON TO THE GRADUATE STUDENTS IF YOU ARE INTERESTED IN RECEIVING INFORMATION ABOUT THE VARIOUS POSITIONS PLEASE CALL OR FAX THE NLIP OFFICE AND SUBMIT YOUR NAME AND ADDRESS PHONE: (807) 343-8542 OR FAX: (807) 346-7746 Page 8 Native Language in Ontario Vol. 12, No. 2 �White Mountain Academy of the Arts in collaboration with the Anishinabek Educational Institute is pleased to offer Traditional Native Arts Summer School for Elementary School Teachers WHEN? July 3 to 2 1 , 2000 WHERE? White Mountain Academy of the Arts, Elliot Lake COURSE CONTENT? The content of this intensive 3-week course will include working in a studio to produce a hand drum, a birchbark quill basket, and beaded moccasins. Participants will: ◊ ◊ ◊ learn skills which they can transfer to their own classrooms receive teachings and stories which accompany the use of these materials, and become familiar with resources and techniques to complement their teaching INSTRUCTORS? This course will be taught by practitioners from regional First Nations ADMISSION REQUIREMENTS All certified elementary, secondary school teachers and NSL teachers. MORE INFORMATION If you would like information about cost, registration etc. Please call White Mountain Academy of the Arts at (705) 848-4347 or toll free at (800) 368-8655 �, .i.. �Seventh Annual Stabilizing Indigenous Languages Conference "Language Across the Community" May 1 1 - 1 4, 2000, The Toronto Colony Hotel. Toronto, Canada The Ontario Institute for Studies in Education of the University of Toronto For six years now this conference has provided a unique opportunity for people world-wide to come together to work on practical issues, problems, and solutions to the challenges facing all indigenous languages. Elders, other community leaders, front-line workers, researchers, administrators, educators. students, media specialists, and advocates are invited to come and meet fellow workers.and take part in plenary sessions, workshops, and presentations about many kinds of action to promote, preserve. and supports indigenous languages. There will be hands-on workshops, descriptions of educational projects of many kinds, demonstrations of materials that have been produced, and talks by experienced leaders in the field. This year's theme is "Language Across the Community", which will emphasize the many ways in which all community members can become involved in indigenous language activities. As always, it is expected that SCHOOL PROGRAMS will play an important part, with discussions and demonstrations related to various roles that the indigenous language can play in the school, such as subject of instruction. immersion programs, dual education and professional development. and materials and activities development. Special issues of administration for schools in which an indigenous language plays a role will come up. We expect to have a whole section of the program devoted to immersion programs. COMMUNITY INVOLVEMENT is essential. not only to support school programs (recrnit teachers. support teachers. involve parents, make materials, link language and culture. and so on) but also create and celebrate real language use in all aspects of life. So. topics like language camps. language in sports and other community recreation, language at work, language in religion and culture. language and the media, and language in the community historical and cultural research can be discussed with examples. Adult literacy in the indigenous language, for example, is a growing activity. SUPPORT RESEARCH will be covered in workshops and talks by people who are making dictionaries, studying effective ways of teaching indigenous languages, linking history and culture to language, planning policies and good administrative practices, and creating centers for language research and promotion. Conference goers can make their own contacts with people they would like to learn more from, and information will be available about organizations which help link people involved with indigenous language work. We also hope that you will be attracted to the opportunity to visit beautiful Toronto. with our attractive exchange rates, breakfast with the Mayor, and excellent entertainment by local Aboriginal groups. Timetable Thursday, May 1 1 . 2000 7 p.m. Opening reception and plenary Friday, May 1 2 8:30 a.m. - 5 p.m. Plenaries, concurrent sessions, luncheon Saturday, May 1 3 8:30 a.m. • 9 p.m. Plenaries, concurrent sessions, banquet Sunday, May 1 4 8:30 a.m. - I p.m. Plenary, concurrent sessions. closing Presentation Formats - Presentations - 45 minute time block to present information about any issues related to the conference topic, leaving about 1 0 minutes for audience questions - Workshops - 90 minute time block to talk about some indigenous language related project with activities to involve the audience in learning about or how to do the project - Roundtables - 45 or 90 minute blocks for facilitators of panels to lead discussion with the audience on a relevant topic - Poster Sessions · 90 minute time block in which presenters can display vi�uals and/or materials about their project and conference participants can circulate and ask questions individually. �Registration Form Seventh Annual Stabilizing Indigenous Languages Conference May 1 1 - 1 4, 2000, The Toronto Colony Hotel Ontario Institute for Studies in Education of the University of Toronto Registration Rates: $ 1 00 U.S. before March 3 1 , 2000 $ 1 25 Canadian after March 3 1 , 2000 $ 150 Canadian $ 1 25 U.S. Student rates (with proof of full-time enrolment) $50 Canadian $40 U.S. Payment by cheque or money order payable to Stabilizing Indigenous Language Conference - credit card _ Mastercard; __ Visa; card # __________; expiry date___ signature________________ Name: First Nation/Tribal Affiliation: Title: Department: Organization: Address: Province/State, Country, and Postal Code: Phone: Fax: E-mail address: Proposal for Presentation Deadline for submission: March 3 1 , 2000 Please Submit: ( 1 ) a completed registration form (a-; above) (2) title of presentation (3) a 250 word abstract of the presentation for inclusion in conference program (4) a 25 word summary for conference publicity (5) a 50 word biographical sketch of (all) presenter(s) (6) check one: presentation _; workshop _; roundtable _: poster session (7) will this presentation be in a language other than English: yes _; no _ Submit All Forms to: Barbara Burnaby, Modern Language Centre OISE/UT 252 Bloor Street West Toronto, Ontario, Canada M5S 1 V6 Fax: (41 6) 926-4769 E-mail: silc@oise.utoronto,ca Check our website http://www.oise.utoronto.ca/MLC/silc �Anishinaabemowin-Teg hosts its Annual Language Conference -------The m e ------- Bigiiyedodaa Gdinweni naa (Let's bnng our language home) March 30, 3 1 , April 1 and 2, 2000 at the Kewadin Casinos Hotel and Convention Centre for Further Information and Registration Contact· Jeanette McQuabbie - Project Coard nator (705) 674-44 1 2 Sam Senecal - Co Coordinator (705) 759-2554 Ext. 761 Isadore Toulouse - (905) 722-3281 Ext. 134 Mart na Osawamick ~ Vendor Information (705) 566-6357 Master of Ceremonies - Chief Glen Hare (West Bay) Book your room early at 1-800·KEWADIN . Sault Ste . Marie, Michigan �I ... ANISHINAABEMOWIN TEG INC. 'S TH 6 ANNUAL ANISHINAABE LANGUAGE CONFERENCE VEGAS KEWADIN HOTEL AND CONVENTION CENTER MARCH 30T" - APRIL zN°, 2000 REGISTRATION FEES EARLY REGISTRATION: March 1 st, 2000 Regular - $ 1 75.00 Elders & Students - $ 75.00 Those registering by March 1st, 2000 will be eligible for a FREE ONE NIGHT PAID ACCOMODATIONS Draw for each night of the Conference. We will be holding three (3) draws. LATE REGISTRATION: AJi'TER MARCH l sT, 2000 Regular $250.00 Elders & Students - $ 75.00 Mail registration forms to: Or fax to: ATTN: Sam Senecal Sault College P.O. Box 60 443 Northern Avenue Sault Ste. Marie, ON Sam Senecal Fax # 705 - 759 - 0 1 75 P6B 5L3 �SAULT STE. MARIE, ONTARIO MOTELS/HOTELS You must reserve your room prior to March 1, 2000 in order to be guaranteed a room at Vegas Kewadin Convention Centre. You must also reserve your room using a major credit card, unless your Tribe or Band is paying. PLACE RATES Ramada Inn 229 Great Northern Rd. (705) 942 - 2500 $80.00 + taxes -Single $80.00 + taxes - Double Watertower Inn 360 Great Northern Rd. I - 800 - 46 1 - 0800 $73.00 - Single $89.00 - Double Quality Inn 1 80 Bay St. (705) 945 - 9264 $69.00 - Single $69.00 - Double Travelodge Suites 332 Bay St. (705) 759 - 1 400 Continental Breakfast included $79.00 - Single $89.00 - Double $99.00 - Triple $1 09.00 - Quad Days Inn 320 Bay St. (705) 759 - 8200 Hot breakfast included for two $59.00 - Single $69.00 - Double $69.00 - Triple $69.00 - Quad SAULT STE. MARIE, MICHIGAN MOTELS/HOTELS For reservations at additional Hotels/Motels located in Sault Ste. Marie, Michigan please call: 1 - 800 • 799 - 7779 Vegas Kewadin Hotel and Convention Center 1 - 800 - Kewadin (539 - 2346) - (906 - 632 - 0503) $60.00 - Single $60.00 - Double �REGISTRATION FORM nd 11 March 30 \ 3 J SI , April 1 SI , and 2 • 2000 Please print and Answer all Questions Name: -----------------------------Given names Surname Organization Represented: (First Nation, School Board, Education Authority, etc...) Home Address: Street or P.O. Box City Apt.# Province/State Telephone Postal/Zip Code Fax # Will you be attending the Opening Ceremony, Thursday March 30, 2000? --- Yes --- No Will you be attending the Closing Ceremony, Sunday April 2, 2000? · --- Yes Please mail registration form to: Or fax to: Sam Senecal Fax # 705 - 759 - 0 1 75 --- No Attn: Sam Senecal Sault College P.O. Box 60 443 Northern Ave. Sault Ste. Marie, ON P6A 5L3 ��R E G I S T R AT I O N Please complete this registration form and send along with your registration fee to: Vision Quest 2000 do Dakota Ojibway Community Futures Lower Level 340 Assiniboine Ave. Winnipeg, MB R3C OY1 2 0 0 0 REGISTRANT INFORMATION (please print) Name(s): ------ ..·····-·-·---- ------- For further information on the conference, please contact: Joy Dornian Conference Coordinator Stone Pine Management 224-22nd Street Brandon, Manitoba R7B 1R7 Phone: 1-800-557-8242 Fax: (204) 728-0010 E- mail: dornianj@techplus.com Dakota Ojibway Community Futures Lower Level, 340 Assiniboine Ave. Winnipeg, Manitoba R3C OYl Phone: (204) 988-5396 Fax: (204) 988-5365 E-mail: docfdc@docfdc.mb.ca Website: www.vqconference.com Hotel Accommodations Special conference rates are available at many downtown Winnipeg Hotels Place Louis Riel All Suite Hotel is about three blocks from the Convention Centre at 190 Smith Street. Phone 1-800-665-0569. If you mention that you are attending Vision Quest, you will receive the special conference rate of $90 plus taxes. The Crowne Plaza is connected to the Convention Centre via a walkway at 350 St. Mary. Phone (204) 942-0551. The con­ vention rate is $109 plus taxes for Vision Quest registrants. The Charter House Hotel is just two blocks from the Convention Centre at the corner of York and Hargrave. Phone (204) 942-0101 and mention that you are attending Vision Quest and you will receive a conference rate of $72 plus taxes. . Organization: Address: Phone: Fax: Email: REGISTRATION FEE 0 Early Bird Rate - Payment must be received before April 1 4, 2000: $280 + $19.60 GST = $299.60 $ $ 0 Regular Rate - $315 + $22.05 GST = $337 .05 0 Youth / Student Rate - $ 1 50+ $ 1 0.50 GST = $ 1 60.50 $ (25 and under; proof of age or copy of student card enclosed.) Less: 5% Discount is available for organizations with 5· or more prepaid registrations 0 •$ I require __ Additional Banquet Tickets at $37 .45 each ($35 :+- $2.45 GSTI $ TOTAL (includes GST) $ Registration includes attendance at all conference presentations; a conference information package; an evening reception on Tuesday, May 16; lunch on Wednesday, May 17; and an evening banquet with entertainment on Thursday, May 18. Cheques should be made payable to Vision Quest Conferences Inc. C O N F E R E N C E l♦I -- ----··········------ S P O N S O R S ECONOMIC DEVELOPMENT Indian and Northern Affafrs Canada Affaires indiennes et du Nord Canada MTS U. W e s t e r n E c o n o m i c: Oiversific.auo" Ca.nada Winnipeg Canada ROYAL BANK Aboriginal Business Canada Entreprise /JUtochtone Canada f �The 21 st Annual American Indian Language Development Institute Mfradltlans and.Innovations In Indigenous L11nguaoe Teach/no" The University of Arizona .. Tucson, Arizona June 5 - 30, 2000 The University of Arizona, Departments of Language, Reading and Culture and American lndl.m Studies, wfll host the 21st Annual American lndlan Language Development Institute (AILDI). This year's AILDI wlll focus on speclftc teaching methods for maintaining and revltallzJng Indigenous languages In both the community and the school. AILDI participants enroll In six graduate or under.gracwate. er.edit hours, working. with llngulsts, tribal elders, bilingual/ESL speclallsts, teachers, aides end sehool administrators In an Integrated, holistic leamlng experience. All courses lead toward regular degree programs and toward blllngual and ESL endorsements. C Course topics Include: • Foundatk>ns.o[Blllnguat Education • Creative Writing for Native American Communities • Linguistics for Native American Communities • Media, Reading end Language Arts for Native American Communities • Blllngual.Methods.and.Meterfals • Bilingual Education Practicum • Hopi Language and Culture • Linguistics Workshop • Native American Language Immersion • language and Culture In Indigenous Education Approximate Costs and Housing Accommodations: • Tuition = $730 for six credit hours • Books and Supplies = S150 • Meals = on your own • Housing • varies from $400-$700. Campus residence halts and apartments with coolclng facl/lf!es can be arranged. Financial Assistance Is available, but limited. Earty revlstratlon Is encouraged. To receive • registration and ttnanclal aid eppllcatlon, please complete and return the form below. Matertals wlll be malled February 2000. m The Unlverstty ofArizona An Equal Employment Ol)portunlty/ Afflnnatlve �on Employer ff£TllBNFQIM OflQW AILDI The University of Arizona For additional lnfonnatlon, contact: Karen Francis-Begay, Associate Director (520) 621-1068 EMAIL: ldbegay@u.artzona.edu College of Education, Room 517 P.O. Box 210069 Tucson, AZ 85721-0069 FAX: (520) 621-8174 01T ON DOTTID LINE D e p a r tm e n t o f � a n g u a g e , R e a d i n g and Cult, •••••••• ••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• Name______________________,Daytlme Phone_.__..i....------------Malllng Address (P.O. Bo�ute/5treet, etc.) ---------------------------Cl�______________tate___ ______ _Country:_____ ._.ZIP________ Your place of employment and position_____ ---------------------------Electronic Malling Address CE-Mall), If appllcable__ --------------------------2 1" Annual American lndlan un11u11fe DevelopmMt Institute <AILDIJ • June 5-30, 2000 1be Un/vers/ty•!JfArizona � 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 12 (2), February 2000. 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 2000-02-01 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/6dd593476583e347760ed4c99a81087b.pdf 193161aeaa3e96b6562a9ad5f10ad5a2 PDF Text Text .I NATIVE LANGUAGE EDUCATION IN ONTARIO Anishinaabemowin gikinoo 'amaadiiwigamig <la-Sa..VJ�·' PP.!><I LnA•br b N.L.I.P. ' I I 1 Volume 12, No. 1 April, 1999 �PLEASE NOTE: Native Language Education in Ontario will now be published only two times a year. Volume 12, Number 1 April, 1999 General :Editor: Wanda White Copy :Editing: Sonya Matson Native Language Education in Ontario Table of Contents Message From the Coordinator ............................................./1 Information for NLIP students............................................../2 Announcement & Conferences............................................./3 Publications................................................ ........................../6 Teaching Unit by Lena White ............................................../11 Cree Dictionary Clipping....................................................../13 Sharing Section...................................................................../14 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 confer­ ence? If the answer is yes to any of these, please call Wanda White at (807) 343-8003. Native Lant:uat: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 SE1 April, 1999 �Coordinator's Message Plans are now underway for the Native Language Instructors' Program (NLIP) for 1999. The Native Language Teachers' Certification (NLTC) and the Native As A First/Second Language Diploma (NAFU NASL) Programs will be offered. Credit courses in Languages and Education will also be offered which are courses for non-speakers and advanced studies("Institute" courses) for fluent speakers, grads and students who meet the admission requirements. Additional Qualifications (AQ) ED 4743 Native As A Second Language, Part I will be offered this summer. The dates for the NLTC is Monday,July 5 -July 30 and Diploma(NASL) Program is Monday,July 12-July 30. Registration will be Monday, July 5, Orientation will be Tuesday, July 6 and Workshops will be held Wednesday, July 7 and Thursday, July 8 and a General Asembly will be held on Friday July 9, 1999. Application packages were sent out inJanuary. The packages include all the forms that need to be filled out and include information on residences and meal plans. The deadline for applications is May 30, 1999. Applications received after this date will be considered only if there are spaces available. To avoid disappointment, send in your application as soon as possible to the NLIP office. We encourage you to share any information you may have on Native Language Education. It can be an article, a teaching idea, a poem, a game, a song, a book or any resource or reference material that you find useful. Please submit it to us and we can include it in our next Newsletter. A reminder to the students who need to do their "teaching experience", if you have not made arrangements with a school, you should start seeking a placement now. Don't forget to get your practice teaching forms filled in and signed by the appropriate school official(NOT the principal) and send the form in to the NLIP office. Students who have received their Certificate of Qualification (Restricted) are encouraged to come back and take the 4th 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 1999 Convocation exercises. Special thanks go out to Sonya, my secretary, for her commitment and devotion to the Program. I look forward to meeting all of you students again this summer. Good luck in your future endeavours. Giga-waabimigoom miinawaa. Wanda White, Coordinator Native Language Instructors' Program Native Language in Ontario Vol. 12, No. I Page 1 �NATIVE LANGUAGE PROGRAMS AT LAKEHEAD UNIVERSITY SUMMER1999 NLTC - NATIVE LANGUAGE TEACHERS' CERTU'ICATION PROGRAM (July 5 - 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 teacher certification in teaching an Algonquian language as a second language. The Ontario College of Teachers issues a Certificate of Qualification (Restricted) upon successful completion of the program. This program is four weeks in duration which includes one week of workshops. NASL - NATIVE AS A SECOND LANGUAGE DIPLOMA PROGRAM (July 12 - 30) 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. Out-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. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). NAFL - NATIVE AS A FIRST LANGUAGE DIPLOMA PROGRAM (July 12 - July 30) 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. This program is a three week program and does not lead to Ministry Certification. (This program does not include the workshops from NLTC). ED 4743 ADDITIONAL QUALIFICATION SPECIALIST CERTIFICATE IN NASL PART I (July S-July 30) SUMMER CREDIT COURSES IN LANGUAGES AND EDUCATION OJIBWE 1010 - Introduction to Ojibwe I (Severn Dialect) Introduction to basic Ojibwe conversation, pronunciation, and grammar. Time: 5:00- 7:30 p.m. Monday thru Thursday Date: July 5 - 22, 1999 OJIBWE 1012 • Introduction to Ojibwe D (Severn Dialect) Development of conversational skills and practice in writing. 5:00 p.m. - 7:30 p.m. Monday thru Thursday Time: July 26- August 16, 1999 Date: CREE 1010 - Introduction to Cree I Introduction to basic Cree conversation, pronunciation, and grammar. Time: 11 :00 a.m. - 1:30 p.m. Monday thru Thursday Date: July 5- 22, 1999 CREE 1012 - Introduction to Cree n Development of conversational skills and practice in writing. Time: 11:00 a.m. - 1 :30 p.m. Monday thru Thursday Date: July 26- August 16, 1999 NL 2713 • Algonquian Linguistics A study of the languages of the Algonquian family with particular emphasis on Ojibwe and Cree. 10:30 a.m.- 12:30 p.m. Time: July 12- July 30, 1999 Date: NL 3251 - Tramlation Specific problems of translation. 1:30 p.m. - 3:30 p.m. Time: Date: July 12- July 30, 1999 Page2 Native Language in Ontario Vol. 12, No. 1 �A N N O U N C E ME N T APPLICATIONS FOR THE 1999 SESSION OF THE NATIVE LANGUAGE INSTRUCTORS' PROGRAM AT LAKEHEAD UNIVERSITY ARE NOW AVAILABLE FOR NEW APPLICANTS IF YOU REQUIRE MORE DETAILED INFORMATION ABOUT NATIVE LANGUAGE TEACHER CERTIFICATION OR WOULD LIKE TO COMPARE OUR PROGRAM TO SIMILAR PROGRAMS, PLEASE CALL US AT (807) 343-8003 BEFORE REGISTERING IN A SIMILAR PROGRAM. LAKEHEAD UNIVERSITY IS THE ONLY NATIVE LANGUAGE TEACHER CERTIFICATION APPROVED BY THE MINISTRY OF EDUCATION AND TRAINING FOR CERTIFICATION IN NATIVE AS A SECOND LANGUAGE IN AN ALGONQUIAN LANGUAGE. CERTIFICATION THROUGH THE ONTARIO COLLEGE OF TEACHERS. *Indigenous Peoples' Conference on Education (Hilo, Hawaii, August 1-7) Pleasejoin us for the 5th triennial World Indigenous Peoples' Conference on Education (WIPCE HAWAri), to be held in Hilo, Hawai'i, from August 1 to 7, 1999. Na Po'e Hawai'i, the indig­ enous people of Hawai'i, invite you to participate in this unique assembly, dedicated to learning by tradi­ tional methods and stimulating discussions. Indigenous educators, artisans, political activists, healers, and community members are invited to propose presentations. Each presentation must have a cultural base, show how the past is bridged into the present, and have a proven impact on the presenter's people. We ask presenters not to rehash the validity of indigenous learning structures or philosophy. Instead, we wish to focus on past, present and future projects - ideas that strengthen beliefs and prac­ tices and offer direction and guidance as we enter the new millennium. Presenters are encouraged to de­ liver their presentation in their native tongue (please be ready to interpret). The deadline for proposals is December 31. The fee for participants who register before Decem­ ber 31 will be $295. After January I it will be $400, and no registrations will be accepted after April 30. For further information visit the conference website: http://wipcehawaii.org Or contact WIPCE HAWAI'I by e-mail at <Wipc@hawaii.edu>; by phone at: 808/934-7722; by fax at: 808/974-7692; or by regular mail at P.O. Box 6159, Hilo, HI 96720-8923. Native Language in Ontario Vol. 12, No. 1 Page 3 �Conference Announcement and CaU for Papers 31.., AJYrtUAL ALGONQUIAl'I COrtFBREJYCE neld In Co,uunctlon With The 9"' Annual Woodland JVatlonal nl5torg Conference of the Prophetstown Council for Preservation of Great Lalce5 /Yatfue American Culture October 28 to 31., 1.999 Vnwersfty Inn Lafayette, Indiana Any lndMdual who wishes to deliver a paper relating to Algonquian-speaking peoples lndudlng but not limited to language, history, art, archaeology, ethnography, and anthropology ls Invited to do so. Papers may be delivered in ingllsh or l'rench. Speakers will be allowed 20 minutes for presentation and 10 minutes for discussion. Papers must be presented In tngllsh or French. Please Indicate any additional equipment needed for the presentation. Contributors should aend tltleJ and one page abstracts by September l., J.999 to: IYk:how L. Clarlc, &ecutlN Director 7'lae ,......,,.. At Proplaetalolon, Inc. 22 IY. Second St. Lafayette, lndlana •7901. 7&5-t23-t6J.7 - Ofc 765-423-U95 - Pax nclarlc@prop11e1atou,n.org (Registration materials will be available by August 1, 1999.) Page4 Native Language in Ontario Vol. 12, No. 1 �Stabilizing Indigenous Languages (Tucson, AZ, June 3-5) AAAAAAA/\AAAAAAAAA/\AAAAAAAAAMAA/\AAAAAAAAAAAAAAAAAAAAAAAA The 6th annual Stabilizing Indigenous Languages Conference (Sll..C) will be held at the University of Arizona. Tucson, in conjunction with the 20th annual American Indian Language Development Institute (AILDI). It will take place June 3-5, 1999, and is being co-sponsored by SSil..A. The conference will produce strategies for heightening awareness of the importance of indigenous languages, extending existing language environments, and creating a new generation of speakers. The goal is to inspire indigenous communities to continue to develop and expand the circle of native language speakers. Proposals are being accepted for workshops, panels, paper presentations, roundtable discussions and policy planning groups promoting the theme "One Voice. Many Voices: Recreating Indigenous Language Communities". Possible topics include (but are not limited to): l) Workshops/Panels/Presentations -Model activities for reversing language shift -Technology in language transmission -Developing community- and family-based language teaching strategies and materials -Using multi-media language teaching techniques -Teaching strategies -Documentation of indigenous languages -Indigenous literacies and literatures 2) Roundtables -Creating and recreating language communities -Orthography issues and development -Curriculum and language materials development -Language immersion programs -Language planning and policy development -Language variations -Community-based programs -Language surveys and assessments -Grant proposal writing For fonns and guidelines on submitting proposals, contact All..DI by phone at 520/626-7555, or by e-mail at <Sll.C@u.arizona.edu>. The deadline for submission of proposals is January 15, 1999. The registration fee will be $125 (if received by March 31). and $150 after April 1. Registration fee for students (with proof) is $50. More detailed information will be posted shortly. If you have any questions, contact Alcira Yamamoto (akira@ukans.edu), Ofelia Zepeda (zepeda@linguistics.arizona.edu), or Teresa McCarty (tmccarty@mail.ed.arizona.edu). Native Language in Ontario Vol. 12, No. 1 Page 5 �Announcing publication of "Teaching Indigenous Languages" "Teaching Indigenous Languages" is a 323 page selection of 25 papers from the Fourth Annual Stabiliz­ ing Indigenous Languages Symposium •·sharing Effective Language Renewal Practices" held in �ay 1997 at Northern Arizona University in Flagstaff. Arizona. The conference brought together nearly three hundred indigenous language experts. teachers. and community activists to share information on how indigenous languages can best betaught at home and at school. The papers listed below represent theexperiences and thoughts of indigenous language activists who are working in the United State�. Canada. New Zealand. and Mexico. Copies can be purchased from the Division of Educational Services, Center for Excellence in Education, P.O. Box 5774, Northern Arizona University. Flagstaff. Arizona, 86011-5774. Phone 520 523 2127. Checks, money orders. and purchase orders should be made out to "Northern Arizona University." Credit card orders are also accepted. Individual copies cost $6.95 each plus postage and handling ($3.00 within U.S.• $5.00 international surface mail, $10.00 overseas Air Mail). Bulk discounts are available. The proceedings of the 1st and 2nd Symposia titled "Stabilizing Indigenous Languages" and edited by Dr. Gina Cantoni is also available from the same source at the same price per copy. Teaching Indigenous Languages, edited by Jon Reyhner Table of Contents: Tribal and School Roles 1. "Keeping Minority Languages Alive: The School's Responsibility" by Gina P. Cantoni 2. '•A Tribal Approach to Language and Literacy Development in a Trilingual Setting" by Octaviana V. Trujillo Teaching Students 3...Going Beyond Words: The Arapaho Immersion Program" by Steve Greymorning 4. •vreaching Children to "Unlearn" the Sounds of English" by Veronica Carpenter 5. "Leaming Ancestral Languages by Telephone" by Alice Taff 6. "Coyote as Reading Teacher: Oral Tradition in the Classroom" by Armando Heredia & Norbert Francis 7. "Revemacularizing Classical Nahuatl Through Danza (Dance} Azteca-Chichimeca" by Tezozoµioc, Danza Azteca Huehueteotl, & Danza Azteca Tenochtitlan 8...The KinderApache Song and Dance Project" by M. Trevor Shanklin, Carla Paciotto, & Greg Prater Teacher Education 9. "School-Community-University Collaborations: The American Indian Language Development Insti­ tute" by Teresa L. McCarty, Alcira Y. Yamamoto, Lucille J. Watahomigie, & Ofelia Zepeda 10. "Language Preservation and Human Resources Development" by Joyce A. Silverthorne Curriculum and Materials Development 11. "Issues in Language Textbook Development: The Case of Western Apache" by Willem J. de Reuse 12. "White Mountain Apache Language: Issues in Language Shift, Textbook Development, and Native Speaker-University Collaboration" by Bernadette Adley-SantaMaria 13. "Science Explorers Translation Project" by Dolores Jacobs 14. "Incorporating Technology into a Hawaiian Language Curriculum" by Makalapua Ka'awa & Emily Hawkins 15. "It Really Works: Cultural Communication Proficiency" edited by Ruth Bennett Page 6 Native Language in Ontario Vol. 12, No. I �Language Attitudes and Promotion 16. "Marketing the Maori Language" by Rangi Nicholson 17. ''Tuning in to Navajo: The Role of Radio in Native Language Maintenance" by Leighton C. Peterson 18. ''The Wordpath Show" by Alice Anderton 19. ''The F.chota Cherokee Language: Current Use and Opinions about Revival" by Stacye Hathorn 20. "An Initial Exploration of the Navajo Nation's Language and Culture Initiative" by Ann Batchelder & Sherry Markel Summing Up 21. "Four Successful Indigenous Language Programs" by Dawn B. Stiles 22. "Language of Work: The Critical Link Between Economic Change and Language Shift" by Scott Palmer 23. ''The Invisible Doors Between Cultures" by Robert N. St. Clair 24. "Personal Thoughts on Indigenous Language Stabilization" by Barbara Burnaby 25. "Stabilizing What? An Ecological Approach to Language Renewal" by Mark Fettes •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• ANNOUNCEMENT: VISIT THE NATIVE LANGUAGE INS TRUC TORS' PROGRAM AT OUR WORLD WIDE WEB PAGE. THE UNIFORM RESOURCE LOCATOR (URL) IS: http://www.lakeheadu.ca/-facedwww/FacEd/nlip.html Check us out for information on our Program. Native Language in Ontario Vol. 12, No. 1 Page 7 �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 forms, 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 all 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: $7S.OO To Order: Phone Toll-Free 1-800-565-9S23 OR 416-667-7791 Fax Toll-Free 1-800-221-9985 Or order through any bookstore Page 8 Native Language in Ontario Vol. 12, No. l �a-�C�I Ninoontaan / I Can Hear It Ojibwe Stories from Lansdowne House Written by Cecilia Sugarhead Edited, translated and with a glossary by John O' Meara This book contains ten stories written by Cecilia Sugarhead, a speaker of Ojibwe from Lansdowne House. Ontario. These stories are well-known to Ojibwe-speaking people in northern Ontario. These texts from northwestern Ontario - about halfway between Lake Superior and Hudson's Bay ­ were written in Ojibwe syllabics and are here presented both in their original syllabic form and the standard roman orthography with the English translation on facing pages. This volume also provides a detailed introduction and a full glossary (along with an English-Ojibwe index) identifying all words which appear in the texts. This is the first collection of narratives from a vast region where upriver Ojibwe communities border on downriver Cree communities to the north and east. The narratives in this book both types of northern Ojibwe texts. The tipaatisoohkan ('legends') tell about the mythical past. in the time before the earth and creatures on it were fully fonned. The tipaacimowin ('stories') range from personal experiences to historical accounts. This collection of stories will be of interest to students of Ojibwe language and literature, as well as to educators seeking materials produced in and about the Ojibwe language. ****************************** Ordering Information Available From: Lakehead University Alumni Bookstore Lakehead University Thunder Bay, ON P78 5El Canada Phone: 807-343-8335 Fax: 807-343-8 158 E-mail: lori.fleming@lakeheadu.ca Cost: $35.00 (includes applicable taxes plus shipping/handling) Make cheques payable to ..Lakehead University Bookstore" We accept Visa, MasterCard or American Express and purchase orders. Please fax or e-mail order infonnation if paying by one of these methods. Native Language in Ontario Vol. 12, No. 1 Page 9 �<<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< MIDEWIWIN LANGUAGE CAMP of The Three Fires Society Introductna the Mtdewtwtn Lan&uaae Camp Book, Volume 1 The Ojibwe language camp course book and two audio tapes were prepared to assist the studl•nts who attended the language camp hosted by Wausauksing First Nation at Parry Island, Ontario on August 14 - 18, 1995. For others who want to learn Ojibwe, these resources will facilitate learn­ ing of Ojibwe. The topics and activities contained in this curriculum are what were taught dur­ ing the sessions. Also included are instructional expressions and other related vocabulary. Teachlng Master: Edward Benton Banai Co-Teachers: Charlie Nelson Edna Manitowabi Willie Trudeau Lena Odjig White Lily Bourgeois The Midewiwin Language Camp Book was compiled and edited by Lena Odjig White. The accompanying audio tapes were also produced by Lena. Published by: Gene and Gerri Boubard of Eagle Bear Ventures, Winnipeg, Mani­ toba. Language Package consists of: 40-page book (including full colour cover) two 60-minute audio tapes, and a "see through" envelope ORDER FORM Title: Midewiwin Language Camp, Vol. 1 Ship to:_____________________________ (Name) (Address) Cost per book: $30.00 Canadian $20.00 U.S. MAIL ORDERS: Add $4.00 per copy - shipping and handling (Canadian) Add $3.00 per copy - shipping and handling (U.S.) Please make cheque or money order payable to Lena White. Lena White Order from: Box 242 Letellier, Manitoba ROG lCO OR: Phone 204-427-2800 Fax 204-427-2655 <<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>><<>>< Native Language in Ontario Vol. 12, No. 1 �ENGODOOSIGIN KINOOMAAGEWNAN TEACHING UNIT 1. Inaakoni&ewin: Introduction (Rationale) Wiindmaageyan enaakonigeyan miinwaa ezhi-piitendaagok waa-kinoomaageyan. Introducing what you plan to teach and why it is important. 2. Zhichiaewin: Objective Ezhi-ndawendaman ekinoomaagaazjig waa-zhi-shki,ewziwaad. What you want the students to be able to achieve. 3. Kinoomaa1ewnan: Content (a) Ezhi-naabiisigin Kidwinan: Language Patterns - ezhi-kidong nooj gegoo kidwinan how words are expressed in different ways • ezhi-naabiisidoong kidwinan how words are put together (b) Kidwinan: Vocabulary - waawiinjganan nouns • zhichigewnan verbs • aankobjigaansan dbishko go: for example: inflections (prefixes, suffixes) - ziindaakojiigaansan particles (c) Nsastamawkiiwin: Language Concepts - weweni nsastamawkiing kinoomaagewnan ensuring students understand what you are teaching (d) Ezhi-naabdakikin Kidwinan: Language Functions - ezhi-naabjitoong kidwinan how people use the language Native Language in Ontario Vol. 12, No. 1 Page 1 1 �(e) Anishnaabe'aadziwin: Aspects of Culture - Anishnaabe bmaadziwin Anishnaabe way of life - Anishnaabe kendaaswin Anishnaabe knowledge - Anishnaabe kinoomaadwinan Anishnaabe teachings and values 4. Waa-naakimi2zin2: Teaching Activities Nooj gegoo waa-nakimiziwaad ekinoomaagaazjig wii-nishnaabemwaad. What students will learn through various activities. Ekinoomaagaazjig weweni wii-kendmawaad... bzindamawin giigdowin ginjgewin zhibiigewin The students will know well (the skills)... listening speaking reading writing 5. Nda-kenji2ewin: Evaluation Waa-zhi-ndakenmadwaa ekinoomaagaazjig mnik gaa-zhi-shki'ewziwaad wii-anishnaabemwaad. Tofind out how much students achieved in learning Anishnaabe language. 6. Nakaazwinan miinwaa Aabjichi2anan: Materials and Resources Mkawaataagzing waa-zhi-zhiitaayan kinoomaageyan A reminder of what to prepare and what you needfor your teaching. - ka-zhibii'aanan list them by: Lena White with assistance from co/leag11es, Shirley Williams & Reta Sands July. 1998 Page 12 Native Language in Ontario Vol. 12, No. l �Cree dictionary aims to preserve language by Bob Weber The Canadian Press Edmonton - After 12 years, Earle Waugh finally has an answer for the spirit of a feisty, Cree-speaking nun from Hobbema, Alberta. "It's done," says Waugh, a University of Al­ berta professor who's just edited a new authoritive dictionary of the Cree language that was begun by the late Sister Nancy LeClaire back in the mid-'60s. "She knew she was dying," says Waugh of LeClair, whose name appears on the cover of the newly published book from the University of Al­ berta Press. "She said to me, 'Dr. Waugh, you know you have to finish this and I'll be looking over your shoulder to make sure that you do."' "The Cree concept of pawakan (spirit) is very strong. She was there. there's no doubt." The 577 page Alberta Elders' Cree Dictionary is the most complete, up-to-date Cree-English re­ source ever published, says Waugh, who worked on the project for 22 years. It includes different dialects and slang. There's a whole section of words that would mystify the language's original speakers - such as cashmere (manitowekin, or God's cloth") and VLT (soniyaw kasiwepayit, or the "machine that spits money"). Cree grammar makes it flexible enough to welcome new words. As in German, words can be combined to create neologisms. "English likes to have a single word that stands for a particular concept," says Waugh. "Cree is quite happy to link several words together." "What's neat about this is that it means that Cree is adaptive. It's also very colourful and very vivid." The dictionary is a cultural document as well. It defmes manito as "the basic mysterious quality in the universe," rather than the usual defini­ tion of "God". It provides an oath for use in court that is culturally meaningful, since Cree bas little concept of guilt. 11 The work draws from sources diverse as the Cree-French lexigon written by Father Albert Lacombe in 1865, previous works on the language and the living vocabulary of up to 100 native Cree speakers from across the Prairies. George Cardinal, who grew up in northern Alberta with Cree as his first language, took over from Sister LeClaire as principal author. - reprinted from the Chronicle-Journal Sunday, January 10, 1999 ••••••••••••••••••••••••••••••• NLIP Faculty, Staff and Student updates: Several NLIP faculty members gave papers at the recent Thirtieth Algonquian Conference, which was held in Burlington Massachusetts, October 23-25, 1998. John O'Meara (Lakehead University) gave a paper entitled "Preliminary Observations on Some Ojibwe Place Names in Northern Ontario." Helen Wassegijig (Carleton University) gave a paper entitled "What is Ojibwe Art and Lan­ guage?" J. Randolph Valentine (University of Wiscon­ sin-Madison) gave a paper entitled "Aspects of Style in Ojibwe Narrative." Native Language in Ontario Vol. 12, No. 1 Page 13 �SHARING SECTION NGD-WONMOOM NA EZHI-ZAAGl'NAAN NGII-WIINMOON NA EZIIl-ZAAGl'NAAN? GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKENDMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. NIIN MAANDA N'DEH DABilKSE, AANWEN-ME-YIN. GYE WIYA NDOO-AAWSII ME-WII­ JllWSEWAN.NGII-WIINMOONNAEZIIl-ZAAGI'NAAN? "NWIIJKIWENH"NOONGWASAGDOO­ WIINMOON. NGII-WIINMOONNA EZlll-ZAAGl'NAAN?GDAA-WIINMOON NA GWA MIINWAA NGODING? NGII-WIINMOON NA PANE NMAKWENMINAAN? "NWIIJKIWENH" NOONGWA SA GDOO­ WIINMOON. Written by: Virginia Henry July 29, 1998 Tune is to the tune of "Have I told you Lately?" •••• •••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• AABDSH GE-YI-NDAAYAAN NIGDWEYAAN? AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN DEBENDAMAA. 011-DEBWE GAA-KIDAD, GIi-DAWENDAANG NWII-NBWA-YAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? LAKEHEAD UNIVERSITY NGII-NJI-KINOMAAGO. NGII-NDA-WENDAAN, NWII­ KENDAASYAAN. MAABA DASH KIWENZil'ISH GAAWIIN GII-NENDZII. GIi-KiDA, 'GEGWAA BI-BSKAA-BIIKEN'. AABIISH GE-YI-NDAAYAAN NI-GII-WEYAAN? KIWENZII'ISH GII-ZAAGil-WEBINAAN NDEBENDMAAN. GII-DEBWE GAA-KIDA, Gll-NDAWENDANG NWII-NBWAYAAN. AABIISH GE-YI-NDAAYAAN NI-GIIWEYAAN? NISHNAABEG BAATIINOWAG, MAA LAKEHEAD. NOOJ GEGOO YI-NAADZIWAG. AANIND PANE GCIIl-NOKIIWAG MIINWAA AANIND GCIIl-GII-BAADZIWAG. AABilSH GE-YI-NDAAYAAN NI-GIIWEYAAN? KIWENZII'ISH GII-ZAAGJI-WEBNAAN NDEBENDMAAN. GI-DEBWE GAA-KIDAD GII-NDA-WENDANG NWII-NBWAYAAN. AABIISH GE-YI-NOAAYAAN NI-GIIWEYAAN? To the tune of "Where am I Going to Live When I Get Home? R. Travis Submited by Virginia Henry Page 14 Native Language in Ontario Vol. 12, No. l � 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 12 (1), April 1999. 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 1999-04-01 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